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My Favourite History Place and Out & About
Historian regular features
'My Favourite History Place' and 'Out and About' are two of the regular features in The Historian magazine. 'My Favourite History Place' showcases a location of particular historical interest selected by history experts and enthusiasts, and 'Out and About' describes an actual visit to a historical site. All the places that...
My Favourite History Place and Out & About
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General workshop resources – HA Conference 2014
Multipage Article
The resources in this section are from the general history workshops presented at the HA Annual Conference 2014.
The HA Annual Conference is a unique opportunity to join the history community on a weekend of engaging history. In the General pathway you can enjoy lectures from academic researchers and local branch historians...
General workshop resources – HA Conference 2014
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The Diabolical Cato-Street Plot
Historian article
Richard A. Gaunt reminds us that it is still possible to visit the site of a notorious conspiratorial challenge to Lord Liverpool’s government, and why this event was so significant.
At around 7.30pm on Wednesday 23 February 1820, a dozen Bow Street Runners in plain clothes, led by George Thomas...
The Diabolical Cato-Street Plot
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George Eliot and Warwickshire history
Historian article
David Paterson explains how George Eliot’s vivid memory of her childhood in north Warwickshire is revealed through her novels.
George Eliot, born 200 years ago this year, is one of our greatest novelists, born and brought up in Warwickshire, a county in which she spent the first 30 years of...
George Eliot and Warwickshire history
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Woodland in the East Staffordshire landscape
Historian article
Richard Stone explains that the natural landscape can be a resource for anyone exploring local topography.
The idea for researching this topic came while reading Oliver Rackham’s excellent Trees and Woodland in the British Landscape. Calculations based on woodland recorded in Domesday Book revealed my home county of Staffordshire, with...
Woodland in the East Staffordshire landscape
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Homes fit for heroes? James Cecil and the public interest
Historian article
Hugh Gault reminds us that the provision of adequate and price-accessible housing stock has been a matter of public debate and concern for over a hundred years. Economics and financial priorities have continued to undermine the methodologies and good intentions needed to solve the problem.
This year is the hundredth...
Homes fit for heroes? James Cecil and the public interest
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The Historian 141: New approaches to local history
The magazine of the Historical Association
Contents
4 Reviews (See all reviews online)
5 Editorial (Read article)
6 A European dimension to local history – Trevor James (Read article)
11 The President’s Column
12 The Diabolical Cato-Street Plot: the Cato Street Conspiracy, 1820 – Richard A. Gaunt (Read article)
16 George Eliot and Warwickshire history – David Paterson (Read article)...
The Historian 141: New approaches to local history
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History 360
The Journal of the Historical Association, Volume 104, Issue 360
All HA members have access to all History journal articles (Wiley Online Library site). To access History content:
1. Sign in to the HA website (top right of any page)2. Then click this link to allow access to History content on the Wiley site.
NB all links below go to the Wiley Online Library site and open in a new window or tab.
Access the full edition online
Britain,...
History 360
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What kinds of feedback help students produce better historical narratives of the interwar years?
Teaching History article
Narrative has begun to take its place alongside the essay, for so long the stereotypical currency of the history teacher and student. In this work, based on his experiences as a PGCE student, Alex Rodker argues powerfully that it is time now to consider how to help students to produce...
What kinds of feedback help students produce better historical narratives of the interwar years?
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Cunning Plan 174: creating a narrative of the interwar years
Teaching History feature
The major aim of this sequence of lessons was to teach Year 8 how to create and refine a narrative. I chose a period I was substantively confident on, which lent itself well to the narrative form, had a number of prominent academic narratives published about it and followed neatly...
Cunning Plan 174: creating a narrative of the interwar years
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Exploring the importance of local visits in developing wider narratives of change and continuity
Rethinking religious rollercoasters
The authors of this article take a well-known structural framework for students’ thinking about the Reformation and give it a twist. Their Tudor religious rollercoaster is informed by local visits in their setting in Guernsey – an area where the local picture was not quite the same as the national...
Exploring the importance of local visits in developing wider narratives of change and continuity
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Allowing A-level students to choose their own coursework focus
Teaching History article
Faced with the introduction of the new A-levels in 2015 and with a move to a new school, Eleanor Thomas took the opportunity to embrace yet another challenge: giving her students a complete free choice about the focus of their non-examined assessment (NEA). This article presents the rationale for her...
Allowing A-level students to choose their own coursework focus
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Polychronicon 174: Votes for Women
Teaching History feature
The beginnings of the nationally organised campaign for women’s suffrage began with suffragists’ orchestration of the petition to Parliament in favour of female suffrage in 1866. The petition contained almost 1,500 names from across the country and was presented to parliament by the Liberal MP John Stuart Mill; it was...
Polychronicon 174: Votes for Women
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Move Me On 174: Not doing all the thinking for the students
The problem page for history mentors
This issue’s problem: Alex Spotswood finds that the activities that he devises tend to involve him, rather than his students, doing all the real thinking and processing of information.
