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  • Cartoons and the historian

      Historian article
    Many historical books contain cartoons, but in most cases these are little more than a relief from the text, and do not make any point of substance which is not made elsewhere. Political cartoons should be regarded as much more than that. They are an important historical source which often...
    Cartoons and the historian

  • History, citizenship and Oliver Stone

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. When is a work of art a work of history? How can we get our students to appreciate the difference without ignoring the overlap? How should we ask our students to approach the historical film...
    History, citizenship and Oliver Stone

  • Community cohesion and the prevention of violent extremism

      Community Cohesion Guide
    A series of key stage targeted activities and schemes of work for promoting community cohesion and the prevention of violent extremism.
    Community cohesion and the prevention of violent extremism

  • 'The end of all existence is debarred me': Disraeli's depression 1826-30

      Historian article
    During the years from 1826 to 1830 Benjamin Disraeli went through the slough of despond. His first major biographer,William Flavelle Monypenny, observed the ‘clouds of despondency which were now settling upon Disraeli's mind'. In his magisterial life of the great tory leader Robert Blake commented that ‘after completing Part II...
    'The end of all existence is debarred me': Disraeli's depression 1826-30

  • Telling and suggesting in the Conwy Valley

      Teaching History article
    Thelma Wiltshire applies a ‘telling' and ‘suggesting' strategy to an enquiry involving an historical site. Getting beyond more simplistic approaches to ‘fact' and ‘opinion', she describes how a pack of curriculum materials was designed to give pupils a precise language to talk about layers of certainty and uncertainty in their...
    Telling and suggesting in the Conwy Valley

  • Advice on Public Speaking

      Podcast
    At the Taunton/South West England heat of the Great Debate the head judge, Marcus Paul (Deputy Head of Queens College, Taunton), gave some valuable tips on public speaking. If you are interested in public speaking or want to take part in our next Great Debate competition this podcast will prove...
    Advice on Public Speaking

  • Triumphs Show 136: how one history department changed pupils' and parents' perceptions of homework

      Teaching History feature
    Devising worthwhile and engaging homework tasks, week in week out, can prove both demanding and frustrating - particularly in contexts where we know students will have be chased to complete them. How can we make homework planning easier and more effective - and cut down the time spent chasing recalcitrant...
    Triumphs Show 136: how one history department changed pupils' and parents' perceptions of homework

  • Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Ed Brooker is as concerned as the other authors within this edition that students should be able to see and make meaning out of ‘big pictures' of the past. He is acutely aware, however, that...
    Telling tales: Developing students' own thematic and synoptic understandings at Key Stage 3

  • Franklin D. Roosevelt and the New Deal

      Classic Pamphlets
    New Deal is the name given to the policies of the American president Franklin D. Roosevelt during the 1930s. Elected in 1932, at a time of great economic depression, he sought to alleviate distress by using the inherent powers of government, and the New Deal era come to be seen...
    Franklin D. Roosevelt and the New Deal

  • The Nation of the Scots and the Declaration of Arbroath

      Classic Pamphlet
    This pamphlet seeks to chart the progress of the Scottish struggle for independence after 1291 by considering the changing nature of the Scottish resistance. The primary sources are exiguous when compared to those bearing upon the English attempt at subjugation, and the interpretation offered is at best tentative: that initially...
    The Nation of the Scots and the Declaration of Arbroath

  • Education Objectives for the Study of History: A suggested framework

      Classic Teaching History Pamphlets
    Teachers of history in many parts of the country are now trying to formulate objectives for the study of their subject. This framework is put forward as a possible aid to them in a task which all admit to be a difficult one. Here, we try to spell out the...
    Education Objectives for the Study of History: A suggested framework

  • The New History: Theory into Practice

      Classic Teaching History Pamphlets
    Pleas for the 'New History' have now become so commonplace that, if implementation had in anyway matched recommendation, the term 'New' would have ceased to be appropriate. Unfortunately, there appeares to be little agreement as to what the 'New; History is or should be. In what sense, if any, can pupils...
    The New History: Theory into Practice

