A bit about my context:
I teach L1 and I cover not just grammar, but also language history, dialectology, literature and media. Taken into account that my students will be 13-14 next year, it's time to give a bit of context for my question. The first 2 1/2 months of the school year I usually teach language history. That means that I have to take my students in the past for few centuries. We're focusing on development of our native language, Macedonian language. Over the years, students have hard time to understand why there were no public schools, why only rich boys were allowed to get education, what they learned from etc. The periods of Enlightenment started a bit late in Macedonia (1820's). I want to make it a bit more understandable. So I'm planning a lot of research. But I don't want to take them full 200 years back from the start. I'm afraid it would be a great shock. That's why I want them to start with their grandparents and find out about life in the 1960's, and then gradually take them back 50 years more, then 50 years more... all the way back - 200 years in the past.
Once the class and topic are identified, it is time to ask the RIGHT question.
Find out what you can about life in Macedonia in the 19th century and think - What would you do if you were the same age as you are now and lived in the same town as you do now, but instead of being 2016 it was 1816? Curriculum objectives* :
Pretty vague and boring, right? I completely agree, but that's what gives me the latitude to enrich my students learning. My objectives are added to the prescribed ones and based on Bloom's taxonomy of learning. Students can and would:
Now, the final part of this is that I still need to find a way and plan activities that would challenge my 21st century students to want to work and go back 200 years. My Learning Designer plan
** click on the title, it's a link to my activity plan in Learning Designer
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