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Found 2,500 results matching 'revolutions'

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  • Cunning Plan 142: Why do historical interpretations change over time?

      Teaching History feature
    History teachers have been talking about the need to teach broad narratives, overview and chronology for a long time. They have also recognised how essential it is for students to have an opportunity to study the ways in which the past has been interpreted, and the reasons why these interpretations...
    Cunning Plan 142: Why do historical interpretations change over time?

  • Film: The Partitions of Poland-Lithuania (1772-1795)

      Repercussions for German-Polish Relations and their Legacy.
    Karin Friedrich recently joined the Virtual Branch to discuss aspects of its complex history in her talk on the partitions of Poland, their repercussions for German-Polish relations and their legacy. Professor Friedrich is chair in Early Modern European History at the University of Aberdeen, co-director of the Centre for Early Modern...
    Film: The Partitions of Poland-Lithuania (1772-1795)

  • Polychronicon 157: Reinterpreting police-public relations in modern England

      Teaching History feature
    The relationship between the police and the public has long been a key subject in English social history. The formative work in this field was conducted between the 1970s and 1990s, but the past few years have witnessed something of a revival of research in the area. By focusing on...
    Polychronicon 157: Reinterpreting police-public relations in modern England

  • Why did the prosecution of witches cease in England?

      Pamphlet
    This lucid survey of the history of witch trials in England during the sixteenth and seventeenth century focuses on the question of ‘why did the formal prosecution of witches cease?' Accusations of witchcraft can be found throughout the nineteenth century yet the last conviction was in 1712. Clive Holmes explores...
    Why did the prosecution of witches cease in England?

  • New, Novice or Nervous? 156: Analysing interpretations

      Teaching History feature
    This page is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation in which others...
    New, Novice or Nervous? 156: Analysing interpretations

  • 'But why then?' Chronological context and historical interpretations

      Teaching History article
    When Michael Fordham was introduced to Dr Seuss's Butter Battle Book he immediately recognised its potential value in the classroom as a popular interpretation of the Cold War. Wanting his Year 9 pupils to explain how and why the past has been interpreted in different ways he shows the potential pitfalls...
    'But why then?' Chronological context and historical interpretations

  • Real Lives: Surviving the War in the Soviet Union: recollections of a child deportee

      Historian feature
    This 'Real Lives' piece is based on a series of interviews Annette Ormanczyk carried out in 2019 with Mrs Irena Persak, who was deported as a five-year-old child with her family in February 1940. As well as offering a fascinating personal account of life in the Soviet Union during the Second...
    Real Lives: Surviving the War in the Soviet Union: recollections of a child deportee

  • D-Day, Commemorations - the last big year to remember?

      Historian article
    This year it was the 70th anniversary of D-Day. The world's politicians and media went into overdrive about it. The BBC dedicated a whole day to the coverage, mainly live from Normandy while small events took place around the UK. For a whole day the upcoming centenary of the First...
    D-Day, Commemorations - the last big year to remember?

  • Studying History at university: Student's guide to applications

      University Application Guide
    So you've decided to apply to study history at university. This guide is intended to help you through the process so that your application is as good as it can be. It is not intended to replace the help and advice you can get from the people who know you...
    Studying History at university: Student's guide to applications

  • Moving Year 9 towards more complex causal explanations of Holocaust perpetration

      Teaching History article
    Building on research by the UCL Centre for Holocaust Education, Matthew Duncan was concerned that his students were drawn to simplistic explanations of Holocaust perpetrators’ actions. As well as the UCL Centre’s research, Duncan drew on history education research from Canada and history teachers’ theorisation in England for inspiration in...
    Moving Year 9 towards more complex causal explanations of Holocaust perpetration

  • Collaborations between Higher Education Institutions and Schools

      Recorded interviews
    The following series of recorded interviews and a webinar are focused on the variety of ways in which HEI historians, working at a diverse range of institutions, have collaborated with local school history teachers and their pupils. The diverse range of approaches discussed in the interviews highlight that there is...
    Collaborations between Higher Education Institutions and Schools

  • Recorded webinar: Using 'One Day' to explore the actions that helped to lead to the Holocaust and actions of genocide

      HA Webinar
    This year's Holocaust Memorial Day the theme is 'One Day'. In this webinar with historian Paula Kitching, we will use the one day Wannsee Conference of January 1942 to help explore the actions of the perpetrators, the Holocaust victims and how decision making by people can lead to genocide. This...
    Recorded webinar: Using 'One Day' to explore the actions that helped to lead to the Holocaust and actions of genocide

  • Helping Year 9 evaluate explanations for the Holocaust

      Teaching History article
    ‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust Why genocides occur is a perplexing and complex question. Leanne Judson reports a strategy designed to help students think about perpetration and evaluate and propose explanations for...
    Helping Year 9 evaluate explanations for the Holocaust

  • What’s the wisdom on… Interpretations of the past

      Teaching History feature
    How often do your pupils actually look at the products of historians – their scholarly writing, their debates, their to-and-fro of argument? What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of...
    What’s the wisdom on… Interpretations of the past

  • Polychronicon 152: Changing interpretations of the workhouse?

