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Do Gypsy, Roma and Traveller children see themselves in your history classroom?
Helen Snelson and Richard Kerridge; resources from HA conference session, Bristol, May 2022
Gypsy, Roma and Traveller people are the largest minority ethnic group in some communities (and therefore in some schools) in the UK.
Richard Kerridge and Helen Snelson have worked with the historian Professor Becky Taylor to produce a range of teaching resources for teaching the history of Gypsy, Roma and Traveller...
Do Gypsy, Roma and Traveller children see themselves in your history classroom?
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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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Triumphs Show 180: From ‘most able’ to ‘mini’ historians
Teaching History feature
Finding ways to stretch and challenge the highest-attaining students has been a long-standing concern of many history teachers, and strategies for doing so have developed far beyond merely bolting on additional tasks. One way in which I have sought to challenge my own high-attaining students has been by setting them...
Triumphs Show 180: From ‘most able’ to ‘mini’ historians
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New, Novice or Nervous? 154: Using historical scholarship in the classroom
Teaching History feature
As another World Book Day goes past, you have been watching the English department wax lyrical about all of the wonderful books that pupils might read. You know that there is a wealth of well-written historical scholarship out there for pupils to dive into, yet you are not sure about...
New, Novice or Nervous? 154: Using historical scholarship in the classroom
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‘This extract is no good, Miss!’
Journal article
Frustrated that her A-level students were being overly dismissive when asked to judge the convincingness of academic historians’ arguments, Paula Worth drew on previous history-teacher research and theories of history for inspiration. After noting that her students would unjustly reject esteemed historians’ accounts for lack of comprehensiveness, Worth explains here...
‘This extract is no good, Miss!’
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Cunning Plan 173: using Black Tudors as a window into Tudor England
Teaching History journal feature
On 29 September 2018 I was fortunate enough to get involved with a collaborative project with Dr Miranda Kaufmann, the Historical Association, Schools History Project, and a brilliant group of people from different backgrounds all committed to teaching about black Tudors. In this short piece, I will share how I...
Cunning Plan 173: using Black Tudors as a window into Tudor England
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Disembarking the religious rollercoaster
Teaching History article
Sarah Jackson-Buckley and Jessie Phillips found themselves perennially dissatisfied with the outcomes of their teaching of the Protestant Reformation. Determined that students should take away a sense of the momentous political and social consequences of the Reformation, they turned to historical scholarship, and to the work of other history teachers on...
Disembarking the religious rollercoaster
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Confronting conflicts: history teachers’ reactions to spontaneous controversial remarks
Teaching History article
Sometimes, things don’t go to plan. Current events come into the classroom, especially the history classroom. How should students’ responses to current affairs be dealt with there? How should students’ desire to voice their opinions be handled if their opinion is unpopular. What if the student is simply wrong? How...
Confronting conflicts: history teachers’ reactions to spontaneous controversial remarks
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Year 7 explore the story of a London street
Teaching History article
One street, twenty children and the experience of a changing town: Year 7 explore the story of a London street
Michael Wood and others have recently drawn attention to the ways in which big stories can be told through local histories. Hughes and De Silva report a teaching unit through...
Year 7 explore the story of a London street
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New, Novice or Nervous? 166: Controversial issues
Teaching History feature
History thrives on questioning, debate and controversy. What makes something controversial varies, however, and we may fail to notice, unless we think very carefully about it, the particular ways in which our lessons can become controversial for our pupils.
When we tackle historical issues that might be seen as controversial, disturbing, shocking or...
New, Novice or Nervous? 166: Controversial issues
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Building Key Stage 5 students’ analysis of interpretations
Article
Students of A-level history are required to analyse and evaluate historical interpretations. Samuel Head found limitations in his Year 13 students’ understanding of how and why historians arrive at differing interpretations, which impeded their ability to analyse them. He set about tackling this with carefully sequenced planning and a processual model...
