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  • Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

      Article
    This unit contains complex concepts. It is distant from twentieth century life. The challenge is to understand power struggles between King and Parliament, a changing society and a religious upheaval. How do we interest students in religion when they live in a society in which religion takes a back seat?
    Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

  • Why Gerry likes history now: the power of the word processor

      Article
    Ben Walsh argues that many teachers of history completely miss the point of the word processor. Criticising those who use it merely for 'typing up' he reminds us that the purpose of the word processor, as with any other resource, is to teach good history. He analyses the types of...
    Why Gerry likes history now: the power of the word processor

  • New, Novice or Nervous? 173: including BME history in the curriculum

      The quick guide to the ‘no-quick-fix’
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll find something better: conversations in which history teachers have debated or tackled your problems – conversations which any history teacher...
    New, Novice or Nervous? 173: including BME history in the curriculum

  • Paris: 50 Years on from the Great War, 2 August 1964

      Historian article
    Just over 50 years ago, Chris Wrigley, a past President of the Historical Association, while a sixth-former, witnessed a highly significant historic re-enactment in Paris to mark the anniversary of the start of the Great War.
    Paris: 50 Years on from the Great War, 2 August 1964

  • ‘I need to know…’: creating the conditions that make students want knowledge

      Teaching History journal article
    Chloe Bateman recognised the value to her Key Stage 3 pupils of developing rich subject knowledge, but wanted to find a way of encouraging them to value that knowledge for themselves. In this article she explains how she provided that inspiration by setting her Year 7 class the challenge of...
    ‘I need to know…’: creating the conditions that make students want knowledge

  • Being ambitious with the causes of the First World War: interrogating inevitability

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Gary Howells asks hard questions about typical teaching and assessment of historical causation at Key Stage 3. Popular activities that may be helpful in addressing particular learning areas, or in teaching pupils to use the...
    Being ambitious with the causes of the First World War: interrogating inevitability

  • Book for the Literacy Hour

      Primary History article
    Jo Barkham reviews 'Asha in the Attic' written by Gill Howell and illustrated by Alan Marks.
    Book for the Literacy Hour

  • The Historian 4

      The magazine of the Historical Association
    Articles include: 3 Feature: The Great Fire of Westminster 1834 – Patrick Cormack 8 Local History: Archive Services in the Metropolitan Counties and in Greater London – Elizabeth Berry 12 Record Linkage: Cartoonists and the General Elections of 1945 and 1983 – Adrian Smith 16 Update: Parliament in the Middle Ages – Helen Jewell 20 Medals of...
    The Historian 4

  • Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

      Teaching History journal article
    Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
    Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

  • The Irish historians' role and the place of history in Irish national life

      Historian article
    The debate on the nation and its history is new to England; and there is, perhaps, a tendency to assume that what is new in England is new everywhere. In Ireland, the debate has been going on since the 1970s, fuelled by what is called ‘revisionism’; or rather, by a...
    The Irish historians' role and the place of history in Irish national life

  • ‘So why did they go into hiding?’ Anne Frank in her historical and social context

      Primary History article
    All too often Anne Frank becomes a symbol, used to show ‘the triumph of hope over evil’, even though she was killed during the Holocaust. Sometimes she is quoted utterly out of context to provide uplifting sentiments, or short phrases with redemptive messages.  What this lesson sets out to do...
    ‘So why did they go into hiding?’ Anne Frank in her historical and social context

  • Conducting the orchestra to allow our students to hear the symphony

      Journal article
    Alex Ford and Richard Kennett both welcome the renewed emphasis on knowledge within recent curriculum reforms in England, but are concerned about some of the ways in which the principle of a ‘knowledge-rich’ curriculum has been interpreted and transformed into particular pedagogical prescriptions. In this article they explain their reasons...
    Conducting the orchestra to allow our students to hear the symphony

  • Polychronicon 133: The Crusader States in the Levant

      Teaching History feature
    In my first Polychronicon article on ‘The Crusades' I pointed out that research historians are increasingly specialising either on the crusades themselves or on the crusader states. There are good reasons for this, but in my opinion it makes little sense for school or university teachers to treat these topics...
    Polychronicon 133: The Crusader States in the Levant

  • British Defence and Appeasement Between the Wars 1919-1939

      Classic Pamphlet
    Armed forces never exist in isolation, but always operate against a background of political, economic, social, cultural, intellectual and ideological conditions and attitudes, as well as in relation to diplomatic and strategic factors. Some governments regards their military forces especially their armies, more as instruments for maintaining internal order than...
    British Defence and Appeasement Between the Wars 1919-1939

  • Curriculum Planning: which non-European society might we offer at school?

