We would recommend that you sometimes use double continuums to sharpen your student’s historical thinking. This neat idea is really simple. We all want to make our students think more. And I have found over the years that many don’t actually like to think. So this neat idea has helped me bridge this gap, and it  goes further than the use of a single line continuum. You know they type. At one end ‘Saxon justice was primitive’ at the other ‘Saxon justice was sophisticated’.  Or Henry VIII was a ‘very good King’ at one end, and ‘a bad King’ at the other. Having established the line, the students are then given a bunch of statements which they  plot along it  to show their thinking.

I don’t know about you but I often hear from kids  that one side of the argument is more important because ‘there are a more reasons on that side.’  But how important are the flippin’ reasons? Think God damn you child!

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