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'Collins KS3 History' builds key historical and functional skills, ensuring that all pupils make clear and measurable progression at KS3, whether it is a 2 or a 3 year course.
At the heart of this series is the idea that visual resources can be used to inspire and motivate the full range of student abilities. 'Accessing History' l offers a wealth of fascinating and colourful images for each of the main study unit periods, with three separate objectives to use with the images.
Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.
On a cold day on the thirtieth of January 1649 in London, an anonymous executioner severed the head of King Charles I of England. The watching crowds had very mixed feelings about this regicide, but Oliver Cromwell’s troops kept order, and eventually the crowd dispersed, stunned by this momentous event in English history, which left the country in turmoil. Amongst the crowd that day were a father of fifty-nine years and his three sons. This moment in history was to change their lives. Who were this family? Where had they come from? What would become of them? The answer to these questions would lead us back to King Robert the Bruce of Scotland, forward to our own Queen of the United Kingdom and the Commonwealth, and would also greatly influence much of American history.
"Drawing on fieldwork in secondary schools and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn" -- book cover.
The rise of social history has had a transforming influence on the history of early modern England. It has broadened the historical agenda to include many previously little-studied, or wholly neglected, dimensions of the English past. It has also provided a fuller context for understanding more established themes in the political, religious, economic and intellectual histories of the period. This volume serves two main purposes. Firstly, it summarises, in an accessible way, the principal findings of forty years of research on English society in this period, providing a comprehensive overview of social and cultural change in an era vital to the development of English social identities. Second, the chapters, by leading experts, also stimulate fresh thinking by not only taking stock of current knowledge but also extending it, identifying problems, proposing fresh interpretations and pointing to unexplored possibilities. It will be essential reading for students, teachers and general readers.
First Published in 1929 A Handbook for History Teachers is an attempt on the part of a number of teachers (many of them members of the S. E. London branch of the Historical Association) to offer some practical help in the choice of historical material for children. It discusses themes like schemes of work in elementary junior and senior schools, textbooks for pupils under fifteen, class library books for pupils under fifteen, book lists for teachers, and sources for the preparation of history stories by the teacher. This is an essential read for history teachers and education.
The Revised National Curriculum places a strong emphasis on teaching knowledge, skills and understanding of Citizenship to all KS 3 & 4 pupils. In particular, it ensures this teaching takes places within the context of an individual subject were possible. From the first announcement of the compulsory Programme of Study for Citizenship, history has emerged as an example of a subject already delivering aspects of citizenship within its curriculum.
Reflective practice is at the heart of effective teaching, and this book will help you develop into a reflective teacher of history. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make the best use of resources and how to assess pupils′ progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a history teacher. The book comes with access to a companion website, where you will find: - Videos of real lessons so you can see the skills discussed in the text in action - Transcripts from teachers and students that you can use as tools for reflection - Links to a range of sites that provide useful additional support - Extra planning and resource materials. If you are training to teach history, citizenship or social sciences this book will help you to improve your classroom performance by providing you with practical advice, and also by helping you to think in depth about the key issues. It provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE. Ian Phillips is course leader for PGCE History (and Teaching and Learning Fellow) at Edge Hill University.
