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Found 2,500 results matching 'brief history'

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  • Building and assessing a frame of reference in the Netherlands

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Concerns about our ability to equip young people with a frame of reference that they can actually use to orient themselves in time are widespread. The challenges were extensively debated within the last issue of...
    Building and assessing a frame of reference in the Netherlands

  • Archaeology - An approach to teaching history at Key Stage 2. Curriculum history

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum. Alongside modern University buildings, at Beckett Park, (part of Leeds Metropolitan University), there is evidence of a monastic grange, a seventeenth century farmhouse, and an eighteenth century mansion which was extended in Victorian Times. The Beckett Park Archaeology Project was established in...
    Archaeology - An approach to teaching history at Key Stage 2. Curriculum history

  • Using Local Buildings

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Whilst there are many obvious historical buildings - castles, Roman Villas and Abbeys these often involve transport costs which may be beyond a school budget. Turner-Bisset suggests: There is also history in ordinary, everyday sites,...
    Using Local Buildings

  • Thematic or sequential analysis in causal explanations

      Teaching History article
    Struck by what he saw as the complexity, artistry and cognitive achievement of historians' narrative accounts, Robin Kemp decided to explore ways of teaching his pupils to write narrative and to analyse the role of such writing in developing various kinds of historical thinking. Working with Year 8 and Year...
    Thematic or sequential analysis in causal explanations

  • GCSE topics mapped against our resources

      HA Resources and GCSE History
    At the HA, we know it’s hard enough trying to grapple with new GCSE units of study, assessment and content without also having to research where you can find interesting or supportive resources, either for your own, or your students subject knowledge. Our secondary committee have pooled resources and helped...
    GCSE topics mapped against our resources

  • Transatlantic slavery – shaping the question, lengthening the narrative, broadening the meaning

      Teaching History article
    Nathanael Davies explains his radical rethink of how to teach transatlantic slavery. He explains how he came to question his earlier approach of focusing on the causation of ‘abolition’ and ‘emancipation’ and, instead, allowed scholarship, sources and his own students’ meaning-making to guide him to a different, and much more...
    Transatlantic slavery – shaping the question, lengthening the narrative, broadening the meaning

  • Oral history, a powerful tool or a double edged sword?

      Primary History article
    We all agree that oral history is a particularly powerful and attractive method for children to gather evidence and appreciate the real life relevance of history. From the Early Years to Year 6, many of us look deliberately for the opportunities to bring a visitor into the classroom, who will...
    Oral history, a powerful tool or a double edged sword?

  • Teaching History 49

      Journal
    Editorial - Is Neutrality Possible? 2 Letters 3 News 4 Articles: Childrens' evaluation of evidence on neutral and sensitive topics Roger Austin, Gordon Rae and Keith Hodgkinson 8 Empathy - a case of apathy? - Trevor May and Sean Williams 11 Assessing Drama at GCSE - Graham King, Jennifer Tucker...
    Teaching History 49

  • The International Journal Volume 13, Number 1

      IJHLTR
    Editorial Croatia: Achieving The Objectives Of The European Dimension Through History: An Analysis Of Croatian And Bosnian-Herzegovinian Fourth Grade Gymnasium History Textbooks - Rona Bušljeta, University of Zagreb Slovenia Learning from History Textbooks - is it challenging for gifted students. An International Comparative Analysis of Questions and Tasks - Mojca...
    The International Journal Volume 13, Number 1

  • Curriculum

      Information
    The Historical Association provides a wealth of resources to help teachers to develop and refine their subject knowledge for all areas of the secondary history curriculum. We also provide guidance related to key developments in the curriculum, such as revised version of the National Curriculum (2014) and on-going developments related...
    Curriculum

  • Subject leaders: supporting colleagues to develop their subject knowledge

      Primary History article
    Many teachers are especially concerned about subject knowledge and knowing what to teach. Using the example of the ancient Egyptians, this article focuses on how a subject leader can support colleagues develop and use their subject knowledge to become more adept at teaching. One of the most frequent concerns of...
    Subject leaders: supporting colleagues to develop their subject knowledge

  • Teaching Ancient Egypt: developing subject knowledge

      Primary History article
    Ancient Egypt is one of the most popular societies taught in primary schools. In this article Karin Doull argues the importance of having a coherent approach to the content. Much of the article focuses on the key areas that teachers may wish to consider if they are to achieve a...
    Teaching Ancient Egypt: developing subject knowledge

