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  • Primary History 32: Bristol and the Slave Trade

      The primary education journal of the Historical Association
    3 Editorial 4 Primary Noticeboard 6 In My View: Whatever happened to……? - Colin Richards (Read article) 9 History co-ordinators’ dilemmas - Jayne Woodhouse and Tim Lomas 11 Exploring the history on your doorstep with 4Learning - Dinah Starkey 14 Reading, recovering and re-visioning Victorian Women - Jane Martin (Read...
    Primary History 32: Bristol and the Slave Trade
  • 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
  • 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?
  • The First Crusade, 1095–99

      Historian feature
    As Christianity had spread across Europe, Islam had spread across the Middle East. At the end of the eleventh century the relationship between the Muslim leader of Jerusalem and the Christian communities and travellers to the city fractured. Along with other key relationships across Europe, the Middle East and around...
    The First Crusade, 1095–99
  • Being historically rigorous with creativity

      Teaching History article
    After a Fellowship in Holocaust Education at the Imperial War Museum, Andy Lawrence decided that something was missing in normal approaches to teaching emotive and controversial issues such as genocide, a deficit demonstrated by recent research by the Holocaust Education Development Programme. As part of his fellowship, Lawrence created an...
    Being historically rigorous with creativity
  • Primary History 29

      The primary education journal of the Historical Association
    3 Editorial – Tim Lomas 3 Primary Noticeboard – Tim Lomas 5 Britain and the wider world in Tudor times – Hilary Claire (Read article) 7 ‘No one else knows this’: Scottish primary schools using ICT to investigate local history – John W Robertson (Read article) 9 Monitoring, evaluating and...
    Primary History 29
  • Significant people: Mary Wollstonecraft

      Primary History article
    ‘I do not wish women to have power over men; but over themselves’ – Mary Wollstonecraft The National Curriculum gives the freedom to select any significant individual and many schools have already chosen those outside the commonly-used ones such as Florence Nightingale, Christopher Columbus and Queen Victoria. There is also...
    Significant people: Mary Wollstonecraft
  • Marr: magpie or marsh harrier?

      Teaching History article
    The quest for the common characteristics of the genus ‘historian' with 16- to 19-year-olds Diana Laffin writes about historical language and explores how understanding different historians' use of language can help sixth form students refine and deepen both their understanding of the discipline of history and their abilities to practise...
    Marr: magpie or marsh harrier?
  • From The Holocaust To Recent Mass Murders And Refugees

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017ISSN: 14472-9474 Abstract Through studying cases of genocide and mass atrocities, students can come to realize that: democratic institutions and values are not automatically sustained but need to be appreciated, nurtured, and protected; silence and indifference to the...
    From The Holocaust To Recent Mass Murders And Refugees
  • Teaching History 86

      The HA's journal for history teachers
    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 Welbourne...
    Teaching History 86
  • Vera Ignatievna Giedroyc: her missions of mercy, 1899–1932

      Historian article
    Historical research takes place in many forms and in many locations. This research, which has been translated for us, introduces us to an heroic pioneering Ukrainian woman surgeon. During the Spring of 1932 in the Ukrainian city of Kiev, on a sunny day in March, a very small group of...
    Vera Ignatievna Giedroyc: her missions of mercy, 1899–1932
  • Polychronicon 150: Interpreting the French Revolution

      Teaching History feature
    For most of the last two centuries, historical interpretations of the French Revolution have focused on its place in a grand narrative of modernity. For the most ‘counter-revolutionary' writers, the Revolution showed why modernity was to be resisted - destroying traditional institutions and disrupting all that was valuable in an...
    Polychronicon 150: Interpreting the French Revolution
  • 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
  • New, Novice or Nervous? 165: Enabling progress - students who need more support

      Teaching History feature
    Students often find history ‘hard’; senior managers and pastoral managers perceive it as challenging and many, with the best of intentions, steer students away from taking it for GCSE. Indeed, in the most recent HA survey, 49% of respondents reported that some students are actively discouraged or prevented from continuing...
    New, Novice or Nervous? 165: Enabling progress - students who need more support
  • Using the present to construct a meaningful picture of the medieval past

