The overwhelming response of history teachers to the final version of the National Curriculum (2014) was one of relief that their insistent, penetrating critique of the first draft had been heeded. Jamie Byrom shares that profound sense of relief and celebrates the achievement of the history education community in making its voice heard. However,…

Like many other history departments nationally, Ed Podesta and his colleagues face a daunting practical challenge: redesigning three years' historical learning so that it can fit into a compressed two-year Key Stage 3, whilst enhancing, rather than compromising, the quality of students' historical learning. Podesta's article reports the beginning…

Joanne Pearson reflects on her experiences as a history teacher and teacher educator, considering the ways in which she has seen women represented in the history curricula of different schools in England. She makes the case that greater attention needs to be paid by history teachers to the criteria against which they make decisions about the…

History curriculum reform proposals and debates are a persistent feature of the contemporary educational landscape in England and, very probably, a "sign of the times" that can reveal a great deal about contemporary predicaments and concerns. History curriculum controversy is also a global phenomenon and one that can fruitfully--and, perhaps, only…

Although the curriculum changes of 2008 brought with them new GCSE specifications, Jonathan White was disappointed by the dated feel of some "Modern World" options, particularly the depth studies on offer. Drawing on his experience of teaching comparative history within the International Baccalaureate, and building on previous arguments in…

Robin Conway's interest in student-led enquiry derived from a concern to encourage his students to take much more responsibility for their own learning. Here he explains how his department gradually learned to entrust students with defining the enquiry questions and planning the kinds of teaching and learning activities to be used over the course…

Profiles an undergraduate course that combined historical research on U.S. foreign relations with writing assignments designed to develop and improve writing skills. Students begin with short papers summarizing key points of instruction and move on to more detailed analyses of academic articles, films, and memoirs. (MJP)

Describes an introductory undergraduate survey course on European history that incorporates three interrelated sections: constitutional government in Europe, the American revolution, and the French Revolution. The instruction emphasizes the interconnectedness among the events and includes repetition of key ideas and information. Discusses the…

Provides an overview of the structure and topics included in undergraduate course on Indian and Chinese history. Briefly reviews such topics as Land and People, Emergence and Evolution of Traditions, Expansion of Islam in Asia, European Imperialism, Nationalism and Independence, and Democracy and Development. (MJP)

Identifies trends in teaching local history on the college level, including quantative studies, urban history, and redefinition of historical movements. Maintains that local history should be included in the college curriculum because it is a valuable discipline, helps integrate historical knowledge into the mainstream of society, and encourages…

Suggests that history teachers can increase student interest in United States history courses by using a biographical approach to teaching about individuals from many areas of American life. Surveys literary works and textbooks which lend themselves to incorporation into history courses. Journal availability: see SO 507 033. (DB)

Describes one professor's attempt to improve his college's introductory history course by offering an alternative which stresses a biographical approach to twentieth century individuals who have shaped the contemporary world. (JDH)

Explores common problems with the traditional model for graduate research seminars and suggests an alternative conception which capitalizes on the use of local history, a carefully sequenced series of research experiences, and specific instruction in research skills. (JDH)

Assesses the extent to which policies and practices of Georgia school districts conformed to state recommendations in 3 areas: social studies curriculum requirements, teacher certification, and the teacher/classroom situation. Reaffirms the significance of teaching history and the value of the subject itself. Offers 8 recommendations in regard to…

Contends that, during the past generation, a new social history that concerns itself with the lives of ordinary people has changed history research and teaching. Describes an eight-unit college course in the history of United States sports. Includes a selected bibliography of books for students and teachers. (CFR)