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Writing the First World War - Podcasts
Writing the First World War
The Writing the First World War event in partnership with the English Association and the British Library took place at the British Library in London on April 14th.
Over 80 teachers attended a wonderful day of stimulating professional development which was kicked off by a thought provoking take on how...
Writing the First World War - Podcasts
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The Great Debate: Advice for Students
The Great Debate
In this short film from 2015 Heather Scott (former Deputy President of the HA and compere of our Great Debate Finals) & Martin Spafford (Judge from our London Heats) provide advice for prospective students who might want to take part in the Great Debate. Martin and Heather also explain what...
The Great Debate: Advice for Students
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What is the Great Debate?
The Great Debate
In this short film from 2015 Heather Scott (former Deputy President of the HA and compere of our Great Debate Finals) & Martin Spafford (Judge from our London Heats) introduce the Great Debate, talk about why students should get involved and discuss what they enjoy about the Great Debate.
What is the Great Debate?
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Historical reasoning in the classroom
Teaching History article
Historical reasoning in the classroom: What does it look like and how can we enhance it?
The history education community has long recognised that historical thinking depends on the interplay between substantive knowledge about the past and the procedural, or second-order, concepts that historians use to construct, shape and give...
Historical reasoning in the classroom
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New, Novice or Nervous? 155: Similarity & Difference
Teaching History feature
This page is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation in which...
New, Novice or Nervous? 155: Similarity & Difference
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Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom
Teaching History article
Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom
It has become a truism that Britain is a multi-cultural society yet, as Mohamud and Whitburn argue, there is still a great deal of thinking to be done by history teachers in accounting...
Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom
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Podcast Series: The Umayyad and Abbasid Caliphates
Multipage Article
In this set of podcasts Emeritus Professor Gerald Hawting of SOAS, University of London provides an introduction to the Umayyad (661-750) and Abbasid (750-1258) Caliphates.
Podcast Series: The Umayyad and Abbasid Caliphates
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My Favourite History Place - Sackville College, East Grinstead
Historian feature
Sackville College almshouse in East Grinstead, Sussex, was founded in 1609, by Robert Sackville, 2nd Earl of Dorset, when he wrote his will. He died 17 days later without seeing one stone laid, yet the College still stands, providing affordable accommodation for local elderly people of limited means. It is...
My Favourite History Place - Sackville College, East Grinstead
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Studying History at University: Teacher's guide
University Application Guide
Every year hundreds of students, supported by their teachers and schools apply to study history at university. How do you make sure that you or your students stand out from the crowd and get the place they want?
This helpful guide is written by Tony McConnell, Deputy Head of Merchant Taylors' Prep...
Studying History at University: Teacher's guide
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Cunning Plan 149.2: Exploring the Migration experience
Teaching History feature
Teaching a class of newly arrived immigrant teenagers from various backgrounds and ethnicities poses many interesting challenges: varied levels of schooling, varied levels of mastery in a new language, no common frame of reference, varied ways of understanding and making sense of the world and very varied ways of making...
Cunning Plan 149.2: Exploring the Migration experience
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Teacher Fellowship Programme: Conflict, Art and Remembrance
Teacher Fellowship Programme 2019
Blood Swept Lands and Seas of Red was a commemorative art installation of 888,246 handmade ceramic poppies at the Tower of London in 2014, by artists Paul Cummins and Tom Piper. It has been described as “the most popular art installation as well as arguably the most effective expression of commemoration...
Teacher Fellowship Programme: Conflict, Art and Remembrance
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Thinking about local history - Step by step local study
Article
The short walk from our school to St Mary's Parish Church, Leyton, takes us past late Victorian terraces, post-Second World War apartment blocks and early twentyfirst century social housing in one of the most densely populated and ethnically diverse parts of East London, sandwiched as it is between Stratford and...
Thinking about local history - Step by step local study
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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
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Local Authority Housing
Classic Pamphlet
Local authority housing has been a distinctive feature of the British housing system throughout the twentieth century. This pamphlet outlines the development of local authority housing in Britain from its origins in the late nineteenth century to the present day, focusing on the ways in which policy changes have affected...
Local Authority Housing
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A Guide to the Key Stage 3 programme (pre-2014)
Key Stage 3 Guide
Please note: this unit was produced for a previous national curriculum (pre-2014). However, much of the advice remains useful and it provides a context to topics that continue to be very important for history teachers. Subject leaders, ITE providers and others may find it useful to consider how currently relevant topics were...
A Guide to the Key Stage 3 programme (pre-2014)
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Polychronicon 153: Re-interpreting Liberation: the end of the Holocaust?
Teaching History feature
In August 1945, Zalman Grinberg, a doctor from Kovno and spokesman for the Liberated Jews in the American Zone of Germany, addressed 1,700 Jewish survivors. ‘What is the logic of destiny to let these individuals remain alive?!' he asked them:
We are free now, but we do not know what...
Polychronicon 153: Re-interpreting Liberation: the end of the Holocaust?
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Building an overview of the historic roots of antisemitism
Teaching History article
‘But I still don't get why the Jews': using cause and change to answer pupils' demand for an overview of antisemitism
Research by the Centre for Holocaust Education has suggested that students need and want more help with building an overview of the historical roots of antisemitism and that they...
Building an overview of the historic roots of antisemitism
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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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Waking up to complexity
Teaching History article
Waking up to complexity: using Christopher Clark's The Sleepwalkers to challenge over-determined causal explanations
Teaching student to construct causal argument is a staple of history teaching and, in this year, questions about the causes of the First World War are particularly pertinent and once again the public eye. Claire Holliss,...
Waking up to complexity
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Polychronicon 154: Elizabeth I
Teaching History feature
Elizabeth I is admired today for her power dressing and her power portraits; her political acumen and her success in a man's world.
The adulation of Elizabeth started during her own lifetime when she was praised as a goddess and even as a celestial power. Elizabeth's semi-mythical status is reflected...
Polychronicon 154: Elizabeth I
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Revisiting chronological knowledge from before 1066
Article
Thinking about...the study of an aspect or theme in British history that revisits or extends pupils' chronological knowledge from before 1066Alf Wilkinson presents a personal exploration of how we might use this Key Stage 3 unit to help our students develop a coherent understanding of history.
Revisiting chronological knowledge from before 1066
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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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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
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The Great Powers in the Pacific
Classic Pamphlet
This pamphlet covers a very large period of history in a very important region with great detail and focus. Themes that are covered include the transition of power and dominance in the pacific region, the conflicts that frequently arose in the struggle for pacific dominance throughout the centuries, as well...
The Great Powers in the Pacific
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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
