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Recorded webinar series: Commemorating the 75th anniversary of the UN Convention on Genocide
Multipage Article
9 December 2023 was the 75th anniversary of the passing of the United Nations Convention on the Prevention and Punishment of the Crime of Genocide (known as the UN Convention on Genocide). The convention was a clear statement by the international community that crimes of that nature should never happen...
Recorded webinar series: Commemorating the 75th anniversary of the UN Convention on Genocide
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The dialogic dimensions of knowing and understanding the Norman legacy in Chester
Teaching History article
Michael Bird and Thomas Wilson focus their attention directly on the voices of pupils, in dialogue with their teacher and with each other, as they draw inferences from differing sources about the Norman legacy in Chester. By carefully examining dialogue stimulated by these sources, Bird and Wilson demonstrate not only...
The dialogic dimensions of knowing and understanding the Norman legacy in Chester
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Why are you wearing a watch? Complicating narratives of economic and social progress
Teaching History article
Frustrated by the traditional narrative of the industrial revolution as a steady march of progress, and disappointed by her students’ dull and deterministic statements about historical change, Hannah Sibona decided to complicate the tidy narrative of continual improvement.
Inspired by an article by E.P. Thompson, Sibona reflected that introducing her...
Why are you wearing a watch? Complicating narratives of economic and social progress
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Louis XIV
Classic Pamphlet
Louis XIV was born on 5 September 1638 and became King on May 14 1643 at the age of four years and eight months on the death of his father Louis XIII. He attended the Conseil d'en haut from 1649 when he was eleven years old. He announced his coming...
Louis XIV
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Polychronicon 156: The transnational history of the First World War
Teaching History feature
With the publication in 2014 of the Cambridge History of the First World War, we enter a new transnational phase in the historical understanding of the conflict. The reasons why this change has come about are evident.
The first is that there are more transnational historians writing the history of...
Polychronicon 156: The transnational history of the First World War
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What do you think? Using online forums to improve students' historical knowledge and understanding
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
In Teaching History 126, the Open University's Arguing in History project team demonstrated the power that discussion fora can have to develop pupil thinking. In this article, Dave Martin revisits this theme through a discussion...
What do you think? Using online forums to improve students' historical knowledge and understanding
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Move Me On 165: Capturing student interest vs. sense of period
Teaching History feature
This issue’s problem: In her concern to capture students’ interest Jennet Preston tends to present people in the past as weird and wonderful aliens...
Jennet Preston has come into teaching as a second career, following a break to look after her young children. She is enthusiastic and full of ideas for...
Move Me On 165: Capturing student interest vs. sense of period
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What Have Historians Been Arguing About... immigration in French history
Historian feature
3 July 2024 marks the 50th anniversary of a significant, yet little known, event in French history: the declaration of an end to the recruitment of economic migrants. Over the previous decades, some three million migrant workers had arrived to surprisingly little fanfare, building the economic growth later mythologized by...
What Have Historians Been Arguing About... immigration in French history
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Polychronicon 148: The Wars of the Roses
Teaching History feature
There are few periods in our history from which we turn with such weariness and disgust as from the Wars of the Roses. Their savage battles, their ruthless executions, their shameless treasons seem all the more terrible from the pure selfishness of the ends for which men fought, the utter...
Polychronicon 148: The Wars of the Roses
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Learning to read, reading to learn: strategies to move students from 'keen to learn' to 'keen to read'
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Conventionally, students learn to read before they come to secondary school. As a result, for the majority of our students, reading can be taken for granted. Yet sometimes, as history teachers, we can find that...
Learning to read, reading to learn: strategies to move students from 'keen to learn' to 'keen to read'
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‘What do they mean by that?’ Helping students to analyse academic writing from Key Stage 3 onwards
Teaching History article
Following her PGCE year, Alex Blelloch became concerned about the ways in which some of the students she observed struggled to engage with the complexities of texts written by historians. More broadly, she was also concerned about the limited opportunities younger students had to engage with historians’ works. In this...
‘What do they mean by that?’ Helping students to analyse academic writing from Key Stage 3 onwards
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The Past, the Present and the Future of the Economic Crisis, through Greek Students’ Accounts of their History
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474
Abstract
This is an analysis of 97 written questionnaires given to university students’, prospective teachers’. Students were asked first to narrate the Greek state’s history, second to make predictions about the future. It took...
