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Teaching Emotive andControversial History 3-19

A Report rom The Historical Association onthe Challenges and Opportunities or Teaching

Emotive and Controversial History 3-19


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Teaching emotive and controversial history 3-19 The Historical Association

A Report rom The Historical Association on theChallenges and Opportunities or Teaching Emotiveand Controversial History 3-19

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Contents Page Anintroductionproviding 3

contextanddenition

Anexecutivesummaryothe 4 keyndingsandrecommendations

Tecurrentcontextwiththescopeo 7addressingtheteachingoemotiveandcontroversialissuesgenerallyacrossthe 319agerangeandspecicallyateachkeystage

Tecurrentconstraintsthatinhibit 14 theteachingandlearningoemotive andcontroversialhistory

Tekeycharacteristicsandexamples 19 oeectivepracticewithregardtoteaching andlearningwithacasestudyoreachkeystage

Fourcasestudiesromexpertson 37 thelatesthistoricalthinkingandissues relatedtoareasocontroversy

Recommendationsordeveloping 41practice;someareshorttermandothers longerterm,someprimarilyaimedatteachers andschools,andothersaimedatotherstakeholders

Acknowledgements 46


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The Historical Association Teaching emotive and controversial history 3-19 3

Terewasalsoanacceptancethatemotion,sensitivityandcontroversycanbeaectedbytime,geographyandawareness.Forexample,anissueorpersoncouldhavebeenextremelyemotiveandcontroversialatthetime,butnolongerhassucharesonance,orthatsomethingmaybeeltmuchmorestronglyinsomeplacesandamongsomegroupsorindividualsthanothers,orthereareissuesthatcontinueornowhavecontemporarysignicanceorpersonalresonance.Likewise,thestrengthoeelingaboutcertainissuescanbeaectedbytheageothestudents.Tustherearehistoricalissuesthat,atthetime,arousedstrongemotionsandweresubjectsogreatcontroversy.Simultaneously,thereareissuesthatareemotiveandcontroversialbecausetheycontinuetohavegeneralcontemporarysignicanceorpersonalresonanceorstudents.

Teagreeddenitionbythosepresentthathasdirectedmuchothereportisasollows:

Te study of history can be emotive and controversialwhere there is actual or perceived unfairness to

people by another individual or group in the past.Tis may also be the case where there are disparitiesbetween what is taught in school history, family/community histories and other histories. Suchissues and disparities create a strong resonance withstudents in particular educational settings.

Tisreportisseenasthestart,ratherthantheendoanimportantprocess.Muchmoreresearchisneededthanwaspossibleorthisproject.Noristhecurriculumstatic.Tecontextischangingandthisdebatewillneedtoembraceuturechanges.Ihistoryteachingistohelpplayakeyrole

inhelpingyoungpeopleunderstandthecomplexityandbackgroundtotheworldinwhichtheyaregrowingupin,muchbetterresourceswillneedtobebothproducedandsignposted,andteachersmademoreawareoexamplesogoodandeectivepractice.Plansarealreadyinplacetoexpandthecasestudiesandreerencestoresources,particularlythroughelectronicmeans.

Agoodreportalsogenerateseedbackandideas.Itistheintentionotheauthorsothe.E.A.C.H.projectthatthewidercommunitywillrespondtothepointsraisedinaconstructiveandpositiveway,drawingattentionto

goodpracticeandhowtheseissuesarebeing,orcouldbe,addressedinaneectiveway.TeHistoricalAssociationwanttoencouragethisongoingactivity.DetailsohowthiscanbedoneareprovidedintheAppendix.

TispublicationistheresultoresearchcarriedoutbyTeHistoricalAssociationandsupportedbyagrantromtheDepartmentorEducationandSkills.Teprojecthasbeenentitled.E.A.C.H.(eachingEmotiveandControversialHistory)andcoversthe319agerange.

TeNationalCurriculumorHistoryandGCSEandAS/A2specicationsoentouchonsocial,cultural,religiousandethnicaultlineswithinandbeyondBritain.Apremiseatthestartotheprojectwasthatmanyteachersoenavoidedcontroversyintheclassroomwhenocusedonhistory.Atthesametime,thereiswidespreadrecognitionthatthewaymanypasteventsareperceivedandunderstoodcanstiremotionsandcontroversywithinandacrosscommunities.

TeproposalsthatwereputbeoretheDESenvisagedresearchingtheopportunities,constraintsandcasestudiesoeectivepracticeacrossallkeystages.TeproposalswereacceptedinSpring2006andasteeringgroupothreesetuptoplanandoverseetheproject.Tebasicstructureothe.E.A.C.H.projectwas:

torecruitveexperiencedresearchers,oneoreachoKeyStages14andoneorpost-16toinvestigatecurrentpractice,particularlytheopportunitiesandscopeoraddressingsuchissuesthroughschoolhistory,aswellastoseekexamplesoeectivepractice;

toholdthreeweekendsinCambridgeshire(inJune,OctoberandDecember2006),bringingtogetherthesteeringgroup,researchersandthosewithexpertiseinteachingsuchissues.Terewereopportunitiesattheseweekendstohearromandquestionthose

teachinghistoryinschoolswithdierentethnicmixes;

toproduceanalreportbyEaster2007.TisreportwouldbedistributedinhardcopytoallmembersoTeHistoricalAssociation,aswellasplacedontheopenpartoitswebsite.

Oneotherstissuesthatneededtobeaddressedwasaworkingdenitionowhatconstitutedanemotiveorsensitiveissueinhistory.Tiswaswidelydebatedattherstweekend.Tedenitionitselgeneratedemotion

andcontroversy,butitwasavitalrststepinkeeping.E.A.C.H.manageableandconsistent.Itwasrecognisedromtheoutsetthatonepersonsacceptancemightbeanotherscontroversyandthatsensitivitywasrelative.

Introduction

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Teaching emotive and controversial history 3-19 The Historical Association4

1. Teworkingdenitionthatguidedtheproductionothisreportisasollows.

Te study o history can be emotive and controversialwhere there is actual or perceived unairness to peopleby another individual or group in the past. Tis mayalso be the case where there are disparities betweenwhat is taught in school history, amily/community

history and other histories. Such issues and disparitiescreate a strong resonance with students in particulareducational settings.

2. Tereareasizeablenumberoopportunitiesavailabletoschoolstoconsideremotiveandcontroversialissuesinhistory.Somearegenericacrossallkeystages.

Terangeoopportunitiesispotentiallygreaterbelowtheageo14aerwhichthedemands

oexternalspecicationsoenactasabarrier,althoughtherearemanymoreopportunitiesthanteachersplanor.

TebestopportunitiesexistwhenteachersrecognisetherationalebehindtheNationalCurriculumandexternalexaminationspecicationswiththebalanceoknowledge,skillsandunderstanding,andwherestudentsareengagedactivelyintheprocessesohistoryratherthanaspassivereceiversodisjointedinormation.

Tekeytosuccessissystematicplanning,particularlyaspartoanenquiryapproachwhere

studentshavetoworkindependentlyandwheretheyhavetimetoconsiderandaddressmattersinsucientdepth.

eachingemotiveandcontroversialhistoryisunlikelytosucceedwherelittleornoattentionispaidtothepreciselearningobjectivesandideasassociatedwithsimilarityanddierence,changeandcontinuity,reasonsandresults,andinterpretationsandusingevidence.

Emotionalengagementisaeatureoeectiveteachingocontroversialissues.Testudentshave

towanttocareenoughabouttheissuestoarouseboththeircuriosityandtheirwillingnesstoengageullywiththequestionsthatarelikelytorequirehardthinkingandproblem-solving.

Personalengagementismuchmorelikelywhenthestudentsarethemselvesencouragedthroughhistoryteachingtohaveasenseotheirownpersonalidentityandtheirplaceintheworld.

eachingemotiveandcontroversialhistoryisbestdonewhenthestudentsconsidertheirownloyalties,theirmultipleinterestsandidentities,andrecognisetheactthateveryoneisbothaninsideroroutsidertosomethingandthattheirvaluescanbeconfictingandcanchange.

Eectiveresourcesthatareattractiveandstimulating.

Opportunitiesareenhancedwhentheschooladoptsawhole-curricularapproach.Successismorelikelytobeachievedinhistoryithereisaclearstrategyintheschooloracceptingthatsuchissuesshouldbeengagedinbyallstudentsandinarangeocontexts.Tesuccessohistoryteachersislikelytobesomuchlessiitisaloneamongthe

curricularareasincoveringsuchmatters.

3. Anumberoconstraintscurrentlyactasbarriers.Teseinclude:

thetimepressuresandstatusothesubject;

teachershavebeenencouragedtoplaysaewithcontentselectionandpedagogy,whichactsasapowerulconstrainttoteachingemotiveandcontroversialhistory.Tereareewincentivesto

takerisks;

thelimitedaccessthathistoryteachersandothershavetohigh-qualitytraininginthisarea;

apaucityoresources,whichmeansplanningisdictatedbyotherresourcesthataremoreavailable;

alackoteachersubjectknowledge,especiallyintheprimarysector.Tisinsecureknowledgecanleadtocoverageocontentinequaldepth,orrathershallownessleadingtoroutine,superciallearningratherthandeeplearning;

thetendencyoteacherstoavoidemotiveandcontroversialhistoryoravarietyoreasons.Someowhicharewell-intentioned,suchaseelingthatcertainissuesareinappropriateorparticularage

Executive summary


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groups,orthattheylackthematuritytograspthem,orawishtoavoidcausingoenceorinsensitivity,orthattheyarebesttaughtelsewhereinthecurriculum,suchasincitizenshiporreligiouseducation;

manystudentsdonotwanttoseethesubjectascomplicatedandproblematical,whichisaninevitableeatureoemotiveandcontroversialhistory;

thewaythatteachershandleemotiveandcontroversialissuescanhaveanegativeimpactonstudentssothattheyeelalienatedanddisconnected;

thetendencytointroducestoriesodisasters,technologicalandeconomicineriorityandbrutalitytomotivatestudentsthatcanresult

inpeopleinthepastbeingseenasstupidandinerior.

4. Goodpracticeresultswhen:

thereisaclarityopurposeandarationaleortheschoolthatemphasisesidentity,valuesanddiversity;

historyistaughtbothasabodyandaormoknowledge.Tebestpracticeplacesahigh

premiumonplanning,ensuringthattheworkhastherightblendocontentandhardthinkingappropriatetotheagesandability;

thereisastrongemphasisonindependentenquirywithitsownproceduresandconventions,ensuringthatemotiveandcontroversialissuesaretaughtwithinasecurepedagogicalandhistoricramework.Teimportanceogoodquestioningisparamount;

theplanninganddeliverybuildsinsucienttimeandopportunitiestorefectandtocoverthe

dierentperspectivesandbeliesinvolved.Wheredonefeetingly,learnersailedtoseewhatthehistoricalproblemwasatallaboutanissue;

theteachingmatchesclaritywitharecognitionothecomplexityoemotiveandcontroversialhistory;

anemphasisonexploringmultiplenarrativesandthepastromdierentperspectives.Teteachingoemotiveandcontroversialhistoryisseriouslycompromisedistudentsdonotseehistoryasasubjectthatisopentodebateandargumentastheystudydierentandcompetingviewsothe

sameevents;

balanceisheededacrossathemeortopicandacrossakeystage;

learnersareexposedtoarichvarietyoappropriateandstimulatingresources,suchasmusic,lmandpictures.Qualityresourcescanbeameansomakingpersonalengagementmore

likely.

5. Tereportmakesanumberorecommendations.Manyarespecictoparticularkeystages,butthereareanumberthatseemtohaverelevanceacrossallagegroups.Teseareasollows:givingmoreattentiontotheteachingoemotiveandcontroversialaspectsininitialteachereducationandthroughcontinuingproessionaldevelopment;

ensuringthattheteachingoemotiveand

controversialissuesisawholeschoolissue;

planningthemesandapproachestoensurecoherence;

providingteacherswithbothencouragementandguidance;

encouragingratherthanpenalisingteachersorthepromotionodebateandrisk-takingintheclassroomandschoolsgivingsupportwhenacingchallengesromparentsandcommunities;

improvingtherangeandqualityoresources

availabletoallowschoolstointroduceamorevariedandrelevantcurriculumortheirstudents;

ndingbetterwaystocommunicatetherangeandeectiveuseoresources;

improvingtheresearchandevidencebaserelatedtotheteachingoemotiveandcontroversialhistory.

