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Teaching History 122: Rethinking History
The HA's journal for secondary history teachers
06 Why don’t the Chinese play cricket? Rethinking progression in historical interpretations through the British Empire – Steven Mastin and Pieter Wallace (Read article)
15 More than just the Henries: Britishness and British history at Key Stage 3 – Robert Guyver (Read article)
24 Polychronicon: Whose conspiracy? The plot of...
Teaching History 122: Rethinking History
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Vive la France! A comparison of French and British history teaching, with practical suggestions from across La Manche
Teaching History article
It is possible for teachers to learn a great deal within their own classrooms, departments and schools. However, stepping outside that daily experience, whether by reading a journal, contributing to a web debate or attending a conference, can always provide refreshing ideas. Evelyn Sweerts takes the concept of sharing good...
Vive la France! A comparison of French and British history teaching, with practical suggestions from across La Manche
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Teaching History 124: Teaching the most able
The HA's journal for secondary history teachers
06 Expertise in its development phase: planning for the needs of gifted adolescent historians – Deborah Eyre (Read article)
09 Duffy’s devices: teaching Year 13 to read and write – Rachel Ward (Read article)
17 Mussolini’s missing marbles: simulating history at GCSE – Arthur Chapman and James Woodcock (Read article)...
Teaching History 124: Teaching the most able
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Identity shakers: cultural encounters and the development of pupils' multiple identities
Teaching History article
History teachers are increasingly used to the idea that helping pupils reflect on and understand identities is one of the central purposes of history education. In this article Jamie B yrom and Michael Riley reflect on what thinking about identity historically might mean; by considering the history of encounters between...
Identity shakers: cultural encounters and the development of pupils' multiple identities
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Teaching History 125: Significance
The HA's journal for secondary history teachers
06 ‘Maybe they haven’t decided yet what is right:’ English and Spanish perspectives on teaching historical significance – Lis Cercadillo (Read article)
10 What they think they know: the impact of pupils’ preconceptions on their understanding of historical significance – Robin Conway (Read article)
16 Polychronicon: The Norman Conquest - Tony McConnell
18...
Teaching History 125: Significance
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Teaching History 127: Sense and Sensitivity
The HA's journal for secondary history teachers
04 Music, blood and terror: making emotive and controversial history matter – Andrew Wrenn and Tim Lomas (Read article)
11 Nutshell
13 Teaching controversial issues… where controversial issues really matter – Keith Barton and Alan McCully (Read article)
20 Polychronicon: the Crusades (Read article)
22 Identity-shakers: cultural encounters and the...
Teaching History 127: Sense and Sensitivity
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Move Me On 128: Assessment without Levels
Teaching History feature
This Issue's Problem: Meg Dawson is keen to find ways of recognising and recording students’ progress and achievements without resorting to ‘levels’.
Move Me On 128: Assessment without Levels
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Triumphs Show 128: Speed-dating with Queen Elizabeth
Teaching History feature
Some of the most effective role play activities are those which draw on the common experiences of pupils to promote serious learning outcomes. Chris Higgins experiments with a number of situations and strategies that draw upon popular games and television show formats. These are used to engage, to provide structure...
Triumphs Show 128: Speed-dating with Queen Elizabeth
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Is it time to forget Remembrance?
Teaching History article
Remembering those who have fallen in active service is an annual event in most schools and communities; the collective memory and respect that Remembrance engenders can enhance a sense of identity and belonging. Acts of Remembrance can be seen as an aspect of citizenship, but how often are they viewed...
Is it time to forget Remembrance?
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Getting Year 7 to set their own questions about the Islamic Empire, 600-1600
Teaching History article
Sometimes particular problems can lead to unexpected solutions. In this case, Sally Burnham decided to solve a problem that she had identified among her Year 12 students by changing the way in which she teaches Year 7. Her Year 12s were finding it difficult to set appropriate questions for their...
Getting Year 7 to set their own questions about the Islamic Empire, 600-1600
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Move Me On 127: Using PowerPoint as anything more than glorified chalk and talk
Teaching History feature
This Issue's Problem: Nat Turner is feeling confused and aggrieved about what is expected of him in using ICT in his teaching.
Move Me On 127: Using PowerPoint as anything more than glorified chalk and talk
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Cunning Plan 127: Abolitionist icons
Teaching History feature
What makes someone an Icon? A cunning plan to explore the relative significance of individuals involved in abolishing the slave trade.
