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  • 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

  • Equiano - voice of silent slaves?

      Teaching History article
    Andrew Wrenn shows how a study of the life of Olaudah Equiano can support pupils’ historical learning in a number of ways. Not only is this a ‘little story’ that can help to illuminate or raise questions about the the ‘big picture’, it can also help pupils to reflect upon...
    Equiano - voice of silent slaves?

  • Emotional response or objective enquiry? Using shared stories and a sense of place in the study of interpretations for GCSE

      Article
    In this article, Andrew Wrenn explores some issues that teachers might consider when supporting 14 and 15 year olds in their study of war memorials as historical interpretations. Tony McAleavy has argued that ‘popular' and ‘personal' interpretations and representations are just as worthy of study at Key Stage 3 as...
    Emotional response or objective enquiry? Using shared stories and a sense of place in the study of interpretations for GCSE

  • Podcast Series: An Introduction to Magna Carta

      An Introduction to Magna Carta
    What precedents were there to Magna Carta? Why was the charter originally drawn up and signed in 1215? Why was it reissued during the thirteenth century? Would “ordinary” people have been aware of Magna Carta? How effective was Magna Carta as means to controlling medieval kings?  Why was it resurrected...
    Podcast Series: An Introduction to Magna Carta

  • 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    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.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

  • ‘If you had told me before that these students were Russians, I would not have believed it’

      Teaching History article
    Bjorn Wansink and his co-authors have aligned their teaching of a recent and controversial historical issue – the Cold War – in the light of a contemporary incident. This article demonstrates a means of ensuring that students understand that different cultures’ views of their shared past are nuanced, rather than monolithic – a different concept in philosophy as well as in...
    ‘If you had told me before that these students were Russians, I would not have believed it’

  • Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust

      Teaching History feature
    Dave Woodcraft is passionate about engaging students and making them care about the past. He is unrepentant about wanting his lessons to have an emotional impact and a relevant, immediate appeal. To this end, he frequently uses modern parallels in his classroom to make the point that issues in the...
    Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust

  • Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Last year, in Teaching History 132, Richard Harris and Terry Haydn shared their findings from a research project exploring children's views of school history. Here they report on further research, seeking to explain the wide...
    Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry

  • Relevant, rigorous and revisited: using local history to make meaning of historical significance

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The idea of engaging pupils with the relevance of local memorials is becoming commonplace in the history classroom. In Teaching History 109, Examining History  Edition, Dale Banham's pupils used First World War memorials to assess...
    Relevant, rigorous and revisited: using local history to make meaning of historical significance

  • Move Me On 140: Getting students to generate their own enquiry questions

      Teaching History feature
    This Issue's Problem: Rafe Sadler has just started his second teaching placement and is worried about the very different ways of working and expectations of teachers in his new department. In his first school, where history was taught within a humanities programme, the Key Stage 3 scheme of work had...
    Move Me On 140: Getting students to generate their own enquiry questions

  • The Pittsburgh Conference on 'Teaching, Knowing and Learning'

      Teaching History article
    Peter Lee and Ros Ashby report on a landmark conference on the future of history education in the USA held at Carnegie Mellon University, Pittsburgh in 1998. They emphasise the substantial influence UK developments in history education continue to have in many parts of the world. They also warn that...
    The Pittsburgh Conference on 'Teaching, Knowing and Learning'

  • Move Me On 129: Feels out of his depth teaching controversial issues

      Teaching History feature
    This Issue's Problem: Ajmal Khan has recently started his second school placement. Although he is very pleased to be working now in an ethnically diverse urban school (after a first placement in a largely white suburban setting), he is feeling somewhat overawed at the prospect of teaching Year 9 about...
    Move Me On 129: Feels out of his depth teaching controversial issues

  • The wrong beach? Interpretation, location and film

      Teaching History article
    In this article Paul Sutton examines the concerns associated with place in films. He points out the problems that this poses for our students - problems mainly, but not only, associated with a common lack of geographical authenticity. But this, he suggests, can be turned to our advantage. For what...
    The wrong beach? Interpretation, location and film

  • Geography in the Holocaust: citizenship denied

      Teaching History article
    In this article David Lambert argues powerfully for teachers of the humanities to place citizenship at the centre of their work. He seeks to demonstrate that the division between subject-boundaries needs to be broken through if students are not to be denied what they are entitled to: an understanding of...
    Geography in the Holocaust: citizenship denied

  • On-demand webinar: Stretching higher attainers at GCSE – How do you build the complex thinking that is needed to help students achieve Grades 7-9?

