1064 publications

• What’s The Wisdom On… using material culture in the classroom?
• Look again: teaching about disability in history
• Triumphs Show: Seeing consequences in 3D
• Why history is the future: the centrality of historical thinking in the AI age
• Challenging misconceptions and highlighting hidden histories in teaching the Holocaust
• Cunning Plan… the fight for the Lincolnshire Fens and attitudes towards the land
• What Have Historians Been Arguing About... The role of digital archives
• Teaching Jewish, Queer and Roma experiences of Nazi persecution
• Doing a Gombrich: Year 9 make connections by shaping big narratives
• Move Me On: what adjustments are reasonable to accommodate a trainee’s neurodivergence?
• Rethinking citizenship through the history classroom, a global perspective
• Teaching History 203: Out now
• What Have Historians Been Arguing About... piracy and empire in the early modern world
• Move Me On 202: trainee is struggling to make history accessible...
• Reshaping students’ understanding of empire
• How foundational concepts, supporting concepts and concrete examples can help untangle the past at Key Stage 3
• Making substantive concepts (do the) work
• Cunning Plan 202: interdisciplinary teaching of landscape through time
• Using turning points in anti-racist history to explore historical significance at Key Stage 3
• Exploring a logical conceptualisation of continuity with Year 9 pupils
• Teaching History 202: Out now
• Move Me On 201: trainee is using AI indiscriminately to try to save time
• Using local history to illuminate the complexities of interpretation with Year 8
• What Have Historians Been Arguing About... Stalin’s final years
• Interpreting Cyrus the Great for the lower school curriculum
• Cunning Plan… for teaching the Haitian Revolution
• Triumphs Show: Shining a light on Eastern European history with Jadwiga of Poland
• Using Femina to reframe Year 7 pupils’ understanding of the medieval world
• Teaching Year 9 pupils to see and sense social memory as an expression of knowledge about the past
• Working 9–5: how painters, plumbers and programmers help our pupils understand the role of the historian