The leading facts of english history

UANL

The leading facts of English history

UANL

The lading facts of English history

UANL

The leading facts of english history

UANL

Sketches from english history

UANL

English history teachers’ views on what substantive content young people should be taught

Public and policy discourse about the content of history curricula is frequently contested, but the voice of history teachers is often absent from such debate. Drawing on a large scale on-line survey of history teachers in England, this paper explores their responses to major curriculum reforms proposed by the Coalition government in February 2013. In particular it examines teachers' responses to government plans to prescribe a list of topics, events and individuals to be taught chronologically that all students would be expected to study. Nearly 550 teachers responded to the survey, and more than two-thirds of them provided additional written comments on the curriculum proposals. This paper examines these comments, with reference to a range of curriculum models. The study reveals a deep antagonism towards the proposals for various reasons, including concerns about the extent and nature of the substantive content proposed and the way in which it should be sequenced. Analysis of these reactions provides an illuminating insight into history teachers’ perspectives. While the rationales that underpin their thinking seem to have connections to a variety of different theoretical models, the analysis suggests that more attention could usefully be devoted to the idea of developing frameworks of reference.

The story of England. A narrative of English history, from the earliest period ... In two volumes. Vol. I. From the landing of Julius Cæsar to the reign of Henry VIII.

No more published.

Memoirs as a source of English history; the Stanhope essay, l9l4,

Mode of access: Internet.

The theocratic philosophy of English history; being an attempt to impress upon history its true genius and real character; and to present it, not as a disjointed series of facts, but as one grand whole:

Mode of access: Internet.

Revolutions in English history.

v. 2: London, Parker, son, and Bourn, 1861; v. 3: London, Longman, Green, Longman, Roberts, & Green, 1863.

Readings in English history drawn from the original sources, intended to illustrate A short history of England,

Mode of access: Internet.

Guide to sources of English history from 1603 to 1660 in Reports of the Royal Commission on Historical Manuscripts,

"Aids to the use of the Reports": p. xxii-xxviii