Three key explorers: European, African and Asian “During a period of only 150 years, the travels of three remarkable explorers – one European, one African, and one Asian – expanded our understanding of vast parts of the world. Start by reading the three biographies and watching the video clips that go along with each for…
Author: Russel Tarr
Crossword test – Silk Roads
Crossword test This crossword quiz, complete with teacher answer sheet, tests the vocabulary developed in the previous introductory exercise. Part of the new “Silk Roads” unit at ActiveHistory.
Introduction to the Silk Roads
Introduction to the Silk Roads “Watch the TEDEd video (below) as a class. Then, go through the written account (overleaf) and see how many of the missing words you are able to fill in. Next, highlight any words in the account that you do not know. Afterwards, discuss these words together and produce a list…
The Silk Roads: Online Adventure Game
A brand new simulation game, complete with a detailed worksheet and extension tasks, designed as part of my ongoing project to bring more non-European history into my classroom. Students can choose to play as a male or female character, and are placed in a random location somewhere on the Silk Roads to begin their quest,…
“Fling the Teacher!” – Quiz Generator for teachers and students
I have launched a new HTML5 “Fling the Teacher” Generator which allows you (and your students) to quickly create review / revision quizzes in an engaging, fun format! You can replace my handsome face with your own, if you prefer 🙂
New Generator: Online Image Annotation Tool!
I’ve just finished coding a new online image annotation tool over at www.classtools.net which allows you to quickly label images (e.g. political cartoons, works of art, historical photographs) with ‘hotspots’ and then save your work to the server / embed it into your own blog or website.
Consequences of the Korean War: HTML5 Hexagons
How was a truce negotiated? What were the consequences for Korea and for the wider world? |Interactive HTML Hexagons Students consider a list of detailed points are are then challenged to organise these into meaningful categories to answer the key questions. There are also some HTML5 Hexagons available for this exercise generated at www.classtools.net. Part…
Factual Test: Changes in the Civil Rights Movement in the 1960s
25-question factual test This test (complete with teacher answer sheet) can be used to confirm that students have taken detailed and effective notes on the topic. Part of the scheme of work: In what ways, for what reasons, and with what results, did the Civil Rights movement become more radical after 1964?
Multimedia lecture [3]: Changes in Location: From Rural South to Urban North
Multimedia lecture [3]: Changes in Location: From Rural South to Urban North The change in methods (towards militant self-defence) and objectives (black nationalism, not integration) overlapped with a move away from the rural south (and a focus on tackling Jim Crow laws) and towards the urban north (and a focus on tackling socio-economic exploitation) Part…
Multimedia lecture [2]: Changes in Methods: From Nonviolence to Militant Self-Defence
Multimedia lecture [2]: Changes in Methods: From Nonviolence to Militant Self-Defence FROM: a philosophy of nonviolence (as promoted by MLK and the SCLC) TO: militant self-defence (as promoted by Malcolm X and practised by the Black Panthers). This new breed of activists followed the ideas of Malcolm X, who rejected nonviolence as “the philosophy of…
Multimedia lecture [1]: Changes in Objectives: From Integration (Civil Rights) to Black Nationalism (Human Rights)
Multimedia lecture [1]: Changes in Objectives: From Integration (Civil Rights) to Black Nationalism (Human Rights) In this first lecture, students learn about how even MLK started to become concerned that black people were trying to ‘integrate into a burning house’. The contribution of Malcolm X, Muhammad Ali, the Black Panthers, Black Power and Richard Pryor…
Caesar Cypher Generator
As part of the Escape Room resources, I’ve designed a simple Caesar Cypher Generator.
ActiveHistory is now FLASH FREE!
After updating the Battle of Hastings Simulation, and following on from the update to Fling the Teacher, I think(!) that there are now no Flash features left on the website. This is in response to the fact that as from next year no major browsers will continue to support Flash for security reasons. If you…
New Blogpost: True, False, or Anachronism?
Overview Helping students understand the concept of anachronism – the misplacing of a concept, object or individual in a time period where it could not have existed – is an important step to getting them to understand the concept of chronology, to empathise with people in the past and to understand a historical period. Arthur…
History: Factual Test for the “Undercover in Imperial Rome” simulation
FACTUAL TEST In this task, students are given 25 short-answer questions to test the knowledge they acquired by completing the main worksheet which accompanies the game about Imperial Rome. The link to the associated computer simulation and loads more worksheets and activities relating to Imperial Rome can be found on this page of ActiveHistory.
