Activity ideas

1. Visual learning Video Pictures / PPT Card sort Visual games (e.g pictionary, hangman, wordsearch / crossword) Jigsaw puzzle Poster / leaflet Memory map Mind/concept map Questions / bookwork Newspaper/ comic strip/ storyboard / Make/label diagrams Graphic organisers Watch demo Individual whiteboards Kinaesthetic learning Class / group role play Card sort Jigsaw puzzle Experiment / practical Model making Card game Washing lines / words on a scale Move to opinion stations (yes/no etc) Cut and stick IWB Origami Create a display Activity ideas Auditory learning Spoken questioning Spoken games (taboo, just a minute etc) Group discussion Class discussion Jigsaw learning Quiz Rap / song writing Pair/group tasks Concept cartoons (discuss) Odd one out (discuss)

2. Task: You must create a collage depicting the assassination of JFK, and who shot him The collage must consist of different pieces of factual information about the people who could have shot JFK The collage must also consist of images of those accused/ images associated with each theory You will present this collage this lesson, and must include a 1 minute presentation on those accused In the presentation you must state and explain who you think shot JFK

3. ‘What were they thinking of, these 492 Jamaicans, as the Empire Windrush slid upstream between the closing shores of Kent and Essex? Standing by the landing stage at Tilbury, one of them looked over the unlovely town to the grey-green fields beyond and said, “If this is England I like it”. A good omen, perhaps. May he and his friends suffer no disappointment’ Manchester Guardian, 23rd June 1948 How this works: Students create/ or are given a ‘double-bubble’ map – have to think of two things that are particular to source A (newspaper article), and two things particular to source B (image), and one thing that is the same for both of them

5. What is happening to you? How this works: Students given one of the photographs, and, after every activity, to write down how the event discussed would affect their person (empathy activity).

6. Learning mat

7. What does love…? What is life like at Wuthering Heights for Heathcliff?

8. Gimme 5! 5 things I have learned during the lesson The most important thing I have learned during the lesson

14. What did you do well in this task? What were you asked to do? What skills did you use? How did you feel during this task? How challenging did you find this task? What do you need to improve upon? How will you build on your writing skills? What questions do you need to ask to move your learning forward?

16. Source 1 Source 2 How this works: Venn diagram to show the similarities and differences between three things Source 3

17. How this works: Students given this page with only one part of the image showing. To draw what they think is behind the other boxes. Teacher to remove the other boxes gradually to show what is behind. 2 3 1 4 5

18. Choose one of the three people in this image that are circled After this event you went home and told a close family member about this experience Write down your part of the conversation, explaining the events and your feelings

19. Key Words: Naval Race Agadir Crisis Balkans Wars German action was responsible for the outbreak of international tension Point Evidence Explanation How this works: This is a mass production activity. Students to all write one point (relevant to the question) and then swap papers. Then students add evidence to the paper in front of them, and swap papers again. Then students add an explanation to the paper in front of them. This can then be extended to a WWW and EBI peer assessment piece. Learning Intention: To list reasons why German actions led to international tension To evaluate the impact of German actions

20. Options presented to Kennedy How Kennedy reacted 2 1 How this works: Students given a number 1, 2, 3 or 4. Read out Worksheet ‘The Cuban Missile Crisis’. Each student should be listening to the criteria with which their number is associated (i.e. 1 – How Kennedy reacted). Students are not to write anything down. Students then move to sit with other students that have been given the same number. They should talk about what they heard. Then move students back to original groups and engage in a round robin. All students to answer the four questions. 4 Kennedy’s decision What eventually happened 3

21. What would you do? The Soviet Union is gaining power in Eastern Europe You are terrified more and more European countries will become Communist You cannot to go war against the Soviet Union (your public won’t support another war) HOW DO YOU STOP THE SPREAD OF COMMUNISM??? President or Prime Minister Head of the Army Religious leader How this works: Students to work in small groups to come up with possible solutions to this problem. Each member of the group given a specific role in order to ensure personal accountability.

22. How this works: Zoom activity – cut out these images and give a pack to each group (must be 8 students in each group – if not possible two students will double-up and work on the same image). Students to number themselves 1 – 8, number 1 picks an image and starts a story, number 2 picks another image and continues this story, until all 8 images have been used. Students then tell the story to the class.