This is a real weak area for me, too, tbh.

The book I read while planning work on c. 1953-1964 was this (and was pretty good) - but this is an area I certainly should go back to before too long

www.bloomsbury.com/uk/khrushche...

Absolutely super, Jim - thank you and @citoyenneclaire.bsky.social so much!

My letter to HMDT: drive.google.com/file/d/12HFT...

Template letter for anyone wishing to write also: docs.google.com/document/d/1...

Thanks for this observation! Yes, this is something I've found too. Take e.g. this analysis of a Russian Civil War pogrom in 1921, which identifies its cause in cont. trend of wartime violence comb. w. established antisemitism

Full extract and analysis 👇
istorikteach.blogspot.com/2025/08/the-...

6/ Thank you also to @arthurjchapman.bsky.social @apf102.bsky.social @danlyndon.bsky.social for earlier suggestions on reading and directions on this

5/ Historical studies of continuity might help us as teachers explore its different types and processes, including repeated patterns over time, resistance/reaction to change, reversion/restoration of the old, establishment of novel trends, and long-term legacies

4/ Because it is a complex and dynamic process, continuity requires its own complex vocabulary to express, just as change does. And just like change, we should be thinking in terms of the rate, extent, and nature, as well as the trajectory, of continuity