Learning Path
AI in History Learning Path
By ciaran cronin
These series of 12 lesson plans consider interesting topics in History, examined through the lense of AI
12 resources in this Learning Path
1
Lesson Plan 1: Engaging with “Historical Figures” through AI
https://www.scoilnet.ieuploads/resources/40048/39907.docx Added: 07 May 2024 Contributor: Patrick Hickey Resource type: Demonstration / Lesson Plan / Simulation / App/software / ActivityStudents will understand and articulate the benefits and limitations of using AI as a source of historical information.
- Students will develop critical thinking skills by actively verifying AI-generated information against reliable sources.
- Students will enhance their ability to analyse and critique information, fostering a cautious approach to digital resources.
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 5. Job of the Historian
Suggestions for use: Use with any History class where you want to teach critical thinking skills, as well as encouraging effective and ethical use of AI.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
Strand: 1. The Nature of History
Strand unit: 7. Develop Historical Judgements
2
Lesson Plan 2: Exploring AI Image Generators like Ideogram.ai in the History classroom
https://www.scoilnet.ieuploads/resources/40417/40276.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type: Demonstration / Lesson Plan / Tool / Secondary Source / App/softwareLesson 2, "Exploring AI Image Generators like Ideogram.ai", is an important lesson that teaches students about AI image generation technology and develops critical thinking skills for analyzing AI-generated images. Key aspects that make this lesson valuable include:
1. Hands-on experience: Students learn to use AI image generators like Ideogram.ai, giving them practical experience with emerging technology.
2. Critical analysis skills: The lesson emphasizes the importance of critically examining AI-generated images for accuracy, biases, and limitations.
3. Historical context: By analyzing an AI-generated image of London during World War II, students apply critical thinking to historical subjects.
4. Media literacy: Students learn to question the authenticity and reliability of digital content, an essential skill in today's information landscape.
5. Creative applications: The lesson explores how AI can be used creatively while maintaining a critical perspective.
6. Ethical considerations: Students discuss potential biases and limitations in AI-generated imagery.
7. Cross-curricular relevance: The lesson integrates technology, history, and media literacy skills.
By teaching students to engage critically with AI-generated content, this lesson prepares them to navigate an increasingly AI-influenced world responsibly and thoughtfully. It emphasizes that while AI tools can be powerful and creative, human critical thinking and fact-checking remain essential.
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 5. Job of the Historian
Suggestions for use: Historical Reimagining:
Have students use Ideogram.ai to create images of historical events or figures they're studying. Then critically analyze the results, discussing historical accuracy and potential biases.
Cross-Subject Integration:
Partner with an art or technology teacher to explore the intersection of AI, art, and history. Students could compare AI-generated art to human-created historical artworks.
Media Literacy Project:
Assign students to find news articles using AI-generated images. Have them create a presentation analyzing how these images are used, whether they're properly labeled, and their impact on the story's credibility.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
3
Lesson Plan 3: Critical Thinking and AI generated Arthur Griffith PowerPoint
https://www.scoilnet.ieuploads/resources/40418/40277.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 3, "Critical Thinking and AI generated Arthur Griffith PowerPoint," focuses on developing students' critical analysis skills in the context of AI-generated historical content. Here's a concise description:
This lesson introduces students to AI tools like Gamma for creating PowerPoint presentations, using a presentation about Arthur Griffith as an example. The main objectives are:
1. Familiarise students with AI-powered presentation tools.
2. Develop critical thinking skills by analysing and fact-checking AI-generated content.
3. Enhance students' ability to identify and correct historical inaccuracies.
4. Teach the importance of verifying information, even when it comes from seemingly authoritative sources.
The lesson structure includes:
1. An introduction to AI presentation tools
2. Analysis of an AI-generated presentation on Arthur Griffith
3. Guided fact-checking activities
4. Group discussion on findings and implications
Key aspects that make this lesson valuable:
1. Practical technology exposure: Students learn about cutting-edge AI tools.
2. Historical accuracy focus: The lesson reinforces the importance of factual precision in historical studies.
3. Critical analysis skills: Students practise identifying and correcting errors in seemingly professional content.
4. Media literacy: The lesson teaches students to approach all content, including AI-generated, with a critical eye.
By combining historical knowledge with digital literacy, this lesson prepares students to be discerning consumers and creators of information in an AI-influenced world.