Tereportalsoidentiessomeactionsthatmightbepossibleintheshorttermandothersthatmaytakelonger

toaddress.

Shortterm:

TeGovernmentandkeyagencies,includingQCAandOsted,reinorcetheimportanceotheteachingoemotiveandcontroversialhistory.

Givemoreattentiontotheissuesandstrategiesininitialteachereducation.

Providemoreopportunitiesorteacherstoaccess

trainingandideasaspartotheircontinuingproessionaldevelopment,includingatexternalcoursesandthroughdistancelearning,suchastheQCAsInnovatingwithHistorywebsite.


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Provideguidanceonthestrategiesoraddressinggoodpracticeoutlinedinthekeystagespecicrecommendationsabove.

Commissiontheproductionoresourcesorschoolsandtraining,includingwebresourcesandthrougheachersV.

Provideguidanceandsupportorplanningtheteachingoemotiveandcontroversialhistoryasawholeschool/curricularissue.

QCAproducemoreschemesoworkwhereemotiveandcontroversialissuesareaddressedexplicitlyandwherehistoricalissuesarelinkedtomodern-dayparallels.

Communicatetherangeoresourcesmore

eectivelythatcansupporttheteachingoemotiveandcontroversialhistory,includingtheexistingellowshipsandvisits.

Commissionmoreresearchintotheissues,perspectivesandconcernsheldbydierentindividuals,groupsandsocieties,includingtherelationshipbetweenpersonal,communityandschoolhistory.

Devisecriteriaorprogressionwithregardtoemotiveandcontroversialissues,sothatteachersandschoolscanbenchmarkprogressagainstnationalcriteria.

Longterm:

Considerthebenetsoanentitlementorhistoryteacherstosustainedcontinuousproessionaldevelopment.

Devisecoursesthatallowteacherstobeaccreditedthroughdevelopingtheirunderstandingandskillswithregardtotheteachingoemotiveandcontroversialissues,suchasthroughthe

PostgraduateProessionalDevelopmentinitiative.

Requireschoolstohavearationaleortheteachingoemotiveandcontroversialissuesthatismonitored,suchasbyOstedandbyotherssuchastheSchoolImprovementPartners.

Ensurethathistoryhasthestatusandtimeinschoolstoenablejusticetobedonetotheteachingosuchissues.

MaketheimportanceoteachingemotiveandsensitiveissuesmoreexplicitandprominentwhenreviewingtheNationalCurriculum,GCSE,AS/A2orotherspecications.

EvaluatethelessonsotheGCSEPilotintermsoteachingandassessingemotiveandcontroversialhistory.

Developstrategiesthatallowallstudents,includingthelowerattainersandthegiedandtalented,toaddressemotiveandcontroversialissuesinchallengingways.

Alterthecultureinschoolssothatrisk-takinganddebateareencouragedandteacherseelsupportedandcondentaboutengagingallstudentsemotionallyandchallengingperceptionsandmisconceptions.

Workwithpublishersandotherstoimprovetherangeandqualityoresources.

Consideropportunitiesoreectivework,linkingdierentcurriculumareastoimprovetheknowledge,skillsandunderstandingwithregardtoemotiveandcontroversialissues.


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Context and opportunities

at each key stage

wherestudentshavetoworkindependently;

whenthereissucient time orin-depthanalysis.

4. eachingemotiveandcontroversialissuesisunlikelytosucceedwherelittleattentionispaidtothepreciselearningobjectivesthatlinkthekeyconceptstospeciccontent.Inparticular,thereisaneedtoengagethestudentsinthekeyideasrelatedto:

similarity and diferenceemphasisingnotjustthatpeopleandsocietieshavedierences,butalsothattherearesimilarities;thatallshareacommonhumanityandthat,evenwheretherearedierences,muchshouldbecelebratedratherthancondemned.

change and continuityindicatingthatsocietyisinacontinuousstateofux,thatsituationsthatprevailinoneperiodareunlikelytoremain

likethatandalsothatsomethingshavestayedthesame.Tiscanhelpyoungpeoplerealisethattheythemselvesarepartoachangingsceneandthat,althoughthereissomecontinuitywiththepast,theworldinwhichtheygrowupisnotoneoabsolutes.eachingemotiveandcontroversialhistoryisoenmoreeectivewhenaccompaniedbyconsiderationowhatthereistorespectandadmireinpastsocieties.

reasons and resultsdevotingsucienttimetoexplainingwhythingswereastheywereandnotjustdescribingorreconstructingwhathappened.

interpretationsocusingonthewaypasteventsandsituationshavebeeninterpretedaertheirtimeandtheactthatthereisnearlyalwaysmorethanonewayolookingatahistoricaleventorsituation.Almostmorethananyotheraspectostudy,theideathatthereisnooneuniversalversionohistoryandthathistoryitselisnotaproductwaitingtobecaughtinanetisvitalipupilsaretodiscussemotiveandcontroversialissuesinanydepth.Iexplicitattentionisnotpaidtothisaspect,studentsalsondithardtounderstandtheideaosignicance.Toseputting

togetheraccountsneedtomakedecisionsaboutwhatisimportantandcentralandwhatislessso.Pupilsalsoneedtoappreciatethecomplexitiesthatcontributetotheproductionoalater

Opportunities across allkey stages

1. Evenwiththeyoungestpupils,thereareopportunitiestoplacepeopleandtheissuestheyaceinarangeocontexts.Teseopportunitiesare

muchgreaterthanmostteachersplanor.Whilstitispossibletondopportunitiesoreveryagegroup,therangeispotentiallygreaterorpupilsbelowtheageo14,aerwhichthedemandsoexternalexaminationspecicationsoenactasabarrier.Teseexaminationspecications,however,oeropportunitiesorconrontingemotiveandcontroversialissues.

2. TebestopportunitiesexistwhenteachersrecognisetherationalebehindtheNationalCurriculumandtheexternalexaminationspecications.Tisinvolveshistorybeingseennotjustasabodyocontentorasetoskillsdivorcedromcontent,butwherethereisabalanceoknowledge,skillsandunderstanding,andwherestudentsareactivelyengagedintheprocessesohistoryratherthanaspassivereceiversodisjointedinormation.Tisintegrationoknowledge,conceptsandprocesseswasrecognisedastheessentialrameworkorschoolhistoryevenbeorethelaunchotheNationalCurriculum,anditprovidesarmoundationortheteachingoemotiveandcontroversialissues.

3. Teenvironmentorcoveringemotiveand

controversialissuesisbroadlysimilaracrossthewholeagerange.Tebestopportunitiesoccurwhentheteachingoemotiveandcontroversialissuesisplannedtotintoawiderrameworkandtheplanningisexplicit,althoughthereisalsoconsiderablescopewhenissuespresentthemselvesineverydayclassroomsituations.Teseopportunitiesoccur:

as part o an enquiryapproachwherestudentsaregivenspecicinvestigations,gearedaroundenquiryquestionsthatrequireengagement

withthehistoricalprocess.Tesequestionsandactivitiesarethemselvesdevisedtoelicitanunderstandingthathistoryisitselproblematicalandnotstraightorward;

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interpretationoearlierevents,suchastheviewotheauthoroanoriginalsourceandtheviewothegrouporpersonusingthesourcetocompileanaccount.Inaddition,thereaderorviewer

alsobringstheirownideasinunderstandinganhistoricalinterpretation.

evidenceintroducingstudentstoarangeosourcematerialthathastobeevaluatedandusedasevidenceorvalidenquiries.Wherepracticeispoorer,youngpeoplecanberequiredtocarryoutsuchactivitiesinamechanisticandormulaicwaythataddslittletotheirunderstandingothecomplexityothehistoricalprocessandtheworldinwhichtheylive.

5. Emotional engagementisalsoaeatureoeectiveteachingocontroversialissues.Testudentshavetowanttocareenoughabouttheissuestoarouseboththeircuriosityandtheirwillingnesstoengageullywiththequestionsthatarelikelytorequirehardthinkingandproblem-solving.Itisanironicactthatprogressioninhistoricalunderstandingischaracterisedbyagrowinguncertaintyasonerealisesthatthereis,atbest,likelihoodratherthandenites.Studentsdonotalwaysndthiseasyordesirable.Manywantclarityandcertaintyandneedtobemotivatedtoengagewithissueslackingclear-cutanswers.Istudentsaretoengagewithcomplexandextendedissues,teachershavetoplantasksandquestionsthattheyseeasrelevantandsignicanttotheirlivesleadingtoadesireonthestudentsparttoprobetheissuesandexciteawishtodigdeeper.

eachingemotiveandcontroversialissuesthereorerequiresthatthethemesandissuesarebroughttoliewiththepeoplebeingmadethree-dimensionalratherthanactorsinancydress.Studentsneedtoacquiresomepersonaleelingstowardsthepeopleinvolved,aswellasthechoicesanddilemmastheyace.Successismuchmorelikelywhentheyareencouraged

toimagineissuesromdierentperspectivesandviewpoints,seeingmuchowhathappenedasarromclear-cutwithcontemporariesoenviewingthingsasconusing,uncertainandwithoutthebenetohindsight.

6. Testudentsareencouragedtohavea sense o theirown personal identity and their place in the worldthroughhistory.Teresearchindicatesthatthisissomethingthatisbestosteredromanearlyageandreinorcedthroughouttheyearsoschooling.Tinkingabouttheirownplaceinthingsandtheir

attitudesandvalueshastheinevitableside-eectorecognisingtheidentitiesoothers.Opportunitiesordebatingemotiveandcontroversialhistoryareenhancedwhenstudentsseethemselvesasmembers

odierentcommunitieswithidentitiesthatareshapedbyarangeodierentinfuencestheiramilies,localcommunities,religion,ethnicity,socialandeconomicstatus,education,politics,region,

nation,continentandsoorth.

7. Studentsneedtoconsidertheirownloyalties,theirmultipleinterestsandidentities,andtorecognisetheactthateveryoneisbothaninsideroroutsidertosomethingandthattheirvaluescanbeconfictingandcanchange.Suchcanbeseenasagrowingemotional intelligenceinrelatingtooneselandothers.Itmeansprobingissues,suchaswhohasclaimstoberightandwrong,whetherchangescanbeseenasprogressorregression,andhowindividualsandsocietieshavetocopewithconfictingvaluesand

belies.

8. Efective resources arecrucialtothissuccessulengagement.Studentsexpectattractive,stimulatingandaccessibleresources.

9. TeRespect or allwebpagesotheQCAwebsitegiveguidanceonplanningahistorycurriculumthatisinclusiveandencouragesrespectrompastandpresentpeopleandsocieties.

10. Whilstthecentralscopeothisprojectisontheroleohistorywithregardtotheteachingoemotiveandcontroversialissues,opportunitiesareenhancedwhentheschooladoptsawhole-curricularapproach.Successismorelikelytobeachievedinhistoryithereisaclearstrategyintheschooloracceptingthatsuchissuesshouldbeengagedinbyallstudentsandinarangeocontexts.Tesuccessohistoryteachersislikelytobemuchlessiitisaloneamongthecurricularareasincoveringsuchmatters.Tereareobviouslinkswithmanyareasothecurriculumcitizenship,personal,socialandhealtheducation,religiouseducation,geographyandscienceallhavemajorcontributionstomake.Norneedeverything

bedonethroughthesubject-basedcurriculum.Tedebatingoemotiveandcontroversialissuesshouldpermeatetheethosotheschool,bothpastorallyandacademically.Extendedprovisionalsoallowsscopeorstudentstocomeintocontactwithaworldoutsidetheclassroom,suchasthroughvisits,visitors,workplacementsandengagementwithsporting,artsandculturalactivities.