      Teaching History article
    In this article, Jessica Phillips returns to a theme explored in the Historical Association’s publication Exploring and Teaching Medieval History in Schools – the challenge of teaching about the medieval past in ways that acknowledge its vibrant complexity and create a genuine sense of resonance rather than condescension or blank...
    Using the present to construct a meaningful picture of the medieval past
  • The Historian 154: Jubilee

      The magazine of the Historical Association
    4 Reviews 5 Editorial  (Read article for free) 6 (Un)exceptional women: queenship and power in medieval Europe – Gabrielle ‘Gabby’ Storey (Read article) 10 Dress becomes her: the appearance and apparel of Elizabeth II – Benjamin Linley Wild (Read article) 15 Reviews 16 The throne and the fairy tellers –...
    The Historian 154: Jubilee
  • The Historian 149: Pandemics

      The magazine of the Historical Association
    4 Reviews 5 Editorial (Read article for free) 6 Florence Nightingale and epidemics – Richard Bates (Read article) 11 Real Lives: Commonwealth War Graves Commission memorial in Hints churchyard: Edward George Keeling – Trevor James (Read article) 12 The experience of Bilston in the cholera epidemic of 1831–32: a melancholy pre-eminence in...
    The Historian 149: Pandemics
  • Limited lessons from the Holocaust?

      Teaching History article
    Limited lessons from the Holocaust? Critically considering the ‘anti-racist' and citizenship potential Previous issues of Teaching History have seen extensive debate about the appropriateness of approaching Holocaust education with explicitly social or moral - as opposed to historical - aims. Rather than taking sides, Alice Pettigrew first acknowledges the range...
    Limited lessons from the Holocaust?
  • Year 9 - Connecting past, present and future

      Teaching History article
    Possible futures: using frameworks of knowledge to help Year 9 connect past, present and future How can we help pupils integrate history into coherent ‘Big Pictures' or mental frameworks? Building on traditions of classroom research and theorising reported in earlier editions of Teaching History, Dan Nuttall reports how his department set...
    Year 9 - Connecting past, present and future
  • Teaching History 93: History and ICT

      The HA's journal for secondary history teachers
    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 and diversity - Dave Martin (Read article) Maps,...
    Teaching History 93: History and ICT
  • Trade – lifeblood of the empire: how trade affected life in Roman Britain

      Primary History article
    The Ofsted Research Review: History highlights the importance of developing children’s understanding of key substantive concepts, ideas that are woven through historical content such as settlement, invasion, power. Children’s understanding grows more complex as they encounter these ideas in different contexts, enabling children to grow increasingly sophisticated schemas that support future...
    Trade – lifeblood of the empire: how trade affected life in Roman Britain
  • Primary History and planning for teaching the Olympics - four curricular models

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Three curricular editions of Primary History, PH 50, Autumn 2008 , PH 53, Autumn 2009 and PH 57, Spring 2011 are directly relevant to teaching the Olympics. PH 50, Autumn 2008 History Education in the 21st...
    Primary History and planning for teaching the Olympics - four curricular models
  • '...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust

      Teaching History article
    Maria Osowiecki's search for the right questions to frame her students' study of the Holocaust was driven initially by the proximity of her school to the site of Bergen-Belsen, and the particular interests and concerns of her students as members of British Forces families. But, as this article richly demonstrates,...
    '...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust
  • What Have Historians Been Arguing About... Histories of education – and society?

      Teaching History feature
    It is not emphasised enough that the progress of historiography often proceeds, not by historians arguing and then coming to some resolution, but simply by moving on. Historiography follows fashion, and subjects often exhaust themselves (for the time being)... A related issue is that of siloes. Historiography – academic writing generally...
    What Have Historians Been Arguing About... Histories of education – and society?
  • Primary History 40

      Journal
    05 Editorial 06 Primary Noticeboard 08 In My View: spotlight on HMS Victory and the Battle of Trafalgar — Rachel Rhodes 11 Pop-up history — Ondia Gillette 14 What is worth knowing in history? — Peter Vass 16 A history curriculum for the 21st century: From Russia With Love —...
    Primary History 40