Stage 2: Depiction:<\/strong>\u00a0Students then open the ClassTools Living Graph\u00a0Template<\/a> and plot their chosen events into it. They should aim not simply to describe “what happens” but “why it is significant”<\/p>\n Stage 3: Categorisation<\/strong>:\u00a0Finally, the students have to drag and drop the events high or low on the graph to indicate something of relevance: success or failure, for example. Safety or Danger could be another idea.<\/p>\n Taking it further:<\/p>\n Students could use pipe cleaners instead of\u00a0the\u00a0ClassTools\u00a0Living Graph\u00a0Template<\/a>, as per the pictured example by @LesleyMunro4<\/a>.<\/p>\n Students could write an overall observation about change over time, as per this example by @MrThorntonTeach<\/a><\/p>\n A “Living Graph” encourages students not only to select the most important events within a topic, but also to rate them (over time) against criteria such as success and failure, strength and weakness, significance and insignificance. Stage 1: Brainstorm:\u00a0Ask students, working individually or in pairs \/ small groups, to identify what they consider to be… <\/p>\n![\"via](\"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/02\/B9J0__zIIAAUAyG-300x204.jpg\")
<\/a>