Reflecting on challenges that had surfaced in their own and others' efforts to get pupils to write historical narratives, Rachel Foster and Kath Goudie went back to the drawing board to consider the disciplinary purposes of narrative. They used both historical scholarship and theoretical works by historians on narrative construction. Their…

An inquiry framed around the experience of an enslaved woman, highlighted in a recent film, offers an opportunity for meaningful student engagement with the history of American enslavement.

Jacob Olivey wanted Year 8 to know that ordinary people in the nineteenth century constructed their own identities. In this reflection on how his practice developed in his training year, Olivey illustrates the importance of using historical scholarship in choosing foundational knowledge to teach. He shows how he used that scholarship to shape and…

Taking as a point of departure that consciousness of time is pivotal to historical consciousness, this paper explores intuitive temporal experiences as opposed to the less intuitive temporal experience connected with historical consciousness. The intuitive daily/cyclic, social and mythical temporal awareness is being opposed to historical…

David Hibbert and Zaiba Patel decided to work together after becoming concerned that school history curricula might not enable students to interrogate popular British mythologising about World War II. Building on these pre-existing concerns, their collaboration with the historian Yasmin Khan yielded an Interpretations enquiry which asked students…

This paper examines the potential of outdoor learning for supporting children's understanding of and attitude towards history. A class of primary school children participated in an intensive experiential, residential history programme. A range of data was collected before, during and after the residential programme, and the findings suggest that…

Prior research across disciplines has established the value of dialogic, whole-class discussions. Previous studies have often defined discussions in opposition to the notorious triadic pattern called recitation, or IRE/F, focusing on variations to the teacher's initiating question or evaluative follow-up on students' responses. Recent scholarship…

The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals' actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and…

The history curriculum in the United States, particularly in the elementary grades, has long been in need of a revamp, argues Kevin Krahenbuhl. The predominant model of history education, expanding horizons (EH), which begins with students' local communities and expands outward, is built on incorrect assumptions about what young people are able to…

The fourth grade represents the first year of study of the discipline History for students in pre-university education. Before being a matter of civics, the European identity is a historically grounded construct; therefore, we naturally wondered whether the issue that we have not only an ethnic or national identity, but also a European one is,…

The aim of this study is to reveal the experiences of digital comics developed by the participants in Atatürk's Principles and History of Revolutions course. In this context, the research has been designed with phenomenology, which is one of the qualitative research methods. The study group of the research consists of 29 university students who…

This research study examined how students and I navigated learning and teaching about genocide and mass violence in the context of a semester-long high school comparative genocide and human rights elective course at DeWitt Junior-Senior High School in rural south-central Wisconsin. Specifically, the study examined how students individually and…

Teachers in the US are increasingly required to use scripted curricula. Such instructional materials often reflect the overwhelming whiteness of the publishing industry through a lack of representation of authors and protagonists outside of white, middle-class normative characters. Implementation of such curricula stands in direct contrast to…

This article presents a critical analysis of moral judgment in history education using the case of Cecil Rhodes as an example. For this purpose, I first examine the arguments for and against passing judgment on past actions given by historians, historical philosophers, and history education researchers. Second, I take a close look at the ways…

Michael Pitblado and Agnieszka Chalas, history teacher and art teacher respectively, describe how and why they responded to a call by Canada's Truth and Reconciliation Commission to engage students with difficult aspects of Canada's past, including the forced cultural assimilation of Indigenous peoples through the Indian Residential School System.…