244 Pages
by
Routledge
244 Pages
by
Routledge
Against a background of controversy surrounding the teaching of history, this reader gathers the current thoughts of the leading practitioners. The development of school history up to the national curriculum and beyond is traced, and the main issues concerning history teachers today are examined. These issues include access to history, the definition of 'British' history in a multicultural society, gender and the place of history with the humanities. Progression and attainment are discussed as is the development of pupil's historical understanding, and practical approaches to teaching history to 11-18 level pupils are explored.
Introduction Part I School history: a historical overview 1 Change and continuity in history teaching 1900-93 Part II A rationale for school history 2 National Curriculum Working Group Final Report 3 Historical knowledge and the national curriculum 4 Four nations or one? 5 British history: whose history? Black perspectives on British history 6 On the record: the importance of gender in teaching history 7 History 5-11 8 A rationale for humanities 9 History and post-16 vocational courses Part III The practice of teaching and learning history 10 Historical thinking and cognitive development in the teaching of history 11 Evidence: the basis of the discipline? 12 Making progress in history 13 Meeting pupils' learning needs: differentiation and progression in the teaching of history 14 Access to history 15 Language and history 16 Making history happen outside the classroom 17 'A' and 'AS' level: the present state of play 18 Assessing the national curriculum: lessons from assessing history
Biography
Hilary Bourdillion is Senior lecturer and Deputy Director of the PGCE at The Open University.
