Author Description

Written By A Range Of History Professionals, Including Hmis, This Book Provides Excellent Ideas On The Teaching, Learning And Organization Of History In Primary And Secondary Schools. Cover -- Issues In History Teaching -- Copyright -- Contents -- Illustrations -- Contributors -- Introduction To The Series -- 1 What Are The Issues In The Teaching Of History? -- The History Task Group, 1998-9 -- A Collection Of Issues -- 2 Government Policies, The State And The Teaching Of History -- Introduction -- 'why Do Governments Fear History?' -- 'an Inherited Consensus'? -- 'a Host Of Malignant Sprites'? -- 'the Battle For The Big Prize'? -- 'four Histories, One Nation'? -- 'the End Of History And The Last History Teacher'? -- Acknowledgements -- Questions -- Further Reading -- 3 Curriculum Decision-making In The Primary School: The Place Of History -- Why Teach History In The Primary School? -- What History Should Primary School Children Learn? -- How Should History Be Taught In The Primary School? -- 1988: The Education Reform Act And The History National Curriculum -- Back To Basics? History Within The Contemporary Primary Curriculum -- Into The Millennium -- Questions -- Further Reading -- Part I Issues In The Classroom -- 4 Teaching Historical Significance -- Introduction -- The Case For Emphasising Significance In The Teaching Of History -- What Educational Outcomes Arise From The Study Of Significance In History? -- What Are The Potential Problems In The Learning Of Significance? -- What Strategies Can Be Used In The Teaching Of Significance In History? -- Conclusion -- Questions -- Further Reading -- 5 Historical Knowledge And Historical Skills: A Distracting Dichotomy -- Introduction -- Skill And Knowledge: An Uneasy Alliance -- The Problem With 'skill' -- The Problem With Knowledge -- Making The Abstract Interesting: The Role Of Status And Structure -- Conclusion: Beyond Knowledge And 'skill' -- Questions -- Further Reading -- 6 Teaching About Interpretations -- Introduction. Interpretations Of History And The English And Welsh History Curriculum -- A Variety Of Interpretations -- Opportunities For Work On Interpretations -- What Can We Ask Students To Do? -- Interpretations And The 1995 Review Of The National Curriculum -- Interpretations At Gcse -- Interpretations And Citizenship -- Discussion Points -- Further Reading -- 7 Issues In The Teaching Of Chronology -- Introduction -- Why Chronology Is An Issue In History Teaching -- The Importance Of Chronology In The Teaching Of History -- What Does Research Indicate About Children's Understanding Of Historical Time? -- How Can Children's Understanding Of Time Be Developed? -- What For History Teachers Are The Key Implications Of These Issues? -- Further Reading -- 8 Information And Communications Technology In The History Classroom -- Introduction -- Why Lct Is An Issue In History Teaching -- Getting Beyond 'the Usual Suspects' -- The Advantages And Limitations Of Lct In The History Classroom: The Importance Of Instructional Design Over Technological Advance -- Adjusting To The Information-rich History Classroom -- Interactivity, New Technology And The History Classroom -- Key Applications And Ways Forward In Lct And History -- Cd-roms -- The Internet And Communications Technology -- The Medium Is Not The Message -- Further Reading -- 9 History Teaching, Literacy And Special Educational Needs -- History For Adults, The Able Or All? -- Differentiation: Resolving The Mismatch? -- Thinking Through Difficulties: Facing The Challenge -- Challenges For Aspiring History Teachers -- Questions -- Further Reading -- 10 Thinking And Feeling: Pupils' Preconceptions About The Past And Historical Understanding -- Introduction -- Pupil Writing And Historical Understanding: Sixteenth-century Religion -- Pupils' Understandings And Preconceptions: An Analysis. Pupils' Historical Ideas And Classroom Tasks -- Linking Classroom History, The Pupil And Her Ideas -- Acknowledgements -- Questions -- Further Reading -- Part Ii Broader Educational Issues And History -- 11 Citizenship And The Teaching And Learning Of History -- Introduction -- The Status And Meaning Of Education For Citizenship -- Implementing Citizenship Education Through History: The Problems -- Implementing Education For Citizenship Through History: A Way Forward? -- Conclusion -- Questions -- Further Reading -- 12 'history For The Nation': Multiculturalism And The Teaching Of History -- Introduction -- What Is The Multicultural Challenge? -- What Is The Current Situation In Schools? -- Can An Inclusive 'history For The Nation' Be Developed Within The National Curriculum? -- Is 'history For The Nation' Just About Content? -- Conclusion -- Questions -- Further Reading -- 13 Primary School History In Europe: A Staple Diet Or A Hot Potato? -- How Important Is History In The Primary Curriculum? -- An Investigation Of What Young Children In A Range Of European Countries Know About The Past And How They Acquired That Knowledge -- Methodology -- The Findings -- What Issues Arise From The Project? -- Questions -- Further Reading -- 14 History In Europe: The Benefits And Challenges Of Co-operation -- What European Initiatives Are There In The Teaching And Learning Of History? -- Are Such Initiatives Relevant To The Concerns Of History Teachers In England And Wales? -- A Case Study: 'youth And History' -- Are European Aspirations Likely To Enhance Or Distort The Teaching Of European History? -- How Can History Teachers In England And Wales Participate More Fully In European Activities In History? -- Conclusion -- Questions -- Further Reading -- Part Iii Issues In The Training Of History Teachers. 15 Current Issues In The Training Of Secondary History Teachers: An Hmi Perspective -- 16 Good Practice In The School-based Training Of History Teachers -- 17 Inspecting Subject Knowledge -- Bibliography -- Index.