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Found 189 results matching 'genocide' within Secondary > Curriculum Support   (Clear filter)

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  • Period, place and mental space

      Teaching History article
    Period, place and mental space: using historical scholarship to develop Year 7 pupils' sense of period What is a sense of period? And how can pupils' sense of period be developed? Questions such as these have troubled history teachers for many years, often revolving around debates over the role played by...
    Period, place and mental space

  • Cunning Plan 152.2: using Gillray’s cartoons with Year 8

      Teaching History feature
    The past 30 years have seen a general revival in scholarly activity relating to ‘all aspects of 18th-century British history'. However, this increase in academic study, which has broadly coincided with the introduction and development of the National Curriculum in England, has not resulted in the period being studied in great...
    Cunning Plan 152.2: using Gillray’s cartoons with Year 8

  • 1066: The Limits of our Knowledge

      Historian article
    As the most pivotal and traumatic event in English history, the Norman Conquest continues to generate controversy and debate, especially among those who know little about it or enjoy passing judgement on the past. Who had the better claim to the English throne, William the Conqueror or Harold Godwineson? Was...
    1066: The Limits of our Knowledge

  • How can there be a true history?

      Historian article
    "How can there be a true history, when we see no man living is able to write truly the history of the last week?" (Thomas Shadwell) Indeed! Once when I had to give a talk in Spain, I found this quotation by looking up ‘history' in the Oxford English Dictionary....
    How can there be a true history?

  • Studying History at university: Student's guide to applications

      University Application Guide
    So you've decided to apply to study history at university. This guide is intended to help you through the process so that your application is as good as it can be. It is not intended to replace the help and advice you can get from the people who know you...
    Studying History at university: Student's guide to applications

  • Women, War and Revolution

      Classic Pamphlet
    On the surface, the period 1914 to 1945 seems to have encompassed massive changes in the position of women in Europe, in response to the demands of war and revolution. Yet historians have questioned the extent of the transformation, since the acquisition of the vote, as well as improvements in...
    Women, War and Revolution

  • English Heritage and Historical Association Local Heritage Project

      Article
    One year ago (2011), the south eastern branch of English Heritage and the Historical Association came together to see what we could do better in partnership. The outcome was the Local Heritage Partnership Project. The vision was to work together to provide access to and inspiration to carry out local...
    English Heritage and Historical Association Local Heritage Project

  • Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945

      Teaching History Article
    A school-designed, post-14 course on multi-cultural Britain since 1945  Robin Whitburn and Sharon Yemoh describe the design of a school-generated GCSE course on the challenges that British people faced in forging a multicultural society in post-imperial Britain. Drawing on their own research into their students' experience, they build a discipline-based case...
    Hidden histories and heroism: post-14 course on multi-cultural Britain since 1945

  • Polychronicon 141: Adolf Eichmann

      Teaching History feature
    Almost 60 years ago Adolf Eichmann went on trial for crimes committed against the Jews while he was in the service of the Nazi regime. His capture by the Israeli secret service and his abduction from Argentina triggered a number of journalistic books that portrayed him as a pathological monster...
    Polychronicon 141: Adolf Eichmann

  • Thematic or sequential analysis in causal explanations

      Teaching History article
    Struck by what he saw as the complexity, artistry and cognitive achievement of historians' narrative accounts, Robin Kemp decided to explore ways of teaching his pupils to write narrative and to analyse the role of such writing in developing various kinds of historical thinking. Working with Year 8 and Year...
    Thematic or sequential analysis in causal explanations

  • Strategies for A-Level marking to motivate and enable

      Teaching History article
    Jane Facey was unsatisfied with the way in which her A-Level students responded to typical assessment practice. This would normally involve their teacher marking their work and then providing them with written feedback. In looking to move beyond this, Facey drew upon a wide range of research and practice which...
    Strategies for A-Level marking to motivate and enable

  • Polychronicon 144: Interpreting the 1930s in Britain

      Teaching History feature
    For students of my generation (born in 1954) the 1930s had a very clear identity; so, when the far-left Socialist Workers Party launched a campaign against unemployment, in 1975, with the slogan: ‘No Return to the Thirties', we all knew what they meant: unemployment, economic deprivation and the political betrayal...
    Polychronicon 144: Interpreting the 1930s in Britain

  • Exploring diversity at GCSE

      Teaching History article
    Having already reflected on ways of improving their students' understanding of historical diversity at Key Stage 3, Joanne Philpott and Daniel Guiney set themselves the challenge of extending this to post-14 students by means of fieldwork activities at First World War battlefields sites. In addition, they wanted to link the study...
    Exploring diversity at GCSE

  • Oliver Cromwell 1658-1958

      Classic Pamphlet
    Ever since the death of Oliver Cromwell 300 years ago his reputation has been the subject of controversy. The royalist view of him was expressed by Clarendon: "a brave bad mad," an ambitious hypocrite. This interpretation was supported by many former Parliamentarians: Edmund Ludlow regarded Cromwell as the lost leader...
    Oliver Cromwell 1658-1958

  • Passive receivers or constructive readers?