Model Essay: How successful were President Johnson’s “Great Society” reforms?
A new Model Essay to share with students after they have written their own: How successful were President Johnson’s “Great Society” reforms? You can access 40+ other essays by Russel Tarr on this page of ActiveHistory.
Voyages of Discovery Simulation: Updated and Improved
I have updated my new “Voyages of Discovery” simulation in response to user feedback to include more locations, additional varied tasks, and fresh information about West African Empires in the Middle Ages / Early Modern period to complement the current focus on Asian and European History. It’s now a pretty comprehensive simulation which I hope…
“Unseen history” – a new blogpost
Overview Building up a sense of anticipation and curiosity within a history lesson is always a great way to engender a sense of interest and engagement. What follows are a few ideas which I have found work particularly effectively. What’s in the Bag? I am a big fan of using artefacts in the classroom to…
Undercover in Ancient Rome Simulation – Teacher Support Materials
Map, Structured Questions, Timeline and Instructions about how to complete the mission This pack provides you with a completed version of the map, answers to the structured questions, and a completed version of the ‘fill the gaps’ timeline exercise. Click here to access the simulation.
Undercover in Ancient Rome Simulation – new worksheets and features.
Map, Structured Questions and Timeline In this task, students will use the interactive adventure to complete a schematic map which quickly allows you to identify the main sites and Emperors in Ancient Rome according to the simulation. There are then a detailed list of structured questions for each of the main locations, and ‘fill the…
Convert a teacher’s essay into a History magazine article
Overview It’s always good practice for teachers to write a timed essay at the same time, and in the same conditions, as their students. In this way students can immediately appreciate that you can ‘walk the walk’ and not just ‘talk the talk’. Moreover, they will then be able to compare their essays, and the…
Voyages of Discovery – New Online Simulation Game
Voyages of Discovery – New Online Simulation Game Overview This simulation introduces students to the Voyages of Discovery. These daring overseas adventures marked the beginning of globalization and European empire-building. By playing the game students will learn about some of the most important explorers, their discoveries, and the spices which they brought back to Europe….
Five Ideas for Model Making in History
Overview Designing and realising a physical model can be a very engaging and stimulating experience for bringing history alive for students in a novel and memorable way. It also provides some superb display material for creating an engaging classroom environment. Heraldic Shields A fixed feature of my school calendar is a study with younger students…
Studying Local History through Street Names
Overview The names given to our roads and streets provides a rich source of potential for local history projects. Students can research the events and people commemorated in these names to engage in some open-ended history that is not constrained by a particular topic, theme or period. The following example uses Google Maps to make…
Ideas for making the most of your old History magazines
Overview As digital archives of history articles become increasingly accessible for students and teachers, it’s easy for print versions of of magazines slowly gather dust on the shelves before being unceremoniously dumped onto the charity pile during the annual classroom clearout. But looked at more creatively, those old issues of History Today, Modern History Review…
Ideas for using tastes and smells in the History classroom
Overview The benefits of using audio-visual sources in the history classroom is well-established. However, it is much rarer for teachers to make use of sources which appeal to the sense of taste and smell, even though these are just as thought-provoking and evocative and perhaps even more so. Obviously take care though to have due…
Building Teenage Heroes into the History Curriculum
Overview A common complaint about History is that it is dominated by white, middle-class, middle-aged men. Or, as Jane Austen put it, “The quarrels of popes and kings, with wars or pestilences, in every page; the men all so good for nothing, and hardly any women at all — it is very tiresome”. Much has…
Z-A: Word Association Quiz format for starters/plenaries
Overview The Z-A quiz format involves revealing a series of words or phrases, letter by letter, in reverse alphabetical order. Students, organised into teams, win points if they are the first to identify what all the words/phrases have in common. As soon as a hand is raised, the teacher ‘stops the clock’ to hear the…
Albany, Birmingham and the Washington March – Multimedia decision-making exercise [interactive]
This teacher-led lecture guides students through the key dilemmas facing the likes of MLK and JFK in this critical period, and comes complete with video clips. Students then have to consdider how they would structure a response to the following essay question: “During the Kennedy administration, there was little progress in civil rights, and Kennedy…
Historiography of the Berlin Blockade
Historiography of the Berlin Blockade Students are presented with a detailed article about the causes and consequences of the Berlin Blockade and a series of structured questions to help familiarise them with some of the key debates and interpretations. Part of the “Origins of the Cold War” Unit
Bringing Codes and Codebreaking into the History Classroom
Overview When studying topics involving intrigue, secrets or subterfuge, present students with the essence of the story in the form of a coded message familiar at the time. Challenge them to decode the message to engage them effectively from the outset. Case Studies Lady Jane Grey (Caesar Cipher) The famous “nine days’ queen” is Lady…
Design personalised number plates as a revision exercise
Overview As a revision exercise, get students to design personalised number plates for historical characters they have studied. Accompany each one with a series of quiz questions which can be used to review the course in an engaging way. To help students review key dates, people, places and relevant quotes, provide students with a list…
Lotus diagram templates for essay planning
Lotus diagram templates for essay planning Overview I’m grateful to Shani Hartley for introducing me to Lotus Diagrams. These are graphic organisers that help students break down a question into key factors or arguments and then methodically summarise the essential knowledge that can be used to substantiate each one of these. In some respects Lotus Diagrams are similar…
SMS Generator: Create an imagined text conversation between two characters
Create an imagined text conversation between two characters In order to highlight the differing viewpoints of two historical characters, or to consider more closely the relationship between them, produce an imaginary dialogue between them in the form of a text-message conversation. Start by asking students to identity some of the central dramatic moments within the…
Middle Passage Simulation – updated, relaunched
I have updated the popular “Can you survive the Middle Passage?” simulation with new media clips, factual information and a more modern layout.
