HISTORY
Is time temporal or eternal?

1. WORKSHEET: Ideas are tricky to convey in a second language class! Illustrations can be more powerful than words–especially in the realm of ideas! Print a “cartoon” worksheet for each student to fill in and keep.

2. ANALOGY: An analogy is a comparison between two things. Analogies are often used in humor, poetry, and metaphors. They are word puzzles that train students to analyze relationships, build vocabulary, and increase their creativity. Analogies are an exercise in inductive reasoning. Many qualifying examinations include analogies.
A. COMPETITION: Devise a competition to solve the analogies. Try pairs and teams. Award points or privileges!

Belief is to conviction as gift is to (present, pear, pepper).
Behavior is to action as clever is to (silly, smart, south).
Belief is to behavior as idea is to (feed, read, deed).

What is the relationship between the pairs of words in these analogies? ANSWER: Synonyms.
SYNONYMS EXERCISE: Demonstrate how to play. The teacher says a word and everyone yells out the synonym. Bad (naughty); big (large); thought (idea); murder (kill); ill (sick); unhappy (sad).
Now–give the class a chance to think of a word, say it to the class, and the class must call out the opposite. Play briskly!
B. COMPOSITION: Explain how analogies are constructed. Let students compose
analogies to pose to the class! A higher order skill is to compose one that pertains to the lesson topic.

3. BELIEF AND BEHAVIOR: Behind every person and event in history is a worldview. Worldview is the way someone thinks about the world. Worldview determines what a person believes – and THEREFORE how they behave.
A. EXAMPLES:
1. Belief: The chair will hold me.
Behavior: Sit down.
2. Belief: Cell phones are a good way to talk.
Behavior: Pay the telephone bill.
3. Belief: Stars can predict the future.
Behavior: Read the astrology chart.
4. Belief: The Pharaohs wanted fancy tombs for the afterlife.
Behavior: The Egyptians devised a clever way to move big stones that weighed 2-3 tons each.
5. Belief: President Abraham Lincoln believed all people were created equal.
Behavior: Lincoln ended slavery in the United States.
B. Explain the examples–act them out, use props, draw on the pictures on the board.
C. Tell the class an example belief that has influenced your behavior.
D. Groups of 2-3: compose two more belief and behavior examples: one that’s applied to their daily life and very practical and another one that is philosophical. Have each group write one example on the board.
E. As a class read each example aloud. Vote which example is the best.

4. DRAW & TALK
Before class, listen to the podcast. Illustrate the history ideas on the board or big sheets of paper. Instruct the class to draw the history ideas on their worksheets. Have the class find famous locations on a world map. Be creative! Demonstrate the concepts with objects: a circle-frisbee/bike tire, a long stick to depict the lines.

30SEC SPEECHES: Impromptu speeches are a chance to use reason and imagination. Students have 30 seconds to present their ideas on the issues. There are a series of three Impromptu Speeches–one for each kind of idea about history.
A. Students line up in two lines. Turn and face one another. Slide about to face a partner.
B. Designate one the North Line and the other the South Line–or Line “A” and Line “B.”
C. Announce the first topic. Give class 1MIN to collect their thoughts.
D. At your instruction, everyone in the North facing line deliver their 30SEC speech to their partner. Then rotate! ONLY ONE LINE ROTATES. First person in ONE line turn and walk to the opposite end of the line. All slide one space to face new partner.
E. Next the partners in the opposite line deliver their 30SEC impromptu speech.
F. Rotate again so new partners face one another.
G. Announce the second speech topic–and begin. Rotate again and so on.
H. Follow this pattern for all impromptu speeches in the lesson.

CIRCLE:  FIRST VIEW OF HISTORY: IMPROMPTU SPEECHES

1. How have circles changed the world? 30SEC.
2. What if the sun and moon changed places? 30SEC.
3. Why do people feel safe if things are predictable? 30SEC.

LINE 1: IMPROMPTU SPEECHES

1. Pretend you were there when the world was created. What was it like? 30SEC.
2. What if there was no gravity? 30SEC.
3. Explain one thing you would like to control but cannot. 30SEC.

LINE 2: IMPROMPTU SPEECHES

1. Where did scientific laws come from? 30SEC.
2. What if you could meet Charles Darwin? What question would you ask him? 30SEC.
3. Is reason more important than revelation? 30SEC.
COMPREHENSION CHECK: Erase the board or take down the big pieces of paper and sit on the worksheets! Have the class compare/contrast the three views of history.

5. PERSONAL HISTORY: Timeline
A. Make a timeline to illustrate your life–draw it on the blackboard.
1. This timeline is supposed to go from birth to death!
2. Briefly tell the students about the significant events in your life.
3. Explain what you expect to happen after you die.
B. Give the students 5-10MIN to draw their personal timelines on the worksheet. They should also imagine what might happen in the future. This timeline is supposed to go from birth to death!
C. Have students explain their timelines in small groups — especially the things they hope will happen in the future.
D. Make a list on the board. Ask the class the kinds of events that are common to everyone: birthdays, holidays, new jobs, graduations, marriage, death of relatives/friends. Ask why these kinds of events tend to be turning points in people’s lives.

6. IDEAS AND OPINIONS
A. What is a good title for this lesson – a title that will make people eager to attend?
B. Why are these three views of history so different?