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Found 260 results matching 'genocide' within Secondary   (Clear filter)

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  • Move Me On 192: analytical focus with diverse histories

      Teaching History feature
    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 192: analytical focus with diverse histories

  • Film: Living with Violence at the End of the British Empire

      Age of Emergency
    In the 1950s, Britain fought a series of brutal wars against insurgents in the colonies of Malaya, Kenya, and Cyprus. How did people at home experience these wars? How did they learn about the use of torture and other unsettling tactics? And how did they respond to this knowledge? In...
    Film: Living with Violence at the End of the British Empire

  • Using eighteenth-century material culture to develop evidential thinking in Year 8

      Teaching History article
    It seems that teapots really can talk. Eleanor Dimond took her undergraduate experience of studying material culture into the classroom, with startling results. Historians of material culture have developed distinctive evidential methods which, in stark contrast to typical GCSE and A-Level approaches, see a strong interplay between analysis of the physical attributes...
    Using eighteenth-century material culture to develop evidential thinking in Year 8

  • Fifties Britain through the senses: ‘never had it so good’?

      Teaching History article
    Maya Stiasny was faced with difficulties familiar to many of us. Her new Year 12 students were struggling to get to grips with a new period of history. They were not interrogating primary sources with sufficient vigour. Her solution, detailed here, was novel. Working on the rich social history of post-war...
    Fifties Britain through the senses: ‘never had it so good’?

  • Recorded webinar: Teaching the 'People's History' of the Munich Crisis

      Mental health, class, gender and diversity
    Professor Julie Gottlieb has written extensively on inter-war British political and gender history, and her more recent work has provided alternative perspectives on seemingly settled debates in the historiography of British foreign policy and the history of appeasement. Through the lens of women/gender, social history, and now psychology/emotion, she argues for a...
    Recorded webinar: Teaching the 'People's History' of the Munich Crisis

  • Film: A short history of Islamic thought

      Article
    In his book of the same name, A short history of Islamic thought, Dr Fitzroy Morrissey provides a concise introduction to the origins and sources of Islamic thought, from its beginnings in the 7th century to the current moment. In this talk he explores the major ideas and introduces the...
    Film: A short history of Islamic thought

  • Developing KS3 students’ ability to challenge their history curriculum through an early introduction of significance

      Teaching History article
    Offered five weeks to teach ‘whatever he wanted’ to Year 7, Andrew Slater decided that he wished to tackle the concept of significance head-on early in his students’ time in his school. He chose the expectedly unfamiliar substantive content of the Khmer Empire, challenging his students to justify the significance of...
    Developing KS3 students’ ability to challenge their history curriculum through an early introduction of significance

  • Recorded Webinar: Nineteenth-century crime and punishment

      Article
    This webinar with Dr Emma D Watkins explores the changing understanding of crime and responses to it in the nineteenth-century. It provides a brief overview on the general shift from punishment of the body, to banishment, all the way through to imprisonment. With a particular emphasis on the use of...
    Recorded Webinar: Nineteenth-century crime and punishment

  • Investigating ‘sense of place’ with Year 9 pupils

      Teaching History article
    Confined to his home during lockdown in 2020, teacher Josh Mellor became eager to explore the history of the physical environment on his doorstep. After reading about different approaches to using environmental history in the classroom, Mellor decided to design an enquiry to explore the changing landscape of the Fens in...
    Investigating ‘sense of place’ with Year 9 pupils

  • Recorded Webinar: ‘Drawing the Line’: the 1947 Partition of India

      Article
    August 2022 marks 75 years since British India was divided at independence into two separate states: India and Pakistan (the latter including today’s Bangladesh). As with the 70th commemoration in 2017, this anniversary will trigger a great deal of collective remembering in Britain just as in South Asia itself. Freedom from...
    Recorded Webinar: ‘Drawing the Line’: the 1947 Partition of India

  • History in England’s primary schools: What do secondary history teachers need to know?

      HA Update
    What’s been happening in primary history lately? Invited to write an update on this, I decided to identify some themes that might be helpful to secondary teachers.  As a senior lecturer in primary education with responsibility for history and as a member of the HA Primary Committee, I was able...
    History in England’s primary schools: What do secondary history teachers need to know?

