Above: Historical Association logo

History fires pupils' curiosity and imagination, moving and inspiring them with the dilemma, choices and beliefs of people in the past while citizenship equips them with the knowledge, skills and understanding to play an effective role in public life.

Key Concepts of history and citizenship

The study of history is under pinned by the following key concepts, "chronological understanding" "cultural, ethic and religious diversity".  "Change and continuity", "cause and consequence",  "significance" and "interpretation".  Citizenship concepts include "democracy and justice", "rights and responsibilities" and overlap with history most closely when dealing directly with "identities and diversity: living together in the UK".

Key processes of history and citizenship

In history pupils need to learn the processes of "historical enquiry", "using evidence" and "communicating about the past" to make progress.   Citizenship processes include "taking informed and responsible action" and overlap with history most directly in the area of "critical thinking and enquiry".   Aspects of "advocacy and representation" in citizenship also reinforce points listed under the history concepts of "interpretation", "change and continuity" & "cause and consequence" where pupils explore different historical explanations and interpretations, partly in the light of evidence used to support them.

Range and breadth of content

The study of citizenship should include "key features of parliamentary democracy and government in the constituent parts of the UK and at local level including voting and elections".  The study of history potentially reinforces this knowledge since in terms of British history pupils are required to examine  "the development of political power from the Middle Ages to the twentieth century... the development of democracy" and "the different histories and changing relationships through time of the peoples of England, Ireland, Scotland and Wales".  Citizenship also requires that pupils study "the changing nature of UK society" and "migration to, from and within the UK and the reasons for this ".  The study of history mirrors this emphasis where pupils should be taught about how and why British society has changed over time, including explanations for migratory patterns and current diversity linked to "the development of trade, colonisation, industrialisation and technology, the British Empire and its impact".  Lastly citizenship stresses knowledge of "the UK's relations with the European Union and the rest of Europe, the Commonwealth, the United Nations and the world as a global community".  In history pupils should be taught about how such current international structures have come to exist, for example in the context of "the nature and impact of the two world wars and the Holocaust".

Written by:
Andrew Wrenn
Advisory Teacher for History
Historical Association
www.history.org.uk

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