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  • Significance

      Key Concepts
    Please note: these links were compiled in 2009. For a more recent resource, please see: What's the Wisdom on: Historical significance.  This selection of Teaching History articles on 'Significance' are highly recommended reading to anyone who wants to get to grips with this key concept. All Teaching History articles are free to HA Secondary Members...
    Significance

  • Starting a new Branch

      Organising and running an HA branch
    The Historical Association and its branches Branches have been an essential part of the Historical Association since it began. They exist in all parts of the United Kingdom and take a variety of forms. A branch provides a local forum to bring together all those with an interest in history:...
    Starting a new Branch

  • The Great Revolt of 1381

      Classic Pamphlet
    The Great Revolt of 1381 began in South-West Essex sometime between late May and 2 June: contemporary narratives and record sources differ irreconcilably about the dates. It all started with the arrival of a royal tax commissioner, John Bampton, at Brentwood inBarnstable Hundred. He came to inquire into the evasion...
    The Great Revolt of 1381

  • Approaches to the History Curriculum: Project based learning

      Briefing Pack
    Rationale/Origins Project based learning has been around for decades; it is not a new idea. When we think back to the curriculum of the 1970s and early 80s, integrated Humanities was once again all the rage. As the Nuffield review of 2008 highlights "between 1975 and 1983, HMI tried to...
    Approaches to the History Curriculum: Project based learning

  • One Year GCSE

      Briefing Pack
    Background A new development for curriculum change this year (2009) has been that many schools are now changing the pattern of GCSE/Key Stage 4 courses, following the ending of compulsory SATs for English, Maths and Science at the end of Key Stage 3. It is not yet clear how many...
    One Year GCSE

  • Triumphs Show 135: how trainee teachers learned to put history back into GCSE

      Teaching History feature
    What do you know about how your local museums can help your GCSE planning and teaching? How can your new GCSE courses for September make use of the free resources, artefacts and images that our local and national museums house? That's just what the PGCE history group from Leeds Trinity...
    Triumphs Show 135: how trainee teachers learned to put history back into GCSE

  • Polychronicon 129: Reinterpreting Peterloo

      Teaching History feature
    The Peterloo massacre is one of the best-documented events in British history. It was the bloodiest political event of the 19th century on English soil. At St Peter's Fields in central Manchester on Monday 16 August 1819, a rally of around 60,000 people seeking parliamentary reform was violently dispersed by...
    Polychronicon 129: Reinterpreting Peterloo

  • The Poor Law in Nineteenth-century England and Wales

      Classic Pamphlet
    Variety rather than uniformity characterised the administration of poor relief in England and Wales, and at no period was this more apparent than in the decades before the national reform of the poor law in 1834. Unprecedented economic and social changes produced severe problems for those responsible for social welfare,...
    The Poor Law in Nineteenth-century England and Wales

  • School children work as archaeologists

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Adults find local history fascinating: the minutiae of life in the past and the way a familiar place has become what it is today capture our imagination. But children may be rather less eager to...
    School children work as archaeologists

  • Children's thinking in archaeology

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Young children enjoy prehistory Tactile, Physical and Enactive engagement with archaeological remains stimulates, excites and promotes children's logical, imaginative, creative and deductive thinking. Through archaeology there are infinite opportunities for ‘reasonable guesses' about sources and...
    Children's thinking in archaeology

  • The true end of archaeology?

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Wow! The most magical words you can hear from a child. How do we get this wow factor? In my experience, archaeology is full of wow. It was Sir Mortimer Wheeler in 1954 who wrote...
    The true end of archaeology?