Allotheissuesraisedaboveapplythroughoutthe319agerange.Inshort,theyreertoopportunitiesthatshouldbeavailableanywaythroughtheteaching

andlearningohistory.Nevertheless,thenatureandextentotheopportunitiesdoesvaryacrossthekeystages.Tenextsectionocusesonsomeareasthataremorekeystagespecic.


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The Historical Association Teaching emotive and controversial history 3-19

Opportunities acrossparticular key stages

FortheFoundation Stage and Key Stage 1,thereareplentyoopportunitiestointroducepupilstoissuesthroughtheirsocialisationintoschool.Establishingsocialrelationshipswithotherchildrenandcomingintocontactwitharangeoadultshelpsthatprocess.Earlyyearspractitionersencouragechildrentodeveloppositivesocialrelationships,ostertheunderstandingorulesandbehaviours,providemodelsordealingwithconfictanddisagreement,andsupportchildrenintheirinteractionswitheachotherandwithinbroadersocialgroups.

Childrenarebeginningtolearntheirplaceintheworld,theirownuniqueidentityandtheidentitiesthattheysharewiththerestotheirgroup.Ineect,childrenexperiencemanyothecircumstancesthatunderpinthecontroversialnatureohistoryintheirdailylives.Consequently,studyingthedilemmasandconfictsexperiencedbyearliersocietiesandindividualsinthepastmaycontributetochildrensowndevelopingunderstandingodilemmasandissuesthattheyaceintheirownpersonalanddailylives.

TeFoundationStagecurriculumincorporatesamoreholisticapproachtocurriculumplanning.SpecichistoryinputisidentiedwithintheEarlyLearningGoal,Find out about past and present events in their ownlives and in those o their amilies and other people theyknow.Studyingemotiveandcontroversialhistoryhelpscognitivedevelopment.Teprocessesodoinghistory,askingquestions,makingobservations,explaininganddrawingconclusions,areallkeyskillsthatsupporttheiroveralllearning.Teroleolanguageisalsocrucialincommunicatingtheirunderstanding.Studyingemotiveandcontroversialhistorymayprovideopportunitiestousetalkoravarietyopurposes:communicatingthoughts,eelingsandideas;negotiatingroles;making

riends;askingorhelp,claricationorinormation;relating;refecting;reporting;narrating;arguing;presentingideas;persuading;explainingandinstructing.

FoundationStagechildrencanbeintroducedtoquestionssuchas:Who am I? How do I know that it is me? Whatother things make me, apart rom how I look? What is thesame about me and other children? What is dierent aboutme that makes me who I am?

Key Stage 1islikelytopresentthemwithmoreopportunitiesandteachershaveconsiderablereedom

todevelopthehistorycurriculumtomeettheneedsandinterestsotheirchildren.WithinthebreadthostudyatKeyStage1,childrenlearnabouttheirownpersonalhistoriesandthoseotheiramiliesthroughstudying

changes in their own lives and the way o lie o theiramily and others around them.

Suchhistoriesmayrequiresensitivehandlingby

theteacher,takingintoaccountchildrensdierentbackgroundsandexperiences.Anythinglinkedwithamilyhistoriesneedsdealingwithsensitively,aswellasrequiringasoundawarenessodierenthomesituationsandamilystructures.Forexample,issueslikedeathmightbecoveredthrougheventssuchasthedeathopetsandpeopleorwhatitmeanstobeinsideandoutsidesocialandothergroupings.Teymightbeabletoexploredierencesbetweenboysandgirlsandrecognisedierencesinlanguageandethnicity.KeyStage1historyallowsthemplentyoscopetoexperiencedierentculturesandwaysolie,suchasthroughexamining

housesandhomes,anniversaries,celebrations,leisure,oodandamouspeople.

KeyStage1involvesstudyingthewayolieopeoplelivinginthelocalityorelsewhereinBritaininthemoredistantpast.Tisrequirementissucientlybroadtopermitteacherstointroducepotentiallycontroversialandsensitiveissues,suchastheexperiencesochildrenorthedierencesbetweenrichandpoorpeopleinsocietiesatdierentperiodsotime.Inobservingchangesinwaysolie,teachersmayquestionwhobenetedromthesechangesandinwhatways.Didallpeoplenecessarilybenet?Tereareopportunitiestoexplorecontroversialissuesthroughstudyingthediversityodierentsocietiesinthepast.

Changesinthelocalcommunitythemovementopeoplesto,romandwithinthecommunitymayalsobestudied.Forexample,howdierentbuildings,shops,schoolsandleisureacilitieshavechangedorremainedthesame.Somechangespermitchildrentoexplorechangingcommunityneeds.Forexample,trac-reezonesorthelocationomarketsandshops.Inaddition,childrenmayconsiderhowchangeshaveimpactedonindividualswithinthecommunity.Forsomeindividuals,

changesmighthavehadapositiveimpact,buttheymighthavebeenmoreproblematicorothers.

Tereshouldbeplentiulopportunitiestointroducechildrentopeopleromarangeocultures.Research,suchasromMilner,suggeststhatchildrenasyoungasthreeorourareawareoracialdierences,andmanyenterschoolwithpreconceivednotionsaboutdierentracialandethnicgroups(PlinneyandRotherham,1987).Ithisisthecase,itisimportantthatchildrenareintroducedtodiversehistoriesromanearlyage.Moreover,oryoungchildren,thisisalsoimportantor

thedevelopmentotheirownsenseotheiridentity.

eacherschoosewhichsignicantpeopletocover.eacherscurrentlytendtomaketheirselectionroma


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restrictednumberopeoplewithIsambardKingdomBrunel,FlorenceNightingaleandMarySeacolebeingthemostpopulargures.However,therearemanyopportunitiestoincludeothersignicantpeople

includingthoseromthelocality.Selectionoparticularpeoplemaybecontroversialandsomesensitivitymayberequiredindealingwithdierentgenderroles.Forexample,positiveemalerolemodelsmightbeantagonisticorsomecultures.

Similarly,teachersmayalsoselectpasteventsromthehistoryoBritainandaroundtheworld.TeGunpowderPlot,theOlympicsandRemembranceDayarepopulartopics.However,amorejudiciousselectioncouldraiseyoungchildrensawarenessocontroversyully.Re-tellingthestoryotheGunpowderPlotisoencloselyallied

withthecelebrationslinkedwithBonreNight.Inthecurrentcontext,itmightbeappropriatetoencouragechildrentoexploremotivationmoreullyandalsotoquestionwhetherGuyFawkesattemptstoblowupparliamentwerejustiedandshouldbecelebrated.Whatotherwaysmayconfictberesolved?

Tetopicoremembrancemayraiseseveralsensitiveissuesorchildrenwhohavealreadyexperiencedconfictorwhoseamiliesmightbeinvolvedinwarare.QuestionssuchasWhy do we remember?andIn whatways should we remember?arepotentiallysensitivesincetheycouldrelatetochildrensimmediateexperiencesorthoseotheiramilies.

Imagesthatchallengestereotypesareimportantsourcesoinormationoryoungchildren,suchasemaleexplorerslikeMaryKingsleyortheblackpresencesinEnglandbothbeoreandaerWorldWar2.Misconceptionsalsoneedtobechallenged.Forexample,Clairecitestheexampleochildrenlookingatschoolpictures25yearsagoandnow.Achildnoticesthatmostothechildrenintheoldpicturearewhite,whereasinherclasstheyarenownearlyallblack.Techildrenwereaskedwhythismightbewithonepupilreplying,because

in that picture the children prayed to God to make them white,so that white people wouldnt say horrible things to them.

ByKey Stage 2,thechildrenaremorelikelytobeabletocopewithandunderstandsomeotheissuesthanatKeyStage1.TeKeyStage2areasostudyalsooermoreopportunities,armorethanisoencurrentlycoveredinschools.Tereisarequirementthatpupilsstudyhistorycontentthatrefectsdiversity.TereisalsooenadistinctpedagogicaldierencewithKeyStage1asthepupilsareusuallyaskedtoreadandwritemore,andtheyareexpectedtoworkmoreindependentlywithoutthe

teacher.

Severalotheareasostudyprovideopportunitiesorteachingemotiveandcontroversialissues.Forexample,

thelocalhistoryrequirement,whichinvestigatinghowanaspectothelocalareahaschangedorbeenaectedbyeventsorpeople,couldexamineimmigrationandculturaldiversity.

TeBritishareasoermuchscopetoconsiderissuessuchasthemovementopopulations,includingtheusageandmeaningsoemotivetermssuchasnative, immigrant,invasion, settlementandcolonisation.TerearealsomanyopportunitiestoconsiderthecompositionotheUnitedKingdomandhowithasevolvedovertime.TecoverageotheRomans,Anglo-SaxonsandVikingsprovidesparticularscopeorthat.

Britainandthewiderworldinudortimesalsoallowsteacherstoraiseissuesrelatedtotheimpositiono

imperialrule.TenatureoBritishnesscanalsobeaddressedinseveralBritishunitsindicating,orexample,theblackpresenceinudorandVictoriantimes.GoodteachersarealreadypointingoutthedistortionthatoenresultsinKeyStage2romapredominantocusonwhite,male,wealthyChristianpeoplewithoutplacingtheminthecontextothewiderdiversity.

TeEuropeanandworldhistoryareasclearlyoerscopeorintroducingcontroversialissuessuchasslavery,methodsogovernment,conquestandtheroleowomen,butthecurrentsituationsometimeshastheendresultotokenisticandsimplisticviews.

Supportorteachingsuchaspectscomesromarangeoresources,includingtheDES/QCAschemesowork,althoughmanyneedtobeadaptedtobringouttheemotiveandcontroversialissues.Forexample,theschemeaddressingwhatliewaslikeorchildreninVictoriantimescaninvolvepupilsdiscussingissuessuchassocialinequalityandamilybreakdown.Debatecanensueaboutthenegativeconnotationsattachedtothepoorandthedangerogeneralisationsregardingsuchgroups.

TeopportunitiesavailableatKeyStage2canbeexploredurtheratKey Stage 3.Formanystudents,thiswillbethelasttimetheystudyhistoryatschool.Asinotherkeystages,thecurrentstructureisalreadysupportiveosuchexplorationthroughtheintegrationoknowledge,skillsandconceptualunderstanding,andparticularlythesupportgiventocriticalthinkingthroughindependentenquiryandstudentsmakingjudgementsollowingtheirevaluationodierentinterpretations.

KeyStage3islikelytoresultinamoresustainedpursuitoindependenthistoricalenquiries.Tisisalreadyin

thecurrentProgrammeoStudyanditislikelytobestrengthenedurtherinthe2008revision.Studentshavetheabilitytoengagewiththehistoricalprocessbyplanningtheirownenquiries,posinghypotheses


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andquestionsandusingrelevantevidencethatallowsthemtorefectanddeliverwell-consideredconclusions.Tissecurepedagogicalandhistoricalrameworkisanecessarypartodealingwithemotiveandcontroversial

historyeectively.

Te2000revisiontotheNationalCurriculumorHistoryincludedastatementemphasisingtheimportanceoschoolhistorybyunderliningtheconnectionbetweenitsstudyandthepupilsownlives.TishasbeengivenanevensharperocusinthestatementontheimportanceohistoryinthedraKeyStage3ProgrammeoStudyor2008.Forthersttime,thestatementmakesexplicitreerencetohistorysroleinosteringpersonalidentityanditspecicallymentionshistoryscontributiontopromotingmutualunderstandinginamulticultural

society.

History helps pupils to ask and answer questions o thepresent by engaging with the past. It res their curiosity andimagination, moving and inspiring them by the dilemmas,choices and belies o people in the past. It helps them todevelop their own identity through an understanding ohistory at personal, local and international levels.

Studentsatthisagearemorelikelytoidentiyandadjudicatebetweendieringrepresentationsandinterpretationsthroughexploringmultiplenarrativesandseeingthepastromdierentperspectives.Terearemanyopportunitiestodiscusshowthoseinlatertimeshavereconstructedandpresentedthepast,thepurposeodierenthistoricalinterpretations,andtherelationshipbetweenaninterpretationandtheevidenceavailable.Studentscanbeencouragedtoseehistoryasasubjectthatisopentodebateandargument.