  • Move Me On 136: Struggling to teach elite politics/international relations

      Teaching History feature
    This issue's problem: Ernest Briggs, who wants pupils to engage with the real lives of ordinary people in the past, is struggling to learn to teach courses that he thinks are too narrowly focused on elite politics and international relations. Ernest, initially one of the most animated and enthusiastic trainees on...
    Move Me On 136: Struggling to teach elite politics/international relations

  • Teaching history's big pictures: including continuity as well as change

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. School history teachers are not the only ones wrestling with the challenges of building ‘big pictures' that do justice to complexity. In this article, social and cultural historian Penelope Corfield puts our interest in long-term...
    Teaching history's big pictures: including continuity as well as change

  • Polychronicon 130: Dental, transcendental, regimental: Making Mangal Pandey

      Teaching History feature
    Have you stuggled to find an invigorating, exciting local enquiry to motivate your Year 9 class ? How do you engage students in lively debate? This was the challenge for one Norfolk school who wanted to develop a local study on the Poor Law and to create opportunities for students...
    Polychronicon 130: Dental, transcendental, regimental: Making Mangal Pandey

  • Building memory and meaning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Sarah Gadd attempted to re-think her department's usual approach to the two-year Key Stage 3. Concerned that a thematic approach might not be securing the overview perspective it was designed to achieve, she decided instead...
    Building memory and meaning

  • Shaping macro-analysis from micro-history

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Many history teachers are inspired by the work of historians and want to share their stories and arguments with students in school. Hywel Jones found Malcolm Gaskill's Witchfinders ‘gripping and intriguing'. He decided to use...
    Shaping macro-analysis from micro-history

  • Exploring change and continuity with Year 7

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. A great deal has been written about causation in the pages of Teaching History. From camels to linguistics, this is a second-order concept that teachers and pupils frequently deliberate. Departments balance the need for substantive knowledge with explicit...
    Exploring change and continuity with Year 7

  • Prehistoric Bristol

      Classic Pamphlet
    This period is represented in the valley of the Bristol Avon by the Acheulian industries, named from the type station of St. Acheul in the Somme valley, which has yielded many ovate and pear-shaped hand-axes characteristic of the period. These industries flourished during the very long Second Interglacial phase, a...
    Prehistoric Bristol

  • The International Journal Volume 8 Number 2

      Journal
    The International Journal of Historical Learning, Teaching and Research [IJHLTR] was founded to provide an international medium for reporting on History Education. Articles in the edition: Erinc Erdal and Ruken Akar Vural Teaching History through Drama: the ‘Armenian Deportation' Terry Haydn and Richard Harris Children's ideas about what it means...
    The International Journal Volume 8 Number 2

  • Confronting otherness: developing scrutiny and inference skills through drawing

      Teaching History article
    There are two main reasons why it is important for history teachers to make sense of the art teacher's processes, aims and perspectives: first, if we are concerned to improve pupils' historical knowledge and understanding then we will want to know about how learning in other subjects impacts upon it...
    Confronting otherness: developing scrutiny and inference skills through drawing

  • Nutshell 135: The challenge of analysing 'difference'

      Teaching History feature
    Hello Nutshell. What's all this stuff in the NC Attainment Target about ‘nature', ‘extent' and ‘interplay' of diversity? The trick is to look behind the word ‘diversity'. Then it all makes sense...
    Nutshell 135: The challenge of analysing 'difference'

  • Understanding Slavery

      Free Online Resource
    Teaching the transatlantic slave trade and its abolition in British history is now a compulsory component of the revised KS3 History curriculum. The Understanding Slavery Initiative (USI) is a national education project set up in 2003. The initiative has been developed in partnership with the National Maritime Museum in Greenwich,...
    Understanding Slavery

  • Historical Interpretation: Why is it still such a major issue?

      E-CPD
    This E-CPD unit was produced for the previous National Curriculum, when Interpretations in History were still relatively new. In the current National Curriculum, Interpretations are still central to the skills necessary for success. Perhaps more so, as it is now a separate assessment objective [AO4] at GCSE, starting in 2016,...
    Historical Interpretation: Why is it still such a major issue?

  • Chronology Project

      E-CPD
    Please note: this resource pre-dates the 2014 National Curriculum and some content and links may be outdated What are we trying to achieve? This is an excellent example of a small-scale co-operative project between several schools, each addressing the issue of Chronology in a way that is particularly pertinent to...
    Chronology Project