What If History Changed? – A Uchrony Lesson on Henry VIII
General information
Organisation / School
National College ’’Costache Negri’’
Duration
1-2 classes
Target group (age range)
16-18
Group format
Group/class
Context of the Practice
This activity is used in an English lesson for upper-secondary students and focuses on developing speaking, teamwork and critical thinking skills. It is part of a communicative, student-centred approach in which learners use English to discuss ideas, solve problems and express opinions. The lesson can be included in thematic units about history and is suitable for project-based or interactive classroom work.
Description of the Practice
Lesson Type
Speaking and critical thinking lesson using speculative learning (Uchrony)
General Aim
To develop students’ speaking fluency, argumentative skills and historical awareness by exploring an alternative historical scenario.
Specific Objectives
By the end of the lesson, students will be able to:
-discuss hypothetical historical situations using appropriate grammar and vocabulary;
-express and justify opinions in group discussions;
-collaborate in order to create an alternative historical narrative;
-reflect on how historical decisions influence society and culture.
Historical Starting Point
Real event:
King Henry VIII wanted a male heir and this led to the break with the Catholic Church and the creation of the Church of England.
Uchrony scenario:
What if Henry VIII had never had a son? Would English history, religion and society be different today?
Lesson Procedure
1. Warm-up (5 minutes) – “History in One Minute”
The teacher shows students a short timeline or asks quick questions:
Who was Henry VIII?
Why is he famous?
What important decision did he make?
Students work in pairs and try to summarise the historical facts in simple sentences.
2. Introduction to Uchrony (5 minutes)
The teacher explains the concept of Uchrony (alternative history).
Students are asked:
How can one decision change the future of a whole country?
The class briefly discusses possible examples.
3. Main Activity – Group Uchrony Task (20 minutes)
Students are divided into small groups.
Each group imagines that Henry VIII never had a son and must explore the consequences.
Each group receives guiding questions such as:
Would England still have broken with the Catholic Church?
Who might have become ruler?
How would religion be different today?
Would British culture or politics have changed?
How might Europe have reacted?
Students prepare a short alternative history scenario and decide:
key events
social changes
possible advantages and disadvantages
They must use structures such as:
If Henry VIII had…, England might have… / This could have led to…
4. Role-Play Council (10 minutes)
Each group presents their version of history.
Students take roles such as historians, citizens, church leaders or political advisors.
After each presentation, the class may ask questions or challenge ideas.
5. Reflection and Debriefing (10 minutes)
The teacher leads a discussion:
Why are historical decisions important?
Can small changes influence the future?
What did you learn about England and about expressing opinions in English?
Students may write a short reflection or exit ticket.
Expected Learning Outcomes
By participating in the lesson, students:
-improve fluency and confidence in spoken English;
-practise hypothetical and speculative language;
-develop critical thinking and historical awareness;
-strengthen collaboration and negotiation skills;
-increase engagement through creative learning.
Materials: short historical timeline or visual support, role cards or discussion prompts, board / projector
Additional Activity – Guided Uchrony Worksheet (10–12 minutes)
Before starting the group scenario task, students receive a Uchrony Support Worksheet designed to help them organise ideas and use appropriate speculative language.
Aim of the Activity
To support learners in expressing hypothetical situations clearly and confidently while preparing their alternative history scenario.
Worksheet Task
Students work in pairs and complete the prompts related to the scenario:
What if Henry VIII had never had a son?
They must finish the sentences using their own ideas.
Uchrony Language Support – Sentence Starters
Expressing hypotheses
If Henry VIII had not had a male heir, England might have…
This decision could have led to…
One possible consequence would have been…
It is likely that the country would have…
Another outcome might have involved…
Expressing opinion
In my view, this change would have…
I believe society would have become…
From a political perspective, this might have…
This situation could have been beneficial / problematic because…
Agreeing and building ideas
I agree with you because…
That is an interesting point, and we could also consider…
In addition to that, England might have…
Disagreeing politely
I see your point, however…
I am not entirely convinced that…
Another possibility could be…
Concluding ideas
Overall, this alternative history suggests that…
In conclusion, England might have developed in a very different way…
Outcome of the Activity
By completing the worksheet, students gain linguistic confidence and clearer structure before moving to the creative group task. It also ensures that all learners, including less fluent speakers, are prepared to participate actively in the discussion and role-play stage.
