%PDF-1.3 1 0 obj << /Type /Catalog /Outlines 2 0 R /Pages 3 0 R >> endobj 2 0 obj << /Type /Outlines /Count 0 >> endobj 3 0 obj << /Type /Pages /Kids [6 0 R 14 0 R 18 0 R 20 0 R ] /Count 4 /Resources << /ProcSet 4 0 R /Font << /F1 8 0 R /F2 9 0 R /F3 10 0 R >> /XObject << /I1 11 0 R >> >> /MediaBox [0.000 0.000 595.280 841.890] >> endobj 4 0 obj [/PDF /Text /ImageC ] endobj 5 0 obj << /Creator (DOMPDF) /CreationDate (D:20140721133556+01'00') /ModDate (D:20140721133556+01'00') /Title (The Right Kind of History: Teaching the Past in Twentieth-Century England) >> endobj 6 0 obj << /Type /Page /Parent 3 0 R /Annots [ 12 0 R ] /Contents 7 0 R >> endobj 7 0 obj << /Length 3881 >> stream q 381.750 0 0 120.000 34.016 687.874 cm /I1 Do Q 0.000 0.000 0.000 rg BT 34.016 676.469 Td /F1 12.0 Tf [(Published on )] TJ ET BT 99.356 676.469 Td /F2 12.0 Tf [(Reviews in History)] TJ ET BT 190.016 676.469 Td /F1 12.0 Tf [( \()] TJ ET 0.000 0.000 0.800 rg BT 197.012 676.469 Td /F1 12.0 Tf [(http://www.history.ac.uk/reviews)] TJ ET 0.000 0.000 0.800 RG 0.24 w 0 J [ ] 0 d 197.012 675.075 m 357.332 675.075 l S 0.000 0.000 0.000 rg BT 357.332 676.469 Td /F1 12.0 Tf [(\))] TJ ET 0.502 0.502 0.502 RG 0.75 w 0 J [ ] 0 d 34.391 653.743 526.499 1.500 re S BT 34.016 615.321 Td /F3 18.0 Tf [(The Right Kind of History: Teaching the Past in Twentieth-Century )] TJ ET BT 34.016 593.937 Td /F3 18.0 Tf [(England)] TJ ET BT 34.016 237.683 Td /F1 12.0 Tf [(This book is both timely and long overdue. Timely because it is published after a period of surprisingly )] TJ ET BT 34.016 223.427 Td /F1 12.0 Tf [(intense national debate over the place of history in the school curriculum and in the midst of a government )] TJ ET BT 34.016 209.171 Td /F1 12.0 Tf [(review of the national curriculum partly prompted by that debate. Long overdue because education remains )] TJ ET BT 34.016 194.915 Td /F1 12.0 Tf [(one of the most poorly served \(and surely one of the most significant\) themes in modern British )] TJ ET BT 34.016 180.659 Td /F1 12.0 Tf [(historiography. Why such poor service? Some explanation may be found in the early colonization of the )] TJ ET BT 34.016 166.403 Td /F1 12.0 Tf [(subject by education specialists in teacher-training colleges and university faculties of education, writing )] TJ ET BT 34.016 152.147 Td /F1 12.0 Tf [(understandably in a technical mode that focused on questions of pedagogy and professional practice; a )] TJ ET BT 34.016 137.891 Td /F1 12.0 Tf [(similar fate has befallen legal and financial history. But there surely is more to it than this. Academics may )] TJ ET BT 34.016 123.635 Td /F1 12.0 Tf [(feel schools are too close to them, or even beneath them. A highly fragmented system may seem too )] TJ ET BT 34.016 109.379 Td /F1 12.0 Tf [(dauntingly complex. And there may be some residual effect of the low status that education had for a long )] TJ ET BT 34.016 95.123 Td /F1 12.0 Tf [(time in political and policy circles ? one of this book?s themes.)] TJ ET BT 34.016 68.867 Td /F1 12.0 Tf [(David Cannadine spotted an opportunity in this lacuna. In 2008 he procured a grant from the Sainsbury-)] TJ ET BT 34.016 54.611 Td /F1 12.0 Tf [(funded Linbury Trust to survey the history of history teaching in English state schools over the last century. )] TJ ET BT 34.016 563.315 Td /F3 12.0 Tf [(Review Number:)] TJ ET BT 34.016 549.059 Td /F1 12.0 Tf [(1227)] TJ ET BT 34.016 534.803 Td /F3 12.0 Tf [(Publish date:)] TJ ET BT 34.016 520.547 Td /F1 12.0 Tf [(Thursday, 15 March, 2012)] TJ ET BT 34.016 506.291 Td /F3 12.0 Tf [(Author:)] TJ ET BT 34.016 492.035 Td /F1 12.0 Tf [(David Cannadine)] TJ ET BT 34.016 477.779 Td /F1 12.0 Tf [(Jenny Keating)] TJ ET BT 34.016 463.523 Td /F1 12.0 Tf [(Nicola Sheldon)] TJ ET BT 34.016 449.267 Td /F3 12.0 Tf [(ISBN:)] TJ ET BT 34.016 435.011 Td /F1 12.0 Tf [(9780230300866)] TJ ET BT 34.016 420.755 Td /F3 12.0 Tf [(Date