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What’s The Wisdom On... Extended writing
Teaching History feature
Writing history is hard! But the things that make it challenging are the things that make it worth doing. They are also the key to enabling all students to write, to embrace the challenge and to enjoy its rewards enough to keep going. A big mistake is to kid ourselves...
What’s The Wisdom On... Extended writing
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Unnatural and essential: the nature of historical thinking
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Sam Wineburg's work, in particular his groundbreaking Historical Thinking and Other Unnatural Acts (2001), has a great deal to teach us about the discipline of history, the nature of historical education, and the specific cognitive framework...
Unnatural and essential: the nature of historical thinking
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Podcast Series: The Byzantine Empire
Byzantium
In this podcast Dr Dionysios Stathakopoulos of King's College London looks at the history of the Byzantine Empire from its origins in the Roman Empire to the fall of Constantinople.
Podcast Series: The Byzantine Empire
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Unravelling the complexity of the causes of British abolition with Year 8
Teaching History article
Elizabeth Marsay wanted to ensure that her students were not hindered in their causal explanations of the abolition of slavery by being exposed to overly categorical, simplistic, and monocausal narratives in the classroom. By drawing on both English and Canadian theorisation about causation, Marsay outlines how her introduction of competing...
Unravelling the complexity of the causes of British abolition with Year 8
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The Versailles Peace Settlement
Classic Pamphlet
This classic pamphlet takes you through the Paris Peace Conference and the 'German Question', Peacemaking and the Treaty of Versailles, Europe and the German question after Versailles.
The Versailles Peace Settlement
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What’s The Wisdom On... Extended Reading
Teaching History feature
Why, in a history lesson (or out of a history lesson; let’s say, for a homework perhaps) might we want pupils to read more than a paragraph, to stay with the text, to actually read? We don’t mean plucking facts from information boxes, nor ploughing through four comprehension questions. We...
What’s The Wisdom On... Extended Reading
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Diversifying the curriculum: one department’s holistic approach
Teaching History article
In this article, Theo Woods shares the experience of one history department as they embarked on a substantial process of curriculum review and development. The department sought to address concerns that the range of history taught in their school, across the full seven years of students’ secondary experience, was too ‘traditional,...
Diversifying the curriculum: one department’s holistic approach
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Historical and interdisciplinary enquiry into the sinking of the Mary Rose
Teaching History article
The raising of Henry VIII’s warship, the Mary Rose, from the sea bed set in train an extraordinary programme of interdisciplinary research, relentlessly pursuing the clues to Tudor life and death provided by the remains of the ship, its cargo and crew. In this article Clare Barnes offers fascinating insights...
Historical and interdisciplinary enquiry into the sinking of the Mary Rose
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Film: Choosing the migration unit for GCSE
A Departmental Journey
When the first revised GCSE specifications were launched in 2016, Sharon Aninakwa and her team at the Convent of Jesus and Mary Language College in North London made the decision to change their thematic unit to a study of migration. Some years later, they have a chance to reflect upon...
Film: Choosing the migration unit for GCSE
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Film: Inequalities in the teaching and practice of history in the UK
Discussion: Response to the RHS report
This resource is free to everyone. For access to our library of high-quality secondary history materials along with free or discounted CPD and membership of a thriving community of history teachers and subject leaders, join the Historical Association today
This film (above) recorded in March 2019 features a discussion between Jatinder...
Film: Inequalities in the teaching and practice of history in the UK
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Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past
Teaching History article
Jacob Olivey wanted Year 8 to know that ordinary people in the nineteenth century constructed their own identities. In this reflection on how his practice developed in his training year, Olivey illustrates the importance of using historical scholarship in choosing foundational knowledge to teach. He shows how he used that...
Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past
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Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum
Teaching History article
Faced with cutting her Key Stage 3 curriculum to two years, Natalie Kesterton and her department were determined to do more with less. Not only did they want to ensure that their pupils developed a secure, wide-ranging knowledge of British and world history, they also wanted to address deficits in pupils’...
