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  • Robespierre: a reluctant terrorist?

      Article
    After a revolution to remove the monarchy did the French revolutionaries create another leadership of power over ideals? William Doyle re-evaluates the reputation of the so-called architect of terror during the French Revolutionary years. Two recent books reflect a seemingly endless fascination with the man whose downfall brought the end...
    Robespierre: a reluctant terrorist?

  • Primary Oustanding Providers

      Cranmer Primary School
    Cranmer Primary is a large two-form entry primary school situated on the edge of Mitcham.The proportion of pupils eligible for free school meals is average. Over half of pupils come from minority ethnic backgrounds and a high proportion do not speak English at home. The proportion of pupils who have...
    Primary Oustanding Providers

  • Polychronicon 173: From American Indians to Native Americans

      Teaching History journal feature
    Few sub-fields of American history have undergone as many changes over time as the study of Native Americans/American Indians. While nineteenth- and early twentieth-century historians portrayed Native Americans as savage barbarians or ignored them entirely, late twentieth-century historians portrayed them as victims of circumstance and aggressive European conquest. Today, modern...
    Polychronicon 173: From American Indians to Native Americans

  • Cunning Plan 165: Helping lower-attaining students

      Teaching History feature
    My GCSE students were about to embark on their controlled assessment, which asked them to weigh up conflicting views on the British military’s contribution to the D-Day landings. Students were asked to engage  with a range of historians’ views and textbooks as well as some contemporary source material to assess...
    Cunning Plan 165: Helping lower-attaining students

  • Teaching history through nursery rhymes in the foundation stage

      Article
    Please note: this article was written before the the 2014 National Curriculum and some content is now outdated. All teachers working within the foundation stage will, at some time, be using nursery rhymes in their classrooms. Their importance to early language development has long been acknowledged, particularly the way in which they contribute to...
    Teaching history through nursery rhymes in the foundation stage

  • Teaching History 39

      Journal
    Editorial, page 2 A Small Local Investigation - David Wright, page 3 A Journey Back into the Past - Rebecca Bell, page 5 History Workshop Centre (Report), page 7 History of Education in Schools - Richard Aldrich, page 8 Christmas Holiday Lecture Quiz Prizewinner, page 11 Recreating a Trip to...
    Teaching History 39

  • Triumphs Show 109: strengthening the quality and popularity of post-16 history

      Teaching History feature
    Why is it, I wonder, that Rednock students enjoy their history so much and why have so many opted for the subject at ‘AS’ Level? This new course, designed to bridge the gap between GCSE and ‘A’ Level, has allowed a new calibre of student to enrol. The ability range,...
    Triumphs Show 109: strengthening the quality and popularity of post-16 history

  • Using databases to explore the real depth in the data

      Teaching History article
    Is it a good thing to have a lot of evidence? Surely the historian would answer that yes, it is: the more evidence that can be used, the better. The problem with this approach, though, is that too much data can be overwhelming for the history student - and, in...
    Using databases to explore the real depth in the data

  • Ideas for Assemblies: A slightly different view of remembrance

      Primary History feature
    The principle of this assembly is to show that positive events and developments can occur in the worst times and events of human history. To begin with, it is vital to ensure that the children (and staff!) know and understand that the First World War was not a good thing for...
    Ideas for Assemblies: A slightly different view of remembrance

  • West Surrey Branch Programme

      Article
        Hon. Secretary: Rollo Crookshank. Telephone: 01252 319881. Email: crookshankrollo@gmail.com Entry to meetings is free for HA members and students.  Associate membership of the branch which gives free entry to all meetings is £15 per year.  Non-members £5 per meeting, payable at the door.  All meetings start at 7.30pm...
    West Surrey Branch Programme

  • Creating a curriculum to help children in the early years understand the world in which the live: history and children in the early years

      Primary History article
    Please note: this article pre-dates the current National Curriculum and some content may be outdated. In a recent article in Primary History Denis Hayes suggests that despite many lively ways of learning about the past, ‘history concepts will always be beyond both the experiential and conceptual reach of the youngest pupils’. Consequently...
    Creating a curriculum to help children in the early years understand the world in which the live: history and children in the early years

  • World War 1 Literature

      GCSE Topic Pack
    The Social and Political Climate in Britain before the Great War This resource is free to everyone. For access to a wealth of other online resources from podcasts to articles and publications, plus support and advice though our “How To”, examination and transition to university guides and careers resources, join...
    World War 1 Literature

