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Your search keyword '"HISTORY education"' showing total 7 results
7 results on '"HISTORY education"'

1. "It's not that simple": Re-Thinking Historical Writing Tasks Based on Insights from Disciplinary Experts.

Author

Monte-Sano, Chauncey and Thomson, Sarah

Subjects
*HISTORIOGRAPHY, *HISTORIANS, *HISTORY teachers, *HISTORY students, *HISTORY education, *HISTORICAL literacy
Abstract

The standard response of any historian in almost every case is: it's not that simple. The challenge, of course, is the tension between exploring questions to their full complexity and ambiguity on the one hand and the fact that we know that you [teachers] only have one period ... and have a lot of things to cover. That's a really hard thing to reconcile. [ABSTRACT FROM AUTHOR]

Published
2022

2. What's the wisdom on... historical significance?

Subjects
*HISTORY teachers, *HISTORY education, *HISTORIANS, *HISTORY students, *HISTORY textbooks
Abstract

The article provide guide to history teachers with an overview of the 'story so far' of many years of practice-based professional thinking about a particular aspect of history teaching. It mentions need to avoid falling into the trap of treating historical significance as an isolated practical skill and story of its evolution in the hands of history teachers. It also mentions historical significance attached to an event person, situation or trend is going to change.

Published
2020

3. Touching, feeling, smelling, and sensing history through objects: new opportunities from the 'material turn'.

Author

Bird, Michael, Wilson, Katherine Anne, Egan-Simon, Daryn, Jackson, Alannah, and Kirkup, Richard

Subjects
*HISTORIANS, *HISTORY teachers, *HISTORY education, *HISTORY students, *CURRICULUM
Abstract

The article focuses on how pupils can engage directly with the kinds of sources to which historians are increasingly turning their attention and how history teachers can bring academic scholarship into the classroom. It mentions how carefully structured support as pupils handled the objects created a highly inclusive and absorbing learning environment. It also mentions authenticity and inclusivity in the history curriculum for school-age pupils.

Published
2020

4. What did 'class' mean to a Chartist? Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past.

Author

Olivey, Jacob

Subjects
*HISTORY education, *HISTORY teachers, *HISTORY students, *WORKING class, *HISTORIANS
Abstract

In this article, the author illustrates the importance of using historical scholarship in choosing foundational knowledge to teach. It mentions how he used that scholarship to shape and re-shape the flow of a lesson sequence and to discern what pupils had and had not understood. It also mentions pupils' written and oral responses in the light of historians' work on working-class identity construction and advances history teachers.

Published
2019

5. What Does It Mean to Think Historically . . . and How Do You Teach It?

Author

van Sledright, Bruce A.

Subjects
*HISTORY education, *HISTORY students, *MIDDLE schools, *HISTORY teachers, *HIGH schools, *HISTORIANS
Abstract

The article explains the meaning of historical thinking and sheds some light on how it could be more successfully be taught. As historians pore through documents and assess their status, they simultaneously begin to build theories and models about the past they are investigating. Because the work of historical thinking is complex and often difficult, some teachers-particularly at the elementary and middle school levels-make the presumption that their students are incapable of engaging in such thought. By high school, with careful guidance from ambitious history teachers, students can learn to do it much as historians.

Published
2004

6. Where's the knowledge?

Author

Lang, Seán

Subjects
*HISTORY education, *CURRICULUM evaluation, *BRITISH education system, *HISTORY teachers, *HISTORY students, *GENERAL Certificate of Secondary Education, *HISTORIANS
Abstract

The article focuses on teaching history. The author criticizes history teachers for not placing importance on the acquisition of historical knowledge. The author questions whether history students are taught how to analyse historical source material. Article topics include the assessment criteria for history at General Certificate of Secondary Education (GCSE) or A-level, the measurement of progression in the subject of history, the characteristics of a good historian, and historical bias and reliability.

Published
2010

7. Connect-the-Dots: Making Meaning from Historical Evidence.

Author

Edwards, Chris

Subjects
*TEACHING methods, *HISTORY education, *HISTORY teachers, *HISTORY of education, *HISTORY students, *CRITICAL thinking, *EVALUATION, *HISTORIANS
Abstract

The article discusses about the "connect-the-dots method" used by the author in teaching history to middle school students. According to the article, the author thinks that his job as an eight grade history teacher is defined as a bridge between historical scholars and his students and through his method, he aims to make the study of history exciting. As an example, he would be giving his students the basic insights of the book "Guns, Germs and Steel: The Fates of Human Societies" by Jared Diamond. His method of "connect-the-dots method" is introduced by presenting a puzzle on day 1, followed by an assessment while learning on day 2 and finally a reflection on day 3.

Published
2008

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