of Publication:)] TJ ET BT 34.016 406.499 Td /F1 12.0 Tf [(2011)] TJ ET BT 34.016 392.243 Td /F3 12.0 Tf [(Price:)] TJ ET BT 34.016 377.987 Td /F1 12.0 Tf [(55.00)] TJ ET BT 34.016 363.731 Td /F3 12.0 Tf [(Pages:)] TJ ET BT 34.016 349.475 Td /F1 12.0 Tf [(320pp.)] TJ ET BT 34.016 335.219 Td /F3 12.0 Tf [(Publisher:)] TJ ET BT 34.016 320.963 Td /F1 12.0 Tf [(Palgrave Macmillan)] TJ ET BT 34.016 306.707 Td /F3 12.0 Tf [(Place of Publication:)] TJ ET BT 34.016 292.451 Td /F1 12.0 Tf [(Basingstoke)] TJ ET BT 34.016 278.195 Td /F3 12.0 Tf [(Reviewer:)] TJ ET BT 34.016 263.939 Td /F1 12.0 Tf [(Peter Mandler)] TJ ET endstream endobj 8 0 obj << /Type /Font /Subtype /Type1 /Name /F1 /BaseFont /Times-Roman /Encoding /WinAnsiEncoding >> endobj 9 0 obj << /Type /Font /Subtype /Type1 /Name /F2 /BaseFont /Times-Italic /Encoding /WinAnsiEncoding >> endobj 10 0 obj << /Type /Font /Subtype /Type1 /Name /F3 /BaseFont /Times-Bold /Encoding /WinAnsiEncoding >> endobj 11 0 obj << /Type /XObject /Subtype /Image /Width 509 /Height 160 /Filter /FlateDecode /DecodeParms << /Predictor 15 /Colors 3 /Columns 509 /BitsPerComponent 8>> /Mask [ 255 255 255 255 255 255 ] /ColorSpace /DeviceRGB /BitsPerComponent 8 /Length 3280>> stream x[EQ㎦fVttҒ +3O{?lGDQԯDrB^.ϯ%~'0۠/2>0AG_>0j0GCfE67>rB^}@  !&y+r?INp:erc b8f=rQC!~-Wf^^zF[)G 2ޯe7V_Go3Ke GEGOo8rώ#\1ZY~N6^H}yLxS-!:412V+u\-LSO?xVvZ|GjǮT_8EYJF=Tw^ 7GxfN/S:Ʌ~ʟtt?5n÷J'JcF-GVξx{rO~tJd;#a\7}|~y'>}c2C vR}f׈**h.)_&@pfzjsx:5;S\vKhM5j=!Cn+h"u]a EUN]jn=k<,:Ք>sU!ni~6EJ)¦72?G}[y}_vc$t?iSܟ2Zݞ,VN?_`='RFK1A2qv&X_lLRWY'%:I㢖zb_UEx\>&ɆBˏ~K@ \gYØU4}$8Dv!'Q'*+Εj(UCGo[#< 2Ja(sZi9fZKE Rn`u\9r^Zmɯ׹}mstO4uc~#'jEvۼ Dx[z ޏQ4KL5,5u3>i^uÒ-53ba ~,~/pyt1fMU'CVm:qv~=Y'Es"WsφG?l_kN5}],Ow7 uh`xƫ?zMl7ٻv$A(4Dl(wwH} ?=[=S;yC]^BK>㕪9`Z'Wj;E|:bf>kCԘ#RY,iv쵗~}n'"1u" *uO΄/2^Sxr(!/DD\~mJyZ!MmrA!#u[if|99WB WΡpp}w}sh#,\ &:%˳X?D3 %W0cC?o̲^} F3XLVn]Cߖiϧ!7}yZJ#P7]=)7Ρp;>> Ye^xx{Oafw{ ;>4gfLt ʊ:q%#r/)pv!O4wGh|dS ӣݽހ-gVUC'pBxrB^} 7JA^} /'8!`:r?}}],X  }6y!`/~Br?}Q< >k7vx"] ,' .3jn{-i}|~%-};b6#U)7繎kiEw 㤳:E}[޼c"rꬊ7Dc$~"/Y&zSd:tFȌCrʙ`7u .#[-<)j ?TGS(j~oTup(hjU4PlJ=}|it.ҽ@\wʨuXÞZcx18Wo<~ikOg,ވ\^?EneyZcc0[R١z|zv7_m:_n]a?osS3~j^ hD.a_X'KfBX6w wݶ"Oa:,bvhrWH[uCF-Xfc}>x+Rz)2N-B 7y^٨;[/vg? | |2Sve}=o䑰j[vWjF0{굦?VI~}xM(_TlG__+]:#к?S} c>GŸD7 !w{S{B =x7a?oE#)+Gz:o_4Q<;n?\tt7?mGCџQGu4kņOF>F?#} hP&ђߴM#u!.СtL2^#o nIk_i.~7tr@n 1P~3?.[]=S5b߮~Yo^HFH YBi8a4iom>CKgMy*;?zqEӕ` >zB9iFzC?XF?ޟIܰ펉A}{I5ᄊx%ez#Mp@rߎpi]IOVjzuJt\۰f׺u5><,J~PTJp1)}){9N {!`/> endstream endobj 12 0 obj << /Type /Annot /Subtype /Link /A 13 0 R /Border [0 0 0] /H /I /Rect [ 197.0117 675.3895 357.3317 687.2695 ] >> endobj 13 0 obj << /Type /Action /S /URI /URI (http://www.history.ac.uk/reviews) >> endobj 14 0 obj << /Type /Page /Parent 3 0 R /Annots [ 16 0 R ] /Contents 15 0 R >> endobj 15 0 obj << /Length 7933 >> stream 0.000 0.000 0.000 rg 0.502 0.502 0.502 RG 0.75 w 0 J [ ] 0 d BT 34.016 796.469 Td /F1 12.0 Tf [(With this grant he hired two postdoctoral researchers, Nicola Sheldon and Jenny Keating, who had )] TJ ET BT 34.016 782.213 Td /F1 12.0 Tf [(established expertise in the histories of childhood and education. For two years they plundered the National )] TJ ET BT 34.016 767.957 Td /F1 12.0 Tf [(Archives, history of education archives, and oral history archives, and amassed a novel collection of oral )] TJ ET BT 34.016 753.701 Td /F1 12.0 Tf [(histories themselves by contacting teachers through their professional organization, the Historical )] TJ ET BT 34.016 739.445 Td /F1 12.0 Tf [(Association, and older people through publicity in )] TJ ET BT 278.000 739.445 Td /F2 12.0 Tf [(Saga)] TJ ET BT 302.000 739.445 Td /F1 12.0 Tf [( magazine and the )] TJ ET BT 391.976 739.445 Td /F2 12.0 Tf [(Daily Mail)] TJ ET BT 444.308 739.445 Td /F1 12.0 Tf [(. Their goal was to )] TJ ET BT 34.016 725.189 Td /F1 12.0 Tf [(document history teaching both from above ? the regulatory structures, the examination boards, the )] TJ ET