TecontentrequirementsatKeyStage3alsoencouragecoverageoawiderangeoemotiveandcontroversialhistoricalissues.Almostanyaspectohistorytaughtwithinthisrameworkcouldpotentiallybedescribedasemotiveandcontroversialgiventhatitisasubjecto

on-goingdebateamonghistorians,evenisomeissuesaremoredirectlysensitiveastheyinvolvedunairnessorharmtopeoplebyanindividualorgroup.

Forexample,therearethoseissueswhicharousedstrongemotionsandwerethesubjectoconsiderablecontroversyatthetime.ManycommonlytaughtissuesatKeyStage3allintothiscategory,orexample,theNormanConquest,thePeasantsRevolt,theDissolutionotheMonasteries,theerrorintheFrenchRevolution,theNewPoorLaw,andtheghtorthevote.Teseissuescanbetaughtinablandway,leavingpupilsunmoved

andunaected.However,theyalsohavethepotentialtoengagepupilswiththedilemmas,complexities,injusticeandmoralcourageopeopleinthepastandtodeveloppupilsunderstandingoenduringhumanissues.

Terearealsothoseissueswhichareemotiveandcontroversialbecausetheycontinuetohavegeneralcontemporarysignicanceorpersonalresonanceorstudents.PotentialexamplesosuchissuesromKey

Stage3includetheCrusades,thePartitionoIndia,theHolocaust,thetransatlanticslavetrade,IrishhistoryandthehistoryoimmigrationtoBritain.IncontemporaryBritain,whereethnicandculturaldivisionsoccasionallyleadtodirectinterracialviolenceandwhererecenteventshaveledtoheightenedracialtensions,learningaboutthelegacyoBritainscolonialpastandabouttherelationshipbetweentheWestandIslamarepotentiallythemostcontroversialandchallengingaspectsotheKeyStage3historycurriculum.

Oneschoolthathassuccessullyintegratedblackhistory

intotheKeyStage3curriculumisHenryComptonSchoolinFulham.Incommonwithmanyschools,thisincludesthetransatlanticslavetrade.Tisisasubjectthatcanprovokestrongresponsesinpupilsbecauseotheatrocities,violence,crueltyanddehumanisingexperiencesothetrade.Moreover,thereareissuesounresolvedlegacyormanypeopleinBritain,whichmakethetransatlanticslavetradeaparticularlysensitiveissue.eachingthesubject,whetherinmixed-raceorall-whiteclasses,raiseschallengingissuesorhistoryteachersabouthowtoconveytheinhumanityotheslavetradeandhowtodealwithpupilsanger,racism,blame,guiltorindierence.

SomehavearguedthatanisolatedstudyothetransatlanticslavetradepresentsadistortedviewoblackhistoryinwhichAro-Caribbeanpeoplearelargelypresentedasvictims.AnarrowocusontheabolitionotheslavetradeorthestudyoblackhistoryonlyinthecontextoblackpeoplesotheAmericasissimplytoolimitinganddoeslittletodeveloppupilssenseoapositiveidentityortoostertheirunderstandingoasharedheritagebasedonourcolonialpast.

TerevisionstotheKeyStage3curriculumarelikely

toocusteachingevenmoreonissueswhichhavethepotentialtobesensitive,suchasthechangingnatureopoliticalpower,therelationshipbetweenrulersandtheruledandthedevelopmentodemocracy,thechangingrelationshipsothepeoplesoEngland,Ireland,ScotlandandWales,howmovementandsettlementhaveshapedtheBritishIsles,thenatureoempires,thechangesinthelivesomen,womenandchildrenincludingwork,technology,leisure,culture,religionandenvironment,orthechangingnatureoconfictanditslastingimpactonnational,ethnic,racial,culturalorreligiousgroups.

Key Stage 4isdominatedbytheGCSEspecicationsthatprovidetheonlyguidanceorrameworkorteachinghistoryatthiskeystage,althoughallworktoQCAcriteriarequiresspecicationstostudyhistory


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romarangeoperspectivespolitical,economic,social,cultural,technological,scientic,religiousandaesthetic,aswellassocial,cultural,religiousandethnicdiversityothesocietiesstudiedandtheexperienceo

menandwomeninthesesocieties.TethreeEnglishawardingbodieseachoercoursesonmodernworldhistory,BritishsocialandeconomichistoryandaSchoolsHistoryProject.EventhoughthenumberandvarietyospecicationsavailableatGCSEislimited,eachoersplentyoscopeordealingwithemotiveandcontroversialhistory.

Temostpopularspecicationswithschoolsarethoseconcernedwithmodernworldhistory.Herestudentsoenstudyacorewitharangeooptions.Aheavyemphasisisoenplacedontheearly20thcentury.

Schoolscanchooseromanumberothemeswithplentyoopportunitiestodebateemotiveorcontroversialissues,suchastheMiddleorFarEast,AmericanCivilRightsandracerelations,SouthArica,IndiaorChina.

Socialandeconomichistoryalsooersopportunities.Manyothethemescoveredinvitedebatesrelatingtoinherentlyemotiveandcontroversialissues,suchaschangesinworkandemployment,changesintransport,communicationsandleisure,populationchange,povertyandpoorrelie,campaignsorreorminactoriesandmines,publichealthandhousing,tradeunionsandworkingclassmovements,thechangingrolesandstatusowomen,education,theevolutionoamultiethnicsocietyinBritain,racerelationsinamulticulturalsocietyandNorthernIreland.

TeSchoolsHistoryProjectspecicationsalsoallowstudentstoengagewithmoreemotiveissuesparticularlythroughthemodernworldstudythatrequiresalinkingothepasttothepresent.TemessuchastheArab-Israeliconfict,Chinainthe20thcentury,multiculturalBritainandIrelandarerelativelypopularasoptionswithinthemodernworldstudy.Adepthstudyhastobeselectedandtherearetwostudiesthatareparticularlypopular

Germany19191945,withitsemphasisondomesticaairs,andtheAmericanWestthatallowsstudentstostudyaclashotwoculturesandtheproblemsassociatedwiththat.AnotherdepthstudyisElizabethanEngland,wherethereareopportunitiestoexplorethetensionbetweenstateandreligionandtheissueoloyaltytoeither.Adevelopmentstudyoerschoicebetweenmedicineandcrimeandpunishment.Bothoerscopetoaddresscontroversialissuesthroughthemessuchasresourcinghealthorhowsocietydealswithcrime.

Tescopeoraddressingemotiveandcontroversialissues

hasbeenwidenedrecentlybytheadditionoanewGCSEoeredbyOCR,whichiscurrentlybeingoeredasapilottosome70centres.Akeyaspectothisspecicationistheproportion(70%)ocentre-designedworkthatnot

justgivesscope,butactiveencouragementtoaddressissuesrelevanttothelivesothestudents.Evenwithinthemandatory,externally-assessedcoreunitonmedievalhistory,emotiveandcontroversialissuescanbeaddressed

whencoveringcontentrelatedtoraidersandinvadersandpowerandcontrol.Telocalhistoryoptionrequiresthatachosenhistoricalissueneedstobeconsideredintermsoitsrelevancetodayandtheinternationalunitrequiresstudentstoconsiderhowanevent,issueordevelopmentdividedandaectedpeopleandtoexaminedierentjudgmentsabouthistoricalsignicanceandinterpretations.Teseopenupthepossibilityoaddressingdicultissuesdependingonthecontentchosenandteachingapproachthathasbeenadopted.Someotheotheroptionsaremoreobviouslygearedtowardsdicultissues,particularlyWhosehistory?

andthemigrantexperience.OtheroptionscouldbesteeredtowardscontroversialissuessuchasHeritagemanagement,whichexamineshowanaspectothepastoughttobepresented.

HistoryisnotmandatoryaerKeyStage3andaroundone-thirdo14-year-oldstudentsoptorthesubject.Whilstthenumberschoosingthesubjecthaveheldupwelloverthelastdecadeandthereareanumberoschoolsthatattractstudentsacrossthewholeabilityrange,historyattractsmoreotheablestudents,givingthemopportunitiestodiscussemotiveandcontroversialissuesthroughhistory.Opportunitiesareavailablethroughentry-levelqualicationsthatallowtailor-madeapproachestothemainhistoryspecications.Intheory,thisallowslower-achievingstudentstothinkaboutsensitiveissues,butthereislittlegoodpracticeintheseareas.Overall,numbersorentry-levelhistoryaresmallandthosethatdostudyitareusuallygivensimpliedorshortenedversionsotheconventionalGCSEs.

Currentlyconsiderationisbeinggivenastowhethercitizenship,whichismandatoryatKeyStage4,shouldincorporateahistorydimension.Tiswouldatleastallowthewholeagerangetodebateemotiveandcontroversial

issuesthroughsomekindohistoricalperspective,butitisunclearwhetheritwouldenabletheopportunitiestolinkthecontent,skillsandconceptualunderstandingrequiredbycurrenthistoryrequirements.

TepatternatGCSEissimilarpost-16.TerationaleorASandA2allowsandevenencouragesteachingoemotiveandcontroversialissuesasstudentsneedtodemonstrateanabilitytodealwithcontroversy.Teadvanced-levelcriteriarequirestudentstounderstandthenatureohistoricalstudythathistoryisconcernedwithjudgementsbasedonavailableevidenceandthat

historicaljudgementsmaybeprovisional.Tisisrefectedinthespecicationsthemselveswhereallawardingbodieswantthestudentstodevelop their capacity or criticalthinkingandallhaveamoralandculturaldimension.


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Tereareparticularoptionsinmanyothecurrentspecicationsthatallowstudentstoengagewiththemoreobviouslycontentiousissues.Forexample,AQAoersoptionsoTeCrusadingMovementandthe

LatinEast10951192,BritainandIreland19691998,DecolonisationoArica(BritainandKenyaand/orFranceandAlgeria)andTeHolocaust19381945.StudentsalsohavethechancetostudySouthAricaromApartheidtoDemocracy,Chinarom1949totheiananmenSquareMassacre,TeMiddleEastrom19451991,andBritain19511997(whichincludestheissueoimmigration).

EdexceloeropportunitiesthroughoptionsonConservativeSupremacy:PoliciesandPartiesinBritain18861906,PursuingLieandLibertyCivilRightsin

theUSA19451968,andHitlerandtheNaziState:PowerandControl19331945.OtheroptionsincludeColonialRuleandtheNationalistChallengeinIndiac19001947,TeMakingotheBritishEmpirec16601770,andBritainandDecolonisationc18701939.

OCRsoptionsinclude:TeFirstCrusadeanditsOrigins,TeIrishquestionintheAgeoParnell18771933,RaceRelationsintheSouth(America)18631912,aswellasNaziGermany19331945.

TerearealsoopportunitiesorthosetakingthespecicationsoeredinWalesandNorthernIreland.Forexample,WJEChasoptionsthatinclude:TeOttomanEmpireandtheTreattoEurope14921571,GladstonianLiberalism18681893,PeopleandtheChangingWorldoWorkc18801980,andNaziGermanyc19331945.

StudentscanalsostudyPoliticalChangeinWalesto1543andNationalistensionsinEasternEuropeandtheBalkans18781971.Likewise,CCEAsoptionsincludeNationalismandUnionisminIreland18001900,aswell

asTeNazisandGermany19191933.

TeInternationalBaccalaureatealsooerstheopportunityorteacherstodesigntheirowncourseswithinGroup3:Individualsandsocieties.AnessentialcharacteristicothedisciplinesinGroup3isthattheirsubjectmatteriscontestableandtheirstudyrequiresstudentstotoleratesomeuncertainty.Studiesosomelocalsituationsandglobalperspectivesosteranappreciationochangeandcontinuityaswellassimilarityanddierence.

Whilsttheopportunitiesareconsiderable,manyotheseoptionscoverpastperiodsanddonotrequireanyconnectionmadewiththepresent.However,moreopportunitiesdoexistthroughthepersonalstudy.Withcentre-basedworkbecomingamandatorypartoA2specicationsintheuture,technicallythisincreasesthescopeenormouslyorstudentstodelvedeeplyintoanissuethatmightberegardedasemotiveorcontroversial.However,theevidenceromthelargenumberscurrentlychoosingthepersonalstudyoptionisthatitisarelativelysmallminoritythataddressissuesbeyondthemainstreamthemessuchasHitler,HenryVIIIandWorldWarI.ExamplesdoexistwherestudentsengagewithrecentissuesrelatedtotheMiddleEast,BritishandAmericanoreignpolicy,Ireland,ethnictensionsand,occasionallyeven,pollution,unequalworldresourcesandconservationversusdevelopment.


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Constraints aecting allkey stages

Whilstparticularconstraintsapplyacrossparticularcontextsandkeystages,anumberseemtoapplyacrossall

agegroupsandsettings.Tissectionoutlinesthegeneralchallengesbeoreaddressingsomethataremorekeystagespecic.

1. ime and status o the subject Tereisnoguaranteedminimumocurriculum

timesetasideorthesubject.TeimpactoprimarystrategiesdesignedtoraisestandardsinLiteracyandMathematicshasresultedinreductionsintimespentonthesubjectatKeyStages1and2,whereitissometimesseenaslight relie.TeincreasedfexibilitynowgivenorarrangementsatKeyStage3

hassometimesresultedinpupilsendingtheirstudyohistoryinYear8and,insomecases,beingtaughtlittle,iany,historyinYear7whereacompetency-basedcurriculumhasbeenintroduced.Tis,andtheactthattwo-thirdsstudynohistorybeyondKeyStage3,clearlylimitsthescopeoraddressingemotiveandcontroversialhistory.Teintroductionovocationaldiplomasrom2008mayexacerbatethistrendandreducethenumberso1419pupilsstudyinghistory.

2. Sae content selection, pedagogy and

ocial guidance Despitetheopportunities,teachershavenothad

muchocialencouragementindevelopingthem.Inparticular,teachersohistoryatKeyStages1and2havetendedtorelyonQCAschemesoworkthatavoidcontroversy.Manyschoolshavechosentomaketheschemesoworkmandatory,whichisapracticesometimessupportedthroughtheinspectionprocess.TecombinedeectoollowingtheoriginalQCAschemesoworkorhistorytoocloselyandsometimesotherpublishedschemestooeasilysuggestedthatemotiveandcontroversialhistoryis

bland,simplisticandunproblematic.TesamecanbesaidorsomerameworksandguidanceorteachingspecicationsatGCSEandAdvancedlevelromawardingbodies.

3. Inadequate teacher access to high-qualitytraining

Opportunitiesorhigh-qualitytrainingandsupporthavebeenlimitedorunproblematicsubjectssuchashistoryandthishasactedasabarriertotherationaleorthesubjectbeingtranslatedintoeectivesubjectpedagogyinmanyclassrooms.Littleattentionisgiventotheteachingohistoryininitialteachereducationorprimarytrainees.TereareoutstandingPGCEhistorycoursesorsecondarytraineesavailableatEnglishuniversities,butthequalityotrainingisusuallynotollowedupthroughcontinuousproessionaldevelopmentonceateachertakesupaschoolpost.

OrganisationssuchasTeHistoricalAssociation,theSchoolsHistoryProject,QCAandothersproducehigh-qualitymaterialsandverywell-received

training,whichdevelopsteacherawarenessoemotiveandcontroversialissuesandotheraspectsohistorypedagogy.However,onlyasmallminorityohistoryteachershaveaccesstothistraining,particularlyatprimarylevel.Whileseniorleadershipteamsinschoolshaveresponsibilityorcontinuousproessionaldevelopmentortheirsta,prioritytendstobegiventogenerictrainingoroncoreconcerns,suchasliteracy.

Tereisnosubjectspecicsupportorhistoryleinmostlocalauthoritiesandthetrainingthatteachers

areallowedtogoontendstobeeithergenericoror1419,whichisrunbyawardingbodiesandgearedtogettingpupilssuccessullythroughexistingspecications.eacherawarenessotheimportanceoemotiveandcontroversialhistoryisthereoredamagedbypooraccesstohigh-qualitytraining.Terearealternativeormsoworkorcedevelopment,suchasdistancelearningmethodsincludingeachersV,butthesecurrentlyhavelimitedusage.

4. Paucity o resources

Appropriateresourcesneedtobeavailabletosupportemotiveandcontroversialhistory.Suchresourcesarescarceatpresent.MostcurrentpublishedresourcesarelinkeddirectlytoQCAschemesoworkorare

Constraints to the

teaching o emotive andcontroversial history4


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specicallydesignedtosupporta1419specication.Inmanyschools,planningisdictatedbytheparticularresourcesalreadyavailable.Itheseareopoorquality,contentselection,planningandpedagogymaybedull.

Contentselectioncanbedominatedbywhatisreadilyavailablesothatintroducing,orexample,moreamousblackpeopleatKeyStage1becomesmoredicultthanthestudyoFlorenceNightingalesinceewerresourcesareavailable.

5. Lack o teacher subject knowledge eachersoenadmitthattheylackadequatesubject

knowledge,especiallywheretheyhavenospecicqualicationorupdatinginthesubject.Secondaryspecialistsgenerallyknowmorethangeneralists,butitisironicthatthelevelosecuresubjectknowledge

inteachersisatitsgreatestwhenthecontentismostlynarrowlyprescribedatGCSEandAS/A2.Primaryhistoryrangesoveramuchbroaderscopeocontentthansecondaryhistory,butteachersubjectknowledgeisoenlesssecure.Insecuritycanalsoleadtocoverageocontentinequaldepthorinashallowwayleadingtoroutineandsuperciallearningratherthandeeplearning.WithhistoryinsomeschoolsnowlargelytaughtbyHigherLeveleachingAssistants,thereareevengreaterchallengeswithregardtosecurityoknowledge.

6. eacher avoidance o emotive andcontroversial history

eachersandschoolsavoidemotiveandcontroversialhistoryoravarietyoreasons,someowhicharewell-intentioned.Someeelthatcertainissuesareinappropriateorparticularagegroupsordecideinadvancethatpupilslackthematuritytograspthem.Whereteacherslackcondenceintheirsubjectknowledgeorsubject-specicpedagogy,thiscanalsobeareasonoravoidingcertaincontent.Stamaywishtoavoidcausingoenceorappearinginsensitivetoindividualsorgroupsintheirclasses.Inparticular

settings,teachersohistoryareunwillingtochallengehighlycontentiousorchargedversionsohistoryinwhichpupilsaresteepedathome,intheircommunityorinaplaceoworship.Someteachersalsoeelthattheissuesarebestavoidedinhistory,believingthemtobetaughtelsewhereinthecurriculumsuchasincitizenshiporreligiouseducation.

Forexample,ahistorydepartmentinanortherncityrecentlyavoidedselectingtheHolocaustasatopicorGCSEcourseworkorearoconrontinganti-SemiticsentimentandHolocaustdenialamong

someMuslimpupils.Inanotherdepartment,teacherswerestronglychallengedbysomeChristianparentsortheirtreatmentotheArab-IsraeliconfictandthehistoryothestateoIsraelthatdidnotaccord

withtheteachingsotheirdenomination.Inanotherhistorydepartment,theHolocaustwastaughtdespiteanti-Semiticsentimentamongsomepupils,butthesamedepartmentdeliberatelyavoidedteaching

theCrusadesatKeyStage3becausetheirbalancedtreatmentothetopicwouldhavedirectlychallengedwhatwastaughtinsomelocalmosques.

Whereteachersmodeltheprocessesocriticalenquirythatcharacterisetheadultdisciplineothesubject,historyteachingmaywellclashwithanarrowandhighlypartisanversionoamilyorcommunalhistoryinwhichsomepupilshavebeenreared.Insomesettings,emotiveandcontroversialhistoryisavoidedbecauseitisconsideredirrelevanttotheneedsopupils.Inanall-whiteschool,littleblackhistorymay

betaughtatallonthegroundsthattherearenoblackpupilstowhomitwouldberelevant.

Insomeschools,teachersalsorespondtothestudentswishestoavoidhistorybeingcomplicatedandproblematical.Tisclearlyaectstheteachingoemotiveandcontroversialhistory.

7. Lack o balance in teaching emotive andcontroversial history

Inselectingcontenttobetaughtwithinexistingrameworksandspecications,thewaythatteachers

handleemotiveandcontroversialhistorycanhaveanegativeimpactonpupils.RecentresearchontheimpactotheteachingothetransatlanticslavetradeanditsabolitionatKeyStage3showsthatwhereblackpeopleareportrayedasvictims,thenAro-Caribbeanpupilsandtheirparentscaneelalienatedanddisconnectedasaresult.Tesameistrueamongblackpupilswheretherearehardlyanyblackacesrepresentedatallintheirhistorycurriculum.Equally,incertaineducationalsettings,whiteworking-classpupilsintheminoritycaneelalienateditheroleowhiteabolitionistsintheprocessoabolitionissodownplayed

thatallcreditisgiventoeconomicactorsandblackresistanceinendingtheslavetrade.Tereisalsothetendencytointroducestoriesodisasters,technologicalandeconomicineriorityandbrutalitytomotivatestudents.Suchperspectivescaneasilyleadtostudentsdismissingthepastanditspeopleasstupidandinerior.

8. eacher avoidance o risk-taking Forthevariousreasonslistedabove,historyteachers

canavoidtakingriskswiththeirteachingincludingtheriskoteachingemotiveandcontroversialhistory.Partothismaybeduetouncertaintyastowhat

emotiveandcontroversialhistoryencompasses.Forexample,blackhistoryhasagrowingpresenceinthecurriculum,buthowmanyhistorylessonsdealexplicitlywithgayandlesbianissues?


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Constraints acrossparticular key stages

Foundation Stage/Key Stage 1Fewteachersappeartorealisetheullpotentialoraddressingemotiveandcontroversialhistory.TeQCA/DESschemesoworkhaveoenhadareductiveeectonthecurriculum.Ingeneral,theschemesavoidinvestigationsthatmaycausecontroversy.Forexample,theschemeoworkraisesanimportantquestionWhydowerememberFlorenceNightingale?Tereislittleopportunitywithintheactivitiesorpupilstocompareherworkwiththoseootherslivingatthetime,whichwoulddevelopanin-depthunderstandingosignicance

andalsoraisecontroversialissues.

AtKeyStage1,theeventsandpersonalitieslinkedtotheschemesoworkdominatethecurriculumandprovideewopportunitiesorextendingpupilsknowledgeoemotiveandcontroversialhistory.EvenGuyFawkesisnotportrayedasacontroversialoremotiveissue.raditionally,KeyStage1hassteeredclearocontroversialanddiversityissues,suchastheviewsoolderpeople.

Lackoeectiveplanninginmanyschoolshasledto

pupilsknowledgeandunderstandingokeyeventsbeingpiecemealandragmented.PlanningteachingandlearningrelatedtoprogressionoskillsandconceptualawarenessisneededipupilsaretoengageeectivelywithcontroversialissuesandtobuildonthemthroughtheFoundationStageandKeyStage1.TereareparticularchallengesmovingromtheairlyholisticFoundationStagecurriculumtoKeyStage1wherespecichistoryappears.

Schoolsoenailtoaddresstherelevanceohistorytochildrenseverydaylives.Tesubjectcanberelatedtopupilsownamiliesandcommunitieswithskilul

analogiesdrawnbetweenpasteventsandwaysolieandwaysolieopupilswithintheirclass.Teserepresentimportantopportunitiesorintroducingemotiveandcontroversialhistory.However,manyteacherseelthattherecanbetoomanydicultiesandsensitivitiesdealingwithpersonalandamilyhistories.

