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
- 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?
- Black Tudors – part 1
- Diversify your history teaching with more help from #OBHD
- Football – history – diversity … free resource!
- Intersecting history in school – the ‘slot-in’!
- Meanwhile, elsewhere – a great team effort!
- “More of that black history stuff again?” – Yes!
- 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’
- Teaching beyond Europe, the less trod path…
- “The curriculum garden…
- ‘We hear your voices too!’ – shared resources
Planning and process:
- An honest view of the curriculum planning process
- Building ‘Botheredness’ making reluctant learners care about History
- Closing the gap for disadvantaged students – can history lead the way?
- 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
- Learning history outside the classroom
- Lessons learned: how are we changing our teaching in light of the first cohort of GCSE results?
- 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
- 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:
-
Disciplinary:
-
Substantive:
Teaching substantive knowledge:
- Acting out the BIG PICTURE: using geeky scripted role plays at GCSE and A Level
- 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!
- ‘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:
-
Change and continuity:
-
Interpretations:
-
Sense of period and place:
-
Sources as evidence:
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
