Having already reflected on ways of improving their students' understanding of historical diversity at Key Stage 3, Joanne Philpott and Daniel Guiney set themselves the challenge of extending this to post-14 students by means of fieldwork activities at First World War battlefields sites. In addition, they wanted to link the study of past diversity…

Jane Facey was unsatisfied with the way in which her A-Level students responded to typical assessment practice. This would normally involve their teacher marking their work and then providing them with written feedback. In looking to move beyond this, Facey drew upon a wide range of research and practice which has sought to develop the way in…

The current National Curriculum for history requires pupils to "identify and investigate specific historical questions, making and testing hypotheses for themselves". While Kate Hammond relished the encouragement that this gave to her pupils to engage in the process of historical enquiry, she was keen to develop a much clearer sense of what…

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…

Provides background information on the "Atlantic World" and discusses how the author created a course on this topic. Describes two course units used, the assignments, and the student response. Includes a bibliography of course materials. (CMK)

Provides background information for a local history project about the 1793 Philadelphia (Pennsylvania) yellow fever outbreak. Offers potential project topics to help students learn about local history and understand life in the eighteenth century United States. (CMK)

Describes an oral history project to help students understand the narrative nature of history. Explains that the project focuses on "the Big Muskie" earth-moving machine and strip mining in southeastern Ohio. Explores the different stages of the classroom project. (CMK)

Discusses the use of first-person accounts in teaching history. Focuses on a course on Vietnam history called, "The Vietnam Experience." Explores different reading materials that are used in the course, as well as the author's own personal account. Includes a bibliography. (CMK)

Explores the use of classroom exercises in a course on historical methods. Describes each of the exercises in detail: (1) focuses on facts and includes a processing activity; and (2) emphasizes points of view and includes a processing activity. (CMK)

Outlines an innovative way of teaching "World History Since 1500" at Samford University (Birmingham, Alabama) called the "great roads" approach, centered upon important roads in a country's history. Presents the "Veracruz to Mexico City corridor" case study used to teach a Latin American modern history course. (CMK)

Discusses the use of simulations in the history classroom. Focuses on a simulation of the German Reichstag election of 1932, used in a modern German history course at Eastern Oregon University (La Grande, Oregon). Provides information on the setting, roles, the simulation procedures, and possible outcomes. (CMK)

Explains that students can study local events within a larger context that clarifies larger events or issues. Focuses on the 1861 case of Sara Lucy Bagby (Cleveland, Ohio), an escaped slave, to illuminate aspects of gender, racial relations, politics, and the origins of the U.S. Civil War. (CMK)

Reflects on a personal experience that occurred when listening to a Holocaust survivor informally speak. Discusses the importance of teaching about the Holocaust to promote understanding and collective remembrance about this historical event. Addresses the reasons why remembering the Holocaust is vital. (CMK)

Describes a course for first-year college students that focuses on the Silk Road. Discusses the problems that occurs in such a course, types of resources used, basic strategies and tactics taken, and the focus on mapmaking in the beginning of the course. Includes an annotated bibliography. (CMK)

Provides a definition of what is meant by Eastern Europe and includes statements on important persons or events in East Europe that had impact outside the region. Addresses the reasons why it is difficult to teach about Eastern Europe and offers some tips on teaching about Eastern Europe. (CMK)