  • Life in lockdown

      Primary History article
    In this article on the impact of the Coronavirus, Matthew Flynn from Ryders Hayes in Walsall, a History Quality Mark school, has considered how history subject leaders can maintain the status of the subject when faced with remote learning. Education has undergone many changes and uncertainty over the decades, but...
    Life in lockdown

  • Recorded webinar: Cause and consequence

      Assessing substantive and disciplinary knowledge together in primary history
    The National Curriculum for History includes concepts of disciplinary knowledge which Ofsted expects to see taught hand in hand with substantive knowledge through Key Stages 1 and 2. This practical webinar will show how subject leaders can assess for progression in the concept of cause and consequence but combined with...
    Recorded webinar: Cause and consequence

  • Battersea: here for every dog and cat – 165 years and still going strong

      Primary History article
    In this article Karin Doull looks at the 165th anniversary of Battersea Dogs and Cats Home. Our treatment of our most popular pets is reflective of society in a given time and Karin highlights several ways in which the history of Battersea can be used to spotlight different aspects of...
    Battersea: here for every dog and cat – 165 years and still going strong

  • Napoleon – the film version!

      29th November 2023
    The British have always been a bit snarky about Napoleon – I guess that’s the way victors can play it. For the French, they often seem either to love or loathe him; the same it seems goes for many historians. What does seem to be clear from the recent discussions...
    Napoleon – the film version!

  • Attempting to reach the heart of the matter

      Journal article
    Michael McIntyre and Vanessa Hull explain the work of Facing History and Ourselves, an education organisation based in the United States and working internationally. Facing History aims to engage students in reflection on why violence occurred in the past, on what this teaches us about the world today and on...
    Attempting to reach the heart of the matter

  • How studying history can help with a range of careers involved in shaping the places we live.

      History & Careers Unit 5
    Town-planning, property development, leisure and heritage industries, archaeology and museum work. Context: This idea for a short series of lessons is aimed at year 7 students who are studying either a "Who do We think We are?" unit, or, more broadly, a unit on migration and settlement in Britain. It...
    How studying history can help with a range of careers involved in shaping the places we live.

  • Film: Meet the author: Marc Morris on The Anglo-Saxons

      Article
    In this Virtual Branch talk best-selling author and renowned historian Marc Morris joined us to discuss the process of researching for, structuring and writing his new book The Anglo-Saxons: a history of the beginnings of England.  Drawing on a vast range of original evidence - chronicles, letters, archaeology and artefacts - Morris's...
    Film: Meet the author: Marc Morris on The Anglo-Saxons

  • Teaching History 38

      Journal
    Editorial, 2 The Certificate of Pre-Vocational Education - What the History Teacher can Contribute - Ben Kerwood, 3 The Lincolnshire Educational Aids Project - A Successful Launch into Historical Aids - Ray Acton and Tim Hall, 8 The Humanities Teaching and Computing Project-Jon Nichol with Jackie Dean, 12 Report: HMI/National...
    Teaching History 38

  • What’s the wisdom on… Causation

      Teaching History feature
    What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of history teaching. It draws on tried and tested approaches arising from teachers with years of experimenting, researching, practising, writing and debating their...
    What’s the wisdom on… Causation

  • Move Me On 198: trainee finds it difficult to explain substantive concepts effectively

      Teaching History feature
    Move Me On 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 emphasis upon...
    Move Me On 198: trainee finds it difficult to explain substantive concepts effectively

  • 'I feel if I say this in my essay it’s not going to be as strong’

      Teaching History article
    Jim Carroll was concerned that A-level textbooks failed to provide his students with a model of the multi-voicedness that characterises written history. In order to show his students that historians constantly engage in argument as they write, Carroll turned to academic scholarship for models of multi-voiced history. Carroll explains here...
    'I feel if I say this in my essay it’s not going to be as strong’

  • Shadow states and armed struggle

      Historian article
    How did groups resisting the creation of new borders after 1947 use shadow state structures?  Luke Rimmo Lego, Abigail Tamang and Sneha Singh with Laishram Bullion and Chinglai Ngamba Moirangthem explore the history of these structures and their development over the past half century.
    Shadow states and armed struggle

  • Virtual Branch Recording: Women and the Reformations

      Article
    The Reformations, both Protestant and Catholic, have long been told as stories of men. But women were central to the transformations that took place in Europe and beyond. What was life like for them in this turbulent period? How did their actions and ideas shape Christianity and influence societies around the world? ...
    Virtual Branch Recording: Women and the Reformations