What I perhaps hadn't grasped enough before now was the importance of the children making the stories. Even when the story has already happened, because you're teaching history.
Because of this, today's story begins with a Great Fire of London mantle going wrong. I didn't really know why it was going wrong, it was just a feeling. Having spoken to Luke Abbott, though, it became clear what the problem was; the children were the recipients of the story, not the creators of it.
With this in mind, I spent some time thinking about how the children could be storymakers while also learning history. I decided a little bit of creative license was needed but that, ultimately, it was possible.
Session 1:
The children gave themselves a role. We invited them to return to London after the fire to help re-establish the city. Through this, they learnt about jobs in London, 1666. The children made shop signs, complete with symbols for those who couldn't read, and placed them around the classroom.
Businesses were registered: Once the children had set up shop, they were required to register their business by placing a yellow sticker on a map of London - somewhere in the area destroyed by the fire. This would go on to become our map of fire marshals.
Businesses were declared: A town meeting was called and children declared their new businesses.
Session 2:
Representing London, 1666: The children were invited to imagine the classroom was London, 1666. I'd moved some furniture around to support this. Using their shop signs and some masking tape, they created a space for themselves which would be their shop.
Daily life: The children explored their roles through drama; we did a lot of pausing and sharing what was going on (e.g. 'I'm selling some fish'). The more we paused and re-started, the deeper the children stepped into their roles. They were giving themselves a story.
21st September, 1666: Using the narrative voice, I invited children to spend a day in their lives, 1666. By this point, the children were more invested in their roles. All of the conversations and interactions I had with children (in role myself) demonstrated this.
A summons to court: My colleague and I went from shop to shop handing out leaflets: 'His Majesty King Charles II requires you at court IMMEDIATELY.' Gradually the children gathered to court (which I'd signed using an easel at some point). The tension, interest and excitement were evident.
An expert team: The king's advisor made an announcement: King Charles required ordinary Londoners to volunteer to become fire marshals, on hand should another fire start. He could not allow another Great Fire like the one that had recently devastated the city. The people of London were asked to sign up on the scroll provided.
I slightly lost control here, but only because the children were so excited by this they all rushed to the one yellow pencil tray at once. Cue trampling, general chaos, and a temporary pausing of the story. Upon return to the story, I used my role to ensure there was better order in court.
What do we need?: Out of the fiction, we discussed what shopkeepers, builders etc in 1666 might need if they were to become fire marshals. Every child was invested in this and the discussion we had, after sharing initial ideas with friends, was serious and in-depth.
From here:
The children will be able to co-create their story with me. The historical facts will be taught through this story - they'll learn about the changes that happened after the Great Fire of London and will meet key figures such as Samuel Pepys.
However, rather than learning these facts through a story that has already happened, they will be creating their story and learning the facts on the way.
Hopefully, this particular Mantle has been saved from disaster.
Comments
Post a Comment