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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

  • From ‘double vision’ to panorama: exploring interpretations of Nazi popularity

      Teaching History article
    Jim Carroll relished the opportunity, in the new A-level specification he was teaching, to find an effective way of teaching his students to analyse interpretations in their coursework essays. Reflecting on the difficulties he had faced as a trainee teacher teaching younger pupils about interpretations, and dissatisfied with examination board...
    From ‘double vision’ to panorama: exploring interpretations of Nazi popularity

  • 'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

      Teaching History article
    Can 25 so-called ‘low ability’ girls access 30 pages of difficult text? Yes, much more easily they can access the tiny, sanitised, made-easy ‘gobbets’ that they are normally exposed to in the name of ‘access’. Mary Woolley makes the point that boring texts are those that tell you only essential...
    'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

  • ‘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

  • Cunning Plan 167: teaching the industrial revolution

      Teaching History article
    ‘Disastrous and terrible.’ For Arnold Toynbee, the historian who gave us the phrase ‘industrial revolution’, these three words sum up the period of dramatic technological change that took place in Britain across the eighteenth and nineteenth centuries. We may not habitually use Toynbee’s description in the classroom, but it is...
    Cunning Plan 167: teaching the industrial revolution

  • Our commitment to diversity

      History of all for all
    In summer 2020 the Historical Association in partnership with the The Royal Historical Society, The Institute of Historical Research, Runnymede Trust and Schools History Project established a steering group to review content and approaches in GCSE and A-Level History examination specifications and in the history curriculum generally. This was in response to...
    Our commitment to diversity

  • England's Immigrants 1330-1550

      Multipage Article
    An HA Podcast with Professor Mark Ormrod of the University of York looking at the research project England's Immigrants 1330-1550.  In this podcast Professor Ormrod explores the extensive archival evidence about the names, origins, occupations and households of a significant number of foreigners who chose to make their lives and livelihoods in...
    England's Immigrants 1330-1550

  • ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

      Teaching History article
    In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and...
    ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

  • Harold Son of Godwin

      Classic Pamphlet
    To lecture on Harold Godwinson, earl of Wessex, King Harold II of England, in the year 1966 at Hastings is a presumption. We appear to know much about him, and yet in fact there are many gaps in knowledge. Much information, so plausible at first sight, proves unreliable on closer...
    Harold Son of Godwin

  • Databases, spreadsheets, and historical enquiry at Key Stage 3

      Teaching History article
    Databases and spreadsheets used to terrify many history teachers and even where some skill was gained, these tools were approached in a spirit of professional worthiness rather than of intellectual excitement. Rob Alfano oozes intellectual excitement and it is pretty obvious that he communicates this to his pupils. His approaches...
    Databases, spreadsheets, and historical enquiry at Key Stage 3

  • A-Level Essay: To what extent does the art of the Edo period of Japan reflect the contentment of the classes within its society?

      Article
    The Edo period in Japanese history fell between the years 1600 and 1867, beginning when Tokugawa Ieyatsu, a daimyo (samurai lord), became the strongest power in Japan, and ending with Tokugawa Keiki’s abdication. The Tokugawas claimed the hereditary title of Shogun, supreme governor of Japan. (The emperor had become a...
    A-Level Essay: To what extent does the art of the Edo period of Japan reflect the contentment of the classes within its society?

  • 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

  • Nutshell

      Article
    This edition of 'Nutshell' discusses 'using Performance Management objectives to improve your history teaching'.
    Nutshell

  • Move Me On 106: Teaching AS level

      Teaching History feature
    This Issues Problem: Matilda Angevin, PGCE history student, is finding it hard to get to grips with teaching AS Level.
    Move Me On 106: Teaching AS level

  • Peter the Great

      Classic Pamphlet
    No European ruler except Napoleon I has impressed both contemporise and later historians so profoundly as Peter I of Russia by the originality and the personal character of his achievements. Like Napoleon, Peter appeared to some observers, at least in his later years, as almost more than human. He seemed...
    Peter the Great

  • Move Me On 109: Pressured into using teaching styles she is uncomfortable with

      Teaching History feature
    This Issue's Problem: Marie, PGCE history trainee, feels that she is being pressured into using teaching styles with which she feels uncomfortable. 
    Move Me On 109: Pressured into using teaching styles she is uncomfortable with

  • New opportunities for history: implementing the citizenship curriculum in England's secondary schools - a QCA perspective

      Teaching History article
    In September 2002 Citizenship becomes a completely new subject in England’s secondary schools. Jerome Freeman, Principal Officer for History with the Qualifications and Curriculum Authority (QCA) — the authority responsible for advising the British government on curriculum content and qualification standards in England - outlines QCA’s view on the connections...
    New opportunities for history: implementing the citizenship curriculum in England's secondary schools - a QCA perspective

  • Teaching Year 9 about the ordinary people who fought in the Spanish Civil War

      Teaching History article
    Teaching Year 9 about the ordinary people who fought in the Spanish Civil War

  • History's future: facing the challenge

      Teaching History article
    Trevor Fisher argues that pressures on our subject are now so intense and multi-faceted that a wider coalition is necessary if history is to fight back. Our difficulties are compounded, he suggests, by a lack of consensus and by acute lack of knowledge about school history among those who produce...
    History's future: facing the challenge

  • A complex empire: National Archives Learning Curve takes on the British Empire

      Teaching History article
    Ben Walsh describes some of the rationale behind the construction of the new Learning Curve exhibition on the British Empire and, in so doing, makes a strong case for placing empire generally and the British Empire in particular at the heart of historical study for all teenagers. A complex and...
    A complex empire: National Archives Learning Curve takes on the British Empire

  • The Wellcome Collection Study Visits

      Visits
    Wellcome Collection is a free museum and library exploring health and human experience. It is the extraordinary legacy of an extraordinary man: Henry Wellcome. Drawn from his collection of over one million objects from across the world and through many centuries, this unique space is designed to promote new and creative...
    The Wellcome Collection Study Visits

  • Cunning Plan 102.1: teaching decolonisation and the end of apartheid

      Article
    Cunning Plan for teaching decolonisation and the end of apartheid to 13 and 14 year-olds. The rationale behind this teaching unit is manifold: first, it takes away the idea in the children’s minds that all that happened in the twentieth century is world war. Second, it is designed to appeal...
    Cunning Plan 102.1: teaching decolonisation and the end of apartheid

  • Move Me On 104: Establishing lesson goals

      Teaching History feature
    This Issue's Problem: Bill norman, PGCE History student, is struggling with lesson goals.
    Move Me On 104: Establishing lesson goals

  • Getting ready for the Grand Prix: Learning how to build a substantial argument in year 7

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Dale Banham’s Grand Prix race has helped many history teachers in Suffolk to think freshly about metaphors and images that will inspire and enable pupils (especially underachieving boys) to write analytically and at length. In...
    Getting ready for the Grand Prix: Learning how to build a substantial argument in year 7

  • Using the concept of place to help Year 9 students to visualise the complexities of the Holocaust

      Teaching History article
    Inspired by the work of the social and cultural historian Tim Cole, Stuart Farley decided to look again at the way he teaches the Holocaust. He wanted to focus on the geographical concept of place as a way of enabling his Year 9 students to build far more diverse narratives,...
    Using the concept of place to help Year 9 students to visualise the complexities of the Holocaust