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I really loved the idea of texting historical people! Any activity that puts students in the mindset of someone throughout history is an enriching experience. My first thought was when teaching the age of exploration unit to create a dialogue of explorers and the leaders that sent them. The leader could text asking how the trip is going, and the explorer could respond with the positives and negatives. That would help students to think about the realities of exploring. There are also online templates to create text conversations.

Another activity that I could do could be to create presentations that are guides to each state or country for a middle school geography class. The guides could include virtual field trips of national parks, local museums, and videos of native animals.

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Activity 1: I love the idea of Caption This! It gives students the opportunity to examine and analyze pictures/charts/graphs/infographics and could apply this to any era.
Activity 2: Create a jamboard that facilitates discussion. For this lesson on Causes of WWI (alliances), I would pose the following jounal questions: 1. How/why do you form friendships? What draws you to people? Do you share values/beliefs?
I like to have students look at the microcosm (in this case, themselves and how they form friendships) and then look at/apply these understandings to the big ideas: how do nations form relationships, ie alliances?

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Social Studies - World History - Amy Cohen (Part 2)                 

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Social Studies - World History - Amy Cohen (Part 2)                 

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So I initially had looked at the virtual tours through the "Ports" and NPS, and I ran into difficulty finding open reservations. the concepts are good but if there are no openings then, quite frankly, what good is it? So today I went back to take a second look at the different technology that is available to me and I found Google Drawings! How did I miss that initially? Lesson #1: After looking at the different options I knew exactly how I would use it in my Renaissance Art Unit. For example, while discussing "The School of Athens" masterpiece by Raphael, I could have the students label the famous artists and the various academic subjects! How often do you get to doodle on a masterpiece and not get arrested!
Lesson #2: In my U.S.-10 History class I could have the students add thought bubbles to my Google Slideshow that has art depicting wagons going west to the Gold Rush! (It had to have been a terrible journey!)

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Right now I'm teaching a Special Education U.S.-10 History Class and we are covering: Going West, the 1849 Gold Rush, the Silver Mines of Nevada and the Texas Ranchers. I was excited to start the content module of this program so I could focus on what I do. Unfortunately I have been met with frustrations as I look at these sights, for example:
- Ports: Donner Memorial was TODAY from 1-2 pm so even if you had a "reservation" how do you fit that around your class schedule? How? It's impossible, why not have a video to share?
- Ports: Bodie State Historic Park (Gold Mining Ghost Town) there are no available time slots for the East (EST) thru June 2022.
- Ports: Columbia State Historic Park (CA Gold Rush Town) there are no available time slots for the East (EST) thru June 2022.
- Ports: Shasta State Historic Park (CA Gold Rush Town) there are no available time slots for the East (EST) thru June 2022.
- NPS - Clara Barton - "Page in Progress"
- NPS - Hot Springs (where FDR died with his lover) it says "stay connected" and so I have to ask, "to what?" The link goes no where.
So once again Kate, I am frustrated. I want to link to outside sources, I want to have access to museums and National Parks, but, the links are either over booked or non-intuitive. Please point me in the right direction.

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Assignment #1-
While in remote learning last spring, my Honors World History class studied World War II. At the start of the unit I relied on political cartoons like Ed Lowe's from the Chicago Times to illustrate German aggression before WWII. Other political cartoons were about the Appeasement Policy of Neville Chamberlain.
Next I turned to a project-based model assigning students "turning point battles" like the Battle from Britain, Stalingrad, the Siege of Leningrad, D-Day Invasion and many more. Students researched in groups, worked in breakout rooms to create Google Slides, and presented to the rest of the class while sharing materials. students recorded notes in a chart that I had created and had a Q & A.

Assignment 2-
Finally our students collaborated to disseminate primary and secondary source documents about the Manhattan Project and the Truman administration's internal dialogue about the use of "such a horrible weapon". Afterwards students role played Truman cabinet officials on all of the perspectives available in 1945 of using the bomb in the context of ending the war.

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Activity #1: I love the idea of Caption This! for image annotation.  I use so many historical images and this would be such a great way to develop inference skills.  It would also be great to use for analysis of political cartoons, something that I have been striving towards doing more of the last couple years.  I teach the Great Depression almost entirely through images so I could use the Google drawings activity to get students critically thinking about what life was like during that time period.  They could annotate/add captions to pre-selected images and we could discuss them as a class before diving into the historical content.

Activity #2: I used Google jamboard a couple times remotely last year but was not super happy with the results.  I love the digital posters idea, it's fun and collaborative.  I last used a jamboard for a lesson on changes in society during the 1920s so I could use the digital poster idea where each slide is a visual representation of a social change.  I think I am actually going to use this activity as a unit summative assessment for WWI that I am wrapping up now, so that everyone can collaborate and access the final product. I will have a pair of students research one aspect of WWI (warfare, Treaty of Versailles, etc.) and create a digital poster on it.

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Activity 1: Analyzing Maps
We are in the last stages of Project 1 in Zombie Based Geography: Outbreak! developed by David Hunter. The project has a comic book to help introduce and engage the students. I'd like to have the students create Photo Comic Strips, as described in 100 remote learning activities, templates and tutorials, from Ditch the Textbook, about their discussion as to where the next Zombie attack will take place.
Activity 2: Not a small task, but... During and after our studies of Mesopotamia, ancient Egypt, Ancient China and Ancient India I would like to have the students do some timeline comparison. Or maybe even a comparison on virtual field trips of ancient historical sites.

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Social Studies -  Rebecca Vinduska

Activity 1 - Texting a Historical Character.  What if Stephen Douglas and Abraham Lincoln went debated over text?  Instead of verbal sparring it was hashtags and SMH.  Students will work in pairs to create a text conversation between Lincoln and Douglas.  After the conversations are created and shared, I will facilitate a discussion about the pros and cons of texting the "debate."

Activity 2 - Exit Ticket - after a discussion about the March on Washington.  Design a t-shirt (draw or describe in words) that would help you convey (describe) the most powerful moment of the day. Google slide template for shirt will be provided.

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Class is done. We've learned a lot. We've tried some new things. We've had some great discussions.

So ... now what?

How can we make the most of the end of class? How can we tie a bow on a day of class to wrap everything up?

An exit ticket gives us that opportunity - much like bell-ringer activities help us kick class off effectively.

The name "exit ticket" makes it sound like you need a ticket to exit the room, but exit tickets are final quick check-ins with students before class wraps up.

What can we do with exit tickets?

In an article in the publication Educational Leadership by ASCD, Robert Marzano explains that there are four kinds of prompts teachers often use with exit slips - prompts that ...

Provide formative assessment data (How would you rate your current level of understanding of what we did today?)

Stimulate student analysis (How hard did you work today? What could you have done to help yourself learn better?)

Focus on instructional strategies (How did the group work today help you understand the content?)

Are open communications to the teacher (What could I do differently to help you understand better?)

Exit tickets are also a research-based best practice for several reasons ...

Exit tickets are a pretty versatile tool. We can use exit tickets one day as formative assessment and on another day to check in on students' feelings to learning.

Armed with this data, it can inform your instruction instantly - as soon as the next day or even later on in that same day!

So ... what does this look like in a classroom? What digital tools can help us with exit tickets? I have 10 ideas for both!

