Here you can find additional resources and notes for 1958 Riots lesson.
1958 Riots textbooks are available on Octavo.
Mintoff’s proposal to integrate Malta with the United Kingdom
The 1958 Riots
double Option lesson around 60 minutes
Remote preparation: The previous week students are given Handout (see Teaching Resource 1) and told to read it and re-write it in bullet points and to bring with them for this lesson.
- Understand the motives behind different points of view of primary sources (newspapers)
- Understand that secondary sources are produced at different times, for different purposes and different audience (historians Henry Frendo and Alfred Sant’s interpretation)
- Understand the position the observer was in when he or she saw or heard the information (oral evidence) influences their perspective
Introduction: PowerPoint teacher-centred explanation (Teaching Resource 2 – downloadable below). Quickly read bullet points of main points of the handout (Teaching Resource 1). Students will be checking their own points from handout as PowerPoint is being explained by the teacher.
Step1: Show video (Teaching Resource 3 – below) in silence.
Step 2: Multiple points of view
Understand the motives behind different points of view. Why would they think this? Why did they see this information and discard the rest? Use political cartoons and/or Spectator article (Teaching Resource 4) This may be done as individual work, in couples or as group work.
Step 3: Multiple historical accounts and interpretations
Accounts produced at different times, for different purposes and different audience Use historians’ interpretation (Teaching Resource 5) This is best done as a whole class activity with a teacher-directed discussion.
Step 4: A
multiplicity of vantage points
The position the observer was in when he or she saw or heard the information Use quotes of eyewitness accounts (Teaching Resource 6) This is a group activity and feedback as a whole class. Pupils’ opinion on the riots.
Home or classwork (Teaching Resource 7)
- Each group is asked to decide where they would place themselves along the line (Teaching Resource 7).
- After this exercise, they are asked to choose music to go along with the video. The video is shown again with the different music chosen by the different groups.