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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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Podcast Series: The Hundred Years War
The Hundred Years War
How can a war last 100 years? What did this mean for the peoples of England and France during the medieval period? How significant were the battles of Poitiers, Crecy and Agincourt?
In this podcast series the 100 Years War is explained, explored and brought to life. The lists of...
Podcast Series: The Hundred Years War
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Cunning Plan 144: promoting independent student enquiry
Teaching History feature
Getting students to generate their own questions can seem like a formidable challenge, even for experienced teachers with extensive subject knowledge developed over years of teaching. Imagine how much more alarming it appeared to a student-teacher being encouraged to take risks by handing more responsibility to the students. Could it...
Cunning Plan 144: promoting independent student enquiry
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CRIC Research Project
Link
Recent conflicts in Europe, as well as abroad, have brought the deliberate destruction of the heritage of others, as a means of inflicting pain, to the foreground. With this has come the realisation that the processes involved and thus the long-term consequences are poorly understood. Heritage reconstruction is not merely...
CRIC Research Project
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Alexander II
Classic Pamphlet
The ‘great reforms' of Tsar Alexander II (1855-81) are generally recognised as the most significant events in modern Russian history between the reign of Peter the Great and the revolutions of 1905 and 1917. The most important of Alexander's reforms, the emancipation of he serfs in 1861, has been described...
Alexander II
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Christopher Hill: Marxism and Methodism
Historian article
Christopher Hill, the eminent historian of seventeenth century England, was a convinced Marxist throughout most of his long and productive life (1912-2003). He embraced this secular world-view when he was a young History student at Oxford in the polemical 1930s and never lost his ideological commitment, even though he resigned...
Christopher Hill: Marxism and Methodism
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Cunning Plan 147: Getting students to use classical texts
Teaching History feature
The following plan provides a more detailed practical example of the approaches discussed in the article on using ancient texts.
Having puzzled over what ancient texts actually are - carefully constructed interpretations? testimonies? (but testimonies to what?) myths? - I wanted my Ancient History GCSE class to engage in this...
Cunning Plan 147: Getting students to use classical texts
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Quality Mark: The Four Phases
Quality Mark Phases
There are four phases you need to go through to be accredited with the Historical Association Quality Mark.
Find out more by clicking on the links below!
Quality Mark: The Four Phases
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Tim Lomas: Effective Practice in Key Stage 3
Article
Vice President of the HA provides a presentation on how to ensure effective practice within the Key Stage 3 history classroom. Click the link below>>>
Tim Lomas: Effective Practice in Key Stage 3
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Charles XII
Classic Pamphlet
The reputation of Charles XII who became king of Sweden before he was fifteen years old and had the responsibility of absolutist goverment thrust upon him within the next six months - contrary to the plans laid down for him by his father - has tended to attract political rather...
Charles XII
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Polychronicon 115: historians and the Holocaust
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' focuses on historians...
Polychronicon 115: historians and the Holocaust
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Analysing Anne Frank: a case study in the teaching of thinking skills
Teaching History article
For those lucky history departments in and around Newcastle this article will not be news. Peter Fisher alludes to the quasi-religious atmosphere that is often discernible amongst history teachers who have been working with the Thinking Skills groups linked to University of Newcastle Department of Education. He is not exaggerating...
Analysing Anne Frank: a case study in the teaching of thinking skills
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Polychronicon 123: Gladstone and Disraeli
Teaching History feature
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' focuses on the interpretations of Gladstone and Disraeli.
Polychronicon 123: Gladstone and Disraeli
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Smithfield's Bartholomew Fair
Historian article
On the north-western side of the City of London, directly in front of St Bartholomew's Hospital near the ancient church of St Bartholomew the Great, there once lay a ‘smooth field', now known as Smithfield. This open space of around ten acres had a long and turbulent history. In medieval...
Smithfield's Bartholomew Fair
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Polychronicon 122: The Gunpowder Plot
Teaching History feature
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' focuses on interpretations of the Gunpowder Plot.
Polychronicon 122: The Gunpowder Plot
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Communicating about the past: Resource E
Article
This folder contains three examples of the use of layers-of-inference frames, a now popular form of scaffolding in history teaching. They are taken from three different key stages and demonstrate how a form of scaffolding can be used across different age groups but needs to be adapted to take account...
Communicating about the past: Resource E
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Communicating about the past: Resource C
Article
Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated.
This resource describes the rationale for helping teachers to think about the range of real and creative end-products (outcomes) that can be used for different enquiries across key stage 3. They include a...
Communicating about the past: Resource C
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Joan of Arc: Woman Warrior, Witch
Branch Podcast
In 2011 Professor Anne Curry, President of the Historical Association, gave a lecture on Joan of Arc to the Swansea Branch. This is a podcast of that lecture.
Joan of Arc: Woman Warrior, Witch
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Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE
Article
It is a very common complaint that history GCSE is unfairly demanding compared with other subjects. Well, it probably is. But that does not stop history at Robert Clack School from outperforming every other subject except art. Nor is this the story of one of those schools with an unusually...
Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE
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1066: The Limits of our Knowledge
Historian article
As the most pivotal and traumatic event in English history, the Norman Conquest continues to generate controversy and debate, especially among those who know little about it or enjoy passing judgement on the past. Who had the better claim to the English throne, William the Conqueror or Harold Godwineson? Was...
1066: The Limits of our Knowledge
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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
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Progression & Assessment without Levels - Guide
Progression & Assessment
In the 2014 national curriculum for primary and secondary history one of the key differences is that, for the first time since 1991, there are no level descriptions against which you can assess pupils' progress. The new attainment target says simply that:
‘By the end of each key stage, pupils...
Progression & Assessment without Levels - Guide
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Chartism
Classic Pamphlet
It is not surprising that Chartism has attracted a great deal of interest from historians and students, for at no other period in British history, with the possible exception of the second and third decades of the twentieth century, has so much excitement and activity been aroused at the working-class...
Chartism
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Cunning Plan 161: Magna Carta's legacy
Teaching History feature
Both Dawson and Hayes have recently written Cunning Plans that show how exciting Magna Carta is.
So why not stop there? Bring the barons to life with a flare of Dawson and send Magna Carta flying across the continent with just a hint of Hayes. Hey, from the same edition,...
Cunning Plan 161: Magna Carta's legacy
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Move Me On 134: Getting enough A-level experience
Teaching History feature
Problem for the history mentor: Tom Clarkson is worried that he will not have enough A level teaching experience to teach Year 12 effectively next year.
Tom Clarkson is well into his second teaching placement and fears that the outline plans on his timetable for working with Year 12 will...
Move Me On 134: Getting enough A-level experience
