An ActiveHistory Mystery. The “History Mysteries” lessons are designed as stand-alone projects which each last 3-4 hours. Through engaging historical topics, they teach skills of research, groupwork, structured writing. There is a standard teacher lesson plan and student record sheet / markscheme for each activity.
This Victorian Worst Jobs in History simulation can be used as a stand-alone lesson, homework assignment or as part of a broader unit on “Was life Good or Bad during this particular period?”. The worksheet has basic activities for a 30 minute lesson, and extension tasks that could be followed up later.
Essay-Planning Task This worksheet is designed to be used in conjunction with the mid-unit assessment in this unit. Students compare, contrast and connect 6 key factors to produce a detailed essay plan.
Part 2 of the French Revolution simulation. It is 1789. You are the French aristocrat, the Count of Camembert. You are an advisor to King Louis XVI of France. Your job is to give him good advice when he faces difficult decisions. The game is complete with sound effects and a worksheet.
A major update to this popular simulation, which now includes sound effects and improved playability. Students journey around pre-revolutionary France and provide advice to the King in the hope of saving his dynasty. Worksheets provided.
The latest “History in the Headlines“! This newsfeed is updated (almost!) daily. It provides a hand-selected digest of the automated newsfeed at ClassPress.net. This provides a great way of adding contemporary relevance to your classroom studies. Why not print some of the articles out and stick them on a news board? Or get your students…
A selection of quizzes and activities designed to help Year 9 History students revise the year’s work prior to their summer exams.
An example of how Xtranormal can be used as a learning tool: this project was produced as a homework project by one of my Year 9 students.
A new workpack to accompany the Coalbrookdale Interactive Census. This completely stand-alone workpack provides 5-6 hours worth of lessons and is a great way to develop sourcework analysis skills.
Students conduct a “round robin” exercise, gathering information from their classmates after each student is given just one piece of information from this list. They then have to categorise their points and put them into a diagram using classtools.net.
Primary sources and discussion points relating to the events leading to the death of King Louis XVI (and of Marie-Antoinette).
A skeleton essay framework to help students round off the topic of study.
A worksheet to run alongside this innovative activity designed to bring the drama of King Louis XVI’s desperate gamble alive
A role-play lesson. Students consider how they would have voted on each of the key issues discussed at the Tennis Court, then compare these to what was actually decided.
A detailed handout outlining the growth of political opposition in the reign of Alexander. Students are encouraged to turn this into an illustrated mindmap.
Students are provided with a list of possible questions for a GCSE-style test. In a subsequent lesson, the teacher should pick one question at random and the students write their answers in a timed exercise.
Students get into role as government advisors and consider the merits and drawbacks of various possible reforms. They take a class vote and they can then compare these ideas to what was ultimately decided to reach a deeper judgement on the value of Alexander’s reforms.
The teacher should start by showing students this PowerPoint Presentation of stills from the Kirsten Dunst film to decide what impression is being created. They then use the worksheet to decide how accurate the interpretation actually is.
A skeleton essay framework to help students answer the question “For what reasons, and with what results, did Alexander II Emancipate the Serfs in 1861?”
A good King? A good man? both? neither?! Students reach their verdict after looking at a variety of primary sources.
A structured writing framework designed to help students consolidate their knowledge and understanding thus far.
Which of these three were the most important? And what nasty “dirt” can we find out on each of these philosophers to minimise the damage to the King?
Students read through the Edict of Emancipation of 1861 and use it to consider the motives and methods of Tsar Alexander II. In addition, students are asked to consider how he seeks to allay the fears of the nobility.
An innovative activity designed to help students learn about the opening stages of the Revolution. There is a worksheet that can be used to accompany the activity.
The stages of the Emancipation of the Serfs are covered in this worksheet.
A presentation designed to generate student interest and establish the relevance of the subject.
The benefits of Emancipation are obvious – so why did it take so long for the Tsars to carry out the programme, and why did the prospect generate so much opposition? This worksheet gets students in role to consider the possible drawbacks of various courses of action.
