teaching history 133 December 2008 the historical Association
how can we help pupils make
sense of the history that they learn
so that the whole adds up to more
than the sum of its parts? how
can we help pupils develop and
sophisticate their understanding...
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teaching history 133 December 2008 the historical Association
how can we help pupils make
sense of the history that they learn
so that the whole adds up to more
than the sum of its parts? how
can we help pupils develop and
sophisticate their understanding
of historical time and of the
changing relationships between
the past, present and future? rick
rogers addresses these questions
through a discussion of a
sequence of learning that set out
to help a year 7 class think about
the meanings of Magna Carta and
about the ways in which these
meanings change over time and in
the light of the questions that we
ask.
rogers describes how a ‘topic
based framework’ was developed
to structure this sequence of
learning and suggests that such
frameworks can have dramatic
impacts on pupil thinking.
introduction
Historystudentsgenerallyenjoytheirlessons.
1
Whatdotheylearnasaresultofthem?
Studentscandemonstrateknowledgeofparticularepisodesinthepastandconstruct
answers to questions focused on historica
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