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Harnessing the power of community to expand students’ historical horizons
Teaching History article
Many history teachers will already be familiar with ‘meanwhile, elsewhere...’, a website offering freely downloadable homework resources on individuals, events and developments in world history. In this article the website’s creators, Richard Kennett and Will Bailey-Watson, set out a curricular rationale for the project. They argue that using homework tasks...
Harnessing the power of community to expand students’ historical horizons
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‘Its ultimate pattern was greater than its parts’
Teaching History journal article
Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the ‘hinterland’ of contextual knowledge and causal...
‘Its ultimate pattern was greater than its parts’
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Anything but brief: Year 8 students encounter the longue durée
Article
Inspired by The History Manifesto, Suzanne Powell describes in this article her rationale for expanding her students’ horizons by asking them to think about change, similarity and difference on a grand scale. She sets ‘big history’ into its curricular context, and shows the way in which her students could, and...
Anything but brief: Year 8 students encounter the longue durée
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Cunning Plan 166: developing an enquiry on the First Crusade
Teaching History feature
"What shall I say next? We were all indeed huddled together like sheep in a fold, trembling and frightened, surrounded on all sides by enemies so that we could not turn in any direction. It was clear to us that this had happened because of our sins. A great clamour rose to the sky, not...
Cunning Plan 166: developing an enquiry on the First Crusade
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Year 8 and interpretations of the First World War
Teaching History article
Dan Smith was concerned that his pupils were drawing on over-simplified generalisations about different periods of the past when they were considering why interpretations change over time. This led him to consider how pupils’ contextual knowledge and chronological fluency might be used more explicitly in order to avoid weak generalisations...
Year 8 and interpretations of the First World War
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From the history of maths to the history of greatness
Teaching History article
Readers of Teaching History will be familiar with the benefits and difficulties of cross-curricular planning, and the pages of this journal have often carried analysis of successful collaborations with the English department, or music, or geography. Harry Fletcher-Wood describes in this article a collaboration involving maths, providing for us the...
From the history of maths to the history of greatness
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Cunning Plan 159: Putting the people into Magna Carta
Teaching History feature
Does your heart skip with excitement at the prospect of a Year 7 lesson on Magna Carta? No? Magna Carta may be an important part of the long-term story of royal power and individual liberties but it is not a topic that excites many teachers. If it were, teachers would...
Cunning Plan 159: Putting the people into Magna Carta
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Assessing the Battle of Waterloo in the classroom
Teaching History article
Defying the Iron Duke: assessing the Battle of Waterloo in the classroom
The approaching bicentenary of the Battle of Waterloo has stimulated debate about how it should be commemorated. This article reports a collaboration between the Waterloo200 Committee and Tom Wheeley, history teacher, to create a lesson sequence analysing the...
Assessing the Battle of Waterloo in the classroom
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'But why then?' Chronological context and historical interpretations
Teaching History article
When Michael Fordham was introduced to Dr Seuss's Butter Battle Book he immediately recognised its potential value in the classroom as a popular interpretation of the Cold War.
Wanting his Year 9 pupils to explain how and why the past has been interpreted in different ways he shows the potential pitfalls...
'But why then?' Chronological context and historical interpretations
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Exploring the challenges involved in reading and writing historical narrative
Teaching History article
‘English king Frederick I won at Arsuf, then took Acre, then they all went home': exploring the challenges involved in reading and writing historical narrative
Paula Worth draws on three professional traditions in history education in order to build a lesson sequence on the Crusades for her Year 7s. First,...
Exploring the challenges involved in reading and writing historical narrative
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Helping Year 9 explore the cultural legacies of WW1
Teaching History article
A world turned molten: helping Year 9 to explore the cultural legacies of the First World War
Rachel Foster shows how her own study of cultural history led to a new dimension in her planning. She wanted to show her students not only that historians are interested in many different...
Helping Year 9 explore the cultural legacies of WW1
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Combating a Cook-centric past through co-curricular learning
Teaching History article
Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of Discovery
Paula Worth presents in this article a means of challenging students' tendency to generalise even when they know that they should not. How can we encourage our students...
