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  • The International Journal Volume 4 Number 2

      Journal
    Jannet van Drie and Carla van BoxtelEnhancing Collaborative Historical Reasoning by Providing Representational Guidance   Nadine Fink  Pupils' Conceptions of History and History Teaching   Alan HodkinsonMaturation and the Assimilation of the Concepts of Historical Time: a Symbiotic Relationship, or Uneasy Bedfellows? An Examination of the Birth-Date Effect on Educational...
    The International Journal Volume 4 Number 2

  • 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

  • Recorded webinar: Britain's eighteenth-century tradition of popular riot and protest

      Article
    Eighteenth-century Britons were ruled by a restricted oligarchy of landowners and plutocrats. Yet the wider population had a proud tradition of assertiveness and readiness to protest. ‘Britons never will be slaves!’ as the chorus of 'Rule Britannia' (1740) announced pointedly (if somewhat ironically, in view of Britain’s role in the...
    Recorded webinar: Britain's eighteenth-century tradition of popular riot and protest

  • 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

  • Why history teachers should not be afraid to venture into the long eighteenth century

      Teaching History article
    As ardent advocates of eighteenth-century history, Rhian Fender and Stephen Ragdale were determined to ensure that the period found a secure place within their department’s Key Stage 3 curriculum. Given the extraordinary range of contrasts that epitomise the long eighteenth century, and only ten lessons within which to explore them,...
    Why history teachers should not be afraid to venture into the long eighteenth century

  • ‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline

      Teaching History article
    Clare Bartington noticed that her students’ focus on the specific kinds of question used in examinations appeared to have undermined their understanding of how historians actually use sources. Instead of approaching the traces or ‘leftovers’ of the past as potential sources of evidence in relation to a particular question, her students believed...
    ‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline

  • The International Journal Volume 1 Number 1

      Journal
    Editorial  Old Wine, New Bottles : National Identity, Citizenship and the History Curriculum for the 21st Century   Articles Penelope Harnett - History in the Primary School: Re-Shaping Our Pasts. The Influence of Primary School Teachers' Knowledge and Understanding of History on Curriculum Planning and Implementation.     Laura Capita,...
    The International Journal Volume 1 Number 1

  • Film: Medlicott Lecture 2022 - David Olusoga

      Article
    This talk was presented at the Historical Association Awards evening, 7 July 2022. The talk is by Professor David Olusoga on the evening that he received the HA Medlicott Medal for Outstanding contributions to History. It is not to be used for any purpose or publicly reported on without the...
    Film: Medlicott Lecture 2022 - David Olusoga

  • Power, authority and geography

      Teaching History article
    Dissatisfied by her previous enquiries on medieval kingship and inspired by Helen Castor’s 'She-Wolves', Elizabeth Carr sought to incorporate the stories of powerful medieval women such as Empress Matilda and Eleanor of Aquitaine into her Key Stage 3 curriculum. Carr used these stories to highlight to her pupils the crucial...
    Power, authority and geography

  • 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

  • Curating the imagined past: world building in the history curriculum

      Teaching History article
    Mike Hill was concerned that his students were unable to genuinely inhabit the historical places they encountered in his lessons. Drawing on fields as varied as history-teacher research, philosophy, and literary and media theory, Hill identified ways to curate his students’ constructions of ‘secondary worlds’ in the historical past, including...
    Curating the imagined past: world building in the history curriculum

  • "Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past

      Teaching History article
    What should pupils know and understand as a result of their historical studies? This question is much in the news currently and too often quickly posed and glibly answered. In this article, Jonathan Howson poses this problem in the light of an ongoing research tradition that has sought complex answers...
    "Is it the Tuarts and then the Studors or the other way round?" The importance of developing a usable big picture of the past

  • The Slave trade and British Abolition, 1787-1807

      Historian article
    In the 1780’s the British slave trade thrived. In that decade alone more than one thousand British and British colonial slave ships sailed for the slave coasts of Africa and transported more than 300,000 Africans. There was little evidence that here was a system uncertain about its economic future. If...
    The Slave trade and British Abolition, 1787-1807

  • Write Your Own Historical Fiction competition 2024 – the winners

      The HA's writing competition for children aged 10-15 years
    Real history contains some of the most fanciful, exciting, worrying and incredible stories – learning about the past can open our eyes to how people have interacted with the world and each other for centuries. It is not surprising that alongside the real history most cultures and traditions have a...
    Write Your Own Historical Fiction competition 2024 – the winners

  • Doing History at University 2024

      Thinking of studying history at university?
    Tuesday 2 JulyUniversity of Sheffield Book your place now We are pleased to be hosting a Doing History at University event for students and teachers in partnership with the University of Sheffield. The Department of History is one of the largest, most active and successful centres for teaching and historical...
    Doing History at University 2024

  • How diverse is your history curriculum?

