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  • Broadening and deepening narratives of Benin for Year 8

      Teaching History article
    Josh Garry describes his effort to refresh his approach to teaching the British transatlantic slave trade. Drawing on reading, lectures and discussions during an Historical Association Teacher Fellowship programme, Garry built a sequence of lessons designed to contextualise the trade while showing African agency and complexity. The result was a sequence...
    Broadening and deepening narratives of Benin for Year 8

  • Kristallnacht

      Historian article
    Why Reichskristallnacht? In The Third Reich Michael Burleigh writes: ‘We should be cautious in seeing spontaneity where frequency suggests instigation from a central source.' He comments on ‘a dialectic between "spontaneous" grassroot actions and "followup" state sponsored measures.' These remarks relate to 1935, the time of the Nuremberg Laws [the...
    Kristallnacht

  • Anatomy of enquiry: deconstructing an approach to history curriculum planning

      Teaching History article
    It is almost 20 years since Michael Riley first invited Key Stage 3 history teachers to ‘choose and plant’ their enquiry questions. Many members of the history education community have taken up that invitation, making use of overarching enquiry questions to structure students’ learning. But what is meant by enquiry...
    Anatomy of enquiry: deconstructing an approach to history curriculum planning

  • Neville Chamberlain: Villain or Hero?

      Historian article
    Perhaps no other British figure of the twentieth century has been as vilified or as celebrated as Neville Chamberlain, the British Prime Minister from 1937 to 1940. In 1999, a BBC Radio 4 poll of prominent historians, politicians and commentators rated Chamberlain as one of the worst Prime Ministers of...
    Neville Chamberlain: Villain or Hero?

  • Nazi aggression: planned or improvised?

      Historian article
    Read more like this: Nazism and Stalinism Fascism in Europe 1919-1945 Kristallnacht Anti-semitism and the Holocaust The Coming of War in 1939 Political internment without trial in wartime Britain Neville Chamberlain: villain or hero? The Mechanical Battle of Britain Since the 1960s, there have been two main schools of thought...
    Nazi aggression: planned or improvised?

  • Teaching History 145: Narrative

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Lynda Abbott and Richard S Grayson - Community engagement in local history: a report on the Hemel at War project (Read article) 14 Paul Barrett - ‘My grandfather slammed the door in Winston Churchill's face!' using family history to provoke rigorous enquiry (Read...
    Teaching History 145: Narrative

  • Building Key Stage 5 students’ analysis of interpretations

      Article
    Students of A-level history are required to analyse and evaluate historical interpretations. Samuel Head found limitations in his Year 13 students’ understanding of how and why historians arrive at differing interpretations, which impeded their ability to analyse them. He set about tackling this with carefully sequenced planning and a processual model...
    Building Key Stage 5 students’ analysis of interpretations

  • Real Lives: A German captain’s perspective on the end of WWI

      Historian feature
    Our series ‘Real Lives’ seeks to put the story of the ordinary person into our great historical narrative. We are all part of the rich fabric of the communities in which we live and we are affected sto greater and lesser degrees by the big events that happen on a daily...
    Real Lives: A German captain’s perspective on the end of WWI

  • Exploring diversity at GCSE

      Teaching History article
    Having already reflected on ways of improving their students' understanding of historical diversity at Key Stage 3, Joanne Philpott and Daniel Guiney set themselves the challenge of extending this to post-14 students by means of fieldwork activities at First World War battlefields sites. In addition, they wanted to link the study...
    Exploring diversity at GCSE

  • India and the British war effort, 1939-1945

      Historian article
    India was vital as a source of men and material for the British in the Second World War, despite the constitutional, social and economic issues which posed threats to its contribution. Leo Amery, Secretary of State for India 1940-5, wrote to Churchill, 8 April 1941: ‘My prime care had naturally...
    India and the British war effort, 1939-1945

  • Out and about in Cromford Mill, Lea Mills and the Lumsdale Valley

      Historian feature
    Cromford Mill, one of the best known, and the Lumsdale Valley, one of the least known of the early industrial sites, are linked today by being managed by the Arkwright Society. They have also been the subject of a recent BBC1 programme in a series: ‘Britain's Hidden Heritage'. They are...
    Out and about in Cromford Mill, Lea Mills and the Lumsdale Valley

