Change and continuity
Consideration of change and continuity tends to be a feature of period and thematic studies. The latter, in particular, make it possible for students to examine trends and turning points over time, looking at those dimensions which remain stable while others alter, and examining the varying pace, direction and nature of those alterations. Another aspect of change and continuity – one that can also be explored within shorter depth studies – is the lived experience of change: how particular developments were experienced and understood by those who lived through them. These materials provide important insights into common student misconceptions and illustrate a range of strategies for planning and teaching (including the choice of worthwhile historical questions) that will support the development of more effective analytical descriptions of change and continuity. Read more
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Lengthening Year 9’s narrative of the American civil rights movement
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How visual evidence reflects change and continuity in attitudes to the police in the 19th and early 20th centuries
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Learning from a pandemic
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Using individuals’ stories to help GCSE students to explain change and causation
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‘One big cake’: substantive knowledge of the mid-Tudor crisis in Year 7 students’ writing
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Transatlantic slavery – shaping the question, lengthening the narrative, broadening the meaning
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Film: What's the wisdom on... Change and continuity
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Teaching Year 9 to argue like cultural historians
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What’s The Wisdom On... change and continuity?
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Cunning Plan 178: How far did Anglo-Saxon England survive the Norman Conquest?
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‘Man, people in the past were indeed stupid’
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From flight paths to spiders’ webs: developing a progression model for Key Stage 3
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Dealing with the consequences
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‘Through the looking glass’
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Anything but brief: Year 8 students encounter the longue durée
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From road map to thought map: helping students theorise the nature of change
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Triumphs Show 167: Keeping the 1960s complicated
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Inverting the telescope: investigating sources from a different perspective
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Why are you wearing a watch? Complicating narratives of economic and social progress
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Cunning Plan 163.1: GCSE Thematic study
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