What’s wrong with this discussion?

Today you will be assessed in a historical debate…. How do you properly structure a historical debate / discussion? What makes a good historical debate / discussion? What phrases could you use? What key skills do you need to demonstrate?

As a class divide into three groups….

Divide each group into TWO Question 1: The kings of Medieval England controlled England well. Discuss Question 2: The people of Medieval England had significant control over their own lives. Discuss GROUP A GROUP B

Group A will debate FIRST, while Group B assess them Group A Debate assessing assessing assessing assessing

Group B debate SECOND while Group A assess them assessing assessing assessing assessing

Level 3 Students describe events or people without linking it to the question OR They begin to give very simple answers to the question, without giving clear evidence for their opinion. Level 4 Students begin to provide evidence. The evidence will be described NOT explained (e.g. very little use of “because”) The main events, people and periods discussed are described in relation to the question discussed, e.g. not just retelling story. Answers begin to be structured, making appropriate use of dates and terms. Level 5 Students explain events, people and some features of past societies and periods (e.g. they use “this shows..” and “because”) They begin suggest relationships or links between things they have studied. They do not give reasons for these links. They begin to recognise why some events, people and changes might be judged as more important than others. They do not give reasons for this judgement. They begin to ask their own questions. Level 6 Students begin to analyse events, people and periods studied. They begin to explain relationships between causes. They give reasons for the differing significance of events, people and changes. They ask and begin to refine their own questions Level 7 Students show their knowledge of local, national and international history by analysing change and continuity, diversity and causation. They explain how and why different interpretations of the past have arisen or been constructed. They begin to explain how the significance of events, people and changes has varied according to different perspectives. They investigate historical problems and issues, asking and refining their own questions.