Random history photos that can be printed off and put up in the classroom. I find this works especially good if you have picture of the week of a history “library” so to speak in the classroom.
The Cure at Troy (Seamus Heaney)
Human beings suffer,
they torture one another,
they get hurt and get hard.
No poem or play or song
can fully right a wrong
inflicted or endured.
So hope for a great sea-change
On the far side of revenge.
Believe that a further shore
Is reachable from here.
Believe in miracles.
And cures and healing wells.
That means that someone is hearing
The outcry and the birth-cry
Of new life at its term.
It means once in a lifetime
That justice can rise up
And hope and history rhyme.
One thing that caught my attention during the build up to CESI 2016 and during CESI was TechWeek!
Today, I recieved my pack for TechWeek and started planning how to incorporate technology into my lessons! (Going beyond powerpoints and short videos!)
Links to know more:
P.S. I take no credit for the play – just trying to make it more accessible to those who have emailed looking for a copy 🙂 If you are looking for more resources on the American Revolution please check out this blog by Ms.Dignam – https://5j16missdignamblog.wordpress.com/2016/01/16/teaching-the-american-revolution/
Recently I had a class do projects in preparation for 1916 celebrations. There was no set way for the students to do the project expect to stick to a theme.
Some students choose to use Vimeo and Vine to create short video to present their projects. These were excellent and well made however trying to download and have these videos on file and share them to the school website proved a nightmare.
The videos are too large to be sent over email, they could not be uploaded to edmodo (it is possible but time consuming thus it was abandoned after 12 minutes), difficult to download onto a USB due to configuration. We finally ended up using Google drive and sharing the videos integrating them into a Prezi PowerPoint and sharing it as a URL.
On reflection questioning the amount of time that was spent on trying to share these videos – how could we have had a central place to share videos and information with students easily while still keeping child protection laws in place and protecting yourself as a teacher.
Answer – Google Classroom
Google classroom is ideal if you are trying to integrate a whole school onto one servicer. Google classroom pulls together a lot of things which you do across several platforms – for example emailing, uploading resources, keeping in contact with students and parents, setting reminders, PowerPoint’s, word documents, media etc. etc. The possibilities are endless with Google classroom.
Students can have their accounts which they can log onto. It is quite helpful as it saves everything automatically.
It is also a mobile app thus each student can log on at their leisure or even check in while on their journeys to and from school. It is delivered through the Chrome browser, which means it can be accessed on most devices. Furthermore, it gives teachers a chance to see who has logged on and who has not and give direct feedback to the students.
Another aim of Google classroom is to create paperless teaching. The cost of printing is astounding in schools and many students lose or forget their work. Noting that students lose their copies and notes can prove difficult in subjects was they are expected to maintain and build on their notes for three years such as History. If students lose their copies – they can lose up to two years of notes at once which are near difficult to replace. Additionally, Google classroom can be organised into folders making it easy for teacher to keep track of each class. This does free up class time as you are no longer spending time handing out sheets and explaining assignments in detail while writing it up on the board. Instead with Google classroom you can do all of this by the click of a button.
One other feature that does make Google classroom ideal in a school setting is you can adapt notes to suit each student needs. For example, you can change the colour and font for students who have dyslexia or learn better through colours. You can also add in colour photos which bring the subjects alive or interactive videos.
Google classroom also encourages eLearning in the classroom which does further their skills and ability to adapt to our fast paced world.
However, there are always drawbacks which have to be addressed. Though Google classroom is changing the way in which we think about teaching – it still comes down to the simple fact that not every student can afford the upkeep of these devices. Even more so if a student device breaks, they no longer have access to their classwork or extra material. This leaves them at a disadvantage to other in their class.
One other huge disadvantage is the lack of an automated activity feed. If students do not refresh they will miss out on deadlines and notes that the teacher posts. This can be frustrating for students as they may be logged in yet not receive the assigned work.
The other thing is Google classroom is creating a virtual environment and classroom for students and the teacher. However, this can create problems as it does make an impersonal classroom as students may not feel they are connecting with the material or teacher. Sometimes teachers learn about students from the side notes and little doddles that they do in the margins of their copies. Also, it is difficult to distinguish who did the homework if it is online. Why I say this is when you correcting homework that is done into a copy, you can check the handwriting and spelling for copying. If the homework is submitted online you don’t know if a student has copied and pasted the answers from each other or if a parent has done it for them.
Overall, Google classroom is ideal for streamlining classrooms in order to share resources. However, there is cheaper and easier to use alternatives currently. Maybe in a few years Google classroom will become a mainstream idea.
Documents, source and picture questions are a key part of any History class and exam. With the mocks right around the corner it is good to remember how to look at a picture in a historical sense.
Study the pictures carefully:
Don’t just glance at them. Have a look at what they are, and look at the details, you might be asked a question about one of them.
Read the questions carefully:
If you’re asked to give two pieces of information, don’t just give one. If you’re asked to give one piece of information, don’t waste your time giving more.
The Picture Questions are worth 15 marks altogether. They can be an easy source for marks, but you must not spend too much time on them. Other parts of the paper carry much more marks with them. You should spend only about 10 minutes on the Picture Question.
- Primary/ Secondary Source
- What event is it referring to?
- What’s happening in the background?
- Who is in the picture
A few examples which you can use to sharpen the students and it should help with revision with the Cold War Topic.
In this British cartoon from 1948, Stalin watches as the storks fly coal and food into Berlin, but he dares not shoot them down.
Can be used as a stimulus in the classroom.
Refugee Blues W H Auden
Say this city has ten million souls,
Some are living in mansions, some are living in holes:
Yet there’s no place for us, my dear, yet there’s no place for us.
Once we had a country and we thought it fair,
Look in the atlas and you’ll find it there:
We cannot go there now, my dear, we cannot go there now.
In the village churchyard there grows an old yew,
Every spring it blossoms anew:
Old passports can’t do that, my dear, old passports can’t do that.
The consul banged the table and said,
“If you’ve got no passport you’re officially dead”:
But we are still alive, my dear, but we are still alive.
Went to a committee; they offered me a chair;
Asked me politely to return next year:
But where shall we go to-day, my dear, but where shall we go to-day?
Came to a public meeting; the speaker got up and said;
“If we let them in, they will steal our daily bread”:
He was talking of you and me, my dear, he was talking of you and me.
Thought I heard the thunder rumbling in the sky;
It was Hitler over Europe, saying, “They must die”:
O we were in his mind, my dear, O we were in his mind.
Saw a poodle in a jacket fastened with a pin,
Saw a door opened and a cat let in:
But they weren’t German Jews, my dear, but they weren’t German Jews.
Went down the harbour and stood upon the quay,
Saw the fish swimming as if they were free:
Only ten feet away, my dear, only ten feet away.
Walked through a wood, saw the birds in the trees;
They had no politicians and sang at their ease:
They weren’t the human race, my dear, they weren’t the human race.
Dreamed I saw a building with a thousand floors,
A thousand windows and a thousand doors:
Not one of them was ours, my dear, not one of them was ours.
Stood on a great plain in the falling snow;
Ten thousand soldiers marched to and fro:
Looking for you and me, my dear, looking for you and me.
Reflecting on the poem from yesterday this quote links very well into them!