Recently added articles from Teaching History:

Introduction

Jun 01, 2007; Anonymous ... This publication is the result of research carried out by The Historical Association and supported by a grant from the Department for Education and Skills, 'lhe project has been entitled T.E.A.C.H. (Teaching Emotive and Controversial History) and covers the 3-19 age range. The National ...

Context and opportunities at each key stage

Jun 01, 2007; Anonymous ... Opportunities across all key stages 1. Even with the youngest pupils, there are opportunities to place people and the issues they face in a range of contexts. These opportunities are much greater than most teachers plan for. Whilst it is possible to find opportunities for every age ...

Constraints to the teaching of emotive and controversial history

Jun 01, 2007; Anonymous ... Constraints affecting all key stages Whilst particular constraints apply across particular contexts and key stages, a number seem to apply across all age groups and settings. This section outlines the general challenges before addressing some that are more key stage specific. 1 ....

Executive summary

Jun 01, 2007; Anonymous ... 1. The working definition that guided the production of this report is as follows. The study of history can be emotive and controversial where there is actual or perceived unfairness to people by another individual or group in the past. Vus may also be the case where there are ...

Good practice and case studies

Jun 01, 2007; Anonymous ... This section examines the characteristics of good and effective practice in the teaching of emotive and controversial history - the ways in which one can have "a curriculum with bite". Some of these features are generic and apply across all settings. Others are more appropriate or restricted to ...

Latest historical thinking on some emotive and controversial issues

Jun 01, 2007; Anonymous ... Britain and the Slave Trade Between 1640 and 1807, the British carried over 3 million Africans into slavery in the West Indies. This forced migration created a shared history, but one in which dispositions of power and wealth were highly unequal. It also nurtured slave resistance and, ...

Main recommendations

Jun 01, 2007; Anonymous ... If the teaching of emotive and controversial issues in history is to be more extensive and effective, it is axiomatic that the status quo will not lead to that eventual outcome. Many of the opportunities and examples of good practice need to be communicated more effectively and the impediments ...

Sense and Sensitivity

Jun 01, 2007; Woolley, Mary; Chapman, Arthur; McConnell, Tony; Counsell, Christine ... History thrives on questioning, debate and controversy. School history, however, can sometimes be tempted to avoid controversy. There are understandable reasons why we might want to - controversy can be messy and unpredictable, teaching about it can itself be controversial and it is difficult to ...

HA Secondary News

Jun 01, 2007; Scott, Heather ... Dear members As you will have heard me say many times, it's a privilege to be the Chair of the Secondary Committee. Such a talented group of historians needs little leadership - I really just organise the paperwork for them! With the expert assistance of Alf Wilkinson (Professional ...

Music, blood and terror: making emotive and controversial history matter

Jun 01, 2007; Wrenn, Andrew; Lomas, Tim ... Lomas and Wrenn, co-authors and compilers of the Historical Association's DfES-funded T.E.A.C.H 3-19 Report (Teaching Emotive and Controversial History), explore further ideas and examples of good practice from issues arising out of the report's conclusions. Lomas and Wrenn propose five distinct ...

TEACH In a Nutshell

Jun 01, 2007; Anonymous ... WHAT EXACTLY IS T.E.A.C.H. ALL ABOUT? It stands for Teaching Emotive and Controversial Issues in History. It was a project funded by the DfES and produced by the Historical Association. The main focus was on how such matters are addressed by those teaching history to those as young as 3 ...

Teaching controversial issues... where controversial issues really matter

Jun 01, 2007; Barton, Keith; McCully, Alan ... This is the fourth in a series of Teaching History articles about teaching history in Northern Ireland co-authored by Alan McCully. The first two articles (in editions 106 and 114) outlined teaching strategies to help pupils in Northern Ireland understand and relate to complex and often ...

Polychronicon

Jun 01, 2007; Riley-Smith, Jonathan ... The crusades Modern research on the crusades has concentrated on three basic questions. What were they? How were they justified? What motivated the crusaders? The first of these questions became controversial twenty-five years ago, when historians with a traditional approach to the ...

Identity-shakers: cultural encounters and the development of pupils' multiple identities

Jun 01, 2007; Byrom, Jamie; Riley, Michael ... History teachers are increasingly used to the idea that helping pupils reflect on and understand identities is one of the central purposes of history education. In this article Jamie Byrom and Michael Riley reflect on what thinking about identity historically might mean; by considering the ...

Cunning Plan

Jun 01, 2007; Prestoe, Andy ... What makes someone an Icon? A cunning plan to explore the relative significance of individuals involved in abolishing the slave trade. We had several aims when we constructed this enquiry. Firstly, we wanted to develop our Year 9 pupils' understanding of the concept of historical ...

'You should be proud about your history. They made me feel ashamed:' teaching history hurts

Jun 01, 2007; Traille, Kay ... As history teachers we are used to encouraging pupils to think; enabling them to express thoughts with clarity both verbally and in written form. Yet, if history as a school subject becomes purely cognitive, then something is missing. History deals with human behaviour and therefore the ...

triumphs Show

Jun 01, 2007; Anthony, Kimberley ... Resistance and collaboration: How did Europe react to German occupation? The Anne Frank House recently translated its comic book A Family Secret into English. By stressing the choices and dilemmas of ordinary people living in Amsterdam during the German Occupation, the comic seeks to ...

Is it the Tuarts and then the Studors or the other way round?

Jun 01, 2007; Howson, Jonathan ... The importance of developing a usable big picture of the past What should pupils know and understand as a result of their historical studies? This question is much in the news currently and too often quickly posed and glibly answered. In this article, Jonathan Howson poses this problem ...

Mummy, Mummy

Jun 01, 2007; Anonymous ... Mummy, Mummy, should the dead be able to write? Not now, dear. Mummy's trying to explain to the Head that the reason why her students do not appear to make uniform progress in Key Stage 3 is that the baseline data is based on a test score in a completely different subject, making any ...

News, events and branches

Jun 01, 2007; Anonymous ... Summer 2007 59a Kennington Park Road, London SE1 1 4JH T: 020 7735 3901 F: 020 7582 4989 E: enquiry@history.org.uk Sulgrave Manor -Tudor Day A glorious sunny day greeted the members who ventured out to Sulgrave Manor in Banbury for the Association's Tudor Day. Around 50 ...