‘Constructing History 11-19 provides a diverse yet remarkably coherent array of case studies of constructivist history teaching. Its contributors—researchers, teachers, department heads—have a shared understanding of recent theory and research, and provide extended, close-to-the-ground narratives of active learning, supplemented by the voices of both students who participated and academic historians who observed. It is a welcome addition to a vibrant field’ — Professor Peter Seixas, Centre for the Study of Historical Consciousness, University of British Columbia. ‘This book is full of hidden treasures. It is written by a community of practitioners who are all experts in creating history teaching that stretches and engages students. The book is designed to inspire action. It does this as ideas flow through the pages generating in the history teacher thoughts of how to apply and adapt. This book creates ‘spin off’: actual process that hits our classrooms’ — Katy Allen, Head of History, Lancaster Girls' Grammar School. This book describes and exemplifies strategies for teaching history across the 11-19 age range in rigorous and enjoyable ways. It illustrates active learning approaches embedded in pupil-led enquiries, through detailed case studies which involve students in planning and carrying out historical enquiries, creating accounts and presenting them to audiences, in ways that develop increasingly sophisticated historical thinking. The case studies took place in a number of different localities and show how practising teachers worked with pupils during each year from Y6/7 to Y 13 to initiate, plan and implement enquiries and to present their findings in a variety of ways. Each case study is a practical example which teachers can use as a model and modify for their own contexts, showing how independent learning linked to group collaboration and peer assessment can enhance learning. Social constructivist theories of learning applied to historical thinking underpin the book, with particular emphasis on links between personalised and collaborative learning and e-learning.
- Introduction: Constructing History 11–19
- Why History Matters
- What is the Matter with History?
- The Purpose of This Book
- Outline of the Case Studies
- Chapter 1: Year 5/6 and Year 7 Historians Visit Brougham Castle
- Planning the Project
- Session 1: Framing the Questions
- Session 2: Site Visit – Selecting, Collecting and Recording the Evidence
- Session 3: Creating Interpretations
- Session 4: Communicating the Findings of the Investigations
- Possibilities for Development and Reflection
- Chapter 2: Bringing the History Curriculum to Life for Year 8/9
- Challenge and Case Study
- Teacher-as-Researcher: Practitioner Research
- Case Study 2.1: Planning the Mystery of the Missing Children (The Princes in the Tower)
- Teaching and Learning: Cache and Nuffield History
- Case Study 2.2: The Brixton Nail Bombing and The Princes in the Tower – Concrete Preparation
- The Teacher's Role: Constructivist History and Teaching as Performance-Master Teaching Scripts
- Case study 2.3: Master Teaching Script: Pocket Detective
- History Mysteries: Pupils Working as History Detectives
- Case Study 2.4: The Mysterious Death of Sam Whitehouse in Warley Woods
- Pupils as Readers into Writers 1: Reading and Genre Theory – Reading: Demonstration and Modelling
- Case Study 2.5: Modelling a Style: Reading a Text – J.K. Rowling's Harry Potter
- Pupils as Readers into Writers 2: Writing
- Case Study 2.6: Creating a Newspaper Story on the Brixton Nail Bombing
- Knowledge Transformation: Iconic, Enactive and Symbolic Knowledge
- Case Study 2.7: Reading a Difficult and Challenging Text: Sir Thomas More's Account of the Murder of the Princes in the Tower
- Chapter 3: Towards Independent Learning in History: Year 10
- The History Department at Neatherd High School
- The Value of Independent Learning in GCSE History
- Case Study 3.1: The Year 10 Independent Learning Project on Law and Order, 1450–2005
- Case Study 3.2: Highway Robbery
- Case Study 3.3: When Pupils Teach You a Lesson – Witchcraft
- Case Study 3.4: Creating a Collaborative Learning Environment – The Evolution of the Departmental Website
- Chapter 4: Documentaries, Causal Linking and Hyper-Linking for AS Students
- What Did We Set Out to Do?
- What Types of Thinking Did We Want to Encourage?
- How Did We Try to Develop Student Thinking?
- The Sequence of Lessons
- How Effective was This Sequence of Lessons?
- Chapter 5: Advancing History Post-16: E-Learning, Collaboration and Assessment
- Advancing Historical Thinking Post-16
- The Focus of This Chapter
- Case Study 5.1: As Level Students in a Sixth Form College
- Case Study 5.2: A2 Students in a School Sixth Form
- Case Study 5.3: A2 Students in a Sixth form College and a Tertiary College
- In Place of a Conclusion