Voyages of Discovery Simulation: Follow-Up Classroom Project
I have added a ‘choose your own homework / markscheme‘ project to follow-on from the Voyages of Discovery Simulation. I’ll be looking forward to seeing what my students come up with for the first time after the holidays!
Five techniques for building visual literacy in the History Classroom
OVERVIEW Political cartoons are a mainstay of the history classroom and provide a wonderful tool not only for starter and plenary activities, but invaluable raw material for helping students draw deductions, compare interpretations and substantiate their own judgements by bringing in additional background knowledge. They also provide an accessible way into the historical debate for…
Calendar of Historical Anniversaries, 2019-2020
Calendar for Educators, 2019-2020 The following project developed from my “History in the News” facility which I also recommend you look at. 1. Here is a FREE printable calendar providing notable anniversaries (multiples of 50 years only) for research, discussion, assemblies and personal projects. Ideas for student tasks: Choose one event to research further and…
Renaissance Florence Simulation – updated, relaunched
The “Time Machine Journey to Renaissance Florence” simulation has been updated with video clips, a ‘save game’ feature so that they can play over several lessons and the ability for students to print off a personalised certificate of achievement when (and if!) they finish the mission successfully.
Comparing / contrasting the impact on two states: the USA / the DDR
Comparing / contrasting the impact on two states: the USA / the DDR In the earlier exercise students worked collaboratively to determine the impact of the Cold War upon the DDR. As a revision exercise, they will now compare and contrast this experience with that of the United States by reviewing their work on the…
Video viewing notes: “The DDR: Lost World of Communism”
Video viewing notes: “The DDR: Lost World of Communism” Minute-by-minute viewing notes for this excellent BBC documentary for students to use as a way of deepening their understanding. This is part of a unit of study on Communist East Germany. This concludes with an essay on the subject “Analyse the impact of the Cold War upon…
Analyse the impact of the Cold War upon the DDR
The Impact of the Cold War upon the DDR The impact of the Cold War upon one state, and a comparison and contrast of the impact of the Cold War upon two states from different regions, is a possible focus of exam questions. The following unit was designed to provide an academically rigorous follow-up task…
“Then and Now” photographs: Battlefields / Berlin
“Then and Now” photographs As an added dimension to the trip, I obtained a range of historical photos of key sites in Berlin, then challenged students to recreate them. I then uploaded these to ActiveHistory to share with the students.
Interpretation Battleships: The Treaty of Versailles
Interpretation Battleships: The Treaty of Versailles “Harsh but fair” – To what extent do you agree with this judgement on the Treaty of Versailles? Individual or Paired Task After reviewing the terms of the Treaty, decide where each of the following words belong in the grid: Saar | Colonies | Rhineland | Alsace-Lorraine | Polish…
French Revolution Simulation: Updated, relaunched
I have updated the popular Causes / Events of the French Revolution simulation with a ‘save progress’ feature and a dozen video clips at appropriate points.
20 question factual test: Nixon’s foreign policy
20 question factual test: Nixon’s foreign policy With teacher answer sheet provided.
The Watergate Scandal and the Fall of Richard Nixon
The Watergate Scandal Students watch a one-hour video documentary to assess the role played in Nixon’s downfall by ten key individuals involved in the Watergate Scandal.
