What if you had a super helpful assistant for your history lessons? One that could help you explain big events from the past, come up with fun activities, or make tricky ideas easy for your students to understand? ChatGPT can be that helper!
This guide shows you exactly how to use it. We’ve put together lots of ready-to-go questions (we call them “prompts”) with blanks ([placeholder]) where you can fill in your specific topic.
Forget spending hours looking for ideas or writing questions from scratch. With these prompts, you’ll save time, get your students excited about history, and make learning about the past more fun and interesting than ever!
Tips for Using These Prompts Effectively:
- Be Specific: The more detail you provide in the placeholders, the better and more relevant ChatGPT’s response will be.
- Iterate: If the first response isn’t perfect, refine your prompt or ask for a revision. For example, “Can you make that explanation simpler?” or “Add more detail about X.”
- Set the Role: You can start prompts with “Act as a history curriculum specialist…” or “You are an expert in
[Specific Historical Field]…” to guide the tone and depth of the response. - Specify Format: If you need information in a particular format (e.g., bullet points, a table, a numbered list), ask for it.
- Fact-Check: While powerful, ChatGPT can sometimes generate incorrect information or “hallucinate.” Always verify critical historical facts, dates, and interpretations with reliable sources.
- Human Oversight is Key: Use ChatGPT as an assistant, not a replacement for your professional judgment and pedagogical expertise.
I. Understanding & Exploring Historical Topics
- Explain Core Concepts:
Explain the historical concept of[Specific Concept, e.g., mercantilism, feudalism, manifest destiny]in simple terms suitable for[Grade Level]students. Provide[Number]key characteristics and an example. - Narrate Historical Events:
Provide a detailed narrative of[Historical Event, e.g., the Battle of Gettysburg, the Meiji Restoration], highlighting the roles of key individuals, groups involved, and major turning points. - Causes and Consequences Analysis:
Detail the primary causes (long-term, short-term, social, economic, political) and significant consequences (immediate, long-lasting) of[Historical Event, e.g., the French Revolution, the fall of the Roman Empire]in[Region/Country if specific]. - Significance of Figures/Events/Items:
Explain the historical significance of[Historical Figure, e.g., Mansa Musa],[Historical Event, e.g., the invention of the printing press], or[Specific Battle/Treaty/Invention, e.g., the Treaty of Tordesillas]within the broader context of[Broader Historical Period/Theme, e.g., West African empires, the Age of Exploration]. - Daily Life Exploration:
Describe the typical daily life, social structures, cultural norms, and challenges for[Specific Group of People, e.g., a peasant, a woman, a merchant, a soldier]in[Historical Period and Location, e.g., Medieval Europe, Ancient Egypt, during the Taiping Rebellion]. - Impact Analysis (Broad):
Analyze the impact of[Specific Technology/Idea/Movement/Policy, e.g., the steam engine, Enlightenment philosophy, the Civil Rights Movement, a specific foreign policy]on[Society/Region/Aspect/Nation's Development, e.g., 19th-century industry, political thought, American society, [Nation]'s development during [Time Period]]. - Contextual Background:
Provide essential historical context for understanding[Historical Event/Document/Figure, e.g., the Treaty of Versailles, the Magna Carta, Julius Caesar's rise to power]. - Defining Characteristics of Periods/Civilizations:
Describe the defining characteristics of[Historical Time Period/Civilization, e.g., the Renaissance, the Ming Dynasty, the Aztec Empire], focusing on its[Aspects like political structures, social hierarchies, economic systems, cultural achievements, dominant ideologies]in[Region, if applicable]. - Evolution of Systems/Concepts:
Analyze the evolution and transformation of[Specific System/Concept, e.g., feudalism, democracy, nationalism]in[Region/Country]during[Time Period]. - Technological Advancements & Societal Change:
What were the major technological advancements during[Historical Time Period]in[Region], and how did they transform its society, economy, and culture? - Arts and Intellectual Movements:
Discuss the significant art, literature, and intellectual movements that characterized[Historical Time Period]in[Region], and explain their importance.
II. Exploring Historical Figures
- In-Depth Figure Analysis:
Analyze the motivations, actions, formative experiences, major challenges, and overall impact of[Historical Figure, e.g., Cleopatra, Abraham Lincoln]on[Their Society/Specific Event/Historical Development]. - Leadership Comparison:
Compare and contrast the leadership styles, philosophies, and legacies of[Historical Figure 1]and[Historical Figure 2]concerning[Specific Theme, e.g., political reform, military strategy, nation-building]. - Long-Term Legacy:
Evaluate the long-term legacy of[Historical Figure]. How is their influence or the memory of them still felt or debated today?
