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Found 1,858 results matching 'revolutions' within Secondary   (Clear filter)

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  • Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

      Teaching History journal article
    Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
    Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

  • Teaching History 153 Supplement: Curriculum Evolution

      Secondary journal supplement
    A special supplement to Teaching History to support the 2014 National Curriculum. 1) Thinking about how the HA can support your department  2) Jamie Byrom: Alive ... and kicking? Personal reflections on the revised National Curriculum and what we might do with it 3) Michael Fordham: O Brave New World,...
    Teaching History 153 Supplement: Curriculum Evolution

  • The particular and the general

      Teaching History article
    When your pupils use terms such as ‘king’ and ‘Parliament,’ what image do they have in their head? Do they know what they are talking about at all? Do they have a nuanced, period-specific vision of what these terms mean in the context of their current historical studies, and of...
    The particular and the general

  • Women’s Suffrage: history and citizenship resources for schools

      Article
    Are you teaching 20th-century history? Do you want to refresh your teaching of the campaign for women’s rights and equal representation? Don’t forget to register for the Suffrage Resources website, a free resource developed specifically for schools to help teachers and students explore the rich history of the suffrage movement and...
    Women’s Suffrage: history and citizenship resources for schools

  • Trampolines and Springboards

      Teaching History article
    Frustrated by his pupils’ tendency to compartmentalise source analysis into two discrete parts of ‘source’ and ‘own knowledge’, Jonathan Sellin reflected that his use of scaffolds might be to blame. Inspired by recent work by teacher-researchers Hammond and King on the importance of secure substantive knowledge in the area of...
    Trampolines and Springboards

  • Triumphs Show 171: preparatory reading for A-level essays

      Teaching History feature: celebrating and sharing success
    The first question my A-level students always used to ask when receiving back an essay was, ‘What mark did I get?’ The second question I used to hope they would ask was ‘How could I improve my work?’ I stress ‘used to’ because increasingly I do not give marks when...
    Triumphs Show 171: preparatory reading for A-level essays

  • ‘Through the looking glass’

      Journal article
    Danielle Donaldson began to notice the verbs that her pupils used to express their ideas. She noticed that more successful pupils were using carefully chosen verbs to express their conceptual thinking about causation or change, and wondered how this might relate to, and reflect, the breadth and security of their...
    ‘Through the looking glass’

  • Seeing beyond the frame

      Teaching History article
    History teachers frequently show pupils visual images and often expect pupils to interrogate such images as evidence. But confusions arise and opportunities are missed when pupils do this without guidance on how to ‘read’ the image systematically and how to place it in context. Barbara Ormond gives a detailed account...
    Seeing beyond the frame

  • Polychronicon 171: Policing in Nazi Germany

      Teaching History feature
    The nature of policing in Nazi Germany is a subject which continues to fascinate historians. The Gestapo (Geheime Staatspolizei) was an integral part of the Nazi terror system but historians have been and still are at odds as to how it actually functioned. Areas of debate have focused on the...
    Polychronicon 171: Policing in Nazi Germany

  • Move Me On 171: Using existing lesson plans

      The problem page for history mentors
    The 'Move Me On' feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher...
    Move Me On 171: Using existing lesson plans

  • Conducting the orchestra to allow our students to hear the symphony

      Teaching History article
    Alex Ford and Richard Kennett both welcome the renewed emphasis on knowledge within recent curriculum reforms in England, but are concerned about some of the ways in which the principle of a ‘knowledge-rich’ curriculum has been interpreted and transformed into particular pedagogical prescriptions. In this article they explain their reasons...
    Conducting the orchestra to allow our students to hear the symphony

  • New, Novice or Nervous? 153: Good Enquiry Questions

      Teaching History feature
    This page is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation in which...
    New, Novice or Nervous? 153: Good Enquiry Questions

  • Helping Year 9 evaluate explanations for the Holocaust

      Teaching History article
    ‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust Why genocides occur is a perplexing and complex question. Leanne Judson reports a strategy designed to help students think about perpetration and evaluate and propose explanations for...
    Helping Year 9 evaluate explanations for the Holocaust

