101 ideas for history teachers · idea 11 / 101: transporter suggestions take this activity outside...

101 Ideas For History

Teachers

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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 ...

































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?


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


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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