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  • What Have Historians Been Arguing About... the British Empire and the age of revolutions in the global South

      Teaching History feature
    The historiography of the British Empire has taken a long course since the era of decolonisation. Political histories of the late twentieth century considered the mechanisms connecting crises at the ‘periphery’ with metropolitan decision-making. One rather overused stereotype was the so-called ‘man on the spot’ pushing empire forward, be they...
    What Have Historians Been Arguing About... the British Empire and the age of revolutions in the global South

  • The International Journal Volume 6

      Journal
    Articles Isabel Barca and Helena PintoHow Children Make Sense of Historic Streets: Walking through Downtown Guimaraes   Min Fui CheeTraining Teachers for the Effective Use of Museums   Terrie EpsteinThe Effects of Family/Community and School Discourses on Children's and Adolescents' Interpretations of United States History   David GerwinObject Lessons: Teachers,...
    The International Journal Volume 6

  • 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

  • Film: Lenin, the 1905 Russian Revolution and WWI

      Film Series: Power and authority in Russia and the Soviet Union
    The founders of Communism, Marx and Engels, had created a set of social structures and industrial developments that were believed necessary for Communism to be achieved. Imperial Russia did not fit these conditions and yet at the start of the twentieth century Russian revolutionaries were some of the most active...
    Film: Lenin, the 1905 Russian Revolution and WWI

  • Film: Khrushchev - De-Stalinization

      Film Series: Power and authority in Russia and the Soviet Union
    In this film, Dr Alexander Titov (Queen's University of Belfast), discusses how and why Khrushchev opened up discussions about Stalin and his legacy, the risk that people would blame the current leadership once the scale of repressions became known. Dr Titov examines the both the content of the secret speech (Stalin’s...
    Film: Khrushchev - De-Stalinization

  • Film: Gorbachev - Interpretations

      Film Series: Power and authority in Russia and the USSR
    Mikhail Gorbachev’s leadership and period in office is remembered differently in different parts of the world. Professor Archie Brown discusses the different interpretations the have developed in the West and in Russia to Gorbachev and his legacy. He describes the impact and development of Post-Soviet Russia and how this has influenced...
    Film: Gorbachev - Interpretations

  • Film: Gorbachev - Foreign Relations

      Film Series: Power and authority in Russia and the USSR
    Professor Archie Brown discusses how Gorbachev fundamentally reformed Soviet foreign policy, redefined relations with the West, fostered closer personal relationships with former adversaries and how he transformed the Cold War world. He examines Gorbachev's policy towards Eastern Europe and the fall of the Iron Curtain, and looks at how his new foreign...
    Film: Gorbachev - Foreign Relations

  • What's happening in History? Trends in GCSE and 'A'-level examinations

      Teaching History article
    Teaching History frequently celebrates and analyses the practice of those history departments that appear to buck trends. In keeping with the Historical Association’s Campaign for History and its popular ‘Choosing History at 14’ Pack, a number of articles and Triumphs Shows in recent editions of Teaching History have celebrated the...
    What's happening in History? Trends in GCSE and 'A'-level examinations

  • The Origins of Mass Society: Speech, Sex and Drink in Urbanising Britain, 1780-1870

      Virtual Branch Lecture Recording
    Professor Peter Mandler is the current president of the Historical Association. As part of our 'presidents season' for the HA Virtual Branch he gave a fascinating talk on The Origins of Mass Society: Speech, Sex and Drink in Urbanising Britain, 1780-1870. In this talk he explores the impact of the changes in...
    The Origins of Mass Society: Speech, Sex and Drink in Urbanising Britain, 1780-1870

  • On-demand webinar series: Direct history teaching

      HA webinar series for history teachers at KS3 and KS4
    What does this series cover? In this webinar series, explore a direct approach to teaching history. Presenters Jacob Olivey and Mike Hill will advocate for ‘lean lessons’ that focus on reading, explanation, and discussion to build pupils’ historical knowledge and understanding – with no worksheets, activities, or group work in...
    On-demand webinar series: Direct history teaching

  • On-demand webinar: Responding to historical questions and engaging in extended writing at A-level

      Webinar series: Developing students’ historical thinking at A-level
    Webinar series: Developing students’ historical thinking at A-level Session 2: Responding to historical questions and engaging in extended writing This second session will consider how teachers have helped their students to develop coherent explanations of historical processes and to form judgments in response to historical questions. The session will then engage with...
    On-demand webinar: Responding to historical questions and engaging in extended writing at A-level

