Abstract
When planning a GCSE period study on the American West, Alex Ford wrestled with reconciling the content demands of the examination specifications with
the need to provide his students with a memorable narrative. Inthis article, Ford shows how he drew on the latest academic scholarship to construct a rigorous, coherent narrative outlining the competing ‘visions’ in the West. This narrative
coherence then underpinned his students’ sophisticated causal analyses.
the need to provide his students with a memorable narrative. Inthis article, Ford shows how he drew on the latest academic scholarship to construct a rigorous, coherent narrative outlining the competing ‘visions’ in the West. This narrative
coherence then underpinned his students’ sophisticated causal analyses.
| Original language | English |
|---|---|
| Pages (from-to) | 10-21 |
| Number of pages | 11 |
| Journal | Teaching History |
| Issue number | 176 |
| Publication status | Published - 1 Sept 2019 |