{"id":2905,"date":"2014-10-14T13:52:36","date_gmt":"2014-10-14T10:52:36","guid":{"rendered":"https:\/\/activehistory.co.uk\/updates\/?p=2905"},"modified":"2013-11-19T13:53:53","modified_gmt":"2013-11-19T10:53:53","slug":"remembrance-day-debating-the-issues-the-de-bono-method","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/remembrance-day-debating-the-issues-the-de-bono-method\/","title":{"rendered":"Remembrance Day: Debating the Issues: The De Bono Method"},"content":{"rendered":"

<\/a>\"_poppy_square\"<\/a>Debating the Issues: The De Bono Method<\/p>\n

Starting with a teacher’s introductory PowerPoint<\/a>, \u201cThe teacher will take the role of someone with a \u2018Green Hat\u2019. They will choose (or ask the class to vote on) one of a range of \u2018Discussion Points\u2019 and each person in the class will be given a number between 2-5<\/span><\/strong> (Red, Yellow, Black, White – each corresponding to a different way of thinking about the issue). The debate will then take place\u201d.<\/p>\n

Part of a comprehensive set of materials designed for every year group to commemorate Remembrance Day<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Debating the Issues: The De Bono Method Starting with a teacher’s introductory PowerPoint, \u201cThe teacher will take the role of someone with a \u2018Green Hat\u2019. They will choose (or ask the class to vote on) one of a range of \u2018Discussion Points\u2019 and each person in the class will be given a number between 2-5… <\/p>\n

Read More<\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[14,6,5,50,7],"tags":[],"class_list":["post-2905","post","type-post","status-publish","format-standard","hentry","category-20th-century","category-ib-history","category-igcse-gcse-history","category-historiography","category-history-teachers"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":2975,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/historians-debating-the-origins-of-ww1-on-twitter\/","url_meta":{"origin":2905,"position":0},"title":"Historians debating the Origins of WW1 on Twitter","author":"Russel Tarr","date":"January 7, 2014","format":false,"excerpt":"Last week I was delighted to make Twitter contact with two of my history heroes - Simon Schama and Professor Gary Sheffield - on the issues surrounding Mr. Gove's latest comments about the teaching of World War One, which I have turned into a worksheet that I will use as\u2026","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"Simon-Schama","src":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2014\/01\/Simon-Schama-150x150.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":2485,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/assembly-presentation-critical-thinking-pshce\/","url_meta":{"origin":2905,"position":1},"title":"Assembly Presentation: What is critical thinking? (PSHCE)","author":"Russel Tarr","date":"December 5, 2012","format":false,"excerpt":"Part of the \"Critical Thinking\" unit. This presentation is given to the entire group and is designed to get them thinking about what critical thinking entails. In particular it provides students with an introdution into the De Bono 6-Hat Technique which will form the basis of the activity in the\u2026","rel":"","context":"In "GCSE \/ IGCSE History"","block_context":{"text":"GCSE \/ IGCSE History","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/key-stage\/igcse-gcse-history\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":512,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/nazi-germany-social-policies-3-the-moral-maze\/","url_meta":{"origin":2905,"position":2},"title":"Nazi Germany – Social Policies [3]: The Moral Maze","author":"Russel Tarr","date":"June 18, 2008","format":false,"excerpt":"Social Policies [3]: The Moral Maze: Students are presented with a logical defence of the principles of Eugenics and Social Darwinism as they existed in the Third Reich. They are then asked how they would nevertheless challenge some of its assertions both on rational and on moral grounds. One to\u2026","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":4649,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/year-8-history\/multimedia-presentation-who-were-the-nazis-student-worksheet\/","url_meta":{"origin":2905,"position":3},"title":"Multimedia Presentation: Who were the Nazis? | Student Worksheet","author":"Russel Tarr","date":"February 11, 2020","format":false,"excerpt":"Multimedia Presentation: Who were the Nazis? | Student Worksheet Students consider some of the key beliefs of the Nazis by debating a series of controversial issues (e.g. \"Immigrants should be encouraged to leave our country when there are lots of our own people who are unemployed\", \"It is quite right\u2026","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/03\/churchill.gif?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/03\/churchill.gif?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/03\/churchill.gif?resize=525%2C300&ssl=1 1.5x"},"classes":[]},{"id":2929,"url":"https:\/\/www.activehistory.co.uk\/updates\/history-teachers\/remembrance-day-peace-charities-which-should-our-school-support\/","url_meta":{"origin":2905,"position":4},"title":"Remembrance Day: Peace Charities: Which should our school support?","author":"Russel Tarr","date":"October 23, 2014","format":false,"excerpt":"Peace Charities: Which should our school support? This exercise involves students researching a range of different charities, debating their respective merits and deciding which should be the \u2018official\u2019 charity that the school should support this year. Could be a particularly good student council project \/ assembly (e.g. student council presents\u2026","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"_poppy_square","src":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/10\/poppy_square-150x150.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":341,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/the-korean-war-consequences-and-conclusion\/","url_meta":{"origin":2905,"position":5},"title":"The Korean War: Consequences and Conclusion","author":"Russel Tarr","date":"May 4, 2007","format":false,"excerpt":"The Korean War: Consequences and Conclusion GCSE \/ IGCSE History students round off their studies with a debate about the \"Big Issues\"","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/2905","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/comments?post=2905"}],"version-history":[{"count":1,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/2905\/revisions"}],"predecessor-version":[{"id":2906,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/2905\/revisions\/2906"}],"wp:attachment":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media?parent=2905"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/categories?post=2905"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/tags?post=2905"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}