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The article outlines a detailed plan to help students compare the pre-colonial African kingdoms of medieval Ghana and Aksum. Topics discussed include the kingdoms' economic growth through trade and conquest, their religious developments and conversions, and the importance of teaching diversity in historical analysis.

This article discusses the importance of teaching about climate change through the history curriculum. It argues that history has a significant role in understanding the causes and effects of climate change. The article presents a case study of how one school incorporated climate change into their history lessons by examining the impact of British colonialism on the environment in different countries. The lessons focused on topics such as the role of individual settlers, the East India Company, and the British Empire. The article emphasizes the need to teach about environmental changes within history classrooms and highlights the long-lasting implications of colonial policies on land use and indigenous cultures. [Extracted from the article]

This article explores the incorporation of environmental history into the classroom, specifically focusing on the British Empire and the First World War. It emphasizes the reciprocal relationship between humans and the environment, challenging the traditional anthropocentric view of history. The text provides examples of lessons and resources used to teach environmental history and encourages collaboration between historians and scientists. Additionally, it discusses the environmental conditions and hardships faced by soldiers during World War I, including the impact of mud, disease, and poor health. The article also mentions the role of animals in the war and the commemoration of animals as victims. Overall, the text offers valuable insights into the significance of environmental factors in historical research. [Extracted from the article]

This article explores the significance of learning history beyond the classroom, specifically in relation to the climate crisis. The author, Helen Snelson, shares her own teaching approach and emphasizes the importance of integrating environmental sustainability and climate change into history education. Practical suggestions are provided for organizing history trips that prioritize environmental concerns and educational benefits. The article also raises questions about the environmental impact of historical actions and encourages students to consider regenerative environmental sustainability in their study of history. Additionally, the article discusses the importance of incorporating regenerative sustainability, site management, heritage, and conservation into the study of historical sites, particularly in relation to visits to the Ypres Salient and war cemeteries. It suggests ways to engage students with preservation, conservation, and site-regenerative sustainability, such as considering the environmental impact of maintaining pristine headstones in cemeteries and reimagining biodegradable wreaths for remembrance. Educators are encouraged to explore sustainable ways of remembrance and to consider local sites as alternatives to visiting the Western Front. [Extracted from the article]

This article explores the importance of incorporating environmental history into the curriculum, particularly in relation to the climate crisis. It discusses the challenges and considerations that teachers face when teaching environmental history, emphasizing the need for pedagogical changes and addressing diverse perspectives. The article provides examples of classroom inquiries and conversations and highlights the historical significance of events like the toppling of the Colston statue and the Black Lives Matter protests. It acknowledges the complexities of adopting an environmental lens in history education and offers insights and examples for teachers looking to incorporate environmental perspectives into their teaching. Additionally, the article discusses a data capture sheet used by students to examine different source types used by historians and researchers to study changes to the landscape, flora, and fauna in England. It explains the examples of sources and their limitations, while also emphasizing the importance of subject knowledge in environmental history and the potential for incorporating it into the curriculum. The text references various sources and authors for further information on the topic. [Extracted from the article]

The article discusses navigating professional development as an Early Career Teacher (ECT), focusing on the influence of the Historical Association (HA) and the History Teacher Development Programme (HTDP). It highlights how these programs support ECTs in integrating scholarship into teaching practice, addressing challenges like subject knowledge gaps and fostering a supportive community among teachers.

The article highlighting the transition in leadership and ongoing educational initiatives. Topics include advancements in history education, challenges faced in curriculum development, and upcoming professional development opportunities. It emphasizes the committee's commitment to enhancing school history through innovative approaches and community engagement.

The article discusses the importance of teaching history in relation to climate change and the environment. It emphasizes the need for a curriculum that reflects the ongoing relationship between past and present, and the role of history in understanding how we got to the current climate crisis. The article highlights the HA's support for teaching environmental and climate history, as well as various resources and webinars available for educators. It also mentions the dedication of an entire issue of Teaching History to climate change and environmental issues as part of the commitment to addressing the climate emergency. [Extracted from the article]

The article features a conversation between a parent and child, exploring the significance of children developing articulate communication skills. Topics discussed include Keir Starmer's advocacy for enhancing oracy to address social barriers, the historical integration of oracy in education to improve argumentation, and Jerome Bruner's theory on language acquisition through social interaction and scaffolding.

