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  • From temple to forum: teaching final-year history students to become critical museum visitors

      Journal article
    Across the globe, the centenary of World War I has prompted the creation of new exhibitions devoted to its commemoration. In New Zealand, Michael Harcourt wanted to explore whether teaching strategies intended to help students to engage critically with such exhibitions would have any lasting impact on the young people’s...
    From temple to forum: teaching final-year history students to become critical museum visitors

  • 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

  • Teaching History 169: A Time and a Place

      The HA's journal for secondary history teachers
    02 Editorial (Read article) 03 HA Secondary News 04 HA Update – Teaching local history at Key Stage 3 08 From temple to forum: teaching final-year history students to become critical museum visitors – Michael Harcourt (Read article) 16 Triumphs Show: Using 360° VR technology with the GCSE Historic Environment study...
    Teaching History 169: A Time and a Place

  • Tracking the health of history in England’s secondary schools

      Teaching History article
    In 2009 the Historical Association conducted the first of what has become an annual survey of history teachers in England. Its aim was to get beyond bare statistics relating to subject uptake and examination success to examine the reality of history teaching across all kinds of schools and to map...
    Tracking the health of history in England’s secondary schools

  • Home Front Legacy 1914-18

      Article
    Home Front Legacy 1914-18 is your opportunity to research, discover and record the remains of the First World War Home Front in the United Kingdom. This partnership project, co-ordinated by the Council for British Archaeology with support and funding from Historic England, is open to everyone. You don’t need any...
    Home Front Legacy 1914-18

  • History outside the classroom at Key Stage 1

      Article
    When thinking about what history means to five- to seven-year-old children, the chances are it is quite a muddle of ideas – from princesses and castles through to dinosaurs and Second World War fighter planes – without a great deal of coherence as to how it all fits together. Learning...
    History outside the classroom at Key Stage 1

  • 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'

  • Learning without limits

      Teaching History article
    Richard Kerridge writes here about his efforts to help students to overcome an experience that was once his own: of being labelled low-ability, with all the attendant lowering of expectations that this entails. He recognises the merits of rigorously ensuring that all students should be able to access their entitlement...
    Learning without limits

  • New, Novice or Nervous? 168: Local history

      Teaching History feature
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too...   The opportunities afforded by local history are far from parochial. The study of a neighbouring town, a local battalion, a village street or even a...
    New, Novice or Nervous? 168: Local history

  • Move Me On 168: teaching exam classes

      Teaching History feature
    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.  This issue’s problem: Robert Nivelle is nearing the end of his first (relatively long)...
    Move Me On 168: teaching exam classes

  • Social Unrest in the Isle of Man in 1916

      Historian article
    The Isle of Man played a remarkable role during the First World War. Over 8,000 men enlisted, which was 82.3% of the island’s men of military age. Even by the standards of the time this was high. Over 2,000 were either killed or wounded and two Victoria Crosses were awarded....
    Social Unrest in the Isle of Man in 1916

  • Teaching History 168: Re-examining History

      The HA's journal for secondary history teachers
    02 Editorial (Read article) 03 HA Secondary News 04 HA Update – curriculum planning questions  08 Designing end-of-year exams: trials and tribulations – Matt Stanford (Read article) 16 Learning without limits: how not to leave some learners with a thin gruel of a curriculum – Richard Kerridge (Read article) 24 From...
    Teaching History 168: Re-examining History

  • Inverting the telescope: investigating sources from a different perspective

      Teaching History article
    As historians, we are dependent on evidence, which comes in many varieties. Rosalind Stirzaker here introduces a project which she ran two years ago to encourage her students to think about artefacts in a different way. They have examined randomly preserved artefacts such as those of Pompeii, and sets of...
    Inverting the telescope: investigating sources from a different perspective

  • New, Novice or Nervous? 167: Confidence with substantive knowledge

      Teaching History feature
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too...   History is a complex enterprise. In order to produce sophisticated arguments, pupils need firm foundations. One foundation is knowledge of the argumentative structures that historians...
    New, Novice or Nervous? 167: Confidence with substantive knowledge