Someteachersbelievethatitisnotappropriatetoconrontyoungpupilswithcontroversialandemotiveissues,includingthoseinthestudyohistory.Itislargelybasedonabeliethatyoungpupilsjustacceptsituations,includingcontroversialhistoricalones.For

example,otten(1999)arguesthatattemptstoteachtheHolocausttoyoungchildrenshouldbediscouragedasitistoocomplexorthemtounderstandandtoohorric.Piagetianmodelsocognitivedevelopmentsuggestthat

youngchildrenareunabletothinkintheabstractordealwithairlysophisticatedconcepts.Teseideasactasabarriertoemotiveandcontroversialhistoryteachingassometeachersdonotbelieveitshouldbeplannedor.

TeinfuenceothePlowdenReporto1967anditscentralmessagethatlearningshouldalwaysbeginwiththechildhasexertedastrongbelieinpupilslearningaboutandthroughrst-handexperiences.Consequently,someteachershavebeenunwillingtoteachabouttimesinthedistantpastsincetheyareremovedromchildrensimmediateexperiences.AurtherlimitationonselectingemotiveissueswasidentiedbyHolden(2005)asaconcomitanttogreaterparentalchoiceandinfuence.Shenotesthatsomeprimaryteachersreluctancetoengagewithpossiblecontroversialissuescanberelated

toconcernsaboutwhatparentsmightthinkianythingpoliticalwastobediscussed.

Key Stage 2SomeprimaryteachersbelievethatKeyStage2pupilsstilllackthecognitiveabilityandbackgroundknowledgetodealwithemotiveandcontroversialhistory.TePrimaryNationalStrategyhasalsoactedasabarrierinsomeschools.Onthesurace,theStrategyhasencouragedcross-curricularlinksbetweenliteracyandhistorywithanapparentincreaseintimededicatedtothesubject.However,Ostedhasrecentlyreportedthatstandardsintheteachingohistoryhaveslippedcomparedtoothersubjectsbecause,whilehistorysubjectknowledgeiscoveredincross-curricularplanning,therigorousteachingohistoricalskillsisneglected.WhilstOstedreportsgoodlinkswithliteracy,inanumberoinstances,historyactsmerelyasaservicingagentorliteracyorhistory-favouredliteracy.

Tisimpactsdirectlyontacklingemotiveandcontroversialhistory.Acriticalapproachtohistorywherepupilsquestion,weighevidenceandengagewithsourcesandinterpretationstakestimeandteachercondence,

aswellasabelieinthecapabilityothepupilstocopewithsuchmatters.Wherethisbelieislacking,historyteachingisreducedtoamodelwhereteachersmerelytranseractualknowledgetopupils.

Tereistheaddedchallengeoteachersnotrecognisingtheemotiveandcontroversialissuesarisingromwhattheyteach.Missedopportunitiesarisewhennotconrontingtermssuchasinvaders,settlersorperceptionsaboutudorgreatnessorwhetherDrakewasaheroorpirate.

Key Stage 3TeKeyStage3QCA/DESschemesoworkhaveneverbeenadoptedtothesameextentasinprimaryschools,


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buttheytendtohaveencouragedasaeapproachwheretheyareused.Forexample,inQCA(2000)Unit14,studentsarerequiredtoconsidertheimpactotheBritishEmpireonindigenouspeoples,butthereisrelativelylittle

ocusonareasocontroversy.

Addressingemotiveandcontroversialhistoryeectivelyrequiresanunderstandingostudentmisconceptions.WithoutthisawarenessomisconceptionsabouteventssuchastheHolocaust,appropriatelearningstrategiesarerenderedimpossible.Studentsoenbringmisconceptionsandstereotypeswiththem.Forexample(inrelationtotheHolocaust),thebeliesthatallGermanswereNazis,thattheNazisinventedanti-Semitism,thatallJewswerehelplessvictimsandthatallthevictimsdiedingaschambers.

Problemscanalsooccurwhenteachersailtotakeintoconsiderationstudentperceptions,valuesandattitudestowardshistory.rail(2006)oundthatalienatedAro-CaribbeanpupilswantedtheirhistorytobeseenasagreaterpartothemainstreamnarrativeoBritishhistoryratherthanbeingtreatedseparately.Otherresearchwithstudentsothisageindicatesthatmanyhaveaninterestinhistory,butteachersoenacechallengesindemonstratingtherelevance.Tereore,relevancetotheirworldneedstobeestablishedbeoreengagementcanoccur.

Aswithotherkeystages,teacherslackincentivestotakerisksevenwhentheyrecognisetherelevanceoaddressingemotiveandcontroversialcontentandthemes,suchasIslamichistory.RecenteventshaveheightenedtensionsbothwithintheMuslimcommunityandbetweenMuslimsandbetweenMuslimsandnon-Muslims.YetneverhasanunderstandingoIslamichistoryseemedmorevital.AtpresentIslamiccivilisations(rom7thto16thcenturies)isanoptionalchoiceoraworldstudybeore1900.Fewchooseit.ManyschoolshaveconsideredIslamichistorytoodicult,alienorcomplextoteach.Mostpupilsdonot

studyIslamichistoryatall,otherthanaglanceattheCrusadesromawesternperspective.SchoolswithMuslimpupilsaceparticularchallengesinnegotiatingtheinteracebetweencommunityhistoryandschoolhistory.NotallMuslimsarehappywiththeideaoIslamichistorybeingtaughtbynon-Muslims.Terelationshipbetweenacommunal,mythologisedhistoryadheringtoonenarrativesitsuncomortablywithacriticalhistorythatisopentomultipleinterpretationsandperspectives.

Key Stage 4KeyStage4historyusuallymeansGCSE,exceptorwhenpartsareaddressedthroughcitizenship,otherareasothecurriculumorwhencoveredaspartoan

entry-levelqualication.AtGCSE,thereisnoexplicitneedtoexploreissuesthatareemotiveandcontroversialwithinthecontentspecicationsocurrentGCSEs.Teassessmentobjectivesdonotrequirepupilstoexamine

multipleperspectivesorexploreissuesromalternativestandpoints.

Teobjectivesareessentiallyocusedonacquiringknowledgeandunderstandingothehumanpast,usingsourcescritically,understandinginterpretationsandorganisingandcommunicatingtheirunderstandingothepast.Reerenceismadetopotentialcitizenshipopportunitiesandtheopportunitiesorspiritual,moral,ethical,socialandculturalissueswithinthespecications.Assessmentobjective3doesreertocompetinginterpretations,butthatcanbeatthelevel

ohistoricaldebateandmaywelllackanyemotiveandcontroversialbite.Tereislittleincentiveorteacherstoactivelypursueemotiveandcontroversialhistory.

imeorsuchmattersisusuallylimitedbecauseotheexaminationpressures.oteachemotiveandcontroversialhistoryrequiresmanagingandhandlingdebateanddiscussion.However,researchliteraturesuggeststhatteachersabilitytounderstandtheprocessodebateandhowtogetpupilstodiscussissueseectivelyisweak.Forexample,shouldtheteachertakeaneutralstanceinaHolocaustdebatethatmightgiveaalselegitimacytoHolocaustdenial?FewschoolshaveaclearrationaleortheapproachtoteachingGCSEHistory(oranyothersubject),suchaswhetheroneaimsorobjectivity,aconsensualorpartisanviewothepast.

Manyteachersalsolackthecondenceordesiretoraisetoomanycontroversialissues.Teremaybeconstraintscausedbytheethosandbelieocertaintypesoschools,suchasaithschools.Manyalsoaspiretoavoidalienatingorhumiliatingpupilswhoseethnic/culturalgroupswereresponsibleorpastatrocities.Teyworrythatopeningupcertaincontentwillreinorceorgiveaplatormorexistingprejudicesandstereotypes.

Post-16AswithKeyStage4,thisusuallymeansexternalexaminationspecications.Ianything,opportunitiestoaddresscontroversialissueshavedeclinedwiththedemiseoprogrammessuchastheCambridgeHistoryProject,EHOS,AEB673andEdexcelsyllabusE.Whilethereisscopeincourseworkandthepersonalstudy,theactualteachingoemotiveandcontroversialhistoryislimitedinpractice.Evenherethough,studentsarenotrewardedorselectingpersonalstudiesthatcovermorecontroversial

areas.Withtheneedtointerpretarangeotexts,thetendencyistochoosewell-resourced,popularthemes.Whilstmanyoeropportunitiesordelvingintomoreemotiveandcontroversialaspects,thisdimensionisavoided.


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Beyondthis,opportunitiesareverylimited.Onthewhole,specicationsareEurocentricand,evenwhenavailable,manystudentsandschoolssteerclearomorecontroversialareas.EveninIreland,lessthanhalthe

studentschoosetostudyIrishhistoryandmoststudyEuropeinthe20thcentury.AtAQA,only2.5%ocandidateswhosattheexaminationsatASlevelstudiedtheIslamicoption.

Studentemotionsalsoplayapart.Tereisevidencethatmanycaneelinhibitedtakingpartindebateanddiscussion,especiallywhentheyareestablishingnewriendshipsandrelationships,orexample,inasixth

ormcollegesetting.Despitetheiryearsincompulsoryeducation,manylackdebatingskills,evenithetimeallowedorcoveringthespecicationwasadequate.Withresultsbeingoimportanceorschools,collegesandstudents,ewcasescanbeoundoseniorleadershipteamsencouragingaworthwhileandextensiveapproachtocoveringemotiveandcontroversialissues.


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Tissectionexaminesthecharacteristicsogoodandeectivepracticeintheteachingoemotiveandcontroversialhistorythewaysinwhichonecanhaveacurriculumwithbite.Someotheseeaturesaregenericandapplyacrossallsettings.Othersaremoreappropriateorrestrictedtocertainkeystages.

Good practice acrossall key stages

1. eachingemotiveandcontroversialhistorydoesnotoccurinavacuum.Itneedstobetaughtatwhateverlevelinthecontextodevelopingindividualvalues.Eectiveteachingosuchhistoryrequiresclarityo purpose and a rationaleortheschoolthatemphasisesidentity,valuesanddiversity.

2. Tebestpracticealsoemergeswhenhistoryistaughtbothasa body o knowledge and as a ormo knowledge.Itisnotenoughtogivepupilstheactsaboutemotiveandcontroversialhistory,norisitsucienttoteachhistoricalskillsinisolationromthebodyoactualknowledgerelevanttothecontentothetopic.Forexample,atAS/A2level,givingdetailstostudentsabouttheatrocitiesoJosephStalinisanessentialcomponentoteachingthisemotiveandcontroversialperiodoRussianhistory.However,thisactualknowledgewouldneedtobeintegratedintoaprocessostudy,whichincludedsucheaturesasexaminationooriginal

sourcematerial,arangeocontemporaryopinionsoStalinandanappreciationohowandwhyhistoricalinterpretationsoStalinhavechangedovertime,uptoandincludingthepresent.

3. Goodpracticealsoresultswhenthereisastrongemphasisonindependent enquirywithitsownproceduresandconventions,ensuringthatemotiveandcontroversialissuesaretaughtwithinasecurepedagogicalandhistoricramework.Teimportanceogoodquestioningisparamount.

Forexample,atKeyStage2,pupilsaresometimestaughtabouttheKindertransportinthelate1930s,whichpermittedsomeJewishchildrentoescapeNazipersecutionbytravellingtoBritain.Suchteaching

Good practice and

case studies5mightbebasedroundcertainenquiryquestionsthatleadthesequenceolearning.Tesemightinclude:Why did the Nazis hate Jewish people? What was itlike to be a child on the Kindertransport? Why didthe British government let in Jewish children, but nottheir parents?etc.Teenquiryquestionshelpconvertactualcontentintohistoricalproblemsthatstudentscanseektoresolve,partlybytheexaminationo

originalsourcematerial.Teprocessoenquiryalsoinvolvesskiluluseoquestioningwithinlessonssothatlearnersareencouragedtothinkindependentlyandcritically.

4. Teseenquiriestaketime.Probingsuchcomplexissuescannotbedoneeasilywithouttimetorefectandtocoverthedierentperspectivesandbeliesinvolved.Muchothebestpracticeseeninvolvedteachingindepth.Wheredonefeetingly,learnersailedtoseewhatthehistoricalproblemwasatallaboutanissue.Eectiveteachersareawareo

theneedtoconsiderhowtomakeemotiveandcontroversialhistoryaccessibletoallagesandabilities,andnottoseeitasanichepartothesubject.

