Building up a framework or map of the past, in terms of a developing sense of what bits of history fit in where
To what extent do pupils have an overview of periods of history, and the ability to relate events and issues that have been studied to an overall conceptual framework of chronology and sequence in history? As they get older, it is helpful if pupils can fit together the various “bits” of history which they encounter and build up a mental map of the past. The degree of difficulty of these exercises obviously needs to be varied according to where the pupils are up to in their study of history. Exercises 1 and 2 are obviously for younger pupils (key stage 2/3?), exercises 3 and 4 perhaps for pupils who are doing ‘A’ level and thinking of doing History at university. It is easy to adjust the levels of difficulty by amending the content, according to the age and ability of your pupils.
1. Fact or Fiction?
Exercise for younger or less able pupils; delete the fictional characters and put the real ones in chronological order.
2. How long ago…?
Again, for younger pupils; do they understand terms indicating how long ago things happened?
3. Emma stands in the palace of Westminster
Sequencing exercise for older pupils (lower sixth?)
4. Joseph Priestley’s biographical chart
Again, probably for older pupils to explore breadth of knowledge of British History.
5. Battles in British History
For older pupils, quick check on “overview” with some questions to reflect on about what dates we know.
6. Periods
Have older pupils got a general sense of what happened when?
7. Who goes where? Dynasties
Perhaps for those going on to take British History at University?
8. Medieval Realms recap
Basic “end of unit” recap exercise. It would be easy to construct an “answer” file to save marking.
9. Revolutions
To what extent does it matter that they know the order of revolutions?
10. English Monarchs chronology
Suggestion for a quick “game” type exercise to vary lesson format. I have used it with my PGCE students, but whether or not it would work with 9Z on a Friday afternoon, I’m not sure.
11. Sorting people in English History
Could be one of those fairly pointless “sequencing for sequencing’s sake if it does not lead into discussions about significance etc.