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Cunning Plan... for teaching about climate change through the history curriculum
Teaching History feature
Is this climate change lesson geography or history, Miss?
When thinking about teaching climate change in schools we often associate it with subjects like geography or even science, but we hardly think about history. And yet, history has as much claim on this topic as other subjects do, especially when...
Cunning Plan... for teaching about climate change through the history curriculum
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Roald Dahl and the Lost Campaign
Historian article
Following the successful filming of his book ‘Charlie and the Chocolate Factory’, Roald Dahl has an international reputation as a children’s writer. There is, however, a macabre dimension to his writing underlined by his successful TV series ‘Tales of the Unexpected’. Dark episodes in Dahl’s highly successful career touched his...
Roald Dahl and the Lost Campaign
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What time does the tune start? From thinking about 'sense of period' to modelling history at Key Stage 3
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
A ‘sense of period' is the contextual backdrop to the study of any aspect of history. As experienced historians, we tend to take for granted both our structural map of the past and our rich...
What time does the tune start? From thinking about 'sense of period' to modelling history at Key Stage 3
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The Historian 53: Queen Victoria
The magazine of the Historical Association
Featured articles:
Queen Victoria - Dorothy Thompson (Read article)
The Era of Dictators Reconsidered - Kenneth Thomson (Read article)
The Military Historian and the Western Front - Ian Beckett
The Migration of Indians to Guiana and Surinam - Ananda Dulal Sakar (Read article)
Open the attachment below to read the...
The Historian 53: Queen Victoria
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The Historian 11
The magazine of the Historical Association
3 Feature: Sultan Süleyman's Marred Magnificence, John D. Norton
10 Prospect: History of Education at the Crossroads, Richard Aldrich
14 Personalia: Martin Booth and Keith Robbins
16 Reports: History at the Universities Defence Group and History at the Polytechnics
17 Portfolio Piece: John Hancock and the Declaration of Independence, John...
The Historian 11
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Balderstone St Leonard’s CE Primary School: our journey to the Quality Mark Gold Award
Primary History article
Kate Turner provides a fantastic insight into the way in which their school has achieved the Gold Standard Quality Mark. She demonstrates both the overarching themes that underpin the history curriculum in the school but also their sensitivity to ethnic and cultural diversity, the rich opportunities gained through engaging with...
Balderstone St Leonard’s CE Primary School: our journey to the Quality Mark Gold Award
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Teaching History 124: Teaching the most able
The HA's journal for secondary history teachers
06 Expertise in its development phase: planning for the needs of gifted adolescent historians – Deborah Eyre (Read article)
09 Duffy’s devices: teaching Year 13 to read and write – Rachel Ward (Read article)
17 Mussolini’s missing marbles: simulating history at GCSE – Arthur Chapman and James Woodcock (Read article)...
Teaching History 124: Teaching the most able
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Doing history in the early years and foundation stage
Article
Please note: This article pre-dates the current National Curriculum and some content and references may be outdated.
Introducing the youngest children to the concept of history can be a challenging prospect for some foundation stage practitioners, particularly if they feel their experience of the subject has been limited or their own memories of...
Doing history in the early years and foundation stage
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Why history teachers should not be afraid to venture into the long eighteenth century
Teaching History article
As ardent advocates of eighteenth-century history, Rhian Fender and Stephen Ragdale were determined to ensure that the period found a secure place within their department’s Key Stage 3 curriculum. Given the extraordinary range of contrasts that epitomise the long eighteenth century, and only ten lessons within which to explore them,...
Why history teachers should not be afraid to venture into the long eighteenth century
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Bringing an information text to life: Pets in the Blitz
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Editorial comment: The in-service course had focused on how to read information texts in a stimulating, engaging and intellectually rewarding way, and how to take Bruner's concept of transforming information from one mode to another...
Bringing an information text to life: Pets in the Blitz
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Scheme of Work: Significant Individuals at Key Stage 1: Ibn Battuta
Primary Scheme of Work, Key Stage 1 History (unresourced)
The history programme of study for Key Stage 1 requires pupils to be taught about: 'The lives of significant individuals in the past who have contributed to national and international achievements, some of whom should be used to compare aspects of life in different periods.'
In this unit, children are...
Scheme of Work: Significant Individuals at Key Stage 1: Ibn Battuta
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Polychronicon 140: Why did the Cold War End?
Teaching History feature
The end of the Cold War is a controversial subject. Contemporary analysts did not see it coming. Any explanation of its ending which seeks to build up a network of causation will therefore be forced to make arguments based on events whose significance was not necessarily seen at the time....
Polychronicon 140: Why did the Cold War End?
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Chatting about the sixties: historical reasoning in essay-writing
Teaching History article
An article about essay writing may not seem the most obvious choice for an issue of Teaching History devoted to creative thinking. Yet, as Christine Counsell so richly demonstrated in her work on analytical and discursive writing, the process of crafting an argument is a highly complex and creative challenge....
