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Robert Guyver describes a model for teaching Boudicca's rebellion to pupils aged 7 to 13. Drawing upon the now traditional emphasis on critical source evaluation in British secondary school history, he nonetheless shuns aspects of that tradition - such as the `Death by Gobbets A to F' approach in many textbooks - in favour of more in-depth engagement with longer text extracts. Like Tony McAleavy in his work on `interpretations of history' at Key Stages 2 and 3, Robert recommends the use of old history textbooks to make pupils think about features of some historical writing. Unselfconscious narratives and unsubstantiated claims of teaching materials used fifty or a hundred years ago betray little sense of evidentiality. Can pupils spot the conventions at work that render such accounts naive to the more modern ear? This direct work on interpretations and their construction can be an effective `way in' to more traditional work on source evaluation. With the National Literacy Strategy making `active reading' techniques and reflection on text-types a normal part of the Key Stage 2 and 3 routine in all subjects, such developed, extended reading and thinking is now increasingly realistic for a wider ability range. Robert's article complements Richard Cunningham's efforts (writing in Issue 102) to get his Year 8 pupils to understand the extent to which historical claims are made up of opinion; and should perhaps be contrasted with Phil Smith's article on evidential understanding in the same edition.
Teaching Boudicca - problem or opportunity?
The story of Boudicca (or, as she was fondly known before historians brainwashed us, Boadicea) is taught in most primary schools in England and in many secondary schools within the context of the Key Stage 3 unit, 'A European Study before 1914'. Texts on the story fall broadly into three categories: contemporary or near contemporary sources (i.e. Roman); stories written for children or young adults; and historians' accounts. A vast range of material is available on Celtic and Roman history and culture, and hundreds of books have been written for young people, both factual and fictional. Inevitably some selection must be made. What kinds of issues should inform that selection?
The problems arising are quite often rooted in the teacher's own knowledge, as it is more than...