101 ideas for history teachers · idea 11 / 101: transporter suggestions take this activity outside...
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101 Ideas For History
Teachers
icHistory.com
Idea 1 / 101: Corroboration
Skills
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.
Corroboration is … identifying what’s the same!
Idea 2 / 101: Perspectives
Suggestions
A good opportunity to
discuss current affairs
Use with Holocaust
Columbus Lands in the New World
The Execution of Charles I
Nazi Germany
Skills Context
Perspective
Empathy
Bias
How it works
Children in Factories
1
2
3
1
2
3
Young Child
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.
Idea 3 / 101: Assessing Change
Suggestions
Use this as a review activity.
Discuss students opinions as a
plenary.
Skills
Change and continuity
Summary
recap and review
How it works
Little or No Change / Status Quo
Some Change
Significant Change
Assessing Change : Mission : to assess the change between the years ….
Idea 4 / 101: I Spy Starters
Suggestions
Use as lesson or
topic starter
Skills
Corroboration
Observation
Communication
How it works
C
M
S W
H
K B A
S
H
S
S
Eye Spy : Year Portrayed : Period Of History :
I
C
Cavalry
Mace
Shield Wall
Hauberk
Knight Battle
Axe
Spear
Helmet
Standard
Stirrup
Infantry
Corpse
Eye Spy Year Portrayed : 1066 Period Of History : Early Medieval
Idea 5 / 101: Cartoon Analysis
Suggestions
Extend the activity and have
students design their own cartoons
Skills
Source analysis
Source Evaluation
Creativity
How it works
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.
A British cartoon published in ‘Punch’ magazine, August 12th, 1914.
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?
Reliable or Not? (Circle a score below)
Unreliable 1 2 3 4 5 6 7 8 9 10 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?
Reliable or Not? (Circle a score below)
Unreliable 1 2 3 4 5 6 7 8 9 10 Reliable
A cartoon created by:
Titled:
Idea 6 / 101: Follow Me !
Suggestions
Teacher to join / help the
person with least followers
Adapt to Any causes activity
Why the League of Nations failed
Skills
Persuasion
Debate
Listening
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.
Idea 7 / 101: Rank And Discuss
Suggestions
Once students have com-
plete the worksheet activity
bring together as a class. List
on board, vote and debate.
Adapt to Any causes activity
Importance and consequences
Skills
Persuasion
Debate
Listening
How it works
Why Did the League of Nations Fail? Mission : to recap and rank the reasons why the League failed .
No Army
The Peace
Treaties of
WW1
Decision
Making
Role of
Dictators
My Rank Order
1
2
3
4
5
6
7
8
9
Agreed Pair / Group Order
No USA
Poor Leadership
Power of Veto
No Germany
Global Depression
Most Important
Least Important
Idea 8 / 101: Empathy
Suggestions
Introduce context - why
did white people behave
this way?
Use with USA and Civil Rights
India and the British Empire
Execution of Anne Boleyn
WW1 : Going ‘Over the Top’
Skills Empathy
Imagination
Perspectives
Bias
How it works
The Experience of Elizabeth Eckford.
One of the Little Rock 9 - 1957.
My body is ...
I feel ...
I say ...
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.
Idea 9 / 101: Make a change!
Suggestions
Student should not name
teachers or other students
Use with USA and Civil Rights
South Africa
The Reformation
India and the British Empire
Skills Collaboration
Debate
Democracy
Problem solving
How it works
When beginning a unit that deals with revolution, pro-
test 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?)
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 ...
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 ...
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!
Suggestions Choose students wisely and be
discreet as to the types of
information that is reported and
shared.
Use with
Nazi Germany
Skills
Investigation
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.
Idea 11 / 101: Transporter
Suggestions
Take this activity
outside
Safety Check ideas as they emerge for potential
dangers and hazards.
Skills
Problem solving
Teamwork
Creativity
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 ?
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.
Helps
Less confident , quieter students have
their input.
Skills
Teamwork.
Logical Thinking,
Developing Knowledge.
Where does he live?
What century did he live in?
What happened to him?
Why may this have happened?
What type of job did he do?
Where was he born?