  • History 350

      The Journal of the Historical Association
    All HA members have access to all History journal articles (Wiley Online Library site). To access History content:  1. Sign in to the HA website (top right of any page)2. Then click this link to allow access to History content on the Wiley site.   NB all links below go to the Wiley Online Library site and open in a new window or tab. Access the full edition online Alexander...
    History 350

  • Cunning Plan 167: teaching the industrial revolution

      Teaching History article
    ‘Disastrous and terrible.’ For Arnold Toynbee, the historian who gave us the phrase ‘industrial revolution’, these three words sum up the period of dramatic technological change that took place in Britain across the eighteenth and nineteenth centuries. We may not habitually use Toynbee’s description in the classroom, but it is...
    Cunning Plan 167: teaching the industrial revolution

  • My Favourite History Place: The North Wessex Downs and Cwichelm’s Barrow

      Historian feature
    My Favourite History Place: The North Wessex Downs and Cwichelm’s Barrow

  • Queen Anne

      Classic Pamphlet
    In this pamphlet, James Anderson Winn, author of a recent biography of Queen Anne, recommends a new approach to historians writing about this successful and popular queen. Female, overweight, and reticent, Anne has long been underestimated. Her letters, however, show how well she understood the motives of her ministers, and...
    Queen Anne

  • Teaching History 167: Complicating Narratives

      The HA's journal for secondary history teachers
    02 Editorial (Read article) 03 HA Secondary News 04 HA Update: Partition of British India 08 ‘I feel if I say this in my essay it’s not going to be as strong’: multi-voicedness, ‘oral rehearsal’ and year 13 students’ written arguments – James Edward Carroll (Read article) 18 Why are...
    Teaching History 167: Complicating Narratives

  • International Journal 14.2: Editorial review

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017ISSN: 14472-9474 Introduction: Thinking historically – syntactic ‘know how’ and substantive ‘know that’ knowledge As an academic discipline History has two dimensions: the ‘know how’ syntactic or procedural knowledge of the skills and processes of ‘Doing History’ and...
    International Journal 14.2: Editorial review

  • Thinking makes it so: cognitive psychology and history teaching

      Teaching History article
    What, exactly, is learned knowledge - and why does it matter in history teaching? Michael Fordham seeks to use the general tenets of cognitive psychology to inform the debate about how history teachers might get the best from their students, in particular in considering the role of memory. Fordham surveys the latest research concerning memory while also arguing that remembering does matter in history...
    Thinking makes it so: cognitive psychology and history teaching

  • ‘If you had told me before that these students were Russians, I would not have believed it’

      Teaching History article
    Bjorn Wansink and his co-authors have aligned their teaching of a recent and controversial historical issue – the Cold War – in the light of a contemporary incident. This article demonstrates a means of ensuring that students understand that different cultures’ views of their shared past are nuanced, rather than monolithic – a different concept in philosophy as well as in...
    ‘If you had told me before that these students were Russians, I would not have believed it’

  • New, Novice or Nervous? 166: Controversial issues

      Teaching History feature
    History thrives on questioning, debate and controversy. What makes something controversial varies, however, and we may fail to notice, unless we think very carefully about it, the particular ways in which our lessons can become controversial for our pupils. When we tackle historical issues that might be seen as controversial, disturbing, shocking or...
    New, Novice or Nervous? 166: Controversial issues

  • The Historian 133: Celebrating Asa Briggs

      The magazine of the Historical Association
    4 Reviews 5 Editorial 6 The Man from Keighley - Trevor James 10 Asa Briggs’s Birmingham - Roger Ward 12 Asa Briggs and labour history - Chris Wrigley 16 Asa Briggs: an appreciation - Stephen Yeo 21 The President’s Column 22 Asa Briggs and political history - Peter Catterall 26...
    The Historian 133: Celebrating Asa Briggs

  • Cunning Plan 166: developing an enquiry on the First Crusade

      Teaching History feature
    "What shall I say next? We were all indeed huddled together like sheep in a fold, trembling and frightened, surrounded on all sides by enemies so that we could not turn in any direction. It was clear to us that this had happened because of our sins. A great clamour rose to the sky, not...
    Cunning Plan 166: developing an enquiry on the First Crusade