      Teaching History article
    Rachel Foster reports here on research that she conducted into how students engage with academic texts. Unhappy with the usual range of texts that students encounter, often truncated and ‘simplified' in the name of accessibility, she designed a scheme of work which sought to find out how her students responded...
    Passive receivers or constructive readers?

  • Cunning Plan 143: enquiries about the British empire

      Teaching History journal feature
    I wanted to give my Year 8 students ownership of their work on the British Empire by allowing them to suggest our ‘enquiry question'. In order to introduce the Empire, I brought in sugar, spices, bananas, chilli peppers and cotton. I then showed maps demonstrating the Empire at its height....
    Cunning Plan 143: enquiries about the British empire

  • Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India

      Teaching History feature
    The dramatic, chaotic and violent events that took place in Northern India in 1857/8 have been interpreted in many ways, as, for example, the ‘Indian Mutiny', the ‘Sepoy War' and the ‘First Indian War of Independence'. The tales that have been told about these events have been profoundly shaped, however,...
    Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India

  • Medieval 'Signs and Marvels'

      Historian article
    Medieval ‘Signs and Marvels': insights into medieval ideas about nature and the cosmic order. Many aspects of life in the Middle Ages puzzle the modern reader but some are stranger than others. What can possibly explain an event reported from Orford Castle, in Suffolk? This is an amazing tale and...
    Medieval 'Signs and Marvels'

  • Teach Environmental Histories network

      Secondary history teachers' network
    Teach Environmental Histories is a network that helps secondary school history teachers based in England to address young people’s concerns about the future of the planet. History has huge potential for educating pupils about the climate and ecological emergency. Crucially, the history that pupils learn in school can help them...
    Teach Environmental Histories network

  • 200 editions of Teaching History

      23rd September 2025
    Standing on the shoulders of giants  We're proud to announce the publication of the 200th edition of Teaching History, the UK’s leading journal for secondary history educators. This landmark issue marks over five decades of thought leadership, innovation, and community-building in history education. Over the last 50 years, Teaching History has...
    200 editions of Teaching History

  • Film series: Power and Freedom in Britain and Ireland, 1714–2010

      New HA film series
    From royal courts to radical protests, from industrial revolutions to global empires – this compelling new film series traces the dramatic evolution of power, rights, and freedom across three centuries of British and Irish history. We will trace Britain and Ireland’s transformation from 1714 to 2010, unpacking power struggles, social revolutions, and...
    Film series: Power and Freedom in Britain and Ireland, 1714–2010

  • The British General Strike 1926

      Classic Pamphlet
    ‘The General Strike is a challenge to Parliament and is the road to anarchy and ruin.' (Stanley Baldwin, Prime Minister, 6th May 1926). ‘The General Council does not challenge the Constitution ... the sole aim of the Council is to secure for the miners a decent standard of life. The Council...
    The British General Strike 1926

  • Women and power

      Historian members' resource spotlight
    Echoing the theme of the autumn issue of The Historian, this resource highlight examines aspects of the broad theme of women and power. We start by looking at some of the most overtly powerful women in history, from well-known Tudor monarchs to lesser-examined figures such as Æthelflæd. Power can be wielded in other...
    Women and power

  • Joan of Arc - Saint, Witch or Warrior?

      Transition Training Session 4
    This is the 4th of 5 sessions arising from the 2005 KS2-KS3 History Transitions Project: Transition training session 1: Historical Enquiries & Interpretations Transition training session 2: Using ICT in the teaching of history Transition training session 3: Extended writing in history Transition training session 4: Joan of Arc - Saint,...
    Joan of Arc - Saint, Witch or Warrior?

  • The Holocaust in history and history in the curriculum

      Teaching History article
    In this powerfully argued article Paul Salmons focuses directly on the distinctive contribution that a historical approach to the study of the Holocaust makes to young people's education. Not only does he question the adequacy of objectives focused on eliciting purely emotional responses; he issues a strong warning that turning...
    The Holocaust in history and history in the curriculum