BT 34.016 710.933 Td /F1 12.0 Tf [(politicians \(especially for the period since 1989 when the innovation of the National Curriculum meant that )] TJ ET BT 34.016 696.677 Td /F1 12.0 Tf [(central government finally did begin to set the curriculum directly\) ? and from below, ?from the chalkface?, )] TJ ET BT 34.016 682.421 Td /F1 12.0 Tf [(seeking memories and records from teachers and students alike. Many of the latter can be consulted on the )] TJ ET BT 34.016 668.165 Td /F1 12.0 Tf [(project?s website \()] TJ ET 0.000 0.000 0.800 rg BT 123.992 668.165 Td /F1 12.0 Tf [(http://www.history.ac.uk/history-in-education/)] TJ ET 0.000 0.000 0.800 RG 0.24 w 0 J [ ] 0 d 123.992 666.771 m 347.648 666.771 l S 0.000 0.000 0.000 rg BT 350.648 668.165 Td /F1 12.0 Tf [([2])] TJ ET BT 364.640 668.165 Td /F1 12.0 Tf [(\), including some of David Cannadine?s )] TJ ET BT 34.016 653.909 Td /F1 12.0 Tf [(own notebooks from his grammar-school days in Birmingham in the mid 1960s, and many more have been )] TJ ET BT 34.016 639.653 Td /F1 12.0 Tf [(deposited in the Institute of Education and British Library. These invaluable materials will be mined for )] TJ ET BT 34.016 625.397 Td /F1 12.0 Tf [(generations to come.)] TJ ET BT 34.016 599.141 Td /F1 12.0 Tf [(At the time the project was launched, the public debate over the history curriculum was heating up but not )] TJ ET BT 34.016 584.885 Td /F1 12.0 Tf [(yet boiling; that point would come after the 2010 general election, with the advent of the Conservative-)] TJ ET BT 34.016 570.629 Td /F1 12.0 Tf [(Liberal coalition government, the appointment of Michael Gove as Secretary of State for Education, and )] TJ ET BT 34.016 556.373 Td /F1 12.0 Tf [(Gove?s announcement in early 2011 of the national curriculum review. Although the review covers all )] TJ ET BT 34.016 542.117 Td /F1 12.0 Tf [(subjects, history was the subject that drew the most public comment; between Gove?s appointment and the )] TJ ET BT 34.016 527.861 Td /F1 12.0 Tf [(launch of the review, a trio of historians with high media profiles \(David Starkey, Simon Schama, Niall )] TJ ET BT 34.016 513.605 Td /F1 12.0 Tf [(Ferguson\) weighed in with their recommendations, and at various points Gove gave both Schama and )] TJ ET BT 34.016 499.349 Td /F1 12.0 Tf [(Ferguson the nod as putative ?history czars? who might advise him on the history curriculum rewrite. From )] TJ ET BT 34.016 485.093 Td /F1 12.0 Tf [(all these history czars the cry went up, ?history in danger!? An implicit and sometimes explicit narrative was )] TJ ET BT 34.016 470.837 Td /F1 12.0 Tf [(being constructed ? once upon a time, all English schoolchildren had learned their national history properly, )] TJ ET BT 34.016 456.581 Td /F1 12.0 Tf [(thoroughly, and lovingly; ?recently? \(exactly when this happened depended on your age or political )] TJ ET BT 34.016 442.325 Td /F1 12.0 Tf [(orientation ? it might have been as long ago as the 1960s or as recently as the New Labour years since 1997\), )] TJ ET BT 34.016 428.069 Td /F1 12.0 Tf [(it had been eclipsed by faddish new subjects like media or IT or by political correctness or by a misguided )] TJ ET BT 34.016 413.813 Td /F1 12.0 Tf [(belief that history was more about ?skills? than about learning your national story. Most pupils ended their )] TJ ET BT 34.016 399.557 Td /F1 12.0 Tf [(study of history at 14 and less than a third opted to continue it to GCSE. Michael Gove had an opportunity to )] TJ ET BT 34.016 385.301 Td /F1 12.0 Tf [(put this right ? to bring history, especially the national history, and especially national history taught by )] TJ ET BT 34.016 371.045 Td /F1 12.0 Tf [(traditional methods \(exciting stories telling us ?who we are?