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  • Teaching the iGeneration

      Teaching History article
    Teaching the iGeneration: what possibilities exist in and beyond the history classroom? The development of communications technology in recent years has not only changed the ways in which students can access their world: it also changes the way they think about it. Sheldrake and Watkin draw here upon work that...
    Teaching the iGeneration

  • Move Me On 166: getting the right pitch for GCSE teaching

      Teaching History feature
    This feature is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. This issue’s problem: Bob Williams is struggling to get the pitch right in teaching topics at GCSE that the school previously taught to Year 7. Bob Williams, now half way through his training year, is feeling very out...
    Move Me On 166: getting the right pitch for GCSE teaching

  • Move Me On 164: Similarity & Difference

      Teaching History feature
    This issue’s problem: Sam Holberry is getting very confused about the concept of similarity and difference Sam Holberry has returned to his main training school after a short placement in another school. Although he found it challenging to work with students he didn’t know, he enjoyed seeing a wider range...
    Move Me On 164: Similarity & Difference

  • Triumphs Show 164: interpretations at A Level

      Teaching History feature: celebrating and sharing success
    Julia Huber and Katherine Turner found that their A-level students struggled to identify the line of argument in a passage of historical scholarship, an essential prerequisite for answering their coursework question. They devised an activity that helped students to unpick and visually contrast historians’ interpretations of the relative importance of...
    Triumphs Show 164: interpretations at A Level

  • Resourcing primary history: How to avoid going for any old thing

      Primary History article
    The recent survey of history teaching in primary schools conducted by the Historical Association revealed that the majority of respondents felt that they were short of resources to teach the revised National Curriculum. Not surprisingly most schools look to find resources that do the job cheaply. It is a truism...
    Resourcing primary history: How to avoid going for any old thing

  • Holocaust Memorial Day 2025

      19th December 2024
    Each year on 27 January the UK observes Holocaust Memorial Day. Every year since its introduction communities, individuals, organisations and institutions have been encouraged to mark the day and remember it. The history of what is remembered is straightforward: on 27 January 1945 the Soviet Army entered into a Nazi...
    Holocaust Memorial Day 2025

  • WWI primary book reviews: The Christmas Truce and Where the Poppies Now Grow

      Two illustrated stories of the First World War by Hilary Robinson & Martin Impey
    The Christmas Truce ‘It's Christmas Eve 1914. A group of tired soldiers start singing Stille Nacht. Soldiers the other side of No Man's Land respond with Silent Night. The next day, soldiers on both sides put down their weapons and celebrate Christmas Day with a friendly football match.' This heart-warming...
    WWI primary book reviews: The Christmas Truce and Where the Poppies Now Grow

  • Chatting about the sixties: historical reasoning in essay-writing

      Teaching History article
    An article about essay writing may not seem the most obvious choice for an issue of Teaching History devoted to creative thinking. Yet, as Christine Counsell so richly demonstrated in her work on analytical and discursive writing, the process of crafting an argument is a highly complex and creative challenge....
    Chatting about the sixties: historical reasoning in essay-writing

  • The Historian 151: Out now

      The magazine of the Historical Association
    Read The Historian 151: Branches As life begins to return to some semblance of normality for many people, numerous HA branches are also resuming in-person meetings this autumn. Although online platforms such as Zoom offered branches the opportunity to continue running lectures and email allowed us to keep in touch...
    The Historian 151: Out now

  • The Institute of Historical Research

      Public History Podcast
    The following podcasts are from an interview between Dr Andrew Foster, chair of our Public History Committee with Professor Miles Taylor, Director of the Institute of Historical Research. The podcasts look at the work of the IHR - what it aims to do for the historical profession and wider public, the...
    The Institute of Historical Research

  • Cunning Plan 144: promoting independent student enquiry

      Teaching History feature
    Getting students to generate their own questions can seem like a formidable challenge, even for experienced teachers with extensive subject knowledge developed over years of teaching. Imagine how much more alarming it appeared to a student-teacher being encouraged to take risks by handing more responsibility to the students. Could it...
    Cunning Plan 144: promoting independent student enquiry

  • Bolingbroke

      Classic Pamphlet
    There were three Bolingbrokes: (1) The politician and minister of Queen Anne's reign, whose career ended with his flight to France in April 1715; (2) The exile, after his brief service under "The Old Pretender," who was permitted in 1723 to return to England, but not to his seat in...
    Bolingbroke

  • ‘What is history?’ Africa and the excitement of sources with Year 7

      Teaching History article
    Many history departments choose to begin their Year 7 curriculum with an introduction to the nature of history and the processes in which historians engage as they develop, refine and substantiate claims about the past. In this article, Adbul Mohamud and Robin Whitburn report on an such an introductory unit, designed with a specific focus on the history...
    ‘What is history?’ Africa and the excitement of sources with Year 7

  • Who are we?