Alex Spotswood is well established in his main placement and has taken responsibility for regular GCSE and Key Stage 3 teaching. He is highly...
Move Me On 174: Not doing all the thinking for the students
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Recorded webinar: Researching the history of migration and refugees in Europe
When the present informs the past
Research on the history of migration continues to flourish and grow, but scholarship is also becoming increasingly splintered, often focusing on particular settings or population groups. Migration is often used as a way to discuss questions of national identity or diverse religious, ethnic, religious and local identities in the UK,...
Recorded webinar: Researching the history of migration and refugees in Europe
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On-demand webinar: 'Move Me On’ skills practice for mentors
Mentoring beginning and early career history teachers in the secondary school
Mentoring beginning and early career history teachers in the secondary school
Session 5: 'Move Me On’ skills practice
This final webinar of the series brings together the strands of mentoring through a ‘Move Me On’ style case-studies workshop, with participants tackling common mentoring quandaries together.
Release date: Tuesday 22 April 2025Expiry...
On-demand webinar: 'Move Me On’ skills practice for mentors
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On-demand webinar: Navigating sensitive, emotive and controversial histories as a mentor
Mentoring beginning and early career history teachers in the secondary school
Mentoring beginning and early career history teachers in the secondary school
Session 4: Navigating sensitive, emotive and controversial histories
The fourth webinar considers how to support beginning and early career history teachers to tackle more sensitive, emotive and controversial histories in the classroom, and harness the potential of their mentee...
On-demand webinar: Navigating sensitive, emotive and controversial histories as a mentor
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On-demand webinar: Observation and feedback as a mentor
Mentoring beginning and early career history teachers in the secondary school
Mentoring beginning and early career history teachers in the secondary school
Session 3: Observation and feedback
In this third webinar, Laura and Victoria explore strategies for dialogic and history-specific observation and post-lesson reflection. This session will focus on how mentors can forefront historical learning in the observation cycle.
Release date: Tuesday...
On-demand webinar: Observation and feedback as a mentor
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On-demand webinar: Supporting planning as a mentor
Mentoring beginning and early career history teachers in the secondary school
Mentoring beginning and early career history teachers in the secondary school
Session 2: Supporting planning
In this second webinar, Victoria and Laura model how they get beginning and early career teachers planning with a strong sense of coherence, direction and historical purpose over a sequence of lessons.
Release date: Tuesday 22...
On-demand webinar: Supporting planning as a mentor
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On-demand webinar: Developing subject knowledge as a mentor
Mentoring beginning and early career history teachers in the secondary school
Mentoring beginning and early career history teachers in the secondary school
Session 1: Developing subject knowledge
This first webinar will begin with the question: What do beginning and early career history teachers need to know about history? It will explore the substantive and disciplinary subject knowledge that is essential for...
On-demand webinar: Developing subject knowledge as a mentor
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On-demand webinar: Helping the past take shape with historical enquiry
Embracing messiness: teaching disciplinary thinking in history
Embracing messiness: teaching disciplinary thinking in history
Session 5: Helping the past take shape with historical enquiry
This session focuses into enquiry and on second order concepts. It offers practical advice to how second order concepts can be introduced in a way that is historically rigorous. We will explicitly address...
On-demand webinar: Helping the past take shape with historical enquiry
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On-demand webinar: Historical writing
Embracing messiness: teaching disciplinary thinking in history
Embracing messiness: teaching disciplinary thinking in history
Session 4: Historical writing
This session focuses on how we can support our students to write like historians. We will explain why PEE models and other simplistic frameworks actually limit our students and instead we should look to the work of historians as...
On-demand webinar: Historical writing
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On-demand webinar: Keeping sources messy
Embracing messiness: teaching disciplinary thinking in history
Embracing messiness: teaching disciplinary thinking in history
Session 2: Keeping sources messy
This session looks into how source work has often been too tidy in the classroom setting and the reasons behind this. It will explore a different approach to working with sources and evidence and give practical approaches to exemplify what...
On-demand webinar: Keeping sources messy
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On-demand webinar: Helping children build secure evidential thinking
Building and securing disciplinary thinking in primary history
Building and securing disciplinary thinking in primary history
Session 5: Helping children build secure evidential thinking
Handling sources is something all children learn to do in Key Stage 2 history, but often that crucial distinction between ‘source’ and ‘evidence’ is confused. No archaeologist digs up ‘evidence’. And labelling sources as either...
On-demand webinar: Helping children build secure evidential thinking
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On-demand webinar: Helping children think about change and continuity
Building and securing disciplinary thinking in primary history
Building and securing disciplinary thinking in primary history
Session 4: Helping children think about change and continuity
Historians, when studying a period of history, ask ‘what changed over this period?’ and ‘what stayed the same over this period?’ This session will explore disciplinary thinking around change and continuity, helping children to...
On-demand webinar: Helping children think about change and continuity
