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Recorded webinar: The post-emancipation Caribbean and the meanings of freedom
Article
This webinar examines the era of ‘post-emancipation’ in the Caribbean from around the mid-nineteenth to the mid-twentieth centuries. It interrogates the notion of ‘emancipation’ and asks what kind of ‘freedom’ did abolition bring to the formerly enslaved? How did colonial states and other authorities seek to regulate the lives of...
Recorded webinar: The post-emancipation Caribbean and the meanings of freedom
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Film: Making the most of HA trainee membership
Article
Film: Making the most of HA trainee membership
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Tracing the popular memory of Rosa Parks with Year 9
Teaching History article
Inspired by Jeanne Theoharis’s biography of Rosa Parks, Ed Durbin initially planned to challenge the ‘fable’ that had been constructed around her life. He soon realised, however, that he wanted to take the opportunity to get ‘behind’ the fable and help his students understand how and why it had been constructed. Drawing...
Tracing the popular memory of Rosa Parks with Year 9
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Move Me On 180: feeling unprepared to start as NQT because of Covid-19
Teaching History feature
Una Marson had her training interrupted by school closures in response to Covid-19 and feels unprepared to start as an NQT.
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...
Move Me On 180: feeling unprepared to start as NQT because of Covid-19
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HA Update: History for all – a wider view
Teaching History feature
In this update, I plan to share ideas and practice from colleagues who lead and teach history in special schools in the northeast of England. Ten years have passed since the publication of History for All and this therefore seems a good moment for reflection. By 2011, in many of England’s schools,...
HA Update: History for all – a wider view
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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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Virtual Branch Recording: The House of Dudley
Article
The Dudleys thrived at the court of Henry VII, but were sacrificed to the popularity of Henry VIII. Rising to prominence in the reign of Edward VI, the Dudleys lost it all by advancing Jane Grey to the throne over Mary I. That was until the reign of Elizabeth I,...
Virtual Branch Recording: The House of Dudley
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On-demand webinar: Engaging with evidence at A-level
Webinar series: Developing students’ historical thinking at A-level
Webinar series: Developing students’ historical thinking at A-level
Session 4: Engaging with evidence
This final session will focus on evidence. It will include discussion of some of the misconceptions about evidence that students can bring to A-level and how to build students’ understanding of this aspect of the discipline throughout sequences...
On-demand webinar: Engaging with evidence at A-level
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On-demand webinar: Teaching language directly
Webinar series: Direct history teaching
Webinar series: Direct history teaching
Session 6: Teaching language directly
In this sixth and final session, Jacob and Mike will explain how history teachers can teach words and phrases very directly to their pupils. They will suggest that 'drill and thrill' – rather than laminated word mats – can make the language...
On-demand webinar: Teaching language directly
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On-demand webinar: Teaching disciplinary knowledge directly: interpretations
Webinar series: Direct history teaching
Webinar series: Direct history teaching
Session 4: Teaching disciplinary knowledge directly: interpretations
In this fourth session, Jacob and Mike will explore how history teachers can teach disciplinary knowledge (how we know about the past) directly – specifically, historical interpretations. They will share examples of lessons that directly teach pupils how historians (and...
On-demand webinar: Teaching disciplinary knowledge directly: interpretations
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On-demand webinar: Teaching the whole class
Webinar series: Direct history teaching
Webinar series: Direct history teaching
Session 3: Teaching the whole class
In this third session, Jacob and Mike will argue that a history teacher should always be a sage on the stage – and not a guide on the side. They will share strategies that allow history teachers to drive learning...
On-demand webinar: Teaching the whole class
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On-demand webinar: Teaching substantive knowledge directly
Webinar series: Direct history teaching
Webinar series: Direct history teaching
Session 2: Teaching substantive knowledge directly
In this second session, Jacob and Mike will share how history teachers can teach substantive knowledge (what we know about the past) in more direct ways – whilst still challenging and engaging pupils. They will share ideas about using lean...
On-demand webinar: Teaching substantive knowledge directly
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On-demand webinar: Why teach history directly?
Webinar series: Direct history teaching
Webinar series: Direct history teaching
Session 1: Why teach history directly?
In this opening session, Jacob and Mike will outline what they mean by direct history teaching. They will explain how this differs from some methods that have become common in history teaching – and why a more direct approach can be...
On-demand webinar: Why teach history directly?
