We are in the wonderful position where #OBHD is getting so big that it can be hard to find things. Here are some handy links to posts you enjoyed and might want to access again. Or perhaps you missed them first time around and can discover anew what a fabulous subject community we are part of as history teachers.
Lists and indices of sources of substantive and disciplinary knowledge
The headings are: free resources, GCSE and A level revision, more diverse past, planning and process, teacher knowledge, teaching substantive knowledge, teaching the discipline.
Free resources:
- BHM – Medicine Through Time – African Women and the British Health Service, 1930-2000
- Black history resource shared for easy adaptation!
- Exploring and Teaching Medieval History – an introduction by Ian Dawson
- Football – history – diversity … free resource!
- Free high-quality resources for teaching WW1, inter-war years, WW2 and the Cold War…
- FREE – Historical Fiction list from the HA
- FREE Religion in Elizabethan England macro inspired by a recent Teaching History article
- Historians for your classroom – free resource!
- Historians: short film clips
- History gets you where you want to go!
- In case you’d forgotten about thinkinghistory.co.uk …
- Intersecting history in school – the ‘slot-in’!
- Later Middle Ages: Teaching Fellowship Resources
- Reading list with reviews!
- Sharing great resources via OBHD
- Spice up your sources!
- The Process of History display
- Think like a historian!
- Women’s Suffrage Resources launched
- Free 20thC Britain timeline
- ‘Mr Keet on Location’ – creating documentaries as a History Teacher
- ‘We hear your voices too!’ – shared resources
GCSE and A Level Revision:
- A Level bookmarks – OBHD in action!
- Getting the kids to make their own revision guide!
- Making it stick is hard – try ‘Starter for ten’!
- Memory palaces – the ancient idea that could be the future of history teaching?
- What to do with mock exams – part 1
- What to do with mock exams – part 2
More diverse past:
- Absent from your curriculum?
- Being ambitious with the First World War: ‘Blended, not binary.’
- Being ambitious with the First World War: interrogating inevitability
- Black Tudors – part 1
- Diversify your history teaching with more help from #OBHD
- Finding women in the American West
- Football – history – diversity … free resource!
- Inspiration from Teaching History 127 ‘Sense and Sensitivity’
- Intersecting history in school – the ‘slot-in’!
- Meanwhile, elsewhere – a great team effort!
- “More of that black history stuff again?” – Yes!
- Pearls of Wisdom from Teaching History 120
- Personal reflections on the EUROCLIO conference… let’s learn the lesson from our European colleagues!
- Polish students, Polish connections, Polish history, strong communities…
- Process of constructing a vision statement
- Redressing the balance: trying to make Post-16 history a bit more representative
- Rethinking how we teach about transatlantic slavery
- Revisiting Chartism: The importance of teaching about the ‘Black Man and his Party’
- Tackling Racism: Teaching West African History pre-1700 – Benin
- Teachers’ perspectives on teaching Black History
- Teaching beyond Europe, the less trod path…
- Teaching diversity through footballing history
- “The curriculum garden…
- Using popular music for learning and teaching about Black lives in modern Britain
- Using popular music for learning and teaching the struggle for black equality in the USA
- ‘We hear your voices too!’ – shared resources
- Why 2020 is the perfect year for the ‘Unknown Warrior’
Planning and process:
- A View from the Sidelines about Online Communication by (History) Teachers
- An honest view of the curriculum planning process
- Bridging from Y6 to Y7 – transitional history
- Building ‘Botheredness’ making reluctant learners care about History
- “Face to face support” – this is what we are doing
- Closing the gap for disadvantaged students – can history lead the way?
- Decision making games to enthuse and nurture oracy
- Effective remote history teaching
- Help! – we’re under scrutiny for our poor results…
- History teachers’ sources of support – part 1
- History teachers’ sources of support – part 2
- How we are trying to design the best KS3 Curriculum ever
- Inspiration from Teaching History 109 ‘Examining History’
- Learning history outside the classroom
- Lessons learned from lockdown. The perspective of a history teacher.
- Lessons learned: how are we changing our teaching in light of the first cohort of GCSE results?
- Looking Ahead to September: some initial thoughts for History Subject Leaders
- Nurturing history teachers and teaching in a time of Covid
- Online learning: similarities and differences
- Questions to help you review your KS3 curriculum
- Reflections on our Ofsted pilot
- Ringing the changes: the power of enquiry questions that both chime and resonate
- Supporting the development of students’ schema: a wish list for students arriving for their first year of A Levels
- Using the wisdom on… developing a sequence as an NQT
- What to do with mock exams – part 1
- What to do with mock exams – part 2
- Why should I include local History in my curriculum?
Teacher Knowledge:
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Disciplinary:
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Substantive:
- A History HoD gives us seven steps to stay subject specific…
- A introduction to historical geographical systems for history teachers
- Finding women in the American West
- Intersecting history in school – the ‘slot-in’!
- The History Teachers’ Book Club
- Reading list with reviews!
- Spice up your sources!
- Subject knowledge as you commute!
- Teaching Medieval History? – websites!
- What did you read this summer?
- Why should we teach medieval women?
Teaching substantive knowledge:
- Acting out the BIG PICTURE: using geeky scripted role plays at GCSE and A Level
- Being ambitious with the First World War: ‘Blended, not binary.’
- Being ambitious with the First World War: interrogating inevitability
- Fixed ideas about teaching the Feudal System? Time to change!
- ‘Mr Keet on Location’ – creating documentaries as a History Teacher
- Help with the 11th November centenary and beyond
- How specifying the knowledge has really helped all our learners
- I don’t do dates!
- ‘Imagine it as a pizza…’ and other dodgy analogies!
- Inspiration from Teaching History 109 ‘Examining History’
- ‘Left-wing? Right-wing? Do you mean like in hockey, miss?’
- Maps to make WW1 a truly WORLD war
- Misconception, misconception, misconception!
- Quite literally making links!
- Planning substantive concepts over time
Teaching the discipline:
Teaching History for beginners… Disciplinary Concepts
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Change and continuity:
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Empathetic understanding
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Interpretations:
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Sense of period and place:
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Sources as evidence:
Book reviews:
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- Reflection on historical scholarship … Ian Mortimer’s Time Travellers’ Guides
- Reflections on historical scholarship … Sheila Rowbotham on women who made the 20th century
- Reflection on historical scholarship … teaching the 20thC
- Reflection on a memoir … John Scott in the Russian City of Steel
- Reflection on historical scholarship … Susan Doran on Elizabeth I
- Reflection on historical scholarship … Simon Sebag Montifiore on Stalin
- Reflection on historical scholarship … Dan Cruikshank’s work on the threat to Britain in World War Two
- Reflection on historical scholarship … Giles Milton on Churchill’s mavericks
- Reflection on historical scholarship … David Olusoga on the cult of progress
- Reflection on historical scholarship … Margaret MacMillan on the Paris Peace
- Reflection on historical scholarship … Dee Brown on Wounded Knee
- Reflection on historical scholarship … Daniel Lucks on the Cold War and Civil Rights
The Historical Association’s ‘onebighistorydepartment’ #OBHD is growing every week, thanks to the generosity and talent of history teachers across the country. Please do engage and contribute. You can get in touch via www.history.org.uk. The HA is on Facebook and @histassoc