      Session 3 of Review and refine your teaching to improve GCSE grades
    Webinar series: Review and refine your teaching to improve GCSE grades Session 3: Stretching higher attainers at GCSE – How do you build the complex thinking that is needed to help students achieve Grades 7-9? This webinar will cover: Recap: How can going beyond the specification improve outcomes at GCSE? Building...
    On-demand webinar: Stretching higher attainers at GCSE – How do you build the complex thinking that is needed to help students achieve Grades 7-9?

  • Polychronicon 120: The past as analogy in popular music

      Teaching History feature
    Polychronicon is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition focuses on the interpretations of popular music.
    Polychronicon 120: The past as analogy in popular music

  • Super history teaching on the Superhighway: the Internet for beginners

      Article
    Isobel Jenkins and Mike Turpin answer some of those basic questions which many history teachers are afraid to ask, like ‘What exactly is it anyway?' and ‘Is this really worth my valuable time?' They outline the internet's value as a means of improving information access and as a way of...
    Super history teaching on the Superhighway: the Internet for beginners

  • Tripping over the levels: experiences from Ontario

      Teaching History article
    Here in the United Kingdom, we are used to the idea of assessing pupils’ work against Levels. In fact, perhaps we are a little too used to it. Our familiarity with the Level Descriptions in the National Curriculum, and the ways they might inform our Key Stage 3 assessments, can...
    Tripping over the levels: experiences from Ontario

  • Polychronicon 119: The Second World War and popular culture

      Teaching History feature
    Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' investigates World War...
    Polychronicon 119: The Second World War and popular culture

  • Scott's 5-stage model for progression in conceptual understanding of causation

      Model
    The following model examines progression in learning within a particular domain - cause and consequence.  The Teaching History Research Group produced a series of stage descriptions which they tell us were based on a mixture of "personal experience, observation in many schools, discussions with teacher and research findings". It is...
    Scott's 5-stage model for progression in conceptual understanding of causation

  • Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Ed Brooker is as concerned as the other authors within this edition that students should be able to see and make meaning out of ‘big pictures' of the past. He is acutely aware, however, that...
    Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3

  • Teaching the Holocaust: the experience of Vad Vashem

      Teaching History article
    No institution is better known for its continuing work on the Holocaust than Jerusalem’s Yad Vashem. In this article Richelle Budd Caplan offers guidelines for teachers, based on its unrivalled experience. She demands that our teaching of this subject should aim to restore the identities of the victims. To do...
    Teaching the Holocaust: the experience of Vad Vashem

  • Emotional response or objective enquiry? Using shared stories and a sense of place

      Article
    In this article, Andrew Wrenn explores some issues that teachers might consider when supporting 14 and 15 year olds in their study of war memorials as historical interpretations. Tony McAleavy has argued that ‘popular' and ‘personal' interpretations and representations are just as worthy of study at Key Stage 3 as...
    Emotional response or objective enquiry? Using shared stories and a sense of place

  • Triumphs Show 129: Holding a live debate around an historical theme

      Teaching History feature
    Beheading Headlines: Holding a live debate around an historical theme Studying the events surrounding the execution of Charles I is exciting on many levels: the first English King to be executed by his ‘people', the gory public beheading and the controversy surrounding the trial and verdict... But studying the Civil...
    Triumphs Show 129: Holding a live debate around an historical theme

  • Nutshell 129: Arguing the case for keeping history at Key Stage 3

      Article
    Nutshell, HELP. My head wants to abandon separate subjects at Key Stage 3 and do projects linked only by content, such as ‘India', ‘Industry' or ‘Indigo' instead. SMT already stop 50% of pupils from choosing history at 13 as apparently they can't ‘achieve' in it (or can't achieve a C),...
    Nutshell 129: Arguing the case for keeping history at Key Stage 3