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101 Ideas For History Teachers

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Idea 1 / 101: Corroboration How it works Some students find the concept of corroboration quite difficult. To simplify this begin any lesson or activity that requires this skill with a â&#x20AC;&#x2DC;spot the differenceâ&#x20AC;&#x2122; game. Once done explain that corroboration is a very similar concept. Simply transfer the idea of looking for things that are the same, similar or repeated in historical sources.

Skills Corroboration

Corroboration is â&#x20AC;Ś identifying whatâ&#x20AC;&#x2122;s the same!

Idea 2 / 101: Perspectives How it works

Suggestions A good opportunity to discuss current affairs

Skills

Use with

Context Perspective Empathy Bias

Holocaust Columbus Lands in the New World The Execution of Charles I Nazi Germany

Children in Factories

It is a valuable life skill to understand that other people may experience and think about things in very different ways to ourselves. This is called perspective or point of view. Can you think of something happening in the world today that people may have very different perspectives about? Understanding perceptive is also helpful when studying events in history. It helps us be more empathetic and recognise bias more clearly. Look at the image below and write a sentence or two from the perspective of each person. Imagine it is the young childâ&#x20AC;&#x2122;s first day working in the factory.

Young Child

2 3

1 2 3

Idea 3 / 101: Assessing Change How it works

Suggestions Use this as a review activity. Discuss students opinions as a plenary.

Skills Change and continuity Summary recap and review

Assessing Change : Mission : to assess the change between the years â&#x20AC;Ś.

Little or No Change / Status Quo

Some Change

Significant Change

Idea 4 / 101: I Spy Starters How it works

Suggestions Use as lesson or topic starter

Skills Corroboration Observation Communication

Eye Spy : Year Portrayed : Period Of History :

B A

H C

H S W

Eye Spy Year Portrayed : 1066 Period Of History : Early Medieval

Standard

Mace

Spear

Battle Axe

Knight

Helmet

Cavalry

Stirrup

Hauberk

Infantry

Corpse

Shield Wall

Idea 5 / 101: Cartoon Analysis How it works

Suggestions Extend the activity and have students design their own cartoons

Skills Source analysis Source Evaluation Creativity

The Cartoon About A Boy And An Old Man Discover : how to identify main features of a cartoon Explore : how to interpret these features Skill: cartoon analysis and evaluation.

Message of the cartoon

(write this AFTER completing DEC process)

Describe the main features of the cartoon.

Explain what each of these features means / represents

Context: what historical event is this cartoon about?

A British cartoon published in â&#x20AC;&#x2DC;Punchâ&#x20AC;&#x2122; magazine, August 12th, 1914.

Reliable or Not?

(Circle a score below)

Unreliable

Reliable

The Cartoon About: Task : create a cartoon of your own to show â&#x20AC;Ś..

Message of the cartoon

(write this AFTER completing DEC process)

Describe the main features of the cartoon.

Explain what each of these features means / represents

Context: what historical event is this cartoon about?

A cartoon created by: Titled:

Reliable or Not? Unreliable

(Circle a score below) 2

Reliable

Idea 6 / 101: Follow Me ! How it works

( example topic : The Causes of WW1 )

1: Select 6 students - assign each, one of the causes of the war. Allow them time to prepare an argument demonstrating why their cause was most important. 2 : Present a concise opening argument to the class. 3 : Students then join / follow their cause of choice. 4: Continue the debate allowing students to contribute once they follow a cause. 5 : Students can change at any time. 6. Wrap up and rank outcome.

Suggestions Teacher to join / help the person with least followers

Skills Persuasion Debate Listening

Adapt to Any causes activity Why the League of Nations failed

Idea 7 / 101: Rank And Discuss How it works

Suggestions Once students have complete the worksheet activity bring together as a class. List on board, vote and debate.

Skills Persuasion Debate Listening

Adapt to Any causes activity Importance and consequences

Why Did the League of Nations Fail? Mission : to recap and rank the reasons why the League failed .

