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Teaching History 44
Journal
Editorial
Grade Criteria: opportunity or impending disaster? - R. Ben Jones
Domesday Book - past and present, John Fines and Jon Nichol
An Appreciation of Joe Hunt
Childwrite, Teresa Clark
Computer Update
The Teaching of Irish History in the Secondary School, Roger Swift
The Contributors
Town and Country in the...
Teaching History 44
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‘Its ultimate pattern was greater than its parts’
Teaching History journal article
Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the ‘hinterland’ of contextual knowledge and causal...
‘Its ultimate pattern was greater than its parts’
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Breaking the 20 year rule: very modern history at GCSE
Teaching History article
History is the study of the past; some of the past is more recent than a glance over many schemes of work might lead us to think. Chris Culpin makes the case for ignoring the 20 year rule and tackling head on – and, crucially, historically – the big issues...
Breaking the 20 year rule: very modern history at GCSE
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Teaching history through the use of story: Working with early years' practitioners
Primary History article
Please note: this article pre-dates the current National Curriculum and some content and links may be outdated. For more current and recent articles see Using stories to support history in the EYFS and Time for a story.
In this article we argue that children in the Foundation Stage should be introduced to history as historical...
Teaching history through the use of story: Working with early years' practitioners
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Combating a Cook-centric past through co-curricular learning
Teaching History article
Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of Discovery
Paula Worth presents in this article a means of challenging students' tendency to generalise even when they know that they should not. How can we encourage our students...
Combating a Cook-centric past through co-curricular learning
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‘Compressing and rendering’: using biography to teach big stories
Teaching History article
In principle, Rachel Foster had long been aware of the value of creating an interplay between depth and overview across the history curriculum. But in practice, as she acknowledges here, she had tended to shy away from telling outline stories that encompassed a big chronological or geographical range. Recognising the...
‘Compressing and rendering’: using biography to teach big stories
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Why stop at the Tudors?
Primary History article
When deciding to teach the topic of Benin to my Year 5 pupils I was somewhat daunted by the fact that I had never taught it before, and I was determined that it be a meaningful experience which benefited their narrative, chronological and historical skills-based understanding of the subject. I was...
Why stop at the Tudors?
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Teachng History 40
Journal
Editorial 2
`On Monday I Took Back the Armour and the Video's, Ross Lee and Richard Davis 3
Committed Historiography and History Teaching in Nigerian Secondary Schools, Noel A. Ihebuzor 8
Report: Historical Consciousness and Identity, Charles Hannam 11
The European Dimension and German History, T.C. Lewis 12
Outstanding History...
Teachng History 40
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Year 7 use oral traditions to make claims about the rise and fall of the Inka empire
Teaching History article
As part of her department’s effort to diversify the history curriculum, Paula Worth began a quest to research and then shape a lesson sequence around the Inkas. Her article shows how she allowed the new topic and its historiography to challenge and extend her own use of sources, particularly oral tradition....
Year 7 use oral traditions to make claims about the rise and fall of the Inka empire
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What’s The Wisdom On... Extended Reading
Teaching History feature
Why, in a history lesson (or out of a history lesson; let’s say, for a homework perhaps) might we want pupils to read more than a paragraph, to stay with the text, to actually read? We don’t mean plucking facts from information boxes, nor ploughing through four comprehension questions. We...
What’s The Wisdom On... Extended Reading
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Elizabethan times: Just banquets and fun?
Primary History article
Although much of the Key Stage 2 history curriculum relates to the period before 1066, we are expected to include 'a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066' (DfE, 2013,p.5)
This raises two questions:a) How can a post-1066 topic be related...
Elizabethan times: Just banquets and fun?
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The Historian 120: The calm before the storm? The World in 1913
The magazine of the Historical Association
5 Editorial
6 The Romanov Tercentenary: nostalgia versus history on the eve of the Great War - Catherine Merridale (Read Article)
12 The world in 1913: friendly societies - Daniel Weinbren (Read Article)
17 The President's Column
18 Franz Ferdinand - Ian F. W. Beckett (Read Article)
23 Round About A...
The Historian 120: The calm before the storm? The World in 1913
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The hidden crisis in GCSE History
Teaching History article
Joining the debate launched in the last edition, John Dixon argues that in relation to competing subjects, history has become harder. He believes that this could be reviewed without loss of standards. He highlights what he sees as a perverse situation of conflicting trends: on the one hand, practice in...
