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Move Me On 176: worried about how to deal with his own dyslexia in the classroom
The problem page for history mentors
Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
Move Me On 176: worried about how to deal with his own dyslexia in the classroom
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The Historian 5
The magazine of the Historical Association
Articles include:
3 Presidential Lecture: Hardly Any Women At All – Irene Collins
9 Local History: Married Women – Helen Meller and Margaret Gerrish
11 The Battle of Nevilles Cross – John Rhodes
12 Update: Russia, 1855-1917 – R.B. McKean
16 Personalia: Profile of Donald Read
35 Spotlight: Leeds
The Historian 5
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Talk to your inspector: making the most of your history inspection
Teaching History article
Scott Harrison gives the official view on what history teachers can expect from an OFSTED inspection. He emphasises the need to communicate, as fully as possible, the department's rationale underlying all professional practice. This is essential if the inspector is to analyse the reasons why standards are as they are....
Talk to your inspector: making the most of your history inspection
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Ants and the Tet Offensive: teaching Year 11 to tell the difference
Article
The history department at Morpeth School in East London has improved performance at GCSE. The department has also done something unusual: it has abandoned coursework. This might seem a surprising decision but the rationale is interesting and clear. Arguably, the fundamental examination skills are identical to those needed for coursework...
Ants and the Tet Offensive: teaching Year 11 to tell the difference
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Achieving progression from the GCSE to AS
Teaching History article
As the new specifications [as we must all learn to call them] arrive in schools and colleges, we must all grapple with the concept of a new qualification - a new AS representing an intermediate standard. What does AS involve? In what ways does it represent progression from GCSE? Angela...
Achieving progression from the GCSE to AS
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'I've been in the Reichstag': Rethinking roleplay
Teaching History article
Ian Luff constructs a rationale for the use of drama, practical demonstration and roleplay in pupils' learning. He follows this with a wealth of practical examples and detailed advice based on his own professional experience and his experience in running training sessions for other teachers. His analysis of the value...
'I've been in the Reichstag': Rethinking roleplay
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Primary History 30: Discovering the past
The primary education journal of the Historical Association
3 Editorial – Penelope Harnett
3 Primary Noticeboard – Tim Lomas
4 How do we ensure really good local history in primary schools? – Tim Lomas (Read article)
7 Research the history of the fire service in the local community – Jayne Pascoe (Read article)
10 Children, the internet and...
Primary History 30: Discovering the past
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The ideological contribution of 'The Times' in favour of motherhood in Great Britain between 1910–1920
Historian article
During the early years of the twentieth century, the New Liberals spread a political ideology which was much closer to socialism than to Victorian liberalism. Indeed, they preached State intervention in favour of social welfare, national prosperity and imperialistic strength; that social policy which logically required extra care and increased...
The ideological contribution of 'The Times' in favour of motherhood in Great Britain between 1910–1920
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Triumphs Show 121: 60th Anniversary commemoration of the end of WWII
Teaching History feature
It’s early July 2004, and the history department of Harrogate Grammar School are chatting in the staff room enjoying a bit of spare time now that exam classes have disappeared. The subject of what the department will do next year when it comes to trips, speakers and special days comes...
Triumphs Show 121: 60th Anniversary commemoration of the end of WWII
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Move Me On 174: Not doing all the thinking for the students
The problem page for history mentors
This issue’s problem: Alex Spotswood finds that the activities that he devises tend to involve him, rather than his students, doing all the real thinking and processing of information.
Alex Spotswood is well established in his main placement and has taken responsibility for regular GCSE and Key Stage 3 teaching. He is highly...
Move Me On 174: Not doing all the thinking for the students
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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'
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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
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Teaching Year 9 about the ordinary people who fought in the Spanish Civil War
Teaching History article
Teaching Year 9 about the ordinary people who fought in the Spanish Civil War
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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
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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
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‘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
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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
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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
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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
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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
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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
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‘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
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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
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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
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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
