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Move Me On 93: Not making progress in use of ICT
The problem page for history mentors
Millie Marvel, PGCE Student is not making use of ICT to teach history in the classroom
Problem:
Millie Marvel, student history teacher, is in Term 2 of her PGCE year. She enjoys using ICT and is highly competent in her use of several applications. However, lessons in which she has chosen...
Move Me On 93: Not making progress in use of ICT
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The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity
Article
Dave Martin identifies the factors which led to new knowledge and understanding in a mixed ability Year 7 class. Not only did these pupils acquire greater knowledge of the native peoples of North America, they also learned transferable techniques for identifying and analysing pattern and diversity. Clear learning objectives led...
The Hopi is different from the Pawnee: using a datafile to explore pattern and diversity
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History using information technology: past, present and future
Article
Alaric Dickinson gives an overview of recent developments in the teaching of history using ICT and relates these to different contexts. He examines the appeal of the History Using IT materials and places these in the context of earlier developments. He also considers the role of ICT in the context...
History using information technology: past, present and future
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Teaching History 103: Puzzling History
The HA's journal for secondary history teachers
This edition looks at two types of puzzles: first, those we tackle as historians, puzzles about the past and, second, those puzzles that occured for people living in the past, puzzles form their perspectives - dilemmas, decisions and judgements that require us to imagine ourselves into their situation in a...
Teaching History 103: Puzzling History
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Oscar Wilde: the myth of martydom
Historian article
Over a century after his death, interest in Oscar Wilde and his work is at flood tide, with unprecedented levels of publication and research about Wilde and his work. Wildean studies proliferate, much in languages other than English. Recent translations of Wilde’s work have included Romanian, Hebrew, Swedish and Catalan,...
Oscar Wilde: the myth of martydom
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Religion and Science in the Eighteenth Century
Historian article
Much has been said about the clash between religion and science in Victorian times but there has been less research into the relationship between them in the eighteenth century. This article considers three Georgian clergymen who were also notable scientists – the Reverend William Stukeley, the pioneer of scientific field...
Religion and Science in the Eighteenth Century
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The Historian 105: Gladstone and the London May Day Demonstrators
The magazine of the Historical Association
5 Editorial
6 Gladstone and the London May Day Demonstrators, 1890 - Chris Wrigley (Read Article)
11 The President's Column - Anne Curry
12 Charles Gilpin - John Lethbridge (Read Article)
18 Cambuskenneth books: Looted Scottish law books return to Edinburgh - John Rogers (Read Article)
21 Lord Rochester's Grand...
The Historian 105: Gladstone and the London May Day Demonstrators
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The Historian 104: Culture Shock
The magazine of the Historical Association
5 Editorial
6 Culture Shock: The Arrival of the Conquistadores in Aztec Mexico - Jenni Hyde (Read Article)
13 The President's Column - Anne Curry
14 Hammer, House of Horror: The making of a British film company, 1934 to 1979 - John Springhall (Read Article)
20 Men's Beards and Women's...
The Historian 104: Culture Shock
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Polychronicon 120: The past as analogy in popular music
Teaching History feature
Polychronicon is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition focuses on the interpretations of popular music.
Polychronicon 120: The past as analogy in popular music
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The history teacher's craft: Doing local History through the eyes of W. G. Hoskins
Article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Editorial comment: When teaching local history we all have an idea of what it is: both as a body of knowledge - information, dates, facts and substantive concepts - and as what that knowledge is based...
The history teacher's craft: Doing local History through the eyes of W. G. Hoskins
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Primary History 54: 'Doing History' with artefacts and objects
The primary education journal of the Historical Association
09 Think Bubble: Arte facts - Get my Meaning? - Peter Vass (Read article)
10 A History of the World: 100 Objects That Tell A Story - The British Museum and the BBC (Read article)
12 Throw Away the Old Worksheets! - Jane Shuter (Read article)
14 Extending Primary Children's...
Primary History 54: 'Doing History' with artefacts and objects
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What about history? Lessons from seven years with project-based learning
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Alternative curriculum models can take many forms. Some seem to be imposed on reluctant history teachers with little opportunity for planning. Other teachers are given the opportunity to really embed and revise models that might...
