Horrible Histories is one of the most successful BBC programmes still running. Its influence on British children over the previous 15 years has been a cornerstone to diverse historical knowledge for an entire generation, introducing countless children to subjects and topics that follow them through educational careers. Children’s history remains an under researched topic, and this study of Horrible Histories aims to highlight the importance of entertainment within humanities subjects being crucial, particularly as they face criticism for holding onto traditional academic narratives and learning techniques. The use of humour, parody, ‘gore’ and popular culture all intertwine to create a successful and effective piece of children’s history through Horrible Histories. This thesis takes the current historiography on pedagogic methods and the limited scholarship on Horrible Histories to argue that history written for children is a valid form of historiography. Particularly as historiography for children must be both engaging and informative, Horrible Histories has struck a balance resulting in an excellent resource – it uses songs, parodies of popular culture and British television, pokes fun at teachers, parents, and prominent historical figures all while remaining effective, engaging and most importantly, fun.
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