info@woodslane.com.au
Contact us on (02) 8445 2300
For all customer service and order enquiries

WOODSLANE

Popular Subjects

Woodslane Online Catalogues

9781785836305 Add to Cart

40 Ways to Diversify the History Curriculum

A practical handbook
Description
Author
Biography
Sales
Points
Google
Preview
A practical, wide-ranging compendium of enquiries and case studies that helps history teachers diversify, reimagine and decolonise the history curriculum. In writing this book, Elena Stevens’ aim is to respond to calls for a more diverse, decolonised curriculum – calls which have become more insistent following the reinvigoration of the Black Lives Matter movement, the #MeToo movement and other landmark events. Highlighting the lived experiences of women, the working classes, and BAME and LGBTQ+ communities in particular, 40 Ways to Diversify the History Curriculum draws upon a wide range of personal stories to exemplify significant historical moments and shed new light on topics that have traditionally been taught through narrower lenses. The book serves as a resource bank for teachers wishing to enliven and diversify history lessons at Key Stages 2–3, GCSE, A level and beyond. Elena helpfully opens with a discussion of the theoretical/historiographical developments that lay behind calls to diversify the curriculum – and, to accompany each of the 40 historical case studies, she provides ideas and activities for translating the case studies into lesson plans and enquiries. Furthermore, Elena also guides teachers in shaping new enquiries from scratch. Suitable for teachers of secondary school and Key Stage 2 history.
Elena Stevens is a secondary school teacher and the history lead in her department. Having completed her PhD in the same year that she qualified as a teacher, Elena loves drawing upon her doctoral research and continued love for the subject to shape new schemes of work and inspire students’ own passions for the past.
* Offers practical takeaways as teachers will be able to select case studies and enquiry questions that can be applied wholesale (or in part) to their lesson planning. * Responds to broader cultural/academic developments, outlining ways in which new thinking about a decolonised curriculum might be applied to secondary school curriculum planning. * Develops teachers’ understanding of topics that might already have been of interest to them (or might have reflected gaps in their understanding) in an accessible and readable way. * Suitable for teachers of secondary school and Key Stage 2 history.
Google Preview content