      Primary History article
    A non-European society that provides contrasts with British history - one study. chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300. That's quite clear then - there's a choice between early Islam, Central America or...
    Curriculum Planning: which non-European society might we offer at school?

  • What can you tell about the Maya from a Spanish soldier?

      Primary History article
    This article focuses on the links between the Maya and Europe in the fifteenth and early sixteenth centuries, exploring the impact of the Spanish on the life and times of the Maya, as seen through the eyes of one man – Gonzalo Guerrero, who was shipwrecked off the Yucatan peninsula...
    What can you tell about the Maya from a Spanish soldier?

  • Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. This article is based on collaborative work between staff at a University department of educational studies and a comprehensive school. Ian Davies and Rob Williams reviews the status and meaning of interpretations in history education...
    Interpretations of History: Issues for Teachers in the Development of Pupils' Understanding

  • A Victorian deserter's family story: surviving a clash of loyalties

      Historian article
    More people than ever are seeking to trace their family histories. People can now sit at home and tap out in seconds from the  internet many of their family's previously unknown genealogical details. But what if a century or more ago one of your family had tried to cover his...
    A Victorian deserter's family story: surviving a clash of loyalties

  • Early Years: Learning about the Past through 'People Who Help Us'

      Article
    'People who help us’ is a popular learning theme in the Foundation Stage. It helps children develop their knowledge of the world around them and understand how they are part of a local and wider community. Aspects of this theme can also provide opportunities for children to develop their understanding...
    Early Years: Learning about the Past through 'People Who Help Us'

  • Right up my street: the knowledge needed to plan a local history enquiry

      Journal article
    Inspired by the claim that local history can be taught effectively ‘Any time, any place, anywhere’, Katharine Burn and Jason Todd took up the challenge of planning Key Stage 3 enquiries related to an unusual and diverse, but frequently neglected and often despised, corner of Oxford. They sought not merely...
    Right up my street: the knowledge needed to plan a local history enquiry

  • Triumphs Show 169: Using 360 VR Technology with the GCSE Historic Environment study

      Teaching History feature: celebrating and sharing success
    One of the biggest changes in the new GCSE specifications is the requirement for all students to undertake a study of the historic environment. Unsurprisingly the approach taken by the exam boards to this requirement varies widely. While some boards allow schools a free choice of site, others have decided...
    Triumphs Show 169: Using 360 VR Technology with the GCSE Historic Environment study

  • Primary history and the curriculum: a South African perspective

      Primary History article
    Please note: this article pre-dates the current National Curriculum and some content and links may be outdated. The issues surrounding the construction of a post-conflict history curriculum are complex. At its most basic level, the memory choice for a country emerging from mass violence is between remembering and forgetting, with...
    Primary history and the curriculum: a South African perspective

  • Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7

      Journal article
    Matt Jones wanted to harness the power of local history to help his students understand the profound social changes experienced across Britain in the first half of the twentieth century. While he hoped that the personal stories of six families in Birkenhead would help to humanise abstract concepts such as...
    Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7

  • Hosting teacher development at historical sites: the benefits for classroom teaching

      Journal article
    Many previous contributors to Teaching History have demonstrated the power of site visits to stimulate young people’s engagement and enrich their understanding of history. It is usually assumed, however, that the young people themselves will have the opportunity to visit the site in question – an assumption that cannot always...
    Hosting teacher development at historical sites: the benefits for classroom teaching

  • The Historian 3

      The magazine of the Historical Association
    Articles include: 3 Feature: Siecle des Lumieres – Hugh Dunthome 15 Record Linkage: Deltiology – Ian F. Imlay 19 Eyewitness: Letters from Lady Buchanan – Keith Wilson 22 Local History: American Local History through English Eyes – W.B. Stephens 26 Spotlight: Allen Brown's Normandy – Harry Challis 28 Personalia: Profile of Professor Wang Juefei 29...
    The Historian 3