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What Have Historians Been Arguing About... the long-term impact of the Black Death on English towns
A Polychronicon of the Past
In the summer of 1348, the Chronicle of the Grey Friars at Lynn described how sailors had arrived in Melcombe (now Weymouth) bringing from Gascony ‘the seeds of the terrible pestilence’. The Black Death spread rapidly throughout England, killing approximately half the population. While the cause of the disease, the...
What Have Historians Been Arguing About... the long-term impact of the Black Death on English towns
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What Have Historians Been Arguing About... Stalin’s final years
Teaching History feature
Stalinism overshadows Soviet history. Few historical subjects are more controversial. Historians have read the years before 1928 as Stalin’s long rise to power, those after 1953 as an extended reckoning with the Stalinist dictatorship. Definitions of Stalinism fix the features, policies, and practices that constituted Stalin’s personal dictatorship between 1928...
What Have Historians Been Arguing About... Stalin’s final years
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Interpreting Cyrus the Great for the lower school curriculum
Teaching History article
Tom Leather describes in this article the process by which he and his department extended their ancient history curriculum through an interpretations enquiry about Cyrus the Great. This tested both the subject knowledge of a number of members of the department, and their planning process. His reflections are illuminating not just...
Interpreting Cyrus the Great for the lower school curriculum
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The Quality Mark award: Self-evaluation with a critical friend
Article
The Quality Mark has been a really important part in the journey of the development of our history curriculum culture at the Convent of Jesus and Mary. Our school is a diverse comprehensive all-girls Catholic school situated in Harlesden, north west London. We first started working together as a department team...
The Quality Mark award: Self-evaluation with a critical friend
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Cunning Plan 179: using TV producers’ techniques to make the most effective use of retrieval practice
Teaching History feature
Last year I was working with colleagues on a project examining Rosenshine’s principle of beginning lessons with a short review of previous learning.1 At the same time I was working with a history trainee who had been using recall quizzes as a starter with GCSE students. Following a lesson observation,...
Cunning Plan 179: using TV producers’ techniques to make the most effective use of retrieval practice
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Anatomy of enquiry: deconstructing an approach to history curriculum planning
Teaching History article
It is almost 20 years since Michael Riley first invited Key Stage 3 history teachers to ‘choose and plant’ their enquiry questions. Many members of the history education community have taken up that invitation, making use of overarching enquiry questions to structure students’ learning. But what is meant by enquiry...
Anatomy of enquiry: deconstructing an approach to history curriculum planning
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Virtual Branch Recording: The Chinese Communist Revolution of 1949
Diaries and Personal Experiences
In this talk Professor Henrietta Harrison uses diary records to think about the experience of living through the revolution in China in 1949, focussing on what it meant to Chinese people, how they learned about its practices and ideology, and how this changed their lives - whether they were radical intellectuals returning...
Virtual Branch Recording: The Chinese Communist Revolution of 1949
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Move Me On 182: thinks that substantive knowledge is all that matters
Teaching History feature
Lina Power has interpreted an emphasis on knowledge organisers and factual knowledge tests to mean that substantive knowledge is all that matters.
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...
Move Me On 182: thinks that substantive knowledge is all that matters
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What’s The Wisdom On... Consequence
Teaching History feature
Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...
What’s The Wisdom On... Consequence
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Recorded webinar: Natural disasters in medieval Britain
Article
Natural disasters frequently affected medieval populations. This webinar explores some examples of what happened when meteorological hazards struck medieval communities, how they reacted and what steps they took to protect themselves against future risks. Through archaeological and historical sources of evidence, Peter Brown explores the diverse impacts unleashed by disasters...
Recorded webinar: Natural disasters in medieval Britain
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Giving students proper recognition for historical oracy
Teaching History article
It was concern about Year 13 students’ reluctance to articulate their thinking that prompted Toby Dove to review his approach to the promotion of oracy within history. Having recognised the importance of young people being able to express and defend their claims in valid ways, as well as the ways...
Giving students proper recognition for historical oracy
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Approaches to teaching about national identities and belonging across the history curriculum
Teaching History article
How might ideas from social science help history teachers and their students make sense of multiple and hybrid identities in a complex world? Magnoff, Tengra and Walker explore their pupils’ thinking about identity over time and the ways in which they have sought through their long-term curriculum planning to develop...
Approaches to teaching about national identities and belonging across the history curriculum
