Creative Writing in History Class

The following lesson plan integrates creative writing into history class to help students understand the Revolt of 1857 and connect the actions of its revolutionaries to their own lives. This lesson is part of an entirely arts-integrated history unit spanning 5 weeks that I created with my Teach For India Fellow, which is outlined in the second chart.

Our unit will begin early November so I look forward to posting any observations and lesson assessments!

Content Area	History Standard 5
Overall Week Objective What are the content/value objectives of the overall unit?	SWBAT: Discuss and understand what makes a successful leader Identify their own strengths and weakness Analyze how life would have been different had revolutionaries not existed in India through creative writing and drama/movement
Lesson Objective(s)	Week 5, Lesson #17 SWBAT Think critically to understand how revolutionaries have shaped our lives by envisioning how life would have been without them Understand the importance of keeping governments and leaders acting in the best interests of their people
Materials	5 of Ghandi’s well known quotes printed out on poster paper or written up on the chalkboard  Examples of creative stories written from different points of view
Key Vocabulary	Revolutionary Checks and balances Creative writing Point of view
Intro Activity 5 min	Opposites: Walk = Stop Stop = Walk Jump = Clap Clap = Jump Instruct the students to begin walking around the room. Explain that when you say “walk” they must stop, when you say “stop” they must walk, when you say “jump” they must clap and when you say “clap” they must jump.
Spark 7 min	Prompt the students to read all the quotes posted around the room. Ask them to sit underneath the quote with which they most relate and to discuss the meaning and message of the quote within their groups.
Deepening Activity 5 min	As a whole class, create an idea map of what life would be like had Mohatma Ghandi never existed.

Main Activity

Allow the students time to review their notes on the revolutionaries of the Revolt of 1857 and then ask them to choose one revolutionary they admire most.  Now that the students have worked as a whole and in smaller groups to brainstorm what life would have been like without Ghandi, ask them to brainstorm individually what life would have been like had their favorite revolutionary never existed.  Instruct the students to write a creative story set in this fictitious world based on their brainstorm lists. Provide different examples of creative stories written from different points of view to give the students different approaches to this activity.

Assessment

Walk around and make sure the students understand the assignment as they are working. Assign a minimum of 5 pages. Instruct the students to finish the stories as homework as they will be using them to create movement tableaus next class.

Week Number	Objective
1	SWBAT: Understand the events that led to the Revolt of 1857 Make an integrated timeline in groups through drawing, poetry, etc Speak about the major events that occurred during the Revolt of 1857 through the presentation of their timeline to the class
2	SWBAT: Identify the values that were showcased during the Revolt of 1857 by both the Indians and the English Show their understanding of the revolt through drama Speak about the outcomes of the Revolt of 1857
3	SWBAT: Understand and identify revolutionary leaders during the time of the Revolt of 1857 Create a character sketch of a revolutionary by drawing portraits, writing poems, etc
4	SWBAT: Discuss and understand what makes a successful leader Identify their own strengths and weakness Analyze how life would have been different had revolutionaries not existed in India through creative writing
5	SWBAT: Leverage their own strengths and weaknesses in order to be a leader in their community Analyze and identify a problem or conflict in their community (neighborhood, school, India)  Creatively present a plan of action to overcome the identified issue through dance/movement, theater, creative writing, visual arts, etc