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'Picture This': A simple technique to teach complex concepts
Teaching History article
When Peter Clements was introduced to the creative strategy that he describes in this article, his immediate reaction was to dismiss it as childish and trivial. Yet, upon closer examination, he realised that ‘Picture This' offered far more than a lively way of increasing variety and engagement in his GCSE...
'Picture This': A simple technique to teach complex concepts
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Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution
Teaching History article
‘Empathy with edge' was the editorial description given eight years ago to the kind of historical fiction that Dave Martin and Beth Brooke first argued history students should be writing (TH 108). The winning entries from the annual ‘Write Your Own Historical Story Competition' to which their work gave rise...
Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution
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Counterfactual Reasoning: Comparing British and French History
Teaching History article
Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and Britain
Two linked motivations inspired Ellen Buxton's research study: she wanted pupils to make connections between British and French history and she wanted to explore the potential of counter-factual reasoning within a causation enquiry. It...
Counterfactual Reasoning: Comparing British and French History
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Tudor Government
Classic Pamphlet
On 21 August 1485 Henry Tudor won the battle of Bosworth in Leicestershire and established himself as Henry VII, King of England. He had landed in Wales two weeks before, the Lancastrian claimant to the throne against the incumbent Yorkist, Richard III. He had received assistance from Charles VIII of...
Tudor Government
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Gladstone and the London May Day Demonstrators, 1890
Historian article
One hundred and twenty years ago the advent of the first red May Days caused major concern across Europe. To general surprise, in 1890 and the next few years some of the largest rallies occurred in London. In Britain the main demonstration on the nearest Sunday to May Day passed...
Gladstone and the London May Day Demonstrators, 1890
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Hammer, House of Horror: The making of a British film company, 1934 to 1979
Historian article
The now legendary film company Hammer made such classics as The Curse of Frankenstein (1957) and Dracula (1958), plus their numerous sequels and subsequent remakes of old Universal Gothic chillers (The Curse of the Werewolf, The Mummy, The Phantom of the Opera), as well as making international stars out of Peter...
Hammer, House of Horror: The making of a British film company, 1934 to 1979
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Engaging Year 9 with Victorian debates about 'progress'
Teaching History article
Jonathan White wanted to fill a gap in his students' knowledge of the history of ideas. Despite the appearance of Marx, Smith, Darwin and Malthus in the department's workscheme for Year 9, his Year 13 students appeared to lack any meaningful grasp of these nineteenth-century intellectual reference points. White therefore...
Engaging Year 9 with Victorian debates about 'progress'
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From human-scale to abstract analysis: Year 7. Henry II & Becket
Teaching History article
Tim Jenner was working on a causation enquiry with his Year 7 students when he noticed that weak conceptions of change were limiting their ability to produce powerful and period-sensitive arguments. He therefore decided to digress into a temporary but explicit focus on analysing historical change. He created a deceptively...
From human-scale to abstract analysis: Year 7. Henry II & Becket
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Making cross-curricular links in history
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Alf Wilkinson has been working as ‘National Subject Lead' for History, co-ordinating a programme of support for schools, funded by the DCSF and delivered in partnership with the Historical Association and the CfBT.
Here he...
Making cross-curricular links in history
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Welcome back to a new school year
Information
Welcome back to a new school year
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Welcome back to a new school year
Information
Welcome back to a new school year
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Using 1980s popular music to explore historical significance
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Scott Allsop helped his students to uncover the implicit criteria informing someone else's attribution of historical significance to past events. That ‘someone else' was Billy Joel whose 1989 song became the focus for deconstructive analysis....
Using 1980s popular music to explore historical significance
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'Assessing Pupil Progress'
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
England's Qualification and Curriculum Development Authority (QCDA) has been working on a new way of trying to support teachers in handling interim assessment during Key Stage 3. It is called Assessing Pupil Progress (APP).
Jerome...
