Issue 151 (June 2013): Continuity



An Index of Teaching History Issue 91 (May 1998) – Issue 173 (December 2018)New Novice or NervousMove Me On Issue 91: (May 1998) Evidence and InterpretationTony McAleavy: The use of sources in History 1910-1998: A Critical Perspective. Exposing problems of using sources in “New History”Margaret Mulholland: The Evidence SandwichJoseph O’Neill: Teaching Pupils to Analyse CartoonsAndrew Wrenn: Shared Stories & A Sense of PlaceJamie Byrom: Working With SourcesIan Davies & Rob Williams: Interpretations of HistoryIssue 92: (August 1998): Explanation and ArgumentDale Banham: Getting ready for the Grand Prix: learning how to build a substantiated argument in Year 7Gary Howells: Being ambitious with the causes of the First World War: interrogating inevitabilityMichael Gorman: The ‘structured enquiry’ is not a contradiction in terms: focused teaching for independent learningIan Gibson & Susan McLelland: Minimalist cause boxes for maximal learning: one approach to the Civil War in Year 8Peter Lee: ‘A lot of guess work goes on’ Children’s understanding of historical accountsDouglas P. Newton & Lynn D. Newton: Knowing what counts in history: historical understanding and the non-specialist teacher.Issue 93: (November 1998): History and ICTBen Walsh: Why Gerry likes history now: the power of the word processorAlaric Dickinson: History using information technology: past, present and futureDave Martin: The Hopi is different from the Pawnee: using a datafile to explore pattern and diversityLez Smart: Maps, ICT and History: A revolution in learningDavid Linsell: Subject exemplificat ion of the Initial Teacher Training National Curriculum for ICT: how the history examples were developedIsobel Jenkins & Mike Turpin: Super history teaching on the Superhighway: the Internet for beginnersIssue 94: (February 1999): Raising the StandardMike Murray: Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum changeLiz Dawes & Edwin Towill: Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE Scott Harrison: Talk to your inspector: making the most of your history inspectionKate Hammond: And Joe arrives...: stretching the very able pupil in the mixed ability classroomPaul Jack & Emma Fearnhamm: Ants and the Tet Offensive: teaching Year 11 to tell the differenceIssue 95: (May 1999): Learning to Think.Jon Nichol: Who wants to fight? Who wants to flee? Teaching history from a ‘thinking skills’ perspective.Heidi Le Cocq: Note-making, knowledge-building and critical thinking are the same thing.Angela Leonard: Exceptional performance at GCSE: What makes a starred A?Peter Fisher: Analysing Anne Frank: a case study in the teaching of thinking skillsGill Minikin: Pride and delight: motivating pupils through poetic writing about the First World WarSuanne Gibson: The History Teacher’s Guide to the Internet.Issue 96: (September 1999): Citizenship and IdentityAndrew Wrenn: Build it in, don’t bolt it on: history’s opportunity to support critical citizenshipLindsey Rayner: Weighing a century with a website: teaching Year 9 to be criticalSean Lang: Democracy is not boringJosh Brooman: Doomed Youth: Using theatre to support teaching about the First World WarPaul Goalen: “...someone might become involved in a fascist group or something...”: pupils’ perceptions of history at the end of Key Stages 2, 3 and 4.Paul Coman: Mentioning the War: does studying World War Two make any difference to pupils’ sense of British achievement and identity?Issue 97: (November 1999): Visual HistoryClaire Riley: Evidential understanding, period knowledge and the development of literacy: a practical approach to ‘layers of inference’ for Key Stage 3.Peter Lee & Ros Ashby: How long before we need the US Cavalry? The Pittsburgh Conference on ‘Teaching, Knowing and Learning’.Ben Walsh: Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?Andrew Wrenn: Substantial sculptures or sad little plaques? Making ‘interpretations’ matter to Year 9.Chris Culpin: No puzzle, no learning: how to make your site visits rigorous, fascinating and indispensable.Ian Grosvenor: History and the perils of multiculturalism in 1990s Britain.Issue 98: (February 2000): Defining ProgressionJenny Parsons: The Evacuee Letter Exchange Project: using audience centred writing to improve progression from Key Stage 2Sue Dove: Year 10’s thinking skills did not just pop out of nowhere: steering your OFSTED inspector into the long-term reasons for classroom success.Diana Laffin: My essays could go on forever: using Key Stage 3 to improve performance at GCSE.Jacques Haenen & Hubert Schrijnemakers: Suffrage, feudal, democracy, treaty... history’s building blocks: learning to teach historical concepts.Angela Leonard: Achieving progression from the GCSE to AS.Evelyn Vermeulen: What is progress in history?Issue 99 (May 2000): Curriculum PlanningHeather Richardson: The QCA history scheme of work for Key Stage 3Michael Riley: Into the Key Stage 3 history garden: choosing and planting your enquiry questionsChristine Counsell: ‘Didn’t we do that in Year 7?’ Planning for progress in evidential understanding.Dale Banham: The return of King John: Using depth to strengthen overview in the teaching of political changeJamie Byrom: Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learningDave Atkin: How can I improve my use of ICT? Put history first!Heidi LeCocq: Beyond bias: making source evaluation meaningful to year 7Issue 100 (August 2000): Thinking and FeelingIan Luff: ‘I’ve been in the Reichstag’: rethinking roleplaySteve Illingworth: Hearts, minds and souls: Exploring values through historyGary Howells: Gladstone spiritual or Gladstone material? a rationale for using documents at AS and A2.Thelma Wiltshire: Telling and suggesting in the Conwy ValleyDavid Sheppard: Confronting otherness: developing scrutiny and inference skills through drawingLucy Russell: Do smile before Christmas: the NQT yearIssue 101 (November 2000): History and ICTDiana Laffin: A poodle with bite: using ICT to make AS Level more rigorousAlf Wilkinson: Computers don’t bite! Your first tentative steps in using ICT in the history classroomJack Pitt: Computing on a shoestring: extending pupils’ historical vision with limited resourcesJayne Prior and Peter D. John: From anecdote to argument: using the word processor to connect knowledge and opinion through revelatory writingReuben Moore: Using the Internet to teach about interpretations in Years 9 and 12Robert Alfano: Databases, spreadsheets and historical enquiry at Key Stage 3Issue 102 (March 2001): Inspiration and MotivationPhil Smith: Why Gerry now likes evidential work.Richard Cunningham:Teaching pupils how history worksHeather De Silva, Jenny Smith and Jason Tranter: Finding voices in the past: exploring identity through the biography of a houseSuzie Bunyan and Anna Marshall: ‘Let’s see what’s under the blue square...’: getting pupils to track their own thinkingRosie Turner-Bisset: Learning to love history: preparation of non-specialist primary teachers to teach historyIssue 103 (Ju ne 2001): Puzzling HistoryTony Hier: How Michael moved us on: transforming Key Stage 3 through peer reviewRichard Harris: Why essay-writing remains central to learning history at AS LevelRachael Rudham: The new history ‘AS-Level’: principles for planning a scheme of workDavid L. Ghere: ‘You are members of a United Nations Commission…’ Recent world crises simulationsGeoff Lyon: Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-playRobert Guyver: Working with Boudicca texts – contemporary, juvenile and scholarlyChris Husbands: What’s happening in History? Trends in GCSE and ‘A’-level examinations, 1993 – 2000Issue 104 (September 2001): Teaching the HolocaustNicolas Kinloch: Parallel catastrophes? Uniqueness, redemption and the ShoahKate Hammond: From horror to history: teaching pupils to reflect on significance Richelle Budd Caplan: Teaching the Holocaust: the experience of Yad VashemPaula Mountford: Working as a team to teach the Holocaust well: a language-centred approachPaul Salmons: Moral dilemmas: history teaching and the HolocaustAlison Kitson: Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the HolocaustPaul Coman: ‘Do Mention the War’ : the impact of a National Curriculum study unit upon pupils’ perceptions of contemporary German people.Andrew Wrenn: “Who, after all, speaks today of the annihilation of the Armenians?”Issue 105 (December 2001): Talking HistoryIan Luff: Beyond ‘I speak, you listen, boy!’ Exploring diversity of attitudes and experiences through speaking and listeningRobert Phillips:Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacyVaughan Clark: Illuminating the shadow: making progress happen in causal thinking through speaking and listeningRachael Rudham: A noisy classroom is a thinking classroom: speaking and listening in Year 7 historyIan Davies: Beyond the classroom: developing student teachers’ work with museums and historic sites.Issue 106 (March 2002): Citizens and CommunitiesAlan McCully, Nigel Pilgrim, Alaeric Sutherland and Tara McMinn: ‘Don’t worry, Mr. Trimble. We can handle it’ Balancing the rational and the emotional in the teaching of contentioustopics.Robert Phillips: Historical significance – the forgotten ‘Key Element’?Gary Clemitshaw: Have we got the question right? Engaging future citizens in local historical enquiry.Jerome Freeman: New opportunities for history: implementing the citizenship curriculum in England’s secondary schools – a QCA perspectiveGary Howells: Ranking and classifying: teaching political concepts to post-16 studentsIan Davies, Geoff Hatch, Gary Martin and Tony Thorpe: What is good citizenship education in history classrooms?Issue 107 (June 2002): Little Stories, Big Pictures Steven Barnes: Revealing the big picture: patterns, shapes and images at Key Stage 3.Ruth Tudor: Teaching the history of women in Europe in the twentieth-century.Pam Raven: So, what exactly does an AST do?Andrew Wrenn: Equiano – voice of silent slaves?Mike Murray: ‘Which was more important Sir, ordinary people getting electricity or the rise of Hitler?’ Using Ethel and Ernest with Year 9.Mark McLaughlin: Learning and teaching about the history of Europe in the twentieth century.Ian Phillips: History and Mathematics or History with Mathematics: does it add up?Neomi Shiloah and Edna Shoham: The Tenth Grade tells Bismarck what to do: using structured role-play to eliminate hindsight in assessing historical motivation.Issue 108 (September 2002): Performing HistoryDave Martin & Beth Brooke: Getting personal: making effective use of historical fiction in the history classroom.Seán Lang: Mushrooms and snake-oil: using film at AS/A levelIan Dawson & Dale Banham: Thinking from the inside: je suis le roiPhil Smith: International relations at GCSE… they just can’t get enough of it.Evelyn Sweerts & Jacqui Grice: Hitting the right note: how useful is the music of African-Americans to historians?Steven James Mastin: “Now listen to Source A”: music and historyRosalind Stirzaker: Drop the dead dictator: a Year 9 newsroom simulationJosh Brooman & Chris Culpin: School History Scene: the unique contribution of theatre to history teachingIssue 109 (December 2002): Examining History.Chris Culpin: Why we must change history GCSERichard Harris and Alison Kitson: Basket weaving in Advanced level history…. How to plan and teach the 100 year studyBarbara Hibbert: ‘It’s a lot harder than politics’… students’ experience of history at Advanced LevelKate Hammond: Getting Year 10 to understand the value of precise factual knowledgeDale Banham with Chris Culpin: Ensuring progression continues into GCSE: let’s not do for our pupils with our plan of attackMike Tillbrook: Content restricted and maturation retarded? Problems with the post-16 history curriculum.Issue 110 (March 2003): Communicating HistorySeán Lang: Narrative: the under-rated skillMaria Bakalis: Direct teaching of paragraph cohesionJannet van Drie and Carla van Boxtel: Developing conceptual understanding through talk and mappingMaggie Wilson and Heather Scott: ‘You be Britain and I’ll be Germany…’ Inter-school e-mailing in Year 9Dan Collins: Promote the past, celebrate the present: putting your history department in the newsJohn Dixon: The hidden crisis in GCSE HistoryIssue 111 (June 2003): Reading HistoryMary Woolley: ‘Really weird and freaky’: using a Thomas Hardy short story as a source of evidence in the Year 8 classroomEdna Shoham & Neomi Shiloah: Meeting the historian through the text: students discover different perspectives on Baron Rothschild’s ‘Guardianship System’Alison Kitson: Reading and enquiring in Years 12 and 13: a case study on women in the Third ReichSimon Butler: ‘What’s that stuff you’re listening to Sir?’ Rock and pop music as a rich source for historical enquiryDavid Waters: A most horrid malicious bloody flame: using Samuel Pepys to improve Year 8 boys’ historical writingArthur Chapman: Conceptual awareness through categorising: using ICT to get Year 13 reading.Issue 112 (September 2003): EmpireJamie Byrom and Michael Riley: Professional wrestling in the history department: a case study in planning the teaching of the British Empire at Key Stage 3Anna Hamilton and Tony McConnell: Using this map and all your own knowledge, become BismarckBen Walsh: A complex empire: National Archives Learning Curve takes on the British EmpireJacques Haenen, Hubert Schrijnemakers & Job Stufkens: Transforming Year 7’s understanding of the concept of imperialism: a case study on the Roman EmpireTrevor Fisher: History’s future: facing the challengeArthur Chapman: Camels, diamonds and counterfactuals: a model for teaching causal reasoningNicolas Kinloch: Confounding expectation at Key Stage 3: flower-songs from an indigenous empireHelena Stride: ‘Britain was our home’: Helping Years 9, 10 and 11 to understand the black experience of the Second World WarIssue 113 (December 2003): Creating ProgressDale Banham and Russell Hall: JFK: the medium, the message and the mythIan Luff: Stretching the strait jacket of assessment: use of role play and practical demonstration to enrich pupils’ experience of history at GCSE and beyondPeter Lee and Denis Shemilt: A scaffold, not a cage: progression and progression models in historyDenise Thompson and Nathan Cole: Keeping the kids on message… one school’s attempt at helping sixth form students to engage in historical debate using ICTIssue 114 (March 2004): Making History Personal Sally Evans, Chris Grier, Jemma Phillips and Sarah Colton: ‘Please send socks.’ How much can Reg Wilkes tell us about the Great War?Deborah L. Cunningham: Empathy without illusionsAlan McCully and Nigel Pilgrim: ‘They took Ireland away from us and we’ve got to fight to get it back’. Using fictional characters to explore the relationship between historical interpretation and contemporary attitudesChristine Counsell: Looking through a Josephine-Butler-shaped window: focusing pupils’ thinking on historical significanceYvonne Larsson, Richard Matthews and Martin Booth: The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience?Issue 115 (Ju ne 2004): Assessment Without LevelsSally Burnham and Geraint Brown: Assessment without Level DescriptionsSimon Harrison: Rigorous, meaningful and robust: practical ways forward for assessmentMark Cottingham: Dr Black Box or How I learned to stop worrying and love assessmentJohn Myers: Tripping over the levels: experiences from Ontario Karl Cain and Christina Neal: Opportunities, challenges and questions: continual assessment in Year 9Andrew Wrenn: Making learning drive assessment: Joan of Arc – saint, witch or warrior?Simon Butler: Question: When is a comment not worth the paper it’s written on? Answer: When it’s accompanied by a Level, grade or mark!Issue 116 (September 2004): PlaceLiz Taylor: Sense, relationship and power: uncommon views of placeTim Kemp and Charlotte Bickmore: ‘If Jesus Christ were amongst them, they would deceive Him’Jane Card: Picturing place: what you get may be more than what you seeEvelyn Sweerts and Marie-Claire Cavanagh: Plotting maps and mapping minds: what can maps tell us about the people who made them?Mary Woolley: How did changing conceptions of place lead to conflict in the American West? reflecting on revision methods for GCSEDavid Lambert: Geography in the Holocaust: citizenship deniedPaul SuttonThe wrong beach? Interpretation, location and filmArthur Chapman and Jane FaceyPlacing history: territory, story, identity – and historical consciousnessIssue 117 (December 2004): Dealing with DistanceJane Card: Seeing double: how one period visualises anotherPeter Lee and Denis Shemilt: ‘I just wish we could go back in the past and find out what really happened’: progression in understanding about historical accountsIan Dawson: Time for chronology? Ideas for developing chronological understandingMaria Osowiecki: Seeing, hearing and doing the Renaissance (Part 1): Let’s have a Renaissance party!Deborah Robbins: ‘Learning about an 800-year-old fight can’t be all that bad, can it? It’s like what Simon and Kane did yesterday’: modern-day parallels in historyIssue 118 (March 2005): Re-thinking DifferentiationRichard Harris: Does differentiation have to mean different?Maria Osowieck: Seeing, hearing and doing the Rennaissance (Part 2)Simon Letman: Engaging with each other: how interactions between teachers inform professional practiceSteve Garnett: Circles, anchors and finger puppets: how visual learning in ‘A’ Level history can improve memory and conceptual understandingNeal Watkin and Johannes Ahrenfelt : Mixing a G&T cocktail: teaching about heritage through a cross-curricular enquiryDavid Hellier and Helen Richards: ‘Do we have to read all of this?’ Encouraging students to read for understandingIssue 119 (June 2005): Language EditionJames Woodcock: Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoningHeather Scott with Judith Kidd: Are you ready for your close-up?Marcus Croft: The Tudor monarchy in crisis: using a historian’s account to stretch the most able students in Year 8Phil Benaiges: The Spice of Life? Ensuring variety when teaching about the Treaty of VersaillesJacques Haenen and Hanneke Tuithof: Year 7 pupils collaboratively design an historical game about a medieval peasantsIssue 120 (September 2005): Diversity and DivisionsAlison Stephen: ’Why can’t they just live together happily, Miss?’ Unravelling the complexities of the Arab-Israeli conflict at GCSEAlison Kitson and Alan McCully: ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the history classroomRupert Gaze: Uncovering the hidden histories: black and Asian people in the two world warsChris Culpin: Breaking the 20 year rule: very modern history at GCSEDiana Laffin and Maggie Wilson: Mussolini’s marriage and a game in the playground: using analogy to help pupils understand the pastNicolas Kinloch: A need to know: Islamic history and the school curriculumJerome Freeman and Jane Weake: Innovation, inspiration and diversification: new approaches to history at Key Stage 3Martyn Beer: Voices from Rwanda: when seeing is better than hearingIssue 121 (December 2005): TransitionsGeraint Brown and Andrew Wrenn: ‘It’s like they’ve gone up a year!’ Gauging the impact of a history transition unit on teachers of primary and secondary historyMandy Monaghan and Tony McConnell: English, history and song in Year 9: mixing enquiries for a cross-curricular approach to teaching the most ableAlan Booth: Worlds in collision: university tutor and student perspectives on the transition to degree level historyGary Howells: Interpretations and history teaching: why Ronald Hutton’s Debates in Stuart History mattersNathan Cole and Denise Thompson: Less time, more thought: coping with the challenges of the two-year Key Stage 3Issue 122 (March 2006): Rethinking HistorySteven Mastin and Pieter Wallace: Why don’t the Chinese play cricket? Rethinking progression in historical interpretations through the British EmpireIan Myson: Helping students put shape on the past; systematic use of analogies to accelerate understanding Robert Guyver: More than just the Henries: Britishness and British history at Key Stage 3Dan Lyndon: Integrating black British history into the National CurriculumSam Henry: ‘Bruce! You’re history.’ The place of history in the Scottish curriculumIssue 123 (June 2006): Constructing HistoryArthur Chapman:Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13Chris Edwards: Putting life into history: how pupils can use oral history to become critical historiansAlf Wilkinson: Little Jack Horner and polite revolutionaries: putting the story back into historyAlex Scott:Essay writing for everyone: an investigation into different methods used to teach Year 9 to write an essayHeather Scott and Mary Woolley: ‘I’ve started…. So I’ll finish’ Top tips on teaching history from the Historical Association’s Bristol Centenary ConferenceIssue 124 (September 2006): Teaching the Most AbleDeborah Eyre: Expertise in its development phase: planning for the needs of gifted adolescent historiansGuy Woolnough: ‘Tough on crime, tough on the causes of crime:’ using external support, local history and a group projectAlf Wilkinson: Subject-specific Continuing Professional DevelopmentRachel Ward: Duffy’s devices: teaching Year 13 to read and writeArthur Chapman and James Woodcock: Mussolini’s missing marbles: simulating history at GCSEDan Moorhouse: When computers don’t give you a headache: the most able lead a debate on medicine through timeEllie Chrispin: A team-taught conspiracy: Year 8 are caught up in a genuine historical debateIssue 125 (December 2006): SignificanceLis Cercadillo: ‘Maybe they haven’t decided yet what is right:’ English and Spanish perspectives on teaching historical significanceMaria Osowiecki: ‘Miss, now I can see why that was so important:’ using ICT to enrich overview at GCSE Robin Conway: What they think they know: the impact of pupils’ preconceptions on their understanding of historical significanceMatthew Bradshaw: Creating controversy in the classroom: making progress with historical significanceRichard Harris and Amanda Rea: Making history meaningful: helping pupils see why history mattersIssue 126 (March 2007): Outside the Classroom Helen Snelson: I understood before, but not like this:’ maximising historical learning by letting pupils take control of tripsIan Coles, Daniel Ferguson and Stuart Bennett: Ralph Sadleir: Hackney’s Local Hero or Villain? Examples of learning opportunities in museums and historic sites at Key Stage 3Hannah Moloney and Paula Kitching: A search beyond the classroom: using a museum to support the renewal of a scheme of workAmy Wilson and George Hollis: How do we get better at going on trips? Planning for progression outside the classroomDave Martin, Caroline