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Found 2,034 results matching 'french revolution' within Secondary   (Clear filter)

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  • Sharing The Past: Northamptonshire's Black History

      Book Review
    Northamptonshire Black History Association Pub 2008; ISBN:978 0 9557139 1 0; £12.95 [+£2.30 p and p] from: NBHA, Doddridge Centre, 109 St James Road, Northampton, NN5 5LD. How fortunate Northamptonshire history teachers are! With the current emphasis on community cohesion and diversity in the New Secondary Curriculum, they are presented...
    Sharing The Past: Northamptonshire's Black History

  • 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

  • A question of attribution: working with ghetto photographs

      Teaching History article
    Holocaust imagery is very familiar, clichéd even. How can we get pupils thinking about it in novel ways and seeing differently? Phillips reports work completed with his PGCE students, proposes a scaffold of questions with which to deconstruct images and applies it to  archive images and to Hollywood representations. Images...
    A question of attribution: working with ghetto photographs

  • Polychronicon 122: The Gunpowder Plot

      Teaching History feature
    Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' focuses on interpretations of the Gunpowder Plot.
    Polychronicon 122: The Gunpowder Plot

  • Role Play 1: The Society Game

      Teaching History Article
    Applicable to Britain 1066-1500, Britain 1500-1750, Britain 1750-1900, and many aspects of GCSE and AS/A2 courses. The version given in full here is for use in a study of Victorian Britain. This tackles the troublesome concept of relative status in a changing society. Exactly what is it that bestows status...
    Role Play 1: The Society Game

  • Communicating about the past: Resource E

      Article
    This folder contains three examples of the use of layers-of-inference frames, a now popular form of scaffolding in history teaching.  They are taken from three different key stages and demonstrate how a form of scaffolding can be used across different age groups but needs to be adapted to take account...
    Communicating about the past: Resource E

  • Communicating about the past: Resource C

      Article
    Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated. This resource describes the rationale for helping teachers to think about the range of real and creative end-products (outcomes) that can be used for different enquiries across key stage 3. They include a...
    Communicating about the past: Resource C

  • Communicating about the past: Resource A

      Article
    Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated. Nine examples of outcomes or tasks are described, that model the 'variety of ways' in which pupils can communicate about the past, all but one taken from issues of Teaching History. These examples...
    Communicating about the past: Resource A

  • Recorded webinar: Britain's eighteenth-century tradition of popular riot and protest

      Article
    Eighteenth-century Britons were ruled by a restricted oligarchy of landowners and plutocrats. Yet the wider population had a proud tradition of assertiveness and readiness to protest. ‘Britons never will be slaves!’ as the chorus of 'Rule Britannia' (1740) announced pointedly (if somewhat ironically, in view of Britain’s role in the...
    Recorded webinar: Britain's eighteenth-century tradition of popular riot and protest

  • Communicating about the past: Resource F

      Article
    Dale Banham, 'Getting ready for the Grand Prix: learning how to build a substantiated argument in Year 7' in Teaching History 92: Explanation and Argument issue This seminal article demonstrated how the author planned an enquiry to be taught over a long period blending in-depth study with overviews of history. ...
    Communicating about the past: Resource F

  • Communicating about the past: Resource B

      Article
    Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated. This repeats the nine examples of outcomes or tasks described in Resource A. It also includes additional notes, summarising the preparation that led up to the outcome or task and its place in...
    Communicating about the past: Resource B

  • Communicating about the past: Resource G

      Article
    James Woodcock, 'Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning' in Teaching History 119: Language issue (June, 2005) In this subtle article, James Woodcock experiments with introducing new vocabulary to a mixed-ability year 10 class working towards the enquiry question '"Hitler was not to...
    Communicating about the past: Resource G

  • The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What are textbooks for and how do we think of them? As inevitably partial views of the past that reflect their purpose and moment of construction and their authors' location in physical and ideological time...
    The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

  • Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Ian Dawson's seminal work on developing chronological understanding - in Teaching History 117, on the website thinkinghistory.co.uk and elsewhere - will be familiar to readers. In this article Dawson considers the question, very much on...
    Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

