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.
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
BOARD GAME AND TASKS TO COMPLETE AS PLAYED. INTRODUCES STUDENTS TO KEY JOBS OF A MEDIEVAL PEASANT, REQUIRES STUDENTS TO IDENTIFY KEY ROLES WITHIN A MEDIEVAL VILLAGE AND PUT THESE ROLES INTO A HIERARCHY. ALSO MAKES STUDENTS IDENTIFY FACTORS AFFECTING THE LIFE OF A MEDIEVAL PEASANT. WILL ALLOW STUDENTS TO MAKE A JUDGMENT ABOUT HOW HARD/EASY LIFE AS A MEDIEVAL PEASANT WAS. LINKS WITH PRIOR KNOWLEDGE OF FEUDAL SYSTEM (LORD OF MANOR = KNIGHT) AND LEADS INTO STUDY OF PEOPLE IN MEDIEVAL VILLAGE.
Powerpoint with voiceover outlining key issues of foreign policy in this period.
Consolidation of discrete elements of foreign policy to develop skills.
Core notes covering this period (overview not just foreign policy)
This is a great resource that I put together for a presentation at uni years and years ago. I have used it with all different age and ability groups in different schools. it should be self-explanatory as i have added notes to indicate the kind of things dicussed throughout the slide show David - Slightly harsh my man, to rate it on the basis you couldn’t see it! Its probably your firewall, as it has been downloaded many times - not that that helps! If you email me at jordansnotes@yahoo.com I will email it to you, size permitting.
Decision making game for students. Instructions on attached document. Students take on characters from 1529 Parliament and make decisions using extracts from relevant acts. There is a gaming element: students decide whether parliament would accept/reject/modify an act. Each act is worth x points. They can gamble the points in a 'double or nothing' gamble before the teacher reveals the historical reality. Uses original extracts to help familiarise students with reading sources.
Ppt with audio, guiding students through the process of dissolution. Can be used for remote/flipped learning. Core notes for this period also attached.
students think through opponents to 'the reformation', using the analogy of sharks to create a graph showing nature of opposition and level of threat to Henry
