A Practical Guide to Teaching History in the Secondary by Martin Hunt

By Martin Hunt

This functional workbook comprises all of the suggestion, assistance and assets new and scholar heritage lecturers have to consider and improve their educating perform, aiding them to devise classes around the topic in quite a few educating situations.

Helpful beneficial properties include:

  • case studies
  • examples of scholars’ work
  • examples of present reliable practice
  • a variety of tried-and-tested instructing options
  • photocopiable assets and coaching materials
  • activities in each one bankruptcy to aid pupil heritage lecturers research their studying and performance
  • web hyperlinks for extra interpreting on evidence-based practice.

Designed for use independently or as an built-in extension of the preferred textbook, Learning to educate background within the Secondary School which gives unique examples of idea in perform, this publication is full of examples of ways to investigate perform to make sure maximized studying within the classroom.

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Sample text

Such stems ensure your focus is on your expectations of the pupils and should prevent a mixture of objectives for the teacher as well as those for the pupils. Though important, it is better to keep separate the objectives for your own learning and achievement. The infinitive or action words These words are crucial to your precise thinking. Avoid statements such as ‘to be aware of’. g. a class recalling events by giving oral answers or those that relate to developing understanding of attitudes and values over a period of time, which again are not easy to assess.

You may be able to conflate or intersperse several topics as is the case in our exemplar material. Here the prescription is the story of Henry II and Becket to be used to develop the pupils’ understanding of historical interpretations. In order to appreciate fully the subtleties and intricacies of the relationship between Henry II and Thomas Becket, the pupils are offered a look at the contrasting lifestyles of monks and knights in the twelfth century. In this way, two other frequently taught topics are also covered and in a way that shows the influence of their lifestyles on their interpretation of an event.

At first glance, this enquiry would appear to be based on the key historical skill of causation and that concept is involved. Indeed, the pupils must acquire a sound appreciation of how the long-term, short-term and trigger events contribute to Becket’s death if they are to address what is the central thrust of the unit – interpretations. Such is the nature of studying history that it is very unlikely you will be able to isolate one Key Element and that has implications for assessment as well. The two men named in the question are Hugh of Horsea – one of the killer knights, and Edward Grim – the monk who witnessed the event.

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