Summary
History courses are filled with people who have "made" history. In this lesson, students analyze historical figures and make connections about their places in history. Students research a world historical figure of their choice and examine their impact and relationship to other historical figures. This lesson can be used in any history course, but it is best suited to introduce key historical figures at the beginning of a unit or to review key historical figures at the end of a semester.
Essential Question(s)
Do people make history, or does history make people?
Snapshot
Engage
Students share everything they know about world historical figures.
Explore
Students select historical figures to research and describe things they know about the person and want to learn about the person.
Explain
Students research their historical figures.
Extend
Students create posters about their historical figures.
Evaluate
Students read and comment on their peers’ posters and reflect on what they learned during the lesson.
Materials
Lesson Slides (attached)
KWHL Chart handout (attached; one per student)
Historical Figure List document (attached)
Historical Figure Profile Template handout (attached; one per student)
Historical Figure Profile Rubric document (attached)
Markers, colored pencils, crayons, or other colored writing utensils
Pens or pencils
Posters
Student devices with internet access (optional)
Large sticky paper easel pad (optional)
Engage
10 Minute(s)
Use the attached Lesson Slides to guide the lesson. Begin with slide 2 and share with students that they are analyzing historical figures. Review slides 3–4 to introduce the essential question and learning objectives.
Display slide 5 and introduce the Tell Me Everything strategy to students. Have students take out a blank sheet of paper and write the name of every world historical figure they can think of. Allow students 1 minute to complete the activity.
Display slide 6 and have students continue the activity by recording everything they know about the people included on their lists. Then, invite students to discuss their lists with a partner.
Show slide 7 and ask students if the people listed on the slide, Desmond Tutu and Augustus, were on their lists. If students say no, ask them why not. Repeat the process for slide 8, sharing the images of Catherine the Great and Shaka Zulu.
Share that there are many famous figures who played important roles in world history, and students will become experts on one famous world historical figure during this lesson.
Explore
20 Minute(s)
Display slide 9 and have students select a historical figure using your chosen method.
Display slide 10 and share the KWHL Graphic Organizer strategy. Give each student one copy of the attached KWHL Chart and have each student write the name of their historical figure at the top of the chart. Share that students should complete the chart as they learn more about their figures.
Ask students to first complete the “K” column with everything they know about their historical figures. Allow 3–5 minutes for them to complete the column.
Show slide 11 and ask students to complete the “W” column with everything they want to know about their historical figures. Allow an additional 3–5 minutes for this part of the activity.
Display slide 12. Ask students to fill in the "H" column with ideas about how they might find the information they listed in the "W" column. Tell students that this column should serve as a plan for how they are going to research their historical figures.
Explain
40 Minute(s)
Display slide 13 and have students begin their research using their KWHL Charts to guide them. As students research, have them take quality notes about their findings and record where they found the information. Encourage them to include information about their figures related to the following topics:
Notable accomplishments
Education
Connections to other historical figures
Interests or hobbies
Contributions to their field
Interesting facts
Extend
30 Minute(s)
Give each student one copy of the attached Historical Figure Profile Template handout or a piece of paper depending on the method you chose.
Display slide 14 to share the guidelines for the project. Have students use the their research to add information about their historical figures related to the following topics:
Quote: Which quote best reflects the historical figure? If students find multiple quotes attributed to their figure, have them select one they find particularly interesting or meaningful.
Fast Facts: What are five key pieces of information about the historical figure? Have students use brief bullet points to write these.
Historical Importance: Why is the historical figure important in the scope of history? Have students write 1–2 sentences explaining why their figure is important.
Six-Word Memoir: Have students use the Six-Word Memoir strategy to sum up their figures’ historical importance in only six words.
BFF: If time travel were possible, which other historical figure(s) would get along well with this historical figure? Why would they be friends?
Worst Enemy: Who would the historical figure despise most in all of history? Why would they not get along?
Image: What does this historical figure look like? Have students draw a picture in the oval.
Symbols: Based on their research, what four symbols would students associate with their figures? Have students draw these symbols in the small square boxes.
Evaluate
15 Minute(s)
Ask students to post their projects on the wall. Give each student several sticky notes and have them grab a pen or pencil.
Display slide 15. Conduct a Gallery Walk so students can view their peers’ work. As students move around the room to view the projects, encourage them to use their sticky notes to provide feedback or praise for their peers’ projects.
Once students have returned to their own projects, have them review the feedback they received and make any changes.
Display slide 16. Have students return to their KWHL Charts and complete the "L" column with what learned about their historical figures during the lesson.
Have students turn in their KWHL charts and research notes. Consider providing formative feedback about their research techniques and offer suggestions about how they could improve their techniques for the next project.
Consider using the attached Historical Figure Profile Rubric document to assist with grading students’ projects.
Resources
Encyclopedia Britannica. (n.d.). https://www.britannica.com/
K20 Center. (n.d.). Gallery walk / carousel. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.). KWHL graphic organizer. Strategies. https://learn.k20center.ou.edu/strategy/127
K20 Center. (n.d.). Six-word memoirs. Strategies. https://learn.k20center.ou.edu/strategy/75
K20 Center. (n.d.). Tell me everything. Strategies. https://learn.k20center.ou.edu/strategy/107
National History Education Clearinghouse. (n.d.). Teaching history. https://teachinghistory.org/
Smithsonian Office of Educational Technology. (n.d.). Smithsonian learning lab. https://learninglab.si.edu/