The article explores how history teachers are innovating their curriculum approaches, emphasizing a long-term perspective and deeper analysis beyond traditional narratives. Topics discussed include shifts towards examining consequences, using metaphorical frameworks in historical scholarship, and integrating diverse sources to explore social, cultural, and moral dimensions of historical events.

The article titled "Climate and Environment" discusses the current ecological and climate crisis, emphasizing that it is human-induced. The article explores various perspectives on the crisis, including those who previously disputed its existence but now argue that the threat is exaggerated. It also highlights the emotional responses of young people to the crisis and calls for schools to teach more about it to increase understanding and agency. The article suggests that learning about climate change in isolation from other disciplines may exacerbate anxiety and emphasizes the importance of incorporating environmental perspectives into history education. The article provides examples of how historians have contributed to a more accurate understanding of current issues, such as the Black Lives Matter movement. It concludes by emphasizing the urgency of investigating the causes of the crisis in order to propose solutions. [Extracted from the article]

The article provide guide to history teachers with an overview of the 'story so far' of many years of practice-based professional thinking about a particular aspect of history teaching. It mentions need to avoid falling into the trap of treating historical significance as an isolated practical skill and story of its evolution in the hands of history teachers. It also mentions historical significance attached to an event person, situation or trend is going to change.

The article focuses on how pupils can engage directly with the kinds of sources to which historians are increasingly turning their attention and how history teachers can bring academic scholarship into the classroom. It mentions how carefully structured support as pupils handled the objects created a highly inclusive and absorbing learning environment. It also mentions authenticity and inclusivity in the history curriculum for school-age pupils.

The article focuses on Fiona Tait, a trainee with visual impairment, who was unsure how she would navigate the challenges of learning to teach history. It mentions need to learned about a genuinely inclusive approach to teaching and teacher education and diversity was an asset to the teaching community and that diverse perspectives made that community stronger. It also mentions teachers use mini whiteboards as a tool for formative assessment.

The article focuses on introductory unit, designed with a specific focus on the history of Africa and an emphasis on the work of African historians in constructing interpretations of past based on archaeological sources. It mentions ideas about the richness and diversity of African history and deep roots within that continent of both Christianity and Islam. It also mentions significance of the names of the Lalibela churches and significance of cosmopolitan influences from Judaism and Byzantium.

The article offers information on the webinar series 'West African History before the 1600s' hosted by Nick Dennis with lectures by Toby Green and Professor Trevor Getz. It mentions study would be within history curriculum and way of introducing the kingdom of Mali in a format that would complement the other units. It also mentions need to review Key Stage 3 curriculum.

The article argues that teachers can powerfully shape their students' imagined pasts through careful curriculum planning. It mentions how doing so gave greater meaning to his students' understandings of the Weimar Republic and students were unable to genuinely inhabit the historical places they encountered in his lessons. It also mentions ways to curate his students' constructions of 'secondary worlds' in the historical past, including narrative maps, and material culture.

The article focuses on using extra-curricular opportunities inside and outside the classroom to broaden students' encounters with history. It mentions department seeks to make extra-curricular activities accessible to all. It also mentions focus on involving professional historians and drawn in to share the excitement of practicing history.

The article explains radical rethink of how to teach transatlantic slavery. It mentions earlier approach earlier approach causation of 'abolition' and 'emancipation' and, instead, allowed scholarship, sources and his own students' meaning-making to guide him to a different much more profound analytic focus. It also mentions practice of a Historical Association Continuing Professional Development (CPD) programme about transatlantic slavery and its legacies.

