Using historical scholarship
There is a long tradition of history teachers using historical scholarship whether to shape their enquiry questions using real questions that academic historians pursued, to gain new knowledge for enriching lessons or simply to keep inspiring the passion that fired their first love of history so that they can display it to pupils in the classroom itself. A tradition within this is the curriculum component ‘Interpretations’ - a sustained fixture of England’s national curriculum for history since 1991 which has spawned its own tradition of shared practice, research and debate. If you want to find out specifically about ‘Interpretations of history’, where there will be much reference to historical scholarship, go to Interpretations. Read more
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Disembarking the religious rollercoaster
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How ‘good’ are Key Stage 3 textbooks in supporting the teaching of the Holocaust?
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What Have Historians Been Arguing About... Histories of education – and society?
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What can rituals reveal about power in the medieval world? Teaching Year 7 pupils to apply interdisciplinary approaches
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Deepening Year 9’s knowledge for better causation arguments
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The mechanics of history: interpretations and claim construction processes
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Move Me On 182: thinks that substantive knowledge is all that matters
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What have historians been arguing about: African history in the precolonial period?
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Cunning Plan 181: Incorporating a more global perspective within Key Stage 3
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How introducing cultural and intellectual history improves critical analysis in the classroom
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Film: What's the wisdom on... Historical Interpretations
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Film: What's the wisdom on... Evidence and sources
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Modelling the discipline
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Polychronicon 177: The New Deal in American history
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Historical scholarship, archaeology and evidence in Year 7
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What’s the wisdom on… Evidence and sources
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Teaching Year 9 to take on the challenge of structure in narrative
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Making reading routine
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‘This extract is no good, Miss!’
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Reading? What reading?
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