How it maps to the curriculum
- SC
- History
Strand: Later Modern Ireland
Strand unit: 3 Sovereignty 1912-1949
Suggestions for use: You're absolutely right, and I apologize for not emphasizing that crucial point. Let me revise those suggestions to prioritize the critical use of AI:
1. AI Fact-Checking Challenge:
Students use AI to generate presentations on key historical events. They then critically analyze these presentations, identifying and correcting any errors or biases. The focus is on developing robust fact-checking skills and understanding AI's limitations in historical accuracy.
2. AI vs. Human Research Comparison:
Students research a historical topic using traditional methods, then compare their findings with an AI-generated presentation on the same topic. They critically evaluate the differences, discussing the strengths and weaknesses of each approach, and how AI might complement (but not replace) human historical research.
3. Evolving AI Outputs Workshop:
Students input the same historical prompt into an AI tool multiple times, analyzing how the outputs differ. They critically examine why these variations occur, discussing issues of AI reliability, potential biases, and the importance of human oversight in historical research.
These suggestions prioritize critical thinking and emphasize that while AI can be a useful tool, it should always be approached with caution and verified against reliable historical sources.
4
Lesson Plan 4: Checking AI generated content on social media. Pyramids being built photo
https://www.scoilnet.ieuploads/resources/40419/40278.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 4, "Fact-checking Pyramids image on social media", is a crucial lesson in developing students' critical analysis skills in the context of AI-generated historical content shared on social media platforms. Here's a concise description:
This lesson introduces students to the concept of fact-checking AI-generated historical images, using a fabricated image of the Egyptian pyramids as an example. The main objectives are:
1. To familiarise students with the prevalence of AI-generated images on social media.
2. To develop critical thinking skills by analysing and fact-checking AI-generated visual content.
3. To enhance students' ability to identify and question historical inaccuracies in visual media.
4. To teach the importance of verifying information, especially when it appears convincing or is widely shared on social platforms.
The lesson structure includes:
1. An introduction to AI-generated images and their presence on social media
2. Analysis of an AI-generated image of the pyramids
3. Guided fact-checking activities using reliable historical sources
4. Group discussion on findings and the implications for digital literacy
Key aspects that make this lesson valuable:
1. Social media awareness: Students learn to critically approach content shared on popular platforms.
2. Visual literacy: The lesson reinforces the importance of scrutinising images, not just text.
3. Historical accuracy focus: Students practise applying historical knowledge to verify visual claims.
4. Digital citizenship: The lesson prepares students to be responsible consumers and sharers of online content.
By combining historical knowledge with digital and visual literacy, this lesson equips students with essential skills for navigating the complex landscape of AI-generated content on social media.
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 7. Develop Historical Judgements
Suggestions for use: Critical Thinking:
Encourage students to apply the skepticism they've learned to all subjects and aspects of life.
Digital Literacy:
Extend the lesson's principles to other subjects by having students evaluate online sources for a science project or a current events discussion. They should assess the credibility of sources, look for potential biases, and cross-reference information. This develops their ability to navigate the digital world responsibly across all areas of study and life.
Analytical Skills:
Organize a cross-curricular activity where students analyze claims from various fields (history, science, current events) using the critical approach learned in this lesson. They should break down the claims, evaluate evidence, and present their conclusions. This hones their analytical skills, applicable in all academic subjects and real-life decision-making.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
5
Lesson Plan 5: Fact Checking Leonardo Da Vinci Timeline
https://www.scoilnet.ieuploads/resources/40420/40279.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 5, "Fact Checking Leonardo Da Vinci Timeline", focuses on developing students' critical analysis skills using an AI-generated timeline of Leonardo da Vinci's life. Key aspects include:
Students are presented with an AI-generated timeline of Leonardo da Vinci's life that contains numerous inaccuracies.
The lesson emphasizes the importance of fact-checking and verifying historical information, even when it appears authoritative.
Students act as "detectives" to identify errors in dates, events, and achievements in da Vinci's life.
The activity encourages students to use multiple credible sources to cross-reference and verify historical facts.
It highlights how AI can produce convincing but incorrect historical timelines, emphasizing the need for human critical thinking in historical research.
The lesson teaches students to approach all information, especially digital or AI-generated content, with a critical and questioning mindset.