  • The Historian 58: Lord Acton's Inaugural

      The magazine of the Historical Association
    2 Lord Acton's Inaugural, John Burrow 7 Local History: Local and Regional History: the Example of North East England, Norman McCord 10  The Victorians and Child Labour, Eric Hopkins 15 Education Forum: Forgotten Corner of Europe?: Scandinavian History in English History Textbooks, Leo Pekkala 16 Gladstone, Ian Machin 20 Tours...
    The Historian 58: Lord Acton's Inaugural

  • Questions you have always wanted to ask about... History and archaeology

      Primary History article
    Please note: this article pre-dates the current National Curriculum and some content may be outdated. Don Henson answers questions about history and archaeology.
    Questions you have always wanted to ask about... History and archaeology

  • After the revolution: did Cromwell, Washington and Bonaparte betray revolutionary principles?

      Historian article
    This article examines the aftermath of three epoch-making periods of change – the English, American, and French Revolutions. A comparison of the trio of military commanders who gained power as a direct consequence of these upheavals reveals how the very political radicalism which brought them to power also threatened to...
    After the revolution: did Cromwell, Washington and Bonaparte betray revolutionary principles?

  • 'Veni, Vidi, Vici!'

      Historian article
    A personal reflection on Julius Caesar and the conquest of Britain Julius Caesar always brings to mind the famous dictum of Winston Churchill, ‘History will be kind to me, for I shall write it!' In his writings Julius Caesar provides a vivid and detailed account of his invasions of Britain in...
    'Veni, Vidi, Vici!'

  • Planning for diversity in the Key Stage 2 history curriculum

      Article
    Please note: this article was written before the the 2014 National Curriculum and some content is now outdated, e.g. reference to the QCA. This article may therefore be more useful for those engaging in research than for practising teachers. See Primary History summer resource 2019: Diversity for current guidance.  In a series of three articles Hilary Claire...
    Planning for diversity in the Key Stage 2 history curriculum

  • Build it in, don't bolt it on: history's opportunity to support critical citizenship

      Teaching History article
    Andrew Wrenn offers a wide range of practical examples of the way in which National Curriculum History (and the continuation of its principles at GCSE) supports citizenship education. He focuses chiefly upon Key Element 3, ‘Interpretations', but also Key Element 4 ‘Enquiry'. He illustrates history teachers' long-established concern for the...
    Build it in, don't bolt it on: history's opportunity to support critical citizenship

  • (Un)exceptional women: queenship and power in medieval Europe

      Historian article
    How was the power of a Queen described and how far did It extend? In this article some of the most important queens of the Medieval period are examined for the authority they were able to wield. When we think of queens, the idea that they are extraordinary women, elevated to the highest status...
    (Un)exceptional women: queenship and power in medieval Europe

  • 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

  • The Historian 28

      The magazine of the Historical Association
    3 Feature: Japan in Perspective, Richard Tames 10 Eyewitness: One of a Luckless Tribe: Arthur Moore and the Amiens Despatch, Keith Haines 12 Record Linkage: Cartoon Corner: Curriculum Controversy Caricatured 14 Portfolio: Ramsay MacDonald: Aviator and Ac'ionman, Adrian Smith 16 Education Forum: Monsteh, History and the Young Child, Paul Noble...
    The Historian 28

  • Bastille Day

      4th July 2023
    If you couldn’t get excited about the Coronation earlier this year perhaps the trigger for a revolution is more your thing? If so, why not celebrate or commemorate Bastille Day with a little bit of French Revolution reading and listening. Collected here is one of our classic pamphlets as well...
    Bastille Day

  • Unpicking the threads of interpretations

      Teaching History article
    Determined to do justice to the complexity of the seventeenth century, as a messy but crucial period in British history, and to develop their pupils’ disciplinary understanding of how and why interpretations of the past are constructed, Dan Keates and his department set out to exploit the rich seam of...
    Unpicking the threads of interpretations

  • Ofsted Guidance 2014

      Advice for Ofsted
    New Curriculum – Examples of planningThe National Curriculum for History from September 2014: the view from Ofsted
    Ofsted Guidance 2014

  • Move Me On 135: Not sure where to draw boundaries when handling sensitive issues

      Teaching History feature
    This Issue's Problem: Cathy Mompesson is uncertain where to draw the boundaries when teaching sensitive issues. A recent Year 9 visit to the Imperial War Museum has left Cathy Mompesson confused about the relationship between moral and historical objectives in her teaching. Her placement school visits the museum every year,...
    Move Me On 135: Not sure where to draw boundaries when handling sensitive issues