BONUS: The Exit Ticket Builder for Google Slides and PowerPoint

Having some ideas for exit ticket prompts can save you time AND help you remix them to meet the needs of your students.

Here I'll share 10 exit ticket prompts ... but let's take it a step further!

These prompts are part of my FREE Exit Ticket Builder template for Google Slides and PowerPoint! With this template, you can quickly add any of the 20 pre-made exit ticket prompts to your slide deck -- then assign it to students.

Flip through the slides below to see all the exit ticket ideas in the Exit Ticket Builder.

Then, make a copy in Google Slides or PowerPoint to assign to your students!

10 ideas for exit ticket prompts

Here are 10 exit ticket prompt ideas that you can use to wrap up your class ...

1. Do you agree or disagree with the topic today? Describe why. If you're studying a topic that has two or more sides, this lets the student decide where he/she stands and why.

2. How are you doing? Just a simple social-emotional check-in can give the teacher valuable information and help the student to feel seen and heard.

10 digital tools for exit tickets

The traditional way of doing exit tickets is with slips of paper. That's totally fine. But we do have plenty of digital options that give us variety.

The great thing about many of these is that you can re-use them. For many, you can create them once and use the same (or similar) questions and templates without having to reinvent the wheel.

Here are some digital tools and ideas for using them for using digital exit tickets in the classroom.

1. Socrative

Use Socrative ( socrative.com) for to ask a quick question or do a quick poll at the end of class. The quick question option lets you ask a super-fast open-ended or multiple choice question. Plus, Socrative has a built-in exit ticket option, asking students ...

how well they understood the day's lesson (multiple choice)

what they learned (open-ended)

to answer an additional question from the teacher, maybe one you ask verbally (open-ended)

Benefits: It's fast and summarizes your info quickly on one screen.

2. Google Forms

Creating a quick Google Form ( forms.google.com) can let you customize your exit ticket experience. Building your exit ticket with Forms, Google's survey tool, lets you add a variety of question types. Plus, you can also display videos, images and text. The drag and drop interface of Google Forms makes it pretty easy to pull together an exit ticket. When you're done, use the "Send" button to give your students a link. View results in the "Responses" tab and even export them to a spreadsheet.

Benefits: You get more question types and multimedia. You can view graphs of responses quickly.

3. Pear Deck

Pear Deck ( peardeck.com) works with slide presentation tools (easiest, in my opinion: Google Slides, with the Pear Deck add-on) to make slides interactive. Have a quick slide deck pre-created for the end of class. Design slides visually - or use the pre-created slides in Pear Deck's slide library in the Google Slides add-on. Students interact on their screen, drawing, dragging and typing. Pear Deck has a paid premium version, but there's a lot you can do with its free version.

Benefits: Questions are visual, hands-on and interactive.

4. Flipgrid

Using Flipgrid ( flipgrid.com) as an exit ticket means you get to see and hear your students via video. Create a simple prompt. Give your students a link to it - or assign it in Google Classroom - or provide students the QR code to answer it. Students respond in their browser (or with the mobile app). It's one thing to see text on a screen. It's another to be able to read your students' body language and vocal intonation.

Benefits: You can learn more from watching how your students answer via video sometimes.

5. Synth

Like the idea of video responses but prefer to respond with audio? Synth ( gosynth.com) makes responding with your voice digitally feel like a conversation. Students can leave short audio responses to a question - perfect for exit tickets. But they can also respond to each other's recordings, making it feel more like an asynchronous conversation over time.

Benefits: This lets you hear your students' voices - and lets them practice answering with their voices.

6. Kahoot!

You're likely familiar with this classroom staple by now. We often use Kahoot! ( kahoot.com) for reviewing. However, we can also use it for exit tickets. Create a new survey Kahoot! instead of the traditional quiz game. Surveys still have multiple choices, but they aren't scored. It takes the competitive edge off and lets students be more thoughtful with their answers.

Benefits: It uses a familiar interface that students likely connect to having fun. Plus, students can answer quickly and easily.

7. Google Slides

Google Slides is for way more than oral presentations in front of class! Create a new slide presentation and share it with students, making it "everyone can edit". ( Instructions in this blog post.) Each student gets a slide on the slide deck for responding. Give students a question or prompt to respond to at the end of class. Note that everyone can see everyone's slides, so this wouldn't be ideal for fact recall or for sensitive personal questions. Because of the design freedom in Google Slides, it opens up what students can create for you quickly!

Benefits: The design tools mean students can quickly make something visual with text, images, lines, shapes, etc.

8. Formative

Formative ( goformative.com) is like using Google Forms in some ways. But it offers even more flexibility. There are TONS of question types. One of my favorites is the "Show Your Work" question where students draw their answers. If you ask multiple-choice questions, it will autograde the responses.

Benefits: Have students draw their answers using the "Show Your Work" question type.

9. Poll Everywhere

Using Poll Everywhere ( polleverywhere.com) lets you create a quick poll with lots of options. You can add images to your polls and even rank items instead of just choosing one.

Benefits: Ask students to rank multiple items.

10. Seesaw

Teachers love Seesaw ( seesaw.me) because it creates a digital learning community. It's a bit like social media (think Facebook) for the classroom. For exit tickets, students can post to their Seesaw classroom and snap a picture of what they've been working on. They can even annotate it by drawing and labeling.

Benefits: Marking up images can help students show what they know.

Exit tickets that DON'T use technology

Technology opens up lots of opportunities to assess, create and gather data in unique ways.

That doesn't mean we HAVE to use technology, though. Sometimes, the data we want to gather can be done faster - or more meaningfully - without technology.

Here are some ideas:

The sticky note mosaic: Grab a few pads of sticky notes of different colors. Tell students what each color stands for: something that know for sure, something they're still unclear on, something they need to tell the teacher, etc. Stick the sticky notes on the board randomly or in groups as they leave. The colors will help you sort them quickly.

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20 ideas for exit tickets in the classroom

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Class is done. How can we end it effectively? Using digital exit tickets can bring closure to your day. Here are 10 you can use tomorrow.

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Social Studies and Bill of Rights- M.Hurley

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Social Studies and Bill of Rights- M.Hurley

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Activity 1:  I would use Google Slides to post images depicting the Bill of Rights.  Students will click through the slides and add captions of what amendment each slide is depicting.  I could add to the slides over time to incorporate all of the amendments in the Constitution. This could even be reversed, students could add the image to go with the caption/amendment I have provided.
Activity 2. Students can use the text a character template and text James Madison. They would start the text asking which amendment does he think is the most important and why? What would James Madison say? The students could incorporate questions about his life, too.

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Social Studies - World History - Susan Connelly

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Social Studies - World History - Susan Connelly

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Activity 1 - As a world history teacher, I would take my students on a virtual tour of the Roman Colosseum. We study the ways people lived, were entertained and society of the Ancient Romans. Students could explore this site filling in a guide sheet to share with their classmates and then go use the Google Arts and Culture sites to explore museums in Italy. This would be particularly interesting for them as they could imagine being there and become familiar with not only the people, but the art and culture of those in Italy. The art work and 'real' images created and 'being' there would be a wonderful way to learn even though we live in NH.  One assignment is to make a small model of a domus, the colosseum or a Roman temple. These resources would show them exactly what they were like. It would also allow for differentiation if a student wanted to be a tour guide instead of a builder.
Activity 2 - Flipgrid, Quizlet, or Jamboard lessons to develop an understanding of the vocabulary related to any of the units covered from Geography skills, Timeline terms and mapping to Rome, Middle Ages or the Renaissance. By having students study these terms, they can then show what they know by working on a Jamboard to share in a pair or even play a headsup game in the classroom displaying the term up front to pairs. One can see it, the other guesses.
There are so many possibilities! It's exciting!
Sue Connelly
HBMS 7th Grade Social Studies Teacher

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I have created a few engaging online activities for remote learners.