\), back into the heart of the curriculum.)] TJ ET BT 34.016 344.789 Td /F1 12.0 Tf [(Into this debate this book ? written by Cannadine from materials assembled by Keating and Sheldon ? comes )] TJ ET BT 34.016 330.533 Td /F1 12.0 Tf [(like a blast of fresh air. ?Twas ever thus, they show: ?history has always been beleaguered in the classroom ? )] TJ ET BT 34.016 316.277 Td /F1 12.0 Tf [(as, indeed, have many other subjects? \(p. 12\), a shrewder observation than it may appear. For most of the )] TJ ET BT 34.016 302.021 Td /F1 12.0 Tf [(20th century, history was very far from the heart of the curriculum for ?every English schoolchild?. The state )] TJ ET BT 34.016 287.765 Td /F1 12.0 Tf [(provided less schooling of any kind and less history in particular than most of its European comparators, )] TJ ET BT 34.016 273.509 Td /F1 12.0 Tf [(which used national education and national history to build national consciousness; England already had that )] TJ ET BT 34.016 259.253 Td /F1 12.0 Tf [(national consciousness, as well as a relatively high profile for history in its general culture. Before the )] TJ ET BT 34.016 244.997 Td /F1 12.0 Tf [(Second World War most children had no secondary education at all and thus little exposure to specialist )] TJ ET BT 34.016 230.741 Td /F1 12.0 Tf [(history teaching. The minority that did enjoy secondary education received something like what is now )] TJ ET BT 34.016 216.485 Td /F1 12.0 Tf [(imagined as the ?traditional? history curriculum ? English history from the Romans to the Great War, with )] TJ ET BT 34.016 202.229 Td /F1 12.0 Tf [(some periods of European history for the more advanced levels ? but only 10 per cent of the age cohort took )] TJ ET BT 34.016 187.973 Td /F1 12.0 Tf [(history to 16 \(?School Certificate?, the precursor to O level and GCSE\).)] TJ ET BT 34.016 161.717 Td /F1 12.0 Tf [(When secondary education was finally extended to all pupils after the war, history still did not figure much )] TJ ET BT 34.016 147.461 Td /F1 12.0 Tf [(in the curriculum offered to the majority in secondary modern schools. They were thought to require )] TJ ET BT 34.016 133.205 Td /F1 12.0 Tf [(?concrete things?, ?relevant to the present? \(p. 113\), so that the history they were taught focused less on the )] TJ ET BT 34.016 118.949 Td /F1 12.0 Tf [(political narrative of the grammar schools and more on topics such as food, clothing, trade and technology, )] TJ ET BT 34.016 104.693 Td /F1 12.0 Tf [(with an emphasis on very recent and contemporary developments. For this majority there was no system of )] TJ ET BT 34.016 90.437 Td /F1 12.0 Tf [(national examinations until 1965 and therefore no history qualifications at all; still only 20 per cent of the )] TJ ET BT 34.016 76.181 Td /F1 12.0 Tf [(age cohort took a history examination at 16. When comprehensivization began in the 1960s, there was a )] TJ ET BT 34.016 61.925 Td /F1 12.0 Tf [(great deal of uncertainty as to what role history should play in the new schools? curriculum and which if )] TJ ET endstream endobj 16 0 obj << /Type /Annot /Subtype /Link /A 17 0 R /Border [0 0 0] /H /I /Rect [ 123.9917 667.0855 347.6477 678.9655 ] >> endobj 17 0 obj << /Type /Action /S /URI /URI (http://www.history.ac.uk/reviews/../history-in-education/) >> endobj 18 0 obj << /Type /Page /Parent 3 0 R /Contents 19 0 R >> endobj 19 0 obj << /Length 7376 >> stream 0.000 0.000 0.000 rg 0.000 0.000 0.800 RG 0.24 w 0 J [ ] 0 d BT 34.016 796.469 Td /F1 12.0 Tf [(either of the existing models it should follow. A mixed bag resulted, with a more global and contemporary )] TJ ET BT 34.016 782.213 Td /F1 12.0 Tf [(approach taken from the secondary moderns to ages 15 or 16, and with A level sticking more closely to the )] TJ ET BT 34.016 767.957 Td /F1 12.0 Tf [(grammar-school approach right up to the 1980s. The total numbers of students taking a school-leaving )] TJ ET BT 34.016 753.701 Td /F1 12.0 Tf [(qualification in history through the late 1960s and 1970s inched up, but remained at under a third of the )] TJ ET BT 34.016 739.445 Td /F1 12.0 Tf [(cohort, still disproportionately drawing upon the more privileged students who had always studied the )] TJ ET BT 34.016 725.189 Td /F1 12.0 Tf [(subject in grammar schools.)] TJ ET BT 34.016 698.933 Td /F1 12.0 Tf [(Although the Thatcher reforms that followed revolutionized the structure of education at all levels, they did )] TJ ET BT 34.016 684.677 Td /F1 12.0 Tf [(not much alter this situation. The institution of a national curriculum, which prescribed subjects and their )] TJ ET BT 34.016 670.421 Td /F1 12.0 Tf [(content up to the age of 14, probably meant that more history was being taught to these younger children in a )] TJ ET BT 34.016 656.165 Td /F1 12.0 Tf [(more structured way than before ? a mixture of about 50 per cent British history, some European history, and )] TJ ET BT 34.016 641.909 Td /F1 12.0 Tf [(a much wider range of non-European topics ranging from Ancient Egypt to the Aztecs and Native )] TJ ET BT 34.016 627.653 Td /F1 12.0 Tf [(Americans. Later reforms added more emphasis on global history, ?cultural, ethnic and religious diversity?, )] TJ ET BT 34.016 613.397 Td /F1 12.0 Tf [(and, controversially, the slave trade and the Holocaust. But the decision not to make history compulsory for )] TJ ET BT 34.016 599.141 Td /F1 12.0 Tf [(the new unified qualification at 16, GCSE, meant that the proportions studying history to that age remained )] TJ ET BT 34.016 584.885 Td /F1 12.0 Tf [(stable at under a third. The authors note some slight decline in the uptake of history after the inauguration of )] TJ ET BT 34.016 570.629 Td /F1 12.0 Tf [(GCSE, but in fact even that very small decline had more to do with regulatory changes which required )] TJ ET BT 34.016 556.373 Td /F1 12.0 Tf [(students at first to choose between history and geography and then widened the choice to other humanities )] TJ ET BT 34.016 542.117 Td /F1 12.0 Tf [(subjects. Compared to geography, history held its share well under these circumstances, and its share at A )] TJ ET BT 34.016 527.861 Td /F1 12.0 Tf [(level actually grew.)] TJ ET BT 34.016 501.605 Td /F1 12.0 Tf [(In short, history is not now ?in danger? ? after 14 it is more or less in the position it has always been, taught )] TJ ET BT 34.016 487.349 Td /F1 12.0 Tf [(primarily to more academic and more socially advantaged children, with probably a greater presence before )] TJ ET BT 34.016 473.093 Td /F1 12.0 Tf [(14 as a result of the national curriculum. The authors praise the existing national curriculum for offering a )] TJ ET BT 34.016 458.837 Td /F1 12.0 Tf [(judicious blend of British, European and world history, ?on the whole ... a well-meant and well-balanced )] TJ ET BT 34.016 444.581 Td /F1 12.0 Tf [(outline? \(p. 233\). Their principal contribution to the current debate is to urge the integration of the national )] TJ ET BT 34.016 430.325 Td /F1 12.0 Tf [(curriculum with GCSE, so that history can be taught as a continuous and compulsory course from 11 to 16. )] TJ ET BT 34.016 416.069 Td /F1 12.0 Tf [(The structural difficulty here is that at present post-14 education is only lightly regulated, the curricula )] TJ ET BT 34.016 401.813 Td /F1 12.0 Tf [(determined by independent examination boards \(operating as commercial entities\), and market pressures )] TJ ET BT 34.016 387.557 Td /F1 12.0 Tf [(have narrowed the post-14 curriculum to a heavily presentist orientation; thus it is possible today to study )] TJ ET BT 34.016 373.301 Td /F1 12.0 Tf [(primarily 20th?century history in each of the last five years of education from age 13 to 18. So the authors )] TJ ET BT 34.016 359.045 Td /F1 12.0 Tf [(call for more national control over the 14?18 curriculum as well. If GCSE is to be integrated into the )] TJ ET BT 34.016 344.789 Td /F1 12.0 Tf [(national curriculum, and a broad chronological course offered from 11 to 16, ending with modern history at )] TJ ET BT 34.016 330.533 