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What Have Historians Been Arguing About... Modern British LGBTQ+ history
Teaching History feature
While academic historians began to make important contributions to our understanding of British LGBTQ+ history in the 1970s (and, indeed, this built on historical scholarship from as early as the 1880s), the field of British queer history became properly established within university history departments and mainstream academic scholarship from the...
What Have Historians Been Arguing About... Modern British LGBTQ+ history
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Ideas on the Shape, Size and Movements of the Earth - Pamphlet
Classic Pamphlet
This classic pamphlet takes you through some of the key ideas on the shape, size and movements of the Earth as they changed over time from classical cosmology to the work of Galileo and Isaac Newton.
Ideas on the Shape, Size and Movements of the Earth - Pamphlet
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Maximising the power of storytelling in the history classroom
Teaching History article
James Hopkins’s Year 10 class had been excited by their course on medicine through time, but were less enthused about their new study of Norman England. They told him that the topic felt ‘distant’ and ‘not real’. Recalling his own experience as a student, Hopkins was interested in the ways...
Maximising the power of storytelling in the history classroom
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Pull-out Posters: Primary History 67
Britain and World timeline, 0BC to present
Pull-out Posters: Primary History 67
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Using classic fiction to support the study of childhood in Victorian times
Primary History article
Please note: This article pre-dates the current National Curriculum and some content and references may be outdated.
Classic fiction provides useful sources of information for investigating the lives, beliefs and values of people in the past. In this article Ann Cowling describes activities undertaken with student teachers which may also serve as models...
Using classic fiction to support the study of childhood in Victorian times
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How diverse is your history curriculum?
Article
The past was full of diverse people and our students are entitled to learn about this diverse past. History lessons should enable students to see their connection to the past and to understand the world today. Here are a list of questions for history teachers to use to support a...
How diverse is your history curriculum?
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Talking to an HA Branch
Information
The inevitable answer is of course that branches differ in their audiences, with some having a smattering of academics, some with teachers and others largely made up with people with an interest in the subject but not professionally involved in history. That means some people will be relying on what...
Talking to an HA Branch
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Young Historian Awards 2024 – the winners
16th September 2024
Spirit of Normandy Trust Senior
Vivaan Davda – The Cathedral and John Connon School, Mumbai
Spirit of Normandy Trust Key Stage 3
Joshua Broadbent – Royal Grammar School, Guildford
Spirit of Normandy Trust Primary
Salisbury Cathedral School
Best School History Magazine [sponsored by the Mid-Trent and Mercia Branch]
St Alban’s School
Stockport...
Young Historian Awards 2024 – the winners
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Vikings: who were they?
Lesson Plan (KS2)
Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here.
This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts along with free...
Vikings: who were they?
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An Investigation into Finding Effective Ways of Presenting a Written Source to Students
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474
Abstract
Written historical sources can be quite challenging for students to analyse in secondary school. They are sometimes long and tedious to read as well as containing difficult and awkward text. The presentation of...
An Investigation into Finding Effective Ways of Presenting a Written Source to Students
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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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Using eighteenth-century material culture to develop evidential thinking in Year 8
Teaching History article
It seems that teapots really can talk. Eleanor Dimond took her undergraduate experience of studying material culture into the classroom, with startling results. Historians of material culture have developed distinctive evidential methods which, in stark contrast to typical GCSE and A-Level approaches, see a strong interplay between analysis of the physical attributes...
Using eighteenth-century material culture to develop evidential thinking in Year 8
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Decolonising sources: helping Year 9 pupils critically evaluate colonial sources
Teaching History article
Danielle Donaldson’s history department was already working within a professional culture that sought opportunities for making the history curriculum diverse and representative. Responding to wider debates within and beyond the history education community, however, the department began to ask fresh questions about what it meant to decolonise a curriculum. Donaldson...
Decolonising sources: helping Year 9 pupils critically evaluate colonial sources
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Cunning Plan 178: How far did Anglo-Saxon England survive the Norman Conquest?
Teaching History feature
Cunning Plan for using the metaphor of a tree to help students characterise the process of change and engage with a historian’s argument.
