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  • Teaching History 126: Outside the Classroom

      The HA's journal for secondary history teachers
    06 ‘I understood before, but not like this:’ maximising historical learning by letting pupils take control of trips – Helen Snelson (Read article) 12 A search beyond the classroom: using a museum to support the renewal of a scheme of work – Hannah Moloney and Paula Kitching (Read article) 20...
    Teaching History 126: Outside the Classroom

  • Teaching History 74

      Journal
    2 Editorial 3 News 7 The Aims of School History John White 10 Beyond the Old Dichotomies: Some Reflections on Hayden White Keith Jenkins 17 Teaching Post-Modern History: A Rational Proposition for the Classroom? Peter Brickley 23 What is the Future for the History National Curriculum? Frances M. Connelly 27...
    Teaching History 74

  • Time for chronology? Ideas for developing chronological understanding

      Teaching History article
    The successful study of history requires many things, but few would contest that an understanding of time is one of them. Quite what we mean by ‘an understanding of time’ needs clarification, however. Chronological understanding is one feature. But it is not simply an ability to place events in order...
    Time for chronology? Ideas for developing chronological understanding

  • Seeing double: how one period visualises another

      Teaching History article
    When pupils study interpretations or representations of the past which are neither from their own period nor from the period being interpreted/represented, they are having to employ sophisticated knowledge and skill. Jane Card describes this as ‘double vision’: the pupils must think about the period depicted (in this case the...
    Seeing double: how one period visualises another

  • History Education Research Journal

      Formerly the International Journal of Historical Learning, Teaching and Research
    History Education Research Journal

  • 1906-2006 One Hundred Years of the Historical Association

      The Historian 91
    4 Foreword - Lady Antonia Fraser 6 Swanning around - Jeremy Paterson 10 A Parade of Past Presidents 1906-82 - Donald Read 24 The Norton Medlicott Medal - Bill Speck 30 For Short Time an Endless Monument: The Shifting History of a Familiar London Landmark - Lisa Jardine 38 Wise...
    1906-2006 One Hundred Years of the Historical Association

  • Teaching History 73

      Journal
    Editorial 2 News 3 Articles: What Is Bias? Sean Lang 9 Facing some of the Dilemmas of History-teacher Education in South Africa Rosemary Mulholland and Helen Ludlow 14 Have I Got a Witness? A Consideration of the Use of Historical Witnesses in the Primary Classroom Peter Vass 19 Teaching Chronology...
    Teaching History 73

  • Teaching History 123: Constructing History

      The HA's journal for secondary history teachers
    06 Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13 – Arthur Chapman (Read article) 14 Triumphs Show: 'Source Specs': making sources fun - Rachael Povey (Read article) 16 Little Jack Horner and polite revolutionaries: putting the story back into history – Alf Wilkinson (Read...
    Teaching History 123: Constructing History

  • 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

  • 'If Jesus Christ were amongst them, they would deceive Him'

      Teaching History article
    During discussions about planning, Tim Kemp and Charlotte Bickmore recently concluded that despite the name they give to their major Year 8 unit (The Making of the United Kingdom), they tend mainly to focus on England, and even more especially, on London. They have a good point. Ask an average...
    'If Jesus Christ were amongst them, they would deceive Him'

  • Geography in the Holocaust: citizenship denied

      Teaching History article
    In this article David Lambert argues powerfully for teachers of the humanities to place citizenship at the centre of their work. He seeks to demonstrate that the division between subject-boundaries needs to be broken through if students are not to be denied what they are entitled to: an understanding of...
    Geography in the Holocaust: citizenship denied

  • Teaching History 72

      Journal
    Editorial 2 News 3 Articles: Using the Attainment Targets in Key Stage 2: AT2, 'Interpretations of History' - Pam Harper 11 Using the Attainment Targets in Key Stage 3: AT2, 'Interpretations of History' - Tony McAleavy 14 A Way of Looking at History: Local-National-World Links - Sylvia L. Collicott 18...
    Teaching History 72

  • Plotting maps and mapping minds: what can maps tell us about the people who made them

      Teaching History article
    As historians, we know that ‘factual’ information should never be uncritically accepted. And yet, too often, that is exactly what we do with the maps we use to locate ourselves and our students. Evelyn Sweerts and Marie-Claire Cavanagh, who now work in a European School in Brussels but until recently...
    Plotting maps and mapping minds: what can maps tell us about the people who made them