5. Goodpracticematchesclaritywithrecognisingthecomplexityoemotiveandcontroversialhistory.Contentandissuesareselectedsothatstudentsappreciatethecomplexityowhatisstudiedandarecapableoviewingthesamecontentromavarietyoperspectives.Tisincludesthedieringperspectivesotypesopeoplecontemporarytotheperiodstudied.Forexample,atKeyStage3inthestudyo

theBritishRaj,studentswouldbetaughtaboutthedieringrangeoBritishandIndianviewsothetime.

6. Anemphasisonexploringmultiplenarrativesandthepastromdierentperspectivesisanothereatureogoodpractice.Planningtoaddressinterpretations,onhowpeopleinlatertimeshavereconstructedandpresentedthepast,onthepurposeodierenthistoricalinterpretationsandontherelationshipbetweenaninterpretationandavailablecontemporaryevidenceisimportant.Teteaching

oemotiveandcontroversialhistoryisseriouslycompromisedipupilsdonotseehistoryasasubjectthatisopentodebateandargumentastheystudydierentandcompetingviewsothesameevents.


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Progressioninteachingthisdimensionneedstobeunderstoodandsystematicallyplannedor.

7. Balanceisalsoassociatedwithgoodpractice,both

acrossathemeortopicandacrossakeystage.Forexample,astudyotheabolitionotheslavetradeatKeyStage3wouldnotpresentthecausesoabolitionasasinglenarrative,attributedtoexclusivelywhiteabolitionistsorsolelyduetoblackresistanceandeconomicactors.Particularlyinamulticulturaleducationalsetting,thesinglenarrativewouldriskalienatingpupilsoavarietyobackgrounds.Inthesameway,includingtheblackabolitionist,OlaudahEquiano,asaocusostudyalongsidewhiteabolitionists,suchasWilberorceandClarkson,wouldbebothinclusiveandanaccuraterefectiono

thoseparticipatingintheabolitionmovement.

8. Anothervitalrequirementisengaging the studentsat a personal levelsothattheyseethecomplexity

otheissue,itsrelevanceandthattheycareaboutit.Itispossibleorcontenttoappearvastlyremovedromstudentseverydayexperiencesororatrocitygurestobesogreatthattheyarediculttorelate

toonapersonallevel.Teskilledteacheroemotiveandcontroversialhistoryconcentratesonmakingthestrangeamiliarandtheamiliarstrangeasawayoconnectingtheirlearnerstothematerialbeingtaught.Forexample,hominginonthesinglestoryoanindividualgureromtheperiodcanbeameansolearnersidentiyingwiththeplightsharedbymanythousandsormillionsopeople.

9. Resourcesmatterithepracticeistobeeective.Learnersatalllevelsappreciateexposuretoarichvarietyoappropriateandstimulatingresources,such

asmusic,lmandpictures.Qualityresourcescanbeameansomakingpersonalengagementmorelikely.


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Good practice acrossparticular key stages

Foundation Stage andKey Stage 1

MuchhistoryatFoundationandKeyStage1islikelytoinvolvepersonalandamilyinvestigationwithanemphasisonchange.Tisisnotwithoutconsiderablechallengeastheytrytocometotermsbothwithdierencesbetweenamiliesandsometimeswithdicultandchallengingcircumstancesintheirownamilies,whichcanincludeissuessuchasamilybreakdown,

lie-threateningillnessanddeath.Anumberodierentapproachesarepossible,suchassharingstories,picturesandarteactsabouttheirownlives.Tiscanenhancechildrensawarenessosimilaritiesinexperiencesthattheysharewithothers.Teyalsoallowopportunitiesorchildrentoexploredierences.

Pre-schoolchildrencanusethepicturesintheirprolebookstorefectondicultoccurrencesintheirownlives.Forexample,onemotherplacedapictureoherchildasababyinacomasincesherecognisedthathisghtorsurvivalhadbeenaconsiderableachievement.eachers

canalsoexplorethehistoricalconceptosimilarityanddierence.AcasestudyromQCAavailableontheirRespectorAllwebsitedrawsonchildrensownexperiencestoexploresimilarityanddierencebetweendierentlivesandallowsquestionstoberaisedsuchas:Who am I? Who are you? How are we the same? How arewe dierent? What hurts us when we are excluded? Andlets celebrate our uniqueness.

Play-basedactivitiesareimportantordevelopingandreinorcingchildrensknowledgeandunderstandingothepast,andtheyoerwaysorchildrentoexplorepotentiallyemotiveandcontroversialissues.Aclassroom

playareaprovidesopportunitiesorchildrentoactouttheirdevelopinghistoricalunderstanding.Troughplay,childrenmayexplorestereotypesthatmaybecontroversial.Forexample,dierentgenderroleswithinthehomeorattitudestochild-rearing.Teymaydevelopawarenessodierentliestylesandvalues.

Storiesarecentraltothedevelopmentoyoungpupilsunderstandingohistoryandrepresentanothereectivewaytoaddressemotiveandcontroversialhistory.Teycanintroducepupilstodierentbeliesandvalues,whatpeopleinthepastthoughtwasimportant,whatmotivated

themtoactastheydidand,indoingso,enablingpupilstorefectontheirownundertakingsandthingsthatareimportanttothem,aswellastoappreciateotherpeoplespointsoview.Storiesalsointroducelearnerstoarange

oemotions,suchasjoy,sorrow,anger,love,hate,ear,security,andtoconcepts,suchasgoodandbad.Childrencanactoutsituationsinastorythattheyhaveheard.Freeze-ramingenablesthemtorefectonparticular

eventswithinastory.Childrencanretellthestoryintheirownwordsandcanbehelpedinthisbypropsromastorysack.Idliketoaskandhot-seatingarevaluablewaystodevelopchildrensquestioningskills.

Folktalesmaybeusedtoexplorehumanemotionsanddierentbeliesandvalues.Forexample,inthestoryGoldilocks,wasitrightorhertostealtheporridge,breakalltheurnitureandthenruno?SurelythegiantwasrighttobecomeangrywithJackorstealingthegoldengoose?Teseareinitialquestionsthatintroduceyoungchildrentosomeotheprocessesandthinking

skills,whichareneededinaddressinglearningaboutcontroversialandemotiveissuesinhistory.Storieswhichprovidealternativeexplanationsowell-knownstoriesarealsoimportanthere,orexample,thestoryotheTree Little Pigsromthewol spointovieworthewolsversionoLittle Red Riding Hood.

Tecelebrationodiversitycanbedonethroughactivitiessuchasdevelopingastoryaboutaworldthatwasthesamethepurpleworldwiththechildrenthinkingonwhattheymighteellikelivinginthisworld.Aerwards,theymightdiscussdierencestheyseebetweenthemselvesandothersintheclass.SimilaritiesanddierencesbetweenclassmatescanbenotedastheteacherinstructsthemwithstatementssuchasStandupandcrossthecircleiYourewearingshortsocksoryoulikemangoesoryoulikeparties.Childrenmightalsobeaskedtothinkaboutoccasionswhentheyhadbeenhurtbecauseadierencehadbeennotedandtodeviseresponses.

Puppetscanbeusedeectivelytodiscusssensitiveandemotiveissuesastheyallowsomedistancetobeplacedbetweenthechildandtheissue.Forexample,thepuppetdidthisorthoughtthisorthishappenedtothepuppetareallpossiblewaystoenablechildrento

distancethemselvesromtheeventsandemotionsbeingexpressed.Usingpuppetscanalsoencouragechildrentooeradvice:What would you have done?andsuggestresolutionstoconfict.

Planningeectiveenquiryquestionscanhelpshowpupilsthathistoricalissuesarenotalwaysstraightorward.ExistingtopicsoentaughtatFoundationlevelandKeyStage1canbegivenacontroversialandrefectiveedgewithsharperenquiryquestions.Forexample, did everyonehave toys like this? I not, why not? Or how were these toysmade?SimilarlytheQCAunitonWhatwerehomeslike

longago?couldbemademorerelevantbydrawingpupilsattentiontothedierencesbetweenrichandpoorpeopleshousesinthepastandprovidinganopportunityorpupilstorefectonthedisparityinliestyles.


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Teaching emotive and controversial history 3-19 The Historical Association

TerecentlypublishedassessmentmaterialsorhistoryatKeyStage1posesomeenquiryquestions,whichprovideopportunitiesorpupilstoconsiderthenatureohistoricalinterpretationandohistoricalsignicance.For

example,theunitonHowshouldwerememberMarySeacole?exploresquestionssuchaswhy did British peopleremember Florence Nightingale, but orget Mary Seacole?and how should we remember Mary Seacole?

Selectingcontentordiversity,alternativeviewpointsandwaysolieisimportantinhelpingpupilsbegintograspthenatureocontroversyinstudyinghistory.TechecklistproducedbyWoodandHoldenisuseulinpromotinganunderstandingogenderandculturaldiversityintheearlyyears.Techecklisthasbeenadaptedbelowtohelpteachersplanorcontroversialand

emotiveissuesinhistory.

Hastheplanningensuredtheollowing?

1. Teexperiencesoordinarypeople(men,womenandchildren)areincluded(including some o theirdiverse experiences and experiences that have createdcontroversy or conict)

2. Examplesoimagesandsituationsthatchallengestereotypesareincluded(Native American emalechies, emale explorers, pioneers, social activists,black soldiers in the World Wars)

3. Avarietyoteachingstrategiesthatactivelyinvolvechildrenareused(opportunities or questioningand reecting on puzzling situations, exploringalternatives and drawing conclusions)

4. Pastandpresentlinksaremade,showingacontinuumoexperiences(use o timelines, past topresent)

5. Issuesojustice,airness,respect,identityareintroduced(rights o people to their land, rights tovote and have an education, issues o disparity in

wealth and opportunities)

6. Tehistoriesominoritygroups(includingtheviewsotheminoritygroup)areportrayed(voices odierent communities and their experiences)

7. Local-globallinksaredemonstrated(trading linksnow and in the past, movement o peoples)

8. Childrenacquirelanguagetoenablethemtorefectandcommunicatetheirideastoothersinsensitiveways(talking in dierent contexts, vocabulary andphrases to support children in recognising dierent

opinions and being able to express their own viewssensitively, use o tentative words, such as probably,perhaps, might have)

TeIrelandinSchoolsprojectsupportedbyProessorPatrickBucklandhttp://iisresource.org/deault.aspxhasproducedteachingmaterialexploringtherelationshipbetweenBritainandIreland.OneFocus

oStudyasanalternativetoFlorenceNightingaleasasignicantwomanisGraceOMalley,aemaleIrishpiratewhorstresistedtheudorconquestoIrelandandthenworkedonbehaloElizabethI.eacherswhotrialledthematerialscommentedonGracesenthrallingstoryraisedchallengingquestionsaboutboththechoicesacingindividualsandthenatureosixteenthcenturysocietyandpolitics.

Goodbooksandotherresourcesandguidanceaideectiveteachingoemotiveandcontroversialhistory.Tereareanumberoprintedtextsthatdeal

sensitivelywithissues.Forexample,Granpa (1984)byJohnBurminghamtellsthestoryoagrandatherwhonallydies,whichisshownbyhisemptyarmchair.JeannieBakersWindow (1992)depictsenvironmentalchangeovertimethroughchangesinthelandscapethroughasinglewindow.Although3and4-year-oldpupilsinNorthernIrelandwereunawareodierencesacrossnationalistandunionistcommunities,byage6identicationwithreligionandfagwasmoreprominent.Researchappearstoindicatethattheuseocartoonscanassistinteachingemotiveandcontroversialhistory.TereareseveralexamplesogoodpracticeontheQCAsRespectorallwebsiteoreectiveteachingoemotiveandcontroversialissueswiththeyoungestpupils.