1.  I often like to start a unit with a politic cartoon from that time period or on the subject matter.  An example could be Civil War or Incarceration.  Having the students create a caption to the political cartoon serves as a diagnotistic or pre-assessment that lets me know what they already know or think they know about the subject.  A discussion around this builds engagement and anticipation in finding out more.

2.  Another fun activity is to use Fakebook.  Students are assigned historical roles (ex:  Ben Franklin, John Adams, etc.).  We create a Fakebook page and students are given a prompt about a historical event I would like them to discuss.  They engage with as their FB avatars.  This promotes critical thinking as well as perspective.

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David Freedman
In an upcoming fully online asynchronous community college course -US History to 1877 I'd consider integrating one/some of the the following ideas:
1. 'Whose voice is missing' After reading an assigned article, textbook entry, news report, etc. The students would dissect the point of view presented and explain what is missing from the information presented. These would be shared in a screencast format.
2. 'What would you ask?'  in which students would submit a series of self-generated, open-ended questions for an historical figure. I would also ask them to submit the responses they would expect to receive from their chosen interviewee. These would be shared in a google slides text format.
3. 'Create a screencast video or a series of podcasts' instead of the classic term paper. These would follow the term paper guidelines in terms of academic integrity, research and source citations but would allow students the option of sharing their findings digitally.

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Social Studies Assignments HS 10-12. US History and Sports and Society.   D Cangello

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Social Studies Assignments HS 10-12. US History and Sports and Society.   D Cangello

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First assignment:

Students choose a historical figure and have to research their lives and answer the essential questions "What makes them a hero? What makes them human?"  The goal is to get students to understand that while many historical figures have done great things, they were also just regular people like all of us.  They present their findings in a Pecha Kucha, which ideally is done in person, but I made adjustments to allow them to do it remotely.  Students can use Power Point, Slides, or can use any video maker to create an online one.  There are many options.

Second Assignment:

Students in my Sports and Society course need to choose a sports figure that has struggled with issues of race, gender equality, or any type of discrimination. They present their findings in a Podcast or they create a newscast. Traditionally, this is done in pairs.

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1.  Historical Conversation:  Pair students and use the LMS discussion board to have them hold a conversation between two different historical characters (different characters for each group).  This will require them to think beyond surface information to make connections between their characters and the issues, and it will provide me with insight into their understanding of historical events, concepts, and figures.

2. Google Road Trips: Create a road trip of an ancient civilization, medieval kingdom, etc. to have students travel before we start the unit. This will give them an overview of the geography, some key information/landmarks, and an understanding of where in the world we are going to study.

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1. Caption This!
For my American History unit on Progressivism, I like to use photographic evidence to show the differences between tenement living and the rising middle class' living situations.  I think it would provide some interesting insight to look at those photos and have students use the caption this activity.

2. TimeToast
As I have mentioned in a previous post, I usually do a unit with my Ancient World History classes that covers the evolution of man and the rise of racial ideology. If I were to have the students' jigsaw build the three components (Is race historical, socially, or scientifically true?) then we could see the overlaps and the evolution of thinking on race over a wide spread of time.

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Activity #1
In order for the students to analyze the different depictions of the Boston Massacre, They will use "Caption This" to annotate and predict the two sides of the story behind the event.

Activity#2
After students have completed a Road to Revolution Nearpod, they will answer the following question on a Flipgrid before they start the prep for their timeline and debate: Should the colonies have declared independence?

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1. Students will use GeoGeussr.com to show their knowledge of geography. Using content knowledge and critical thinking they will have to guess where they are in the world based on landmarks and physical geography.

2. Students will research a framer of the Constitution and write a short one-paragraph biography of them. They will then share them on padlet so we can use it as a database for the rest of the unit

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High School Business/Economics - Matt Lydon

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High School Business/Economics - Matt Lydon

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Activity 1: As a warm-up activity to get students thinking and engaged, use Google Drawing for a “caption this & comment” task. I will provide an image related to a current event relevant to the course and have students individually caption the image, then explain their caption. I will share a few students’ work, and use that as to lead into a discussion of how the current event connects to our curriculum.

Activity 2: As part of a unit on operations management, have students take the Amazon Fulfillment Center virtual tour (10 minute video), and then have students identify the various steps in the process of order fulfillment, potential bottlenecks, and which tasks are completed by people and which by  machine. This could then lead to a discussion about the role of technology in strategic decision making, how businesses benefit from economies of scale, or how technology can create a competitive advantage for a business.

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6th Grade Social Studies (Ancient World) - Jessica Parent

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6th Grade Social Studies (Ancient World) - Jessica Parent

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I have chosen to describe two ways that I would teach vocabulary terms. I can use both of these assignments for each topic that I will teach in Social Studies this year.

Assignment 1: At the start of each unit, I will use this vocabulary matching activity. I will use either NearPod or Jamboard. I will have students match the vocabulary term with the correct definition and it's a great way to introduce concepts. NearPod is better for this as it will tell students if they are correct (and show the teacher the number of attempts at getting it correct), but I'm not sure if my district is purchasing NearPod for the upcoming school year.

Assignment 2: Another way to review vocabulary terms is to play Trust No One in the paid version of Gizmo. Trust No One is very similar to Among Us, which my students LOVE. I used Trust No One last year when I was teaching math and science as a review game and I had students begging me every day to play it! Students earn points with each correct vocabulary term and definition that they match together. Students can earn points to try to figure out who the imposter is or if the students is one of the imposters, they can try to cover their tracks so they aren't discovered. I will use this as a way to review vocabulary terms before an assessment.

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11th/12th Grade Civics (Social Studies)- Rebecca Tancrede

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11th/12th Grade Civics (Social Studies)- Rebecca Tancrede

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Assignment One: Lightning Problems: Lightning problems can be used in any subject area, and are a fun way to get to see if students can recall information from the day’s lesson, and it gets students (in the classroom) up and out of their desks. It also gets students to interact a bit which is always a goal! Create a slideshow which covers several concepts, people, events, court cases, etc (whatever content you are covering). Each slide should only contain a definition of the content you are hoping students will remember from a prior lesson. Ask for two student volunteers to approach the board to see who can recall the information from the slides “lightning fast!” This activity is quick and fun, and keeps the students engaged. If concerned for students who may feel uncomfortable getting up in front of the class, you could also include the same information on a Quizzlett or even a Google Form Quiz so that students can take their time to test to see what they remember from class without having to get up in front of everyone (or unmute or whatnot if they are in a virtual classroom). For example, if we were studying the structure of the Constitution, you could include things like; This branch of government creates laws, This person is also the Commander in Chief, this branch includes the United States Supreme Court, etc.

