Intermediate Senior History

This second edition contains over 120 ideas on teaching history in the classroom. Ideas range from entertaining starters to using games and ICT to engage students in the subject. They can be adapted for use with all ages and abilities. It has¿ a wealth of ideas on meaningful ways to engage students in history.

Introduction -- 1. Historical significance. -- Thinking about historical significance -- Working with historical significance -- Blackline Masters -- 2. Evidence. -- Thinking about evidence -- Working with evidence -- Blackline Masters -- 3. Continuity and change. Thinking about continuity and change -- Working with continuity and change -- Blackline Masters -- 4. Cause and consequence. -- Thinking about cause and consequence -- Working with cause and consequence -- Blackline Masters -- 5. Historical perspectives. -- Thinking about historical perspectives -- Working with historical perspectives -- Blackline Masters -- 6. The ethical dimension. -- Thinking about the ethical dimension -- Working with the ethical dimension -- Blackline Masters.

Perspectives -- The National History and Geography Standards: What They Mean for Classroom Teachers -- Textbook Instruction -- Geography -- National and Global Connections: A Decade-by-Decade Review of the Twentieth Century -- Teaching History is a Daily Event -- The Study of Humankind is Not a Trivial Matter -- Conclusion

This book describes and exemplifies strategies for teaching history across the 11-19 age range in rigorous and enjoyable ways. It illustrates active learning approaches embedded in pupil-led enquiries, through detailed case studies which involve students in planning and carrying out historical enquiries, creating accounts and presenting them to audiences, in ways that develop increasingly sophisticated historical thinking. The case studies took place in a number of different localities and show how practising teachers worked with pupils during each year from Y6/7 to Y 13 to initiate, plan and implement enquiries and to present their findings in a variety of ways. Each case study is a practical example which teachers can use as a model and modify for their own contexts, showing how independent learning linked to group collaboration and peer assessment can enhance learning. Social constructivist theories of learning applied to historical thinking underpin the book, with particular emphasis on links between personalised and collaborative learning and e-learning.

The Critical Challenges book series, created by The Critical Thinking Consortium, include units and activities for teaching elementary and secondary history as well as other subjects. The series is designed to foster critical thinking.

"With an emphasis on engaging students in historical inquiry, problem solving, and discussion, Engagement in Teaching History offers a wealth of ideas for prospective teachers of history. The book addresses the selection of content, methods of instruction, and ways to assess students' learning. By following the text's guidelines for involving learners in historical inquiry, teaching-toward chronological thinking, encouraging deliberative discussions, and using primary sources, teachers will ignite students' innate "detective" instincts and encourage them to think critically about historical events."--BOOK JACKET.

"Enlivening Secondary History is the ideal handbook for busy history teachers who want to do something different in their classrooms but have little time to plan and organise their lessons. With 40 activities based on four themes (Visual, Numerical Data, Abstract Ideas and Primary Texts), this book offers tried-and-tested practical ideas complete with relevant exemplars and step-by-step advice." "Each activity includes links to key topics at Key Stages 3 and 4 and at A/AS Level, including the Crusades, the Reformation and the First and Second World Wars, Revolutionary Russia, and many more. All the ideas are explained in a clear, user-friendly style, with a breakdown of the time and resources needed for each one."

earning history is remembered by many teachers as a passive process involving 'learning dates'. In this book, the emphasis is on 'doing history' - making sense of the past through the process of investigation as a true historian would. The authors argue that children should be involved in historical investigations, thus developing the skills and processes that underpin historical understanding. Using an Action Research approach to improving practice, the authors' own case-study of 'The Vikings' and teachers' accounts are used to illustrate different teaching approaches.

Designed for all students learning to teach in secondary schools, and particularly those on school-based Initial Teacher Training courses, the books in this best-selling series complement our key textbook Learning to Teach in the Secondary School and its companion Starting to Teach in the Secondary School. Each book in the series applies underpinning theory and addresses practical issues to support students in school and in the higher education institution in learning how to teach a particular subject. This revised edition of the student reference guide for student teachers of history enables the reader to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice, and ideas for further investigations of particular aspects of teaching and learning in history. The book also covers questions such as how to provide for differential learning and how to utilise the potential of new technology in the history classroom. The new edition has an updated chapter on ICT and reflects the recent changes in emphasis in the history curriculum including citizenship, and social, cultural and ethnic diversity. The induction of newly qualified teachers is addressed as are recent concerns about teachers' subject knowledge. The first edition rapidly became the key textbook in this field and has consistently enjoyed large sales. The second edition is destined to perform even better.

Those facts. Those dates. Those four walls. Those still and petrified fossils of traditional history courses. Sure, it's history, but do we have to turn to tradition for guidance? Let's make it worth the students time. Let's give them something to take beyond their high school experience. Let's reboot history. The goal of the social studies is to provide students with the tools necessary to be active and productive citizens. History teachers need to assist their students in developing problem-solving skills for real-life scenarios, and this can be done whether we teach students about Ancient Athens or modern Akron, Ohio. The ancient Mediterranean, the Italian Renaissance, and the British East India Company are very distant concepts, far from what our students find as relevant. The same skills can be acquired by studying something nearer to the students' interests and everyday life. So, take a moment to take a step back from the history curriculum, and ask yourself: "What skills will my students need in five years?"

Through a series of modules, this resource offers educators and youth-group leaders a means of inspiring social consciousness and action among youth and teaches young people how to think, rather than what to think. Without money, power, or the right to vote, how do children and teenagers find a voice in society? How can educators and leaders talk meaningfully with students about such broad concepts? Avoiding partisan politics and moral debates, this resource equipsnbsp;educators with philosophical discussion questions, concrete illustrations, and active examples. Each component sets forth anbsp;theme or principle about change; a classroom experiment or activity that illustrates the theme; and an example of a social action ornbsp;service project in which young people can participate to help createnbsp;the change they wish to see,nbsp;showingnbsp;youthnbsp;their role in thenbsp;societal and environmental changes that occur across decades or even centuries.