  • Polychronicon 165: The 1917 revolutions in 2017: 100 years on

      Teaching History feature
    The interpretive and empirical frameworks utilised by scholars in their quest to understand the Russian revolutions have evolved and transformed over 100 years. The opening of archives after the collapse of the Soviet Union enabled access to a swathe of new primary sources, some of which have had a transformative...
    Polychronicon 165: The 1917 revolutions in 2017: 100 years on

  • On-demand webinar: A history teacher’s 'markbook'

      Meaningful and useable assessment in the secondary history classroom
    Webinar series: Meaningful and useable assessment in the secondary history classroom Session 6: A history teacher’s 'markbook' This session will consider what it might be most useful for history teachers to keep a record of over the course of a year. Every time we read pupils’ work or listen to...
    On-demand webinar: A history teacher’s 'markbook'

  • The International Journal Volume 1 Number 2

      Journal
    Editorial  - History and the History Curriculum Articles Isabel Barca - Prospective teachers' ideas about assessing different accounts    Keith Barton - Primary children's understanding of the role of historical evidence: Comparisons between the United States and Northern Ireland    Carley Dalvarez - The Contribution of History to Citizenship Education ...
    The International Journal Volume 1 Number 2

  • Taking control of assessment

      Teaching History article
    Ian Luff recognised that in a post-levels world efforts to devise new assessment systems risked replicating old problems or creating new ones. Drawing on his many years’ experience of teaching and school leadership Luff argues that for assessment in history to be truly useful to teachers and pupils it needs...
    Taking control of assessment

  • Old age care in the time of crisis: London in the sixteenth century

      Historian article
    In her lecture to the General Strand of the HA Conference, Christine Fox describes the successes and failures of London institutions in dealing with the sixteenth-century crisis of poverty and elderly care. In late medieval and early modern thinking, human life was divided into three stages; youth, maturity, and old age. The latter...
    Old age care in the time of crisis: London in the sixteenth century

  • 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

  • Cunning Plan… for using the story of Eunice Foote to bring environmental history into the curriculum

      Teaching History feature
    It was during a rainy Tuesday breaktime that I realised why I was so flippant about including environmental history in my curriculum. ‘The climate, you see,’  I said to my colleague Tamsin as I double-boiled the staffroom kettle, ‘can’t challenge you when you don’t include it.’ Kate Hawkey’s book History and the Climate...
    Cunning Plan… for using the story of Eunice Foote to bring environmental history into the curriculum

  • Teaching History 107: Little Stories, Big Pictures

      The HA's journal for secondary history teachers
    This edition deals with the complex relationship between depth work and overview work. Revealing the big picture: patterns, shapes and images at Key Stage 3, Slavery, Learning and teaching about the history of Europe in the 20th Century, Teaching the history of 20th women in Europe, Using Ethel and Ernest...
    Teaching History 107: Little Stories, Big Pictures

  • What Have Historians Been Arguing About... migration and empire

      A Polychronicon of the past
    In autumn 2019, Kara Walker’s monumental sculpture, Fons Americanus, went on display in the Tate Modern, offering a poignant, troubling challenge to national commemoration. Walker depicts not the lingering vestiges of imperial glory, but sharks, tears, and haunted memories. She brings history into conversation with its contemporary legacies and engages...
    What Have Historians Been Arguing About... migration and empire

  • Promoting rigorous historical scholarship

      Teaching History article
    The history department at Cottenham Village College has one more member than you might expect. Ruth Brown is a teaching assistant (TA) and one of the longest-standing members of the department, and this article is about how her work has an impact on specific pupils, whole classes and teachers. The key...
    Promoting rigorous historical scholarship

  • What have historians been arguing about... decolonisation and the British Empire?

      Teaching History feature
    Decolonisation is a contested term. When first used in 1952, it referred to a political event: a colony gaining independence; it has since come to describe a process. When, where and why this process began, however, and whether it has ended, are all fiercely debated. Is it about new flags...
    What have historians been arguing about... decolonisation and the British Empire?

  • Move Me On 176: worried about how to deal with his own dyslexia in the classroom

      The problem page for history mentors
    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 176: worried about how to deal with his own dyslexia in the classroom

  • Causation

      Key Concepts
    Please note: these links were compiled in 2009. For a more recent resource, please see: What's the Wisdom on: Causation.  These Teaching History Articles on 'Causation' are highly recommended reading to those who would like to get to grips with this key concept: 1. Move Me On 92. Problem page for history mentors. Teaching...
    Causation

  • Global learning and development education

      Article
    Global learning and development education in the secondary school Development education is an approach to learning about global and development issues through recognising the importance of linking people's lives throughout the world. It encourages critical examination of global issues and awareness of the impact that individuals can have on these. ...
    Global learning and development education