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  • Knowledge and the Draft NC

      Teaching History article
    Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve it Katie Hall and Christine Counsell attempt to construct a Key Stage 3 scheme of work out of the draft National Curriculum for history that was released for consultation in England in...
    Knowledge and the Draft NC

  • The International Journal Volume 9 Number 2

      IJHLTR
    International Journal of Historical Learning, Teaching and Research Volume 9, Number 2 - Autumn/Winter 2010 ISSN 1472-9466   1. Editorial Hilary Cooper and Jon Nichol. 04 2. Articles Eleni Apostolidou 06 Oscillating Between the Recent Past and the Remote Past: The Perceptions of the Past and the Discipline of History...
    The International Journal Volume 9 Number 2

  • Mussolini's missing marbles: simulating history at GCSE

      Teaching History article
    Arthur Chapman and James Woodcock have collaborated before: Woodcock extended Chapman’s familiar casual metaphor of the final straw breaking a poor abused camel’s back. Here, they collaborate more explicitly to suggest a means of teaching students to produce adequately nuanced historical explanation. Their two central ideas are to produce a...
    Mussolini's missing marbles: simulating history at GCSE

  • Mini Scaffolds: Charts, Concept webs, Diagrams, Mini-Frames

      Primary History article
    The language of History develops subject content knowledge and associated vocabulary & phraseology, p. 30. Pupils can record, extend and develop their historical language through using a range of mini-scaffolds or frameworks that they flesh out with teacher guidance and support. A class can build upon basic historical vocabulary through questioning,...
    Mini Scaffolds: Charts, Concept webs, Diagrams, Mini-Frames

  • The Dilemma of Senator Williams

      IJHLTR Article
    Abstract The titled “Senator Williams, Do You Vote For or Against on the Diego Resolution before Senate” encourages students to engage in historical empathy and critical inquiry on the possible military intervention in the small hypothetical country of Ersatz. The Diego Resolution asks the Senate to endorse the President’s plan to move a...
    The Dilemma of Senator Williams

  • Teaching History 93: History and ICT

      Journal
    History using information technology: past present and future. Why Gerry likes history now: the power of the word processor - Ben Walsh (Read article) History using information technology: past, present and future - Alaric Dickinson (Read article) The Hopi is different from the Pawnee: using a datafile to explore pattern...
    Teaching History 93: History and ICT

  • 'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

      Teaching History article
    In this article, Helena Stride shows how the Imperial War Museum responded to criticism that insufficient attention had been paid to the contribution of black and Asian people to Britain’s wars. She focuses on one of two resource-packs produced by the Museum, which highlights the experience of Britain’s colonial peoples,...
    'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

  • Leopold von Ranke - Pamphlet

      Classic Pamphlet
    Leopold von Ranke (21 December 1795 - 23 May 1886) was a German historian and a founder of modern source-based history. According to Caroline Hoefferle, "Ranke was probably the most important historian to shape historical profession as it emerged in Europe and the United States in the late 19th century." ...
    Leopold von Ranke - Pamphlet

  • The 2007 Medlicott Medal Lecture What kind of history should school history be?

      Historian article
    I need to start by introducing myself. Most of the previous winners of the distinguished Norton Medlicott Medal have been household names, historians who have moved beyond the library shelves to reach wider audiences through the popularity of their books or television programmes. If you looked through the Radio Times...
    The 2007 Medlicott Medal Lecture What kind of history should school history be?

  • What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

      Teaching History article
    Is it structure or the selection of knowledge that makes writing historical narrative so difficult? Where does a conceptual focus on change, or causation, come in? James Ellis set out to explore the challenges his Year 9 pupils faced in writing historical narratives about change. Inspired by the work of...
    What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

  • Move Me On 167: Frames of reference

      Teaching History feature
    This feature is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. This issue’s problem: Eleanor Franks doesn’t really understand her students’ frames of reference and the difficulties that many of them have in making sense of the particular historical phenomena she is teaching them about. Eleanor Franks,...
    Move Me On 167: Frames of reference

  • ‘If you had told me before that these students were Russians, I would not have believed it’

      Teaching History article
    Bjorn Wansink and his co-authors have aligned their teaching of a recent and controversial historical issue – the Cold War – in the light of a contemporary incident. This article demonstrates a means of ensuring that students understand that different cultures’ views of their shared past are nuanced, rather than monolithic – a different concept in philosophy as well as in...
    ‘If you had told me before that these students were Russians, I would not have believed it’

  • Pupils as apprentice historians (4)

