This book explored changing practice in history classrooms from the autonomy of the 1980s through the introduction of GCSEs and the National Curriculum to the prescription of the National Strategies and the pervasive influence of league tables in the first decade of the 21st century.

A guide to developing and using online resources in history teaching. It offers advice that helps the history teacher develop online assignments, and provides an introduction to the myriad resources and tools available for use in the online classroom.

Explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Larry Cuban examines how determined reformers have and have not changed the teaching of history.

In this book the author looks at the past, present and future of history teaching in primary schools in an attempt to provide a practical framework for teachers.

A study of a Tudor farmhouse. There are photographs showing children exploring a genuine Tudor farmhouse, where they handle artefacts and reproductions of historical objects such as clothing and cooking utensils. The text should be suitable for National Curriculum History at Key Stage 2.

Marcia Williams brings the Tudor kings and queens to life in her trademark comic strip style.

Combining a detailed focus on the core skills and principles underpinning good history teaching, this book will help develop a strong understanding of key historical concepts and the dynamics of the primary history national curriculum.

To learn about the "Age of Revolutions" in Europe and the Americas is to engage with the emergence of the modern world. This book provides up-to-date content and perspectives, classroom-tested techniques, innovative ideas, and an exciting variety of pathways to introduce students to this complex era of history.

A series detailing major conflicts of the 20th and early 21st centuries presented as extended timelines.

How do pupils make sense of the past? What is the relationship between the way historians construct interpretations of the past and the way pupils learn history in schools? This book draws together developments in a range of fields: in academic history, in the study of language and in classroom research on pupil learning.