In this Cunning Plan, Eve Hackett sets out how she used a recent work of history about the Norman Conquest as inspiration for her teaching of Year...
Cunning Plan 178: How far did Anglo-Saxon England survive the Norman Conquest?
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Developing pupil explanation through web debates
Teaching History article
Kathryn Greenfield became dissatisfied with her pupils' written responses, particularly the rather limited explanations that they were giving in support of points that they made. Drawing here on recent work in using Virtual Learning Environments (VLEs) to develop pupil historical argument and reasoning, Greenfield explains how she used web debates...
Developing pupil explanation through web debates
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Exploring the relationship between historical significance and historical interpretation
Teaching History article
Jane Card’s previous work on the power of images in conveying particular interpretations and her advice about how to use visual material effectively in classrooms will be familiar to readers of Teaching History. In this article she focuses specifically on the capacity of visual representations to convey a compelling message about the...
Exploring the relationship between historical significance and historical interpretation
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Cunning Plan 190: Using art to make A-level history more accessible
Teaching History feature
Many pupils love the Horrible Histories books, television programmes and songs. Over the years a number of A-level pupils have proudly told me that it was Horrible Histories that sparked their love of the subject, and they are quick to recite the songs word for word! But it is also the...
Cunning Plan 190: Using art to make A-level history more accessible
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Modelling the discipline
Teaching History article
David Hibbert and Zaiba Patel decided to work together after becoming concerned that school history curricula might not enable students to interrogate popular British mythologising about World War II. Building on these pre-existing concerns, their collaboration with the historian Yasmin Khan yielded an Interpretations enquiry which asked students to consider...
Modelling the discipline
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Assessment for learning in Primary History
A Guide to Assessment
A Guide to Assessment for learning in Primary History
Assessment for learning in Primary History
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Primary History 28
The primary education journal of the Historical Association
3 Editorial – Penelope Harnett
3 Primary Noticeboard – edited by Tim Lomas
5 EuroClio Conference: Tallinn, Estonia – Penelope Harnett
6 Planning for diversity in the Key Stage 2 history curriculum: the Victorians – Hilary Claire
9 Can you bring the dead back to life...? – Victoria Rogers (Read article)...
Primary History 28
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What did ‘Mature Socialism’ mean for the Soviet Union?
Historian article
David Shipp analyses the state of socialism in the Soviet Union, from Brezhnev to Chernenko.
‘What is he thinking of? Reform, reform. Who needs it, and who can understand it? We need to work better, that is the only problem.’
These reported words of Leonid Brezhnev epitomise the view of the period...
What did ‘Mature Socialism’ mean for the Soviet Union?
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Telling difficult stories about the creation of Bangladesh
Teaching History article
Nathanael Davies recognised that previous efforts to diversify the history taught at his school by weaving new stories into the curriculum had made little impression on his students’ assumptions about what really counted as history. Planning a new enquiry on the creation of Bangladesh was intended both to bridge a...
Telling difficult stories about the creation of Bangladesh
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Disciplining cross-curricularity?
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Why should we think in inter-disciplinary rather than cross-curricular terms when planning collaborative work with colleagues in other subjects? What scope is there for working in inter-disciplinary ways and what is the value of such...
Disciplining cross-curricularity?
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Architecture within the reach of all
Historian article
Roisin Inglesby introduces us to the life and work of a lesser known member of the Arts and Crafts movement, Arthur Heygate Mackmurdo, who helped to change the face of European architecture and interior design.
Arthur Heygate Mackmurdo (1851–1942) may not be a household name, but he is arguably one of the most significant figures in British design...
Architecture within the reach of all
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Do we need another hero? Rorke's Drift
Teaching History article
Do we need another hero? Year 8 get to grips with the heroic myth of the Defence of Rorke's Drift in 1879
Mike Murray shares a lesson sequence in which his students examined changing interpretations of the Battle of Rorke's Drift in 1879. Building on earlier work on teaching interpretations...
Do we need another hero? Rorke's Drift