Students are required to produce an obituary – either positive or negative – in this structured task.
Students consider the main problems facing Imperial Russia when Alexander became Tsar, and how each of these could be improved by the Emancipation of the Serfs. A good way of providing an overview of the situation, and of encouraging students to link factors.
Students consider accounts about the assassination of Tsar Alexander II to start considering why he was a figure who divides historical opinion.
A totally updated version of this interactive, self-contained game designed to teach students about some of the worst jobs available to young people in Victorian, Tudor and Middle Ages Britain. Simply answer a series of questions about your personality and preferences, and get a full description of your perfect working-class job. A workheet is provided…
In this worksheet, students are given a list of cities, regions and natural features in Imperial Russia, a knowledge of which is essential for an understanding of the topic. They then have to produce a labelled, colour-coded map which they will be able to refer back to throoughout their studies.
The Trade Triangle is explained and then students produce a “living graph” of the experience on board the ships using www.classtools.net.
Students are presented with a series of images of objects, then of people from different continents, and have to deduce from this evidence what the next topic of study is likely to be.
This final worksheet covers the last days of Alexander III and invites students to offer some closing judgments about his reign.
With the main research now completed, students should begin the process of comparing Alexander III to his father. Is it really fair to say that Alexander II was a reformer, and Alexander III a reactionary? This worksheet enables students to start organising their thoughts and provides a suggested essay framework.
The next stage is to conduct some in-depth research based around primary sources from the time which cover some of the big themes: politics, education, the famine, the pogroms. These sources come complete with questions and discussion points to further understanding.
Students make notes from this interactive newsfeed exercise and then organise their findings into various themes and categories using this worksheet. By so doing they start to formulate a view as to how far Alexander’s reputation as a reactionary is deserved.
An overview of the upbringing and the personality of Tsar Alexander III. To what extent will his personality and politics equip him to be a good ruler of 19th Century Russia?
Students read an extract from the “Gentleman’s Magazine” of 1789 and underline all the arguments the writer puts forward in defence of the slave trade, the considers how these arguments could feasibly be challenged.
Students are provided with a selection of possible questions in the GCSE Paper 1 format (a. Describe, b. Explain, c. Assess). They are told that one of these three-part questions will be set as the end of unit assessment – it is up to the teacher which to choose!
Students are presented with a detailed timeline of the process of abolition, and then provided with four different tasks to choose from which will enable them to make sense of the information. Students can choose one or a combination of these tasks to complete.
Each student is allocated a different character to research and to produce a wiki about. The class then has a balloon debate over several rounds to determine the overall winner. The debate from students at the International School of Toulouse can be seen here.
This PowerPoint provides students with an overview of the actual methods used by the real abolitionists. How do they compare with the campaigns the students came up with for Alan Sugartrader?
Alan Sugartrader of the good ship Amistrad leads the abolitionist movement in your local town. He has invited ambitious young businesspeople to come up with a brand new national campaign designed to generate support for the anti-slavery cause. Using a range of sources and a structured framework for preparation, groups of students have to produce…
I have uploaded two worksheets to accompany the Head2Head Virtual Interviews. These are designed to work “off the shelf” and provide focus and direction to students conducting their virutal interviews with Hitler, Henry VIII, Martin Luther King, Dr. Fox and Stalin. 1. Newspaper Interview Task 2. Truth or Fiction Task
Students are presented with a series of images and explanations and placed into teams for a competition over several rounds to test knowledge and understanding of life on the slave plantations. Instructions for the game can be found here.
Students are placed in role as a real-life slave and read a first-person narrative from this sourcepack. They are then interviewed by the class, who records their findings in an attempt to determine the sorts of punishments inflicted for different types of “crimes” on the slave plantations.
This PowerPoint displays a series of advertisements for runaway slaves. Students are encouraged to read through each to deduce the sorts of conditions that slaves had to endure
This powerpoint presentation encourages students to analyse two of Turner’s greatest paintings: The Slave Ship and The Fighting Temeraire. Each painting is a great comment on the British Empire and its Slave Trade. A good cross-curricular link!
