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You must yourselves realize the power of Athens, and feed your eyes upon her from day to day, till love of her fills your hearts; and then, when all her greatness shall break upon you, you must reflect that it was by courage, sense of duty, and a keen feeling of honour in action that men were enabled to win all this, and that no personal failure in an enterprise could make them consent to deprive their country of their valour, but they laid it at her feet as the most glorious contribution that they could offer – Taken from Pericles funeral oration
It really is difficult to appreciate the impact that great historical people had on the world they lived in (and is some cases the world we live in today). The choices they made directly affected thousands (or millions) of people who lived under their rule. The consequences of their actions could be catastrophic for the people they governed; or they could bring untold wealth, power and renown to the citizens of that state.
So what does any of this have to do with teaching and learning?
Well, after a recent talk with a small group of my peers, I realised that we don’t really give the children an opportunity to take on the roles of these great leaders and figures from history. No instead we get them to watch a video on Boudicca, Julius Caesar, Abraham Lincoln, Winston Churchill, Henry VIII…etc. And then we expect them to write about the motives, rational and reasons these people had for making the decisions they made.
So after much deliberation, I think the ideas below might just present students with a small understanding of what it was like to be responsible for thousands of lives!
I have decided to adapt a decision making game (from a book called ‘Creative teaching in the classroom’ by Rosie Turner-Bisset) to truly give the children an opportunity to walk in the shoes of great historical leaders. The game in this book is based on the arrival of the conquistadores in the New World. Firstly the children have to take the role of either the Aztecs or the Spanish. Then they make decisions based on the actual events from that time. Ultimately, the decisions they make will/won’t affect what happened over 500 years ago.
Adapting the game for my purposes:
At the moment I am in the middle of altering our Year 5 (Grade 4) history topic on Ancient Greece. As you may have guessed , I have decided to use Pericles (Statesman and first citizen of ancient Athens) as a test subject for this prototype lesson. My aim is to combine an adaptation of the ‘Aztec vs Spanish game’ with a digital slideshow presentation (this is included below with the lesson plan and the game script). The slideshow uses high impact images and key words to really drive home the difficult choices that Pericles and the Athenians had to make. The slideshow also provides an opportunity for the teacher to see whether the children are unduly influenced by visual images when making decisions.
It must be said that the decision making story is heavily adapted and altered from the original; however, it does use actual events from the war to reinforce the historical accuracy and realism of the lesson.
I also think that it would be a good idea for the teacher to role-play the part of Pericles. This isn’t an essential part of the lesson but I do think it will give it more impact and believability.
My aim is to teach the lesson to one of the Year 5 classes while the Year 5 teachers watch. I don’t know whether this will be successful but I hope it will give them a better idea of the skills I am trying to impart to the children. If it is successful I really do believe that there is scope to add it to other history units in the upper year groups of our primary (elementary) school.
Finally, Caesar said ‘Veni, Vidi, Vici’ but I wonder what the students will say after they have had a small taste of what it truly means to rule?
3 thoughts on “We live? We die? You decide!”
I love the Thucydides quotation that you open with! Your introduction reminded me (I actually just read it yesterday) of Alexis de Tocqueville’s great passage on the differences between historians in aristocratic and democratic ages, “The historians of antiquity taught how to command; those of our time teach only how to obey; in their writings the author often appears great, but humanity is always diminutive.”
Your project seems a wonderful step back to an empowering history that is so badly needed. Bravo!
Neil, the gamification unit sounds really cool! Having students role-play pivotal historical moments, critically engage through decision making make for such a powerful learning experience. I look forward to hearing more about it!
Your timing on this couldn’t be better! In course 4 you might want to jump ahead to the week on gamification in education. You can use all of course 4 if you want talking about this project and using what you learn in course 4 to adapt it along the way or show how those ideas of gamification of education are involved in this unit. Some great overlap here from course to course for sure!