Assignment Two: Newscast: Have students create a newscast about an event that you are covering. This could be a newscast around a current event, or a broadcast about a historical event, or anything really! Students will have to conduct a bit of research, and use Screencastify or WeVideo, or some other application, to create their newscast. These could be completed individually or in pairs/small groups. These could then be shared to partners or small groups, and students who wish to could then share with the whole class. This will give students a chance to share what they learned about a particular topic in an interactive format. For example, if in Civics we are studying Landmark Supreme Court Cases in groups, each group member could have a role of what part of the case they are researching after watching a quick overview video together. They could then create a script for their newscast together, as well as any visuals they may want to include if they are creating a video broadcast. They would be given time in class to create their broadcast and edit. This could work for both a virtual classroom and in person.

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1. Students will take a virtual tour of a historical site. Examples are Pearl Harbor, Gettysburg, or Washington DC. These tours will help students interact with their history and be provided important visuals. Some virtual tours I have done give side by side comparisons of the historical site and how it looks modern day.

2. Students would use FlipGrid to share their learning. Frequently, I have students step into the shoes of an individual from a specific time period. Instead of just writing their response, they would share out their understanding through Flipgrid. Their peers can watch, comment, and give feedback.

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1. Watch the YouTube video about The 3 Branches of Government. From the google Slide I created, drag the correct word from the word bank and click it into the correct space.
2. Watch the Virtual Tour of the White House, and the Virtual Tour of the NH State House. Use the Flipgrid app to talk to one of your classmates about what you learned.

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Middle School Social Studies - Elizabeth Montminy

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Middle School Social Studies - Elizabeth Montminy

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Activity 1: Have students use the street view function in Google Maps to create a walking tour or a geographic area we are studying. They could use a video presentation tool such as Screencastify to create a video to share with their classmates. Students could be asked to describe similarities and differences between what they see from other parts of the world on Google Maps to their own hometowns or on one another's presentations.

Activity 2: Use Flipgrid to create a virtual pen pal experience. Partner with a school in another part of the country/world and have students create Flipgrid videos for each other. Provide topics, such as "Discuss a rite of passage in your culture" to help students learn more about other cultures around the world.

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Social Studies and Tech Integration (Heidi Paris)

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Social Studies and Tech Integration (Heidi Paris)

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Activity 1: To hook students as we begin the unit on the Roaring 20s, using either padlet or jamboard, pose the following questions, each on a separate slide/page: "What are your dreams?" and "What is the American Dream?" and "Is the American Dream attainable, explain" Students will be able to generate responses to these questions, and can facilitate later discussion.

Activity 2: To begin each unit, students will complete an interactive notebook. Not only will this allow them to take notes to review later, but will also include other learning activities. For example, if embed, during our exploration of Manifest Destiny, the illustration above students are able to annotate key elements of the image as we discuss/analyze its meaning. This virtual notebook allows for a different way of comphrending the social sciences, as it allows for students to incorporate a variety of learning activities that they can revisit/study for assessments.

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Activity 1: Identify aspects of each branch of government, including organization, people, processes and impact on decision making. Students can use a Visual Thinking Checklist through genially to step through everything that needs to be identified. They can use that information to create a presentation to share.
Activity 2: Be {a member of government} for a day. Students choose a role within government, such as the President, a congress person, or a judge. They will utilize learning stations setup for each of the three branches, and research the responsibilities of the role they chose. Students will then write a detailed daily schedule of what they would do during one day of their job, including which building they report to, what expectations they need to meet, and who they would need to talk to during the day.

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Project 1:
NH Scavenger Hunt. Using various websites that have been vetted and provided to students, students will explore NH regions, tourist areas, and find out state symbols. Students can fill in their answers using Kami directly on the document.

Project 2:
Abenaki Village. Students can create a slide show project showing what they have learned about early Indigenous Peoples of NH. They can import pictures and provide labels and a brief caption. The slide show template will be provided and students can use the online resources provided.

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Tech Integration for Elementary Social Studies

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Tech Integration for Elementary Social Studies

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Kristen Ross

Activity 1

I would create a Google Slide deck providing information about the events leading up to the Revolutionary War.  The slides will be linked to Google Earth so students can visit each location.  There will also be links to different information and videos that students can explore.  After going through the slides, students will use a Google Template to put the events on a timeline and write 2-3 facts about each event.  They can do this in groups, pairs, or independently.

Activity 2

In order to work on map skills, I will create a virtual scavenger hunt around the community.  Students will have to use Google Maps to find various locations and answer questions about each.  An example would be find the town common.  What direction would you have to travel to reach the post office.  This can be done synchronously with students posting their answers in a chat or asynchronously with answer recoded on a Google Doc or Slide.

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Technology in Social Studies - Elementary 

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Technology in Social Studies - Elementary 

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1. Pamphlet - Project Based Learning or can be done independently for Elementary Students on a State or Particular Historical Area

Students will use reference material online to gather information about their assigned state or historical area.
With this information students will create an online pamphlet using google slides to present the material they gathered.
The pamphlet should have the information they gathered as well as incorporate pictures of this particular place as well as maps that would make people want to go to that particular destination. Encourage the students to make their pamphlet as interactive as possible. To incorporate more technology into this lesson you could end it with the students doing a quick flip grid video acting as a travel agent that gives a brief explanation of why people should go and visit their state or historical area!

2. Treasure Map - Project Based Learning or can be done independently for Elementary Students on Landforms and Community Services.

Students will actively engage in designing their own island online and being able to map their way to a buried treasure!
They can do this independently or work in pairs! This can be done online using Easel or even something as simple as
google slides. This will teach and assess students knowledge on map skills and still allow for creativity with technology. Students are expected to design their own islands online, label their treasure map, place landforms and community services on the island, create a map key with symbols, create a compass rose, then finally type out directions that go from landform to landform in order to get to the buried treasure. Students will then get to find the buried treasure on their friends treasure maps by going into the google drive folder.

- Christina Stack
Elementary Teacher

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Activity 1- Google My Maps. One of the projects that 4th grade completes is a "Road Trip through NH". I would use Google My Maps to model how to use My Maps, recording my demo with screencastify. As a whole group we would use My Maps to create a map of places that the students had been. Once they were familiar with using My Maps, creating their own My Map with Google would be part of their road trip project.

Activity 2- Text with a character. After learning about the lives of children during the Colonial Period, I would have my students create a text exchange. Each student would pick a topic to text about and highlight the differences between colonial times and today.

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Activity 1
In our Australia Unit, I would work with the science and math teacher to create a cross curricular assignment focused on the coral reefs. We would use the google street view of the Great Barrier Reef to explore the underwater landscape. I would create a google drawing template for students to review the 5 themes of geography as they relate to the coral reefs, and have students curate 'exhibits' using screen shots from within the google street view that illustrate those themes, and hyperlink them to the google drawing. The science and math connections would also utilize the same virtual field trip, looking for different information.

