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What’s The Wisdom On... Similarity and difference?
Teaching History feature
How often have you found yourself challenging a pupil’s use of ‘they’ or ‘people’? How often have you teased them with, ‘Really? All of them?!’ Every time we do this, we are pushing our pupils to respect the complexity of the past. We are pressing them to use their knowledge...
What’s The Wisdom On... Similarity and difference?
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Teaching History 150: Enduring Principles
The HA's journal for secondary history teachers
02 Editorial
03 Letters
05 HA Secondary News
06 Mary Brown - From Muddleton Manor to Clarity Cathedral: improving Year 12's extended writing through an enhanced sense of the reader (Read article)
14 John Stanier ‘Much to learn you still have!' An attempt to make Year 9 Masters of Learning...
Teaching History 150: Enduring Principles
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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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Teaching History 174: Structure
The HA's journal for secondary history teachers
02 Editorial (Read article)
03 HA Secondary news
04 HA update
08 Austin’s narrative: an exploratory case study, with Year 8, into what kinds of feedback help students produce better historical narratives of the interwar years – Alex Rodker (Read article)
16 Cunning Plan: Teaching Year 8 to create and...
Teaching History 174: Structure
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Polychronicon 176: Peterloo, 1819–2019
Teaching History feature
Polychronicon is a regular feature in Teaching History helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretations. See all Polychronicons
On Monday 16 August 1819 troops under the authority of the Lancashire and Cheshire magistrates attacked and dispersed a rally of some...
Polychronicon 176: Peterloo, 1819–2019
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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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Teaching History 121: Transitions
The HA's journal for secondary history teachers
05 ‘It’s like they’ve gone up a year!’ Gauging the impact of a history transition unit on teachers of primary and secondary history – Geraint Brown and Andrew Wrenn (Read article)
14 Worlds in collision: university tutor and student perspectives on the transition to degree level history – Alan Booth...
Teaching History 121: Transitions
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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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Lenses, mirrors and bridges: one department’s holistic approach to diversifying and decolonising local history
Teaching History article
As was the case for many heads of history, Jack Brown was prompted by the Black Lives Matter protests of 2020 to reflect afresh on the content and questions asked within his school’s history curriculum, paying particular attention to local history. In this article he sets out the principles and...
Lenses, mirrors and bridges: one department’s holistic approach to diversifying and decolonising local history
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Teaching History 135: To They or Not To They
The HA's journal for secondary history teachers
02 Editorial
03 HA Secondary News
04 Drilling down: how one history department is working towards progression in pupils’ thinking about diversity across Years 7, 8 and 9 – Matthew Bradshaw (Read article)
13 Cunning Plan: The generalisation game - challenging generalisations (Read article)
16 Were industrial towns ‘death-traps’? Year...
Teaching History 135: To They or Not To They
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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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Developing conceptual understanding through talk mapping
Teaching History article
As history teachers, we talk about concepts all the time. We know that pupils need to understand them in order to make sense of the past. Precisely what we mean when we talk about concepts is less clear, however. Research into how history teachers talk about their practice suggests that,...
Developing conceptual understanding through talk mapping
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Teaching History 195: Out now
The HA's journal for secondary history teachers
Read Teaching History 195: Perspectives in Time
In the giant annual ‘card sort’ through which we editors shape numerous article proposals into themes, we found ourselves readily linking the pieces that now fall into this edition. There was a striking commonality; the theme was there. But what should we call...
Teaching History 195: Out now
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Working with sources: scepticism or cynicism? Putting the story back together again
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Many history teachers will remember the feature on Jamie Byrom's teaching in Times Educational Supplement of July 1996 where he attacked the recent fashion of history textbooks for encouraging only short (and usually formulaic) responses...
Working with sources: scepticism or cynicism? Putting the story back together again
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Camels, diamonds and counterfactuals: a model for teaching causal reasoning
Teaching History article
In the last edition of Teaching History, Arthur Chapman described how he uses ICT to develop sixth form students’ conceptual understanding of interpretations, significance and change. In this article, he turns his attention to causal reasoning and analysis. Drawing on the work of historians such as Evans and Carr, he...