  • The National Insurance Act 1911: three perspectives, one policy

      Historian article
    Sandwiched between the Parliament Act and the Home Rule Act, the National Insurance Act 1911 is easily overlooked and often forgotten. Yet, as Gilbert has pointed out, it was critical both of itself and as the foundation for social legislation up to current times. It came into force on 15...
    The National Insurance Act 1911: three perspectives, one policy

  • Disraeli, Peel and the Corn Laws: the making of a conservative reputation

      Historian article
    125 years after his death, Benjamin Disraeli, Earl of Beaconsfield, still provides the political lode-star for generations of Conservatives. Lately, for the first time in 30 years, Disraeli's name and example has been enthusiastically evoked by the party leadership and David Cameron has projected himself as a Disraeli for the...
    Disraeli, Peel and the Corn Laws: the making of a conservative reputation

  • The Bloody Code - Early Modern Crime and Punishment

      Podcast
    Between circa 1690 and 1820 the number of crimes punishable by the death penalty grew from 50 to over 200. This short podcast will help to explain why this trend developed.
    The Bloody Code - Early Modern Crime and Punishment

  • We Also Served: British Asian Veterans of WW2

      We Also Served
    In search of the story of British Asian Veterans of World War Two.‘We also served' is a moving short film, which follows pupils from Beardwood and St Bede's high schools as they research why the contribution of these soldiers is not more widely recognised.
    We Also Served: British Asian Veterans of WW2

  • What sort of history should school history be? Debate Podcast

      Debate Podcast
    On July 18 2011 the Historical Association hosted a public debate chaired by Professor Simon Schama at the Institute of Education, Bedford Way, London. With the history curriculum being the focus of intense interest the following series of podcasts from the debate examine what that curriculum might look like. Joining Simon Schama was five...
    What sort of history should school history be? Debate Podcast

  • The International Journal Volume 2 Number 1

      IJHLTR
    Editorial  - Professionalism, Scholarship, Theory and Research   Ismail DemircioÄŸlu - Does the Teaching of History in Turkey Need Reform?   Terry Haydn - Subject Discipline Dimensions of ICT and Learning: History, a Case Study   Sonia Kerrigan - Creating a Community School Museum: Theory into Practice   Romero Morante...
    The International Journal Volume 2 Number 1

  • Triumphs Show 138: a kinaesthetic interpretation of Dover castle

      Teaching History feature
    Licking the stones: a kinaesthetic interpretation of Dover castle in 360 degrees This is the story of one history department that, in collaboration with a local historical site, embarked on a ‘curriculum co-development project' with the art department. The aim was to use learning experiences outside the classroom to bring...
    Triumphs Show 138: a kinaesthetic interpretation of Dover castle

  • Podcast: Presidential Lecture - Charles I: The People's Martyr?

      Podcast
    2012 Annual Conference Presidential Lecture Charles I: The People's Martyr? Jackie Eales, HA President and Professor of Early Modern History at Canterbury Christ Church University Charles I was renowned for his distrust of ‘popularity'. Yet during the 1640s he was forced to appeal to his people for support and in...
    Podcast: Presidential Lecture - Charles I: The People's Martyr?

  • Historical thinking and art education in Canada’s era of societal reckoning

      Teaching History article
    Michael Pitblado and Agnieszka Chalas, history teacher and art teacher respectively, describe how and why they responded to a call by Canada’s Truth and Reconciliation Commission to engage students with difficult aspects of Canada’s past, including the forced cultural assimilation of Indigenous peoples through the Indian Residential School System. Having reflected...
    Historical thinking and art education in Canada’s era of societal reckoning

  • 1497, Cornwall and the Wars of the Roses

      Article
    Ian Arthurson reasseses the Cornish rising of 1497 on its 500th anniversary. On the 400th anniversary of this rebellion there was a good deal of agreement about the Wars of the Roses: ‘The slaughter of people was greater than in any former war on English soil ... The standard of...
    1497, Cornwall and the Wars of the Roses

  • How does history shape our perceptions of national identity?

      History, Perceptions & Identity
    A series of podcasts of British students and their peers around the world discussing how a study of history has influenced their perceptions of their national identity and how it has influenced their perceptions of each other. This project has been started by The Mount and Millthorpe Schools in York and Philipp Melanchthon Gymnasium...
    How does history shape our perceptions of national identity?