Download or read book General Certificate of Secondary Education History written by John Cairns and published by . This book was released on 1996-09-01 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book General Certificate of Secondary Education History written by Southern Examining Group and published by . This book was released on 1996 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book History Syllabus 1992 bInternational General Certificate of Secondary Education written by University of Cambridge and published by . This book was released on 1992 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Presenting History written by Peter J. Beck and published by Bloomsbury Publishing. This book was released on 2017-10-04 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Who reads academic histories? Should historians reach out more beyond academia to the general public? Why do Hollywood films, historical novels and television histories prove more successful in presenting the past to a wider audience? What can historians do to improve their effectiveness in reaching and engaging their target audience in a digital age? The way history is presented to an audience is often taken for granted, even ignored. Presenting History explores the vital role played by presenters in both establishing why history matters in today's world and communicating the past to audiences within and outside academia. Through case studies of leading historians, historical novelists, Hollywood filmmakers and television history presenters, this book looks critically at alternative literary and visual ways of presenting the past as both academic history and popular history. Historians discussed include Stephen Ambrose, Niall Ferguson, Eric Hobsbawm, Robert A. Rosenstone, Simon Schama, Joan Wallach Scott and A.J.P. Taylor. Chapter topics include Hollywood and history; Michael Bellesiles' controversial history of gun rights in the USA; Philippa Gregory's historical novels; historians and the David Irving trial; and Terry Deary's 'Horrible Histories'. Raising serious questions about the nature, study and communication of history, Presenting History is an essential text for historians and history students, as well as anyone involved in listening to, reading, or watching presenters of the past.
Download or read book General Certificate of Secondary Education written by and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Certificate of Secondary Education written by Schools Council (Great Britain) and published by . This book was released on 1967 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book General Certificate of Secondary Education written by Gordon Stobart and published by . This book was released on 1989 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book History and Computing III written by Evan Mawdsley and published by Manchester University Press. This book was released on 1990 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Excluded Past written by Robert MacKenzie and published by Routledge. This book was released on 2013-10-23 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: A ground-breaking book that examines the uneasy relationship between archaeology and education. Argues that archaeologists have a vital role to play in education alongside other interpreters of the past. Contributors from different countries and disciplines show how the exclusion of aspects of the past tends to impoverish and distort social and educational experience.
Download or read book The Opportunity to Study History written by Patrick J. McMahon and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should 3e developed and which teaching methodologies should be employed.
Download or read book Reckoning with the Past written by Margaret Eastman Smith and published by Lexington Books. This book was released on 2005 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: With Northern Ireland as her focal point, Margaret E. Smith examines how group narratives are used in the field of history education to address both future conflict prevention and post-conflict rebuilding. Smith explores how divided societies can use educational textbook reform to reconcile a narrative that treats shared group histories as mutually exclusive. Northern Ireland is an ideal case study, in part, because they have been working on revising history teaching in schools, museums, and local history societies since the 1970s. Learning from this process, Smith encourages us to acknowledge that societal change does not occur over night--Smith proposes a stage theory of incremental change--and a vision for building educational reform directly into brokered peace treaties. This synthetic approach recognizes how difficult it can be to work with groups that feel threatened by difference but also underscores the importance of finding practical ways to move two conflicted groups to a place where their mentalities can be intertwined into a joint story.
Download or read book Historical Justice and History Education written by Matilda Keynes and published by Springer Nature. This book was released on 2021-07-21 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.
Download or read book How Good an Historian Shall I Be written by Marnie Hughes-Warrington and published by Andrews UK Limited. This book was released on 2012-02-28 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: R.G. Collingwood's name is familiar to historians and history educators around the world. Few, however, have charted the depths of his reflections on what it means to be educated in history. In this book Marnie Hughes-Warrington begins with the facet of Collingwood's work best known to teachers—re-enactment—and locates it in historically-informed discussions on empathy, imagination and history education. Revealed are dynamic concepts of the a priori imagination and education that tend towards reflection on the presuppositions that shape our own and others’ forms of life.
Download or read book Teaching History written by Hilary Bourdillon and published by Routledge. This book was released on 2013-10-31 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Against a background of controversy surrounding the teaching of history, this reader gathers the current thoughts of the leading practitioners. The development of school history up to the national curriculum and beyond is traced, and the main issues concerning history teachers today are examined. These issues include access to history, the definition of 'British' history in a multicultural society, gender and the place of history with the humanities. Progression and attainment are discussed as is the development of pupil's historical understanding, and practical approaches to teaching history to 11-18 level pupils are explored.
Download or read book The Colonial Past in History Textbooks written by Karel Van Nieuwenhuyse and published by IAP. This book was released on 2018-05-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the evolving representations of the colonial past from the mid-19th century up to decolonization in the 1960s and 70s ? the so-called era of Modern Imperialism – in post-war history textbooks from across the world. The aim of the book is to examine the evolving outlook of colonial representations in history education and the underpinning explanations for the specific outlook in different – former colonizer and colonized – countries (to be found in collective memory, popular historical culture, social representations, identity-building processes, and the state of historical knowledge within academia). The approach of the book is novel and innovative in different ways. First of all, given the complexity of the research, an original interdisciplinary approach has been implemented, which brings together historians, history educators and social psychologists to examine representations of colonialism in history education in different countries around the world while drawing on different theoretical frameworks. Secondly, given the interest in the interplay between collective memory, popular historical culture, social representations, and the state of historical knowledge within academia, a diachronic approach is implemented, examining the evolving representations of the colonial past, and connecting them to developments within society at large and academia. This will allow for a deeper understanding of the processes under examination. Thirdly, studies from various corners of the world are included in the book. More specifically, the project includes research from three categories of countries: former colonizer countries – including England, Spain, Italy, France, Portugal and Belgium –, countries having been both colonized and colonizer – Chile – and former colonized countries, including Zimbabwe, Malta and Mozambique. This selection allows pairing up the countries under review as former colonizing-colonized ones (for instance Portugal-Mozambique, United Kingdom-Malta), allowing for an in-depth comparison between the countries involved. Before reaching the research core, three introductory chapters outline three general issues. The book starts with addressing the different approaches and epistemological underpinnings history and social psychology as academic disciplines hold. In a second chapter, evolutions within international academic colonial historiography are analyzed, with a special focus on the recent development of New Imperial History. A third chapter analyses history textbooks as cultural tools and political means of transmitting historical knowledge and representations across generations. The next ten chapters form the core of the book, in which evolving representations of colonial history (from mid-19th century until decolonization in the 1960s and 1970s) are examined, explained and reflected upon, for the above mentioned countries. This is done through a history textbook analysis in a diachronic perspective. For some countries the analysis dates back to textbooks published after the Second World War; for other countries the focus will be more limited in time. The research presented is done by historians and history educators, as well as by social psychologists. In a concluding chapter, an overall overview is presented, in which similarities and differences throughout the case studies are identified, interpreted and reflected upon.
Download or read book Knowing History in Schools written by Arthur Chapman and published by UCL Press. This book was released on 2021-01-07 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
