Here, Jessie Phillips, History Teacher at Sawston Village College, takes her thinking about presentism in the history classroom further. She points out that this tendency to interpret the past through present values and concepts is used by historians as a conceptual scaffold. She challenges us to think about how presentism can help pupils make their own meanings out of history. She builds on David Armitage’s … Continue reading Smartphones and Mirrors: using presentisms constructively in the classroom.
Thanks to David Ingledew (@Ingledew_j), Principal Lecturer in Education (History), University of Hertfordshire for putting together this music collection to help teachers teach LGBT+ history in LGBT+ history month or anytime. David gives us a short back story to 15 key tracks, provides a 40-track playlist and points us to the key Teaching History articles to read for ideas about how to use music in … Continue reading Using popular music for learning and teaching LGBT+ history
Thanks to Warren Valentine (@warrenvalentine), head of history and politics at Mayfield Grammar School for Girls, for this blogpost about a day spent thinking about the teaching of historical interpretations. This is an area that has been extensively discussed and theorised about for many years. You can find more help with this tricky concept on the HA website. In June a collection of history teachers … Continue reading Teaching interpretations – maximising potential and avoiding pitfalls!
Historical interpretations are hard! Students and teachers struggle with the concept. Christine Counsell has been a leading light in thinking about and honing our practice in relation to this concept for many years. She recently posted a summary twitter thread to help newer history teachers to understand what teaching interpretations means and where we have come from. From June 2019 ‘Teaching History’ will have a … Continue reading Interpretations – the essential ‘how to’ for history teachers!