This lesson aims to enhance students' historical knowledge about Leonardo da Vinci while developing crucial skills in critical thinking, information literacy, and historical research. These skills are applicable not just in history, but across all subjects and in evaluating information in everyday life.
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 10. Chronological Awareness in Historical Era
Suggestions for use: Here are two suggestions for using the Leonardo da Vinci timeline fact-checking lesson:
1. Comparative Timeline Analysis:
Have students create their own accurate timeline of da Vinci's life using reliable sources, then compare it side-by-side with the AI-generated version. This exercise reinforces research skills and highlights the discrepancies between AI-generated content and verified historical information. Students can present their findings, explaining why certain AI-generated "facts" are incorrect and discussing the potential consequences of such misinformation if left unchecked.
2. Cross-Curricular "Fact or Fiction" Game:
Adapt the lesson into a game format that can be applied across subjects. Students are given a mix of AI-generated "facts" about various topics (historical figures, scientific discoveries, literary works) and must determine which are accurate and which are fabricated. This activity sharpens critical thinking skills, encourages quick fact-checking abilities, and demonstrates how AI misinformation can affect multiple disciplines. It reinforces the importance of skepticism and verification in all areas of study and life.
Both these activities emphasize critical analysis of AI-generated content and the development of robust fact-checking skills that are crucial in our digital age.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
6
Lesson Plan 6: Fact Checking George Washington Timeline
https://www.scoilnet.ieuploads/resources/40421/40280.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 6, "Fact Checking George Washington Timeline", focuses on developing students' critical analysis skills using an AI-generated timeline of George Washington's life. Key aspects of this lesson include:
1. Students are presented with an AI-generated timeline of George Washington's life that contains numerous inaccuracies and potential biases.
2. The lesson emphasises the importance of fact-checking and verifying historical information, even when it appears authoritative or well-presented.
3. Students act as "detectives" to identify errors in dates, events, and achievements in Washington's life.
4. The activity encourages students to use multiple credible sources to cross-reference and verify historical facts.
5. It highlights how AI can produce convincing but incorrect historical timelines, emphasising the need for human critical thinking in historical research.
6. The lesson teaches students to approach all information, especially digital or AI-generated content, with a critical and questioning mindset.
7. It also touches on how legends and myths often accompany important historical figures, adding another layer of complexity to historical fact-checking.
This lesson aims to enhance students' historical knowledge about George Washington while developing crucial skills in critical thinking, information literacy, and historical research. These skills are applicable not just in history, but across all subjects and in evaluating information in everyday life.
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 5. Job of the Historian
Suggestions for use: Here are two simpler, shorter suggestions for using the George Washington timeline fact-checking lesson:
1. Daily Warm-Up:
Start each history class with a quick fact-check of one AI-generated statement about Washington or another historical figure. This reinforces the habit of critical thinking and keeps fact-checking skills sharp.
2. Create-and-Correct:
Students write one intentionally incorrect fact about Washington, then exchange and correct each other's statements using reliable sources. This exercise practices both critical analysis and research skills in a concise, engaging format.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
7
Lesson Plan 7: Analysing an AI account of 1916 Rising
https://www.scoilnet.ieuploads/resources/40422/40281.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 7, "Analysing an AI account of 1916 Rising", focuses on developing students' critical analysis skills in the context of AI-generated historical content. Key aspects include:
1. Students are presented with an AI-generated account of the 1916 Easter Rising in Ireland that contains inaccuracies and biases.
2. The lesson emphasises the importance of analysing historical texts critically, regardless of their source.
3. Students are encouraged to identify errors, biases, and omissions in the AI-generated account.
4. The activity involves fact-checking and cross-referencing information using credible historical sources.
5. It highlights how AI can produce convincing but flawed historical narratives, stressing the need for human critical thinking in historical research.
6. The lesson teaches students to approach all information, especially digital or AI-generated content, with a questioning mindset.
7. It connects to broader themes of Irish history and the complexities of historical events like the Easter Rising.
This lesson aims to enhance students' understanding of the 1916 Rising while developing crucial skills in critical thinking, historical analysis, and information literacy. These skills are applicable not just in history, but across all subjects and in evaluating information in everyday life.
