hooking students into history
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Hooking
Students into
History with
Higher Order
ThinkingPoinciana High School
Why Questioning?
Guide Instruction
Challenge Students
Activate Learning
Activating Strategy
On Your Notecard
Side One: Define Higher Order Thinking
Side Two: Higher order thinking in a
classroom is like a __________________. (try
to include a visual).
For example, People on a Rollercoaster
because…
Higher Order
Webb’s Depth of Knowledge
Blooms Taxonomy
Level of Complexity
Multiple Choice ?s
What level are these questions?
How do you know?
Creating HOT Questions
Determine What You Want Students to
Know
Select the depth with which students
need to know the material
Question Stem + What you want students
to know = Question
For example
How can you evaluate the impact of the
signing of the emancipation proclamation
had on the estates of southern slave
owners?
Vs
What is the emancipation proclamation?
Deconstruct Benchmarks
Look at what the benchmark is asking
students to know and be able to do
Align instruction with the depth of that
benchmark
Test Item Specifications as one resource
Creating your own HOT ?s
Work with content area PLC
Use a few upcoming standards
Create two to three HOT ?s for each
standard
When in the lesson would you use the HOT
– Why?
Activities For Activating Higher
Order Thinking
Agree/Disagree Statements
Analyze a set of statements to determine
if they are fact/fiction.
Analyze a set of statements and
determine if you agree/disagree.
Anticipation Guide: Japanese Internment
1. There were no American citizens of Japanese descent living in the United States when Pearl Harbor was attacked.
Agree
Disagree
My thoughts: How can I find out:
2. The President of the United States issued an order that all people who had ancestors from Japan were to leave their homes with only a few belongings.
Agree
Disagree
My thoughts: How can I find out:
3. Japanese planes bombed the naval base at Pearl Harbor on December 7, 1941.
Agree
Disagree
My thoughts: How can I find out:
4. The United States did not declare war on Japan.
Agree
Disagree
My thoughts: How can I find out:
5. The American citizens of Japanese ancestry were spying and had to be imprisoned to protect U.S. interests.Agree
Disagree
My thoughts: How can I find out:
6. The internment camps were located in the eastern states.Agree
Disagree
My thoughts: How can I find out:
Discussion Starters
Ask a question about the days topic that
allows students to relate to their own lives.
This engages students right away into the
topic of study.
Did the benefits of
industrialization outweigh the
costs? Think about the inventions or innovations that have
occurred in your lifetime. Make a simple sketch of the invention or innovation you think has most affected your life. In one to two sentences, explain how it has affected you.
Explain to students that just like modern innovations have influenced student’s lives, the inventions of the late 1800s had a dramatic impact on the lives of Americans. In particular, inventions such as the assembly line, electric power, and the telephone spurred rapid industrialization. In this lesson we will examine the rise of industry in the United States and evaluate whether its benefits outweighed its costs.
How did World War II change
the United States? Think about the events in your life that have
shaped the person you are today. Choose one event you think has had the most impact on your life.
On a separate sheet of paper, make a simple sketch of the event you chose. Then write a short paragraph explaining how that event affected you.
Of all the events of the 20th century, few have shaped the United States as significantly as World War II. In fact, many historians believe that World War II is the single most influential event of the entire 20th century.
Picture This! (Predictive Response)
Looking at the picture on the next slide,
imagine you are the man walking on the train
tracks. Answer the following questions:
What is your name?
What is the date/time?
Where are you?
Why are you there?
How are you feeling/thinking?
HINT: There is no right or wrong, just your answers!
• What is your name?
• What is the date/time?
• Where are you?
• Why are you there?
• How are you feeling/thinking?
Political Cartoons/Images
Show a political cartoon or image to
engage students in the lesson and
activate prior knowledge.
Examine the image. With your partner, find three interesting details.
How would you describe the students in the class?
What school supplies do you have in your classroom that these students do not?
How do you think this school would compare to white schools in the same area?
How did World War II
change the United
States?
Different Perspectives Show at least two-three different perspectives people had
about our topic the previous day.
Use talk bubbles or a chart. Be sure to identify the person or
group for each perspective you describe.
The best way to bring about
change is to use
the legal system.
We need to use
non-violent means
to bring about an
end to segregation.
We should develop
our own society
and not integrate.
People of all colors are children of
Allah.
Malcolm X whose views changed over time.
Thurgood Marshall Martin
Luther King, Jr.
Thought BubbleDraw a thought bubble and write in the thoughts of
_________. Be sure to include key historical thoughts.
EXAMPLE
Thomas PaineI just know I can write
something the average
person will understand. I need
to convince them that a tiny
island should not rule us.
Assessment Justification
Give students a tough multiple choice
question to answer.
Students select which answer is correct
and why and then explain why the
distractors are wrong.
In contrast to the period following
World War I, that following World
War II:
A. did not produce a single defining
peace treaty.
B. produced an international organization
with fewer powers of enforcement.
C. saw immediate independence for
Europe’s African colonies.
D. disregarded the Soviet war effort.
E. created new colonial possessions.
Justification A is correct because World War II peace
arrangements were formulated through a series of conferences rather than through one major treaty such as the Treaty of Versailles.
B. False because the United Nations was a more effective organization than the League of Nations.
C. False because Europe’s African colonies did not begin receiving independence until the 1950s.
D. False because the Soviet Union was included in the Yalta and Potsdam conferences.
E. False because no new colonial possessions were created after World War II.
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