'Assessing Pupil Progress'
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Teaching History 137: Marking Time
The HA's journal for secondary history teachers
02 Editorial
03 HA Secondary News
04 Jerome Freeman and Joanne Philpott - ‘Assessing Pupil Progress': transforming teacher assessment in Key Stage 3 history (Read article)
14 Jannet van Drie, Albert Logtenberg, Bas van der Meijden and Marcel van Riessen - "When was that date?" Building and assessing a frame of reference...
Teaching History 137: Marking Time
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Using history to launch the creative curriculum
Primary History case study
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
At its core, the creative curriculum is a carefully planned, thematic approach to teaching and learning, designed to support and stimulate children's natural curiosity and creativity. Children can work in depth, giving them time to reflect,...
Using history to launch the creative curriculum
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A view from the KS1 classroom
Article
Introduction
"So what did you do at school, today?"
As a child, I remember being asked this question often by my good humoured, paternal grandfather, when he met me at the end of the day. On returning from the trenches in 1919, he had trained to become a teacher and...
A view from the KS1 classroom
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Education for geographical understanding
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Geography is one of humanity's big ideas. It literally means something like ‘writing the world'. Thus, traditionally, geography is associated with rich descriptions of places. For many years geographers were almost synonymous with explorers, bringing back...
Education for geographical understanding
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Music and history combine at Key Stage 2
Primary History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Section 1: Introduction
Music is a powerful, emotive subject to enrich Historical, Geographical and Social Understanding. The Historical Association has a long and proud tradition of working closely with the Schools Music Association. In 2005, to...
Music and history combine at Key Stage 2
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Engaging places with KS2
Article
Engaging Pupils: An A Level student describes her experience of collaborative working with Key Stage 2.When the students at Thamesview Vocational Centre found out we were working with the local junior school, Riverview Primary, we were quite surprised. We had been working on the Engaging Places project which was a...
Engaging places with KS2
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Primary History 52: Education and the Environment
The primary education journal of the Historical Association
03 Editorial
04 In my view: Education and the built environment – Dominic Balmforth
06 In my view: Primary history and Engaging Places – Rochelle Whitty
08 In my view: Engaging Pupils: An A Level student describes her experience of collaborative working with Key Stage 2 – Bernice Waghorn
09...
Primary History 52: Education and the Environment
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The Historian 101: The snobbery of chronology
The magazine of the Historical Association
The snobbery of chronology: In defence of the generals on the Western Front - Mark Mortimer (Read Article)
President's Column - Anne Curry
The strange death of King Harold II: Propaganda and the problem of legitimacy in the aftermath of the Battle of Hastings - Chris Dennis (Read Article)
Winston Churchill and the Islamic...
The Historian 101: The snobbery of chronology
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Were industrial towns 'death-traps'? Year 9 learn to question generalisations and to challenge their preconceptions about the 'boring' 19th century
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Kimberley Anthony and her history colleagues were troubled by Year 9's assumption that World War II was the only interesting thing that they were going to do in Year 9. Nineteenth-century industrialisation, even their own...
Were industrial towns 'death-traps'? Year 9 learn to question generalisations and to challenge their preconceptions about the 'boring' 19th century
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Enrichment Opportunities
Briefing Pack
Background
History can be used to enrich students' experience of education in many ways. Everything has a history and links can be made with, and support given to most other subjects. Opportunities can be provided to classes, whole year groups, across year groups, or to individuals. Enrichment can be as...
Enrichment Opportunities
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Drilling down: how one history department is working towards progression in pupils' thinking about diversity across Years 7, 8 and 9
Teaching History article
Matthew Bradshaw shares the early, tentative efforts of his history department to shape a new Key Stage 3 workscheme in the light of the 2008 National Curriculum for England. While his department's scheme is designed to secure progression in all conceptual areas, he chooses to focus here on the concept...
Drilling down: how one history department is working towards progression in pupils' thinking about diversity across Years 7, 8 and 9
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Slaying dragons and sorcerers in Year 12: in search of historical argument
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Reflecting on his GCSE and post-16 students' essays, Michael Fordham began to wonder if there were something missing in the way he taught students to write. Work on structure that was designed to strengthen argument...
Slaying dragons and sorcerers in Year 12: in search of historical argument
