An end-of-unit activity which tests sourcework skills as well as factual knowledge. Students take on the role of either a Palestinian or an Israeli and go “Head to Head” with an opponent to answer key questions from their own biased perspective. The computer produces two scores for each student for teachers to record in the markbook: factual knowledge and sourcework skills.
In this worksheet GCSE history students analyse one of Hitler’s speeches to determine how the Third Reich justified the Nazi policy of “Kinder, Kirche, Kuche”. They then categorise his actions according to whether they encouraged women to stay at home or have more babies.
Following directly on from the classroom debate, students then write an essay. This worksheet contains detailed instructions on how to link the characters together rather than simply focusing on what each one individually contributed. A clear markscheme is also provided; I get each student to mark 4 different essays, then we collate all the marks and average out the score for each essay in a peer-assessment exercise.
GCSE history students compare the Hitler Youth and the League of German Maidens by constructing a dialogue designed to highlight the positive and negative features about each.
A detailed lesson plan for year 8 history students. A class list is put into the Fruit Machine Name Picker at www.classtools.net to choose the Renaissance character each student should produce a research project on. This Renaissance project will be written in the first person to ensure that the student reads the information, under three clear headings. This is then placed onto a Renaissance Wiki (see the example my students have produced here). The class then has a balloon debate (instructions provided) to determine who the most important Renaissance person overall. An alternative approach is to use this website and worksheet - which is simpler and quicker, although less engaging perhaps for the students.
Youth Policies: [1] Schools
Students match entries from Nazi School Textbooks to the subjects they describe, then each student in the class has a “Napola” school report written for them by several people in the class.
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