Td /F1 12.0 Tf [(GCSE, then A level would require more regulation to ensure greater chronological and thematic diversity at )] TJ ET BT 34.016 316.277 Td /F1 12.0 Tf [(16?18.)] TJ ET BT 34.016 290.021 Td /F1 12.0 Tf [(How do these recommendations chime with Michael Gove?s stated aims and the early returns trickling out )] TJ ET BT 34.016 275.765 Td /F1 12.0 Tf [(of the national curriculum review? Cannadine and his colleagues do not endorse the call for more British )] TJ ET BT 34.016 261.509 Td /F1 12.0 Tf [(history at 11?14, as they believe it is already amply catered for by the existing national curriculum. There is )] TJ ET BT 34.016 247.253 Td /F1 12.0 Tf [(only a dim hope that the pundits will absorb this point; when an Ofsted report, ?History for all?, made the )] TJ ET BT 34.016 232.997 Td /F1 12.0 Tf [(same point backed up by a lot of evidence in 2011, the press were so obsessed by the history czars? and the )] TJ ET BT 34.016 218.741 Td /F1 12.0 Tf [(government?s polemics to the contrary that they more or less inverted the report?s true findings. The book?s )] TJ ET BT 34.016 204.485 Td /F1 12.0 Tf [(arguments for compulsory history to 16 are finding more fertile ground. The current drift of the national )] TJ ET BT 34.016 190.229 Td /F1 12.0 Tf [(curriculum review seems to be towards making not only history but other academic subjects, including )] TJ ET BT 34.016 175.973 Td /F1 12.0 Tf [(geography and a modern foreign language, all compulsory through GCSE. The result would be an extension )] TJ ET BT 34.016 161.717 Td /F1 12.0 Tf [(of the government?s earlier initiative, the English Baccalaureate \(?E-Bacc?\), towards a larger, more )] TJ ET BT 34.016 147.461 Td /F1 12.0 Tf [(academic core curriculum to 16. It is to be hoped that the government will recognize this book?s corollary )] TJ ET BT 34.016 133.205 Td /F1 12.0 Tf [(argument, that a core curriculum to 16 will necessitate more regulation of the curriculum not only at GCSE )] TJ ET BT 34.016 118.949 Td /F1 12.0 Tf [(but also at A level. My own view is that a continuous chronological course from 11 to 16 would exacerbate )] TJ ET BT 34.016 104.693 Td /F1 12.0 Tf [(the narrowing of the later stages of the curriculum to modern history, and that rectifying this for the small )] TJ ET BT 34.016 90.437 Td /F1 12.0 Tf [(minority who can be expected to take history at A level leaves the vast majority still only examined on )] TJ ET BT 34.016 76.181 Td /F1 12.0 Tf [(modern history at GCSE; I would prefer a more creative approach to the 11?16 curriculum chronologically, )] TJ ET BT 34.016 61.925 Td /F1 12.0 Tf [(thematically and geographically, giving GCSE as well as A level candidates a true taste of the varieties of )] TJ ET endstream endobj 20 0 obj << /Type /Page /Parent 3 0 R /Annots [ 22 0 R 24 0 R 26 0 R 28 0 R 30 0 R ] /Contents 21 0 R >> endobj 21 0 obj << /Length 6624 >> stream 0.000 0.000 0.000 rg 0.000 0.000 0.800 RG 0.24 w 0 J [ ] 0 d BT 34.016 796.469 Td /F1 12.0 Tf [(history. But either strategy will require closer attention to the examination boards than the national )] TJ ET BT 34.016 782.213 Td /F1 12.0 Tf [(curriculum review has yet been permitted.)] TJ ET BT 34.016 755.957 Td /F1 12.0 Tf [(Whatever the effects of this book on the policy debate, we can hope that it will put down a marker for )] TJ ET BT 34.016 741.701 Td /F1 12.0 Tf [(historians ? reminding them of the importance of education as a main theme in the social and cultural as well )] TJ ET BT 34.016 727.445 Td /F1 12.0 Tf [(as the political history of modern Britain, and of the untapped sources available to them \(now considerably )] TJ ET BT 34.016 713.189 Td /F1 12.0 Tf [(swelled by the efforts of Keating and Sheldon\). Even in the history of history teaching, this book ? as )] TJ ET BT 34.016 698.933 Td /F1 12.0 Tf [(opposed to the archive it draws on ? is only a starting point. It does not