TWENTY IDEAS FOR TEACHING HISTORY IN THE MIDDLE YEARS

Kathryn D’EliaGoulburn Valley Grammar Schooldeliak@gvgs.vic.edu.au

CHOC CHIP DIG Uncover the biggest, most intact piece of

“treasure”.

ARCHAEOLOGICAL “DIGS” Bury artefacts in sand (sandpits, soil in

boxes, or even shredded paper). Give groups a card relating to the site (where

it is, date uncovered). Students dig up the artefacts, bagging each

item and filling in an observation sheet.

MUMMIFICATION Joint activity with science (and can also be

integrated with English and possibly RE). Student groups complete a longitudinal

experiment by mummifying an object (chicken carcass, apple). The scientific focus is on correct experimental technique and weighing.

The resulting mummy can then be wrapped in ceremonial gear, complete with amulets, and used in next year’s archaeological dig.

Formed basis of entire term’s integrated unit.http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=210

MAKE ARTEFACTS As with the mummification, all other

artefacts from a dig can be recreated in class.

Make papyrus (lengthy and messy but good fun), then paint hieroglyphic messages that must be translated in class.

Modelling clay that sets hard is also an easy way to make amulets, cartouches and other artefacts.

LIFE-SIZE HISTORICAL FIGURES Students research a figure (we did Egyptian

Gods) Using rolls of paper and a student model, cut

out a life-size model. Using coloured paper (or paint) accurately

dress the model, with information stuck on their bodies.

Can also use for knights, pioneers etc.

STUDENT KNIGHTS Have students research an area of historical

fashion – such as the changes in armour during the Middle Ages, or the hairpieces worn by Egyptians etc.

In groups, students dress a model using newspaper and sticky tape according to their assigned topic.

Run a “fashion parade” with one member of each group explaining the fashions on the field as the models walk down the catwalk.

SUGATA MITRA ACTIVITIES Requires a computer room and access to the

internet. Write a “big picture” question on the board

(such as “What causes weather?” or “Why are there no more dinosaurs?”

Offer NO OTHER ASSISTANCE. Some students will insist on being “finished”

within a minute. Read what they have written and question further until they can explain confidently without the aid of notes.

THE WONDERING WALL Place a large poster on the wall at the front

of the room. Write “8D Humanities are wondering....” at

the top. Whenever a question is asked, rather than

answering it, have the student write the question on the poster. (This is very difficult for teachers!)

At the end of the unit (or periodically throughout the unit) work through the questions and have students answer them.

ACCURATE BACK WALL Cover the back wall of a classroom with

butcher’s paper with the bare bones of a landscape scene (eg a river flowing from the top right to the bottom left for a unit on Gold Rush)

As the unit progresses, students can add to the wall but only if they can show that their addition is historically accurate (eg they can add a tent near the river, but not a brick house, explaining why they chose a tent).

WRITING CHALLENGES Read and summarise – boring (and usually

not very good at it). Instead, try a writing challenge – summarise

the page we just read, without using the letter “s”.

… In 17 words exactly. Use only dialogue to explain the concept. Describe an event without using names.

LARGE SLABS OF TEXT - COMPETITION Large slabs of boring text – such as

information on shields. Rather than read through it and discuss,

have students read it themselves. Then, instead of answering questions, have them create an historically accurate version and explain it.

We did this in computer rooms where the students had to create their own shield and then use the language accurately to describe it, with a prize for the best one.

http://www.yourchildlearns.com/heraldry_activity.htm

CHANGE THE FORM After reading information, students are asked

to present the information in a different form Eg poem, diagram, flow chart, recipe, journal

entry, newspaper. Helps with the problems of “cut and paste”

and also encourages empathy and creativity.

ONE ERA – 4 WAYS Students are given a particular era – such as

“Ancient Egypt” or “Life under Henry VIII” - and in small groups have to act out a scene in 4 different ways – they can choose from ideas such as rap, news report, poem, mime, musical theatre, ….