  • Polychronicon 134: The Great War and Cultural History

      Teaching History feature
    Over the past two decades the historiography of the Great War has witnessed something of a revolution. Although historical revisionism is, of course, nothing out of the ordinary, the speed with which long-held assumptions about the First World War and its impact have been swept away has been quite astonishing....
    Polychronicon 134: The Great War and Cultural History

  • Out and about in Sheffield

      Historian feature
    This article was commissioned by the Sheffield Branch of the Historical Association in response to an editorial invitation for items of wide Local History interest to be submitted for publication. It is hoped that John Salt's insight will encourage members to visit Sheffield and also give them ideas on what...
    Out and about in Sheffield

  • How to Read Local Archives 1550-1700

      Classic Pamphlet
    The aim of this pamphlet is to encourage those interested in English history, especially university and school teachers, trainee teachers, and tutors of English and local history courses and classes, to teach themselves and their students how to read the last of the pre-italic handwritings, if they are not familiar...
    How to Read Local Archives 1550-1700

  • The Monarchies of Ferdinand and Isabella

      Classic Pamphlet
    On 12 December 1474, the news reached the Castillian city of Segovia, north-west of Madrid, that Henry IV, king of Castile, had died. After the proper ceremonies had been conducted in memory of the deceased monarch, his sister, Isabella, was proclaimed queen of Castile in that place. There was much...
    The Monarchies of Ferdinand and Isabella

  • History of the Cumbria Branch

      Branch History
    Cumbria Branch was founded in November 1971 as a result of a very successful tour of Hadrian's Wall, led by Peter Southern. We decided we needed a more permanent influence of the H.A. in Carlisle and Cumbria. There had been a Carlisle Branch earlier in the C20th but it folded...
    History of the Cumbria Branch

  • The National Curriculum Attainment Target (from 2008)

      HITT Resource
    Level 4 Pupils show their knowledge and understanding of local, national and international history by describing some of the main events, people and periods they have studied, and by identifying where these fit within a chronological framework. They describe characteristic features of past societies and periods to identify change and...
    The National Curriculum Attainment Target (from 2008)

  • How to make historical simulations adaptable, engaging and manageable

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Dan Moorhouse suggests that history teachers are sometimes put off role-play or simulations because the amount of preparation - intellectual and practical - appears both time-consuming and expensive. He argues that effective simulations need be...
    How to make historical simulations adaptable, engaging and manageable

  • SHP and 'What is history?'

      Article
    In the 1970s a new approach to history teaching was developed through the auspices of the Schools Council History Project (SCHP) later named the Schools History Project (SHP). In order to engage pupils (and reverse the perceived danger of a declining uptake of history amongst pupils) the project authors designed...
    SHP and 'What is history?'

  • The creative history curriculum

      Primary History article
    Please note: this article pre-dates the current National Curriculum and some content and links may be outdated. Do you give in to bullying, stay loyal to your leader, admit your actions, betray your neighbours, challenge discrimination or just keep quiet? These were the issues faced by Year 4 children at East...
    The creative history curriculum

  • Curriculum

      Information
    The Historical Association provides a wealth of resources to help teachers to develop and refine their subject knowledge for all areas of the secondary history curriculum. We also provide guidance related to key developments in the curriculum, such as revised version of the National Curriculum (2014) and on-going developments related...
    Curriculum

  • Portsmouth Branch Programme

      Article
    Unless otherwise stated, all talks start at 7pm and finish no later than 8.30pm. The venue for talks is: Room 1.09, Park Building, King Henry I St, Portsmouth, PO1 2BZ. Pay on arrival: £4 per lecture, or £20 for all lectures from October to May. Students and HA members pay...
    Portsmouth Branch Programme

  • Tough on crime, tough on the causes of crime: using external support, local history and a group project to challenge the most able

      Teaching History article
    The most able can be challenged in a variety of ways and at a number of levels, from the extension question for the individual child to the extended enquiry for the most able class. In a Leading Edge History project, Guy Woolnough and his colleagues took the concept of challenge...
    Tough on crime, tough on the causes of crime: using external support, local history and a group project to challenge the most able

  • Cunning Plan 98: Britain 1750-1900

      Teaching History feature
    Isaac Newton: ‘For every action, there is an equal and opposite reaction'. Learning that results from action and reaction deepens pupils' understanding of historical content and use of key study skills. It forces them to understand, to wrestle, to articulate, to challenge, to question. Getting pupils to act and react...
    Cunning Plan 98: Britain 1750-1900

  • Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

      Teaching History article
    Ben Walsh presents a structured practical activity for teaching pupils about Northern Ireland through the use of murals. The activity can be carried out in Year 9 as part of a study on the twentieth-century world, or as part of a GCSE course. He stresses the importance of an informed...
    Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?