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  • Pipes's punctuation and making complex historical claims

      Teaching History article
    Long, unreadable sentences in her students' essays led Rachel Foster to improve her post-16 students' punctuation. Her journey resulted, however, in more than improved punctuation. It led her to theorise what historians are really doing in their ‘signpost sentences'. She found herself showing students how an academic historian anticipates a chunk of argument in a single, well-turned, opening sentence. Foster created an intervention in which students...
    Pipes's punctuation and making complex historical claims
  • The Harkness Method: achieving higher-order thinking with sixth-form

      Teaching History article
    Hark the herald tables sing! Achieving higher-order thinking with a chorus of sixth-form pupils On 9 April 1930, a philanthropist called Edward Harkness donated millions of dollars to the Phillips Exeter Academy in the USA. He hoped that his donation could be used to find a new way for students to sit around a table...
    The Harkness Method: achieving higher-order thinking with sixth-form
  • Teaching History 159: Underneath the essay

      The HA's journal for secondary history teachers
    02 Editorial 03 Secondary News 04 HA Update 08 Pipes's punctuation and making complex historical claims: how the direct teaching of punctuation can improve students' historical thinking and written argument - Rachel Foster (Read article) 14 Triumphs Show: teaching paragraph construction - Kirstie Murray (Read article) 16 New, Novice or Nervous? 3 decades of...
    Teaching History 159: Underneath the essay
  • Teaching History 158 - A Grounding in History

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 HA Update 08 Andrew Stacey-Chapman - From a compartmentalised to a complicated past: developing transferable knowledge at A-level (Read article) 16 Cunning Plan: teaching about the history of the UK Parliament - Tony McConnell (Read article) 18 Dominik Palek - 'What exactly is parliament?'...
    Teaching History 158 - A Grounding in History
  • Move Me On 158: Modelling tasks

      Teaching History feature
    This issue's problem: Arthur Wellesley is struggling to model tasks effectively for students. Arthur has made a positive start to his training, but remains rather nervous in the classroom. He recognises the importance of well-planned lessons and his outline plans generally have a clear, logical structure. His mentor thinks that he...
    Move Me On 158: Modelling tasks
  • Help! I am a new co-ordinator: when should I do what?

      Primary History article
    It would be pleasant to give an easy answer and produce a recommended calendar for all co-ordinators. The problem is that every school is different, the roles and expectations of co-ordinators vary and some years are different to others. Some co-ordinators have time to fulfil roles like observing colleagues. Some...
    Help! I am a new co-ordinator: when should I do what?
  • Primary History 69

      The primary education journal of the Historical Association
    04 Editorial 05 HA Primary News 06 Using ‘Development Matters' to plan learning for history in the Foundation stage - Helen Crawford (Read article) 08 Assessment and Progression without levels: where do we go from here? Jerome Freeman (Read article) 14 From Home to the Front: World War I (1914-18)...
    Primary History 69
  • The Historian 124: Friend or Foe?

      The magazine of the Historical Association
    4 Reviews 5 Editorial 6 An interview with Linda Colley (Watch the interview) 11 The President's Column 12 Friend or foe? Foreigners in England in the later Middle Ages - Mark Ormrod (Read Article) 18 Daniel Defoe, public opinion and the Anglo-Scottish Union - Ted Vallance (Read Article) 23 Memorial...
    The Historian 124: Friend or Foe?
  • Teaching History 175: Out now

      24th June 2019
    The effort to discern hidden voices is intrinsic to the integrity of historical practice. The professional historian poring over primary sources strives to establish who can be heard in any text or artefact, which voices are being inadvertently favoured or what light further voices might shed on the question in...
    Teaching History 175: Out now
  • Daniel Defoe, public opinion and the Anglo-Scottish Union

      Historian article
    There is a tendency to represent Daniel Defoe as a novelist and satirical journalist who was at one point placed in the London stocks as a punishment. Ted Vallance's article broadens our perspective to appreciate Defoe's activities as a propagandist in both England and Scotland... The September 2014 referendum on...
    Daniel Defoe, public opinion and the Anglo-Scottish Union
  • Lord North: The Noble Lord in the Blue Ribbon

      Classic Pamphlet
    In the last weeks of his life Lord North, we are told, expressed anxiety about his place in history - ‘how he stood and would stand in the world'. This, he owned, ‘might be a weakness, but he could not help it'. It was a weakness one suspects that he...
    Lord North: The Noble Lord in the Blue Ribbon
  • The British General Strike 1926

      Classic Pamphlet
    ‘The General Strike is a challenge to Parliament and is the road to anarchy and ruin.' (Stanley Baldwin, Prime Minister, 6th May 1926). ‘The General Council does not challenge the Constitution ... the sole aim of the Council is to secure for the miners a decent standard of life. The Council...
    The British General Strike 1926
  • The End of Colonial Rule in West Africa