  • Henry VIII

      Classis Pamphlet
    What shall we think of Henry VIII? However that question has been or may be answered, one reply is apparently impossible. Not even the most resolute believer in deterministic interpretations of history seems able to escape the spell of that magnificent figure; I know of no book on the age...
    Henry VIII

  • 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

  • The International Journal Volume 10 Number 1

      Journal
    International Journal of Historical Learning, Teaching and Research Volume 10, Number 1 - Summer 2011. Editorial    Jean Pierre Charland, Marc-Andre Ethier,Jean Francois Cardin  History Written on Walls: a study of Quebec High School Students' historical consciousness   Michelle J. Bellino and Robert L. Selman High School Students' Understanding of Personal Betrayal...
    The International Journal Volume 10 Number 1

  • Triumphs Show: Embracing scholarship to guide Year 7 on an exploration of the Silk Roads

      Teaching History feature
    It has been the same for history teachers all over the country: the dramatic shift in perspective after reading Peter Frankopan’s The Silk Roads. Frankopan’s groundbreaking scholarship transported me to distant lands. His book introduced me to cultures and civilisations previously unknown. I wanted my pupils to venture along the same...
    Triumphs Show: Embracing scholarship to guide Year 7 on an exploration of the Silk Roads

  • Real Lives: Alice Daye: mother of the English book trade

      Historian feature
    Our series ‘Real Lives’ seeks to put the story of the ordinary person into our great historical narrative. We are all part of the rich fabric of the communities in which we live and we are affected to greater and lesser degrees by the big events that happen on a daily...
    Real Lives: Alice Daye: mother of the English book trade

  • What’s the wisdom on… Interpretations of the past

      Teaching History feature
    How often do your pupils actually look at the products of historians – their scholarly writing, their debates, their to-and-fro of argument? What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of...
    What’s the wisdom on… Interpretations of the past

  • The London Charterhouse

      Historian article
    Four hundred years ago, in 1611, Thomas Sutton was reputed to be the wealthiest commoner in England but he was nearing the end of his life. He had been a financier and he was formerly the Master of Ordnance in the Northern Parts. He decided to take up good works...
    The London Charterhouse

  • What Have Historians Been Arguing About... the consequences of the industrial revolution

      Teaching History feature
    The British industrial revolution stands out as a pivotal moment in human history. Its timing, causes and consequences have all been major topics of historical enquiry for well over one hundred years. Many of the great Victorian commentators – Engels, Dickens, Blake to name a few – who lived through...
    What Have Historians Been Arguing About... the consequences of the industrial revolution

  • Harnessing the power of community to expand students’ historical horizons

      Teaching History article
    Many history teachers will already be familiar with ‘meanwhile, elsewhere...’, a website offering freely downloadable homework resources on individuals, events and developments in world history. In this article the website’s creators, Richard Kennett and Will Bailey-Watson, set out a curricular rationale for the project. They argue that using homework tasks...
    Harnessing the power of community to expand students’ historical horizons

  • Teaching History 142: Experiencing History

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Rachel Foster - Passive receivers or constructive readers? Pupils' experiences of an encounter with academic history (Read article) 14 Lindsay Cassedy, Catherine Flaherty and Michael Fordham - Seeing the historical world: exploring how students perceive the relationship between historical interpretations (Read article) 22...
    Teaching History 142: Experiencing History

  • 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

  • Diagrams in History

      Historian article
    One of the gifts of the social sciences to history is the use of expository diagrams; but attention is rarely given to the history of diagrams. Maps - schematized representations of locations in spatial relation to one another - can be dated back to Babylonia in the late third millennium...
    Diagrams in History

  • Teaching History 141: The Holocaust edition

      The HA's journal for secondary history teachers
    02 Editorial  03 IOE editorial  04 HA Secondary News  05 David Waters - Berlin and the Holocaust: a sense of place? (Read article) 11 Ian Phillips - A question of attribution: working with ghetto photographs, images and imagery (Read article) 18 Triumphs show: Using family photos to bring the diversity of Jewish...
    Teaching History 141: The Holocaust edition

  • Nazi perpetrators in Holocaust education

      Teaching History article
    The Holocaust is often framed, in textbooks and exam syllabi, from a perpetrator perspective as a narrative of Nazi policy. We are offered a different orientation here. Interrogating and understanding the Holocaust involves understanding why the people who perpetrated the Holocaust did the things that they did. As Wolf Kaiser...
    Nazi perpetrators in Holocaust education