Historical Argument
One of the most widely shared misconceptions among young people is that there can be one ‘true’ story of the past and that the value of any given interpretation depends on how closely it approximates to this ideal account. Enabling students to recognise that what historians are actually doing when they write about the past is advancing a series of claims – presenting and defending an argument – will help them not only in handling different interpretations but also in improving their own writing. Read more
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Move Me On 192: analytical focus with diverse histories
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Short cuts to deep knowledge
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Historical learning using concept cartoons
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Move Me On 186: trainee provides little scope for students to use their knowledge in analysis/argument
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Year 7 use oral traditions to make claims about the rise and fall of the Inka empire
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The mechanics of history: interpretations and claim construction processes
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Being an historian
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Why does anyone do anything? Attempts to improve agentive explanations with Year 12
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Year 9 use sources to explore contemporary meanings and understandings of appeasement
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Teaching Year 9 to argue like cultural historians
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How introducing cultural and intellectual history improves critical analysis in the classroom
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Family stories and global (hi)stories
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Modelling the discipline
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Historical and interdisciplinary enquiry into the sinking of the Mary Rose
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The dialogic dimensions of knowing and understanding the Norman legacy in Chester
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New, Novice or Nervous? 174: Building students' historical talk
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Structuring a history curriculum for powerful revelations
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Dealing with the consequences
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Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
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From flight paths to spiders’ webs: developing a progression model for Key Stage 3
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