III. Comparing, Contrasting & Connecting
- Compare and Contrast Events/Societies:
Compare and contrast[Historical Item A, e.g., the American Revolution]with[Historical Item B, e.g., the French Revolution], focusing on[Specific Aspects, e.g., their causes, leadership, key ideologies, and outcomes]. - Compare Experiences of Different Groups:
How were the experiences, rights, and roles of[Group 1, e.g., women, peasants, enslaved people]different from[Group 2, e.g., men, nobility, free citizens]during[Historical Event or Time Period]in[Region]? - Compare Approaches to Issues/Developments:
Compare the approaches to[Specific Issue/Development, e.g., colonization, industrialization, responses to plague]taken by[Country/Empire/Group A]and[Country/Empire/Group B]during[Time Period]. - Constitutional/Political System Comparison:
What are the key similarities and differences between the constitutional or political development of[Nation A]and[Nation B]in the[Century/Era]? - Tracing Causal Chains:
Explain the chain of events and causal links that led from[Earlier Event/Condition, e.g., the end of the Seven Years' War]to[Later Event/Condition, e.g., the American Revolution]. - Connecting Past to Present:
Explain the historical roots of[Current Event/Issue/Cultural Phenomenon, e.g., current Middle Eastern conflicts, debates on free speech, the popularity of [Genre of Music/Art]]by tracing its development from[Relevant Historical Period/Event]. How does understanding this history illuminate the present? - Lessons from History:
What lessons can be learned from[Historical Event, Figure's Decisions, or Societal Trend, e.g., the Cuban Missile Crisis, Napoleon's invasion of Russia, the rise of fascism]that are relevant to understanding or addressing[Current Event, Challenge, or Ethical Dilemma]?
IV. Developing Historical Thinking & Skills
- Historiographical Perspectives:
Summarize[Number]different historiographical interpretations or scholarly debates surrounding[Historical Event/Figure/Concept, e.g., the causes of World War I, the legacy of Christopher Columbus, the nature of the Cold War], mentioning key historians or schools of thought if possible. Why do historians disagree on this topic? - Perspective Taking:
Explain[Historical Event/Development, e.g., the Industrial Revolution, the Crusades]from the perspective of[Specific Group/Individual, e.g., a factory worker, a child laborer, a knight, a Muslim civilian]. - Analyzing Primary Sources:
Develop a set of[Number]guiding questions to help[Grade Level]students analyze[Type of Primary Source, e.g., a political cartoon, a letter, a photograph, a government edict]from[Historical Period]concerning[Historical Topic]. What biases might be present? - Contemporary vs. Modern Understanding:
How did contemporary sources (e.g.,[Type of source like newspapers, diaries, government documents]) portray[Historical Event or Figure]at the time, and how does that compare to modern historical understanding? - Evaluating Historical Evidence:
What are the potential strengths and weaknesses of using[Specific Type of Historical Evidence, e.g., oral histories, archaeological findings, official government records, propaganda posters]to reconstruct[Aspect of the Past, e.g., the experiences of ordinary people, political motivations]? - Analyzing Historical Texts:
Describe the main arguments, evidence used, and historical context of[Name of Influential Historical Text or Historian's Work, e.g., "The Guns of August" by Barbara Tuchman]regarding[Its Central Thesis about a Historical Event or Period]. - Debunking Misconceptions:
Identify and debunk[Number]common historical misconceptions about[Historical Topic/Figure/Event, e.g., the Vikings, Cleopatra, the Middle Ages], providing evidence-based corrections. - Developing Historical Empathy:
Suggest an activity or set of questions to help[Grade Level]students develop historical empathy towards[Specific Historical Group/Figure]who experienced[Specific Historical Hardship/Challenge/Dilemma].
V. Lesson Planning & Resource Creation
- Lesson Plan Development:
Develop a[Duration, e.g., 50-minute]lesson plan for[Grade Level]students on[Historical Topic]. Include learning objectives, key activities (e.g.,[Activity Type like group work, primary source analysis]), required materials, and an assessment method. Focus on developing[Specific Skill, e.g., critical thinking, source analysis]. - Activity Ideas:
Brainstorm[Number]engaging classroom activities for[Grade Level]students to learn about[Historical Topic]. Include a mix of individual, pair, and group activities. Specify the learning goal for each activity. - Discussion Questions:
Generate[Number]thought-provoking discussion questions about[Historical Topic/Reading/Document]designed to encourage critical thinking, debate, and deeper understanding among[Grade Level]students. - Simplified Explanations:
Explain[Complex Historical Concept/Event, e.g., the economic causes of the Great Depression]in language appropriate for[Lower Grade Level, e.g., 6th graders]or[Specific Student Group, e.g., English Language Learners]. - Visual Aid Ideas:
Suggest[Number]ideas for visual aids (e.g., maps, diagrams, infographics) to help explain[Historical Process/Concept/Event, e.g., the Triangular Trade, feudal hierarchy, the stages of a revolution]to[Grade Level]students. - Key Vocabulary List:
Create a list of[Number]essential vocabulary terms with student-friendly definitions for a unit on[Historical Topic]for[Grade Level]. - Timeline Generation:
Generate a chronological timeline of the key events, figures, and developments related to[Historical Topic or Period, e.g., the Cold War, the unification of Germany]between[Start Date/Event]and[End Date/Event]. - Resource Recommendations:
Recommend[Number]scholarly books,[Number]reputable documentaries, and[Number]academic journals or websites that offer different perspectives or are reliable sources for research on[Historical Event/Figure/Period/Topic]. Also, suggest[Number]historical fiction novels suitable for[Grade Level]students that accurately portray life during[Historical Time Period]in[Region]. - Primary Source Suggestions:
Suggest[Number]diverse primary source documents (and where to potentially find them online) suitable for[Grade Level]students to analyze when studying[Historical Topic/Period]. For each, briefly explain its relevance.
