Chapter Seven

Chapter Seven Introduction | Materials For Lesson 1 |
Twelve varied sources (written, statistical, visual) used in Lesson 1 | Child Labour and the Industrial Revolution | The Making of the English Working Class | Industrial Revolution Lesson Plans | Objectives for Interpretations for Use with Activity 7.5 | Bibliography

Bibliography

Teaching historical interpretations

There is a very good survey of the development of the teaching of this Key Element in I. Davies and R. Williams (1998) ‘Interpretations of History: issues for teachers in the development of pupils’ understanding’, Teaching History, 91. See also:

T. Haydn, J. Arthur and M. Hunt (2001) Learning to Teach History in the Secondary School, Routledge Falmer, Chapter 6 and its bibliography, including the articles of Teaching History of May 1998 by T. McAleavy, M. Mulholland, J. O’Neil, A. Wrenn and J. Byrom as well as the article by Davies and Williams.

Banham, D. and Dawson, I. (2000) King John: A Depth Study in Medieval Monarchy for Key Stage 3 , Hodder and Stoughton.

Banham, D. and Hall, R. (2003) ‘JFK: the medium, the message and the myth’, Teaching History , 113.

Card, J. (2004) ‘Seeing double: how one period visualizes another’, Teaching History, 117.

Chapman, A. (2006) ‘Asses, archers and assumptions: strategies for improving thinking skills in history years 9 and 13’, Teaching History , 123. ‘In this recently published article, Chapman has shown the possibilities of encouraging pupils to think critically about an argument and believes that ‘pupils can easily be taught to engage in and to enjoy formal argument and analysis in history’.

Cunningham, R. (2001) ‘Teaching pupils how history works’, Teaching History , 106.

Ferguson , Niall (2002) Empire: How Britain made the Modern World, London, Penguin.

Grosvenor, I. (1999) ‘History and the perils of multiculturalism in 1990s Britain’, Teaching History, November.

Grosvenor, I. (2000) ‘History for the nation: multiculturalism and the teaching of history’, in J. Arthur and R. Phillips (eds) Issues in Teaching History, Routledge.

Grosvenor, I. and Myers, K. (2001) ‘Engaging with history after Macpherson’, The Curriculum Journal, 12(3).

Howells, G. (2005) ‘Interpretations and history teaching: why Richard Hulton’s “Debates in School History” matters’, Teaching History, 121.

Lee, P. (1998) ‘“A lot of guesswork goes on’”: Children’s understanding of historical accounts’, Teaching History, August.

Lee, P. and Shemilt, D. (2002) ‘“I just wish we could go back to the past and find out what really happened”: progression in understanding about historical accounts’, Teaching History, 117.

McCleavy, T. (2000) ‘Teaching about interpretations’, in J. Arthur and R. Phillips (eds) Issues in History Teaching, Routledge.

Mastin, S. and Wallace, P. (2006) ‘Why don’t the Chinese play cricket? Rethinking progression in historical interpretations through the British Empire’, Teaching History, 122.

Moore, R. (1999) ‘Using the Internet to teach about interpretations in Years 9 and 12’, Teaching History, 101.

Murray , M. (1999) ‘3 lessons about a funeral: WW2 cemeteries and 20 years of curriculum change’, Teaching History, 101.

Wrenn, A. (1999) ‘Substantial sculptures or sad little plaques’: making interpretations matter to Year 9’, Teaching History, November.

Wrenn, A. (2002) ‘Equiano – voice of silent slaves?’ Teaching History , 107.