-
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
-
Bob Dylan and the concept of evidence
Teaching History article
No edition of Teaching History devoted to creativity could be complete without returning to the riches that popular songs offer to historians and history teachers alike. The five Bob Dylan songs that Christopher Edwards explores here are chosen not merely for their ‘literary qualities' and ‘emotional charge'; they also provide...
Bob Dylan and the concept of evidence
-
Polychronicon 140: Why did the Cold War End?
Teaching History feature
The end of the Cold War is a controversial subject. Contemporary analysts did not see it coming. Any explanation of its ending which seeks to build up a network of causation will therefore be forced to make arguments based on events whose significance was not necessarily seen at the time....
Polychronicon 140: Why did the Cold War End?
-
Chatting about the sixties: historical reasoning in essay-writing
Teaching History article
An article about essay writing may not seem the most obvious choice for an issue of Teaching History devoted to creative thinking. Yet, as Christine Counsell so richly demonstrated in her work on analytical and discursive writing, the process of crafting an argument is a highly complex and creative challenge....
Chatting about the sixties: historical reasoning in essay-writing
-
Deconstructing lazy analogies in Year 9
Teaching History article
Reflecting on the continuing problem of students holding an impoverished understanding of the value or ‘uses' of history, Steve Rollett turned his attention to the question of analogy. He took the axiom to which students make common appeal (‘we can learn from mistakes in the past') and set about trying...
Deconstructing lazy analogies in Year 9
-
Teaching History 139: Analysing History
The HA's journal for secondary history teachers
02 Editorial
03 HA Secondary News
04 From human-scale to abstract analysis: Year 7 analyse the changing relationship of Henry II and Becket - Tim Jenner (Read article)
11 Encountering diversity in the history of ideas: engaging Year 9 with Victorian debates about ‘progress' - Jonathan White (Read article)
14 Cunning Plan: Teaching about...
Teaching History 139: Analysing History
-
History's secret weapon: the enquiry of a disciplined mind
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
As a local authority adviser, Andrew Wrenn's advice has often been sought by history departments, both those seeking to resist ill-conceived and potentially damaging cross-curricular initiatives and those keen to exploit new opportunities for meaningful...
History's secret weapon: the enquiry of a disciplined mind
-
Disciplining cross-curricularity?
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Why should we think in inter-disciplinary rather than cross-curricular terms when planning collaborative work with colleagues in other subjects? What scope is there for working in inter-disciplinary ways and what is the value of such...
Disciplining cross-curricularity?
-
Making cross-curricular links in history
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Alf Wilkinson has been working as ‘National Subject Lead' for History, co-ordinating a programme of support for schools, funded by the DCSF and delivered in partnership with the Historical Association and the CfBT.
Here he...
Making cross-curricular links in history
-
Lengthening Year 9’s narrative of the American civil rights movement
Teaching History article
Inspired by reading the work of Stephen Tuck, Ellie Osborne set out to design a new sequence of lessons that would help her students adopt a longer lens on the American civil rights movement. At the same time, Osborne wanted to put more emphasis on the agency and campaigns of activists,...
Lengthening Year 9’s narrative of the American civil rights movement
-
How visual evidence reflects change and continuity in attitudes to the police in the 19th and early 20th centuries
Teaching History article
While history teachers (and examiners) regularly invite students to consider what cartoons or paintings reveal about contemporary attitudes to particular social or political developments, such sources are often difficult to interpret and to use appropriately. Drawing on a wealth of detailed research and a passion to support teachers and students with...
How visual evidence reflects change and continuity in attitudes to the police in the 19th and early 20th centuries
-
Move Me On 195: trainee has not been given any scope to learn to plan
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. Each issue presents a situation in initial teacher education/training with an emphasis upon...
Move Me On 195: trainee has not been given any scope to learn to plan
-
Teaching History 195: Perspectives in Time
The HA's journal for secondary history teachers
03 Editorial (Read article)
04 HA Secondary News
06 Disembarking the religious rollercoaster: a new ‘direction’ for studying the consequences of the Reformation – Sarah Jackson-Buckley and Jessie Phillips (Read article)
18 ‘Public guardians, bold yet wary’? How visual evidence reflects change and continuity in attitudes to the police in...
Teaching History 195: Perspectives in Time
-
When did humans take over the world?
