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Polychronicon 173: From American Indians to Native Americans
Teaching History journal feature
Few sub-fields of American history have undergone as many changes over time as the study of Native Americans/American Indians. While nineteenth- and early twentieth-century historians portrayed Native Americans as savage barbarians or ignored them entirely, late twentieth-century historians portrayed them as victims of circumstance and aggressive European conquest. Today, modern...
Polychronicon 173: From American Indians to Native Americans
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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
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Move Me On 173: teaching the GCSE thematic study
The problem page for history mentors
This feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an...
Move Me On 173: teaching the GCSE thematic study
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Here ends the lesson: shaping lesson conclusions
Teaching History journal article
Reflecting on her efforts to improve her trainee’s lesson conclusions, Paula Worth decided to brush up her own. A journey of self-evaluation led her to revisit the Cambridge Conclusions Project. Through its lens, she judged her own lesson conclusions wanting. Worth examines the way in which the final episode of...
Here ends the lesson: shaping lesson conclusions
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Cunning Plan 173: using Black Tudors as a window into Tudor England
Teaching History journal feature
On 29 September 2018 I was fortunate enough to get involved with a collaborative project with Dr Miranda Kaufmann, the Historical Association, Schools History Project, and a brilliant group of people from different backgrounds all committed to teaching about black Tudors. In this short piece, I will share how I...
Cunning Plan 173: using Black Tudors as a window into Tudor England
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Podcast: Stalin 1928-1941
Podcast
On 15th November Dr Jane McDermid gave the first lecture in the HA's Sixth Form Lecture Series on the making of the Stalinist State at the National Archives, Kew. Click on the following links below to listen to her lecture and read the lecture notes!
Podcast: Stalin 1928-1941
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Move Me On 172: Not just relying on the textbook
Teaching History journal feature
This feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an...
Move Me On 172: Not just relying on the textbook
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Move Me On 171: Using existing lesson plans
The problem page for history mentors
The 'Move Me On' feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher...
Move Me On 171: Using existing lesson plans
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Active remembrance
Teaching History article
A year after the end of the First World War, George V stated: "I believe that my people in every part of the Empire fervently wish to perpetuate the memory of the Great Deliverance and those who laid down their lives to achieve it."
From that moment, the idea of large-scale remembrance...
Active remembrance
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The Flight to Varennes
Historian article
On the night of 20 June 1791 a portly middle-aged man, dressed inconspicuously in brown, with a dark green overcoat and his hair covered by a grey wig, walked out of the Tuileries palace past the guards. For the past 12 nights the Chevalier de Coigny, dressed in a similar...
The Flight to Varennes
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Beyond tokenism: diverse history post-14
Teaching History Article
Nick Dennis shows how a ‘multidirectional memory’ approach to teaching history can move history teachers beyond seeing black history as separate or distracting from the history that must be aught at examination level. He gives examples of ways in which a diverse history can be built into examination courses, strengthening...
Beyond tokenism: diverse history post-14
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Cunning Plan 163.2: Developing an A-level course in medieval history
Teaching History feature
Medieval history has always been a Cinderella era for post-16 students. Some schools offer A-levels in classical civilisation, but most A-level history courses focus on the early-modern and modern periods. A few schools teach an A-level medieval module, with the Crusades being a popular choice. I was therefore excited at...
Cunning Plan 163.2: Developing an A-level course in medieval history
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Triumphs Show 135: how trainee teachers learned to put history back into GCSE
Teaching History feature
What do you know about how your local museums can help your GCSE planning and teaching? How can your new GCSE courses for September make use of the free resources, artefacts and images that our local and national museums house? That's just what the PGCE history group from Leeds Trinity...
Triumphs Show 135: how trainee teachers learned to put history back into GCSE
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Cunning Plan 135: challenging generalisations
Teaching History feature
Let's play ‘TOO SIMPLE!' (a.k.a. ‘the generalisation game').