Coffin and Sarah: What’s your claim? Developing pupils’ historical argument skills using asynchronous text based computer conferencingIssue 127 (June 2007): Sense and SensitivityAndrew Wrenn and Tim Lomas: Music, blood and terror: making emotive and controversial history matterKeith Barton and Alan McCully: Teaching controversial issues… where controversial issues really matterJamie Byrom and Michael Riley: Identity-shakers:cultural encounters and the development of pupils’ multiple identitiesKay Traille: ‘You should be proud about your history. They made me feel ashamed:’ teaching history hurtsJonathan Howson: Is it the Tuarts and then the Studors or the other way round? The importance of developing a usable big picture of the past Issue 128 (September 2007): Beyond the ExamKate Hammond: Teaching Year 9 about historical theories and methodsSally Burnham: Getting Year 7 to set their own questions about the Islamic Empire, 600-1600Jennifer Evans and Gemma Pate: Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11Gary Howells: Life by sources A to F: really using sources to teach AS historyEvelyn Sweerts: Vive la France! A comparison of French and British history teaching, with practical suggestions from across La MancheGeoff Lyon: Is it time to forget Remembrance?David Waters: Carr, Evans, Oakeshott – and Rudge: the benefits of AEA historyDavid Nicholls: Building a better past: plans to reform the curriculumIssue 129 (December 2007): Disciplined MindsSam Wineburg: Unnatural and essential: the nature of historical thinkingPeter Lee and Denis Shemilt: New alchemy or fatal attraction? History and citizenshipLiz Dawes Duraisingh and Veronica Boix Mansilla: Interdisciplinary forays within the history classroom: how the visual arts can enhance (or hinder) historicalunderstandingMichael Fordham: Slaying dragons and sorcerers in Year 12: in search of historical argumentRosie Sheldrake and Dale Banham: Seeing a different picture: exploring migration through the lens of historyIssue 130 (June 2008): Picturing HistoryMatt Stanford: Redrawing the Renaissance: non-verbal assessment in Year 7Ian Dawson: Thinking across time: planning and teaching the story of power and democracy at Key Stage 3Caille Sugarman-Banaszak: Stepping into the past: using images to travel through timeRosalind Stirzaker: Mughal moments made memorable by Movie MakerChristopher Edwards: The how of history: using old and new textbooks in the classroom to develop disciplinary knowledgeColly Mudie, Anne Roe and Chris Dougall: Was the workhouse really so bad? An encounter with a cantankerous tramp and a resusable coffinIssue 131 (July 2008): Assessing DifferentlyRachel Foster: Speed cameras, dead ends, drivers and diversions: Year 9 use a ‘road map’ to problematise change and continuityKatie Hall: The Holy Grail? GCSE History that actually enhances historical understanding!Oliver Knight: ‘Create something interesting to show that you have learned something’: Building and assessing learner autonomy within the Key Stage 3 history classroomGiles Fullard and Kate Dacey: Holistic assessment through speaking and listening: an experiment with causal reasoning and evidential thinking in Year 8Jacques Haenen and Hanneke Tuithof: Cooperative learning: the place of pupil involvement in a history textbookIain Annat and Katherine Bone: Two realms and an empire: history, geography and an investigation into landscapeJoanne Philpott: Would a centenarian recognise Norwich in the new millennium? Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past.Alf Wilkinson: The new Key Stage 3 Curriculum: the bigger picture.Issue 132 (December 2008): Historians in the ClassroomLaura Bellinger: Cultivating curiosity about complexity: what happens when Year 12 start to read Orlando Figes’ The Whisperers?Alison Meikle: ‘Billy plays the drums but Lizzie cannot play.’ Will music-making help them both anyway? Year 7 use musical language to think about King JohnMartin Loy: Learning to read, reading to learn: strategies to move students from ‘keen to learn’ to ‘keen to read’Stephan Klein: History, citizenship and Oliver Stone: classroom analysis of a key scene in NixonRichard Harris and Terry Haydn: Children’s ideas about school history and why they matterOliver Knight: A hankering for the blank spaces: enabling the very able to explore the limits of GCSE history.Issue 133 (March 2009): Simulating HistoryBen Walsh: Stories and their sources: the need for historical thinking in an information ageDan Moorhouse: How to make historical simulations adaptable, engaging and manageableDiana Laffin: ‘If everyone’s got to vote then, obviously … everyone’s got to think’: using remote voting to involve everyone in classroom thinking at AS and A2Rick Rogers: Raising the bar: developing meaningful historical consciousness at Key Stage 3Dave Martin: What do you think? Using online forums to improve students’ historical knowledge and understandingSally Burnham: Making pupils want to explain: using Movie Maker to foster thoroughness and self-monitoringDominic Snape and Katy Allen: Challenging not balancing: developing Year 7’s grasp of historical argument through online discussion and a virtual bookIssue 134 (July 2009): Local VoicesGeraint Brown and James Woodcock: Relevant, rigorous and revisited: using local history to make meaning of historical significanceRichard McFahn, Sarah Herrity and Neil Bates: Riots, railways and a Hampshire hill fort: exploiting local history for rigorous evidential enquiryRichard Harris and Terry Haydn: ‘30% is not bad considering …’ Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiryMichelle Johansen and Martin Spafford: ‘How our area used to be back then’: an oral history project in an east London schoolDenise Thompson: Distant voices, familiar echoes: exploiting the resources to which we all have access – from Essex, England to Masindi, Uganda!Issue 135 (September 2009): To They or Not To TheyMatthew Bradshaw:: Drilling down: how one history department is working towards progression in pupils’ thinking about diversity across Years 7, 8 and 9Kimberley Anthony: Were industrial towns ‘death-traps’? Year 9 learn to question generalisations and to challenge their preconceptions about the ‘boring’ 19th centuryAnne Llewellyn and Helen Snelson: Bringing psychology into history: why do some stories disappear?John Stanier: ‘There is no end to a circle nor to what can be done within it.’ Circle Time in the secondary history classroomIan Dawson: What time does the tune start?: From thinking about ‘sense of period’ to modelling history at Key Stage 3Issue 136 (December 2009): Shaping the PastBen Jarman:When were Jews in medieval England most in danger? Exploring change and continuity with Year 7Hywel Jones:Shaping macro-analysis from micro-history: developing a reflexive narrative of change in school historyJonathon Howson: Potential and pitfalls in teaching ‘big pictures’ of the pastSarah Gadd: Building memory and meaning: supporting Year 8 in shaping their own big narrativesEd Brooker: Telling tales: developing students’ own thematic and synoptic understandings at Key Stage 3Penelope J. Corfield: Teaching history’s big pictures: including continuity as well as changeIssue 137 (December 2009): Marking Time Jerome Freeman and Joanne Philpott: ‘Assessing Pupil Progress’: transforming teacher assessment in Key Stage 3 historyJannet van Dr ie, Albert Logtenberg, Bas van der Meijden and Marcel van Riessen :“When was that date?” Building and assessing a frame of reference in the NetherlandsPeter Seixas: A modest proposal for change in Canadian history educationBarnaby Nemko: Are we creating a generation of ‘historical tourists’? Visual assessment as a means of measuring pupils’ progress in historical interpretationPeter Lee and Denis Shemilt: Is any explanation better than none? Over-determined narratives, senseless agencies and one-way streets in students’ learning about cause and consequence in historyScott Allsop:‘We didn’t start the fire’: using 1980s popular music to explore historical significance by stealthIssue 138 (July 2010): Enriching History Alf Wilkinson: Making cross-curricular links in history: some ways forward.James Woodcock: Disciplining cross-curricularity? Cottenham Village College history department's inter-disciplinary projects: an evaluation.Michael Monaghan: Having ‘Great Expectations' of Year 9 Inter-disciplinary work between English and history to improve pupils' historical thinking.Jamie Byrom:??