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 5. Job of the Historian
Suggestions for use: Perspective Swap:
Have students rewrite the AI-generated account from different perspectives (e.g., British government, Irish nationalist, Dublin civilian). They should use verified facts but consider how perspective might influence the narrative. This exercise enhances critical thinking about bias in historical accounts and deepens understanding of the event's complexity.
Source Comparison:
Provide students with the AI account alongside a primary source document from the 1916 Rising (e.g., a newspaper article or personal letter). Ask them to compare and contrast the two, identifying differences in tone, factual accuracy, and perspective. This activity sharpens their ability to critically evaluate different types of historical sources.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
8
Lesson Plan 8: Analysing bias in an AI account of Conquest and Colonisation of America
https://www.scoilnet.ieuploads/resources/40423/40282.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 8, "Analysing Bias in an AI account of Conquest and Colonisation of America", focuses on developing students' critical analysis skills in the context of AI-generated historical content. Key aspects include:
1. Students are presented with an AI-generated account of the Spanish conquest of the Aztecs that contains significant biases and inaccuracies.
2. The lesson emphasises the importance of identifying and understanding bias in historical narratives.
3. Students are encouraged to critically analyse the language used in the account, looking for words and phrases that show preference or prejudice.
4. The activity involves fact-checking and cross-referencing information using credible historical sources.
5. It highlights how AI can reproduce and amplify historical biases, stressing the need for human critical thinking in historical research.
6. The lesson teaches students to approach all information, especially digital or AI-generated content, with a questioning mindset.
7. It connects to broader themes of colonialism, cultural perspective, and the ethics of historical interpretation.
This lesson aims to enhance students' understanding of the Spanish conquest of the Aztecs while developing crucial skills in critical thinking, bias recognition, and ethical historical analysis. These skills are applicable not just in history, but across all subjects and in evaluating information in everyday life.
How it maps to the curriculum
- JC
- History
Strand: 3. The History of Europe & The Wider World
Strand unit: 2. Impact of Conquest & Colonisation on Plp
Suggestions for use: Rewrite for Balance:
After analyzing the biased AI account, challenge students to rewrite a short paragraph about the conquest, striving for a more balanced perspective. They should incorporate multiple viewpoints and use neutral language. This exercise helps students practice creating fairer historical narratives and understand the challenges of writing unbiased history.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
9
Lesson Plan 9: Analysing AI Misinformation about Irish Neutrality in World War II
https://www.scoilnet.ieuploads/resources/40424/40283.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 9, "Analysing AI Misinformation about Irish Neutrality in World War II", focuses on developing students' critical analysis skills in the context of AI-generated historical content. Key aspects of this lesson include:
1. Students are presented with an AI-generated account of Ireland's neutrality during World War II that contains significant misinformation and biases.
2. The lesson emphasises the importance of fact-checking and verifying historical information, even when it appears authoritative.
3. Students are encouraged to identify inaccuracies, biases, and omissions in the AI-generated account.
4. The activity involves cross-referencing information using credible historical sources and textbooks.
5. It highlights how AI can produce convincing but incorrect historical narratives, emphasising the need for human critical thinking in historical research.
6. The lesson teaches students to approach all information, especially digital or AI-generated content, with a critical and questioning mindset.
7. It connects to broader themes of Irish history, international relations during WWII, and the complexities of neutrality.
This lesson aims to enhance students' understanding of Ireland's position during World War II while developing crucial skills in critical thinking, information literacy, and historical research. These skills are applicable not just in history, but across all subjects and in evaluating information in everyday life.
How it maps to the curriculum
- JC
- History
Strand: 2. The History of Ireland
Strand unit: 8. Impact of War on Lives of Irish People
Suggestions for use: Here's one effective use of this lesson on AI misinformation about Irish neutrality in World War II:
Comparative Source Analysis:
Have students compare the AI-generated account with a selection of primary and secondary sources about Ireland's neutrality during WWII. These could include:
Excerpts from Éamon de Valera's speeches
Contemporary newspaper articles (both Irish and international)
Official government documents
Passages from history textbooks
Students work in groups to create a chart comparing how each source presents key aspects of Ireland's neutrality (e.g., reasons for neutrality, interactions with Allied and Axis powers, economic impacts). They should identify discrepancies between sources and evaluate the reliability and potential biases of each.