Camels, diamonds and counterfactuals: a model for teaching causal reasoning
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Teaching History 196: Out now
Article
Read Teaching History 196: Demanding history
History can be a very demanding subject, in a number of senses. The past can make demands on us – it can demand attention and demand to be addressed. There can, as it were, be historical as well as financial ‘final demands’, reminders of...
Teaching History 196: Out now
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Teaching History 193: Mediating History
The HA's journal for secondary history teachers
03 Editorial (read article - open access)
04 HA Secondary News
04 HA Update
08 Laughing muppets, lost memories and lethal mutations: rescuing assessment from ‘knowledge-rich gone wrong’ – Christine Counsell (Read article)
26 ‘If we’ve been getting their name wrong, how else have they been misrepresented?’: Year 7 challenge stereotypes about the Mexica –...
Teaching History 193: Mediating History
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Working with Boudicca texts - contemporary, juvenile and scholarly
Teaching History article
Please note: this article was written before the the 2014 National Curriculum and some content may now be outdated.
Robert Guyver describes a model for teaching Boudicca’s rebellion to pupils aged 7 to 13. Drawing on the tradition of critical source evaluation, he nonetheless shuns aspects of that tradition in favour of...
Working with Boudicca texts - contemporary, juvenile and scholarly
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Teaching History 153 Supplement: Curriculum Evolution
Secondary journal supplement
A special supplement to Teaching History to support the 2014 National Curriculum.
1) Thinking about how the HA can support your department
2) Jamie Byrom: Alive ... and kicking? Personal reflections on the revised National Curriculum and what we might do with it
3) Michael Fordham: O Brave New World,...
Teaching History 153 Supplement: Curriculum Evolution
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Little Jack Horner and polite revolutionaries: putting the story back into history
Teaching History article
Three years ago, Séan Lang argued that narrative, which had gone rather out of fashion, needed to be brought back into our teaching. Alf Wilkinson goes further. It is not just narrative which is needed: it is story. The move away from story is not a problem confined uniquely to...
Little Jack Horner and polite revolutionaries: putting the story back into history
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Polychronicon 158: Reinterpreting Napoleon
Teaching History feature
On 18 June 2015, the two-hundredth anniversary of the great battle of Waterloo will be commemorated in Britain and on the continent (though not in France). It will represent the climax of the Napoleonic bicentenary, which has been in full flow since the turn of the twenty-first century. Fresh biographies...
Polychronicon 158: Reinterpreting Napoleon
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What Have Historians Been Arguing About... the impact of the English Reformation
Teaching History feature
Since the first stirrings of religious reform in the sixteenth century, people have been writing the history of the Reformation, debating what happened and why it happened. John Foxe arguably became the first historian of the English Reformation when he published Actes and Monuments in 1563. Better known as ‘The...
What Have Historians Been Arguing About... the impact of the English Reformation
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Cunning Plan 154: Who is buried in the box?
Teaching History feature
Question: Who is buried in the box?
Seeking a new and exciting way to introduce my Year 7 students to history, I looked to a practical solution. Ian Dawson once used a Thinking History exercise where students looked at the idea of ‘layers of history'. It was useful in structuring...
Cunning Plan 154: Who is buried in the box?
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Year 9 face up to historical difference
Teaching History article
How many people does it take to make an Essex man? Year 9 face up to historical difference
Teaching her Key Stage 3 students in Essex, Catherine McCrory was struck by the stark contrast between their enthusiasm for studying diverse histories of Africa and the Americas and their reluctance to...
Year 9 face up to historical difference
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Teaching students to argue for themselves - KS3
Teaching History article
Keeley Richards secured a fundamental shift in some of her Year 13 students' ability to argue. She did it by getting them to engage more fully with the practice of argument itself, as enacted by four historians. At the centre of her lesson sequence was an original activity: the historians'...
Teaching students to argue for themselves - KS3