  • Triumphs Show 170: making a place for fieldwork in history lessons

      Journal article
    Why ‘do’ local history? The new (grades 9–1) GCSE specifications place a lot of importance on the local environment. The rationale for this is to get students to situate a site in its historical context, and to examine the relationship between local and national developments. Initially this change was the...
    Triumphs Show 170: making a place for fieldwork in history lessons

  • New, Novice or Nervous? 170: Building students’ historical argument

      Article
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll soon find something better: conversations in which other history teachers have debated or tackled your problems –...
    New, Novice or Nervous? 170: Building students’ historical argument

  • Anything but brief: Year 8 students encounter the longue durée

      Article
    Inspired by The History Manifesto, Suzanne Powell describes in this article her rationale for expanding her students’ horizons by asking them to think about change, similarity and difference on a grand scale. She sets ‘big history’ into its curricular context, and shows the way in which her students could, and...
    Anything but brief: Year 8 students encounter the longue durée

  • Polychronicon 170: The Becket Dispute

      Journal article
    ‘The Becket Dispute’ (or ‘Controversy’) refers to the quarrel between Henry II and Thomas Becket, Archbishop of Canterbury, which dominated English ecclesiastical politics in the 1160s. It was a conflict with multiple dimensions: a clash of Church and State; a prolonged struggle between two prominent individuals; a close friendship turned...
    Polychronicon 170: The Becket Dispute

  • ‘This extract is no good, Miss!’

      Journal article
    Frustrated that her A-level students were being overly dismissive when asked to judge the convincingness of academic historians’ arguments, Paula Worth drew on previous history-teacher research and theories of history for inspiration. After noting that her students would unjustly reject esteemed historians’ accounts for lack of comprehensiveness, Worth explains here...
    ‘This extract is no good, Miss!’

  • Reading? What reading?

      Journal article
    Discussions with sixth-form students about reading led Carolyn Massey and Paul Wiggin to start a sixth-formreading group. They describe here the series of themed sessions that they planned, and the student discussion and reflections that resulted. Listening to their students discuss their reading led Massey and  Wiggin to reflect on what is meant by ‘reading around’ the subject, and its role in students’ intellectual...
    Reading? What reading?

  • History Teaching in Belarus: Between Europe and Russia

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017 ISSN: 14472-9474 Abstract This paper is devoted to social uses of history teaching and history textbooks. It analyses, first, how the history of the lands of Belarus, at the crossroads between Europe and Eurasia, was...
    History Teaching in Belarus: Between Europe and Russia

  • An Investigation into Finding Effective Ways of Presenting a Written Source to Students

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract Written historical sources can be quite challenging for students to analyse in secondary school. They are sometimes long and tedious to read as well as containing difficult and awkward text. The presentation of...
    An Investigation into Finding Effective Ways of Presenting a Written Source to Students

  • Social Studies Teachers’ Resistance to Teaching Francophone Perspectives in Alberta

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract It is increasingly common for social studies programs to call for the teaching of multiple perspectives on past and current issues. Within the Canadian context, the province of Alberta’s social studies program mandates...
    Social Studies Teachers’ Resistance to Teaching Francophone Perspectives in Alberta

  • The History of Afro-Brazilian People

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract This work is part of the following research projects: ‘Indians, Quilombolas, and Napalm’ funded by the Ministry of Education (MEC/CAPES-Brazil), and ‘Teaching-learning methodology and evaluation in controversial social issues of humanities and its...
    The History of Afro-Brazilian People

  • “They Ought to Know the Achievements of the Ancient Greeks”

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract This paper focus on the role of archaeology and material culture in supporting national narratives for younger generations, examining the ideas and perceptions of prospective teachers of Greek Primary Education. Firstly, the contribution...
    “They Ought to Know the Achievements of the Ancient Greeks”

  • Narrating “Histories of Spain”

      Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017 ISSN: 14472-9474 Abstract This study analyses the role of Spanish teacher training students as narrators of what they consider to be the history of Spain. Results of this empirical study are based on a random...
    Narrating “Histories of Spain”