Escape the Room: The Black Death!
A new “Escape the Room” lesson: It is 1348. You are a group of sailors returning to England from a business trip to Ireland in your trading ship. On your arrival, you find that the port of Bristol is in complete panic about the approach of the BLACK DEATH from Europe. Hundreds of thousands of…
54-question Arcade Game: 19thC European Overseas Empires”
Revision Game: 54 Questions
20-question factual test: Europeans in China
20-question factual test: Europeans in China To consolidate knowledge. 10 questions on the Opium Wars, 10 questions on the Boxer Uprising.
Sourcework Questions: The Boxer Uprising
Sourcework Questions: The Boxer Uprising Two examination-style questions, complete with model answers to provide with students during the feedback phase.
The Boxer Uprising
The Boxer Uprising ” Read carefully through the following account, then: [1] Include at least THREE relevant, useful, captioned images into this document (in the same format as the one already included); [2] Add additional notes from the video. Highlight all these additions in yellow.
Sourcework Questions: The Opium Wars | Model answers
Sourcework Questions: The Opium Wars | Model answers A fully-developed sourcework examination. I set questions [2] and [6] as a homework exercise and produced model answers myself to share with students afterwards.
The Opium Wars: Multimedia Presentation / Decision-Making Exercise (22 slides plus video clips)
The Opium Wars: Multimedia Presentation / Decision-Making Exercise (22 slides plus video clips) “You will be presented with a series of issues which were controversial at the time and remain so today. You should make choices based on what you think is the most appropriate course of action according to your own preferences. At the…
Sourcework: Was the British reaction to the Indian Mutiny justified? | Model answers for final three questions
Sourcework: Was the British reaction to the Indian Mutiny justified? | Model answers for final three questions A fully-developed sourcework exercise which could take up to two hours. However, I instructed students as a homework exercise to do the final three questions. I then went through these providing them with some model answers which I…
Matrix Exercise: The results of the Indian Mutiny
Matrix Exercise: The results of the Indian Mutiny Students are presented with a detailed list of consequences which they then organise into a matrix diagram which will enable them to answer the following two questions: c. ‘British rule in India changed significantly after the Mutiny.’ How far do you agree with this statement? c. The…
Extension / Homework activity: What’s in a name? What’s in a logo?
Extension / Homework activity: What’s in a name? What’s in a logo? The events of 1857 have been described at different times in different ways by different people. The Sepoy Mutiny | The Indian Mutiny | The Great Rebellion | The Revolt of 1857 | The Indian Insurrection | The First War of Independence Students…
Why, and with what effects, did Indians resist British rule?
Why, and with what effects, did Indians resist British rule? British involvement in India began with the East India Company. Its powerful Governor Generals came to exercise indirect rule through its own private army. In this activity students compare and contrast the roles of Lord Bentinck and Lord Dalhousie in precipitating the Indian Mutiny of…
Sourcework: King Leopold II and the Congo
Sourcework: King Leopold II and the Congo 1. Study Sources A and B. Does Source A prove that Leopold was lying in Source B? Explain your answer using details of the sources and your knowledge. 2. Study Sources C, D and E. Does Sources C and D make Source E surprising? Explain your answer using…
Comparisons and Contrasts: French, Belgian and British approaches to Empire
Comparisons and Contrasts: French, Belgian and British approaches to Empire Using the information from the previous activity, students use this Venn Diagram template to highlight contrasts and comparisons between the different methods used by the French, British and Belgians. There is also a completed teacher version available.
How varied were the impacts of European imperialism on Africans? | teacher notes
How varied were the impacts of European imperialism on Africans? | teacher notes In the 1880s Europeans accelerated their colonisation programmes in a process which became known as the “Scramble for Africa”. Following the Berlin Conference (1884-85), the African continent was randomly divided into about fifty countries. These new borders took no account of ethnic…
10-question test: Europeans in Africa
10-question test: Europeans in Africa A short factual test to consolidate knowledge from the previous lesson.
What were the motives behind European imperialism in Africa?