VI. Creative Exploration & Student Engagement
- Role-Playing Scenarios:
Create a role-playing scenario for[Grade Level]students based on[Historical Event/Situation/Meeting, e.g., the Constitutional Convention, a medieval manor court, the Yalta Conference]. Include[Number]key roles with brief descriptions, objectives, and potential arguments for each character. - Fictionalized Narratives:
Write a short, fictionalized diary entry (approx.[Word Count]) from the perspective of[Historical Archetype/Specific Anonymous Person, e.g., a soldier in the trenches of WWI, a woman on the Oregon Trail, a Roman citizen during the Republic's fall]experiencing[Specific Event/Condition]. Ensure historical accuracy for the period. - “What If” Scenarios:
Generate[Number]plausible ‘what if’ historical scenarios related to[Historical Event/Decision, e.g., if the Spanish Armada had succeeded, if Archduke Franz Ferdinand hadn't been assassinated, if [Country] had chosen [different policy]]. For each, briefly explore potential alternative outcomes and their justifications. - Debate Topics:
Formulate[Number]debatable propositions based on[Historical Controversy/Topic, e.g., the dropping of the atomic bomb, the effectiveness of the New Deal, the primary cause of [Event]]suitable for a[Grade Level]classroom debate. Provide a brief pro and con argument starter for each. - Historical News Report:
Imagine you are a journalist reporting on[Historical Event, e.g., the storming of the Bastille, the moon landing]as it unfolds. Write a news report (approx.[Word Count]) detailing the key developments, eyewitness accounts (fictionalized but plausible), and immediate reactions. - Historical Dialogues:
Create a plausible dialogue (approx.[Word Count]) between[Historical Figure 1]and[Historical Figure 2]discussing[Topic of Disagreement, Common Interest, or Contemporary Event relevant to their time, e.g., the future of Rome, the ethics of revolution]. - Historical Figure in Modern Times:
If[Historical Figure, e.g., Leonardo da Vinci, Genghis Khan]were alive today, what might be their views on[Current Social, Political, or Technological Issue, e.g., artificial intelligence, climate change, global politics]? Explain your reasoning based on their known beliefs, actions, and historical context. - Advisor Role-Play:
You are an advisor to[Historical Leader, e.g., Queen Elizabeth I, Abraham Lincoln]during[Crisis or Major Decision Point, e.g., the Spanish Armada threat, the Emancipation Proclamation debate]. What advice would you give and why, based on historical context and potential consequences? - Museum Exhibit Design:
Design a concept for a museum exhibit about[Historical Topic, Figure, or Period, e.g., the Silk Road, Joan of Arc, the Harlem Renaissance]. What key artifacts, documents, images, and interactive elements would you include? What narrative or main takeaways would you aim to convey to visitors?
VII. Assessment, Feedback & Research Planning
- Quiz/Test Question Generation:
Generate[Number]assessment questions for[Historical Topic]suitable for[Grade Level]. Include a mix of[Question Types, e.g., multiple-choice, short answer, source-based questions, essay prompts]. Provide an answer key or marking guidelines where appropriate. - Essay Prompts (Analytical):
Develop[Number]analytical essay prompts on[Historical Topic]that require[Grade Level]students to[Specific Skill, e.g., evaluate different perspectives, argue a thesis using evidence, assess significance, analyze change over time]. - Rubric Creation Assistance:
Help me create a rubric for assessing a[Type of Assignment, e.g., historical research paper, primary source analysis essay, debate performance]. Suggest[Number]criteria (e.g.,[Criterion 1, e.g., Argumentation & Thesis],[Criterion 2, e.g., Use & Analysis of Evidence],[Criterion 3, e.g., Historical Accuracy & Context]) and describe[Number]performance levels for each (e.g.,[Level 1, e.g., Exceeds Expectations],[Level 2, e.g., Meets Expectations]). - Project Ideas with Assessment:
Suggest[Number]creative project ideas for students to demonstrate their understanding of[Historical Period/Topic]. For each, outline the project requirements, learning objectives, and suggest key assessment criteria. - Feedback Starters:
Provide[Number]constructive feedback starters for common issues found in[Grade Level]student historical writing or analysis, such as[Common Issue 1, e.g., lack of specific evidence],[Common Issue 2, e.g., weak thesis statement], or[Common Issue 3, e.g., insufficient analysis of sources]. - Research Plan Outline:
Outline a research plan for a student investigating[Historical Question or Topic, e.g., 'What was the impact of the Black Death on European society?']. What key questions should they ask? What types of primary and secondary sources would be most valuable? What research methodologies might be employed?
Also, Check These Prompts:
- All educators should check out our comprehensive guide of Prompts for Teachers for more ideas.
- Understand the bigger picture of AI in the classroom with our Prompts for Education.