  • Telling difficult stories about the creation of Bangladesh

      Teaching History article
    Nathanael Davies recognised that previous efforts to diversify the history taught at his school by weaving new stories into the curriculum had made little impression on his students’ assumptions about what really counted as history. Planning a new enquiry on the creation of Bangladesh was intended both to bridge a...
    Telling difficult stories about the creation of Bangladesh

  • Historical thinking and art education in Canada’s era of societal reckoning

      Teaching History article
    Michael Pitblado and Agnieszka Chalas, history teacher and art teacher respectively, describe how and why they responded to a call by Canada’s Truth and Reconciliation Commission to engage students with difficult aspects of Canada’s past, including the forced cultural assimilation of Indigenous peoples through the Indian Residential School System. Having reflected...
    Historical thinking and art education in Canada’s era of societal reckoning

  • Using metaphor to highlight causal processes with Year 13

      Article
    Alarmed by his students’ random use of causal language in their essays, James Edward Carroll resolved to help his students improve their understanding of causal processes. Carroll decided to introduce his students to the metaphors that historians use to describe causation in the historiography of the Salem witch trials. By modelling...
    Using metaphor to highlight causal processes with Year 13

  • It’s just reading, right? Exploring how Year 12 students approach sources

      Teaching History article
    Frustrated by the generic statements that her Year 12 students were making about sources, Jacqueline Vyrnwy-Pierce resolved to undertake a research project into how her students were approaching sources about the French Revolution. Fascinated by the research of American educational psychologist Sam Wineburg, Vyrnwy-Pierce decided to use Wineburg’s methods to find...
    It’s just reading, right? Exploring how Year 12 students approach sources

  • What Have Historians Been Arguing About... Histories of education – and society?

      Teaching History feature
    It is not emphasised enough that the progress of historiography often proceeds, not by historians arguing and then coming to some resolution, but simply by moving on. Historiography follows fashion, and subjects often exhaust themselves (for the time being)... A related issue is that of siloes. Historiography – academic writing generally...
    What Have Historians Been Arguing About... Histories of education – and society?

  • 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

  • Film: What a strange place to be buried

      Virtual Branch Film
    Anna Cusack joined the HA Virtual Branch to discuss unique burial locations in London c.1600-1800. Anna recently completed a PhD at Birkbeck, University of London on the marginal dead of seventeenth and eighteenth-century London, focusing specifically on suicides, executed criminals, Quakers, and Jews and the treatment of their bodily remains...
    Film: What a strange place to be buried

  • 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

  • Inventing race? Using primary sources to investigate the origins of racial thinking in the past

      Teaching History article
    Having been given some additional curriculum time, Kerry Apps and her department made decisions about what had been missing in the previous curriculum diet. Building on an existing enquiry (in TH 176), Apps decided to focus on how and when the idea of race in its modern sense developed in early modern...
    Inventing race? Using primary sources to investigate the origins of racial thinking in the past

  • Broadening and deepening narratives of Benin for Year 8

      Teaching History article
    Josh Garry describes his effort to refresh his approach to teaching the British transatlantic slave trade. Drawing on reading, lectures and discussions during an Historical Association Teacher Fellowship programme, Garry built a sequence of lessons designed to contextualise the trade while showing African agency and complexity. The result was a sequence...
    Broadening and deepening narratives of Benin for Year 8

  • Cunning Plan 183: Teaching a broader Britain, 1625–1714

      Teaching History feature
    ‘Gruesome!’ was how we decided to describe our teaching of seventeenth-century British history, although ‘inadequate’ was probably more accurate. Oh, how much was wrong!  We had… Incoherence. The Civil War and Protectorate years plonked in between the Elizabethan Age and the origins of the industrial revolution. We had lost years! A...
    Cunning Plan 183: Teaching a broader Britain, 1625–1714

  • Film: Meet the author: Marc Morris on The Anglo-Saxons

      Article
    In this Virtual Branch talk best-selling author and renowned historian Marc Morris joined us to discuss the process of researching for, structuring and writing his new book The Anglo-Saxons: a history of the beginnings of England.  Drawing on a vast range of original evidence - chronicles, letters, archaeology and artefacts - Morris's...
    Film: Meet the author: Marc Morris on The Anglo-Saxons

  • 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

  • Questions and answers about questions and answers

      Teaching History article
    Intrigued by the wide range of pupils’ responses to a sourcebased essay question, Jonathan Sellin decided to investigate why pupils were using sources in such different ways. Probing his own philosophical assumptions about history, and how they have changed over time, prompted Sellin to explore pupils’ assumptions about how historians use sources to make claims about the past. By asking pupils to...
    Questions and answers about questions and answers