Combating a Cook-centric past through co-curricular learning
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Cunning Plan 154: Who is buried in the box?
Teaching History feature
Question: Who is buried in the box?
Seeking a new and exciting way to introduce my Year 7 students to history, I looked to a practical solution. Ian Dawson once used a Thinking History exercise where students looked at the idea of ‘layers of history'. It was useful in structuring...
Cunning Plan 154: Who is buried in the box?
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Helping Year 9 debate the purposes of genocide education
Teaching History article
Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education
Why do we teach about the Holocaust and about other genocides? The Holocaust has been a compulsory part of the English National Curriculum since 1991; however, curriculum documents say little about why pupils should learn...
Helping Year 9 debate the purposes of genocide education
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Helping Year 9 evaluate explanations for the Holocaust
Teaching History article
‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust
Why genocides occur is a perplexing and complex question. Leanne Judson reports a strategy designed to help students think about perpetration and evaluate and propose explanations for...
Helping Year 9 evaluate explanations for the Holocaust
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Developing awareness of the need to select evidence
Teaching History article
Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidence
Despite having built a sustained focus on historical thinking into their planning for progression across Years 7 to 13, Rachel Foster and Sarah Gadd remained frustrated with stubborn weaknesses in the evidential thinking of students in...
Developing awareness of the need to select evidence
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Continuity in the treatment of mental health through time
Teaching History article
Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through time
Helen Murray, Rachel Burney and Andrew Stacey-Chapman show how they strengthened three goals of their practice - secure knowledge, narrative shapes and conceptual analysis - by securing strong connection between them. The curricular focus...
Continuity in the treatment of mental health through time
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Communicating about the past: Resource G
Article
James Woodcock, 'Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning' in Teaching History 119: Language issue (June, 2005)
In this subtle article, James Woodcock experiments with introducing new vocabulary to a mixed-ability year 10 class working towards the enquiry question '"Hitler was not to...
Communicating about the past: Resource G
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Communicating about the past: Resource F
Article
Dale Banham, 'Getting ready for the Grand Prix: learning how to build a substantiated argument in Year 7' in Teaching History 92: Explanation and Argument issue
This seminal article demonstrated how the author planned an enquiry to be taught over a long period blending in-depth study with overviews of history. ...
Communicating about the past: Resource F
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Communicating about the past: Resource E
Article
This folder contains three examples of the use of layers-of-inference frames, a now popular form of scaffolding in history teaching. They are taken from three different key stages and demonstrate how a form of scaffolding can be used across different age groups but needs to be adapted to take account...
Communicating about the past: Resource E
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Communicating about the past: Resource C
Article
Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated.
This resource describes the rationale for helping teachers to think about the range of real and creative end-products (outcomes) that can be used for different enquiries across key stage 3. They include a...
Communicating about the past: Resource C
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Communicating about the past: Resource B
Article
Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated.
This repeats the nine examples of outcomes or tasks described in Resource A. It also includes additional notes, summarising the preparation that led up to the outcome or task and its place in...
Communicating about the past: Resource B
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Communicating about the past: Resource A
Article
Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated.
Nine examples of outcomes or tasks are described, that model the 'variety of ways' in which pupils can communicate about the past, all but one taken from issues of Teaching History. These examples...
Communicating about the past: Resource A
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Where are we? The place of women in history curricula
Teaching History article
Joanne Pearson reflects on her experiences as a history teacher and teacher educator, considering the ways in which she has seen women represented in the history curricula of different schools in England. She makes the case that greater attention needs to be paid by history teachers to the criteria against...
Where are we? The place of women in history curricula
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Pupil-led historical enquiry: what might this actually be?
Teaching History article
The current National Curriculum for history requires pupils to ‘identify and investigate specific historical questions, making and testing hypotheses for themselves'.
While Kate Hammond relished the encouragement that this gave to her pupils to engage in the process of historical enquiry, she was keen to develop a much clearer sense...
Pupil-led historical enquiry: what might this actually be?