The hidden crisis in GCSE History
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Why are there so many ‘mummies’ in Western museums?
Primary History article
Richard Harris invites us to consider how the teaching of ancient Egypt can be decolonised by considering non-Western perspectives. The article provides a fascinating viewpoint on this popular period of history and shares examples of how this can be explored with children.
One of the joys of working in history...
Why are there so many ‘mummies’ in Western museums?
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The Historian 74: The Uses of History in the 21st Century
Article
Featured articles:
6 The Uses of History In The Twenty First Century - Marjorie Reeves (Read article)
11 Thomas Parkinson, the Hermit of Thirsk - Frank Bottomley (Read article)
17 The Urban Working Classes in England 1880-1914 - Eric Hopkins (Read article)
25 Bertrand Russell’s Role in the Cuban Missile...
The Historian 74: The Uses of History in the 21st Century
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How to make a toy museum
Primary History article
Making a museum in your setting or classroom is easy and children can learn all kinds of historical skills as well as developing their mark making and writing. Tees Valley Museums are a consortium of seven venues across the Tees Valley. Together they have created online support to develop a museum...
How to make a toy museum
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Year 7 use musical language to think about King John
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
As an enthusiastic musician, Alison Meikle is always looking for ways to use music in the history classroom. While Teaching History has seen plenty of articles on using musical sources as evidence (e.g. Mastin in Teaching...
Year 7 use musical language to think about King John
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History's big picture in three dimensions
Historian article
More and more historians, from diverse political viewpoints, are now expressing concern at the fragmentation of history, especially in the schools curriculum. The fragmentation of the subject has followed upon the collapse of sundry Grand Narratives, such as the ‘March of Progress', which once swept all of history into a...
History's big picture in three dimensions
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Beyond slavery
Teaching History article
Influenced by her own experiences, preliminary research, and recent political events, Teni Oladehin sought to thoroughly review how Black history was introduced to her students at Key Stage 3. In particular, she aimed to introduce Black history with an ‘authentic’ narrative which brought Black agency into the foreground. In this article, Oladehin shows how an enquiry on the significance of Mansa Musa both...
Beyond slavery
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Teaching about ‘these islands’ since 1066
Primary History article
This article builds on an earlier publication in Primary History Issue 89 which considered the history of ‘these islands’ before 1066 in the primary history curriculum. Both articles address the first aim of the National Curriculum which indicates that children should:
know and understand the history of these islands as...
Teaching about ‘these islands’ since 1066
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"Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past
Teaching History article
What should pupils know and understand as a result of their historical studies? This question is much in the news currently and too often quickly posed and glibly answered. In this article, Jonathan Howson poses this problem in the light of an ongoing research tradition that has sought complex answers...
"Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past
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Decolonising sources: helping Year 9 pupils critically evaluate colonial sources
Teaching History article
Danielle Donaldson’s history department was already working within a professional culture that sought opportunities for making the history curriculum diverse and representative. Responding to wider debates within and beyond the history education community, however, the department began to ask fresh questions about what it meant to decolonise a curriculum. Donaldson...
Decolonising sources: helping Year 9 pupils critically evaluate colonial sources
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Triumphs Show 140: leading a school re-enactment group
Teaching History feature
Who would true valour see...let him (or her) lead a school re-enactment group
While many teachers may have called on the services of historical re-enactors to inspire their students and create a living sense of the past, few have taken on the challenge of establishing their own historical re-enactment group....
Triumphs Show 140: leading a school re-enactment group
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Teaching History 91: Evidence and Interpretation
Journal
The uses of sources in History, The evidence sandwich, Teaching Pupils to analyse cartoons, shared stories and a sense of place, Working with sources, interpretations of history and much more...
The use of sources in History- Tony McAleavy
The evidence sandwhich - Margaret Mulholland (Read article)
Teaching pupils to analyze...
Teaching History 91: Evidence and Interpretation
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Creativity, Imagination, and Fun in Primary History
Primary History article
Please note: this article pre-dates the current National Curriculum and some content, references and links are outdated.
Tim Lomas describes a variety of learning activities that primary schools children enjoy.
Creativity, Imagination, and Fun in Primary History
