Teaching History: A Practical Guide for Secondary School Teachers offers educators a clear and concise guide to navigating the unique challenges of history education. Providing a balanced approach that combines practical strategies with thoughtful insights into the nature of historical thinking, it will help teachers develop both their understanding of the subject and their instructional techniques.
Grounded in current research and real-world experience, this insightful book covers essential topics from unit planning and assessment design to working with historical scholarship and sources. While invaluable for early-career teachers, it will be equally beneficial to veterans seeking a fresh overview of the curricular landscape in the context of history education. By emphasising the ‘bifocal’ nature of history teaching – balancing historical and instructional thinking – Teaching History will equip teachers with the tools they need to create engaging, effective and meaningful history classes.
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Acknowledgments
Prologue
Introduction
Part One: Setting Foundations
Chapter 1 Take joy in the subject
Chapter 2 Value and nurture your subject expertise
Chapter 3 Develop a vision for why you teach history
Chapter 4 Treat history as a holistic process
Chapter 5 Adapt the discipline for schools
Chapter 6 Nurture your curriculum confidence
Chapter 7 Learn to use curriculum documents
Chapter 8 Aim to engage, not entertain
Part Two: Planning – Year Levels and Topics
Chapter 9 Balance clarity, direction and flexibility
Chapter 10 Use, adapt or plan thoughtful topic sequences
Chapter 11 Do not treat all content as equal
Chapter 12 Break each topic into manageable parts
Chapter 13 Work towards smaller and larger cumulative goals
Chapter 14 Use inquiry questions to guide the whole and the parts
Chapter 15 Keep major assessments embedded and coherent
Part Three: Sequences and Lessons
Chapter 16 Work on developing content, complexity and communication
Chapter 17 Aim to challenge and support every student
Chapter 18 Anticipate errors and misconceptions
Chapter 19 Use historical sources meaningfully
Chapter 20 Engage with historical interpretations meaningfully
Chapter 21 Use particular pedagogies to solve subject problems
Chapter 22 Consider weight, energy and mode in your lessons
Chapter 23 Revisit, consolidate and connect learning regularly
Chapter 24 Make stories and analogies a natural part of your teaching
Chapter 25 Save time with some templates that you can adapt
Chapter 26 Make intentional use of feedback
Epilogue
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Jonathon Dallimore is the Executive Officer (Professional Services) for the History Teachers’ Association of New South Wales and a lecturer in History Methods at the University of New South Wales and the University of Wollongong. He has extensive experience teaching in NSW secondary schools and working with teachers in Australia. Jonathon has authored or contributed to eleven books on history and history education and holds an MA in History from UNSW Canberra, in which he researched the intersection of military service and educational developments in Australia.
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