Historical Detective Work
Lesson Objective: Students work collaboratively to analyze and weigh historical evidence
Grades 6-8 / History / Inquiry

Thought starters

  1. How did the teacher "hook" her students into the lesson?
  2. How does the teacher use group work as a strategy to make the lesson more effective?
  3. How might a language arts teacher and history teacher co-teach this lesson?
5 Comments

1.  Students attention was draen in using visuals that created shock and awe

2. Each student although unique bring something of value to the group lesson

3. a language art teachers for example could collaberate with the history teacher to coteach grammer and composition using a lesson on WW2

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  1. How did the teacher "hook" her students into the lesson?  Used something gory that would solicit shock or awe - blood/murder
  2. How does the teacher use group work as a strategy to make the lesson more effective? Students of various abilities support each other with their individual strengths.
  3. How might a language arts teacher and history teacher co-teach this lesson? 
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Great strategy to show powerful picture yo hook student's interest. I also liked the differentiation of giving each student a strip with part of the information to read at their own pace then collaborate with the group.
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I'd really like to try this lesson with my students. Is a lesson plan available?
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What a great idea! This is an incredible way to make students take on the role as historians. Thanks Teaching Channel for more social science/history videos!!!
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Transcripts

  • Summary

    A demonstration on how to encourage thinking skills for any keystage, highlighted through a history investigation.
    Year 8 pupils at

    Summary

    A demonstration on how to encourage thinking skills for any keystage, highlighted through a history investigation.
    Year 8 pupils at President Kennedy School have to examine the evidence surrounding the death of William II and decide whether it was an accident or murder.
    Different groups are given different source material which they must consider and then communicate to the others.
    After weighing the evidence, they have to reach their own conclusion and then make a group decision.
    Later, Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education explains the use of this strategy supported by the research in this video .

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