What about history? Lessons from seven years with project-based learning
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What's happening in History? Trends in GCSE and 'A'-level examinations
Teaching History article
Teaching History frequently celebrates and analyses the practice of those history departments that appear to buck trends. In keeping with the Historical Association’s Campaign for History and its popular ‘Choosing History at 14’ Pack, a number of articles and Triumphs Shows in recent editions of Teaching History have celebrated the...
What's happening in History? Trends in GCSE and 'A'-level examinations
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Lord Palmerston
Historian article
Lord Palmerston (1784-1865) has long interested (and confused) historians. A man of contradictions and paradoxes, he seemed both to embody modern Victorian Britain, and yet at the same time stand as a potent symbol of what had been lost.
Lord Palmerston
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Active Historical Thinking
Teaching History article
‘Thinking Skills' have been much discussed in England since, at least, the revision of the National Curriculum in 2000 and have recently morphed, with the 2008 revisions to the curriculum, into ‘Personal, Learning and Thinking Skills'. Often, however, such ‘skills' are discussed in abstract and cross-curricular ways, outside the context...
Active Historical Thinking
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The Historian 86: England Arise!
The magazine of the Historical Association
Featured articles:
8 England Arise! The General Election of 1945 – Keith Laybourn (Read article)
16 The Last Duke of Lorraine – Richard Arnold Jones (Read article)
23 Thomas Muir and the 'Scottish Martyrs' of the 1790s – Harry Dickinson (Read article)
36 Cheshire Country Houses and the Rise of the Nouveaux Riches –...
The Historian 86: England Arise!
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Teaching pupils to analyse cartoons
Article
In this practical account of a key aspect of history departmental policy, Joseph O'Neill presents a rationale for the systematic teaching of analytical techniques. Alert to the dangers of mechanistic and formulaic examination responses, the author draws a distinction between the limiting rigidity of the learned response and the systematic...
Teaching pupils to analyse cartoons
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Move Me On 91: work with historical sources lacks focus
The problem page for history mentors
Problem: Mike Jones, student history teacher, is half-way through his PGCE year. He is making unusually good progress in his knowledge, understanding and practice with regard to the use of sources in history. He also appears to have no difficulty with classroom management and relationships with pupils. He easily creates...
Move Me On 91: work with historical sources lacks focus
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Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'
article
History teachers are increasingly good at designing exercises which develop skill in evidence analysis. The ubiquitous ‘source' is invariably analysed for utility and reliability. But how do pupils integrate such understandings with extended written work? How can they be helped to use these understandings in the creation of written argument?...
Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'
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Concerns over future of teacher training 2014
Article
The Facts
Increasing numbers of trainee teachers are entering the profession with little or no history-specific training.
Opportunities for graduates to increase subject knowledge alongside subject-based teaching practice in university centred school partnerships have been cut.
Our research shows that 90% of respondents agreed that all trainees should receive a...
Concerns over future of teacher training 2014
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The 'Penny Dreadful'
Historian article
"I wish I know'd as much as you, Dick. How did you manage to pick it up?"
"Mother taught me most, and I read all the books I can get."
"So do I; sich rattling tales, too ---‘The Black Phantom; or, the White Spectre of the Pink Rock.' It's fine,...
The 'Penny Dreadful'
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Visual Literacy: Learning through pictures and images
Primary History Article
Please note: this article pre-dates the current National Curriculum and some content and references are outdated.
What questions does the portrait raise in your mind?
What messages does the artist intend to convey?
How does the artist convey those messages to the intended audience? What might have been the circumstances under which the...
Visual Literacy: Learning through pictures and images
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The Urban Working Classes in England 1880-1914
Historian article
On reading the title of this article, any reader at all familiar with the social history of late Victorian and Edwardian England is likely to think of the revelations at the time of the extent of urban poverty. Two major enquiries, one into London poverty, and the other into poverty...
The Urban Working Classes in England 1880-1914
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Cunning Plan 137: making homework more exciting
Teaching History journal feature
Ever since I started teaching, homework has been something of a bugbear. Administration alone is a hassle: not only remembering when to set and collect it in, but keeping track of the various students who fail to deliver anything on time (except highly creative excuses) and of the follow-up action...
Cunning Plan 137: making homework more exciting
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Building and assessing a frame of reference in the Netherlands
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Concerns about our ability to equip young people with a frame of reference that they can actually use to orient themselves in time are widespread. The challenges were extensively debated within the last issue of...
Building and assessing a frame of reference in the Netherlands
