Please fill in the following form to contact the author, Russel Tarr (@russeltarr)
ActiveHistory provides entertaining, educational award-winning interactive simulations, decision-making games, self-marking quizzes, high-quality worksheets and detailed lesson plans for teachers and students.
You can also request a free trial.
Prior to this activity, Year 11 students should have finished studying the Rise of Hitler. They should then spend classroom time discussing in pairs and groups how they could transform the narrative into a 'Mr. Men' story that younger students would be able to understand.
The following steps are a useful framework:
Brainstorm the key people involved (Hitler, Hindenburg, Goering, Van der Lubbe, Rohm...). Discuss their personalities / actions in relation to the topic. Bring up a picture of the Mr. Men characters on the board. Discuss which characters are the best match.
Brainstorm the key events that took place (Backstairs Intrigue, Reichstag Fire, Night of the Long Knives, Army's oath of loyalty...). Discuss how these could be turned into analogies that would fit into a Mr. Man format. At this point it is a good idea to watch one of the original Mr. Men cartoons (easily located on YouTube or purchasable online as a DVD) to get them thinking along the right lines.
Year 6 students should have spent some time (at least an hour or two) working through the tasks and ideas in this preparatory worksheet. This provides them with essential background knowledge that will enable them to get the most out of the stories they will hear.
Year 6 will be divided into groups. These teams are lettered (e.g. A-G) for easy identification and a 'team leader' is nominated within each team.
On each table, place a piece of paper which will serve as a scorecard.
Year 11 form a 'queue' of storytellers. The person at the start of the queue should go to Team A, the second to Team B, and so on until each team has a storyteller with it. The remaining storytellers remain waiting in the queue.
Each group listens to the story read to them by the storyteller.
Each team is then asked by the storyteller to guess what the various events / Mr. Men characters represented in real life.
The team GAINS a point for each correct statement they make ("We think that X in the story represents Y"). They LOSE a point for each incorrect guess.
To keep it simple, only the 'team leader' can officially make these statements (but they can discuss with the team first).
Using the scorecard on the table, the 'reader' keeps a log of how many points were gained and lost overall by each team.
[This short clip shows the stories being read to students]
When a team has finished with their storyteller, the storyteller goes to the back of the queue of storytellers. The person at the front of the queue then joins the team and they get to hear this new story in the same format.
The process continues for the time available, or until all the stories have been read to all the groups.
Close the lesson by asking Year 6 which books they enjoyed most / which readers they found read the best. Scores for the Year 6 teams should be added up overnight and passed back to the class later.
These notes can be printed off as a .pdf file here.
Births (50 years ago today): 1966 - Dean Butterworth, English-American drummer
Deaths (300 years ago today): 1716 - Antoine Parent, French mathematician and theorist (b. 1666)
Commemorations:European Day of Languages
RSS Feed | Full week | Get Widget
New Book from ActiveHistory:
Compare and Contrasting the Rise of Dictators in Different Regions
JFK and the Diem Coup: To what extent was Kennedy responsible?
Kennedy and Latin America: The Alliance for Progress
The 1960 Election Campaign: The TV Debates and the Inaugural Address
JFK: Introduction and Overview
SOLO Hexagons: The Rise of Hitler
Model Essay: To what extent were conflicting views about Germany the main cause of the Cold War up to 1949?
Cold War Historiography
A revision summary grid of historiographical terms
Origins of the Cold War: Essay Writing Advice
Schools of History
Historians and Theory of Knowledge in History
How successfully did Elizabeth deal with the problems of her reign?