Link with Uchronia or Alternative Narratives
Does the practice involve rewriting history, alternative scenarios, role play, or speculative narratives?
Yes
Explanation:
Yes, the practice involves rewriting history through the use of alternative scenarios and speculative narratives. Students are invited to imagine how English history might have evolved if Henry VIII had never had a son, which encourages them to rethink real historical events and explore possible consequences. Through group work and the role-play council activity, learners take on the roles of historians, advisers or citizens and construct their own versions of the past. This approach allows them to engage creatively with historical content while using English to express hypotheses, negotiate ideas and reflect on how different decisions could have shaped society, religion and politics in England.
Social and Transversal Skills Developed
What are the skills developped?
The lesson helps develop a range of social and transversal skills by engaging students in collaborative and reflective tasks. Learners strengthen their communication skills as they express opinions, justify ideas and participate in discussions in English. They also build cooperation and teamwork abilities while working together to create alternative historical scenarios. The activity encourages critical thinking and problem-solving, as students analyse possible consequences of historical changes. At the same time, empathy and intercultural awareness are fostered through the exploration of different perspectives, and creativity is stimulated as learners imagine and construct speculative narratives.
Explanation:
These skills are developed through interactive and experiential learning activities that require students to collaborate, discuss and make decisions together. While working in groups to imagine alternative historical outcomes, learners practise expressing opinions, listening to others and negotiating ideas, which strengthens their communication and teamwork abilities. The use of hypothetical scenarios encourages critical thinking and problem-solving, as students must analyse possible consequences and justify their choices. Role-play and creative tasks stimulate imagination and initiative, while reflecting on different perspectives helps students develop empathy and a deeper understanding of how historical decisions can influence society.
Inclusion and Accessibility
Targeted learners (learning difficulties, diversity, disengagement):
This practice targets upper-secondary learners with mixed language abilities, including students who may feel disengaged in more traditional, teacher-centred lessons. It is particularly suitable for diverse groups, as the interactive and imaginative nature of the activity allows learners with different strengths to participate actively.
Accessibility measures used:
To ensure accessibility, the teacher provides structured worksheets, sentence starters and clear role descriptions that help students organise their ideas and communicate more confidently. Visual aids such as timelines or key historical facts can support comprehension, while flexible grouping and teacher guidance enable learners with varying proficiency levels or learning difficulties to contribute meaningfully to discussions and collaborative tasks.
Impact and Outcomes
Observed impact on pupils:
The practice had a positive impact on pupils by increasing their motivation to participate and their confidence in using English to express complex ideas. Students became more engaged in the lesson because the alternative-history scenario made historical content more meaningful and relevant to them. Many learners showed improvement in fluency, argumentative speaking and collaborative work, as they were encouraged to share opinions and negotiate solutions.
Feedback from teachers or pupils:
Feedback from pupils indicated that they found the activity creative, enjoyable and different from traditional lessons, while teachers observed higher levels of participation, stronger critical thinking and a greater willingness to use English spontaneously during discussions and presentations.
Transferability
Can the practice be reused or adapted?
Yes
Conditions for replication:
Yes, this practice can be reused and adapted in various educational contexts because its structure is flexible and can be applied to different historical events, literary texts or social topics. For example, it may be used in lessons about other British monarchs, important discoveries, or alternative endings to literary works. It can also be adjusted for different proficiency levels by simplifying the scenario or increasing the complexity of the discussion tasks. For the activity to be successfully replicated, the teacher should provide a clear and engaging starting situation, offer language support such as sentence starters, and allow enough time for preparation, collaboration and reflection. A supportive classroom atmosphere and active teacher facilitation are also important to encourage participation and meaningful communication.
Relevance for Reframe the Story
This practice is relevant to the “Reframe the Story” project because it encourages students to reconsider well-known historical narratives and to explore how different decisions could have led to alternative outcomes. By imagining what might have happened if Henry VIII had never had a son, learners are guided to question the idea that history follows a single, inevitable path. The activity helps them understand that perspectives can change and that cooperation, dialogue and critical reflection are essential in shaping the future. In this way, the lesson supports the project’s aim of developing active, thoughtful learners who are able to reinterpret stories, analyse consequences and imagine more constructive possibilities for society.