Some years ago, in my own history classroom, in a not-very-inspired moment, I developed a straightforward, low-resource, low-preparation activity which turned out to have more power than I had anticipated in getting pupils to reflect on degree or type of similarity and...
Cunning Plan 135: challenging generalisations
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Bismarck after Fifty Years
Classic Pamphlet
This notable essay by Dr. Erich Eyck, the most distinguished Bismarckian scholar of the mid-twentieth century was written on the invitation of the HA to commemorate the 50th anniversary of Bismark's death. Dr. Eyck, a German Liberal of the school of Ludwig Bamberger, found his way to England in the...
Bismarck after Fifty Years
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Out and About in Montreuil-sur-Mer
Historian feature
John Painter explores a strategically-important French boundary town, over which neighbouring powers have competed for over 1,200 years.
Montreuil in Picardy is one of the most interesting small towns in northern France and a good base for visiting the battlefields of Crécy and Agincourt as well as the Somme Western...
Out and About in Montreuil-sur-Mer
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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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New, Novice or Nervous? 159: Writing history essays
Teaching History feature
Until the 1990s, it was unusual for the majority of England's secondary school students to write history essays. The traditional essay was a staple of the old History O Level examinations, but fewer than 20% of pupils did these history exams. In the 1980s, various history teachers became increasingly concerned...
New, Novice or Nervous? 159: Writing history essays
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Between the Revolutions: Russia 1905 to 1917
Classic Pamphlet
"The key question is this - is the peaceful renovation of the country possible? Or is it possible only by internal revolution?"This quotation succintly expresses the problem that faced both contemporaries and subsequant generations of historians confronting the development of Russia between the revolutions of 1905 and 1917. The upheavals...
Between the Revolutions: Russia 1905 to 1917
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Religion and Party in Late Stuart England
Classic Pamphlet
The second English Revolution of the seventeenth century, the Revolution of 1688, ushered in during the next twenty-five years a series of changes which were to be profoundly important to the ultimate development of the country. Most conspicuously, the reigns of William III and Anne released Englishmen - though not...
Religion and Party in Late Stuart England
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Do's and Dont's in developing assessment practice
Article
Principles and practices to take forwardIn light of our experience since drafting our original plea for ‘Assessment without levels' and in the spirit of the new freedoms offered by the abolition of levels, we offer the series of principles and warnings set out in Figure 3. We hope that they...
Do's and Dont's in developing assessment practice
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The Norman Conquest: why did it matter?
Annual Conference 2013 Podcast
Keynote Speech from the Historical Association 2013 Annual Conference - Podcast
Dr Marc Morris - Historian, author and television presenter
1066 is the most famous date in English history. Everyone remembers the story, depicted on the Bayeux Tapestry, of William the Conqueror's successful invasion, and poor King Harold being felled...
The Norman Conquest: why did it matter?
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Votes for Women in Britain 1867-1928
Classic Pamphlet
This classic pamphlet takes you through the Votes for Women in Britain movement from its origins to its eventual success, following the case for women's suffrage presented, tactics and strategies, the anti-suffragist argument, party political complications, international perspectives, the Pankhursts and militancy, the revival of non-militant suffragism, the impact of...
Votes for Women in Britain 1867-1928
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Using timelines in assessment
Teaching History article
Bridging a twenty-year gap in their practice, Elizabeth Carr and Christine Counsell bring out the similarities in their use of timelines in their planning, teaching and assessment. What they also have in common is the fact that their experimentation with timelines as a way of strengthening cumulative knowledge emerged in...
Using timelines in assessment
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Triumphs Show 157: What makes art history?
Teaching History feature: celebrating and sharing success
What do 14 Year 7 students, an art teacher, a history teacher and the Victoria and Albert Museum have in common? They are all part of the ‘Stronger Together' Museum Champion project run by The Langley Academy and the River & Rowing Museum and supported by Arts Council England, designed to...
Triumphs Show 157: What makes art history?
