Why was Pitt not a mince pie?: Enjoying argument without end: creating confident historical readers at A-Level

How can we help pupils learn to read historically? Gary Howells explores this question by explaining how he builds reading challenges into the course of his pupils' post-16 studies and by describing some of the tasks that pupils are set and the principles that underpin them. Howells argues that...

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Bibliographic Details
Published inTeaching history (London) no. 143; pp. 4 - 14
Main Author Howells, Gary
Format Journal Article
LanguageEnglish
Published London The Historical Association 01.06.2011
Historical Association
Subjects
Academic Language
Aristocracy
Boroughs
Content Analysis
England
Evidence
Foreign Countries
Government cabinets
Grade 11
Grade 12
Historians
Historical Interpretation
Historiography
History
History instruction
Narratives
Oral Reading
Parliamentary system
Persuasive Discourse
Political campaigns
Political debate
Political revolutions
Prior Learning
Reader Text Relationship
Reading
Reading comprehension
Reading Difficulties
Reading Skills
Skills
Story Grammar
Visual Aids
United Kingdom (England)
Online AccessGet full text
ISSN0040-0610
2398-1571

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Summary:How can we help pupils learn to read historically? Gary Howells explores this question by explaining how he builds reading challenges into the course of his pupils' post-16 studies and by describing some of the tasks that pupils are set and the principles that underpin them. Howells argues that over time and through stepped and scaffolded tasks, we can gradually build pupils' confidence as historical readers. We can also support their enthusiasm and motivation to read closely, comparatively and critically.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0040-0610
2398-1571