The article focuses on need of building Key Stage 5 students' analysis of interpretations in the short, medium and long term and required to analyze and evaluate historical interpretations. It mentions how and why historians arrive at differing interpretations which impeded their ability to analyze them. It also mentions sequenced planning and processual model using the visual metaphor of an iceberg and long-term curriculum plan to build students' disciplinary knowledge of interpretations.

The article provides new history teachers with an overview of the 'story so far' of many years of practice-based professional thinking about a particular aspect of history teaching. It mentions draws on tried and tested approaches arising from teachers with experimenting, researching practising, writing and debating their classroom experience. It also mentions range of practical planning suggestions suitable for any key stage and signposts the basic reading essentials for new professionals.

The author identifies and addresses her Year 12 students' blind spot over agentive explanation. It mentions examination board to which teaches uses 'motivations' rather than 'aims' prompted to consider whether students really knew what that meant and students' causal explanations. It also mentions dartboard technique suggested to needs of her students and ideas about teaching difficult aspect of causation as well as a model of thinking about how to use and adapt others' metaphors as teaching.

The article compare writing in history to running a marathon and need to be training pupils step by step so that they remember the crucial substantive knowledge that leads to great history writing. It mentions framework of second-order concepts such as causation, change over time and historical interpretations and essence of history teaching. It also mentions abstract concepts such as imperialism, nationalism, militarism and the alliance system.

The article presents a guide provides new history teachers with an overview of the 'story so far' of many years of practice-based professional thinking about a particular aspect of history teaching. It draws on tried and tested approaches arising from teachers with many years of experimenting, researching, practicing, writing and debating their classroom experience. It also mentions Historical Association (HA) insisted that it agree to a clarification and women's suffrage campaign.

The article focuses on Cunning Plan for teaching about life in Elizabethan England. It mentions to develop the new Year 7 scheme of learning and thought more about curriculum coherence and extent of interest in the Tudors in literature, films and television shows how endlessly engaging that period of history. It also mentions networking and the sharing of practical ideas with presentations from historians and may be of interest to history teachers.

It is almost 20 years since Michael Riley first invited Key Stage 3 history teachers to 'choose and plant' their enquiry questions. Many members of the history education community have taken up that invitation, making use of overarching enquiry questions to structure students' learning. But what is meant by enquiry in this context is sometimes poorly understood by senior leaders and policy makers, particularly those who are not history specialists. In writing this article, Abdul Mohamud and Robin Whitburn seek to clarify what they regard as the essential features of any historical enquiry within the school curriculum. In setting out this detailed anatomy, they draw on seven enquiries developed by different teachers and shared in the pages of Teaching History over the past 20 years. They also draw on three of their own enquiries, developed as directors of Justice to History, working in partnership with others. Just as Riley turned to the idea of garden design, so Mohamud and Whitburn provide readers with a powerful metaphor to enrich the explanation of each of their essential elements. [ABSTRACT FROM AUTHOR]

The article focuses on short guide which provides new history teachers with an overview of the 'story so far' of many years of practice-based professional thinking about a particular aspect of history teaching. It draws on approaches arising from teachers with many years of experimenting, researching, practising, writing and debating their classroom experience. It also mentions time to introduce pupils to real works of historical scholarship.

In this article, the author illustrates the importance of using historical scholarship in choosing foundational knowledge to teach. It mentions how he used that scholarship to shape and re-shape the flow of a lesson sequence and to discern what pupils had and had not understood. It also mentions pupils' written and oral responses in the light of historians' work on working-class identity construction and advances history teachers.

In this article, the author discusses her concerns about the differences between what she had been delivering at Key Stage 3 and the broader, connected experience she had as an undergraduate historian. It mentions planned opportunities to consolidate prior learning and re-developing curriculum and prepare pupils for subsequent topics. It also mentions idea of students tracing key factors such as religion, wealth, diplomacy warfare as well as adventure.

The article focuses on teaching the history of Britain's empire by using material culture. It mentions consequences of British imperialism and demands of a teaching timetable and the organisation and research required made visiting an archive feel prohibitively difficult. It also mentions pupils would address the impact of empire by using the local spice box as a starting point to explore the changes and continuities experienced in everyday life within a local context.