Helping students to categorise and define events and ideas
Students analyse images before putting them in thematic or chronological order.
The teacher provides any number of images for the students to analyse and discuss before putting them in an order, either thematic or chronological. This will help students define key ideas or events of a period or a theme.
When studying crime and punishment students are given 15 images and 15 text boxes. The images range from medieval sorcery to modern computer crimes. Students group the images they feel are connected, they link text and images and finally they discern four main themes for the topic.
Acknowledgements: Richard McFahn and Neil Bate (http://www.historyresourcecupboard.co.uk/).
Helping students to understand how audiences can be manipulated by speeches
In-depth analysis of a propaganda speech in order to identify and be able to spot elsewhere the many ways in which people can be manipulated. Continue reading Analysing Historical Propaganda Speeches
Helping students engage by using a personal approach
Instead of providing the information immediately, a considerable amount of time is spent on developing questions about the photo.
Continue reading Questioning a photograph
Helping students to develop their sense of place
Students get pieces of paper with the names of countries. They have to distribute the names across an imaginary map, This could be at their desks, or using the whole of the classroom. This improves and revises their knowledge of geography. Having a sense of place and the distances between places is key to historical understanding. If this is done at desks, then pairs or triads who can compare results afterwards. Continue reading Making an Imaginary Map
Helping students to revise historical details
Students recap by only copying statements they believe to be true. A number of statements from last week‘s or month’s lessons are put forward by the teacher, on the black board or on pieces of paper that are stuck to the wall. Students copy only the statements they believe to be true, followed by a class discussion where they explain their choice. Continue reading How to make things stick: True/false