1745-1901
During this time period some of the movements and trends that have happened earlier carry over and develop momentum or change direction. In this section are articles about the industrial revolution, revolutions in ideas across Europe and the World and the campaigns emerging for social justice, political freedoms and national identities. Key individuals are explored such as Thomas Payne, and there is also guidance on how to engage with teaching some of this content and breadth of ideas to different age groups for increased understanding and exams.
Britain & Ireland 1745-1901
- What Have Historians Been Arguing About... schooling and the British Empire
- What Have Historians Been Arguing About... Modern British LGBTQ+ history
- How visual evidence reflects change and continuity in attitudes to the police in the 19th and early 20th centuries
- Why history teachers should not be afraid to venture into the long eighteenth century
- Using eighteenth-century material culture to develop evidential thinking in Year 8
- ‘But they just sit there’: using objects as material culture with Year 8
Europe 1745-1901
- Whose past is it anyway? Telling Russian and Soviet history through diverse Jewish voices
- Integrating heritage education and public history at school
- Why history teachers should not be afraid to venture into the long eighteenth century
- Imagining cities: exploring historical sites as contested spaces
- Cunning Plan 190: Using art to make A-level history more accessible
- Introductory Film: Germany 1871-1945
World 1745-1901
- Cunning Plan… for using the story of Eunice Foote to bring environmental history into the curriculum
- What Have Historians Been Arguing About... schooling and the British Empire
- What Have Historians Been Arguing About... the history of Australia
- ‘But they just sit there’: using objects as material culture with Year 8
- Cunning Plan 191: diving deep into ‘history from below’ with Year 8
- Historical thinking and art education in Canada’s era of societal reckoning