      Article
    The past was full of diverse people and our students are entitled to learn about this diverse past. History lessons should enable students to see their connection to the past and to understand the world today. Here are a list of questions for history teachers to use to support a...
    How diverse is your history curriculum?

  • Doing History at University 2025

      Thinking of studying history at university?
    Book Now (Registration is via Cademy which opens in a new window. Please read the HA CPD terms and conditions before registering) We are pleased to be hosting a Doing History at University event for students and teachers in partnership with the University of Sheffield. The aim of the event is to...
    Doing History at University 2025

  • A-Level Essay: To what extent does the art of the Edo period of Japan reflect the contentment of the classes within its society?

      Article
    The Edo period in Japanese history fell between the years 1600 and 1867, beginning when Tokugawa Ieyatsu, a daimyo (samurai lord), became the strongest power in Japan, and ending with Tokugawa Keiki’s abdication. The Tokugawas claimed the hereditary title of Shogun, supreme governor of Japan. (The emperor had become a...
    A-Level Essay: To what extent does the art of the Edo period of Japan reflect the contentment of the classes within its society?

  • Write Your Own Historical Fiction competition 2023 – the winners

      The HA's writing competition for children aged 10-19 years
    Being inspired by stories of the past to tell stories for today has kept people entertained for hundreds of years. Take a look at the shelves in any bookshop and there will be plenty of historical fiction. That is why we believe in starting them young at the HA, and...
    Write Your Own Historical Fiction competition 2023 – the winners

  • Hidden in plain sight: the history of people with disabilities

      Teaching History journal article
    Recognising the duty placed on all teachers by the 2010 Equality Act to nurture the development of a society in which equality and human rights are deeply rooted, Helen Snelson and Ruth Lingard were prompted to ask whether their history curricula really reflected the diverse pasts of all people in...
    Hidden in plain sight: the history of people with disabilities

  • Eleanor and Franklin: Women and the New Deal

      Annual Conference 2018 Film: Presidential Lecture
    As a pioneering First Lady, Eleanor Roosevelt refused, as one admirer put it, ‘to step into her little mould in the biscuit tin of President’s wives that was ready and waiting for her’.  She broadcast on the radio, wrote a newspaper column, travelled endlessly and spoke out fearlessly in defence...
    Eleanor and Franklin: Women and the New Deal

  • Creating controversy in the classroom: making progress with historical significance

      Teaching History article
    No longer is historical significance the ‘forgotten key element.’ Indeed, it is now being remembered at last – by politicians, telly-dons and the media in any case. Matthew Bradshaw suggests that the popular emphasis on significant events is wrong. Instead, we should be enabling our pupils to make their own...
    Creating controversy in the classroom: making progress with historical significance

  • Announcing the winners of the Write Your Own Historical Fiction competition 2022

      The HA's writing competition for children aged 10-19 years
    The HA's writing competition for children aged 10-19 years After another year of high-quality fiction writing from our young people, we are pleased to announce that the winners in all of the categories are: School Years 5-6: Eloise Burt – The HMS Titanic. Old Priory Junior Academy, Plymouth Hannah Tan...
    Announcing the winners of the Write Your Own Historical Fiction competition 2022

  • HA Blog Watch

      Selected history education blogs
    We've collated some of the best history education blogs here. The list isn't exhaustive so if there is a great history education blog out there that is not on this list – let us know! One Big History Department HA Secondary Committee blog One Big History Department (OBHD) has been...
    HA Blog Watch

  • Mussolini's missing marbles: simulating history at GCSE

      Teaching History article
    Arthur Chapman and James Woodcock have collaborated before: Woodcock extended Chapman’s familiar casual metaphor of the final straw breaking a poor abused camel’s back. Here, they collaborate more explicitly to suggest a means of teaching students to produce adequately nuanced historical explanation. Their two central ideas are to produce a...
    Mussolini's missing marbles: simulating history at GCSE