Suchapproachesareeectiveastheyallowyoungchildrentorefectontheirownlives,aswellasthinkingaboutotherpeopleslivesintheircommunity.Usingimaginarylivescanalsohelpreducethesensitivitywithoutdilutingtheideasandprovidetheopportunitiestoexplorehistorieswhicharedierenttotheirown.Teycanalsoproviderecognitionorthosechildrenwhohaveexperiencedhardshipanddanger.Evidencesuggeststhatsuchapproachesdoresultinchildrenlisteningtoeachother,demonstratingmutualrespectandtakingcarenot

tocauseoence.Circletimeoenprovestobeavaluabledeviceorpromotingrespectordiversityandtoraiseissues,suchasthoserelatingtoantiracismandthebenetsolivinginamulticulturalcommunity.Lookingatotherchildrenslivescanalsodeepenchildrensawarenessodierenceandtouchonpotentiallysensitiveissues.


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Case Study: Signifcantpeople. Year activity

ContextTishistoryactivitywascarriedoutatWilberorcePrimarySchoolinwestLondon.Tisschoolhasapproximately400childrenonrole.Itishousedina1870sboardingschoolbuildinginaninnerLondonboroughwithmanysocialandeconomicchallenges.AccordingtoGovernmentstatistics,thisboroughhasoneothehighestratesomentaldistressamongadultsinthewholecountry.80%othechildrenareromminorityethnicgroups,60%areeligibleorreeschoolmeals,76%haveEnglishasadditionallanguageandroughly25%are

reugeesorasylumseekers.

How it is taughtTiscasestudyisbasedlargelyontheworkoHilaryClaire,whichwaspublishedinClaire,H.(2002)Whydidntyought,Ruby?DevelopingCitizenshipinKS1throughthehistorycurriculum,Education 313.June2002.Pp.2432.ItisalsoavailableonQCAsRespectorAllwebsitewww.qca.org.uk/1581_2466.html.

TeschemeoworkwasdesignedorYear2pupilsandbasedonthelivesoRuby Bridges, Bessie Coleman andFrederick Douglass.Activitiesincludetimelinework,identiyingsignicanteventsothesepeopleslivesanddevelopingknowledgeandunderstandingodierentwaysolieinthepast.Teschemeoworkconcludeswithchildrenselectingsignicantaspectsothesepeopleslivesandwhytheyshouldberemembered.

Teschemeoworkaddressedarangeoissues.Teseincludedtheollowing:

1. TeCivilRightsCampaigninthe1960sWhydidntyought,Ruby?Tisthemeallowedarangeoemotiveandcontroversialissuestobeexplored

includingdiscrimination,themoralargumentsaboutinjustice,resistancethroughnon-violentmeans,non-violentresponsesandmoralcourageintheaceooutrightabuse,theimportanceosolidarityinconrontinginjusticeandtheimportanceowhitesupportinconrontingracism.Italsoallowedpupilstoempathisewithachilddealingwithdiscrimination,showracistpeoplesoeningtheirattitudesandconsiderthelong-termoutcomesoacampaignorjustice,overalltheoptimisticpossibilitiesorchangeanddiscriminationagainstracism.Activitiesincludedreviewingkeypoints

oRubyBridgeslieonatimeline,pupilsdevisingquestionstheymightliketoaskherandgatheringthoughtsandideasorinclusioninabook,Why weremember Ruby Bridges.

2. AyoungblackwomanconrontsdiscriminationandconventionandachievesherdreamFly Bessie Fly.PupilsreviewedthelieoBessieColeman,lookingatotheraspectsoearly20thcenturylie,suchas

earlyaviatorsandplanes.TeirteacherassumedtheroleoBessieandwashot-seatedbytheclasswhosubsequentlytalkedaboutwhyBessieisrememberedandorherdetermination.Tisactivityallowedexplorationothelimitationsonpeoplesexperienceandliechancesthroughracismandsexism,theimportanceogoalsanddeterminationtosucceedandtheroleonon-racistandnon-sexistpeoplewhosupportsuchgoals.

3. Aslaveescapestoreedom,teacheshimseltoreadandwriteandbecomesanabolitionistleader

Frederick Douglass Te slave who taught himselto read.ActivitiesplacedDouglasslieincontext,makingconnectionstothestoriesoBridgesandColemanandrole-playingyoungFrederickseortstolearntoreadandwrite.Telastsessioninvolvedawhole-classdiscussion.Childrentalkedaboutwhattheyhadlearnedaboutthethreepeopleandhowtheyhadtriedtochangetheirlives.Teyeachchoseonepersonandidentiedthreethingsthattheythoughtweresignicantabouttheirperson.Teysharedtheirideaswitheachotherandtheteacherrecordedtheirdierentideas.Lastly,thechildrenproducedadrawingwithacaptionotheiramousperson.Anumberoemotiveandcontroversialissuescanbeconsideredhereincludingunderstandinganddebatingthenatureoslavery,theinjusticeandpersonalhurtosomeonegrowingupunderslavery,theimportanceoliteracyandpersuasionasatoolorcounteringinjustice,thepossibilitiesoreventhemostdisadvantagedtomakeadierencetotheirownandotherpeopleslives,andsolidarityindierentcampaignsorequality.

Bycoveringsuchissues,thechildrenalsohadtheopportunitytodeveloparangeohistoryskills,including

theplacingoeventsandobjectsinchronologicalorder,understandingtermsrelatingtothepassingotime,motivation,theconsequencesoactionsandevents,changeandcontinuityandskillsinusinghistoricalevidenceandincommunicatingknowledgeohistory.

Reasons or efectivenessTeteachingprogrammewaseective.AsClairenoted,Peoplechosenallowedtheteachertodorelatedworkconcerningchildrensowngoalsandhopesorlie,aboutthepoweroprayer,orgiveness,courageandconcerntohelpotherpeople.Asyoungchildrenlearned

aboutthesepeople,theyappeartohavedevelopedtheirunderstandingohownon-violentchangecanbemanagedthroughsolidaritybetweenwhiteandblack.Interestingly,Clairenotedthatgirlsandboysresponded


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dierentlytotheinjusticesueredbyBridges,ColemanandDouglass.ItwasonlytheboyswhoquestionedwhyRubyhadnotoughtbackandthisraisesthepossibilitythatyoungchildrenmightrecognisenon-violenceasa

strictlyemaleresponsetoinjustice.oaddressthis,itmightbeappropriatetoengagewithotherindividualswhosehistorieswouldcountersuchstereotypes,orexample,GhandiandthesaltmarchorcivilrightsdemonstrationsledbyMartinLutherKing.

StudyingthelivesoBridges,ColemanandDouglassalsohadresonancewithchildrensownlives.ManychildrenocusedonRubyBridgestalkingtoGodtogaincourageasshewalkedthroughthemobintoschool.Teimportanceobelieandoahigherpowerwassharedbychildrenodierentaiths.Astheywrotetheirstories

anddrewtheirpicturesaboutRuby,childrentalkedabouttheirbeliesandClairenotesthatthisprovidedopportunitiesorchildrentoappreciatedierenceandbecomemoretolerant.

Coveringthechildhoodsothesignicantpeoplealsohelpedgivetothemgreaterrelevance.Teyoungchildrenwereinterestedinthechildhoodothepeopletheywerestudyingandwereabletoidentiywiththemandalsoto

recogniseunairnessinpeopleslives.ChildrensquestionstothesepeoplerevealhowchildrenbuiltontheirexistingnotionsoairnessasisevidencedinquestionsposedbyyoungchildrentotheirteacherinthehotseatasBessieColeman.Questionswereasked,suchas:When you werelittle, why did you have to pick cotton and white childrenwent to school? It wasnt air.OrWhy was that (white)man rude to you when you wanted to learn to y?

Teeectivenesswashelpedbytheteachingapproach.Itwasgreatlyhelpedwhentheteacherslistenedtowhatchildrensaidandwerepreparedtointervenetochallenge

theirmisconceptions.


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Key Stage

ManyotheeaturesogoodpracticeidentiedortheFoundationStageandKeyStage1arealsoapplicableoreectiveemotiveandcontroversialhistoryteachingatKeyStage2.Inaddition,theollowingissuesdeserveamention.

Childrenatthisagearemorelikelytobeabletochallengestereotypesandstereotypicalinterpretationsopastevents.KeyStage2historytopicscansometimesbetaughtsothattheypresentasingleinterpretationoaperiod.eachingotheVictorians,orexample,canperpetratethestereotypethatallchildreninVictorian

schoolsencounteredthesameexperience.Inaddition,thoseromethnicminoritiesarerarelyrepresentedincontemporaryaccountsorsources,althoughweknowtheywerepresent.SometimespupilsgettheimpressionthatallchildrenwhoworkedinindustryinVictoriantimeshadthesameexperienceandthatnegativeexperiencesoworkwereconnedtourbanareas.

WhenplanningaKeyStage2historytopic,thebalanceocontentwithinthetopicisimportantincommunicatingtherelativeimportanceodierentaspectsothetimetopupils.I,orexample,theudorsaretaughtsothatthereislittlereerencetotheroleowomenandchildreninsociety,religiousissuesotheperiodortheroleothewiderworldinthedevelopmentotheprosperityotheperiod,thenchildrenarelikelytohaveanincompleteandpossiblystereotypicalunderstandingohistory.Makingadecisiontoincludeanaspectoaparticularperiodisanimportantpartoteachingemotiveandchallenginghistory.

Eventheterminologyusedcanresultinsensitivityandcontroversy,orexample,termssuchasinvader,settlerorthe43AD1066period.Tewordsandideastheyengenderareemotiveandcontroversialinsocietytoday.

Tereore,topicsneedteachinginapositiveandinclusiveway,challengingstereotypicalideasandinterpretationsogoodiesandbaddiesandousandtheother.

HilaryClaire(Claire,2002)examinesthistopicindetail.Shesuggeststhatteacherschooseaspectsandapproachesothesubstantialsubjectmatterinthistopicthatchallengecommonlyheldstereotypicalinterpretations.Forexample,shesuggeststhatweintroduceandchallengethetraditionalnegativeinterpretationoinvadersasviolent,particularlyinthecaseotheVikings.Tiscouldbedonebyposingsharpenquiryquestions,suchas:How

ar can we trust what Saxon monks said about the Vikings?orWhat did Victorians invent about Vikings?orHow didViking people make money?orDid the Saxons and Vikingsever live in peace?Tethemescouldalsobeexploredby

usingstoriesinvolvingwomenandchildrenincludingBoudicca.TemulticulturalnatureogroupsandsocietycanbeemphasisedbydrawingattentiontothepresenceoAricansintheRomanarmy.Goodusecanbemade

octionalaccounts,suchasKevinCrossley-Hollands,Sea Stranger, Fire Brother, Earth Father.AtDuxordCommunityPrimarySchoolinCambridgeshire,StevenMastin,HeadoHistoryatneighbouringSawstonVillageCollegetaughtaschemeoworktoaYear5/6classwiththetitle,HowdowerememberJohnLennon?PupilsanalysedaveryavourablewebsiteaboutJohnLennonundertheenquiryquestionWhatdoesthiswebsitewantustothinkaboutJohnLennon?EvidenceisthenpresentedtopupilsthatcontradictsthewebsiteorintroducescontroversialevidenceaboutLennonthatthewebsiteinterpretationhasleout.(Seewww.

historytransition.org.ukormaterials.)

Linkinghistorytothedevelopmentocitizenshipalsooersopportunitiestoconsideremotiveandcontroversialhistory.Issuesaboutcitizenshipareoencoveredinprimaryschoolsinlinkswiththelocalcommunity,incircletimeandotherPSHEactivitiesandaspartocross-curricularwork.Forexample,historicalknowledgeisimportantinunderstandingconcepts,suchaspolitics.Democracyisnotaneasyconcepttounderstand.Comparisonsonewandancientversionsoconcepts,suchasromtheautocraticversionsodemocracyinancientGreecethroughtotheghtoruniversalsurageinBritainintheVictorianandEdwardianperiods,canhelppupilstoexplorewhatitmeanstoliveinademocracy.


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Case Study: The place oBritain in the wider worldin Tudor times

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