A new page outlining how I plan to teach the new International Baccalaureate syllabus as from September 2008, complete with links and resources.
Students have to copy and paste key details into the appropriate cells of a table which outlines who, why, where and how the British Empire developed. A great way of providing an overview of the growth of the British Empire.
A new quiz on Jack the Ripper, created using www.classtools.net.
Mini-Sourcework exercise on Jack the Ripper. Complete with markscheme to test knowledge and understanding (30 minutes).
Maxi-sourcework assessment Complete with markscheme to test knowledge and understanding about the Jack the Ripper murders of 1888 (1 hour).
A consolidating lesson which looks at the social outcomes of the Ripper murders. Students are given a sourcework test, complete with a markscheme.
Students are presented with other key facts about Jack and use this to make their own deductions about the killer. These ideas can then serve as the basis for a lively discussion in class.
Students analyse the gruesome “Dear Boss” letter to make deductions about Jack’s character. Was he educated? Was he an egomaniac? Can we trust this evidence?
This worksheet accompanies the first 40 minutes of the video available from Amazon. It provides a good overview of the East End, the victims and the problems faced by the police.
For IB / A-Level historians. Students should have a good understanding of the main issues and personalities relevant to the topic. This worksheet pushes things forward by considering the particular contribution of Tsar Nicholas II’s personality to the situation by looking at some primary source accounts and inviting students to form their own judgement.
In this worksheet, using witness reports from the crime scenes, students build up their own profile of the killer. How old was he? What social background? What witnesses can be trusted? Why are there such discrepancies between the witness reports?
For IB / A-Level historians. This task, which is best set as a homework exercise, involves getting students producing a map of Imperial Russia which highlights the range and location of nationalities, climates, time zones and natural resources. In this way they can reflect on the idea that maybe the problems of Imperial Russia were…
It’s with a great sense of relief that I’ve finally launched the ActiveHistory History Store – a massive repository of history books, history CDs and history DVDs available from Amazon, organised by date period and by genre (historical fiction, popular history, history study books, history dvds). There are hundreds of resources available here which I…
This worksheet introduces Charles Warren and Sir Robert Anderson, the policemen in charge of the investigation. Students consider a detailed list of the measures that could have been taken and try to deduce which ones were simply not possible at the time; which ones were possible but which were vetoed by the Home Office and…
For IB / A-Level historians. This pack can be used by students following their completion of the simulation to produce a mindmap and / or a powerpoint presentation about the state of Russia when Tsar Nicholas II came to the throne.
Why is this period so important to know about? A brief introductory handout outlining the historical significance of the topic and the main questions for investigation.
Students investigate the sad lives of each of Jack’s victims: Polly Nicholls, Annie Chapman, Lizzie Stride, Catherine Eddowes and Mary Jane Kelly – and compare similarities and differences between them by construcing parallel timelines. Were these women to blame for the condition they found themselves in by 1888, or were they victims of the system?
A worksheet designed to be used as a ‘back to back’ exercise in the classroom. The teacher copy should also be downloaded.
In this worksheet, students are introduced to the terrible social conditions that prevailed in East End of London and make deductions about how these could have helped “Jack”. They are presented with a list of the problems and deprivations in the East End and consider how each would have helped the killer. They also analyse…
Take on the role of a kidnapped young African in this simulation and see how well you can maintain your strength in the gruelling “Middle Passage” across the Atlantic in this decision-making activity. Complete with five different lesson plans. Part of an up-and-coming new Black History unit which I am currently developing which will be…
This lesson follows on well from the studies of individuals. Students consider the big changes – transport, agriculture, smelting and so on – and try to link them together in a meaningful way [Part 1 | Part 2]
I have now added a new factual test to the popular “Horatio Ramsbottom: Victorian Entrepreneur” computer simulation. The game itself has also been expanded to include a new decision point relating to Brunel’s “Great Eastern” project.
A balloon debate lesson plan and worksheet. Each student produces a single powerpoint slide as a key figure from the industrial revolution period explaining why “they” deserve to be remembered as the most important character overall. The debate which follows is a great way of encouraging students to link and prioritise different types of achievements.
