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Making reading routine
Teaching History article
Inspired by the growing number of history teachers who have sought to introduce younger pupils to academic historical scholarship in the classroom, Tim Jenner wanted to bring about his own reading revolution at Key Stage 3. But rather than simply develop one-off lessons or enquiries based on scholarship his goal...
Making reading routine
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Why are you wearing a watch? Complicating narratives of economic and social progress
Teaching History article
Frustrated by the traditional narrative of the industrial revolution as a steady march of progress, and disappointed by her students’ dull and deterministic statements about historical change, Hannah Sibona decided to complicate the tidy narrative of continual improvement.
Inspired by an article by E.P. Thompson, Sibona reflected that introducing her...
Why are you wearing a watch? Complicating narratives of economic and social progress
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Polychronicon 148: The Wars of the Roses
Teaching History feature
There are few periods in our history from which we turn with such weariness and disgust as from the Wars of the Roses. Their savage battles, their ruthless executions, their shameless treasons seem all the more terrible from the pure selfishness of the ends for which men fought, the utter...
Polychronicon 148: The Wars of the Roses
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Absence and myopia in A-level coursework
Teaching History article
It is a charge commonly laid at history teachers that we, myopically, teach only the same-old same-old. Steven Driver has taken extreme steps to avoid this by focusing on a particular neglected event – the American occupation of Nicaragua in the early twentieth century – as part of his preparation...
Absence and myopia in A-level coursework
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Counterfactual Reasoning: Comparing British and French History
Teaching History article
Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and Britain
Two linked motivations inspired Ellen Buxton's research study: she wanted pupils to make connections between British and French history and she wanted to explore the potential of counter-factual reasoning within a causation enquiry. It...
Counterfactual Reasoning: Comparing British and French History
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Teaching History 151: Continuity
The HA's journal for secondary history teachers
02 Editorial
03 HA Secondary News
04 HA Update
08 Rachel Foster - The more things change, the more they stay the same: developing students' thinking about change and continuity (Read article)
18 Polychronicon: The Revolution of 1688 - Ted Vallance (Read article)
20 Cunning Plan: The 'Glorious' revolution of 1688...
Teaching History 151: Continuity
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Into the unknown: changing technology and the history classroom
Teaching History article
John Simkin has an important tale to tell. He lived through the earliest forays of history teachers into computer technology in the classroom and he pioneered influential approaches through software publishing projects. His story of classroom teachers overcoming obstacles, battling scepticism and taking responsibility for forging the future is one...
Into the unknown: changing technology and the history classroom
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Industrialisation, energy and the climate crisis
Teaching History article
This article, written mainly by Alison Kitson with reflections on classroom experience from Nebiat Michael, focuses on teaching about the industrial revolution. It offers new ways of framing the topic, both as a result of the ‘energy binge’ on which modern civilisation is built and as the third of four fundamental turning...
Industrialisation, energy and the climate crisis
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Teaching History 52
Journal
Editorial 2
News 3
Articles:
Controversial Women - Hilary Bourdillas and Paula Bartley 10
Sources for Course - Malcolm Pearce 15
A Level History: On Historical Facts, and Other Problems - Keith Jenkins and Peter Brickley 19
The End of British History - Stephen Howarth 25
Renewed School History: An...
Teaching History 52
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Teaching History 82
The HA's journal for history teachers
6 Project Chata: Concepts of History and Teaching Approaches at Key Stages 2 and 3 - Peter Lee, Alaric Dickinson and Rosalyn Ashby
12 History, Economics, Economic History and Economic Awareness - Peter J. Rogers
20 GCSE History: A Case for Revolution - John Checketts
23 History 14-19: Challenges and Opportunities...
Teaching History 82
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Teaching History 93: History and ICT
The HA's journal for secondary history teachers
Why Gerry likes history now: the power of the word processor - Ben Walsh (Read article)
History using information technology: past, present and future - Alaric Dickinson (Read article)
The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity - Dave Martin (Read article)
Maps,...
Teaching History 93: History and ICT
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Whose past is it anyway? Telling Russian and Soviet history through diverse Jewish voices
Teaching History article
When Alistair Dickins came to teach A-level Russian and Soviet history (1855–1964) he was rather surprised by the very limited references to Jewish history within the exam board specification. His own detailed knowledge in this area (a ‘little side-project’ from his doctorate on the Russian Revolution), led to a revision of the course. This article...
Whose past is it anyway? Telling Russian and Soviet history through diverse Jewish voices
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Cunning Plan 183: Teaching a broader Britain, 1625–1714
Teaching History feature
‘Gruesome!’ was how we decided to describe our teaching of seventeenth-century British history, although ‘inadequate’ was probably more accurate. Oh, how much was wrong! We had…
Incoherence. The Civil War and Protectorate years plonked in between the Elizabethan Age and the origins of the industrial revolution. We had lost years!
