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Resources This website provides an extension to A Practical Guide to Teaching History in the Secondary School, edited by Martin Hunt and published by Routledge. About the book The key word is practical! This book is very much a practical guide for history trainee teachers and their mentors. It makes few assumptions as it takes the reader from the basic ingredients of teaching history lessons to a range of more sophisticated approaches. As a companion volume to the already published Learning to Teach History in the Secondary School, 2001, by Terry Haydn, James Arthur and Martin Hunt, its chapters offer a further practical dimension to topics covered in that publication. The authors are practising history teachers in comprehensive schools, mostly Heads of Department or PGCE history tutors. They bring to the book their own experience of what works in the classroom as well as an awareness of the challenges that face trainees. Hence the book contains case studies of taught lessons, chosen to exemplify the range of issues that confront trainees. Their choice of content for their chapters also reflects the authors’ own interest and enthusiasms. The book’s purpose While all chapters will be of use to trainees at any time, it is intended that the first three chapters concentrate more on the first stages of the training year, while the rest offer guidance for that time when the trainees feel comfortable in the classroom. Thus, the chapters range from the beginner’s concerns with planning, exposition, teaching content that they always thought uninspiring, identifying appropriate objectives, questioning, setting purposeful tasks and group work to the more sophisticated challenges of planning for inclusion, differentiation, teaching second-order concepts such as causation, historical interpretations and using formative assessment, several of which continue to challenge established teachers. A further strand of the book is an attempt to encourage the trainee to use a range of approaches such as role play, presentation technology and peer assessment. All chapters contain exemplar material and there are linked and additional curriculum materials on this website. Each chapter has its own activities embedded in the chapter, intended to be used as part of the trainee’s school-based work. As such, they are designed to help trainees clarify their thoughts about the issues and approaches they will meet, especially current debates and challenges in teaching history, to reflect on what is seen and to encourage experimentation. About this website This website is an integral part of the book. Many of the items are therefore not free-standing but need to be used with the specified parts of the book. The website gives the authors an opportunity to present extended exemplar material to support the approaches described in the book. Thus, there are detailed lesson plans, curriculum materials for pupil use, PowerPoint programs and additional examples to supplement those already in the book. In addition, there is guidance to approaches, taking further the ideas pursued in the book. The importance of the website to the book is also evident because several of the activities are linked to website items. The material on the website is presented chapter by chapter with appropriate referencing to the relevant part of the book. All the website links made in the book are to be found within the associated chapter and in addition to these items there are sometimes others related to that chapter topic which readers may find of use. It is our intention to keep adding such material as it is tried and tested in the classroom. Together the book and its website would claim to do the following:
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