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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

  • 'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

      Teaching History article
    In this article, Helena Stride shows how the Imperial War Museum responded to criticism that insufficient attention had been paid to the contribution of black and Asian people to Britain’s wars. She focuses on one of two resource-packs produced by the Museum, which highlights the experience of Britain’s colonial peoples,...
    'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

  • Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

      Teaching History journal article
    Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
    Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

  • Music, blood and terror: making emotive and controversial history matter

      Teaching History article
    Lomas and Wrenn, co-authors and compilers of the Historical Association’s DfES-funded T.E.A.C.H 3-19 Report (Teaching Emotive and Controversial History), explore further ideas and examples of good practice from issues arising out of the report’s conclusions. Lomas and Wrenn propose five distinct categories of emotive and controversial history that further develop...
    Music, blood and terror: making emotive and controversial history matter

  • New, Novice or Nervous? 162: GCSE Thematic Study

      Teaching History feature: the quick guide to the no-quick-fix
    Thematic studies have been a long-standing feature of the Schools History Project (SHP) GCSE specifications in England and Wales; but for teachers of ‘Modern World’ GCSE specifications, the thematic study in the new GCSE specifications for teaching in England from September 2016 is unfamiliar territory. Perhaps you are entirely new...
    New, Novice or Nervous? 162: GCSE Thematic Study

  • Slaying dragons and sorcerers in Year 12: in search of historical argument

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Reflecting on his GCSE and post-16 students' essays, Michael Fordham began to wonder if there were something missing in the way he taught students to write. Work on structure that was designed to strengthen argument...
    Slaying dragons and sorcerers in Year 12: in search of historical argument

  • Cunning Plan 192: A suggested itinerary for visiting Berlin

      Teaching History feature
    The principles and approaches outlined in our article on Pages 59 to 64 of this edition can be applied to any site, although not necessarily all on the same trip! If you are visiting Berlin, and you want to examine it as a contested space, in what order might you...
    Cunning Plan 192: A suggested itinerary for visiting Berlin

  • An attempt to make Year 9 Masters of Learning

      Teaching History article
    ‘Much to learn you still have!' An attempt to make Year 9 Masters of Learning How can history teachers structure learning pathways through historical content in ways that engage and challenge all pupils, that enable them to work at an appropriate pace and that also encourage pupils to self-assess and...
    An attempt to make Year 9 Masters of Learning

  • What's History got to do with me? Hooking a range of learners into History

      E-CPD
    *This is a fascinating unit containing lots of useful and relevant information. It was clearly ahead of its time, produced in 2006 and many of the suggestions and questions posed by Haydn, Kitson and Lomas are still current today. There is much good work going on in History classrooms at...
    What's History got to do with me? Hooking a range of learners into History

  • AS & A2 History

      Article
    My complaints about the new AS/A2 specifications have been reported elsewhere,1 but below I outline my main concerns regarding the new examination system, which I see as a missed opportunity to introduce a 16-19 History curriculum that meets the needs of young people in the twenty-first century. The Curriculum 2000...
    AS & A2 History

  • Thinking about local history - Step by step local study

      Article
    The short walk from our school to St Mary's Parish Church, Leyton, takes us past late Victorian terraces, post-Second World War apartment blocks and early twentyfirst century social housing in one of the most densely populated and ethnically diverse parts of East London, sandwiched as it is between Stratford and...
    Thinking about local history - Step by step local study

  • No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable

      Teaching History article
    Chris Culpin builds on recent articles by Andrew Wrenn and Mike Murray with numerous practical ideas for good quality site visits at Key Stage 3 and GCSE. But this article offers much more than practical tips. Chris Culpin sets out a rationale for the centrality of site visits in the...
    No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable

  • Politics, history and stories about the Cold War

      Article
    Interpretation of the Cold War is a fascinating area. Many students begin to study it certain pre-formed ideas – gleaned from their parents, perhaps, or from films or computer games. Historians have interpreted it in different ways – and those who believe in the ‘twenty-year rule’ that historical judgment is...
    Politics, history and stories about the Cold War