What were the motives behind European imperialism in Africa? In this lesson, students investigate the key questions “Why did Europeans have little interest in colonising Africa before 1850?” and “What were the motives behind the ‘Scramble for Africa’ thereafter?”. Using the information provided, they produce an illustrated flowchart or infographic which highlights the connections between…
Hitler’s Foreign Policy: Model Answers
Hitler’s Foreign Policy a. Describe the events leading to Anschluss. b. Why did Hitler want to take over Czechoslovakia? c. How far was the policy of appeasement justified? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
Hitler’s Foreign Policy: Model Answers
Hitler’s Foreign Policy a. In what ways did Hitler build up his armed forces before 1936? b. Why did Britain and France allow Germany to remilitarise the Rhineland in 1936? c. Evaluate the view that ‘Hitler was a gambler rather than a planner’ in foreign affairs. One of many sets of model answers for IGCSE…
International Relations: 1930s – Model Answers
International Relations: 1930s a. Describe the Abyssinian Crisis. b. Why was the conquest of Manchuria by Japan not prevented by the League of Nations? b. Why was remilitarisation of the Rhineland a risk for Hitler? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
International Relations: 1920s/30s – Model Answers
International Relations: 1920s/30s a. Describe the successes of the League of Nations in peacekeeping in the 1920s b. Why did the League fail to secure world disarmament before World War Two? b. Explain why the League was quite successful in the 1920s One of many sets of model answers for IGCSE History (CIE) that can…
Model Answers: International Relations: 1920s
International Relations: 1920s a. Describe the activities of the Agencies of the League of Nations. b. Why did some major powers not join the League? c. How successful was the League at dealing with border disputes in the 1920s? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
International Relations: 1920s – Model Answers
International Relations: 1920s a. What were the aims of the League of Nations? b. Why did the USA’s refusal to join create problems for the League? c. How successful was the League at dealing with the problems it faced in the 1920s? One of many sets of model answers for IGCSE History (CIE) that can…
Germany Depth Study: Model Answers
Weimar Germany, 1918-34 a. Describe the effects of the hyperinflation of 1923 on the German people b. Why was 1923 a year of crisis for the Weimar Republic? c. c. To what extent did the Weimar Republic recover between 1924-28? One of many sets of model answers for IGCSE History (CIE) that can be accessed…
Model Answers – Weimar Germany, 1918-34
Weimar Germany, 1918-34 a. What changes in German society did the Nazi Party want in 1920? b. Why did the Nazi Party remain unsuccessful between 1924 and 1929? c. How important was Hitler to the success of the Nazis between 1929 and 1932? One of many sets of model answers for IGCSE History (CIE) that…
Model Answers: Weimar Germany, 1918-34 [free]
Weimar Germany, 1918-34 [free] a. What were the main features of the Weimar Constitution? b. Why did the Weimar Republic face difficulties in 1923? c. How successful was the Republic between 1924-1928? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
Versailles Peace Treaty: Model Answers
Peace Treaties after World War One a. Describe how the peace treaties affected France. b. Explain why the Versailles treaty was harsh on Germany. c. To what extent did the aims of the Big Three differ? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
Peace Treaties after World War One: Model Answers
Peace Treaties after World War One a. What is a diktat? b. Explain why some people thought that the Treaty of Versailles was fair. c. To what extent did the aims of the Big Three differ? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
Model Answers: Peace Treaties after World War One [free]
Peace Treaties after World War One [free] a. What did Wilson hope to achieve from the peace settlement of 1919-20? b. Why did Clemenceau and Lloyd George disagree over how to treat Germany? c. “The Treaty of Versailles was a fair settlement”. How far do you agree with this statement? Explain your answer. One of…
Origins of WW1 – IGCSE History P1 Model Answers
The Origins of World War One a. Describe the Alliance System which existed among European powers before 1914. b. Why did the Anglo-French entente survive? c. “The crises of 1905, 1908 and 1911 made war inevitable” – to what extent do you agree with this statement? One of many sets of model answers for IGCSE…
Why Appeasement? Diamond9 Quiz
Why Appeasement? Diamond9 Quiz A 15-question factual test designed to be used after students have watched the classic documentary “Why Appeasement?“. Part of the unit: GCSE/IB History: International Relations, 1929-39
Contrasts and comparisons to a second dictator
Contrasts and comparisons to a second dictator Students are presented with this structured worksheet providing guidance on how to compare and contrast Mao with a second dictator of their choice (NOTE: if a second dictator has not yet been studied, then this exercise can be done later in the course or as part of the…
Classroom debate and consolidation: How successful was Mao as ruler of China, 1949-76?
