Download e-book for iPad: A Practical Guide to Teaching history in the Secondary by Martin Hunt

By Martin Hunt

This useful workbook comprises all of the suggestion, suggestions and assets new and pupil heritage lecturers have to think of and advance their educating perform, assisting them to plot classes around the topic in numerous instructing events. valuable gains comprise: case experiences examples of scholars’ paintings examples of current sturdy perform quite a number tried-and-tested instructing concepts photocopiable assets and coaching fabrics actions in every one bankruptcy to assist pupil historical past academics study their studying and function net hyperlinks for additional analyzing on evidence-based perform. Designed for use independently or as an built-in extension of the preferred textbook, studying to educate historical past within the Secondary university which gives specified examples of idea in perform, this ebook is choked with examples of ways to investigate perform to make sure maximized studying within the school room.

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Additional info for A Practical Guide to Teaching history in the Secondary School: Practical Guide to Teaching History (Routledge Teaching Guides)

Sample text

Trainee teachers will be mostly concerned with short-term planning, particularly in the early stages of a course, and then the medium-term planning as the course progresses to placement in another school. In the later stages it is more likely you will be given greater freedom to use your initiative in the planning of your lessons. The aim of this chapter is to offer some guidance for both short- and medium-term planning with associated activities, which you could use to help you with this planning.

SHORT-TERM PLANNING There are many factors involved in successful planning and many issues to consider. The breadth of these is well documented in Chapter 3 of Learning to Teach History in the Secondary School, 2nd edn, Routledge, 2001. Here we seek to emphasise the importance of precise thinking in your lesson planning, the ability to think through a lesson. You have been given a topic to teach to a class. Having researched the topic, checked how it is treated in available textbooks and available resources, the ability range of the class, the first challenge you have to meet is working out the objectives or the intended outcomes of your lesson.

At first glance, this enquiry would appear to be based on the key historical skill of causation and that concept is involved. Indeed, the pupils must acquire a sound appreciation of how the long-term, short-term and trigger events contribute to Becket’s death if they are to address what is the central thrust of the unit – interpretations. Such is the nature of studying history that it is very unlikely you will be able to isolate one Key Element and that has implications for assessment as well. The two men named in the question are Hugh of Horsea – one of the killer knights, and Edward Grim – the monk who witnessed the event.

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