      Information
    There are many ways you can support our work to bring history to all: Become a Member Make a donation Contribute an article Other ways to support us We are a registered charity incorporated by Royal Charter (charity no. 1120261). We support the teaching, learning and enjoyment of history at all...
    Who are we?

  • Historical fiction and story: the informed imagination

      Primary History article
    Historical stories and fiction give full rein to children's imaginations and creativity. As such, they are a standard, major element in pupils' historical authoring.Writing history stories is stimulating, enjoyable and challenging. When using their historical imaginations children as authors have to be disciplined. They must work within the strict parameters...
    Historical fiction and story: the informed imagination

  • History 381

      The Journal of the Historical Association, Volume 108, Issue 381
    All HA members have access to all History journal articles (Wiley Online Library site). To access History content:  1. Sign in to the HA website (top right of any page)2. Then click this link to allow access to History content on the Wiley site.   NB all links below go to the Wiley Online Library site and open in a new window or tab. Access the full edition online New...
    History 381

  • Lesson sequence: Life in a Medieval Village

      Article
    The first lesson of this sequence is available free to all secondary members here.  This series of lessons has been designed to make gaining knowledge of medieval rural life engaging for students and to teach them how good historical fiction is constructed. Students learn how to write a story about life in...
    Lesson sequence: Life in a Medieval Village

  • Lesson sequence: Life in a Medieval Village - taster lesson

      Article
    This series of lessons has been designed to make gaining knowledge of medieval rural life engaging for students and to teach them how good historical fiction is constructed. Students learn how to write a story about life in the fourteenth-century Suffolk village of Walsham and to do so successfully they...
    Lesson sequence: Life in a Medieval Village - taster lesson

  • Using nominalisation to develop written causal arguments

      Teaching History article
    How nominalisation might develop students’ written causal arguments Frustrated that previously taught writing frames seemed to impede his A-level students’ historical arguments, James Edward Carroll theorised that the inadequacies he identified in their writing were as much disciplinary as stylistic. Drawing on two discourses that are often largely isolated from...
    Using nominalisation to develop written causal arguments

  • Using causation diagrams to help sixth-formers think about cause and effect

      Teaching History article
    Alex Alcoe was concerned that mastery of certain keywords and question formulae at GCSE perhaps obscured fundamental gaps in his students’ understanding of the nature of causation. These gaps were revealed when he invited Year 12 students to make explicit, by annotating a diagram, their understanding of the relationship between...
    Using causation diagrams to help sixth-formers think about cause and effect

  • Guidance Pack: Building a Local Teacher Network

      Information
    We know that it is difficult for teachers to get to events too far from school. As a national charity, the HA recognises the importance and need to build strong regional networks for the history teaching community. Many of these are already existing or organically growing across the country at...
    Guidance Pack: Building a Local Teacher Network

  • What difference has the opening (and closing) of archives after 1991 made to the historiography of the Cold War?

      Twentieth-century history
    Prior to the East European revolutions of 1989, and the collapse of the Soviet Union in 1991, commentators outside the region were largely reliant on printed material collected by specialist research libraries, informal rrangements with contacts ‘behind the iron curtain’, information that could be gleaned from visits to the region, and...
    What difference has the opening (and closing) of archives after 1991 made to the historiography of the Cold War?

  • Pupils as apprentice historians (1) - History Detectives

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The historian R.G. Collingwood inspired the Schools Council History Project [SC HP] that transformed the teaching of history in Britain from the early 1970s. The SC HP argued that pupils should be ‘apprentice' historians who developed the...
    Pupils as apprentice historians (1) - History Detectives

  • Case Study: Effectively using the census in the classroom

      Primary History case study
    Please note: this article pre-dates the 2014 National Curriculum. The British government introduced the census in 1801 to count every man, woman and child in the UK. The Census has been repeated, with increasing detail, every 10 years, with the exception of 1941, since then. This gives us an amazing...
    Case Study: Effectively using the census in the classroom

  • The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

      Teaching History article
    Jenny Parsons' work in primary-secondary liaison in history is nationally acclaimed. She is often asked to share her department's practice at courses and conferences. Readers of Teaching History are already familiar with her work in another area: in the ‘Triumphs Show' of Teaching History 93 (the ICT edition in November...
    The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3