I may sound a bit minging, but I sometimes think the lessons are taken up giving the children skills in evaluating evidence, when they don't actually know very much about the topics to start with.
So for example we have ds1 doing the Gunpowder plot.So far he doesn't know anything about Bloody Mary, England being Protestant, the Reformation, anything at all about the Wars of the Roses, the Prayer Book. Yet he is now doing so far as I can see advanced evaluation of "evidence" that Guy Fawkes may or may not have been innocent.
What sort of context is he going to be able to set it in when he doesn't actually know anything much about the period. I mean he doesn't know about the system of goverment, or the King's Ministers, or really ....anything much....He had to prepare what a spirited defence of Guy Fawkes...we did it from the web...but I just felt he didn't know the frame of reference or whatever you call it.
Why can't they teach them the really important things that HAPPENED? Like teaching facts in science. And then gently lead them onto intepretations when they are a bit more clued up. Like when they are 14.
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Secondary education
History Teachers: are you teaching historical skills or historical info itself?
16 replies
swanthingafteranother · 24/09/2012 12:28
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