Teaching History article
How can we bring climate change into our classrooms without making it ‘small’? Peter Langdon tackled this question by drawing on a ‘big history’ approach to design an enquiry that allowed his students to think about the relationship between humans and climate throughout the whole history of our species. Langdon’s...
When did humans take over the world?
-
Learning history outside the classroom in an age of climate crisis
Teaching History article
Helen Snelson has long been an enthusiastic advocate for learning history outside the classroom. In recent years, as the extent of the climate crisis has become ever more apparent, she has been rethinking her approach to teaching within and about the historic environment. In this article, written in consultation with Adrian Gonzalez, she focuses...
Learning history outside the classroom in an age of climate crisis
-
What Have Historians Been Arguing About… climate history
Teaching History feature
Although some historians object to ‘presentism’ – studies of the past that are explicitly driven by present-day concerns – climate history as a field would probably not exist otherwise. Expensive technology is required to gather the raw data for research into past climates. Interdisciplinary collaboration is needed to develop robust...
What Have Historians Been Arguing About… climate history
-
Bringing environmental history into the classroom
Teaching History article
Curious about the absence of the physical environment in her school’s schemes of work, and fascinated by the changing relationships between humans and landscapes in the past, history teacher and PhD researcher Verity Morgan decided to design new lessons that brought environmental history into her classroom. Rather than ‘bolting on’ new enquiries...
Bringing environmental history into the classroom
-
How including histories of trees can connect the past with the present and the future
Teaching History article
Barbara Trapani’s article sprung from, and is written in, hope. Through introducing the history of, specifically, Europeans’ relationships with trees in Madeira, the Banda Islands and Britain, Trapani enabled her Year 8 pupils to appreciate the ways in which exploitative nations have used irreplaceable resources and profoundly altered ecosystems and landscapes...
How including histories of trees can connect the past with the present and the future
-
The potential of secondary history to respond to the current ecological and climate crisis
Teaching History article
In this article Michael Riley and Alison Kitson seek to unlock the potential of the secondary history curriculum to educate young people about the current ecological and climate crisis in ways that might also inform their thinking about how to create a more sustainable future. The article (which mirrors a parallel...
The potential of secondary history to respond to the current ecological and climate crisis
-
Teaching History 194: Climate and Environment
The HA's journal for secondary history teachers
03 Editorial (Read article)
04 HA Secondary News
06 HA Update
08 The potential of secondary history to respond to the current ecological and climate crisis – Michael Riley and Alison Kitson (Read article)
13 History and the climate crisis: Bristol history teachers explore environmental history in the classroom –...
Teaching History 194: Climate and Environment
-
Cunning Plan 190: Using art to make A-level history more accessible
Teaching History feature
Many pupils love the Horrible Histories books, television programmes and songs. Over the years a number of A-level pupils have proudly told me that it was Horrible Histories that sparked their love of the subject, and they are quick to recite the songs word for word! But it is also the...
Cunning Plan 190: Using art to make A-level history more accessible
-
Triumphs Show 193: Year 8 imagine the First World War trenches
Article
Deep into my PGCE year, I found myself discussing with my mentor how to pre-empt the barriers to understanding the past that students may face. One barrier we discussed was presentism: the tendency of students to interpret the past in light of their own modern knowledge, values and experiences. In particular, we considered...
Triumphs Show 193: Year 8 imagine the First World War trenches
-
What Have Historians Been Arguing About... youth culture?
Teaching History feature
For such a boldly iconoclastic work, the Key Stage 3 textbook A New Focus on ... British Social History, c.1920–2000 (2023) provides a disarmingly conventional account of youth in the 1960s as ‘mostly better educated and informed than their parents had been at their age [and able] … to find...
What Have Historians Been Arguing About... youth culture?
-
Move Me On 193: struggling with essential management issues
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. Each issue presents a situation in initial teacher education/training with an emphasis upon...
Move Me On 193: struggling with essential management issues
-
Teaching History 193: Out now
The HA's journal for secondary history teachers
Read Teaching History 193: Mediating History
David Lowenthal writes that history is both less than and more than the past. It is less because ‘only a tiny fraction of all that has happened can ever be recovered and recounted’.1 Yet it is also more because ‘it is a new and...
Teaching History 193: Out now
