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'History on Trial'
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017
ISSN: 14472-9474
Abstract
This study discusses the relevance of morality in the explanation of controversial history. It presents a discourse analysis of two representative adolescents’ narratives from Mexico and Spain about the 16th century Spanish Conquest of...
'History on Trial'
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Integrating the historical Holocaust
Teaching History article
How can we help students understand the Holocaust in its full historical complexity, particularly when they often come to class with misconceptions arising from the representation of the Holocaust in popular culture? Over a three-year period, Sam Ineson set out to integrate the historical Holocaust into his school’s formal and informal...
Integrating the historical Holocaust
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Navigating the ‘imperial history wars’
Teaching History article
Concerned by the growing tendency of politicians and press to revive the moral balance-sheet approach to British imperial history and by some evidence of its resurgence in schools, Alex Benger set about devising a framework which would keep pupils’ analysis rigorously historical, rather than moral and politicised. In this article,...
Navigating the ‘imperial history wars’
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The History of Afro-Brazilian People
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474
Abstract
This work is part of the following research projects: ‘Indians, Quilombolas, and Napalm’ funded by the Ministry of Education (MEC/CAPES-Brazil), and ‘Teaching-learning methodology and evaluation in controversial social issues of humanities and its...
The History of Afro-Brazilian People
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Podcast Series: Confronting Controversial History
Podcast Series
Controversial History formed the focus of the Historical Association’s report, Teaching Emotive and Controversial History 3-19 (TEACH). Published in 2007, it offered teachers invaluable guidance for teaching historical topics that can stir emotion and controversy. However, the authors noted how the nature of the sensitivity can be affected by ‘time, geography and...
Podcast Series: Confronting Controversial History
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Historical thinking and art education in Canada’s era of societal reckoning
Teaching History article
Michael Pitblado and Agnieszka Chalas, history teacher and art teacher respectively, describe how and why they responded to a call by Canada’s Truth and Reconciliation Commission to engage students with difficult aspects of Canada’s past, including the forced cultural assimilation of Indigenous peoples through the Indian Residential School System. Having reflected...
Historical thinking and art education in Canada’s era of societal reckoning
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Examining the Value of Teaching Sensitive Matters in History
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017
ISSN: 14472-9474
Abstract
Driven by the overarching objective of promoting reconciliation through education, this paper explores the impact of history teaching on youth identity and ethnic relations in Sri Lanka. Building on the arguments of scholars the...
Examining the Value of Teaching Sensitive Matters in History
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History Teaching in Belarus: Between Europe and Russia
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017 ISSN: 14472-9474
Abstract
This paper is devoted to social uses of history teaching and history textbooks. It analyses, first, how the history of the lands of Belarus, at the crossroads between Europe and Eurasia, was...
History Teaching in Belarus: Between Europe and Russia
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Fundamental British Values and history teaching
Article
In this article, Michael Maddison provides an overview of what schools must do in relation to promoting British values, as well as preventing extremism and radicalisation, and why it is so important that opportunities are taken in history to deal with these two pressing issues. It is an updated version...
Fundamental British Values and history teaching
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International Journal 14.2: Editorial review
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017ISSN: 14472-9474
Introduction: Thinking historically – syntactic ‘know how’ and substantive ‘know that’ knowledge
As an academic discipline History has two dimensions: the ‘know how’ syntactic or procedural knowledge of the skills and processes of ‘Doing History’ and...
International Journal 14.2: Editorial review
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What Have Historians Been Arguing About... gender and sexuality
Teaching History feature
Although they overlap, gender and sexuality are each a distinctive field of historical research. Researching in these fields involves cross-disciplinary work and a range of media and methods. One of the greatest challenges is that of terminology: how to refer to the gender identity or sexuality of a subject in...
What Have Historians Been Arguing About... gender and sexuality
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Telling difficult stories about the creation of Bangladesh
Teaching History article
Nathanael Davies recognised that previous efforts to diversify the history taught at his school by weaving new stories into the curriculum had made little impression on his students’ assumptions about what really counted as history. Planning a new enquiry on the creation of Bangladesh was intended both to bridge a...
Telling difficult stories about the creation of Bangladesh
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Cunning Plan 191: diving deep into ‘history from below’ with Year 8
Article
Can the ‘subaltern’ speak, Year 8s?
When the Indian scholar and literary theorist Gayatri Chakravorty Spivak asked this question in 1988, she wasn’t asking Year 8s on a Monday morning. What she wanted to explore was whether those marginalised people written out of the archive – ‘the subaltern’ – could...
Cunning Plan 191: diving deep into ‘history from below’ with Year 8
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Decolonise, don’t diversify: enabling a paradigm shift in the KS3 history curriculum
Teaching History article
In this article, Dan Lyndon-Cohen makes the case that history departments should move from diversifying the curriculum to decolonising it. After reflecting on some examples of how he made the content of his lessons more representative, he explores how the influence of writers such as Michel-Rolph Trouillot and Emma Dabiri...
Decolonise, don’t diversify: enabling a paradigm shift in the KS3 history curriculum
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Family stories and global (hi)stories
Teaching History article
Teaching in Greece, a country with extensive recent experience of immigration, Maria Vlachaki and Georgia Kouseri were interested to examine how they might use family history as a means of exploring the historical dimensions of this potentially sensitive topic. They hoped that encouraging pupils to explore their relatives’ stories would...
Family stories and global (hi)stories
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Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945
Teaching History Article
A school-designed, post-14 course on multi-cultural Britain since 1945
Robin Whitburn and Sharon Yemoh describe the design of a school-generated GCSE course on the challenges that British people faced in forging a multicultural society in post-imperial Britain. Drawing on their own research into their students' experience, they build a discipline-based case...
Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945
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History, music and law: commemorative cross-curricularity
Teaching History article
James Woodcock continues his theme from Teaching History 138 about the difference between superficial, thematic cross-curricularity and much more rigorous interdisciplinarity. His concern is to retain rather than compromise the integrity of the subject disciplines. Woodcock argues that interdisciplinary working adds value to learning only when the knowledge and the distinctive...
History, music and law: commemorative cross-curricularity
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‘It’s kind of like the geography part of history, isn’t it, Miss?’
Teaching History article
Verity Morgan took an unusual approach to the challenge of teaching the Holocaust, coming to it through the lens of environmental history. She shares here the practical means and resources she used to engage pupils with this current trend in historiography, and its associated concepts.
Reflecting on her pupils’ responses,...
‘It’s kind of like the geography part of history, isn’t it, Miss?’
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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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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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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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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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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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Teaching the very recent past
Teaching History article
‘Miriam's Vision' is an educational project developed by the Miriam Hyman Memorial Trust, an organisation set up in memory of Miriam Hyman, one of the 52 victims of the London bombings of 2005. The project has developed a number of subject-based modules, including history, which are provided free to schools...
Teaching the very recent past
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Teaching about the Russian invasion of Ukraine and events happening there
Article
The events of the last few days appear to have come out of nowhere to many people, especially children. While tensions have existed in the region for some time Russia’s decision to attack Ukraine was without provocation.
To have war return in such a way to the edges of Europe...
Teaching about the Russian invasion of Ukraine and events happening there