Chatting about the sixties: historical reasoning in essay-writing
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Building new futures by rewriting the past: how operas have recreated history
Historian article
Simon Banks investigates how the past has been presented in European opera, revealing intriguing insights into the development of the modern world.
The way a civilisation views its past shapes the way it acts in the present. Over the 400-year history of opera, opera plots have re-told, re-invented and re-evaluated...
Building new futures by rewriting the past: how operas have recreated history
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The Historian 10
The magazine of the Historical Association
3 Feature: Henry Vll's Dynastic Hieroglyphs, Sydney Anglo
10 Local History: Industrial Archaeology, Marilyn Palmer
14 Westminster Diary: The Importance and Content of History Teaching, Ralph Dauis
15 Update: Chartism, Peter Searby
19 Report: History and Higher Education, Michael Biddiss
21 Personalia: Profile of Henry Loyn
31 Spotlight: Malmesbury, Nigel...
The Historian 10
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‘But they just sit there’: using objects as material culture with Year 8
Teaching History article
Having specialised in the history of material culture during her degree, Gabriella West was struck by the dismissive attitude of her pupils towards the study of material objects from the past. She therefore set out to find the perfect object through which to induct her Year 8 pupils into the history...
‘But they just sit there’: using objects as material culture with Year 8
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Secular acts and sacred practices in the Italian Renaissance church interior
Historian article
Joanne Allen reveals a fundamental structural and architectural development in Italian churches in the Renaissance era, demonstrating that careful observation of structures and archives can substantially inform our appreciation of all church buildings.
In the opening to The Decameron (c. 1350), Boccaccio described how the ten young people who would become storytellers...
Secular acts and sacred practices in the Italian Renaissance church interior
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Ensuring Gypsy, Roma and Traveller children do not feel unseen in the history classroom
Teaching History article
Richard Kerridge and Helen Snelson present a brief sequence of lessons using the life of the Gypsy woman Mary Squires as a way into the changes of industrialising Britain. More significantly, they also present a compelling rationale for why history teachers should be slotting in the stories of Gypsy, Roma...
Ensuring Gypsy, Roma and Traveller children do not feel unseen in the history classroom
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What they think they know: the impact of pupils' preconceptions on their understanding of historical significance
Teaching History article
Robin Conway suspected that his students’ concepts of the significance of different aspects of historical periods was affected by the preconceptions that they brought to his lessons. These preconceptions were leading his students into making unhistorical judgments, without any real understanding on their part of what had affected their thinking....
What they think they know: the impact of pupils' preconceptions on their understanding of historical significance
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Sutton Hoo - Classroom archaeology in the digital age
Primary History case study
Please note: this article pre-dates the 2014 National Curriculum and some content and links may be outdated.
The class had composed its Anglo-Saxon funeral poem for Raedwald, an Anglo-Saxon king, https://en.wikipedia.org/wiki/R%C3%A6dwald_of_East_Anglia, the high king or Bretwalda of all seven Anglo-Saxon kingdoms in the early seventh century as well as being King...
Sutton Hoo - Classroom archaeology in the digital age
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History, artefacts and storytelling in the 2011 primary curriculum
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
This article will argue that although history can seem a ‘hard' discipline for young children, it can be made accessible and exciting through telling stories about objects. The article does not contain advice about obtaining objects:...
History, artefacts and storytelling in the 2011 primary curriculum
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A view from the KS1 classroom - investigating an artefact
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
In the autumn of 2009 I saw some of the Anglo-Saxon Staffordshire Hoard on display at Birmingham Museum and Art Gallery, and stood in awe at the skills of the craftsmen. Reminded so vividly of the...
A view from the KS1 classroom - investigating an artefact
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The Historian 9
The magazine of the Historical Association
3 Feature: The Past's Living Voice: Coinage as Media, Harold Mattingly
10 Update: Trade Unions in Britain 1875-1939, Chris Wrigley
24 Personalia: Profile of Arthur M. Schlesinger Jr
27 Spotlight: Bangor
The Historian 9
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Primary History 36: Through the viewfinder
The primary education journal of the Historical Association
3 Editorial
4 Primary Noticeboard
6 In My View: ‘History at Three. Over my Dead Body!’ – Hilary Cooper
8 Optional Assessment Materials for History at Key Stage 2 – Elin Jones
10 History co-ordinators’ dilemmas: Tim Lomas and Keith Dickson
12 A Load Of Rubbish: Using Victorian throwaways in...
Primary History 36: Through the viewfinder
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Coherence in primary history: How can we get children to see that their history links up?
Primary History article
No teacher ever wants to claim that their history curriculum is incoherent. All schools want to have a curriculum that is logically ordered and consistent, that has clarity and that holds together. It is easy to assume that how we see this coherence as adults must also translate to the...
Coherence in primary history: How can we get children to see that their history links up?