‘How do ideas travel?' east meets west - and history meets science.Andrew Wrenn: History's secret weapon: the enquiry of a disciplined mind.Steve Illingworth: From ‘splendid isolation' to productive alliances: developing meaningful cross-curricular approaches.Lesley Munro:What about history? Lessons from seven years with project-based learning.Issue 139 (August 2010): Analysing History Tim Jenner: From human-scale to abstract analysis: Year 7 analyse the changing relationship of Henry II and BecketJonathan White: Encountering diversity in the history of ideas: engaging Year 9 with Victorian debates about ‘progress’Steve Rollett: ‘Hi George. Let me ask my leading historians …’: deconstructing lazy analogies in Year 9Ulrich Schnakenberg: Developing multiperspectivity through cartoon analysis: strategies for analysing different views of three watersheds in modern German historyElisabeth Pickles: How can students’ use of historical evidence be enhanced? A research study of the role of knowledge in Year 8 to Year 13 students’ interpretations of historical sourcesHarry Havekes, Arnoud Aardema and Jan de Vries: Active Historical Thinking: designing learning activities to stimulate domain-specific thinking.Issue 140 (September 2010): Creative Thinking Ellen Buxton: Fog over channel; continent accessible? Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and BritainGary Hillyard: Dickens...Hardy...Jarvis?! A novel take on the Industrial RevolutionPeter Clements: ‘Picture This’ A simple technique through which to teach relatively complex historical conceptsJannet van Drie and Carla van Boxtel: Chatting about the sixties: using on-line chat discussion to improve historical reasoning in essay-writingAndy Lawrence: Being historically rigorous with creativity: how can creative approaches help solve the problemsinherent in teaching about genocide?Christopher Edwards: Down the foggy ruins of time: Bob Dylan and the concept of evidenceIssue 141 (December 2010): The Holocaust David Waters:Berlin and the Holocaust: a sense of place?Ian Phillips:A question of attribution: working with ghetto photographs, images and imageryChristopher Edwards and Siobhan O'Dowd: The edge of knowing: investigating students' prior understandings of the HolocaustPeter Morgan: How can we deepen and broaden post-16 students' historical engagement with the Holocaust? Developing a rationale and methods for using film Wolf Kaiser: Nazi perpetrators in Holocaust educationKay Andrews: Finding a place for the victim: building a rationale for educational visits to Holocaust-related sitesAlice Pettigrew: Limited lessons from the Holocaust? Critically considering the ‘anti-racist' and citizenship potentialPaul Salmons: Universal meaning or historical understanding? The Holocaust in history and history in the curriculumIssue 142 (March 2011): Experiencing HistoryRachel Foster: Passive receivers or constructive readers? Pupils' experiences of an encounter with academic historyLindsay Cassedy, Catherine Flaherty and Michael Fordham: Seeing the historical world: exploring how students perceive the relationship between historical interpretationsArthur Chapman: Twist and shout? Developing sixth-form students' thinking about historical interpretationMarcus Collins: Historiography from below: how undergraduates remember learning history at schoolJonathan White: A comparative revolution? An argument for in-depth study of the Iranian revolution in a familiar way Rick Rogers: ‘Isn't the trigger the thing that sets the rest of it on fire?' Causation maps: emphasising chronology in causation exercisesIssue 143 (June 2011): Constructing ClaimsGary Howells: Why was Pitt not a mince pie? Enjoying argument without end: creating confident historical readers at A LevelJane Card: Seeing the point: using visual sources to understand the arguments for women's suffrageMary Partridge: A ‘surprising shock' in the cathedral: getting Year 7 to vocalise responses to the murder of Thomas BecketArthur Chapman: Time's arrows? Using a dartboard scaffold to understand historical actionPeter Lee and Denis Shemilt: The concept that dares not speak its name: Should empathy come out of the closet?Elisabeth Pickles: Assessment of students' uses of evidence: shifting the focus from processes to historical reasoningIssue 144 (September 2011): History for All Paula Worth: Which women were executed for witchcraft? And which pupils cared? Low-attaining Year 8 use fiction to tackle three demons: extended reading, diversity and causation. Yosanne Vella: The gradual transformation of historical situations: understanding ‘change and continuity' through colours and timelines.Joanne Philpott and Daniel Guiney: Exploring diversity at GCSE: making a World War I battlefields visit meaningful to all studentsDr Jane Facey: "A is for Assessment"... Strategies for A-Level marking to motivate and enable students of all abilities to progress.Kate Hammond: ?Pupil-led historical enquiry: what might this actually be? Robin Conway: Owning their learning: using ‘Assessment for Learning' to help students assume responsibility for planning, (some) teaching and evaluation.Issue 145 (December 2011): NarrativeLynda Abbott and Richard S Grayson:Community engagement in local history: a report on the Hemel at War projectPaul Barrett : ‘My grandfather slammed the door in Winston Churchill's face!' using family history to provoke rigorous enquiryRobin Kemp: Thematic or sequential analysis in causal explanations? Investigating the kinds of historical understanding that Year 8 and Year 10 demonstrate in their efforts to construct narrativesFrances Blow: ‘Everything flows and nothing stays': how students make sense of the historical concepts of change, continuity and developmentPeter Gray: Bismarck in the Bush: Year 12 write Zambia's history for Zambian studentsIssue 146 (April 2012): Teacher Knowledge Elizabeth Carr: How Victorian were the Victorians? Developing Year 8 students' conceptual thinking about diversity in Victorian society Robin Whitburn, Michelle Hussain and Abdullahi Mohamud: ‘Doing justice to history': the learning of African history in a North London secondary school and teacher development in the spirit of UbuntuSarah Black: Wrestling with diversity: exploring pupils' difficulties when arguing about a diverse pastKatharine Burn: ‘If I wasn't learning anything new about teaching I would have left it by now!' How history teachers can support their own and others' continued professional learningFlora Wilson: Warrior queens, regal trade unionists and warring nurses: how my interest in what I don't teach has informed my teaching and enriched my students' learningIssue 147 (June 2012): Curriculum Architecture