reveal as much of the story ?from the )] TJ ET BT 34.016 684.677 Td /F1 12.0 Tf [(chalkface? as it might have done. Cannadine?s preferences as an historian of British elites are perhaps over-)] TJ ET BT 34.016 670.421 Td /F1 12.0 Tf [(indulged; the social backgrounds and political careers of every one of the 55 education ministers between )] TJ ET BT 34.016 656.165 Td /F1 12.0 Tf [(1900 and 2010 are elaborately rehearsed, even though \(as the book says\) most of them paid little attention to )] TJ ET BT 34.016 641.909 Td /F1 12.0 Tf [(schools and often saw their time in education as a mere political stepping stone. The state?s neglect of )] TJ ET BT 34.016 627.653 Td /F1 12.0 Tf [(education has little to do with the social backgrounds of the education ministers specifically; a more )] TJ ET BT 34.016 613.397 Td /F1 12.0 Tf [(comprehensive analysis is needed. Conversely relatively little attention is devoted to the experience of the )] TJ ET BT 34.016 599.141 Td /F1 12.0 Tf [(classroom. The great experiment of teaching history for the first time to the majority of children in )] TJ ET BT 34.016 584.885 Td /F1 12.0 Tf [(secondary schools after the Second World War is covered in a few hasty pages, and the confused period )] TJ ET BT 34.016 570.629 Td /F1 12.0 Tf [(when comprehensive schools tried to juggle the secondary-modern and the grammar-school curricula )] TJ ET BT 34.016 556.373 Td /F1 12.0 Tf [(remains confusing. Yet this book is in so many other ways a model to emulate. It sweeps away a lot of )] TJ ET BT 34.016 542.117 Td /F1 12.0 Tf [(mythologizing, past and present. It reminds us forcefully how diverse the British school system was for most )] TJ ET BT 34.016 527.861 Td /F1 12.0 Tf [(of the modern period when it was locally rather than centrally directed. Cannadine had initially hoped to )] TJ ET BT 34.016 513.605 Td /F1 12.0 Tf [(cover the whole of the British Isles, but the map of England alone was so complex and difficult to clarify )] TJ ET BT 34.016 499.349 Td /F1 12.0 Tf [(that the authors wisely stuck to this one, large piece of the puzzle. It gives a lucid and reliable outline of the )] TJ ET BT 34.016 485.093 Td /F1 12.0 Tf [(kinds of histories that were on offer to schoolchildren in different parts of the system over the whole of the )] TJ ET BT 34.016 470.837 Td /F1 12.0 Tf [(past century. Finally, it has stored up priceless archival resources for the future. The authors can be proud of )] TJ ET BT 34.016 456.581 Td /F1 12.0 Tf [(the fact that their book will certainly serve not only as a starting-point for future historians of history )] TJ ET BT 34.016 442.325 Td /F1 12.0 Tf [(teaching, but also as a model for future historians of all the other parts of the school curriculum. It would )] TJ ET BT 34.016 428.069 Td /F1 12.0 Tf [(indeed be an excellent starting-point for any reader seeking to survey the state of British democracy in )] TJ ET BT 34.016 413.813 Td /F1 12.0 Tf [(general over the course of the last century. Such a shame that historians have not seen that possibility before.)] TJ ET BT 34.016 387.557 Td /F3 12.0 Tf [(Other reviews:)] TJ ET BT 34.016 373.301 Td /F1 12.0 Tf [(Independent)] TJ ET 0.000 0.000 0.800 rg BT 34.016 359.045 Td /F1 12.0 Tf [(http://www.independent.co.uk/arts-entertainment/books/reviews/the-right-kind-of-history-teaching-the-past-)] TJ ET 0.24 w 0 J [ ] 0 d 34.016 357.651 m 554.936 357.651 l S BT 34.016 344.789 Td /F1 12.0 Tf [(in-twentiethbr-century-england-by-david-cannadine-jenny-keating--nicola-sheldon-6277488.html)] TJ ET 0.24 w 0 J [ ] 0 d 34.016 343.395 m 502.916 343.395 l S 0.000 0.000 0.000 rg BT 505.916 344.789 Td /F1 12.0 Tf [([3])] TJ ET BT 34.016 330.533 Td /F1 12.0 Tf [(Guardian)] TJ ET 0.000 0.000 0.800 rg BT 34.016 316.277 Td /F1 12.0 Tf [(http://www.guardian.co.uk/commentisfree/video/2011/nov/28/david-cannadine-history-compulsory-schools)] TJ ET 0.24 w 0 J [ ] 0 d 34.016 314.883 m 552.296 314.883 l S 0.000 0.000 0.000 rg BT 34.016 302.021 Td /F1 12.0 Tf [([4])] TJ ET BT 34.016 287.765 Td /F1 12.0 Tf [(Telegraph)] TJ ET 0.000 0.000 0.800 rg BT 34.016 273.509 Td /F1 12.0 Tf [(http://www.telegraph.co.uk/education/educationnews/8915720/Why-we-need-to-talk-about-history.html)] TJ ET 0.24 w 0 J [ ] 0 d 34.016 272.115 m 535.280 272.115 l S 0.000 0.000 0.000 rg BT 538.280 273.509 Td /F1 12.0 Tf [([5])] TJ ET 0.502 0.502 0.502 RG 0.75 w 0 J [ ] 0 d 34.391 268.783 526.499 1.500 re S BT 34.016 251.003 Td /F3 12.0 Tf [(Source URL:)] TJ ET 0.000 0.000 0.800 rg BT 104.672 251.003 Td /F1 12.0 Tf [(http://www.history.ac.uk/reviews/review/1227)] TJ ET 0.000 0.000 0.800 RG 0.24 w 0 J [ ] 0 d 104.672 249.609 m 328.316 249.609 l S 0.000 0.000 0.000 rg BT 34.016 224.632 Td /F3 12.0 Tf [(Links:)] TJ ET BT 34.016 210.232 Td /F1 12.0 Tf [([1] http://www.history.ac.uk/reviews/item/9332)] TJ ET BT 34.016 195.832 Td /F1 12.0 Tf [([2] http://www.history.ac.uk/reviews/../history-in-education/)] TJ ET BT 34.016 181.547 Td /F1 12.0 Tf [([3] http://www.independent.co.uk/arts-entertainment/books/reviews/the-right-kind-of-history-teaching-the-)] TJ ET BT 34.016 167.176 Td /F1 12.0 Tf [(past-in-twentiethbr-century-england-by-david-cannadine-jenny-keating--nicola-sheldon-6277488.html)] TJ ET BT 34.016 152.891 Td /F1 12.0 Tf [([4] http://www.guardian.co.uk/commentisfree/video/2011/nov/28/david-cannadine-history-compulsory-)] TJ ET BT 34.016 138.520 Td /F1 12.0 Tf [(schools)] TJ ET BT 34.016 124.120 Td /F1 12.0 Tf [([5] http://www.telegraph.co.uk/education/educationnews/8915720/Why-we-need-to-talk-about-history.html)] TJ ET endstream endobj 22 0 obj << /Type /Annot /Subtype /Link /A 23 0 R /Border [0 0 0] /H /I /Rect [ 34.0157 357.9655 554.9357 369.8455 ] >> endobj 23 0 obj << /Type /Action /S /URI /URI (http://www.independent.co.uk/arts-entertainment/books/reviews/the-right-kind-of-history-teaching-the-past-in-twentiethbr-century-england-by-david-cannadine-jenny-keating--nicola-sheldon-6277488.html) >> endobj 24 0 obj << /Type /Annot /Subtype /Link /A 25 0 R /Border [0 0 0] /H /I /Rect [ 34.0157 343.7095 502.9157 355.5895 ] >> endobj 25 0 obj << /Type /Action /S /URI /URI (http://www.independent.co.uk/arts-entertainment/books/reviews/the-right-kind-of-history-teaching-the-past-in-twentiethbr-century-england-by-david-cannadine-jenny-keating--nicola-sheldon-6277488.html) >> endobj 26 0 obj << /Type /Annot /Subtype /Link /A 27 0 R /Border [0 0 0] /H /I /Rect [ 34.0157 315.1975 552.2957 327.0775 ] >> endobj 27 0 obj << /Type /Action /S /URI /URI (http://www.guardian.co.uk/commentisfree/video/2011/nov/28/david-cannadine-history-compulsory-schools) >> endobj 28 0 obj << /Type /Annot /Subtype /Link /A 29 0 R /Border [0 0 0] /H /I /Rect [ 34.0157 272.4295 535.2797 284.3095 ] >> endobj 29 0 obj << /Type /Action /S /URI /URI (http://www.telegraph.co.uk/education/educationnews/8915720/Why-we-need-to-talk-about-history.html) >> endobj 30 0 obj << /Type /Annot /Subtype /Link /A 31 0 R /Border [0 0 0] /H /I /Rect [ 104.6717 249.9235 328.3157 261.8035 ] >> endobj 31 0 obj << /Type /Action /S /URI /URI (http://www.history.ac.uk/reviews/review/1227) >> endobj xref 0 32 0000000000 65535 f 0000000008 00000 n 0000000073 00000 n 0000000119 00000 n 0000000342 00000 n 0000000379 00000 n 0000000576 00000 n 0000000658 00000 n 0000004591 00000 n 0000004700 00000 n 0000004810 00000 n 0000004919 00000 n 0000008480 00000 n 0000008608 00000 n 0000008692 00000 n 0000008776 00000 n 0000016762 00000 n 0000016890 00000 n 0000016999 00000 n 0000017064 00000 n 0000024493 00000 n 0000024605 00000 n 0000031282 00000 n 0000031409 00000 n 0000031659 00000 n 0000031786 00000 n 0000032036 00000 n 0000032163 00000 n 0000032315 00000 n 0000032442 00000 n 0000032591 00000 n 0000032719 00000 n trailer << /Size 32 /Root 1 0 R /Info 5 0 R >> startxref 32815 %%EOF