This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools
Chapman's story about Alphonse the Camel and Frank the Camel-killer is a great story with which to explore the different categories of cause set out above in a humorous and accessible way (Chapman 2003). Thus the fact that poor Alphonse ...
London : Macmillan . Kinloch , N. ( 2001 ) Parallel catastrophe ? Uniqueness , redemption and the shoah , Teaching History , 104 , 8-14 . Kitson , A. ( 2001 ) Challenging stereotypes and avoiding the superficial : a suggested approach ...
These elements in progression should naturally prompt effective teachers of history at key stage 3 to ask themselves, 'Can I be sure that pupils are ... Key stage 2: 'Investigate the causes and consequences of historical events.
With Teaching History, Learning Citizenship, teachers can show students how to apply historical thinking skills to real world problems and to act on civic dispositions to make positive changes in their communities. “Teachers will ...
Now in a second edition, this popular book provides an introductory unit to help teachers build a trustful classroom climate; over 70 primary sources (including a dozen new ones) organized into thematic units structured around an essential ...
In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of ...
Reed: Send them all to Auckland! Robert: No! Frederick: Give them back what's rightfully theirs! Interviewer: And that would be? Reed: It was all theirs before Cook came. Robert: So they should have? Reed: All of it?
By sharing these narratives, this book expands the impact of emerging practices from individual TAH projects to reach a larger audience across the nation.
Written by a range of history professionals, including HMIs, this book provides excellent ideas on the teaching, learning and organization of history in primary and secondary schools.
In clear, concise language, this book deals with fundamental issues that must be addressed if teachers are to construct coherent and powerful history curricula, including: What are the purposes and goals that different types of teachers ...