My Rank Order No Army

No USA

Agreed Pair / Group Order Most Important

2 Role of Dictators

3 Poor Leadership

The Peace Treaties of WW1

No Germany

Decision Making

7 8 Global Depression

Power of Veto

Least Important

Idea 8 / 101: Empathy How it works

Suggestions Introduce context - why did white people behave this way?

Skills

Use with

Empathy Imagination Perspectives Bias

USA and Civil Rights India and the British Empire Execution of Anne Boleyn WW1 : Going ‘Over the Top’

The Experience of Elizabeth Eckford. One of the Little Rock 9 - 1957.

I think ...

Starter : Do you remember your first day of school? Were you nervous, excited, happy or afraid? Any stories to share? Follow up : Now, consider Elizabeth Eckfordâ&#x20AC;&#x2122;s first day at school. Upon her arrival she was surrounded by hundreds of white adults who insulted, threatened (to lynch), pushed and an old woman even spat at her. Her entry into the school was blocked by the National Guard soldiers. Overwhelmed but defiant, she sat alone on a bench outside the school.

I feel ...

I say ...

My body is ...

Idea 9 / 101: Make a change! How it works When beginning a unit that deals with revolution, protest or change ... 1: Students to complete the attached ticket. 2: Break into groups of 4-6. 3: Each group to decides on 1 ticket for voting. 4: List on board and vote on most important. 5: Consider ways they can change this. 6 : Feeling brave ?? Try to make this happen ! ( If they are unable / unwilling what prevented it?)

Suggestions Student should not name teachers or other students

Skills

Use with

Collaboration Debate Democracy Problem solving

USA and Civil Rights South Africa The Reformation India and the British Empire

The best thing about the school is…

The worst thing about the school is ...

I don’t like this because….

I would change this by ...

The best thing about the school is…

The worst thing about the school is ...

I don’t like this because….

I would change this by ...

The best thing about the school is… The worst thing about the school is ... I don’t like this because…. I would change this by ...

Idea 10 / 101: Gestapo! How it works When teaching the topic - Life in Nazi Germany and considering how effectively the Nazis controlled the Germany population through fear and paranoia. Explain that you are going to recruit one or two students to act as Gestapo. Once recruited it is the job of the chosen students to â&#x20AC;&#x2DC;reportâ&#x20AC;&#x2122; to you on the behaviour of other students in the class. Ensure you recruit the students stealthily and have them report to you in secret. In subsequent lessons share some of your findings with the class. After 2-3 weeks ask students to try and identify who the Gestapo were. You could run this as a vote - a reward could be given to either the Gestapo ( if they are not identified ) or to the class if they are able to identify one of the Gestapo.

Suggestions Choose students wisely and be discreet as to the types of information that is reported and shared.

Skills Investigation

Use with Nazi Germany

Idea 11 / 101: Transporter How it works Aim: to introduce the concept of transport or the transport resolution. Start: Ask a student or pair to move a large pile of heavy textbooks form point A to B. Record this time. Main 1: Small groups devise a better / quicker method to do the same task. Main 2: Try out group methods and record fastest time. Plenary: Explain that the industrial revolution also required a transport revolution. Why was this ?

Suggestions Take this activity outside

Skills Problem solving Teamwork Creativity

Safety Check ideas as they emerge for potential dangers and hazards.

Idea 12 / 101: What’s Next ? How it works Aim: a simply way to introduce a new topic and test knowledge. Activity : Each student in the class can ask one question. ( Smaller classes give students more than one question ). The class mission is to find all the answers by asking questions. The teacher can only answer “yes” or “no”.

Suggestions Encourage less confident students to go early.

Skills Teamwork. Logical Thinking, Developing Knowledge.

Helps Less confident , quieter students have their input.

Where does he live?

Where was he born?

What century did he live in?

What type of job did he do?

What happened to him?

Why may this have happened?

What is our new topic?