Building Key Stage 5 students’ analysis of interpretations
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Cunning Plan 185… for building difference into GCSE curriculum design
Teaching History feature
Many history teachers have been busy making space in their curriculum plans for different sorts of histories. This process, as Priyamavda Gopal has argued (in response to claims that moves to decolonise the curriculum constitute an attempt to censor history by editing out those bits viewed as ‘stains’ on the nation’s...
Cunning Plan 185… for building difference into GCSE curriculum design
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Move Me On 192: analytical focus with diverse histories
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 192: analytical focus with diverse histories
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Facing History
Article
Facing History is an American organisation and website that provides CPD materials and resources on identity, memory and forgiveness. They have a series of case studies and video materials for teachers. There are materials on Civil Rights and, for example, the Armenian Genocide, on their website.
Facing History Website>>>
Facing History
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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 1980s popular music to explore historical significance
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Scott Allsop helped his students to uncover the implicit criteria informing someone else's attribution of historical significance to past events. That ‘someone else' was Billy Joel whose 1989 song became the focus for deconstructive analysis....
Using 1980s popular music to explore historical significance
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Significance
Key Concepts
Please note: these links were compiled in 2009. For a more recent resource, please see: What's the Wisdom on: Historical significance.
This selection of Teaching History articles on 'Significance' are highly recommended reading to anyone who wants to get to grips with this key concept. All Teaching History articles are free to HA Secondary Members...
Significance
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Thinking beyond boundaries
HA Update
In October of last year, the Royal Historical Society (RHS) published an important report highlighting the racial and ethnic inequalities in the teaching and practice of history in the UK (RHS, 2018). Focused on history teaching at university, it nevertheless highlighted the need for thinking to occur at all levels...
Thinking beyond boundaries
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Helping Year 9 to engage effectively with ‘other genocides’
Teaching History article
In this article, Andy Lawrence returns to arguments made in Teaching History 153 about the importance of teaching young people about other modern genocides in addition to the Holocaust. Building on those arguments with his own rationale, Lawrence also acknowledges the constraints on curriculum time that compel all departments to...
Helping Year 9 to engage effectively with ‘other genocides’
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'ICT Starter for 10' a primer for Secondary History Educators
Article
This resource is intended to provide a short ‘aide memoire’ to the hard pressed teacher providing a series of ‘launching pads’ for historical enquiry…
'ICT Starter for 10' a primer for Secondary History Educators
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Conducting the orchestra to allow our students to hear the symphony
Journal article
Alex Ford and Richard Kennett both welcome the renewed emphasis on knowledge within recent curriculum reforms in England, but are concerned about some of the ways in which the principle of a ‘knowledge-rich’ curriculum has been interpreted and transformed into particular pedagogical prescriptions. In this article they explain their reasons...
Conducting the orchestra to allow our students to hear the symphony
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Film: What's the wisdom on... Causation
Your Virtual History Department Meeting
We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand.
'What’s the wisdom on…' is a brand-new and already popular feature in our secondary journal Teaching History and provides the perfect...
Film: What's the wisdom on... Causation
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Time and chronology: conjoined twins or distant cousins?
Teaching History article
Weaknesses in pupils' grasp of historical chronology are a commonplace in popular discussion of the state of history education. However, as Blow, Lee and Shemilt argue, although undoubtedly necessary and fundamental, mastery of chronological conventions is not sufficient: the difficulties that pupils experience when learning history are conceptual, as much...
Time and chronology: conjoined twins or distant cousins?
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CARGO Classroom: digital resources for diverse histories
Visionary leaders of African and African Diaspora descent
To address the urgent need for digital learning resources, and to address the imbalance of perspectives in the History curriculum, CARGO Classroom is now providing multimedia learning tools for Key Stage 3 History via a freely accessible, interactive website: cargomovement.org/classroom
“CARGO is about doing. We talk a lot. We talk about...
CARGO Classroom: digital resources for diverse histories
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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
