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By Robert Phillips
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Additional info for Reflective Teaching of History 11-18 (Continuum Studies in Reflective Practice and Theory Series)
6. 'National context' for providing contrasting national situations relating to a particular theme. 36 4 • So what does it mean for us? 7. 'European or world context' for providing a wider global context within which British developments can be understood. In our Total History Experience research (Phillips, 2002a; Phillips and Cunnah, 2000), we decided to test the effectiveness of Riley's outline thesis but also we used the research project as a means of devising a series of distinctive overviews to meet the specific context of the core history units within the history National Curriculum in Wales.
Haydn et al, (1997, pp. 107-11) provide some outstanding suggestions for develop- ing an understanding and appreciation of change and continuity; in addition to the 'overview', they advocate the following activities (which you will notice are rightly very much influenced by Shemiit's (1980) research). • Use of diagrams, charts, flow charts and timelines. • Comparative exercises, which encourage pupils to note the similarity and difference between historical situations; the notion of a 'then/now' comparative analysis is particularly useful.
It would be useful here to note the importance and significance of the HWG*s definition of 'history as understanding' (see Chapter 2). 1 are useless without a wider contextual understanding; even T3 - such as a grasp of the dates of the many religious events of the sixteenth century - would be fairly useless without understanding why these happened, their significance and the complex, far-reaching nature of the changes - social, political and even economic, as well as religious - that they initiated.
Reflective Teaching of History 11-18 (Continuum Studies in Reflective Practice and Theory Series) by Robert Phillips