Download e-book for iPad: Reflective Teaching of History 11-18 (Continuum Studies in by Robert Phillips

History 1

By Robert Phillips

ISBN-10: 0826452744

ISBN-13: 9780826452740

ISBN-10: 0826460437

ISBN-13: 9780826460431

Show description

Read Online or Download Reflective Teaching of History 11-18 (Continuum Studies in Reflective Practice and Theory Series) PDF

Best history_1 books

Get Origins: Selected Letters of Charles Darwin, 1822-1859. PDF

Charles Darwin replaced the course of contemporary inspiration by way of setting up the foundation of evolutionary biology. This attention-grabbing number of letters, bargains a glimpse of his day-by-day reviews, clinical observations, own matters and friendships. starting with an enthralling set of letters on the age of twelve, via his college years in Edinburgh and Cambridge as much as the book of his most famed paintings, at the beginning of Species in 1859, those letters chart some of the most intriguing sessions of Darwin's lifestyles, together with the voyage of the Beagle and next experiences which led him to strengthen his concept of average choice.

Additional info for Reflective Teaching of History 11-18 (Continuum Studies in Reflective Practice and Theory Series)

Example text

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.

Download PDF sample

Reflective Teaching of History 11-18 (Continuum Studies in Reflective Practice and Theory Series) by Robert Phillips

by Michael

Rated 4.93 of 5 – based on 16 votes