What is our new topic?
Idea 13 / 101: Causes Long / Short Term
Skills
Causation
Knowledge and understanding
Adapt to
Causes of any war or
major event
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.
What’s this ?
Long or short term factor?
The ‘event ‘ E.G. English Civil War
LO
NG
TER
M C
UA
SES
The Tipping Point
Is the event avoidable here ?
The Causes of the English Civil War
Autumn 1643 : The Battle of Edgehill
1642 : Charles tries to arrest 5 MPs who spoke against him
1642 : King Charles left London and goes to Oxford to raise an army
December 1641 : The Grand Remonstrance
1639 : The Scots Invade England
1637 : Charles orders Scottish people to use a Catholic style prayer book
1633 : Charles appoints William Laud as Archbishop of Canterbury
1635 : Charles orders everyone to pay Ship Money
1629 - 1640 : Eleven Years of Tyranny
1625 : Charles Marries Henrietta Maria
1625 : Charles I becomes King
1603 : James Stuart ( VI ) of Scotland also becomes King of England ( James I )
1603 : The Death of Queen Elizabeth Tudor
1534 : The Act of Supremacy
1215 : The Signing of the Magna Carta
Task 1 : insert the sentence of explanation Task 2 : colour code long term short term or trigger
He fought with Parliament largely about
money and closed Parliament for
10 years.
The Causes of the English Civil War Task : Add the following sentences to the timeline
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
Autumn 1643 : The Battle of Edgehill
The English Civil War has begun
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
December 1641 : The Grand Remonstrance
Parliament presents Charles a list 201 complaints about his rule
1639 : The Scots Invade England
Charles has no choice but to recall Parliament and ask for money to fight them
1637 : Charles orders Scottish people to use a Catholic style prayer book
The Scots want a simpler form of prayer and this angers them
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
1629 - 1640 : Eleven Years of Tyranny
King Charles locks the doors of Parliament and rules without MP’s for 11 years
1625 : Charles Marries Henrietta Maria
She is a Roman Catholic and this was unpopular with many in England
1625 : Charles I becomes King
Like his father he believes in the Divine Right of Kings
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
1603 : The Death of Queen Elizabeth Tudor
She did not have any children so the rule of the Stuarts begins
1534 : The Act of Supremacy
Henry the VIII breaks from the Catholic Church - England becomes a Protestant country
1215 : The Signing of the Magna Carta
Leading barons tell King John that he must follow certain rules or laws
Task 1 : insert the sentence of explanation Task 2 : colour code long term short term or trigger
Idea 14 / 101: Create the Debate
Suggestions
Use as content
review activity
Adapt to Prohibition
Hiroshima
Who was to blame for the Cold War ?
Skills
Persuasion
Debate
Listening
How it works
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.
Focus on……. Dogs.
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.
Did animals benefit in any way?
Focus on……. Dogs.
1
2
3
4
5
1
2
3
4
5
Animals SHOULD be used
in wartime.
Animals should NOT
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? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
Should Animals Be Used
In Wartime?
What types of jobs did animals do and how
important were these roles?
Right
____
10
Wrong
____
10
Were animals treated well
during the war?
Right
____
10
Wrong
____
10
Did animals benefit in
any way?
Right
____
10
Wrong
____
10
Focus on……. dogs.
Right
____
10
Wrong
____
10
Any other business?
Right
____
10
Wrong
____
10
Tick : A bonus point for each member that contributes.
TOTAL
Right Wrong
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? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
Should Animals Be Used
In Wartime?
What types of jobs did animals do and how
important were these roles?
Right
____
10
Wrong
____
10
Were animals treated well
during the war?
Right
____
10
Wrong
____
10
Did animals benefit in
any way?
Right
____
10
Wrong
____
10
Focus on……. Dogs.
Right
____
10
Wrong
____
10
Any other business?
Right
____
10
Wrong
____
10
Tick : A bonus point for each member that contributes.
TOTAL
Right Wrong
Idea 15 / 101: Interview Them
Suggestions
If time permits it is fun to
have students film and share
their interviews. Adapt to Any topic or period
of history
Skills
Empathy
Creativity
Presentation
Communication
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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