Idea 13 / 101: Causes Long / Short Term How it works - ( see following diagrams ) 1 : Project diagram 1 onto the whiteboard. 2: Ask students to share what they can see. 3: Establish it is a snowball and a ski hill / slope. 4: Ask what may happen. 5: Establish the snowball may smash the house â&#x20AC;&#x201D; the house is the event. 6: Ask if the snowball is a Long Term or Short Term factor. 7: Show the what happened diagram to explain LT : ST and Trigger.

Skills Causation Knowledge and understanding

Adapt to Causes of any war or major event

Whatâ&#x20AC;&#x2122;s this ?

Long or short term factor?

The ‘event ‘ E.G. English Civil War

The Tipping Point

LONG TERM CUASES

Is the event avoidable here ?

The Causes of the English Civil War Task 1 : insert the sentence of explanation Task 2 : colour code long term

short term

1215 : The Signing of the Magna Carta

1534 : The Act of Supremacy

1603 : The Death of Queen Elizabeth Tudor

1603 : James Stuart ( VI ) of Scotland also becomes King of England ( James I )

1625 : Charles I becomes King

1625 : Charles Marries Henrietta Maria

1629 - 1640 : Eleven Years of Tyranny

1633 : Charles appoints William Laud as Archbishop of Canterbury

1635 : Charles orders everyone to pay Ship Money

1637 : Charles orders Scottish people to use a Catholic style prayer book

1639 : The Scots Invade England

December 1641 : The Grand Remonstrance

1642 : Charles tries to arrest 5 MPs who spoke against him

1642 : King Charles left London and goes to Oxford to raise an army

Autumn 1643 : The Battle of Edgehill

or trigger

The Causes of the English Civil War Task : Add the following sentences to the timeline

He fought with Parliament largely about money and closed Parliament for 10 years.

This angers many Puritans who thought he had Catholic ideas.

Like his father he believes in the Divine Right of Kings.

Charles has no choice but to recall Parliament and ask for money to fight them.

Leading barons tell King John that he must follow certain rules or laws.

The Scots want a simpler form of prayer and this angers them.

Henry the VIII breaks from the Catholic Church England becomes a Protestant country.

Parliament presents Charles a list 201 complaints about his rule.

King Charles locks the doors of Parliament and rules without MPâ&#x20AC;&#x2122;s for 11 years.

She is a Roman Catholic and this was unpopular with many in England

She did not have any children so the rule of the Stuarts begins.

The relationship between King and Parliament was completely broken

King and Parliament prepare for war

Usually only those people living on the coast paid this tax

The English civil war has begun

The Causes of the English Civil War Task 1 : insert the sentence of explanation Task 2 : colour code long term

short term

1215 : The Signing of the Magna Carta Leading barons tell King John that he must follow certain rules or laws 1534 : The Act of Supremacy Henry the VIII breaks from the Catholic Church - England becomes a Protestant country 1603 : The Death of Queen Elizabeth Tudor

She did not have any children so the rule of the Stuarts begins 1603 : James Stuart ( VI ) of Scotland also becomes King of England ( James I ) He fought with Parliament largely about money - he closed Parliament for 10 years 1625 : Charles I becomes King Like his father he believes in the Divine Right of Kings 1625 : Charles Marries Henrietta Maria She is a Roman Catholic and this was unpopular with many in England 1629 - 1640 : Eleven Years of Tyranny King Charles locks the doors of Parliament and rules without MPâ&#x20AC;&#x2122;s for 11 years 1633 : Charles appoints William Laud as Archbishop of Canterbury This angers many Puritans who thought he had Catholic ideas 1635 : Charles orders everyone to pay Ship Money Usually only those people living on the coast paid this tax 1637 : Charles orders Scottish people to use a Catholic style prayer book The Scots want a simpler form of prayer and this angers them 1639 : The Scots Invade England Charles has no choice but to recall Parliament and ask for money to fight them December 1641 : The Grand Remonstrance Parliament presents Charles a list 201 complaints about his rule 1642 : Charles tries to arrest 5 MPs who spoke against him The relationship between King and Parliament was completely broken 1642 : King Charles left London and goes to Oxford to raise an army King and Parliament prepare for war Autumn 1643 : The Battle of Edgehill The English Civil War has begun

or trigger

Idea 14 / 101: Create the Debate How it works

Suggestions Use as content review activity

Skills

Adapt to

Persuasion Debate Listening

Prohibition Hiroshima Who was to blame for the Cold War ?

Animals SHOULD be used in wartime.

Animals should NOT be used in wartime.

You are going to prepare for a debate about the role of animals in World War 1. You should conduct some research and be ready to contribute during each round of the debate.

Top Tips! Listen and allow others to speak. Keep to the question focus for each round. Come prepared, bring evidence (eg images) and present facts. Encourage quieter members to contribute. Listen, think of good come replies to points that you hear. Don’t talk over other people or try to shout others down. Be dramatic. use body + expressions to make your point clearer.

Top Tips! Listen and allow others to speak. Keep to the question focus for each round. Come prepared, bring evidence (eg images) and present facts. Encourage quieter members to contribute. Listen, think of good replies to points that you hear. Don’t talk over other people or try to shout others down. Be dramatic. use body + expressions to make your point clearer.

3 4 5

Did animals benefit in any way?

Focus on……. Dogs.

Should Animals Be Used In Wartime?

You are going judge for the debate about the rights and wrongs of using animals in warfare. You must judge objectively. Take the following into account for each round.

Evidence of research. What is said during each round. How things are said: clearly, respectfully, too aggressively? The number of debaters for the entire debate. Respectful behaviour towards the other team.

Other guidelines, ideas or rules? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

Tick : A bonus point for each member that contributes.

Right

Wrong

Right ____ 10

What types of jobs did animals do and how important were these roles?

Wrong ____ 10

Right ____ 10

What types of jobs did animals do and how important were these roles?

Wrong ____ 10

Right ____ 10

Were animals treated well during the war?

Wrong ____ 10

Right ____ 10

Were animals treated well during the war?

Wrong ____ 10

Right ____ 10

Did animals benefit in any way?

Wrong ____ 10

Right ____ 10

Did animals benefit in any way?

Wrong ____ 10

Right ____ 10

Focus on……. dogs.

Wrong ____ 10

Right ____ 10

Focus on……. Dogs.

Wrong ____ 10

Right ____ 10

Any other business?

Wrong ____ 10

Right ____ 10

Any other business?

Wrong ____ 10

TOTAL

Idea 15 / 101: Interview Them

Suggestions If time permits it is fun to have students film and share their interviews.

Skills Empathy Creativity Presentation Communication

Adapt to Any topic or period of history

Person Interviewed: _________________________ Interviewed by: _________________________ Date: ____________________ Question 1: ______________________________ Answer: _________________________________ ________________________________________ Question 2: ______________________________ Answer: _________________________________ ________________________________________ Question 3: ______________________________ Answer: _________________________________ ________________________________________ Question 4: ______________________________ Answer: _________________________________ ________________________________________ Question 5: ______________________________ Answer : ________________________________ ________________________________________

An interview with:

Queen Elizabeth I

Agenda: The life and times of Elizabeth I. By Royal Reporter: Date: Nov 25th, 1589. Your Majesty, it is an honour to meet you again. Are you well today?

You are greatly loved by your subjects, why do you think this is ?

My Queen, when not ruling the country how do you prefer spend your time?

What has been your greatest achievement to date ?

Have you made any mistakes, if so, what were they?

Beg my pardon, and I hope this question isnâ&#x20AC;&#x2122;t too personal. Are you a virgin ?

Your Royal Highness, despite your golden rule you have not provided an heir to rule when you are gone. Why not and is this going to be a problem ?

I have another question your Majesty...

Thank you for your honest answers, I have just one more thing to ask you...

101 History Teaching Ideas 1 - 15 Did you find these useful? Request part 2 or share an idea by contacting ( Phil ) ichistory@hotmail.com www.icHistory.com