Chris Riddell, the award winning children’s book author, illustrator and artist, is also the political cartoonist for the Observer. The GNM Archive holds a collection of his cartoons published between…
This plenary was inspired by @ASTSupportAAli’s toolkit of teaching ideas – http://cheneyagilitytoolkit.blogspot.co.uk/ – which is full of great ideas and really worth a visit. Take this link to what inspired the activity – cheneyagilitytoolkit.blogspot.co.uk/2013/07/scrabble-tiles.html … One of these ideas is using the principles of Scrabble to promote and compare key words that help summarise students’ learning. This activity asks students to come up with key words from the lesson and then use… »
Ever wondered what it would be like to have visited Russia in the C19th? Well wonder no more. You can download and read two wonderful travel guides to Russia from the mid C19th for free via Google Books. The guides are part of the Murray "Traveler’s Handbook" series and were aimed at wealthy Englishmen (sic.) heading to foreign parts. They are as much an insight into English culture as to Russian to be frank. I would recommend reading the introductory sections to both guides. The first of the … »
Our English classes are studying literature from the Holocaust, and today Holocaust survivor Julius Jacobs came to to tell his story to our entire 8th grade class. In addition to visiting our school for the past ten years, Julius has spoken to dozens of other schools, churches and civic groups.
I’ve took Holocaust studies as an undergrad, read survivor autobiographies, and I’ve been to the Holocaust Museum in D.C., but I’ve never personally had the opportunity to hear a survivor account in pers… »
Are there any parallels between Adolf Hitler and Vladimir Putin?
History never repeats itself precisely. There can never be another individual exactly like Adolf Hitler. The same circumstances that caused WW2 can never occur again.
Vladimir Putin’s ‘justifications’ for the invasion of the Crimea – and for his right to invade the rest of Ukraine any time he wants – are eerily reminiscent of the same ludicrous ‘justifications’ Adolf Hitler uttered in the run up to WW2.
In March 1938 Hit… »
Historiographical Overview: This information sheet outlines the essential historiographical debate – namely, the Fischer Thesis, which suggested that both World Wars were essentially caused by the same consistent factor – namely, German aggression. The task of students will be to decide how far they agree with this idea.
Part of the “Compare and Contrast the Origins of World War One and World War Two” unit at ActiveHistory. (145 views)
Elizabeth Cobbs Hoffman Dwight E. Stanford Chair in U.S. Foreign Relations, San Diego State University, & Fellow, Hoover Institution, Stanford University
Why does international turmoil so often raise the question at home and abroad, “What’s the United States going to do about it?” Why not Mexico, Iran, France, or Switzerland?
Observers of today’s world are confronted by the fact that the U.S. exercises an unusual function as the nation with the greatest—yet, nonetheless, very limited—power to … »
Students shouldn’t come away from a role play "having done something memorable and learned nothing valuable," says history teacher Aaron Brock. "There should always be a core skill or concept guiding the activity." He offers 2 examples to illustrate.
Helen Weinstein chaired this online debate (BBC Blog and Twitter) on Friday 28th February 2014 – which started at 8pm, continued during the BBC2′s transmission of Pity of War from 9pm until 10.30pm, and for the debate with Niall Ferguson following on BBC Radio5 Live between 10.30pm and 11:30pm.
Travel Time travels back in time to 1st Century Rome during the time of Trajan to investigate a Roman obsession. One thing that brings all Romans together in a giant stadium is the thrill of a chariot race. Join us in exploring the Circus Maximus.
A list of activities, discussions, and assignments to support teaching the Middle Ages. Many of these suggestions can be adjusted for different ages, but I’ve arranged them in a roughly age-progressive order.
The post Get Interactive: Teach the Middle Ages for Ages 5 to 25 appeared first on Medievalists.net.
With the upcoming 20th anniversary of the Rwandan genocide a group of pupils St John’s School, Leatherhead, would like to know if and how the Rwandan genocide is taught in schools. Your input into this research will be greatly appreciated, if you can spare the time to answer the following brief eight questions.
Relive the first ten years of NATO history. With the end of the Second World War, see how this collective defence organization was shaped: Eisenhower and Lester Pearson�s roles, Stalin and the rise of communism, Korea, the integration of Germany, the Suez crisis and the road toward the European Union. L�OTAN, dix ans d�histoire. Apr�s la Deuxi�me Guerre mondiale, vois comment cette organisation de d�fense collective a �t� fa�onn�e : Staline et le communisme, la Cor�e, l�Allemagne, Suez et la vo…
So yesterday I delivered a session about progression in History in a post-levels world at the Leeds Learning Network History Conference. The most valuable part of the day for me, other than the excellent sessions, was the chance to speak to other heads of department about how their schools were approaching the issue of assessment and reporting in Key Stage 3. The major worry across the board was that we end up replacing the Levels system with something essentially identical. In the worst cases,… »
Russian president must not be tempted to follow Nicholas I’s footsteps into the peninsula
The signs are ominous: Crimea’s parliament has been stormed by pro-Russian gunmen; its airports seized by soldiers in Russian uniforms; and Russian military trucks and helicopters are on the move. It looks like we are heading for a new Crimean war.
Its course is predictable. Russia’s forces, or – more likely – their Crimean proxies, would carry out a coup to defend the interests of the Russian-speaking maj… »
In January, SmartBlog on Education launched a monthly education content award, recognizing content written by educators, for educators that inspires readers to engage, innovate and discuss.
The SmartBrief Education team consists of editors and writers who sift through thousands of sources each day, reading a variety of content, including blogs and commentaries written by you and your peers.
In an effort to recognize some of the innovative voices in the field — quick disclaimer: there is so much… »
The teachers I wanted to highlight this week are Mr. Robert Censabella and Mr. Peter Hoogerzeil. While a brief glimpse of either class will tell you that students are engaged through exercises such as Socratic Seminars, Harkness Discussions, group work, problem solving, and analysis of primary resources, you would need to spend much more time to see the amount of work both of these individuals put into improving their craft.
Mr. Censabella, traditionally known for his ability to impersonate … »
So we have spent quite a long time over the last nine months considering how we might develop a system of progression and assessment suitable for a post levels world. We have made many revisions along the way, however I think we now have something which we are reasonably happy with. To give a brief outline we:
Established a common "gold standard" for history in school
Used research based models of progression to identify how students could make conceptual progress towards this gold standard -… »
Michael Gove has made clear his desire to increase the study of traditional GCSEs like History, Geography and languages. He likes to suggest that sponsored academies, taking over from “underperforming” schools, give pupils more opportunity to take these subjects – especially those from disadvantaged backgrounds.
In fact analysis of the data, for the 2012 GCSE results, reveals the reverse is true. Pupils in sponsored academies are less likely to achieve GCSEs in traditional subjects than those in »