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

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  • Do Gypsy, Roma and Traveller children see themselves in your history classroom?

      Helen Snelson and Richard Kerridge; resources from HA conference session, Bristol, May 2022
    Gypsy, Roma and Traveller people are the largest minority ethnic group in some communities (and therefore in some schools) in the UK.  Richard Kerridge and Helen Snelson have worked with the historian Professor Becky Taylor to produce a range of teaching resources for teaching the history of Gypsy, Roma and Traveller...
    Do Gypsy, Roma and Traveller children see themselves in your history classroom?

  • What have historians been arguing about: African history in the precolonial period?

      Teaching History article
    The George Floyd killing and the Black Lives Matter movement in the UK have led to an upsurge in interest in African history: how (and whether) it is taught, where it is taught, and who teaches it. Although it is widely recognised that slavery must be taught, there is a desire for history...
    What have historians been arguing about: African history in the precolonial period?

  • Transatlantic slavery – shaping the question, lengthening the narrative, broadening the meaning

      Teaching History article
    Nathanael Davies explains his radical rethink of how to teach transatlantic slavery. He explains how he came to question his earlier approach of focusing on the causation of ‘abolition’ and ‘emancipation’ and, instead, allowed scholarship, sources and his own students’ meaning-making to guide him to a different, and much more...
    Transatlantic slavery – shaping the question, lengthening the narrative, broadening the meaning

  • How introducing cultural and intellectual history improves critical analysis in the classroom

      Teaching History article
    In his article in this journal just over a year ago, Steven Driver set out his vision for a less myopic range of topics in A-level coursework. In this edition, Driver demonstrates how he has built student enthusiasm for, and knowledge of, a topic which he had previously identified as...
    How introducing cultural and intellectual history improves critical analysis in the classroom

  • Podcast: Latin Poets and their Role in Roman Society

      The Latin Poets
    In this podcast Dr Joanna Paul & Dr Paula James of the Open University discuss the role and significance of the Latin Poets in Roman society.
    Podcast: Latin Poets and their Role in Roman Society

  • Cunning Plan 178: How far did Anglo-Saxon England survive the Norman Conquest?

      Teaching History feature
    Cunning Plan for using the metaphor of a tree to help students characterise the process of change and engage with a historian’s argument. In this Cunning Plan, Eve Hackett sets out how she used a recent work of history about the Norman Conquest as inspiration for her teaching of Year...
    Cunning Plan 178: How far did Anglo-Saxon England survive the Norman Conquest?

  • What have historians been arguing about... decolonisation and the British Empire?

      Teaching History feature
    Decolonisation is a contested term. When first used in 1952, it referred to a political event: a colony gaining independence; it has since come to describe a process. When, where and why this process began, however, and whether it has ended, are all fiercely debated. Is it about new flags...
    What have historians been arguing about... decolonisation and the British Empire?

  • Teaching History 135: To They or Not To They

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Drilling down: how one history department is working towards progression in pupils’ thinking about diversity across Years 7, 8 and 9 – Matthew Bradshaw (Read article) 13 Cunning Plan: The generalisation game - challenging generalisations (Read article) 16 Were industrial towns ‘death-traps’? Year...
    Teaching History 135: To They or Not To They

  • Using historical discourse to find narrative coherence in the GCSE period study

      Teaching History article
    When planning a GCSE period study on the American West, Alex Ford wrestled with reconciling the content demands of the examination specifications with the need to provide his students with a memorable narrative. In this article, Ford shows how he drew on the latest academic scholarship to construct a rigorous,...
    Using historical discourse to find narrative coherence in the GCSE period study

  • Polychronicon 114: interpretations of Oliver Cromwell

      Teaching History feature
    Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. 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' investigates the differing...
    Polychronicon 114: interpretations of Oliver Cromwell

  • Bridging the gap: supporting early career teachers’ professional development as history teachers

      Teaching History article
    Kate Hawkey and Helen Snelson, who have both worked for many years in initial teacher education, wanted to find ways of supporting recently qualified teachers in continuing to develop their practice. Working in two different parts of the country, they established different kinds of informal, but well-focused history-specific, support groups....
    Bridging the gap: supporting early career teachers’ professional development as history teachers

  • Talk to your inspector: making the most of your history inspection

      Teaching History article
    Scott Harrison gives the official view on what history teachers can expect from an OFSTED inspection. He emphasises the need to communicate, as fully as possible, the department's rationale underlying all professional practice. This is essential if the inspector is to analyse the reasons why standards are as they are....
    Talk to your inspector: making the most of your history inspection