Beth Baker and Steven Mastin: Did Alexander really ask, ‘Do I appear to you to be a bastard?' Using ancient texts to improve pupils' critical thinkingRobin Whitburn and Sharon Yemoh: ‘My people struggled too': hidden histories and heroism - a school-designed, post-14 course on multi-cultural Britain since 1945Frances Blow, Peter Lee and Denis Shemilt: Time and chronology: conjoined twins or distant cousins?Michael Fordham: Out went Caesar and in came the Conqueror, though I'm sure something happened in between... A case study in professional thinkingJoanne Pearson: Where are we? The place of women in history curricula Stephanie Burley: Pedagogy, politics and the profession: a practical perusal of past, present and future developments in teaching history in Australian schoolsIssue 148 (September 2012): Chattering classes Richard Kerridge and Sacha Cinnamond: Talking with the ‘enemy': firing enthusiasm for history through international conversation and collaborationKeeley Richards: Avoiding a din at dinner or, teaching students to argue for themselves: Year 13 plan a historians' dinner partyHelen Snelson, Ruth Lingard and Kate Brennan: ‘The best way for students to remember history is to experience it!' Transforming historical understanding through scripted dramaJane Card: Talking pictures: exploiting the potential of visual sources to generate productive pupil talk Kathryn Greenfield: ‘I feel it is imperative to state that...' developing pupil explanation through web debates Issue 149 (December 2012): In search of the QuestionEd Podesta: Helping Year 7 put some flesh on Roman bonesDiana Laffin: Marr: magpie or marsh harrier? The quest for the common characteristics of the genus ‘historian' with 16- to 19-year-oldsPaula Worth: Competition and counterfactuals without confusion: Year 10 play a game about the fall of the Tsarist empire to improve their causal reasoningMaria Osowiecki: ‘...trying to count the stars': using the story of Bergen-Belsen to teach the Holocaust Christine Counsell, Rachel Foster, Maria Georgiou, Maria Mavrada, Meltem Onurkan, Mary Partridge and Hasan Samani: Bridging the divide with a question and a kaleidoscope: designing an enquiry in a challenging setting NNN: Getting pupils to argue about causesIssue 150 (March 2013): Enduring PrinciplesMary Brown: From Muddleton Manor to Clarity Cathedral: improving Year 12's extended writing through an enhanced sense of the readerJohn Stanier: ‘Much to learn you still have!' An attempt to make Year 9 Masters of LearningHannah McDougall: Wrestling with Stephen and Matilda: planning challenging enquiries to engage Year 7 in medieval anarchyRosie Sheldrake and Neal Watkin: Teaching the iGeneration: what possibilities exist in and beyond the history classroom?Katharine Burn, Catherine McCrory and Michael Fordham: Planning and teaching linear GCSE: inspiring interest, maximising memory and practising productively Carla van Boxtel and Jannet van Drie: Historical reasoning in the classroom: What does it look like and how can we enhance it?NNN: Getting pupils to see change over timeIssue 151 (June 2013): ContinuityRachel Foster: The more things change, the more they stay the same: developing students' thinking about change and continuityKatie Hall and Christine Counsell: Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve itMike Murray: Do we need another hero? Year 8 get to grips with the heroic myth of the Defence of Rorke's Drift in 1879Dan Nuttall: Possible futures: using frameworks of knowledge to help Year 9 connect past, present and futureHelen Murray, Rachel Burney and Andrew Stacey-Chapman: Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through timeAmy Hughes and Heather De Silva: One street, twenty children and the experience of a changing town: Year 7 explore the story of a London streetNNN: Getting beyond bad source workIssue 152 (September 2013): Pulling it all together Catherine McCrory: How many people does it take to make an Essex man? Year 9 face up to historical differenceRachel Foster and Sarah Gadd: Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidenceMark Fowle and Ben Egelnick: A place for individual enquiry? Why we would miss controlled assessments in historyGeoff Baker: Employment, employability and history: helping students to see the connectionMarina Instone: Moving forwards while looking back: historical consciousness in sixth-form studentsNNN: developing meaningful ways of describing progression in historyIssue 153 (December 2013): The Holocaust and other Genocides Tamsin Leyman and Richard Harris: Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide educationDarius Jackson: ‘But I still don't get why the Jews': using cause and change to answer pupils' demand for an overview of antisemitismLeanne Judson: ‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the HolocaustAlison Stephen: Patterns of genocide: can we educate Year 9 in genocide prevention?Elisabeth Kelleway, Thomas Spillane and Terry Haydn: ‘Never again'? Helping Year 9 think about what happened after the Holocaust and learning lessons from genocidesMark Gudgel: A short twenty years: meeting the challenges facing teachers who bring Rwanda into the classroomJames Woodcock: History, music and law: commemorative cross-curricularity Andrew Preston : An authentic voice: perspectives on the value of listening to survivors of genocideNNN: What makes a good enquiry question?Issue 154 (March 2014): A Sense of HistoryDan Smith: Period, place and mental space: using historical scholarship to develop Year 7 pupils' sense of periodKatharine Burn: Making sense of the eighteenth centuryPaula Worth: Combating a Cook-centric past through co-curricular learning: Year 9 dig out maps and rulers to challenge generalisations about the Age of DiscoveryAbdul Mohamud and Robin Whitburn: Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroomClaire Holliss: Waking up to complexity: using Christopher Clark's The Sleepwalkers to challenge over-determined causal explanationsNNN: Using historical scholarship in the classroomIssue 155 (June 2014): Teaching About the First World WarRachel Foster: A world turned molten: helping Year 9 to explore the cultural legacies of the First World WarMary Brown and Carolyn Massey: Teaching ‘the lesson of satire': using?The Wipers Times?to build an enquiry on the First World WarCatriona Pennell: On the frontlines of teaching the history of the First World WarJerome Freeman: Remembering the First World War: Using a battlefield tour of the Western Front to help pupils take a more critical approach to what they encounterJon Grant and Dan Townsend: Writing Letchworth's war: developing a sense of the local within historical fiction through primary sourcesNNN: Similarity and DifferenceIssue 156 (September 2014): ChronologyPaula Worth: ‘English king Frederick I won at Arsuf, then took Acre, then they all went home’: exploring the challenges involved in reading and writing historical narrativeJohn Watts and David Gimson: Taking new historical research into the classroom: getting medieval (and global) at Key Stage 3Michael Fordham: But why then?’ Chronological context and historical interpretationsDavid Waters: Host of histories: helping Year 9s explore multiple narratives through the history of a houseMichael Crumplin, Carol Divall and Tom Wheeley: Defying the Iron Duke: assessing the Battle of Waterloo in the classroomNNN: Analysing Interpretations Issue 157 (December 2014): AssessmentGeraint Brown and Sally Burnham: Assessment after levelsKate Hammond: The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scalesAlex Ford: Setting us free? Building meaningful models of progression for a ‘post-levels' worldLee Donaghy: Using regular, low-stakes tests to secure pupils' contextual knowledge in Year 10Elizabeth Carr and Christine Counsell: Using time-lines in assessmentNNN: Teaching Overview Issue 158 (March 2015): A Grounding in HistoryAndrew Stacey-Chapman: From a compartmentalised to a complicated past: developing transferable knowledge at A-levelDominik Palek: 'What exactly is parliament?' Finding the place of substantive knowledge in historyAnna Fielding: Transforming Year 11's conceptual understanding of changeKate Hawkey: Moving forward, looking back - historical perspective, ‘Big History' and the return of the?longue durée: time to develop our scale hopping musclesTim Huijgen and Paul Holthuis: 'Why am I accused of being a heretic?' A pedagogical framework for stimulating historical contextualisationPoly: NapoleonIssue 159 (June 2015): Underneath the essayRachel Foster: Pipes's punctuation and making complex historical claims: how the direct teaching of punctuation can improve students' historical thinking and written argumentMark King: The role of secure knowledge in enabling Year 7 to write essays on Magna CartaSarah Black: Engaging Year 9 students in party politics: exploring the changing nature of political campaigning in Victorian BritainTze Kwang Teo: What made your essay successful? I ‘T.A.C.K.L.E.D' the essay question!Simon Orth, Daniel Lacey and Neil Smith: Hark the herald tables sing! Achieving higher-order thinking with a chorus of sixth-form pupilsNNN:?3 decades of essay writingPoly: Magna CartaIssue 160 (September 2015): Evidential RigourJane Card: The power of context: the portrait of Dido Elizabeth Belle Lindsay and Lady Elizabeth MurrayRachel Foster and Kath Goudie: ‘Miss, did this really happen here?' Exploring big overviews through local depthAlison Kitson and Sarah Thompson: Teaching the very recent past: Miriam's Vision' and the London bombingsIan Phillips: Crime in Liverpool and First World War soldiers from Hull: Using databases to explore the real depth in the dataKirstie Murray: How do you construct an historical claim? Examining how Year 12 coped with challenging historiographyNNN: Progression in Evidential UnderstandingPoly: The Birth of a Nation (film interpretation of American civil war)Issue 161 (December 2015): Getting the balance rightLucy Moonen: ‘Come on guys, what are we really trying to say here?’ Using Google Docs to develop Year 9 pupils’ essay-writing skillsAlex Alcoe: Post hoc ergo propter hoc? Using causation diagrams to empower sixth-form students in their historical thinking about cause and effect Jaya Carrier: Taking the plunge: developing independent learning with Year 7 Catherine McCrory: The knowledge illusion: who is doing what thinking? - Kate Hawkey, Sally Thorne, Philip Akinstall, Matthew Bryant, David Rawlings, Richard Kennett and Adele Fletcher: Adventures in assessmentNNN: Teaching Substantive ConceptsIssue 162: (March 2016): Scales of Planning Harry Fletcher-Wood: From the history of maths to the history of greatness: towards worthwhile cross-curricular study through the refinement of a scheme of work - Harry Fletcher-WoodJames Edward Carroll: The whole point of the thing: how nominalisation might develop students’ written causal argumentsKate Hawkey, Jon James and Celia Tidmarsh: Greening the curriculum? History joins ‘the usual suspects’ in teaching climate changeDan Smith: How one period casts shadows on another: exploring Year 8 encounters with multiple interpretations of the First World WarNNN: Planning and teaching the thematic study in the new GCSEIssue 163 (June 2016): Get Excited and Carry On James Edward Carroll: Grammar. Nazis. Does the grammatical ‘release the conceptual’?Rachel Foster and Kath Goudie: Shaping the debate: why historians matter more than ever at GCSEGeraint Brown, Ruth Brown, Corinne Goullée and Matt Stanford: Look homeward angel now, and melt with Ruth: the role of a subject-specific teaching assistant in promoting rigorous historical scholarship and reflective classroom practiceClaire Simmonds: History as a foreign language: can we teach Year 11 pupils to write with flair?Katharine Burn and Richard Harris: Why do you keep asking the same questions? Tracking the health of history in England’s secondary schoolsNNN: Historical significanceIssue 164 (September 2016): Feedback Paula Worth: ‘My initial concern is to get a hearing’: exploring what makes an effective history essay introductionNick Dennis: Cognitive psychology and low-stakes testing without guaranteesCarolyn Massey: Asking Year 12, ‘What Would Figes Do?’ Using an academic historian as the gold standard for feedbackIan Luff: Cutting the Gordian Knot: taking control of assessmentRachel Arscott and Tom Hinks: Coaxing and persuading: making rigorous history teaching a departmental realityNNN: Constructing NarrativeIssue 165 (December 2016): Conceptualising BreadthBridget Lockyer and Abigail Tazzyman: ‘Victims of History’: challenging students’ perceptions of women in history Chris Eldridge: ‘It’s like Lord of the Rings, Sir. But real!’: Teaching, learning and sharing medieval history for all Lucy Helmsley: Nurturing aspirations for Oxbridge: an exploration of the impact of university preparation classes on sixth-form historiansNick Dennis: Beyond tokenism: teaching a diverse history in the post-14 curriculumDiane Excell: ‘Connecting Classrooms’: bringing together Bradford and Peshawar, primary and secondary schools, history and EnglishNNN: Access for students who need more supportTeaching History 166 (March 2017): The Moral Maze Jess Landy: Putting Catlin in his place? Helping Year 9 to problematise narratives of the American WestClaire McKay: Active remembrance: the value and importance of making remembrance relevant and personalBjorn Wansink, Itzel Zuiker, Theo Wubbels, Maurits Kamman and Sanne Akkerman: ‘If you had told me before that these students were Russians, I would not have believed it’: an international project about the (New) ‘Cold War’Michael Fordham: Thinking makes it so: cognitive psychology and history teachingTony McConnell: Of the many significant things that have ever happened, what should we teach? Magna Carta as a focus for learning about powerNNN: Controversial IssuesTeaching History 167 (June 2017): Complicating Narratives James Edward Carroll: ‘I feel if I say this in my essay it’s not going to be as strong’: multi-voicedness, ‘oral rehearsal’ and Year 13 students’ written argumentsHannah Sibona: Why are you wearing a watch? Complicating the narrative of economic and social progress in Britain with Year 9Warren Valentine: From road map to thought map: helping students theorise the nature of changeRosalind Stirzaker: Inverting the telescope: investigating sources from a different perspectiveNNN: Substantive knowledgeTeaching History 168 (September 2017): Re-examining History EditionMatt Stanford: Designing end-of-year exams: trials and tribulations Richard Kerridge: Learning without limits: how not to leave some learners with a thin gruel of a curriculum James Edward Carroll: From ‘double vision’ to panorama: using history of memory to bridge ‘event space’ when exploring interpretations of Nazi popularity with year 13 Anna Dickson: Managing the scope of study: is it as easy as key stage 3?Anna Aiken: An accessible, structured approach for building the intuitive habit of evidential thinking before the examination years Steve Illingworth and Emma Manners: Using sites for insights: how historical locations can help teachers and students with the new History GCSE NNN: Local history Teaching History 169 (December 2017): A Time and A Place EditionMichael Harcourt: From temple to forum: teaching final-year history students to become critical museum visitors Michael Bird and Matt Jones: Looking through the keyhole at Birkenhead from 1900 to 1950 with Year 7: negotiating meanings and bacon bonesEdward Fitzgerald: Defying the ‘constrictive grip of typologies’: the role of detailed character cards in teaching similarity and differenceAdam Burns: Hosting teacher development at historical sites: the benefits for classroom teaching Verity Morgan: Can we teach the environmental history of the Holocaust? – Verity MorganMichael Mcintyre and Vanessa Hull - Attempting to reach the heart of the matter: how the unique learning journey of Facing History and Ourselves helps students to explore and learn from the horrors of the pastNNN: A sense of placeTeaching History 170 (March 2018): Historians EditionKerry Apps: Myths and Monty Python: using the witch-hunts to introduce students to significancePaula Worth: ‘This extract is no good, Miss!’ Helping post-16 students to make judgements about a historian’s construction of an argumentCatherine Priggs and Eliza West: Making a place for fieldwork in history lessons.Suzanne Powell: Anything but brief: Year 8 students encounter the longue durée Carolyn Massey and Paul Wiggin: Reading? What reading?Katharine Burn and Jason Todd: Right up my street: the knowledge needed to plan a local history enquiryPolychronicon: The Becket DisputeNNN: Building students’ historical argumentTeaching History 171 (June 2018): Knowledge EditionAlex Ford and Richard Kennett: Conducting the orchestra to allow our students to hear the Symphony: getting richness of knowledge without resorting to fact overload Matthew Springett: Preparatory reading for A Level Danielle Donaldson: ‘Through the looking glass’: exploring how pupils’ substantive knowledge informs the language and analysis of change and continuity Jonathan Sellin: Trampolines and springboards: exploring the fragility of ‘source and own knowledge’ with year 10 Barbara Ormond: Seeing beyond the frame: practical strategies for connecting visual clues and contextual knowledge Alexander Bridges: The particular and the general: defining security in year 8’s use of substantive concepts Polychronicon: Policing in Nazi Germany – Claire M. Hubbard-HallNNN: Planning and Teaching Medieval History Teaching History 172 (Sept 2018): Cause and Consequence EditionEd Durbin: Using a patchwork quilt analogy at KS3 to support analytical thinking at GCSEJames Edward Carroll: Couching counterfactuals in knowledge when explaining the Salem witch trials with Y13Tim Huijgen and Paul Holthuis: Using a three-stage framework to promote historical contextualisationMolly-Ann Navey: What do we want students to do with consequences in history?Hugh Richards: Are we teaching history the wrong way around? Rachel Cook: Developing a progression model for KS3Polychronicon: health, illness and medicine in the Middle AgesNNN: curriculum planningTeaching History 173 (Dec 2018): Opening Doors EditionSophia Nzeribe Nascimento: Identity in history - why it matters and must be addressed! Helen Snelson and Ruth Lingard: Bringing the past of people with disabilities into the history classroom Chloe Bateman: Creating the conditions that make students want knowledge Heather Fearn: Towards identifying when and how background knowledge is used in subsequent learning Paula Worth: Shaping lesson conclusions as an iterative process in improving historical enquiries Polychronicon: From American Indians to Native Americans – Brett J. Duffek NNN: How can I include more BME history in the curriculum? Teaching History 174 (Mar 2019): Structure EditionAlex Rodker - Austin’s narrative: an exploratory case study, with Year 8, into what kinds of feedback help students produce better historical narratives of the interwar years Tom Bennett - What if there is another way? Year 7 use diagrammatic representations of counterfactuals to develop their causal reasoning Andrew Carey and Jez Rowson - Rethinking rollercoasters: exploring the importance of local visits in developing wider narratives of change and continuity Eleanor Thomas - 34 Stepping into the abyss: allowing A-level students to choose their own coursework focus Tim Jenner - Making reading routine: helping Key Stage 3 pupils to become regular readers of historical scholarship Will Bailey-Watson - ‘To think that these things did actually happen…’: structuring a history curriculum for powerful revelations Steven Driver - Absence and myopia in A-level coursework: the intellectual revolution against historical neglect begins in the classroom Polychronicon: Votes for Women – Tara Morton NNN: Building students' historical talkTeaching History 175 (Jun 2019): Listening to Diverse Voices EditionMatthew Stanford - Did the Bretons break? Planning increasingly complex ‘causal models’ at Key Stage 3Susanna Boyd - From ‘Great Women’ to an inclusive curriculum: how should women’s history be included at Key Stage 3? Rachel Foster and Kath Goudie - 28 a b c D e? Teaching Year 9 to take on the challenge of structure in narrativeMichael Bird and Tom Wilson - 1069 and all that: the dialogic dimensions of knowing and understanding the Norman legacy in Chester Liam Mcdonnell - Going way beyond the exam in order to do better in the exam: using an anthology of substantial sources at GCSE Bjorn Wansink, Jaap Patist, Itzél Zuiker, Geerte Savenije and Paul Janssenswillen - Confronting conflicts: history teachers’ reactions to spontaneous controversial remarksWhat’s The Wisdom On... Causation Polychronicon: Paris 1919 – a century on – David ReynoldsTeaching History 176 (Sept 2019): Widening Vistas EditionAlex Ford - Visions of America: using historical discourse to find narrative coherence in the GCSE period studyNatalie Kesterton - Plugging the gaps: using narratives and big pictures to address the challenges of a 2-year Key Stage 3 curriculum Will Bailey-Watson and Richard Kennett - ‘Meanwhile, elsewhere…’: harnessing the power of community to expand students’ historical horizons Kathryn Elsdon and Hannah Howard - Triumphs Show: Spicing it up: Using material culture as a means to generate an enquiry on the British Empire Kerry Apps - Widening the early modern world to create a more connected Key Stage 3 curriculum Jacob Olivey - What did ‘class’ mean to a Chartist? Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past What’s The Wisdom On... evidences and sources Polychronicon: Peterloo, 1819–2019 – Robert PooleTeaching History 177 (Dec 2019): Building Knowledge EditionDavid Hibbert and Zaiba Patel - Modelling the discipline: how can Yasmin Khan’s use of evidence enable us to teach a more global World War II? Kate Hawkey and Helen Snelson - Bridging the gap: supporting early career teachers’ professional development as history teachers Abdul Mohamud and Robin Whitburn - Anatomy of enquiry: deconstructing an approach to history curriculum planning Clare Barnes - Historical and interdisciplinary enquiry into the sinking of the Mary Rose: using a site visit to demonstrate how our knowledge of the past is shaped by new evidence and new research techniques Barbara Trapani - Who can tell us the most about the Silk Road? Historical scholarship, archaeology and evidence in Year 7 What’s The Wisdom On... Interpretations of the pastPolychronicon: The New Deal in American history – Tony Badger ................
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