{"id":4552,"date":"2019-08-22T18:54:57","date_gmt":"2019-08-22T15:54:57","guid":{"rendered":"http:\/\/www.activehistory.co.uk\/updates\/?p=4552"},"modified":"2019-11-06T19:06:03","modified_gmt":"2019-11-06T16:06:03","slug":"sms_generator_online","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/history-teachers\/sms_generator_online\/","title":{"rendered":"SMS Generator: Create an imagined text conversation between two characters"},"content":{"rendered":"

\"\"<\/a>Create an imagined text conversation between two characters<\/strong><\/p>\n

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.<\/p>\n

Start by asking students to identity some of the central dramatic moments within the topic of study, and to identify the two characters most closely associated with opposing viewpoints on this issue (for example, Bukharin and Trotsky could debate the relative merits of the New Economic Policy and War Communism; Lloyd George and Churchill could debate whether Britain should go to war with Germany in 1914). Next, agree upon the key terms, words and events that will need to be included. Students can then proceed to write their dialogue, making sure to include the important historical knowledge as decided.<\/p>\n

To help facilitate this approach I have produced a freely accessible web tool (www.classtools.net\/SMS<\/strong><\/a>) through which students can input their completed dialogue: they simply click on the left or the right of the \u201cphone\u201d on the screen to input a line of dialogue. The computer automatically animates the text and adds sound effects to bring the dialogue alive. The completed conversation can then be saved for future editing, or can be embedded into a website or blog.<\/p>\n

Taking it further<\/strong><\/p>\n

This approach works particularly well as a revision exercise, where different students can be allocated different central debates to turn into SMS conversations. These can then be shared with the rest of the class either in paper form or, if produced digitally, as weblinks or QR codes.<\/p>\n","protected":false},"excerpt":{"rendered":"

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… <\/p>\n

Read More<\/a><\/div>\n","protected":false},"author":1,"featured_media":4553,"comment_status":"closed","ping_status":"open","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":[7,208],"tags":[1191,1190,242,1188,1189],"class_list":["post-4552","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-history-teachers","category-tech-tools","tag-characters","tag-conversation","tag-create","tag-imagined","tag-text"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":1382,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/sixday-war-classroom-debate\/","url_meta":{"origin":4552,"position":0},"title":"The Six-Day War – Classroom Debate","author":"Russel Tarr","date":"April 25, 2011","format":false,"excerpt":"Classroom Debate Students use their completed timelines to get into role as different characters from different countries and reach an independent judgement about which of the three key interpretations listed at the outset is the most convincing. They are then given guidance on how to construct a written essay answering\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":2560,"url":"https:\/\/www.activehistory.co.uk\/updates\/uncategorized\/fake-sms-text-message-generator\/","url_meta":{"origin":4552,"position":1},"title":"Fake SMS Text Message Generator","author":"Russel Tarr","date":"March 9, 2013","format":false,"excerpt":"Use the icons in this new template to create a chat between two historical or fictional characters. You can save your work for future changes. You can drag and drop, edit and delete entries by hovering over them. After saving, you will also be able to get a QR Code\u2026","rel":"","context":"In "History Teachers"","block_context":{"text":"History Teachers","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/history-teachers\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":2358,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/middle-east-crisis-19141939-main-issues-debate\/","url_meta":{"origin":4552,"position":2},"title":"The Middle East Crisis 1914-1939 – The main issues for debate","author":"Russel Tarr","date":"July 22, 2012","format":false,"excerpt":"The main issues for debate: Using a series of discussion points based on the syllabus, a collapsible bullet list from ActiveHistory and also a Keyword Challenge quiz from Classtools, students form their own viewpoints prior to the exam so that their answers have some sharp focus.","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":3853,"url":"https:\/\/www.activehistory.co.uk\/updates\/uncategorized\/knowledge-cubes-originally-posted-on-tarrs-toolbox\/","url_meta":{"origin":4552,"position":3},"title":"Knowledge Cubes – originally posted on Tarr’s Toolbox","author":"Russel Tarr","date":"September 1, 2016","format":false,"excerpt":"Overview When students conduct research on key individuals, get them to\u00a0write up\u00a0their findings on a cardboard cube, with each of the six faces covering a different theme. After the class has exchanged its findings in the form of a\u00a0balloon debate\u00a0or similar, collect the cubes in and, as an extension activity,\u2026","rel":"","context":"In "Year 9 History"","block_context":{"text":"Year 9 History","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/key-stage\/year-9-history\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":3889,"url":"https:\/\/www.activehistory.co.uk\/updates\/display-work\/using-knowledge-cubes-for-hands-on-discussions\/","url_meta":{"origin":4552,"position":4},"title":"Using Knowledge Cubes for hands on discussions","author":"Russel Tarr","date":"November 5, 2016","format":false,"excerpt":"Overview When students conduct research on key individuals, get them to\u00a0write up\u00a0their findings on a cardboard cube, with each of the six faces covering a different theme. After the class has exchanged its findings in the form of a\u00a0balloon debate\u00a0or similar, collect the cubes in and, as an extension activity,\u2026","rel":"","context":"In "Display Work"","block_context":{"text":"Display Work","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/display-work\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-15-at-17.50.07-1024x863.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":5480,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/debate-who-was-the-most-significant-figure-in-promoting-civil-rights-for-black-americans\/","url_meta":{"origin":4552,"position":5},"title":"Debate: Who was the most significant figure in promoting civil rights for Black Americans?","author":"Russel Tarr","date":"April 9, 2023","format":false,"excerpt":"Debate: Who was the most significant figure in promoting civil rights for Black Americans?Students are guided through a brainstorm of key characters, and then link and categorise this as a way of drawing the topic together. There is also a link to a useful online video and a databank of\u2026","rel":"","context":"In "A-Level \/ IB History"","block_context":{"text":"A-Level \/ IB History","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/key-stage\/ib-history\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_featured_media_url":"https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/11\/7562da6384bfbdb8fe53fced8866f767.png","_links":{"self":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/4552","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=4552"}],"version-history":[{"count":2,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/4552\/revisions"}],"predecessor-version":[{"id":4555,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/4552\/revisions\/4555"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media\/4553"}],"wp:attachment":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media?parent=4552"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/categories?post=4552"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/tags?post=4552"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}