Activity 2
In our China unit we talk about modern art and its role in political speech in China. We learn about Ai Wei Wei, and watch a video on his sunflower exhibit, but through google arts an culture we can visit the Museum of Contemporary Art in China (https://artsandculture.google.com/partner/china-academy-of-fine-arts-mcacaa) and compare the modern art there with what dissenters and expats such as Ai Wei Wei are creating. Students would work with a partner in a break out room to first fill out an "ABC" graphic organizer that asks them to find a connection using each letter of the alphabet and write it in each box. Then they would compose a paragraph together to post in google classroom explaining their thoughts on art in China, the art of dissenters, or a particular exhibit they were interested in. This paragraph would include an optional sentence by sentence template to guide less confident writers.

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High School Social Studies - Nathaniel Kaplan 

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High School Social Studies - Nathaniel Kaplan 

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Gamify the Learning - Icivics and next gen personal finance.

Instead of having students receive information as passive learners, I try to allow them to be part of the learning by using interactive games. Two of the best resources for that is Icivics and Next Gen Personal Finance. Typically, I model the game for a few minutes before letting students figure it out themselves (as part of the learning process). Both resources also have lesson plans and additional learning activities that go with the games, but I typically only use a portion of these.

Nearpod - My school had a nearpod pro subscription last year and I loved using it. I thought there were tons of great pre-done resources and I loved how interactive it was for students. I am hoping my school will again have a pro-account, but I will probably still use it regardless.

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Activity 1- I enjoyed playing around in Genially. It seems like a great way to take any class involving a power point or a lesson with more dense information and make it a bit more fun and interactive. There are a different versions, one free and the rest cost some. You can you it to create presentations, gamify, infographics, lots of neat things. It reminds me of WIX and seems quite easy to use. With in the quiz gamification, you can change the background and make it images that you've previously used with the class.  It uses interactive buttons that can changed as well. I fo can even create an escape room with  it! It's a bit overwhelming but I think with time it would get easier!

Activity 2- History is full of great stories! I remember being a weirdo and listening to AM radio to hear Paul Harvey with my grandfather (I'm that old). After reading the "story telling" component and using something like genially to create a more "storied" part of the lesson like Paul Harvey's "the rest of the story" and embedding it in a presentation

So as you can see I really think that genially is pretty great and can use it for a multitude of activities and a variety of lessons. Also using it consistently will help the kids and the ease of use. And now I'm going down the rabbit hole for the rest of the night! lol

Heather Tiberi

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1. We study a lot of countries and regions in 8th grade social studies. A way to incorporate technology into this would be having background lessons to build foundational knowledge about the country/region, and then the following lesson would be focused on students using that information to report out to one another. For example, creating a slideshow or brochure about the country/region, or even creating a promotional video where they act as spokespeople to bring others to the country/region to explore.

2. We study elements of culture in 7th grade social studies, and a way to bring technology into this would be having a webquest assignment where students watch short video clips from popular movies they are familiar with, and then identify the information for each element of culture. This is a way to bring in their popular culture from outside of school and apply it to what we are discussing in the classroom.

- Laura Gordon
MRSD 7th & 8th Social Studies Teacher

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Social Studies (I teach Spanish, but that wasn't an option) - Nate Beuttenmueller

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Social Studies (I teach Spanish, but that wasn't an option) - Nate Beuttenmueller

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Activity 1 - We do a lot with stories and various types of narratives (personal, historical, fictional, etc), so I would have students caption an image representing a particular scene from one of our class stories. This would give them a chance to explore characters' motivations and perspectives, and articulate what things look like from another person's point of view.

Activity 2 - I would show them the fake text message site and have them make a text message exchange between two characters or historical figures, or between those types of figures and their authors (for fictional characters) or modern-day counterparts (for historical individuals). This would encourage them to make connections and comparisons (two of the 5Cs of language education, according to the American Council on the Teaching of Foreign Languages) with the perspectives of those in the stories we are exploring.

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Social Studies & Technology - Carole Dukette Frankiewicz

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Social Studies & Technology - Carole Dukette Frankiewicz

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I like the idea of using Google slides to have students create Digital Interactive Notebooks. Here are two activities that could be done by students  in the interactive notebooks:

Activity 1: Image Annotation

While teaching about the Boston Massacre and the concept of propaganda, supplies students with two different images of the Boston Massacre (maybe the Paul Revere engraving and Alonzo Chappel’s painting)  and have them use arrows and text boxes to annotate or dissect the images as a pre-class activity.

Activity 2: Series of Pictures

As a review activity, give students a series of pictures out of order and ask them to number them from 1 to whatever in chronological order using text boxes. For example, when teaching about events leading up to the Revolutionary War, you might give students images representing: the Boston Tea Party, the Stamp Act, the First Shots Fired at Lexington & Concord, the Intolerable Act, etc.

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Activity 1 -

I would have students make a 'Fakebook' page for a historical figure. This could be done with any unit, but let's say we wanted to do this for the founding fathers. What would Ben Franklin be posting? What are his interests? Where is he? Students could look up famous quotes by their person and post them as updates.

Activity 2 -

Using Google Maps, plan a roadtrip of historical sites. For example, plan a road trip based around national parks. On each park, tag it and post a description. You can do this by creating a custom map in Google. Then they save it and share it so I can see where the places they picked are and can read a description.

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Jennifer Maley
Assignment 1
Begin by creating a KWL chart in Google Slides. Discuss what students know about Ancient Egypt and what they wonder about. Create questions before watching the video. Watch Ancient Egypt Virtual Field Trip. After viewing video, discuss what students learned, what questions were answered, and what questions still remain unanswered. Add to KWL chart. Watch the video again. Discuss and document the major themes found in the film.

Assignment 2
Share the article on long term memory "10 Ways to Improve Students Long term memory" from  https://ditchthattextbook.com/longterm
Start the school year off using these strategies to help students learn more about their subject matter and at the same time learn more about brain science and memory.

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The ancient Egyptian civilization, famous for its pyramids, pharaohs, mummies, and tombs, flourished for thousands of years. But what was its lasting impact? Watch the video below to learn how ancient Egypt contributed to modern-day society with its many cultural developments, particularly in language and mathematics.

Subjects

Anthropology, Archaeology, Social Studies, Ancient Civilizations

Idea for Use in the Classroom
The world of ancient Egypt is different from students' contemporary lives in many respects. The Ancient Egypt 101 video (above) is an ideal place to start them on their exploration of that civilization. Before they watch the video, have student volunteers to share any information they already know about ancient Egypt. Ask: What do you know about the pyramids? Are you familiar with any Egyptian pharaohs? After watching the video once, as a whole class, watch it a second time, section by section, and make a list of topics reflecting the major themes of the video. Discuss how students' prior knowledge fits into this schema. Your class list may look something like this:

Dates

Locations

Development into an empire

Important leaders and their roles

Religious beliefs

Practices related to religious beliefs

STEM innovations and their uses

Writing system innovations and their uses

How the empire ended

For each topic, discuss how thorough students feel their knowledge is after the video. Divide the class into three groups to brainstorm ancient Egyptian topics they would like to know more about. Ask: What are some topics that the video did not cover, or covered only a little? For example, the students may note that they would like to know about ancient Egyptian economics, relationships with neighboring states, social structures, or the arts beyond pyramids and tombs. Have each group record the results of their brainstorming in a list. After each group presents its list to the class, have each student use the discussion to generate a research question to explore during the study of ancient Egypt.

Media Credits

The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit. The Rights Holder for media is the person or group credited.