  • Ants and the Tet Offensive: teaching Year 11 to tell the difference

      Article
    The history department at Morpeth School in East London has improved performance at GCSE. The department has also done something unusual: it has abandoned coursework. This might seem a surprising decision but the rationale is interesting and clear. Arguably, the fundamental examination skills are identical to those needed for coursework...
    Ants and the Tet Offensive: teaching Year 11 to tell the difference

  • Move Me On 176: worried about how to deal with his own dyslexia in the classroom

      The problem page for history mentors
    Move Me On 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 education/training with an emphasis upon...
    Move Me On 176: worried about how to deal with his own dyslexia in the classroom

  • Achieving progression from the GCSE to AS

      Teaching History article
    As the new specifications [as we must all learn to call them] arrive in schools and colleges, we must all grapple with the concept of a new qualification - a new AS representing an intermediate standard. What does AS involve? In what ways does it represent progression from GCSE? Angela...
    Achieving progression from the GCSE to AS

  • 'I've been in the Reichstag': Rethinking roleplay

      Teaching History article
    Ian Luff constructs a rationale for the use of drama, practical demonstration and roleplay in pupils' learning. He follows this with a wealth of practical examples and detailed advice based on his own professional experience and his experience in running training sessions for other teachers. His analysis of the value...
    'I've been in the Reichstag': Rethinking roleplay

  • Triumphs Show 121: 60th Anniversary commemoration of the end of WWII

      Teaching History feature
    It’s early July 2004, and the history department of Harrogate Grammar School are chatting in the staff room enjoying a bit of spare time now that exam classes have disappeared. The subject of what the department will do next year when it comes to trips, speakers and special days comes...
    Triumphs Show 121: 60th Anniversary commemoration of the end of WWII

  • Podcast Series: From the Stone Age to the Romans

      Multipage Article
    In this podcast Professor Richard Bradley of the University of Reading looks at Britain and Ireland from their prehistoric beginnings to the arrival of the Romans.
    Podcast Series: From the Stone Age to the Romans

  • Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

      Article
    This unit contains complex concepts. It is distant from twentieth century life. The challenge is to understand power struggles between King and Parliament, a changing society and a religious upheaval. How do we interest students in religion when they live in a society in which religion takes a back seat?
    Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

  • Move Me On 174: Not doing all the thinking for the students

      The problem page for history mentors
    This issue’s problem: Alex Spotswood finds that the activities that he devises tend to involve him, rather than his students, doing all the real thinking and processing of information. Alex Spotswood is well established in his main placement and has taken responsibility for regular GCSE and Key Stage 3 teaching. He is highly...
    Move Me On 174: Not doing all the thinking for the students

  • Why Gerry likes history now: the power of the word processor

      Article
    Ben Walsh argues that many teachers of history completely miss the point of the word processor. Criticising those who use it merely for 'typing up' he reminds us that the purpose of the word processor, as with any other resource, is to teach good history. He analyses the types of...
    Why Gerry likes history now: the power of the word processor

  • New, Novice or Nervous? 173: including BME history in the curriculum

      The quick guide to the ‘no-quick-fix’
    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 find something better: conversations in which history teachers have debated or tackled your problems – conversations which any history teacher...
    New, Novice or Nervous? 173: including BME history in the curriculum

  • GCSE Podcasts: The Road to World War II

      The Road to WW2
    Aaron Wilkes and Katrina Shearman of Castle High School in Dudley discuss one of the key topics for modern world history students: The Road to World War II.
    GCSE Podcasts: The Road to World War II

  • ‘I need to know…’: creating the conditions that make students want knowledge

      Teaching History journal article
    Chloe Bateman recognised the value to her Key Stage 3 pupils of developing rich subject knowledge, but wanted to find a way of encouraging them to value that knowledge for themselves. In this article she explains how she provided that inspiration by setting her Year 7 class the challenge of...
    ‘I need to know…’: creating the conditions that make students want knowledge

  • Being ambitious with the causes of the First World War: interrogating inevitability

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Gary Howells asks hard questions about typical teaching and assessment of historical causation at Key Stage 3. Popular activities that may be helpful in addressing particular learning areas, or in teaching pupils to use the...
    Being ambitious with the causes of the First World War: interrogating inevitability