A...
Cunning Plan 183: Teaching a broader Britain, 1625–1714
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Teaching History 130: Picturing History
The HA's journal for secondary history teachers
02 Editorial
03 HA Secondary News
04 Redrawing the Renaissance: non-verbal assessment in Year 7 – Matt Stanford (Read article)
13 Nutshell
14 Thinking across time: planning and teaching the story of power and democracy at Key Stage 3 – Ian Dawson (Read article)
24 Stepping into the past: using...
Teaching History 130: Picturing History
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Teaching History 54
Journal
Editorial 2
Historical Association News 3
Articles:
Computers in Secondary School History Teaching: an HMI view - Carole Baker and lain Paterson 7
Supporting the Future - MESU and the History Teacher - Sue Bennett 10
An Introduction to Computers in the History Classroom - John Simkin 12
GCSE Course...
Teaching History 54
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Cunning Plan 152.2: using Gillray’s cartoons with Year 8
Teaching History feature
The past 30 years have seen a general revival in scholarly activity relating to ‘all aspects of 18th-century British history'. However, this increase in academic study, which has broadly coincided with the introduction and development of the National Curriculum in England, has not resulted in the period being studied in great...
Cunning Plan 152.2: using Gillray’s cartoons with Year 8
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Polychronicon 139: Civic denouncer: The lives of Pavlik Morozov
Teaching History feature
Germaine Greer (in the context of the Pirelli Calendar) once commented that the defining feature of a legend was that almost nothing said and believed about it was true. Pavlik Morozov, notorious both inside Russia and internationally for having denounced his father, almost certainly never did so. In September 1932, local...
Polychronicon 139: Civic denouncer: The lives of Pavlik Morozov
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Polychronicon 134: The Great War and Cultural History
Teaching History feature
Over the past two decades the historiography of the Great War has witnessed something of a revolution. Although historical revisionism is, of course, nothing out of the ordinary, the speed with which long-held assumptions about the First World War and its impact have been swept away has been quite astonishing....
Polychronicon 134: The Great War and Cultural History
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Teaching History 201: Interpreting the Past
The HA's journal for secondary history teachers
03 Editorial (Read article)
04 HA Secondary News
06 HA Update: SEND matters
08 Working 9–5: how painters, plumbers and programmers help our pupils understand the role of the historian – Jessie Phillips and Sarah Jackson-Buckley (Read article)
18 What use is the myth of Winston Churchill? Teaching Year 9...
Teaching History 201: Interpreting the Past
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Cunning Plan 151: When and for whom has 1688 been 'Glorious'?
Teaching History feature
This enquiry is about how interpretations are formed and why they change. It aims to show Year 9, right at the end of their study of British history, the ways in which meanings of 1688 have shifted over time. It will test students' knowledge and strengthen their chronology of 300...
Cunning Plan 151: When and for whom has 1688 been 'Glorious'?
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Teaching History 184: Different lenses
The HA's journal for secondary history teachers
02 Editorial (Read article for free)
03 HA Secondary News
04 HA Update
08 Beyond myth and magic: Year 7 use oral traditions to make claims about the rise and fall of the Inka empire – Paula Worth (Read article)
22 They sometimes clashed, and ultimately blended: planning a more...
Teaching History 184: Different lenses
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Teaching History 109: Examining History
The HA's journal for secondary history teachers
This edition asks the question: how do we create worthwhile examination courses that stimulate all pupils and strengthens the gold standard of rigour at the same time? Why we must change history at GCSE, Getting Year 10 to understand the value of precise factual knowledge, Ensuring progression continues into GCSE,...
Teaching History 109: Examining History
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Move Me On 194: dealing with students’ current concerns when teaching the history of climate change
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 194: dealing with students’ current concerns when teaching the history of climate change
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Using diagrammatic representations of counterfactuals to develop causal reasoning
Teaching History article
Tom Bennett begins his article with a tale of a frustrating afternoon with Year 7. We’ve all been there. In his case, his frustration was caused by his finding a conceptual gap between how well his class wanted to do and the actual quality of their causal thinking. Bennett decided...
Using diagrammatic representations of counterfactuals to develop causal reasoning
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Teaching History 200: Out now
The HA's journal for secondary history teachers
Read Teaching History 200: Telling Histories
In his recent book on the experiences of Parisians in the years leading up to the French Revolution, Robert Darnton describes the Tree of Cracow, a large chestnut tree in the garden of the Palais-Royal in central Paris.1 ‘Nouvellistes de bouche’ (oral newsmongers) gathered...
Teaching History 200: Out now
