Teaching History

Herausgeber: Bourdillon, Hilary

• Gebundenes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 244
• Erscheinungstermin: 22. Dezember 2015
• Englisch
• Abmessung: 240mm x 161mm x 18mm
• Gewicht: 534g
• ISBN-13: 9781138174412
• ISBN-10: 1138174416
• Artikelnr.: 44973533

Autorenporträt

Hilary Bourdillion is Senior lecturer and Deputy Director of the PGCE at The Open University.

Inhaltsangabe

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