  • What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

      Teaching History article
    Is it structure or the selection of knowledge that makes writing historical narrative so difficult? Where does a conceptual focus on change, or causation, come in? James Ellis set out to explore the challenges his Year 9 pupils faced in writing historical narratives about change. Inspired by the work of...
    What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

  • The Dilemma of Senator Williams

      IJHLTR Article
    Abstract The titled “Senator Williams, Do You Vote For or Against on the Diego Resolution before Senate” encourages students to engage in historical empathy and critical inquiry on the possible military intervention in the small hypothetical country of Ersatz. The Diego Resolution asks the Senate to endorse the President’s plan to move a...
    The Dilemma of Senator Williams

  • Defying the ‘constrictive grip of typologies’

      Journal article
    History teachers have frequently made recourse to character cards as a device to help young people, each assigned specific roles, to understand how different kinds of people responded in different ways to particular situations in the past. Edward FitzGerald builds on this tradition, demonstrating the value of using rich historical...
    Defying the ‘constrictive grip of typologies’

  • New, Novice or Nervous? 157: Teaching Overview

      Teaching History feature
    Overwhelmed by overview? Bewildered by how to teach bigger pictures? Tied up in mental knots by trying to work out the difference between thematic stories, frameworks and outlines? You are not alone. Like many history teachers, you feel more confident when teaching depth studies but find yourself beating a rapid...
    New, Novice or Nervous? 157: Teaching Overview

  • The International Journal Volume 12, Number 1

      Journal
    Editorial Sweden Ethical Values and History: a mutual relationship? Niklas Ammert, Linnaeus University (Kalmar)   Australia  Teaching History Using Feature Films: practitioner acuity and cognitive neuroscientific validation Debra Donnelly, University of Newcastle   Greece  The Difficult Relationship Between the History of the Present and School History in Greece: cinema as...
    The International Journal Volume 12, Number 1

  • Should empathy come out of the closet?

      Teaching History article
    What is historical empathy and why is it important? What has gone wrong and what had gone right in past attempts to develop students' empathetic understanding? What does progression look like in this area of historical thinking and what are the  preconceptions that can act as barriers to progression? Lee...
    Should empathy come out of the closet?

  • Time and Place; Using a Local Historical Site with Key Stage 2 and 3

      Time and Place
    English Heritage and the Historical Association have teamed up to provide this great new CPD guide to getting the most out of local historical sites with your classes. This easy to follow unit provides the basis for an entire unit of local study using the built heritage around you. Examples...
    Time and Place; Using a Local Historical Site with Key Stage 2 and 3

  • On-demand webinar: Assessing pupils’ answers to enquiry questions

      Meaningful and useable assessment in the secondary history classroom
    Webinar series: Meaningful and useable assessment in the secondary history classroom Session 3: Assessing pupils’ answers to enquiry questions  This session will consider how history teachers can go about ‘marking’ pupils’ answers to enquiry questions in a way that values the pupils’ own voice and independent thinking, and avoids restricting...
    On-demand webinar: Assessing pupils’ answers to enquiry questions

  • Education Objectives for the Study of History: A suggested framework

      Classic Teaching History Pamphlets
    Teachers of history in many parts of the country are now trying to formulate objectives for the study of their subject. This framework is put forward as a possible aid to them in a task which all admit to be a difficult one. Here, we try to spell out the...
    Education Objectives for the Study of History: A suggested framework

  • Approaches to the History Curriculum: Project based learning

      Briefing Pack
    Rationale/Origins Project based learning has been around for decades; it is not a new idea. When we think back to the curriculum of the 1970s and early 80s, integrated Humanities was once again all the rage. As the Nuffield review of 2008 highlights "between 1975 and 1983, HMI tried to...
    Approaches to the History Curriculum: Project based learning

  • 'How our area used to be back then': An oral history project in an east London school

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How can oral history enquiries engage students with the study of history and help them connect their learning about the past to their present lives? How can oral history engage and develop students' understanding of...
    'How our area used to be back then': An oral history project in an east London school

  • Past Forward: University history and school history

      Article
    Recent trends in university history University historians have little incentive to discover what goes on in school history classrooms and many disincentives, as pressures of work mount and the ogres of university management point to the overwhelming need to improve, or sustain, current Research Assessment Exercise grades. History is rarely...
    Past Forward: University history and school history