Director

Tyson Brown, National Geographic Society

Author

National Geographic Society

Production Managers

Gina Borgia, National Geographic Society

Jeanna Sullivan, National Geographic Society

Program Specialists

Sarah Appleton, National Geographic Society, National Geographic Society

Margot Willis, National Geographic Society

other

Last Updated

October 19, 2023

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The ancient Egyptian civilization, famous for its pyramids, pharaohs, mummies, and tombs, flourished for thousands of years. But what was its lasting impact? Watch the video below to learn how ancient Egypt contributed to modern-day society with its many cultural developments, particularly in language and mathematics.

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Amy Champion
Grade 6

Activity #1
Students work through a Google Slide deck Virtual Field Trip to learn about the geography of ancient Mesopotamia. Depending on the slides, the students use Google Earth to visit certain locations, click links to watch short videos, trace the Tigris and Euphrates Rivers on a map, and answer questions in text boxes.

Activity #2
Students use a Digital Social Studies Dictionary to work with the vocabulary words from each unit. Each vocabulary word has a slide and the students are to copy and paste a provided definition and find a picture/give an example of the word. At the end of the year the students will have a full set of the vocabulary words with appropriate definitions and images.

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Christian Gum
High school

Activity 1

When studying black civil rights in the twentieth century, they can use the Sutori timeline tool to visualize the order of certain events from Brown v. Board of Educartion to the assassination of Dr. Martin Luther King Jr. The timeline tool allows for pictures, multiple choice quizzes, and other means of interactivity that the class could return to as we study the era. Students could even share their timelines with one another and plug in other events that they remember from the Vietnam War unit, giving a full picture of the decades between 1950 and 1970.

Activity 2

In order for students to understand the difficult and often contradictory decisions the United States made during the Vietnam War, I have used a Peardeck in the past to give students the “options” presented to LBJ during his presidency. Going forward, I may switch to a “One Story, Many Endings” Google Slide template that functions as a build-your-own-adventure. I can give students the path that LBJ actually took (reaction to the Gulf of Tonkin, escalation of troops, decision not to run for reelection), and they can create alternate branching paths that LBJ could have taken. By doing so, they will see that the president faced conflicting advice and a quagmire inherited from previous administrations.

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Social Studies Grade 7 Laurie Prewandowski

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Social Studies Grade 7 Laurie Prewandowski

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As a technology integrator, I support social studies curriculum.

Project 1:  Use the chromebook version of Minecraft Education Edition for students to create their replica of one of the Ancient Wonders.

Project 2:  Use the timeline templates in Google Slides.  Find these under insert>diagram>timelines.  Choose 4 dates, 5 dates or 6 dates and choose your own color.

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Social Studies & Technology - Janet Syed

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Social Studies & Technology - Janet Syed

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Activity 1
I would use See Saw for students to express what they have learned in a specific unit. It could be poetry, speeches, prose, other art forms, etc. A focus, for example could be on individuals of the Abolitionist movement. Students can comment from their Abolitionists perspectives as well.

Activity 2
Students will explore different regions of the US and complete various activities associated with each region using thinglink.  It would be themed to “choose your own adventure”, offering student choice, based on regions.

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Activity 1
I would use the virtual tours and have the students use it as a person providing a tour to guests where they explain the different aspects of the site and the importance of it. Alternatively, we could use the starboard and a camera and have the students act as a documentary narrator.

Activity 2
Using the scavenger hunt templates, the students can discuss a topic they'd like to learn more about and find specific items relating to the topic, such as:
1. an .edu or .org source
2. current event related to the topic
3. an example of a site that provides an opinion and sources to support or disprove it.

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Rachel Scanzani
Grade 6

Activity 1 -

Students will use Google Maps satellite layer to explore the Nile River Valley. Once they have explored, they will go to Jamboard and, using the sticky notes, comment on interesting things they found. On a second Jamboard slide they can post questions based on what they found.

Activity 2 - For a physical geography lesson, students will get a list of various landforms in a powerpoint presentation or Google Slides, students will curate pictures of satellite images of each landform. For extensions, students can find landforms that are not included, or additional landform examples from other parts of the world.

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Sarah Richards
High School

Activity 1
I would like students to go on a virtual tour of Rome, Venice, and Florence for the Renaissance unit in Art History. Then students could create a Jamboard of reasons they felt the city and culture led to an artistic movement.

Activity 2
For economics students can research and create a slides presentation on supply chains during the beginning months of covid. How does supply and demand change in times of crisis and what are we still recovering from?

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Activity 1-
I will create a choice board of virtual field trips that students can visit and create a variety of questions/ small activities to show learning and serve as formative assessments aimed at skills related to sourcing.

Activity 2-
Using Flippity's scavenger hunt, I will create a hunt related to evaluating sources and OPVL.

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William Loynds
Middle School

Activity 1: Use Google drawings to make an Interactive digital poster about their choice of a Historical Person, Place, or event.

Activity 2: Use MyMaps to mark US Civil War Battles (or other Wars/events) with pins, students will be required to annotate the date and the outcome of each.

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Social Studies and the Integration of Technology

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Social Studies and the Integration of Technology

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Sheryl Manley
K-8
Activity 1 -
Students will select a famous landmark and go on a virtual fieldtrip to visit it. They will then create a brochure using google slides to tell other tourists about the landmark they choose and why they should visit it.

Activity 2-
Students will select a historical figure and create a comic strip about them using the site https://makebeliefscomix.com/ . Through their comic strip they will demonstrate what they know about the figure they have chosen.

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Kerry Tripp
Grade 8

Activity 1:
Virtual Field Trip  to the Battle Road (Lexington/Concord, MA).  I would make this a group group activity so that students are watching and discussing the events being show.  Students would complete an organizer listing what the British are doing and what the Colonists are doing.  This would be a prewriting activity.  Students would then be asked to write a letter/essay providing one of the perspectives they learned.

Activity 2:
Timeline Project for U.S. History class.
This project be ongoing from the start of the school year until the end of the year. Students would be guided with events discussed in class that must in included on the timeline, as well as others we have studied or they have researched that they want to add. At the end of each unit, there would be summary work to do that would have students compare the time we studied to a timeline of what was happening around the world at the same time. Students would look for patterns, themes, movements etc. to put U.S. history in the context of the world.

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Nate Townsend
Grade 8

Activity 1:  In this activity students will annotate a portrait of Queen Elizabeth I using google draw.  When we study early European settlement in the Americas, we usually learn a little bit about what was going on in England at the time, and about a few interesting people.  The portrait that I attached below is the one I have in mind.  Students might focus on the clothing, the symbolism of the globe, or key in on the naval battle in the background.

Activity 2: For the second activity students will take a virtual tour of the Lincoln Memorial, and compare the two murals associated with the Gettysburg Address and Lincoln's second inaugural address, and pair a short quote with one image contained within the mural that they think best illustrates the message of the quote.

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Sarah DeLisle
Grade 2

Activity 1 - Have the students choose an influential person that relates to what we're learning; for example: an inventor, or scientist, or president. They then use approved sites such as PebbleGo or BrainPopJr to learn facts about them. They could paste them onto a Google Slide, Padlet, or Jamboard that could be used by the whole class.

Activity 2 - Provide students with Google Slides, a Padlet or Jamboard that has pictures of important people, or times in history. Then have the students type or draw what they might be thinking. Using the Caption This! idea could be fun and informative.

