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Found 1,042 results matching 'TH 178' within Publications > Teaching History > Teaching History articles   (Clear filter)

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  • Polychronicon 155: Interpreting the Origins of of the First World War

      Teaching History feature
    As I write this article I have before me my grandfather's Victory Medal from the First World War. It has inscribed on the reverse side, ‘The Great War for Civilisation 1914-1919'. The absolute certainty of such a justification for Britain's entry into the war seems somewhat hollow as we approach...
    Polychronicon 155: Interpreting the Origins of of the First World War

  • Move Me On 155: Historical Intepretation vs. Opinion

      Teaching History feature
    This issue's problem: Helena Swannick tends to treat differences between historical interpretations simply as matters of opinion. Helena Swannick is a career changer who has decided to come into teaching after many years' working in human resources and some time at home caring for two young children. Her degree was a...
    Move Me On 155: Historical Intepretation vs. Opinion

  • Triumphs Show 155: beyond trivial judgements of 'bias'

      Teaching History feature: celebrating and sharing success
    Towards victory in that battle... 10A were nearly a term into their GCSE history course, working on an 1890-1918 British history ‘depth study'. They had already completed work on the Liberal welfare reforms and on the women's suffrage movement, and they had been practising a range of source evaluation approaches....
    Triumphs Show 155: beyond trivial judgements of 'bias'

  • Cunning Plan 155: interpreting WW1 events

      Teaching History feature
    Enquiry Question: What's worth knowing about the First World War? At the end of our scheme of work on the First World War, I asked myself how I might encourage my Year 9 pupils to reflect on the historical significance of the events we had studied. I was particularly interested...
    Cunning Plan 155: interpreting WW1 events

  • New, Novice or Nervous? 155: Similarity & Difference

      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? 155: Similarity & Difference

  • Making sense of the eighteenth century

      Teaching History article
    Making sense of the eighteenth century Pressures on curriculum time force us all to make difficult choices about curriculum content, but the eighteenth century seems to have suffered particular neglect. Inspired by the tercentenary of the accession of the first Georgian king and the interest in the Acts of Union prompted...
    Making sense of the eighteenth century

  • Combating a Cook-centric past through co-curricular learning

      Teaching History article
    Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of Discovery Paula Worth presents in this article a means of challenging students' tendency to generalise even when they know that they should not. How can we encourage our students...
    Combating a Cook-centric past through co-curricular learning

  • Cunning Plan 154: Who is buried in the box?

      Teaching History feature
    Question: Who is buried in the box? Seeking a new and exciting way to introduce my Year 7 students to history, I looked to a practical solution. Ian Dawson once used a Thinking History exercise where students looked at the idea of ‘layers of history'. It was useful in structuring...
    Cunning Plan 154: Who is buried in the box?

  • New, Novice or Nervous? 154: Using historical scholarship in the classroom

      Teaching History feature
    As another World Book Day goes past, you have been watching the English department wax lyrical about all of the wonderful books that pupils might read. You know that there is a wealth of well-written historical scholarship out there for pupils to dive into, yet you are not sure about...
    New, Novice or Nervous? 154: Using historical scholarship in the classroom

  • Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom

      Teaching History article
    Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom It has become a truism that Britain is a multi-cultural society yet, as Mohamud and Whitburn argue, there is still a great deal of thinking to be done by history teachers in accounting...
    Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom

  • Move Me On 154: Mixed Ability Groups

      Teaching History feature
    This issue's problem:Joe Priestley is having problems providing sufficient challenge for the higher attainers within his mixed ability groups Joe Priestley has settled into his training placement very well and has impressed other members of the history department with his lively and engaging ideas. In his early teaching he was...
    Move Me On 154: Mixed Ability Groups

  • Waking up to complexity

      Teaching History article
    Waking up to complexity: using Christopher Clark's The Sleepwalkers to challenge over-determined causal explanations Teaching student to construct causal argument is a staple of history teaching and, in this year, questions about the causes of the First World War are particularly pertinent and once again the public eye. Claire Holliss,...
    Waking up to complexity

