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Move Me On 153: Teaching about genocide
Teaching History feature
This issue's problem: Susie Cook is struggling to sustain an emphasis on developing historical knowledge and understanding in teaching about genocide.
Susie Cook worked for nearly ten years as a web designer before deciding to move into teaching. Once she had secured her place on the programme she spent several months...
Move Me On 153: Teaching about genocide
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Can we educate Year 9 in genocide prevention?
Teaching History article
Patterns of genocide: can we educate Year 9 in genocide prevention?
Alison Stephen, who has wrestled for many years with the challenges of teaching emotional and controversial history within a multiethnic school setting, relished the opportunity to link her school's teaching of the Holocaust with a comparative study of other genocides....
Can we educate Year 9 in genocide prevention?
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Helping Year 9 debate the purposes of genocide education
Teaching History article
Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education
Why do we teach about the Holocaust and about other genocides? The Holocaust has been a compulsory part of the English National Curriculum since 1991; however, curriculum documents say little about why pupils should learn...
Helping Year 9 debate the purposes of genocide education
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Learning lessons from genocides
Teaching History article
‘Never again'? Helping Year 9 think about what happened after the Holocaust and learning lessons from genocides
‘Never again' is the clarion call of much Holocaust and genocide education. There is a danger, however, that it can become an empty, if pious, wish. How can we help pupils reflect seriously on...
Learning lessons from genocides
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Using the concept of place to help Year 9 students to visualise the complexities of the Holocaust
Teaching History article
Inspired by the work of the social and cultural historian Tim Cole, Stuart Farley decided to look again at the way he teaches the Holocaust. He wanted to focus on the geographical concept of place as a way of enabling his Year 9 students to build far more diverse narratives,...
Using the concept of place to help Year 9 students to visualise the complexities of the Holocaust
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Bringing Rwanda into the classroom
Teaching History article
A short 20 years: meeting the challenges facing teachers who bring Rwanda into the classroom
As the twentieth anniversary of the 1994 genocide in Rwanda approaches, Mark Gudgel argues that we should face the challenges posed by teaching about Rwanda. Drawing on his experience as a history teacher in the...
Bringing Rwanda into the classroom
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Being historically rigorous with creativity
Teaching History article
After a Fellowship in Holocaust Education at the Imperial War Museum, Andy Lawrence decided that something was missing in normal approaches to teaching emotive and controversial issues such as genocide, a deficit demonstrated by recent research by the Holocaust Education Development Programme. As part of his fellowship, Lawrence created an...
Being historically rigorous with creativity
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Helping Year 9 evaluate explanations for the Holocaust
Teaching History article
‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust
Why genocides occur is a perplexing and complex question. Leanne Judson reports a strategy designed to help students think about perpetration and evaluate and propose explanations for...
Helping Year 9 evaluate explanations for the Holocaust
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Enabling Year 7 to write essays on Magna Carta
Teaching History article
Setting out to teach Magna Carta to the full attainment range in Year 7, Mark King decided to choose a question that reflected real scholarly debates and also to ensure that pupils held enough knowledge in long-term memory to be able to think about that question meaningfully. As he gradually prepared his pupils to produce their own causation arguments in response to that question, King was startled by...
Enabling Year 7 to write essays on Magna Carta
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English Heritage and Historical Association Local Heritage Project
Article
One year ago (2011), the south eastern branch of English Heritage and the Historical Association came together to see what we could do better in partnership. The outcome was the Local Heritage Partnership Project. The vision was to work together to provide access to and inspiration to carry out local...
English Heritage and Historical Association Local Heritage Project
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Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India
Teaching History feature
The dramatic, chaotic and violent events that took place in Northern India in 1857/8 have been interpreted in many ways, as, for example, the ‘Indian Mutiny', the ‘Sepoy War' and the ‘First Indian War of Independence'. The tales that have been told about these events have been profoundly shaped, however,...
Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India
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Relevant, rigorous and revisited: using local history to make meaning of historical significance
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
The idea of engaging pupils with the relevance of local memorials is becoming commonplace in the history classroom. In Teaching History 109, Examining History Edition, Dale Banham's pupils used First World War memorials to assess...
Relevant, rigorous and revisited: using local history to make meaning of historical significance
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Year 7 challenge stereotypes about the Mexica
Teaching History article
After discussing a new book about the Mexica (Aztecs) during a routine meeting with a trainee teacher, Niamh Jennings decided to construct a sequence of lessons around the history of the Mexica Empire. Struck by the vivid storytelling of historian Camilla Townsend in her book Fifth Sun, and fascinated by...
Year 7 challenge stereotypes about the Mexica
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History in England’s primary schools: What do secondary history teachers need to know?
HA Update
What’s been happening in primary history lately? Invited to write an update on this, I decided to identify some themes that might be helpful to secondary teachers.
As a senior lecturer in primary education with responsibility for history and as a member of the HA Primary Committee, I was able...
History in England’s primary schools: What do secondary history teachers need to know?
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Broadening and deepening narratives of Benin for Year 8
Teaching History article
Josh Garry describes his effort to refresh his approach to teaching the British transatlantic slave trade. Drawing on reading, lectures and discussions during an Historical Association Teacher Fellowship programme, Garry built a sequence of lessons designed to contextualise the trade while showing African agency and complexity. The result was a sequence...
Broadening and deepening narratives of Benin for Year 8
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Year 9 use sources to explore contemporary meanings and understandings of appeasement
Teaching History article
After reflecting on the difference between his study of source extracts at university and how he was using source extracts in the classroom, Jonathan Sellin went in search of a new way to help his pupils to situate sources in context. Finding inspiration in the work of intellectual historian Quentin...
Year 9 use sources to explore contemporary meanings and understandings of appeasement
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No more ‘doing’ diversity
Teaching History feature
Catherine Priggs and her history department colleagues were increasingly concerned that their curriculum was too narrow. They feared that major areas of history were being left out and that many of their own pupils were not seeing themselves, in their various ethnic, cultural and world identities, in the past. Priggs...
No more ‘doing’ diversity
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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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Questions to help you review your KS3 curriculum
Guidance for history teachers
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
With Ofsted incorporating curriculum into inspections from September 2019 and finally...
Questions to help you review your KS3 curriculum
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Here ends the lesson: shaping lesson conclusions
Teaching History journal article
Reflecting on her efforts to improve her trainee’s lesson conclusions, Paula Worth decided to brush up her own. A journey of self-evaluation led her to revisit the Cambridge Conclusions Project. Through its lens, she judged her own lesson conclusions wanting. Worth examines the way in which the final episode of...
Here ends the lesson: shaping lesson conclusions
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Dealing with the consequences
Teaching History journal article
Do GCSE and A-level questions that purport to be about consequences actually reward reasoning about historical consequences at all? Molly-Ann Navey concluded that they do not and that they fail to encourage the kind of argument that academic historians engage in when reaching judgements about consequences. Navey decided that it...
Dealing with the consequences
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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
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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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Making rigour a departmental reality
Teaching History article
Faced with the introduction of a two-year key stage and a new whole-school assessment policy, Rachel Arscott and Tom Hinks decided to make a virtue out of necessity and reconsider their whole approach to planning, teaching and assessment at Key Stage 3. In this article they give an account of...
Making rigour a departmental reality
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Engaging Year 9 students in party politics
Teaching History article
Sarah Black wanted to remedy Year 9's lack of knowledge about nineteenth-century politics. With just five lessons to work with, she decided to devise a sequence on Gladstone and Disraeli, shaping the sequence with an enquiry question that invited argument about change and continuity. Black analyses the status and function of different layers of knowledge within her sequence, evaluates the interaction...
Engaging Year 9 students in party politics