The Past, the Present and the Future of the Economic Crisis, through Greek Students’ Accounts of their History
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Was the workhouse really so bad? An encounter with a cantekerous tramp
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Have you stuggled to find an invigorating, exciting local enquiry to motivate your Year 9 class ? How do you engage students in lively debate? This was the challenge for one Norfolk school who wanted...
Was the workhouse really so bad? An encounter with a cantekerous tramp
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Move Me On 131: Mentor struggling to help trainee learn to plan independently
Teaching History feature
Richard Baxter's mentor is struggling to know how to help him plan independently.
Richard Baxter is a relatively young trainee with a background in ancient history. He came to the PGCE course straight after completing his undergraduate degree, and is aware of his relative youth as well as what he...
Move Me On 131: Mentor struggling to help trainee learn to plan independently
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The Historian 166: Crime and Punishment
The magazine of the Historical Association
This edition of The Historian is free to access for all HA members. Find out about membership here.
The print version of this edition will arrive with members from 4 August.
Contents
5 Editorial (Read article)
6 Coroners, communities, and the Crown: mapping death and justice in late medieval England –...
The Historian 166: Crime and Punishment
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Communicating about the past: Resource G
Article
James Woodcock, 'Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning' in Teaching History 119: Language issue (June, 2005)
In this subtle article, James Woodcock experiments with introducing new vocabulary to a mixed-ability year 10 class working towards the enquiry question '"Hitler was not to...
Communicating about the past: Resource G
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Short cuts to deep knowledge
Teaching History article
Sam Pullan explains how a chance encounter has helped him to improve his introduction to the modern themes and founding documents of US politics. Working with a professional historian whom he met, by chance, over dinner, he was able to produce lessons at the cutting edge of subject knowledge to...
Short cuts to deep knowledge
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Teaching for beginners
Multipage Article
This section is divided into three sub-sections:
2.1 What is history in schools?2.2 Historical knowledge2.3 History classroom practice
An introduction to the discipline of history in schools is covered in ‘What is history in schools?’ Beginning teachers need to learn and think about the nature and purposes of history in the school classroom...
Teaching for beginners
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In conversation with Lyndal Roper
Historian feature
This year is the 500th anniversary of the German Peasants’ War (1524–25), the largest popular uprising in Western Europe before the French Revolution. The Peasants’ War broke out a few years after Martin Luther published his Ninety-Five Theses (1517) that launched the Reformation and inspired the peasants’ demands, although Luther...
In conversation with Lyndal Roper
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Driving Your Discussion
Article
Welcome to Driving Your Discussion – a new resource from the Historical Association's Secondary Committee.
The resource takes the form of a series of discussion cards to support teacher collaboration by guiding critical reflection on topical themes such as curriculum design, assessment, inclusion, and pedagogy. Each discussion card offers structured prompts,...
Driving Your Discussion
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Who was Paul Downing and what can his life tell us about trans history?
Teaching History article
Among the ‘ordinary people’ in the past, who constitute the focus of this issue of Teaching History, will be many who have not conformed to the gender norms of their own time. For Black trans artist Remi Graves, encountering one such individual – Paul Downing – in the London Archives was...
Who was Paul Downing and what can his life tell us about trans history?
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Teaching History 199: Ordinary People
The HA's journal for secondary history teachers
Please note: the print edition of Teaching History 199 will start arriving with members from around 7 July onwards.
03 Editorial (Read article)
04 HA Secondary News
06 HA Update
08 When a name is not enough: telling rich stories about women’s lives in the American West at GCSE –...
Teaching History 199: Ordinary People
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Building and assessing learner autonomy within the Key Stage 3 history classroom
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Oliver Knight is an experienced Advanced Skills Teacher who has taught in four different secondary schools, three of them multi-ethnic, multi-lingual and multi-cultural and at least two wrestling with significant problems arising from social deprivation....
Building and assessing learner autonomy within the Key Stage 3 history classroom
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Year 9 use a 'road map' to problematise change and continuity
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Rachel Foster, a trainee teacher on teaching placement in November of her PGCE year, wanted her Year 9 pupils to understand the complexity of historical change. She also wanted them to find the difficult challenge...
Year 9 use a 'road map' to problematise change and continuity
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History and the perils of multiculturalism in 1990s Britain
Teaching History article
Ian Grosvenor's article points both to dangers and to positive potential in the National Curriculum for history. Critical of the published proposals for history in the current curriculum review, he points not only at the continuing narrowness of the perspectives enshrined by the proposed curriculum but at the reasons why...
History and the perils of multiculturalism in 1990s Britain