      Classic Pamphlet
    The dissolution of colonial empires since the Second World War is a major theme of contemporary history, and one which will challenge historians for many years to come. There are still sharp disagreements as to how this change should be described. European scholars tend to use the term ‘decolonization' (at...
    The End of Colonial Rule in West Africa
  • King Charles I

      Classic Pamphlet
    The principles involved in the great religious and constitutional conflicts of the seventeenth century are so important to us today, that it seems desirable on the occasion of the present tercentenary to lay before the members of the Historical Association some means of examining and re-examining their views on the...
    King Charles I
  • Memorial Oaks at Wolsingham School

      Historian article
    Our World War I commemorative series continues with Robert Hopkinson's introduction to what the Imperial War Museum believes is the oldest war memorial in Britain. Wolsingham School and Community College, in Weardale, County Durham, celebrated its 400th anniversary in 2014. As part of the celebrations, there was an exhibition, a...
    Memorial Oaks at Wolsingham School
  • Primary History 68

      The primary education journal of the Historical Association
    The range of articles in this edition as ever cover discreet methodology, subject knowledge enhancement and areas of innovation set within the context of excellence in the classroom. The inclusion of the Mayan and Indus Valley civilisations will hopefully encourage teachers to look at the rich source of learning to...
    Primary History 68
  • Ideas for Assemblies: Lest we forget

      Primary History feature
    Over the next three editions of Primary History our assemblies pages will be linked to the theme of commemorating the First World War. We have found that while many teachers wish to remember these events in school, they are unsure how to approach the subject with primary aged children. It...
    Ideas for Assemblies: Lest we forget
  • The Coming of War in 1939

      Classic Pamphlet
    I. The Legacy of VersaillesThe Outbreak of a second world war on 1 September 1939 might have been expected to produce in due course a great controversy on ‘war guilt'. But there has been nothing comparable with the debate which took place during the 1920s on the 1914 issues. The angel...
    The Coming of War in 1939
  • Move Me On 156: Assessment for Learning

      Teaching History feature
    This issue's problem: Fred North treats ‘Assessment for Learning' as though it is a bolt-on extra unconnected to his learning objectives Fred is an enthusiastic trainee who has generally made a good impression on students and colleagues over the course of his first term. He has been determined to establish a...
    Move Me On 156: Assessment for Learning
  • Polychronicon 156: The transnational history of the First World War

      Teaching History feature
    With the publication in 2014 of the Cambridge History of the  First World War, we enter a new transnational phase in the historical understanding of the conflict. The reasons why this change has come about are evident. The first is that there are more transnational historians writing the history of...
    Polychronicon 156: The transnational history of the First World War
  • Francis I and Absolute Monarchy

      Classic Pamphlet
    Francis I of France reign lasted for more than thirty years and coincided with movements as significant as the Renaissance and the Reformation. Text-books are apt to gloss over the domestic history of France before the outbreak of the Wars of Religion and convey the impression that Francis was more...
    Francis I and Absolute Monarchy
  • Sir Francis Dent and the First World War

      Historian article
    Not your typical soldier, not your typical service The term ‘citizen soldier' evokes a particularly powerful image in Britain. The poignant histories of the ‘Pals' Battalions' cast a familiar, often tragic shadow over the popular memory of the First World War. Raised according to geographical and occupational connections, names such...
    Sir Francis Dent and the First World War
  • Oliver Cromwell 1658-1958

      Classic Pamphlet
    Ever since the death of Oliver Cromwell 300 years ago his reputation has been the subject of controversy. The royalist view of him was expressed by Clarendon: "a brave bad mad," an ambitious hypocrite. This interpretation was supported by many former Parliamentarians: Edmund Ludlow regarded Cromwell as the lost leader...
    Oliver Cromwell 1658-1958
  • Primary History 67

      The primary education journal of the Historical Association
    04 Editorial 05 HA Primary News 06 Why stories? Hilary Cooper (Read article) 08 Chronology: developing a coherent knowledge and understanding of Britain's past and of the wider world - Hilary Cooper (Read article) 16 Teaching ancient Egypt - Karin Doull (Read article) 22 Ideas for Assemblies: significant women in...
    Primary History 67
  • Move Me On 155: Historical Intepretation vs. Opinion

      Teaching History feature
    This issue's problem: Helena Swannick tends to treat differences between historical interpretations simply as matters of opinion. Helena Swannick is a career changer who has decided to come into teaching after many years' working in human resources and some time at home caring for two young children. Her degree was a...
    Move Me On 155: Historical Intepretation vs. Opinion