Cunning Plan 127: Abolitionist icons
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Triumphs Show 127: using the Anne Frank House's 'A Family Secret'
Teaching History feature: celebrating and sharing success
The Anne Frank House recently translated its comic book A Family Secret into English. By stressing the choices and dilemmas of ordinary people living in Amsterdam during the German Occupation, the comic seeks to revise the black and white ideas students hold of right and wrong. With five other history...
Triumphs Show 127: using the Anne Frank House's 'A Family Secret'
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Teaching controversial issues...where controversial issues really matter
Teaching History article
This is the fourth in a series of Teaching History articles about teaching history in N orthern Ireland co-authored by Alan McCully. The first two articles (in editions 106 and 114) outlined teaching strategies to help pupils in N orthern Ireland understand and relate to complex and often controversial issues...
Teaching controversial issues...where controversial issues really matter
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I understood before, but not like this: maximising historical learning by letting pupils take control of trips
Teaching History article
We are used, in the current idiom, to ‘sharing objectives with pupils’. Too often, however, they are emphatically our objectives rather than theirs and sharing is shorthand for one-way communication. Helen Snelson’s article explores what sharing objectives can mean when objectives are genuinely jointly produced, rather than ‘cascaded’ and reports...
I understood before, but not like this: maximising historical learning by letting pupils take control of trips
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Music, blood and terror: making emotive and controversial history matter
Teaching History article
Lomas and Wrenn, co-authors and compilers of the Historical Association’s DfES-funded T.E.A.C.H 3-19 Report (Teaching Emotive and Controversial History), explore further ideas and examples of good practice from issues arising out of the report’s conclusions. Lomas and Wrenn propose five distinct categories of emotive and controversial history that further develop...
Music, blood and terror: making emotive and controversial history matter
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Polychronicon 121: interpretations of the American Revolution
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 of 'Polychronicon'focuses on the interpretations of the American Revolution.
Polychronicon 121: interpretations of the American Revolution
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Polychronicon 118: interpretations of Henry VII
Teaching History feature
Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' explores the historical...
Polychronicon 118: interpretations of Henry VII
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Polychronicon 117: interpretations of Douglas Haig
Teaching History feature
Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' considers the historical...
Polychronicon 117: interpretations of Douglas Haig
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Polychronicon 114: interpretations of Oliver Cromwell
Teaching History feature
Polychronicon was a fourteenth-century chronicle that brought together much of the knowledge of its own age. Our Polychronicon in Teaching History is a regular feature helping school history teachers to update their subject knowledge, with special emphasis on recent historiography and changing interpretation. This edition of 'Polychronicon' investigates the differing...
Polychronicon 114: interpretations of Oliver Cromwell
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What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing
Teaching History article
The potential that e-conferencing and message boarding have to engage pupils in historical debate and to enhance their ability and inclination to argue is increasingly well understood, as practice reported in these pages recently and the success and expansion of the Historical Association’s Centenary Debates initiative both demonstrate. In this...
What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing
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Polychronicon 126: Stonehenge
Teaching History feature
Secondary history ought to pay more attention to stones:
1. they are accessible, logistically and educationally, and highly instructive. The Neolithic is everywhere, and generally speaking, free2. venture outside the classroom, into real space or cyberspace, and you stumble into it eventually.3. Archaeological interpretation is an accessible way into aspects...
Polychronicon 126: Stonehenge
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Move Me On 114: Teaching history of medicine at GCSE
Teaching History feature
This Issue's Problem: Louis is having problems teaching the history of medicine course at GCSE.
Move Me On 114: Teaching history of medicine at GCSE
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Miss, now I can see why that was so important: using ICT to enrich overview at GCSE
Teaching History article
Reflection and evaluation are key tools in the box of the successful history teacher. However, a focus on resources or exam results is futile unless a desire to develop pupils’ historical understanding is at the heart of the evaluation process. Maria Osowiecki’s department faced two problems: how to develop their...
Miss, now I can see why that was so important: using ICT to enrich overview at GCSE
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Making history meaningful: helping students see why history matters
Teaching History article
October 17 saw thousands of people writing a blog of a normal Tuesday as part of the ‘History Matters’ campaign. There was great media interest in the event and the papers were full of the blogs of the famous and not so famous; people were keen to write up their...
Making history meaningful: helping students see why history matters
