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1 Ideas For History Teachers ichistory.com

Idea 1 / 1: 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 spot the difference 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 identifying what s the same!

Idea 2 / 1: Perspectives How it works Suggestions A good opportunity to discuss current affairs Skills Context Perspective Empathy Bias Use with Holocaust Columbus Lands in the New World The Execution of Charles I Nazi Germany

Children in Factories 1 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 child s first day working in the factory. Young Child 2 3 1 2 3

Idea 3 / 1: 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. Little or No Change / Status Quo Some Change Significant Change

Idea 4 / 1: I Spy Starters How it works Suggestions Use as lesson or topic starter Skills Corroboration Observation Communication

Eye Spy : Year Portrayed : Period Of History : M S S K B A C H S H I S W C

Eye Spy Year Portrayed : 66 Period Of History : Early Medieval Mace Standard Spear Knight Battle Axe Cavalry Helmet Stirrup Hauberk Infantry Shield Wall Corpse

Idea 5 / 1: 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 Punch magazine, August 12th, 1914. Reliable or Not? (Circle a score below) Unreliable 1 2 3 4 5 6 7 8 9 Reliable

The Cartoon About: Task : create a cartoon of your own to show.. 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? (Circle a score below) Unreliable 1 2 3 4 5 6 7 8 9 Reliable

Idea 6 / 1: 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 / 1: 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 Agreed Pair / Group Order No Army 1 Most No USA Important 2 Role of Dictators 3 Poor Leadership 4 The Peace 5 Treaties of No Germany Decision WW1 6 Making 7 8 Least Global Depression Power of Veto 9 Important

Idea 8 / 1: Empathy How it works Suggestions Introduce context - why did white people behave this way? Skills Empathy Imagination Perspectives Bias Use with 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 Eckford 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 / 1: 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 Collaboration Debate Democracy Problem solving Use with USA and Civil Rights South Africa The Reformation India and the British Empire

The best thing about the school is The best thing about the school is The best thing about the school is The worst thing about the school is... The worst thing about the school is... The worst thing about the school is... I don t like this because. I don t like this because. I don t like this because. I would change this by... I would change this by... I would change this by... The best thing about the school is The best thing about the school is The best thing about the school is The worst thing about the school is... The worst thing about the school is... The worst thing about the school is... I don t like this because. I don t like this because. I don t like this because. I would change this by... I would change this by... 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... 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 / 1: 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 report 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 / 1: 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 / 1: 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 / 1: 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 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

What s this?

Long or short term factor? The event E.G. English Civil War

LONG TERM CUASES The Tipping Point 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 or trigger 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

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 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 MP 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 or trigger 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 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 MP 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

Idea 14 / 1: Create the Debate How it works Suggestions Use as content review activity Skills Persuasion Debate Listening Adapt to 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. 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 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. 1 2 1 2 3 Did animals benefit in any way? 3 4 Focus on. Dogs. Focus on. Dogs. 4 5 5

Should Animals Be Used In Wartime? 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? 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. Tick : A bonus point for each member that contributes. Right Wrong Right Wrong Right What types of jobs did animals do and how important were these roles? Wrong Right What types of jobs did animals do and how important were these roles? Wrong Right Were animals treated well during the war? Wrong Right Were animals treated well during the war? Wrong Right Did animals benefit in any way? Wrong Right Did animals benefit in any way? Wrong Right Focus on. dogs. Wrong Right Focus on. Dogs. Wrong Right Any other business? Wrong Right Any other business? Wrong TOTAL TOTAL

Idea 15 / 1: 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 isn 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...

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