Narrative in history
History teachers, academics and policy makers have often expressed concerns about the value accorded to narrative in school history, suggesting that an over-emphasis on certain concepts and processes – most obviously, causation and the critical evaluation of sources – has tended to obscure the importance of being able to put together a clear story. Constructing an effective narrative account, it has been argued, is not only an essential and demanding task in its own right and one that is fundamental to historians’ work; it is also the foundation on which other kinds of historical knowledge are built, and should therefore be more highly prized by teachers and within public examinations. Read more
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Maximising the power of storytelling in the history classroom
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‘Compressing and rendering’: using biography to teach big stories
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Helping Year 8 to understand historians’ narrative decision-making
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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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Planning a more diverse and coherent Year 7 curriculum
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Using the concept of place to help Year 9 students to visualise the complexities of the Holocaust
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Cunning Plan 183: Teaching a broader Britain, 1625–1714
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Triumphs Show: Making their historical writing explode
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Touching, feeling, smelling, and sensing history through objects
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Beyond slavery
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Curating the imagined past: world building in the history curriculum
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Transatlantic slavery – shaping the question, lengthening the narrative, broadening the meaning
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Film: What's the wisdom on... Enquiry questions (Part 2)
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Film: What's the wisdom on... Enquiry questions (Part 1)
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Changing thinking about cause
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Unravelling the complexity of the causes of British abolition with Year 8
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What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia
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Modelling the discipline
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Harnessing the power of community to expand students’ historical horizons
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Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum
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