Various forms and methods of teaching history

The  various forms and methods of teaching history:

Lesson no 1.

The script of  a lesson using library materials.

Topic: The life of Jews during the WW2

Materials: the book “Diary of Rutka Laskier”.

Rutka's Laskier Diary

The run of the lesson:

Students are reading parts of the diary and trying to answer for 3 questions:

1^st What do we know (for sure) of the time, when the diary was written (year 1943).

2^nd What do we can imagine or predict about Rutka’s life.

3^rd What  do we want to know more  about the topic and where we can find the answers.

Students are discussing about these questions, some of them is engaged in searching answers for the most interesting questions about her life and facts of the WW2 history, which will be presented on next lesson.

Lesson no 2.

Topic: Should we celebrate the national days?

Materials: the examples of celebrating nationals day around the world ( fount by Interent or other sources)

The run of the lesson:

The debate about the topic using Oxford method.  The debate is hosted by a moderator, who introduces the problem and the two speakers ( two teams). The first group proposes the motion, the second opposes it.

Question raised to begin debate:

• Should we celebrate a common human day instead of national days connected to countries?
• Should military parades be a part of a national celebration?
• Is having a national day bad, is it a display that one nation considers itself better than the others?

At the end the moderator summaries the debate.

Lesson no 3.

Topic: The advantage and disadvantage of migrations.

Materials: the migrations of your nation and immigrants to your country ( fount by Internet or other sources)

The run of the lesson:

The group is dividing in four groups.

Using the method SWOT every group is founding the answers on the question:

Strong sides of migrations

Weak sides of migrations

Opportunity of migrations

Threats of migrations.

At the end the participants present the arguments, The discuss should show how important  is the consciousness of the migration problems. 

Lesson no 4.

Topic: The history of our region.

Materials: the materials being fount by Internet or other sources and a trip to  the real remains of old architecture and other historical objects.

The run of the lesson:

The group of students is visiting historical places of the own region:

After that, in the classroom, students make posters or other forms of information pannels, presenting collected information. In this way they are recalling pieces of information, they heard before:

Lesson no 5.

Topic: Lets learn about our national cultur authorities.

Materials: information and pictures of the national herous.

Run of lessons (project):

1^st  Who of our herous will be presented

2^nd Choosing the form of presentation

3^rd Realisation the project

Examples of realisation:

Lesson 6.

Topic: The information about the famous Poles

Main aim: knowledge  about the famous Poles

Methods: discuss and work in groups, choosing and collecting information

Support: printed materials and pictures cut into separated – singular pieces of information ( 3-5 fragments about every person)

Lesson plan:

1.      At the beginning of lesson the teacher informs the students about the famous Poles , students  divided into pairs decide which person they want to know better or draw lots  with the name of person

2.       The teacher put  on middle of table mixed pieces of papers with information about every famous person.

3.      The students look for the information about the chosen person

4.      Every group presents their person:

Lesson no 7:

Goal:

The students should find out most important facts about their hometown by doing different activities and using various resources about:

• important facts about settlements in the region
• foundation of the town
• visiting special historical places
• facts about famous people

The material should be the base for preparing a guided sightseeing tour of the hometown under the various aspects of town’s History.

Materials:

Using of library materials like chronicles, regional magazines and internet resources

Methods:

• Brainstorming and doing mindmaping to collect all the facts students know about their hometown
• finding out the most interesting places of the town
• places students are interested in
• famous people etc.
• How to present the results
• different meeting points
• role plays
• finding historical pictures to illustrate the people or the places in former time

Lesson no 8:

Topic: The life in middle ages

Main aim:  learning about life on medieval castle  

Methods: interactive performance in a castle as a natural scenery.

Support: visit in a castle, inviting the reconstruction group to show weapons, amour and method of using them.

Lesson plan:

1^st The group of students goes to a castle.

2^nd A reconstruction group of knights is showing weapons, armors, method of using it.

3^rd Students are playing with  knights acting like it was in XV century.

Lesson no 9:

Classes :  8/A-B-D-

 Lesson :  History of Turkish Revolution                                             

Unit :  Foreign Policy of Turkish Republic                                                                          Subject : National Foreign Policy, Atatürk’s Foreign Policy, Mosul Question and Result,    

                 Straits Question

Methods and Techniques : Question and Answer Teaching Technique, Lecturing, 

              Panelling, Discussion Groups

Target behavior: Sts can interiorise Kemalism and comprehend Atatürk’s world perspective and thoughts.

PROCESS :

Getting attention : A short dicussion on “How can you explain Atatürk’s foreign policy best with one of his sayings?"

Verbal/Linguistic Int.

Students can explain principles of  Turkish Foreign Policy:

1.      It is based on national power and it values independece above everything.

2.      It requires to remain in the national borders.

3.      It is realistic and pacifist

4.      Foreign relations with other countries should be under equal circumstances

5.      Science and technology are the mentor of Turkish foreign policy.

Visual/Spatial Int.

The most significant element of Turkish foreign policy is being independence. The second element is struggling for peace. Atatürk explained it saying “Peace at home, peace in the world.” (It is written on the board.)

Interpersonal Int.

A discussion is held about “How was Mosul question solved?”

Intrapersonal Int.

Each group member should remember the fact that the Mosul question couldn’t be solved in the Loussanne Treaty. It was decided to be solved with negotiations with England after the treaty was signed.

Logical/Mathematical Int.

Turkiye called countries that signed the Loussanne Treaty to hold a conference in Montreux, Swiss. According to the convention signed there: (drawn on the board)

1.      The Montreux Convention regarding the regime of the Straits was signed in 1936.

2.      It gives Turkiye control over the Bosporus Straits and the Dardanelles

3.      It regulates the transit of naval warships.

4.      The Convention gives Turkey full control over the Straits and guarantees the free passage of civilian vessels in peacetime.

5.      It restricts the passage of naval ships not belonging to Black Sea states.

Bodily/Kinesthetic Int.

Sts hold a panel discussion on the  Ankara Convention.

Musical/Rhytmic Int.

Sts listen to Yemen Turkusu (a national song), which is about the WW1 and discuss about the effects of aggressive foreign policy on the people.

EVALUATION:

Knowledge: What are the basic principles of Turkish foreign policy?

Comprehention: Why did England support the Sheik Sait rebellion?

Application:

Analysis: How was the Mosul question solved?

Synthesis: How was the straits’ status regulated in the Loussanne Treaty?

Evaluation: What was changed about the straits’ status in the Montreux Convention.

Examples of methods:

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