  • Polychronicon 154: Elizabeth I

      Teaching History feature
    Elizabeth I is admired today for her power dressing and her power portraits; her political acumen and her success in a man's world. The adulation of Elizabeth started during her own lifetime when she was praised as a goddess and even as a celestial power. Elizabeth's semi-mythical status is reflected...
    Polychronicon 154: Elizabeth I

  • Period, place and mental space

      Teaching History article
    Period, place and mental space: using historical scholarship to develop Year 7 pupils' sense of period What is a sense of period? And how can pupils' sense of period be developed? Questions such as these have troubled history teachers for many years, often revolving around debates over the role played by...
    Period, place and mental space

  • Bringing Rwanda into the classroom

      Teaching History article
    A short 20 years: meeting the challenges facing teachers who bring Rwanda into the classroom As the twentieth anniversary of the 1994 genocide in Rwanda approaches, Mark Gudgel argues that we should face the challenges posed by teaching about Rwanda. Drawing on his experience as a history teacher in the...
    Bringing Rwanda into the classroom

  • Polychronicon 153: Re-interpreting Liberation: the end of the Holocaust?

      Teaching History feature
    In August 1945, Zalman Grinberg, a doctor from Kovno and spokesman for the Liberated Jews in the American Zone of Germany, addressed 1,700 Jewish survivors. ‘What is the logic of destiny to let these individuals remain alive?!' he asked them: We are free now, but we do not know what...
    Polychronicon 153: Re-interpreting Liberation: the end of the Holocaust?

  • 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

  • Building an overview of the historic roots of antisemitism

      Teaching History article
    ‘But I still don't get why the Jews': using cause and change to answer pupils' demand for an overview of antisemitism Research by the Centre for Holocaust Education has suggested that students need and want more help with building an overview of the historical roots of antisemitism and that they...
    Building an overview of the historic roots of antisemitism

  • Helping Year 9 debate the purposes of genocide education

      Teaching History article
    Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education Why do we teach about the Holocaust and about other genocides? The Holocaust has been a compulsory part of the English National Curriculum since 1991; however, curriculum documents say little about why pupils should learn...
    Helping Year 9 debate the purposes of genocide education

  • An authentic voice: perspectives on the value of listening to survivors of genocide

      Teaching History article
    It is common practice to invite survivors of the Holocaust to speak about their experiences to pupils in schools and colleges. Systematic reflection on the value of working with survivors of the Holocaust and other genocides and on how to make the most of doing so is rarer, however. In...
    An authentic voice: perspectives on the value of listening to survivors of genocide

  • Polychronicon 152: Changing interpretations of the workhouse?

      Teaching History feature
    The workhouse has long held a negative reputation in the popular imagination as the dreaded destination of the destitute, an institution guaranteed to strike fear into the hearts of the Victorian poor. This is partly owing to its design under the New Poor Law of 1834 as an explicit punishment...
    Polychronicon 152: Changing interpretations of the workhouse?

  • Move Me On 153: Teaching about genocide

      Teaching History feature
    This issue's problem: Susie Cook is struggling to sustain an emphasis on developing historical knowledge and understanding in teaching about genocide. Susie Cook worked for nearly ten years as a web designer before deciding to move into teaching. Once she had secured her place on the programme she spent several months...
    Move Me On 153: Teaching about genocide

  • History, music and law: commemorative cross-curricularity

      Teaching History article
    James Woodcock continues his theme from Teaching History 138 about the difference between superficial, thematic cross-curricularity and much more rigorous interdisciplinarity. His concern is to retain rather than compromise the integrity of the subject disciplines. Woodcock argues that interdisciplinary working adds value to learning only when the knowledge and the distinctive...
    History, music and law: commemorative cross-curricularity

  • 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

  • Learning lessons from genocides

      Teaching History article
    ‘Never again'? Helping Year 9 think about what happened after the Holocaust and learning lessons from genocides ‘Never again' is the clarion call of much Holocaust and genocide education. There is a danger, however, that it can become an empty, if pious, wish. How can we help pupils reflect seriously on...
    Learning lessons from genocides