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Activity 1 -- US History
As a review activity prior to the exam, students develop a timeline using the approaches discussed here. Specifically, focus on suggestions 4 (Categorize Events) and 5 (Identify common themes). The learning objective here would be to use chronology to identify key historical concepts such as cause and effect and continuity and change more effectively (and visually).

Activity 2 -- Law and Ethics
As a fun activity, students could employ the ideas from Caption This! to explain and present key elements from important Supreme Court rulings in history. Students might choose to caption opinions of a Supreme Court Justice, or one of the  parties appealing to the court, or even an individual whose life is impacted by the Court's decision.

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Katelyn Doyle
High School

Activity 1: Choice board. On Ditch that Textbook saw the example of a BINGO choice board. I could use this for my WWII lesson. Students could choose battle, events, or people and then get a BINGO to complete the assignment.

Activity 2: GIF battle. Students could find a GIF on how they feel about any topic. The author’s assignment was “use a gif to describe your remote learning experience” however I could use it for a unit in US History. After listening to music from the Vietnam War era, students could use a GIF to describe how they might feel about a song if they were a soldier in the Vietnam War.

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Technology Integration in Social Studies

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Technology Integration in Social Studies

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Judith Hollick
5th Grade Social Studies

1.)    Within the context of a major American Revolution unit, students have many opportunities for smaller assignments. I like the idea of using Text with a Character https://ditchthattextbook.com/text-with-a-character/ as a way for students to get to know the historical characters in the unit. I can easily imagine text conversations taking place between the Sons of Liberty as the Boston Tea Party is being planned or between the writers of the Declaration of Independence.

Text with a Character could have application during any 5th grade social studies unit such as Westward Expansion or the Civil War, too. It could be used as a running dialogue between characters along the Oregon Trail or as a role play vehicle to understand multiple character perspectives in the Civil War on both sides of the conflict that concludes in a fully developed journal entry as a final assignment.

2.)    I love the idea of using virtual field trips to explore points along the Boston Freedom Trail, to visit historical museums, or to explore historical monuments of Washington, DC. Students would be responsible for posting three (3) to five (5) facts gleaned from the trip on Padlet. Each student would have been assigned a specific location, topic, or monument prior to the field trip. Sharing could take place at the beginning of  class to get things started. Students would also be encouraged to share thoughts and ideas with each other via comments on Padlet.

All of these ideas are in a rough draft form and would require some fine-tuning and tweaking in the context of the bigger picture but all sound fascinating and are sure to engage tech-savvy students.

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Victoria Lussier
H.S.

1. AP Government & Politics
I often have students work together to brainstorm ideas/responses to FRQ prompts. This obviously is a challenge in a remote environment. However, students can use "Sticky Note Brainstorming" in Google Slides to work together. I would provide an argument essay prompt within Google Slides and then they would use the sticky note feature/template to brainstorm all of the different required documents (and documents outside of the required list) for each side of the prompt. I would have groups do this and then share out, which would generate a lot of quality discussion that ultimately should help them be successful on the argument essay.

2. Economics
I liked the reminder in the readings that last year we were actually living history during the pandemic and a valuable lesson would be to record how that impacted us. I have an idea for Economics where I would have a collaborative writing project using a shared google slide presentation where each student has their own slide to complete. I would have some kind of writing prompt on the topic of how students and their families were impacted economically as a result of Covid. I would do an example slide. This could be done at the start of the year as a way to help create some community as well - learning a bit about one another.

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Patrick Dowsett
US History H.S.

Activity 1: Provide the students with a timeline including the activities of reform movements from the 1820s-1840s.  Students create a timeline of their own from 1960-2000, focusing on civic and social reform movements.  Then, ask them to compare and contrast the two periods of time.  In what ways were the reform movements of the 1820s-1840s similar to reform movements from 1960-2000?  How do they differ?  How did the early reform movements impact those of the Civil Rights era and beyond?

Activity 2: Utilize the IMMIGRATION pdf here: bit.ly/2VegkU8. Have students compare and contrast past and present periods of immigration (1851-1900) to now.

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Kristin Roach
Grade 4

1. INFOGRAPHICS - One idea that I have could work for many different topics.For instance, during Women's History month, or any time you may be studying the impacts of different people on the world, you can have students pick a person, move through appropriate research, and then assign an infographic that informs the reader of their person's impact on the world. This would be engaging and offer many options for choice. It would be so great to see all of the infographics on display. You can even create a slide deck of infographics to share with families remotely.
2. FLIPGRID - TWO TRUTHS AND A LIE - This would be a fun way to review an event in history or even a historical figure. At the end of a lesson or a larger unit. students can create their own three deck slide where they type two truths and a lie about what they have just learned about. Classmates will be detectives and try to discern which written statement was the lie. Students may also post on FlipGrid a video of themselves reading the truths and lie and classmates can respond by commenting what they think. FlipGrid allows comments to be private, which will prohibit students from copying their peers' responses.

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Kathleen Mireault
1. I really liked the virtual field trip on the American Revolution https://historyview.org/library/american-revolution/
I would have the students answer some questions related to the 3D battle reenactment. This would only take about  7-10 minutes but it is so much better than lecture or reading.
2. I really liked the idea of either ending or beginning class with asking students to post (maybe in a Google Form or on a Padlet) two things that they learned. https://ditchthattextbook.com/longtermThis can be used every day that the class meets.
3. I explored the use of Genially, especially the escape rooms. This would be a great way to end a unit on any topic.

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Alex DesRuisseaux

1. I love opening my classes with Geo Guessr! It is an awesome way to build students knowledge of geography and to gather information to make meaningful conclusions. However, I haven't used this in an online format. Now I will be definitely using that.

2. I also really enjoyed the idea of using google slides/ nearpod to check in with students. I haven't used any chat or survey features in ways that aren't directly relative to a content based question. Using it to check in seems like a great use of those features.

3. The caption this idea could be a great way to allow students to express competence of big ideas/ themes using something funny. I could see this being especially relative in Early American History.

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Amy Duderewicz

1. Eastern World / World History
Students can use the "Yelp Review" google slides template to complete their review and research of their assigned Silk Road City.

2. Government/Economics
After reading/listening to a new clip about a current event relating to US Government or Economics students will share their reactions using jamboard. I will have a number of gifs or image reactions already posted and students will click and drag their selections that best reflect their reaction to the current event. Following this, we will have a class discussion where students can elaborate and explain their reaction, thoughts and feelings on the current event.

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Activity 1: I would incorporate the Geoguesser app into my classroom. It would be helpful in helping students enrich their learning of geography. I could also use it as an enrichment activity in my 5 themes of geography unit.
Activity 2: Deeper thinking timelines to help students see how different events in US history share a theme and to organize units not chronologically but un themes (expansion, economics, courts, debate, etc.)

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1. When studying different countries in Europe our 8th grade class does a passport booklet which is a packet of notes and readings on different countries and cultures. I love the idea of creating a travel suitcase unboxing video using artifacts from different countries. Artifacts could include traditional food, music, clothing, etc. Students could have the choice of if they want to present their suitcase items in person or through a video. Students would need to research each item they have in their suitcase and what cultural significance it has to the country they "visited".

