Studying history using sources and creating alternative developments
General information
Organisation / School
Narva Pähklimae school
Duration
Single lesson 45 min
Target group (age range)
9 class secondary school
Group format
Group and discussion
Context of the Practice
History, citizenship education, social studies, media education
Description of the Practice
The practice is organised as a step-by-step inquiry lesson that combines source analysis with an alternative history task. First, pupils work with simple primary and secondary sources about the Molotov–Ribbentrop Pact and what happened to Estonia in 1940. The teacher gives a short explanation, a timeline, and guiding questions so that pupils can understand the historical context, the main countries involved, and why the pact was important for small states like Estonia.
After this, pupils are divided into small groups. Each group creates an alternative scenario in which the pact was never signed. They must use the information from the sources and think about realistic possibilities, such as neutrality, alliances, or military threats. To help organise the work, pupils have clear roles (for example, one reads the sources, one writes ideas, one presents).
At the end of the lesson, groups present their scenarios. The class compares the different versions and discusses which ones are more realistic and why. The teacher guides a final reflection that connects the alternative ideas to the real historical outcome and helps pupils understand that history is shaped by decisions, limits, and international conditions.
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 creating alternative historical scenarios. Pupils imagine a situation in which the Molotov–Ribbentrop Pact was never signed and Estonia could have followed a different path. They base their scenarios on historical evidence, considering realistic diplomatic, military, and political possibilities. Some groups also take on roles, such as researchers, writers, or presenters, which adds an element of role-based learning.
Social and Transversal Skills Developed
What are the skills developped?
- Empathy
- Communication
- Cooperation
- Conflict management
- Critical thinking
- Creativity
- Other
Explanation:
The practice is developed as a step-by-step inquiry lesson. First, pupils study primary and secondary sources about the Molotov–Ribbentrop Pact and Estonia’s fate in 1940, supported by a short teacher explanation, a visual timeline, and guiding questions. Then, in small groups, pupils create an alternative scenario using the sources, exploring realistic options like neutrality, alliances, or military decisions. Clear group roles (reader, writer, presenter) help organise participation. Finally, groups present their scenarios, compare them, and reflect on why the real historical outcome occurred, helping pupils understand the influence of decisions, limits, and international conditions.
Inclusion and Accessibility
Targeted learners (learning difficulties, diversity, disengagement):
It targets mixed-ability learners, including those who may struggle with traditional lessons.
Accessibility measures used:
Accessibility is supported through group work, visual timelines, structured sources, clear step-by-step instructions, and defined group roles, allowing pupils to contribute according to their strengths and learning style.
Impact and Outcomes
Observed impact on pupils:
The activity made pupils more interested and involved in the lesson. They talked more, thought more carefully about history, and understood that history is not fixed. Pupils saw that small countries’ fates depend on bigger international events. Teachers noticed that even quieter students joined the discussion. Pupils said they enjoyed imagining different scenarios and sharing their ideas with the class.
Feedback from teachers or pupils:
Transferability
Can the practice be reused or adapted?
Yes
Conditions for replication:
Yes, it can be used for other important historical events, like wars, treaties, or independence movements. To do it successfully, teachers need to give clear background information, provide age-appropriate sources, guide pupils on realistic scenarios, give enough time for group work, and create a classroom environment where discussion is respectful.
Relevance for Reframe the Story
It helps pupils see that history could have happened differently. They learn to think from different points of view and imagine alternative outcomes. By questioning standard stories and exploring “what if” scenarios, pupils develop critical thinking and a better understanding of history, which fits well with the goals of the ‘Reframe the Story’ project.