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The Historical Association [HA] supports effective, stimulating and rewarding history teaching through its website, publications and in-service programme, particularly Primary History and its HITT [History in Initial Teacher Training Programme]. HITT provides extensive guidance on a...
    Pupils as apprentice historians (4)

  • No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable

      Teaching History article
    Chris Culpin builds on recent articles by Andrew Wrenn and Mike Murray with numerous practical ideas for good quality site visits at Key Stage 3 and GCSE. But this article offers much more than practical tips. Chris Culpin sets out a rationale for the centrality of site visits in the...
    No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable

  • Primary History 15

      Journal
    4 Rorke's Drift - Patrick Wood 8 Spicing Up the National Curriculum - Elizabeth Newman & Dick Turpin 10 What was it like when you were at school? - Jill Watson & Penelope Harnett 12 Tales from the River Bank - Martin Richardson 14 Y3 and the Roman Road in Tower Hamlets...
    Primary History 15

  • Teaching History 92: Explanation and Argument

      Journal
    Learning how to build a substantiated argument in Year 7, Being ambitious with the causes of the First World War: interrogating inevitability, Focused teaching for independent learning, Minimanlist cause boxes for maximal learning: one approach to the Civil War in Year 8, Guess Work: children's understanding of historical accounts and...
    Teaching History 92: Explanation and Argument

  • Teaching History 86

      Journal
    4 Editorial 5 News 6 Our History or Your History? Gillian Wilson 8 The Constructive Use of Role Play at Key Stage 3 Edwin Towil! 14 Why and how we teach history in schools: the case of the Roman soldier Terry Haydn 16 In Search of the Missing Railway Dave...
    Teaching History 86

  • Teaching History 98: Defining Progression

      The HA's journal for secondary history teachers
    This issue deals with defining and examining the question of what constitutes progress in history. Using audience centred writing to improve progression from Key Stage 2 to 3, Steering your Ofsted inspector into the long-term reasons for classroom success, Using Key Stage 3 to improve performances at GCSE, Learning to...
    Teaching History 98: Defining Progression

  • The International Journal Volume 14, Number 2

      IJHLTR
    Editorial and Editorial Review pp. 5–28 Editorial pp. 5–6 Editorial Review pp. 7–28 Jon Nichol, The Historical Association of Great Britain, United Kingdom – England Hilary Cooper, University of Cumbria, United Kingdom – England Austria pp. 29–39 Are Historical Thinking Skills Important To History Teachers? Some Findings From A Qualitative...
    The International Journal Volume 14, Number 2

  • Triumphs Show 129: Holding a live debate around an historical theme

      Teaching History feature
    Beheading Headlines: Holding a live debate around an historical theme Studying the events surrounding the execution of Charles I is exciting on many levels: the first English King to be executed by his ‘people', the gory public beheading and the controversy surrounding the trial and verdict... But studying the Civil...
    Triumphs Show 129: Holding a live debate around an historical theme

  • History, citizenship and controversy

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Y4 question their MP about nuclear waste policy; Y6 survey people in their community and school about a proposed casino in their town, and feed back the information to the local council; children decide to...
    History, citizenship and controversy

  • HA News, Autumn 2023

      Welcome to the autumn 2023 edition of HA News magazine
    Welcome to this packed autumn edition of HA News, featuring a mixture of what we've been up to, what we're planning on doing and some history pieces just for you. Dr Gabrielle Storey explores the history and importance of medieval coronations, former HA President Dr Anne Curry writes about her experiences as an...
    HA News, Autumn 2023

  • Primary History 46: Citizenship, Controversial Issues & Identity

      The primary education journal of the Historical Association
    04 Editorial: history, citizenship and the curriculum – a fit purpose (Read article) 05 In My View: citizenship education in primary schools – Lord Adonis 06 In My View: history and identity – Sir Keith Ajegbo 07 Citizenship, identity and culture: Two Poems – Benjamin Zephaniah and an 8th century...
    Primary History 46: Citizenship, Controversial Issues & Identity

  • Working with Historical Picture Books

      Primary History article
    For the majority of children a picture book is the first book that they enjoy and share with an adult. Picture books introduce children to different genres of writing, different themes and different artistic styles. As young children 'read' and explore picture books they take meaning from the text and...
    Working with Historical Picture Books

  • Assessment after levels

      Free Teaching History article
    Ten years ago, two heads of department in contrasting schools presented a powerfully-argued case for resisting the use of level descriptions within their assessment regimes. Influenced both by research into the nature of children's historical thinking and by principles of assessment for learning, Sally Burnham and Geraint Brown argued that...
    Assessment after levels