HOW COULD I SURVIVE IN TODAY’S SOCIETY? Allocate students a person from the period

you are studying – such as Cleopatra, William the Conqueror, Peter Lalor…

Ask them how their character could survive in today’s society.

Prompt questions include things such as what were the strengths of that person that they could use today (resilience, ingenuity, cunning); what would they struggle with today (laws preventing the killing of enemies…??)

SOME THINKING ROUTINES From Harvard University Project Zero Bialik College in Melbourne – Making Thinking Visible book.

HEADLINES Initially, you might need to start with a brief

examination of newspaper headlines – to lead to the ideas that headlines are short, savvy, often a play on words and ideally a way to encapsulate the essence of the whole story.

Start the session by presenting information (in any format).

Ask students to create a newspaper headline (maximum 6 words) that captures the essence of the information.

EG HEADLINES “The Decline-o of the Rhino” Rhinos – Not So Horny Rhinos – Losing the Horn of Africa

321 BRIDGE 3 words 2 questions 1 metaphor Before looking at a topic, ask students to

complete the 3-2-1 (explanation of metaphor may be required, and simile is allowed in my class)

Provide an instructional period. (Might be whole unit long, may be one period).

Perform the 3-2-1 again. Discuss the ways in which thinking has changed (noting that neither is “wrong”, just that a change has occurred).

CHALK TALK Butcher’s paper with prompts (prompts can

be questions, ideas from student responses, or key areas of the topic).

Students think about their reactions to the prompt and record their answers on the paper. They can add to other comments and respond to them as they see fit. They cannot talk.

Students travel between the paper and continue the “conversation”.

I USED TO THINK…NOW I THINK A reflection tool at the end of a unit. Students may use their books, projects etc to

prompt them. Have students consider the unit (eg a unit on

Aboriginal Australia) and write a response of “I used to think………; now I think………….”

Again, emphasis not on right/wrong thinking but on how thinking changes.

EXAMPLE I USED TO THINK After Melbourne experience, year 9 student: I used to think homeless people were

druggos that needed to get a job. Now I think there are a number of hardships people face and we need to keep supporting community projects such as The Big Issue to help people who might otherwise feel helpless.

COLOUR SYMBOL IMAGE Students pick a colour, a symbol and an

image that encapsulates a topic for them. They need to explain why they chose these. Allows for great differentiation (some will

choose very literal approaches). See example from handout – Melbourne

urban fringe encroaching on rural areas.

CIRCLE OF VIEWPOINTS Show students an image. Brainstorm the viewpoints (people or objects

could be used) Select a viewpoint to explore. Students describe: - I am thinking from the viewpoint of…. - I think …….. Because………. - A question/concern I have from this

viewpoint is…………… This can take a while to develop, but helps

with the concepts of empathy and competing views.

STEP INSIDE Similar to circle of viewpoints…. Students place themselves within a context

and consider: What can this person see, observe, notice? What might the person know, understand,

hold true, believe? What might the person care deeply about? What might the person wonder about or

question?

BLANKET STATEMENTS This is an excellent activity to begin discussions

on fact vs. opinion, different perspectives, and to learn how to effectively skim and scan.

  Prove or disprove the following blanket

statements (generalisations) with information   1. People are better off today than they were in

the (1950s)… 2. Children in Ancient Egypt were completely

unimportant. 3. People in Medieval times were very clever.

TWENTY QUESTIONS End of Unit activity. Students are assigned information about a

person, place or event from the time being studied (eg Joan of Arc, the plague, Battle of Hastings). They quickly read it but keep their topic secret.

Audience has 20 yes/no questions to ask, at the end of which they guess the topic. (Or earlier).

Correct answer – you are new expert.

CONNECT EXTEND CHALLENGE Before watching a video, reading a text or

searching for information online, ask students to be mindful of how this experience connects with what they already know.

After the activity, ask students how the information they have just accessed connects with what they already know (individual)

Extend – ask students how the information expanded their knowledge or understanding.

Challenge – Ask students what challenging ideas might now exist – these could be issues or questions.

BBC – MY BEST FRIEND http://www.bbc.co.uk/history/forkids/