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  • The dialogic dimensions of knowing and understanding the Norman legacy in Chester

      Teaching History article
    Michael Bird and Thomas Wilson focus their attention directly on the voices of pupils, in dialogue with their teacher and with each other, as they draw inferences from differing sources about the Norman legacy in Chester. By carefully examining dialogue stimulated by these sources, Bird and Wilson demonstrate not only...
    The dialogic dimensions of knowing and understanding the Norman legacy in Chester

  • 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?

  • 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

  • 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

  • The Blitz: All we need to know about World War II?

      Primary History article
    The Blitz of 1940 is certainly a significant event in Britain’s past, one which has repeatedly been drawn upon as a symbol of national consciousness. It was a time when most of Europe had been defeated by the Nazi regime in Germany, typically through ‘Blitzkrieg’ – or lightning war methods...
    The Blitz: All we need to know about World War II?

  • Book for the Literacy Hour

      Primary History article
    Jo Barkham reviews 'Asha in the Attic' written by Gill Howell and illustrated by Alan Marks.
    Book for the Literacy Hour

  • The Spanish Armada of...1597?

      Article
    Graham Darby gives an anniversary account of the later Spanish Armadas, long forgotten, but comparable in size and as threatening to contemporaries as the more famous Armada of 1588. As every schoolboy and schoolgirl should know, the Spanish Armada set sail in 1588: ‘God blew and they were scattered.’ However,...
    The Spanish Armada of...1597?

  • New, Novice or Nervous? 173: including BME history in the curriculum

      The quick guide to the ‘no-quick-fix’
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll find something better: conversations in which history teachers have debated or tackled your problems – conversations which any history teacher...
    New, Novice or Nervous? 173: including BME history in the curriculum

  • ‘I need to know…’: creating the conditions that make students want knowledge

      Teaching History journal article
    Chloe Bateman recognised the value to her Key Stage 3 pupils of developing rich subject knowledge, but wanted to find a way of encouraging them to value that knowledge for themselves. In this article she explains how she provided that inspiration by setting her Year 7 class the challenge of...
    ‘I need to know…’: creating the conditions that make students want knowledge

  • My Favourite History Place: The North Wessex Downs and Cwichelm’s Barrow

      Historian feature
    My Favourite History Place: The North Wessex Downs and Cwichelm’s Barrow

  • Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

      Teaching History journal article
    Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
    Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

  • Recent Advances in the Study of Surnames

      Article
    Many surnames have a straightforward meaning. It is obvious that names such as Smith, Wright and Turner come from occupations; that names such as Pickering or York are from the names of places; and that Roberts, Robertson, Robson and Robinson are derived from the same personal name. It is not...
    Recent Advances in the Study of Surnames

  • A South African, a Welshman and a Scotsman and the birth of the Royal Air Force

      Historian article
    In this article Sebastion Cox explores the significant role of international involvement in the creation of the Royal Air Force. The RAF owes its existence to a number of people but high among those deserving of credit are a South African Field Marshal, a Welsh politician and a Scottish soldier.
    A South African, a Welshman and a Scotsman and the birth of the Royal Air Force

  • Polychronicon 133: The Crusader States in the Levant

      Teaching History feature
    In my first Polychronicon article on ‘The Crusades' I pointed out that research historians are increasingly specialising either on the crusades themselves or on the crusader states. There are good reasons for this, but in my opinion it makes little sense for school or university teachers to treat these topics...
    Polychronicon 133: The Crusader States in the Levant

  • Using role-play to develop young children’s understanding of the past

      Primary History article
    Unknown, interesting artefacts can really capture a child’s enthusiasm for learning. In the Foundation Stage, children want to use all their senses to explore and play with objects, and so the planning of practical, hands-on activities is important. The activities in this article were completed by Reception children in a...
    Using role-play to develop young children’s understanding of the past

  • For whose God, King and country? Seeing the First World War through South Asian eyes

      Primary History article
    In October 1914 France faced defeat on what would later become the Western Front. If the Germans captured the channel ports then the small British Expeditionary Force (BEF) supporting the French would be cut off from Britain, and the channel ports themselves might be used to launch a German invasion of...
    For whose God, King and country? Seeing the First World War through South Asian eyes

  • ‘So why did they go into hiding?’ Anne Frank in her historical and social context

      Primary History article
    All too often Anne Frank becomes a symbol, used to show ‘the triumph of hope over evil’, even though she was killed during the Holocaust. Sometimes she is quoted utterly out of context to provide uplifting sentiments, or short phrases with redemptive messages.  What this lesson sets out to do...
    ‘So why did they go into hiding?’ Anne Frank in her historical and social context

  • Cunning Plan 95: Medicine through Time

      Teaching History feature
    GCSE development studies require students to assess change over vast periods of time. How can we cover the content whilst ensuring that our students do not lose sight of the big picture? Look to your choice of big enquiries for the solution. Here is one efficient and motivating approach devised...
    Cunning Plan 95: Medicine through Time

  • Conducting the orchestra to allow our students to hear the symphony

      Journal article
    Alex Ford and Richard Kennett both welcome the renewed emphasis on knowledge within recent curriculum reforms in England, but are concerned about some of the ways in which the principle of a ‘knowledge-rich’ curriculum has been interpreted and transformed into particular pedagogical prescriptions. In this article they explain their reasons...
    Conducting the orchestra to allow our students to hear the symphony

  • British Defence and Appeasement Between the Wars 1919-1939

      Classic Pamphlet
    Armed forces never exist in isolation, but always operate against a background of political, economic, social, cultural, intellectual and ideological conditions and attitudes, as well as in relation to diplomatic and strategic factors. Some governments regards their military forces especially their armies, more as instruments for maintaining internal order than...
    British Defence and Appeasement Between the Wars 1919-1939

  • What can you tell about the Maya from a Spanish soldier?

      Primary History article
    This article focuses on the links between the Maya and Europe in the fifteenth and early sixteenth centuries, exploring the impact of the Spanish on the life and times of the Maya, as seen through the eyes of one man – Gonzalo Guerrero, who was shipwrecked off the Yucatan peninsula...
    What can you tell about the Maya from a Spanish soldier?

  • The Historian 5

      The magazine of the Historical Association
    Articles include: 3 Presidential Lecture: Hardly Any Women At All – Irene Collins 9 Local History: Married Women – Helen Meller and Margaret Gerrish 11 The Battle of Nevilles Cross – John Rhodes 12 Update: Russia, 1855-1917 – R.B. McKean 16 Personalia: Profile of Donald Read 35 Spotlight: Leeds
    The Historian 5

  • Right up my street: the knowledge needed to plan a local history enquiry

      Journal article
    Inspired by the claim that local history can be taught effectively ‘Any time, any place, anywhere’, Katharine Burn and Jason Todd took up the challenge of planning Key Stage 3 enquiries related to an unusual and diverse, but frequently neglected and often despised, corner of Oxford. They sought not merely...
    Right up my street: the knowledge needed to plan a local history enquiry

  • The initial impact of the Battle of Jutland on the people of Portsmouth

      Historian article
    This local study by Steve Doe draws together the human effects of what happened at the Battle of Jutland in June 1916 with accounts of how the families of those who fought in the battle and the wider local community dealt with the tragedy.
    The initial impact of the Battle of Jutland on the people of Portsmouth

  • Paris: 50 Years on from the Great War, 2 August 1964

      Historian article
    Just over 50 years ago, Chris Wrigley, a past President of the Historical Association, while a sixth-former, witnessed a highly significant historic re-enactment in Paris to mark the anniversary of the start of the Great War.
    Paris: 50 Years on from the Great War, 2 August 1964