10 BALL GAMES: SUBVERSIVE TEACHING IN 21ST CENTURY.
We innovate, constantly.
We see the extraordinary in the everyday.
We know that real education is about feeding the soul, not just passing exams.
We sometimes see children with problems, we don't see children as problems.
We re-draw the boundaries of the possible.
We survive, despite the slings and arrows of outrageous policy.
Freely sharing resources gives us time to do these things. Please help yourself, and play on.
10 BALL GAMES: SUBVERSIVE TEACHING IN 21ST CENTURY.
We innovate, constantly.
We see the extraordinary in the everyday.
We know that real education is about feeding the soul, not just passing exams.
We sometimes see children with problems, we don't see children as problems.
We re-draw the boundaries of the possible.
We survive, despite the slings and arrows of outrageous policy.
Freely sharing resources gives us time to do these things. Please help yourself, and play on.
DOESNT PROVIDE GRADES OR NATIONAL CURRICULUM LEVEL DESCRIPTORS AS IT IS AN AFL SHEET. OF COURSE TEACHERS CAN RECORD ANY MARKS THEY LIKE IN THEIR MARKBOOKS, THIS IS FOR STUDENTS, TO ENGAGE THEM IN A DIALOGUE ABOUT THEIR WORK. EASY TO MODIFY
Half a term’s planning with resources. My y8 are investigating the theme of ‘power and protest’ this year (y7 is ‘lives of ordinary people’ and y9 is ‘conflict and resolution’ - these are the themes i have chosen in line with the new KS3 national programme of study). This is the introductory unit. so far my students are loving it. its not content heavy, as it allows for much discussion in class. am pursuing the ‘do less, more effectively’ concept with my planning this year!
Was browsing an old Teaching History and saw an article by Steve Garnett which have immediately stolen! It’s really simple and really effective. Basically, a large circle in the centre of a page represents a concept, e.g Bismarck’s foreign policy (Steve’s example) or the Break with Rome (my example attached). Other circles placed strategically, in terms of size and location, represent key influences on that issue. Could also be used for effective essay planning.
Poem about the Italian invasion of Abyssinia plus additional factual material. Activity designed to generate knowledge about the Italian Invasion of Abyssinia, one of the 3 principle failures of the League in the 1930s (along with the Japanese invasion of Manchuria and the failure of the Disarmament Conference). Also included exam-style cartoon interpretation[Please note that any classification of this resource as related to the USA is generated by TES not me.]
Full resources with teachers notes for teaching Lenin and Stalin’s Government. First activity in Stalin pack is adapted for GCSE from an A-level Thinking History activity.
Straightforward matching exercise - matching events that occured post bloody sunday with the significance of those events. then prioritising greatest threat (for discussion purposes to check understanding)
2 more sets of notes - On resistance and on responsibility. there are other notes covering the other aspects of this course on this forum also added thinking maps for revision activities
Varied tasks that introduce students to the reasons for appeasement and the impact of appeasement on Hitler’s foreign policy. Easily adaptable, and teacher notes included
6 clues to help students work out the reasons why Stalin and Hitler signed the Nazi-Soviet Pact. Most clues not very complicated but obviously they are clues, so will require some working out and teacher scaffolding to point students in the right direction
Obviously, the Czech crisis is a Paper 1 topic, but to introduce students to skills these 2 questions follow the paper 2 format Also attached summary of Paper 2 skills
Lengthy task for higher ability students about Hitler’s takeover of Czechoslovakia in 1938. Involves students having to complete series of tasks in order to ‘earn’ the next set of notes. Teacher’s notes at front of task. Would be easy to break down into individual tasks, or to simplify.
1. historiographical spectrum - students read the summaries of historians’ views and decide where to plot those historians on a spectrum of intentionalist to functionalist and on a spectrum of responsibility for the holocaust 2.chronology exercise - students to identify 4 phases of nazi policy towards the jews by identifying turning points. 4 suggested phases are discrimination, physical attack, physical segregation, genocide. Terminology can obviously be varied by teachers 3. Nuremberg Laws notes 4. Kristallnacht notes both 3 & 4 used as basis for students to consider significance of the phase of ‘aryanisation’ 1933-1939. students to create a diagram suggesting causes and consequences of Nuremberg Laws and Kristallnacht and also to create summary of significance of the whole phase. 5. Summary notes on the period 1933-1939 6. Summary notes on the period 1939-1941 (poland - barbarossa) 7. (added april 9th) summary notes from launch of barbarossa to wannsee conference - again, a synthesis of the required reading for aqa a2 unit 6, so includes lots of historiography 8. added 17 april 2008 - set of notes on wannsee conference and death camps, includes copy of the wannsee protocol
I use this activity in Year 7 to help students to understand the relationship between church and state. Christianity is what I think of as the ‘big idea’ for Year 7 studies, and is the context within which most of the medieval period can be understood. I think it is important for students to be able to comprehend the political nature of the church in this period, and the symbiotic relationship between spiritual and secular powers. So this is one of the first activities I do in Year 7. Of course, it can be done in Year 8 before studying the Henrician Reformation instead, but if done in Year 7 students still remember it in Year 8. Having the photographic record also helps students’ recall.
Another in the series of essay sorts to help students understand how to construct essays. Involves no writing, just thinking, and leaves students with a takeaway product they can use as a model for future extended writing on causation. Builds on a prior lesson where ‘William’ makes a speech to the class about his reasons for wanting to conquer England. also attached
Set of student notes covering main aspects of this period for AS course 7 sets of notes: Background to the Reformation Kings great matter break and royal supremacy dissolution of monasteries other religious reforms opposition to the reformation how far was england protestant by 1547
This exercise is designed to introduce students to the strengths &weaknesses of the structure, membership and powers of the LON. It is also designed to reinforce essay planning techniques. It is fairly straightforward. It starts off as a card sort of strengths and weaknesses. Students then have to categorise into the 3 areas, add an explanation to the description. It can be done as ICT or paper exercise. Assertions for the paragraphs and a conclusion can be added also to extend into total essay plan.