This exercise develops critical thinking skills by requiring students to:
Analyze multiple perspectives on a complex historical issue
Recognize how different sources can present conflicting information
Understand the importance of consulting various sources when studying history
Identify potential biases in both AI-generated and human-written historical accounts
It also deepens their understanding of Ireland's role in WWII and the nuances of neutrality in international conflicts.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Managing Myself
10
Lesson Plan 10: Analysing AI-Generated Video Content
https://www.scoilnet.ieuploads/resources/40425/40284.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 10, "Analysing AI-Generated Video Content", focuses on developing students' critical analysis skills in the context of AI-generated historical video content. Key aspects of this lesson include:
1. Students are introduced to the concept of AI-generated video content and its prevalence in today's digital landscape.
2. The lesson uses a specific AI-generated video about a historical topic as a case study for analysis.
3. Students are taught to critically examine AI-generated videos for factual inaccuracies, irrelevant or mismatched images, spelling and grammar mistakes, and issues with tone and empathy.
4. The activity involves fact-checking and cross-referencing information presented in the video using credible historical sources.
5. It emphasises the importance of human oversight and critical thinking when interacting with AI-generated content.
6. The lesson highlights how AI can struggle with empathy and nuance, often missing emotional and contextual cues that humans naturally pick up on.
7. Students are encouraged to discuss the potential consequences of uncritically accepting AI-generated historical content.
This lesson aims to enhance students' digital literacy skills, particularly in relation to video content, while reinforcing their ability to critically analyse historical information. It prepares students to be discerning consumers of digital content in an age where AI-generated videos are becoming increasingly common and convincing.
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 4. Historical Concepts (source,evidence..etc)
Suggestions for use: Here's one effective suggestion for using this lesson on analyzing AI-generated video content:
Historical Video Critique Workshop:
Organize a workshop where students work in small groups to analyze and critique AI-generated historical videos on different topics. Each group is assigned a video to examine closely. They should:
1. Identify factual inaccuracies and check them against reliable sources
2. Note any mismatched or anachronistic visuals
3. Spot issues with tone, empathy, or context
4. Evaluate the overall narrative for bias or oversimplification
After their analysis, each group creates a short presentation highlighting the strengths and weaknesses of their assigned video, explaining how they verified information and what sources they used.
The class then discusses the common issues found across different videos and brainstorms guidelines for critically watching and fact-checking historical content online.
This hands-on approach allows students to apply their critical thinking skills directly to AI-generated content, reinforcing the importance of skepticism and thorough fact-checking when consuming digital media. It also encourages collaborative learning and presentation skills.
11
Lesson Plan 11: AI in Archaeology - Deciphering the Herculaneum Scrolls
https://www.scoilnet.ieuploads/resources/40426/40285.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:Lesson 11, "How ancient Herculaneum papyrus scrolls were deciphered", focuses on the intersection of artificial intelligence, archaeology, and historical research. Key aspects of this lesson include:
1. Introduction to the Herculaneum scrolls, ancient texts carbonised by the eruption of Mount Vesuvius in 79 AD.
2. Exploration of the challenges faced in reading these fragile scrolls using traditional methods.
3. Introduction to the concept of "virtual unwrapping" using AI and advanced imaging techniques.
4. Discussion of the Vesuvius Challenge, a competitive prize that enlisted over a thousand research teams to work on deciphering the scrolls.
5. Examination of how AI and machine learning are used to analyse vast amounts of data from scans of the scrolls, identifying patterns that might be letters or words.
6. Consideration of how this technology might change the way we study history and uncover new information about the ancient world.
7. Discussion of the ethical implications of using AI to "read" sealed historical documents.
This lesson aims to demonstrate the potential of AI in historical research and archaeology, while also encouraging students to think critically about the implications of such technology. It highlights the interdisciplinary nature of modern historical research, combining elements of computer science, physics, and traditional historical methods.
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 5. Job of the Historian
Suggestions for use: Highlight the importance of AI in archaeology.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
12
Lesson Plan 12 : AI in Historical Document Transcription - Understanding Transkribus
https://www.scoilnet.ieuploads/resources/40427/40286.pdf Added: 27 Jul 2024 Contributor: Patrick Hickey Resource type:AI in Historical Document Transcription -
Understanding Transkribus
How it maps to the curriculum
- JC
- History
Strand: 1. The Nature of History
Strand unit: 6. Primary & Secondary Sources
Suggestions for use: To convey the positive impact AI can have on historical research.
Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself
