Teaching History 11 - 18 by Husbands, Chris; Kitson, Alison;

Short description:

Drawing on cutting edge research and practice, this book draws together recent thinking in teaching and learning in history, teaching and learning in secondary education more generally and classroom-based research to provide a radical re-thinking of the practices of teaching and learning about the past at the beginning of the twenty-first century.

Long description:

Teaching History 11-18 is a comprehensive introduction to teaching. learning and assessing history in secondary schools. Drawing on cutting edge research and practice, it draws together recent thinking in teaching and learning in history, teaching and learning in secondary education more generally and classroom-based research to provide a radical re-thinking of the practices of teaching and learning about the past at the beginning of the twenty-first century. At the core of the book is a focus on diversity and its implications: the diversity of classrooms in English schools, cultural diversity and pluralism in accounts of the past, and the diversity of pedagogic and communicative strategies at the disposal of teachers. The book is realistic about the challenges: a precarious place in the curriculum, pupil disaffection, bitter ideological debates about the purpose, place and status of history, but offers a forward-looking rationale for the centrality of the past in debates about identity, social cohesion and persona and social education.

Teaching History 11-18 is a comprehensive introduction to teaching. learning and assessing history in secondary schools. Drawing on cutting edge research and practice, it draws together recent thinking in teaching and learning in history, teaching and learning in secondary education more generally and classroom-based research to provide a radical re-thinking of the practices of teaching and learning about the past at the beginning of the twenty-first century. At the core of the book is a focus on diversity and its implications: the diversity of classrooms in English schools, cultural diversity and pluralism in accounts of the past, and the diversity of pedagogic and communicative strategies at the disposal of teachers. The book is realistic about the challenges: a precarious place in the curriculum, pupil disaffection, bitter ideological debates about the purpose, place and status of history, but offers a forward-looking rationale for the centrality of the past in debates about identity, social cohesion and persona and social education.

Table of Contents:

Section 1: History in schools


History, histories and the classroom


History and the curriculum


Curriculum and technology


The history teacher

Section 2: Learning History


What do pupils want


What do pupils find difficult in history?


Is there a history pedagogy?

Section 3: Building blocks: learners and teachers


Historical knowledge and understanding


Historical Enquiry


Chronological understanding


Organisation, Significance and frames of reference


Interpretation: understanding perspectives

Section 4: Putting it together: pupils as historians?


Historical accounts


Planning for learning about the past


Making judgements: assessment and the classroom?

Section 5: How does history in schools matter?


Curriculum, content and relevance


History, heritage and diversity


Approaches: morality, society and the challenges of understanding the past in a complex world