Using narratives and big pictures to address the challenges of a 2-year KS3 curriculum
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Triumphs Show: Making their historical writing explode
Teaching History feature
‘Who hates PEE paragraphs?’ A collective groan resounds around my classroom. ‘Today, Year 10 we are going to master PEE paragraphs, and make our written historical explanations explode.’
I always remember one deflated Year 10 student who said, ‘Miss, I just don’t get PEE paragraphs. I couldn’t do them in Year 7, and I still...
Triumphs Show: Making their historical writing explode
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Teaching Year 9 to take on the challenge of structure in narrative
Teaching History article
Reflecting on challenges that had surfaced in their own and others’ efforts to get pupils to write historical narratives, Rachel Foster and Kath Goudie went back to the drawing board to consider the disciplinary purposes of narrative. They used both historical scholarship and theoretical works by historians on narrative construction....
Teaching Year 9 to take on the challenge of structure in narrative
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The dialogic dimensions of knowing and understanding the Norman legacy in Chester
Teaching History article
Michael Bird and Thomas Wilson focus their attention directly on the voices of pupils, in dialogue with their teacher and with each other, as they draw inferences from differing sources about the Norman legacy in Chester. By carefully examining dialogue stimulated by these sources, Bird and Wilson demonstrate not only...
The dialogic dimensions of knowing and understanding the Norman legacy in Chester
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The American Diplomatic Tradition
Classic Pamphlet
Indisputably, the United States of America has been and continues to be the leading power of the twentieth century. No country or people, however large or small, has been immune from American influence. A succession of American presidents have become international celebrities whose personal strengths and weaknesses are discussed and disssected...
The American Diplomatic Tradition
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Podcast Series: The Anglo-Saxons
The Anglo-Saxons
In this HA Podcast Series Professor Joanna Story of the University of Leicester looks at the history of the Anglo-Saxons.
Podcast Series: The Anglo-Saxons
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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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Exploring the importance of local visits in developing wider narratives of change and continuity
Rethinking religious rollercoasters
The authors of this article take a well-known structural framework for students’ thinking about the Reformation and give it a twist. Their Tudor religious rollercoaster is informed by local visits in their setting in Guernsey – an area where the local picture was not quite the same as the national...
Exploring the importance of local visits in developing wider narratives of change and continuity
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Exploring and Teaching the Korean War
A secondary education publication of the Historical Association in partnership with the Korean War Legacy Foundation and World History Digital Education
The Korean War has been called ‘The Forgotten War’. Yet it was profoundly significant to the development of the Cold War. It had a cataclysmic impact on both North and South Korea which continues to affect both nations’ development to this day. And it continues to influence relationships between the...
Exploring and Teaching the Korean War
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Podcast Series: The Cold War
Multipage Article
An HA Podcasted History of the Cold War featuring Dr Elena Hore of the University of Essex, Dr Matthew Grant of Teeside University, Dr Holger Nehring of the University of Sheffield, Dr Michael Shin of the University of Cambridge, Professor Mark White of Queen Mary University of London, Professor Charles...
Podcast Series: The Cold War
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What’s The Wisdom On... change and continuity?
Teaching History feature
When it comes to historical change and continuity, what are history teachers asking pupils to think about and do?
What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of history teaching. It...
What’s The Wisdom On... change and continuity?
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Interpreting Agincourt: KS3 Scheme of Work
Scheme of Work
2015 was a year of anniversaries. As part of our funded commemoration projects surrounding the 600th anniversary of the Battle of Agincourt, we commissioned this scheme of work looking at interpretations of the battle and period, particularly aimed at pupils in Key Stage 3.
It comes with a complete resource...
Interpreting Agincourt: KS3 Scheme of Work
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Training for the marathon: history at Michaela
Teaching History article
Michael Taylor begins his piece by reminding us that writing great history essays is hard. He compares the process to running a marathon, and his central thesis is that, just as the best training for running a marathon is not running marathons, so the way to encourage students to produce...
Training for the marathon: history at Michaela
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What’s the wisdom on… enquiry questions
Teaching History feature
One way of explaining what is meant by an enquiry question is to start with what it is not.
What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of history teaching. It...
What’s the wisdom on… enquiry questions