Classroom debate and consolidation: How successful was Mao as ruler of China, 1949-76? Members of the class will be presented with this debate framework and detailed timeline. They use this to frame “prosecution” questions on particular policies (summarised as the headings in six key columns in a table provided). These questions should take the format…
20-question factual test on Mao’s domestic policies
20-question factual test on Mao’s domestic policies – to ensure students have obtained a sufficient level of topic mastery by this stage. Part of the new study unit on Mao’s rule of China, 1949-76
Detailed analysis of Mao’s domestic policies
Partway through this research process, you may wish to present your students with this detailed analysis of Mao’s domestic policies to help them along. There is also a completed teacher version of this exercise available. Part of the new study unit on Mao’s rule of China, 1949-76
Mao’s China: Thematic Analysis and Independent Research
Mao’s China: Thematic Analysis and Independent Research Students are next provided with this note-taking framework, which organises the events covered in the teacher lecture (above). The challenge is to organise their existing notes into evidence of success/praise and criticism/failure for each of the eight major policy areas, then develop each one further with additional research…
Mao and his Ministers
Mao and his Ministers Following the lecture, students should be provided with this detailed summary sheet of Mao’s most important ministers. They should revise from this before being give a factual test on what they have learned (teacher answer sheet also available). Part of the new study unit on Mao’s rule of China, 1949-76
Teacher Part 3: Mao’s Domestic Policies 1968-76
Teacher Part 3: Domestic Policies 1968-76 Covering five central issues: 11. Mango Fever | 12. Red Guards | 13. Lin Biao | 14. Sino-American Relations | 15. Postscript Part of the new study unit on Mao’s rule of China, 1949-76
Teacher Lecture, Part 2: Mao’s Domestic Policies 1945-67
Teacher Lecture, Part 2: Domestic Policies 1945-67 Covering five central issues: 6. Culture | 7. Great Leap Forward | 8. Lushan Conference | 9. Great Famine | 10. Cultural Revolution Part of the new study unit on Mao’s rule of China, 1949-76
Teacher Lecture, Part 1: Mao’s Domestic Policies 1949-56
Teacher Lecture, Part 1: Mao’s Domestic Policies 1949-56 Covering five central issues: 1. Administration | 2. Economy | 3. Politics | 4. Five-Year Plan | 5. Sino-Soviet Relations Part of the new study unit on Mao’s rule of China, 1949-76
Which 20th Century Dictator are YOU?
I start the study of the Rule of Mao by getting students to complete the ActiveHistory interactive simulation “Which 20th Century Dictator are YOU?” using this abbreviated worksheet. This is a stand-alone simulation to help students compare and contrast how single-party state rulers maintained power. It guides students through 10 key issues explaining how and…
Medieval Town and Village Virtual Adventure
I have updated the “Middle Ages Time Machine Adventure” with a “save progress” feature so that students can pick up their games where they left off if playing the game over several lessons or completing it for homework.
What was the impact of the Korean War on the course and development of the Cold War?
What was the impact of the Korean War on the course and development of the Cold War? Specifically designed to address a key aspect of the IB syllabus, this provides students with detailed, categorised information and a range of tasks to complete. There are also teacher notes available.
Who was the most interesting Roman Emperor of all time? = Research Prompt Sheet
Who was the most interesting Roman Emperor of all time? | Research Prompt Sheet – a classroom debate In this activity, students research different emperors. They can then present their findings in a whole host of ways: through a balloon debate (my favoured approach!), a biopoem, a diamond diagram, and many others which are suggested…
League of Nations Simulation – update
I have updated the first part of the League of Nations simulation with more detailed information and a new worksheet for IGCSE students. The topic page for the League can be found here.
Escape the Room – Whitechapel 1888
ActiveHistory topic page: “Escape the Room” scenarios “It is 1888. You are an undercover detective working on the infamous ‘Jack the Ripper’ murder case. One evening in the Autumn of 1888, two women are murdered in just one evening. As you conduct your own private investigation the police arrest you for acting suspiciously. Once it…
Henry VIII: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with Henry VIII” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
Medicine Through Time Expert: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with Dr. Fox” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
Adolf Hitler: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with Adolf Hitler” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
Martin Luther King, Jr: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with MLK” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
William the Conqueror: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with William the Conqueror” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
Josef Stalin: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with Josef Stalin” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
25-Question Factual Test – the Korean War
25-Question Factual Test To test knowledge and understanding at the end of the unit (teacher password required). Part of the new ActiveHistory study unit on the Korean War.
The Korean War: Collapsible Revision Notes
The Korean War: Collapsible Revision Notes Interactive notes which can be collapsed or expanded to various levels of detail for revision purposes. Part of the new ActiveHistory study unit on the Korean War.