  • The Historian 88: Lyndon Johnson and Albert Gore

      The magazine of the Historical Association
    4 Letters  5 Editorial  6 HA News 8 Lyndon Johnson and Albert Gore: Southern New Dealers And The Modern South — Professor A.J. Badger (Read article) 17 Echoes of Tsushima — Ronan Thomas (Read article) 22 Twickenham as a Patriotic Town — Michael Lee (Read article) 26 What does the...
    The Historian 88: Lyndon Johnson and Albert Gore

  • Primary History 43: Time and Time Again

      Journal
    05 Editorial 06 Primary Noticeboard 09 In My View: working with historical picture books — Carole French 10 Time past: working with historical picture books — Fiona Collins (Read article) 14 ’Discovery visits’: what's new at English Heritage for schools? — Kate Whitworth 17 Think Bubble 18 How should we...
    Primary History 43: Time and Time Again

  • Queenship in Medieval England: A Changing Dynamic?

      Historian article
    In the winter of 1235-6, Eleanor, the 12 year old daughter of Count Raymond-Berengar V of Provence and Beatrice of Savoy, left her native homeland. She travelled to England to marry King Henry III, a man 28 years her senior whom she had never met. The bride and her entourage...
    Queenship in Medieval England: A Changing Dynamic?

  • The Historian 119: Women in History

      The magazine of the Historical Association
    5 Editorial 6 Queenship in Medieval England: A Changing Dynamic? - Louise Wilkinson (Read article) 12 Petticoat Politicians: Women and the Politics of the Parish in England - Sarah Richardson (Read article) 17 The President's Column 18 Strange Journey: the life of Dorothy Eckersley - Stephen M. Cullen (Read Article)...
    The Historian 119: Women in History

  • Primary History 26

      Journal
    Standards in primary history a view from Ofsted, Using Spreadsheets to enhance children's learning in history, The plague in Cumberland 1597-1598, Know your dot.coms, Asking The Right Questions - a study of the ability of Key Stage 2 children to decise and use questions as part of their own research,...
    Primary History 26

  • The Historian 87: How Nelson Became a Hero

      The magazine of the Historical Association
    6 How Nelson became a hero: Horatio Nelson's date with Destiny - Kathleen Wilson (Read article) 18 France during the reign of Louis XVI - Emma Kennedy (Read article) 21 Christopher Hill: Marxism & Methodism - Penny Corfield (Read article) 24 A Crusading Outpost: Edessa 1095-1153 - Kenneth Thomson (Read...
    The Historian 87: How Nelson Became a Hero

  • Tripping over the levels: experiences from Ontario

      Teaching History article
    Here in the United Kingdom, we are used to the idea of assessing pupils’ work against Levels. In fact, perhaps we are a little too used to it. Our familiarity with the Level Descriptions in the National Curriculum, and the ways they might inform our Key Stage 3 assessments, can...
    Tripping over the levels: experiences from Ontario

  • Primary History 42: Getting Out

      The primary education journal of the Historical Association
    04 HA Centenary Day and Competition 05 Editorial 06 Primary Noticeboard 08 In My View: the debate upon the English National Curriculum for history at KS2 — Robert Guyver and Jon Nichol 11 The Taunton Market Project: an innovative collaboration — Sue Berry 14 Geography and history: exploring the local...
    Primary History 42: Getting Out

  • Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!

      Teaching History article
    In this article, Simon Butler advances a strong case for ‘comments only’ marking. Good assessment, he argues, is about encouraging students to reflect on their current performance and take responsibility for their own progress. Assigning Levels to pupils’ work is often justified in terms of the generation of targets which...
    Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!

  • Teaching History 70

      Journal
    Editorial 2 News 3 Articles: Change and Continuity: Some Reflections on the First Year's Implementation of Key Stage 3 History in the National Curriculum Robert Phillips 9 Implementing the National Curriculum, Term 1 Ruth Watts 13 History Tasks at Key Stage 3: A Survey from Five Schools Peter D. John...
    Teaching History 70

  • Primary History 41: The power of a good story

      The primary education journal of the Historical Association
    05 Editorial 06 Primary Noticeboard 08 Creating stories for teaching primary history — Rosie Turner-Bisset (Read article) 10 In My View: using children's literature to look at bias and stereotyping — Russell Jones (Read article) 13 Stories about people: narrative, imagined biography and citizenship in the Key Stage 2 curriculum...
    Primary History 41: The power of a good story

  • The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

      Teaching History article
    What would you expect the differences to be between Japan and England in how pupils learn history in the post-14 phase? Perhaps your guess would be: Japanese school students learn a lot of historical facts and focus upon their own identity and English school students talk a lot more in...
    The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience