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, early career teacher, subject leaders, miscellanous, and Covid.
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
- Gypsy, Roma and Traveller History Month
- 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
- Poles in Britain – free teaching 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
- What’s the point of studying history?
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?
- Support for GCSE history revision this year
- What to do with mock exams – part 1
- What to do with mock exams – part 2
More diverse past:
- 3D history teaching for diversity and inclusion
- 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
- Decolonisation in the History Classroom: wider perspectives and more critical questions
- Decolonising source analysis and introducing Sikh women’s history
- Diversify your history teaching with more help from #OBHD
- Empire: asking different questions
- Empire: visualising Empire a bit differently
- Empire: the thorny issue of literacy
- Empowering ourselves to create an anti-racist curriculum
- 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’!
- Introducing South Asian History Month
- Lessons on race in the early British Empire
- 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!
- Podcast series: confronting controversial history
- 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…
- Understanding the Industrial Revolution, the British Empire, and the Transatlantic Slave Trade as connected
- 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
- Using popular music for teaching LGBTQ+ history
- ‘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
- Amazing archives: working with local history at GCSE at beyond
- Back to the start of the lesson
- Bridging from Y6 to Y7 – transitional history
- Building ‘Botheredness’ making reluctant learners care about History
- Corners of foreign fields: ideas for making meaning and memory on a Battlefields Trips
- Cracking the Enigma: a new approach to teaching World War Two
- ‘Curriculums are not what we put in our plans, but what resides in our students’ minds’
- “Face to face support” – this is what we are doing
- Closing the gap for disadvantaged students – can history lead the way?
- Curricular implementation at KS4
- 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
- Planning help from back issues of Teaching History
- 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
- Smartphones and mirrors: using presentisms constructively
- Supporting the development of students’ schema: a wish list for students arriving for their first year of A Levels
- Teaching History Well: a reflection
- The return to formal assessment at KS3
- 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
- Where do marks on KS3 assessments come from?
- Why should I include local History in my curriculum?
Teacher Knowledge:
Disciplinary:
- A guide to historical enquiry questions in action
- Announcing… ‘What’s the Wisdom On…’
- Become a PGCE mentor: supercharge your practice
- Enquiry questions – the back story!
- Interpretations – the essential ‘how to’ for history teachers!
- Knowledge to use sources as evidence
- Literacy and oracy – a new CPD guide
- What to read about reading
Substantive:
- 1381: Calling time on classroom myths and misconceptions
- 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’!
- It’s time to update our remembrance assemblies
- Knowledge for history teachers and students
- Reading list with reviews!
- Saints and lice – unravelling the medieval past
- Spice up your sources!
- Stacking the scholarship shelf
- Subject knowledge as you commute!
- Teaching Medieval History? – websites!
- The History Teachers’ Book Club
- We mustn’t wait to regret out failure to face up to teaching about climate crisis
- What did you read this summer?
- Why should we teach medieval women?
Book reviews:
- 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
Teaching substantive knowledge:
- A 13thC Jewish woman: Licoricia of Winchester
- 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
- Bringing facts into the classroom through fiction
- Developing substantive thinking
- 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?’
- Local history of the Holocaust, a way into broader narratives
- Maps to make WW1 a truly WORLD war
- Misconception, misconception, misconception!
- Quite literally making links!
- Planning substantive concepts over time
- Using football in teaching history and cultural heritage
Teaching the discipline:
- 1381: it’s good to talk
- How to get more from teaching the historic environment in your classroom
- Teaching History for beginners… Disciplinary Concepts
- The importance of reading
- Time to bring back oracy
Change and continuity:
Empathetic understanding
Interpretations:
- ‘And then she waved a tea towel at us!’
- Meet me in the (virtual) museum
- Pearls of Wisdom from TH Journal 111
- Tell the artist why they are wrong!
Sense of period and place:
Sources as evidence:
- Getting them in and getting them started
- Using archives to enthuse and engage
- Why should I include local History in my curriculum?
Early career teacher:
- ECT: a perspective from 10 years on
- ECT knowledge audit
- EC History Teacher: experience beyond the classroom
- Finding my tribe as an early career teacher
- For beginning teachers and their mentors
- Subject specific CPD for ECTs
- Support for beginning teachers
- Using the new normal to better support new history teachers
Subject leaders
- How specialist is your line manager?
- Some thoughts on responding to results
- Swimming lessons for newly appointed history subject leaders
Miscellanous:
- 4 reasons why your headteacher should buy you HA Corporate Membership
- 1381: co-planning across distance
- A bit of half-term holiday fun!
- A Ukrainian perspective on teaching about Ukraine in the UK
- A medieval holiday
- Accessible battlefields visits
- Better history by working together
- How is your history club doing?
- Igniting the spark
- Reflections on the HA Conference 2020
- Swimming lessons for history subject leaders
- The case for displays in the history classroom
Covid classrooms:
- Beginning teaching in lockdown and beyond
- Dealing with the issues from lockdown in the history classroom
- Enriching History in a Time of Covid
- “I’m a Year 11/13 teacher in a Covid classroom; get me out of here!” – 1
- “I’m a Year 11/13 teacher in a Covid classroom; get me out of here!” – 2
- New year narrative of strengthening, not catching up!
- What could Lemov’s ideas for remote classrooms look like?
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
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