I have updated the popular “Virtual Tour around Tsarist Russia” with a new worksheet and an improved Google Earth Tour.
Armed with the profiles that they have built up using the worksheet unit about Jack the Ripper, students go to this ActiveHistory Simulation which asks them a series of questions about what they think they now know about the personality and appearance of the Ripper. The computer then analyses their responses to present them with…
An essay assignment for Year 9 to round off their study of the Causes of the French Revolution.
A selection of KS3 History Games for Kids – try them out!
This worksheet accompanies the final 20 minutes of the video available from Amazon. In this part of the documentary, the top suspects are suggested and the video narrator offers his own view on who the murderer was. This is a stimulating way of following the classroom debate and usually provides some lively discussion.
I spent some time over half term completely rewriting the activities based around the Coalbrookdale Interactive Census of 1861. There is now a complete history lesson pack to accompany the searchable database, which I’ll be trialling with my own Year 9 students over the next two or three weeks. Hope you like it!
A brand new activity for Year 9 History, based at ClassTools.net: Interactive Whiteboard Resources
A new “race against the clock” game designed for Year 9 students.
The popular educational arcade games Manic Miner, Wordshoot and Cannonball Fun have now been amended so that the games fill your screen, whatever its size / resolution!
Crime and Punishment Through Time – In response to member feedback, I added a brand new section to the site to cater for students and teachers following this popular SHP course.
A brand new version of the popular game, now with a high score board – can you get onto the Hall of Fame with your historical knowledge?
Designed to allow a range of year groups to investigate medicine, surgery and public health at particular points in history.
Interactive running dictation exercise: The Flight to Varennes
Interactive Simulation: You be the Judge! Pass sentence on a series of ten crimes from 19th Century Britain and see how close you come to the actual verdicts reached at the time!
A Series of Crime and Punishment Worksheets donated to ActiveHistory by Cathy Warren: Defining Crime: (a) What are the different types of crime? (b) How and why do different periods define crime in different ways? (c) How are laws made? (d) Nature of Crime – Practice Questions Determining Guilt: How do we decide if someone…
Crime and Punishment during the Industrial Revolution – Worksheet designed to be completed over a double lesson; students are given a series of crime case studies, and decide what punishments they would have given. These are then compared with punishments actually given at the time.
“Horatio Ramsbottom: Victorian Entrepreneur” decision-making game. Completely rewritten and updated to cover more factors, with a new worksheet and added interactive elements.
Uploaded a new Medicine Through Time game to Wordshoot; CannonBall Fun and Manic Miner Developed the Manic Miner Game to make the initial levels a little easier after feedback from members.
Cannonball Fun Quizzes a. Russia under Alexander II b. Russia under Alexander III c. Russia under Nicholas II Wordshoot Quiz a. Russia under Alexander II b. Russia under Alexander III c. Russia under Nicholas II
Decision Making Adventure Game: The Causes of the French Revolution Would you have been able to help Louis XVI keep his throne? A major interactive decision making game for use in the history classroom, complete with a worksheet. Just log students onto a computer, and away they go!
Play Your Dates Right Code updated do that all the timelines can be printed off for revision prior to taking the quizzes.
Yr8/9 Completed uploading the worksheet unit on The Causes of the French Revolution, designed to be taught over three weeks. The complete unit now looks like this: Interactive Exercises 1. Interactive Exercise By C. Warren at Rochester Girls’ Grammar 2. Interactive Running Dictation: The Fall of the Bastille An innovative activity designed to…
Play Your Dates Right New interactive quizzes uploaded using the new format: The Life and Career of William Ewart Gladstone, 1809-98 The Life and Career of Benjamin Disraeli, 1804-81
Interactive Running Dictation. This first example is on the subject of the Storming of the Bastille, and develops note-taking skills by bombarding them with a series of fast-moving news feeds accompanied by illustrations. I’d welcome members’ feedback on this activity – could it be improved? what other topics would lend themselves well to this approach?