Transcript London History Forum Sixth Form History

London History Forum
Sixth Form History.
Alison Webb, Finesse Education
3rd March, 2007
Clore Education Centre,
British Museum
Aims of the exercise
To help and encourage students to :
• read documents.
• form and test hypotheses
• select relevant information.
• construct an argument.
• endeavour to make the argument
balanced
The Process
• Decide on a question.
• Find the relevant extracts.
• Divide the class so that different students
investigate different aspects of the question.
• Discussion of the documents and investigation.
• Mix the class so that each new group can have a
representative of each aspect of the question
• Discussion of the aspects and their relative
importance to the question.
• Write and present a essay plan.
Other Ideas
The Stimulus
Asking Questions
Studying a document and asking questions
of it.
Looking at contemporary pictures and
saying what they tell you about the past.
What does a child’s text book say ? How
true is it ?
The Scaffold Speech of the Duke of Northumberland
Good people, hither I am come this day to die, as you know. Indeed, I confess to
you all that I have been an evil liver, and have done wickedly all the days of my life;
and, of all, most against the Queen’s highness, [of] whom I here openly ask
forgiveness [and bowed his knees]: but not I alone the original doer thereof, I assure
you, for there were some other which procured the same: but I will not name them,
for I will hurt now no man. And the chiefest occasion hath been through false and
seditious preachers, that I have erred from the Catholic faith and true doctrine of
Christ. The doctrine, I mean, which hath continued through all Christendom since
Christ. For, good people, there is, and hath been ever since Christ, one Catholic
Church, which Church hath continued from him to his disciples in one unity and
concord, and so hath alway continued from time to time until this day, and yet doth
throughout Christendom, only us excepted; for we have quite gone out of that
Church ….
For I pray you, see, since the death of King Henry the Eighth, into what misery we
have been brought; what open rebellion, what sedition, what great division hath
been throughout the whole realm; for God hath delivered [us] up to [our]
sensualities, and every day [we] wax worse and worse…
I have no more to say, good people, but all those which I have offended I ask
forgiveness, and they which have offended me I forgive them, as I would God
forgive me. And I trust the Queen’s highness hath forgiven me; where as I was with
force and arms against her in the field, I might have been rent in pieces without law,
her grace hath give me time and respect to have judgement……
What do these
pictures tell you
about ideas of the
world ?
Summary Ideas
• Museum task.
• Overview of particular topics given in a
presentation.
• Highlighting a particular individual and
considering how they would view the world
they lived in.
• Story telling
• Designing a child’s textbook – what are
the most important issues to address ?
Resources
Articles from Teaching History
August 1998, Issue 92
Cunning Plan for A level European History : The Weimar Republic : Diana Laffin.
November, 2000, Issue 101
A poodle with bite : using ICT to make AS level more rigorous. Diana Laffin. (pp. 8 – 15)
June 2001, Issue 103
Why essay writing remains central to learning History as AS level : Richard Harris (pp13-16).
The new History AS level: principles for planning a scheme of work : Rachael Rudham (pp 18-20)
September, 2002, Issue 104
Who, after all, speaks today of the annihilation of the Armenians ? Andrew Wrenn.(pp. 54 – 58)
September, 2002, Issue108.
Mushrooms and snake oil : using film at AS/A level, Sean Lang (pp. 44 - 48)
December 2002, Issue 109
Cunning Plan : Livres, Louis and Lawyers : Cunning Plan for teaching the French Revolution in Year 12., Sarah Boote (p.23)
Content restricted and maturation retarded ? Problems with the post 16 History curriculum. Mike Tilbrook (pp. 24 – 26.
Basket weaving in Advanced level History .. how to plan and teach the 100 year study. Richard Harris and Alison Kitson (pp. 27-35)
It’s a lot harder than politics .. students’ experience of History at Advanced level. Barbara Hibbert (pp39 – 43)
September 2003, Issue 112
Using this map and all your own knowledge, become Bismarck. Anna Hamilton and Tony McConnell. (pp. 15 – 19)
Camels, diamonds and counterfactuals : A model for teaching causal reasoning. Arthur Chapman (pp. 46-53)
December 2003, Issue 113
Keeping the kids on message .. one school’s attempt at helping sixth Form students to engage in historical debate using ICT. Denise
Thompson and Nathan J.S. Cole (pp, 38 – 43)
September, 2004, Issue 116.
Placing History : territory, story identity – historical consciousness, Arthur Chapman and Jane Facey . (pp. 36 – 41)
March 2005, Issue 118
Circles, anchors and finger puppets : how visual learning in A level history can improve memory and conceptual understanding. Steve Garnett
(pp.28-33)
June 2005 Issue 119
Are you ready for your close up ? Heather Scott and Judith Kidd (pp24-17)
September, 2005, Issue 120
Voices from Rwanda : when seeing is better than hearing. Martyn Beer. (pp. 54 – 57)
December 2005, Issue 121.
Worlds in collision : university tutor and student perspectives on the transition to degree level history. Alan Booth (pp14-19)
June 2006, Issue123
Asses, archers and assumptions strategies for improving thinking skills in history in Years 9 to 13 : Arthur Chapman (pp.6-13)
September, 2006, Issue 124.
Duffy’s devices : teaching Year 13 to read and write. Rachel Ward (pp. 9 – 15)
Electronic Resources
British Library CD collection :
– Medieval Realms
– Making of the United Kingdom
– Britain 1750-1900
BBC History Magazine Archive.
Source Books
• Nazism, a documentary reader. ed J.
Noakes and G. Pridham (4 volumes)
University of Exeter Press.
• A documentary History of the Soviet Union
(2 volumes) ed Edward Acton and Tom
Stableford published by University of
Exeter Press.
• Documents and Debates series published
by Macmillan
Books with short articles for VI
Form Students to cope with.
• Foundations of Modern Britain series, published
by Longman.
• Heinemann History Briefings.
• Stephen Lee – ‘Aspects of European History’ (2
volumes) and ‘Aspects of British History’
published by Routledge.
• Bruce Waller ‘Themes in Modern European
History 1830-1890’ published by Routledge.
• BBC History Magazine
Acknowledgements
Pictures (slides 5 and 8) from British Library
collections Medieval Realms and Britain
1750-1900 CD Roms.
Picture (slide 10) from Finesse Education.
For further information contact :
Alison Webb on
[email protected]