      Teaching History feature
    The workhouse has long held a negative reputation in the popular imagination as the dreaded destination of the destitute, an institution guaranteed to strike fear into the hearts of the Victorian poor. This is partly owing to its design under the New Poor Law of 1834 as an explicit punishment...
    Polychronicon 152: Changing interpretations of the workhouse?

  • Scheme of Work: Comparing Ancient Civilisations

      Scheme of Work, Key Stage 2 History (unresourced)
    What do all the Ancient Civilisations have in common? This enquiry provides an overview of the Ancient Civilisations of Egypt, Sumer, Indus Valley and Shang, showing where and when they developed, the similarities between them and how they relate to a broadly based chronological understanding of the past. It provides a...
    Scheme of Work: Comparing Ancient Civilisations

  • Film: Tackling superpower relations with lower-ability students

      Secondary History Workshop Annual Conference 2019
    This secondary workshop took place at at the Historical Association Annual Conference, Chester, May 2019. It looked at ways of helping lower-ability students at GCSE access lesson and revision content based around superpower relations in the cold war, but is applicable to any subject area. Through a series of games and...
    Film: Tackling superpower relations with lower-ability students

  • The British soldier in the Revolutionary and Napoleonic wars

      Historian article
    Scum of the earth – or fine fellows? Carole Divall asks whether the men of the British Army really were ‘the scum of the earth’, as often asserted, or willing soldiers who earned the respect of the French. ‘Soldiers were regarded as day labourers engaged in unsavoury business; a money...
    The British soldier in the Revolutionary and Napoleonic wars

  • Pivotal elections in history

      28th June 2024
    2024 is and continues to be a year of national and regional elections around the world. Some have passed under the international radar; others have sprung out leading to huge ramifications. In the UK the polls are predicting changes, France has already had its shake up, and India, the EU...
    Pivotal elections in history

  • Films: Boris Yeltsin - Interpretations

      Film series: Power and authority in Russia and the Soviet Union
    Borisn Yelstin was the Russian leader from the collapse of the Soviet Union through to the leadership of Vladimir Putin. A key pivotal figure of the twentieth century, he had as an important an impact on Russia and global politics as any of the Soviet leaders of the 1970s and 80s and...
    Films: Boris Yeltsin - Interpretations

  • South Africa – National Elections 2024

      3rd June 2024
    Over the last 150 years South Africa has often been in the news. Its history is one that is marked with conflict, political prejudice and violence. For decades it was known for its inhumane political model of apartheid followed by one of political change and openness. For the last decade...
    South Africa – National Elections 2024

  • Films: Joseph Stalin – Interpretations

      Film series: Power and authority in Russia and the Soviet Union
    In our new film series running over the course of 2024, some of the leading historians working on Russia have contributed their expertise to build a clear understanding of the leaders of modern Russia and how they have shaped their country and the rest of the world through it. Each of the experts...
    Films: Joseph Stalin – Interpretations

  • Including the Muslim Contribution in the National Curriculum for History

      Article
    History education has a key role to play in creating the informed, critical attachment of young people to the nation and in creating the feeling that young people belong and can participate in national life. The Curriculum for Cohesion Team, comprising Muslim and non-Muslim academics and community leaders, believes that...
    Including the Muslim Contribution in the National Curriculum for History

  • The International Journal Volume 11, Number 2

      Journal
    Content  Editorial History teaching, pedagogy, curriculum and politics: dialogues and debates in regional, national, transnational, international and supranational settings Robert Guyver, University of St Mark & St John, Plymouth   Australia Scarcely an Immaculate Conception: new professionalism encounters old politics in the formation of the Australian National History Curriculum Tony...
    The International Journal Volume 11, Number 2

  • HA short courses: Terms and conditions

      Information
    Please read the short course terms and conditions carefully before you register for a place on the short course. By booking a place, you agree to adhere to these terms and conditions. Please note that these terms and conditions are only applicable to the HA’s short course and do not...
    HA short courses: Terms and conditions