2. Learning stations for vocabulary words. After introducing new vocabulary words for a unit, integrating learning stations for those words. Stations could include: matching the definitions to the words, choosing a picture from a selected bunch that represent each word, etc. I like the idea of students working and moving through stations together, especially after not being able to work closely together for the past school year.

K. Daniels

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1.  US History (11/12) Choice Board:  When studying the Cold War, students will be given a choice of activities and resources to help get a background of resources on the Cold War.  The Choice Board will be set up as a "BINGO" Table--with the only requirement that students make "BINGO."  Each choice activity will have a background component (reading, video, podcast, etc.) and action that must be completed on their graphic organizer.
2.  Sports and the Social Studies Jamboard Activity:  Using Jamboard, students will be given an identity web to help them start thinking about who they are and the different components of their personal culture. This will lead to an overall class discussion on personal identity, cultural identity, national identity, and the role sports can play with identity and culture.

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Berting Short Assignments                                                    First: I could use Jamboard to enable my civics students to come up local problems/and solutions to problems in their community. They could brainstorm problems, decide upon a problem, and then brainstorm solutions to the problem using the various tools of Jamboard.        Second, I could Flipgrid in my U.S. history class to have students respond to the prompt: “Was the dropping of the nuclear bombs on Japan necessary?” They could record a short video supporting their answer. When the videos have been completed, students could then respond to other opposing views. 

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Berting Short Assignments                                                    First: I could use Jamboard to enable my civics students to come up local problems/and solutions to problems in their community. They could brainstorm problems, decide upon a problem, and then brainstorm solutions to the problem using the various tools of Jamboard.        Second, I could Flipgrid in my U.S. history class to have students respond to the prompt: “Was the dropping of the nuclear bombs on Japan necessary?” They could record a short video supporting their answer. When the videos have been completed, students could then respond to other opposing views. 

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Kerri Morrison
1.  Hexagonal Thinking: To review the causes of the American Revolution, students will work together to complete a hexagonal thinking activity on Google Slides.  Using a shared slide deck, students will work in small groups to connect the terms/ ideas through the sides of the hexagons.  Once all the hexagons are labeled and connected, students will choose five of their connections and explain their placement.
2. One Slider:  Students will create a class slide deck showing events/ ideas/ people related to a particular topic.  For example, in a unit on Westward Expansion, each student would be assigned a topic such as the Louisiana Purchase, the Mexican American War, etc.  The job would be to convey information to the rest of this class about the topic in one slide.  Students would be encourage to embed video links, use graphics, small bits of texts and hyperlinks.  Once the class slide deck is complete, students will be responsible for sharing their information and exploring other students' work.

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Activity 1 (Middle school US History): Students will watch a Virtual Field Trip of an American Revolution battle. Afterwards, they will write 2 diary entries (can use a Google Doc, Slideshow, or handwrite) from the perspective of an American soldier and a British soldier on the same day. Students will follow a prompt of suggested items to include, such as weather conditions, what motivates them to fight, and their hopes and feelings towards the War.  Connections should be made to the Virtual Field Trip, and information from the video should be evident in their diary entries. Next, students will have the option to share their entries with the class, and using information from their own entries, as well as other students, they will compare and contrast the experience of British and American soldiers during the American Revolution.

Activity 2 (Upper High School Civics): This one takes a lot of moving pieces all coming together, but it is a lesson I would LOVE to try. Students will identify and research local areas of concern to them personally that would connect to local government (environmental protection, development, etc.). Once students have done research and developed a position, they will record a video of themselves presenting their findings and taking a position on what the city should do about this. Students will have the option to work in groups to encourage confidence and peer support. Students will present this assignment to other students and interested staff. Arguments deemed by peers to be the strongest will be encouraged to attend a City Council meeting (virtually or in person) or deliver their video to the City Council. While this is a larger assignment when taken in full, it could be cut down in any number of places to create a ‘small’ assignment.

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Walt Petig

This would be centered around the ideas of Adam Smith. There is a video I use to give students an overview of Adam Smith and his thoughts surrounding a Free Market system. We have a discussion and I have a formative assignment that asks them to read a section of The Wealth of Nations and answer questions. I thought an additional assignment that might be fun would be to provide a Google doc with an image of Adam Smith with a speech bubble and to ask the following: What would Adam Smith have to say about the US govt making stimulus payments to citizens or businesses.

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1. Check for understanding in Economics.                   Walt Petig                  Recently I have been thinking about more/better ways to check for student understanding following a lesson or introduction of a new topic/idea.  I was thinking Jamboard would be good for this using the idea of the Stoplight Method. Green "stickies" for what did you learn, Yellow "stickies" for what did you consider or questions you have and red "stickies" for what are prevented you from learning or is causing confusion. I would dedicate the last 5-10 mins of class foe students to reflect and interact on the Jamboard. I would be able to use this data to see what students "get" and what they don't. 

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1. Check for understanding in Economics.                   Walt Petig                  Recently I have been thinking about more/better ways to check for student understanding following a lesson or introduction of a new topic/idea.  I was thinking Jamboard would be good for this using the idea of the Stoplight Method. Green "stickies" for what did you learn, Yellow "stickies" for what did you consider or questions you have and red "stickies" for what are prevented you from learning or is causing confusion. I would dedicate the last 5-10 mins of class foe students to reflect and interact on the Jamboard. I would be able to use this data to see what students "get" and what they don't. 

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2 Assignments for Social Studies: (Grade 6)

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2 Assignments for Social Studies: (Grade 6)

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1. During our study of Ancient Egyptian Civilization- students will create a google slide and insert an image from an topic with in the Ancient Egyptian frame that we have been studying- this could be architecture, government, societal roles, agriculture, and social structure to name a few. They will then create quote depicting what they infer is happening in the picture. They will then explain their reasoning to show deeper understanding of the topic.
2. Students will use Google Mymaps to retell the history of one of the battles of the Persian War. They will create pins and add descriptions of the battle while also adding analysis about how the geography of the location they chose made an impact on the outcome of the battle.

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Assignments for Exploring World Cultures (MS World Language Exploratory-Language-History-Culture for Arabic/Egypt)

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Assignments for Exploring World Cultures (MS World Language Exploratory-Language-History-Culture for Arabic/Egypt)

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(Sharon Charbonnier)
(1) Jamboard:  Students may use Jamboard at various points in the unit.  At the beginning of the unit, Jamboard can be used to activate prior knowledge in a KWL type activity.  Students will add sticky notes about what they already know about the topic (frame 1...for example:  The language, history, and culture of Egypt) and jot down preliminary questions or notes about what they wonder (frame 2).  These sticky notes can be adjusted/added to as the unit progresses.  In the middle of the unit, Jamboard can be used to check for understanding.  Students may use Jamboard to sort/categorize vocabulary,  respond/react to a question or image of the week and/or locate places on a map.  Jamboard can be used to debate who wishes to visit (or not) these famous landmarks.  And it can be used as a practice board for students to learn/practice writing basic greetings in Arabic.  At the end of the unit, Jamboard can be used to reflect on learning as a wrap-up to the KWL activity.
(2) Road Trip with Google MyMaps:  After an overview of Egypt, its daily life, and its monuments (via a guest speaker and a Nearpod), students can 'travel' along the Nile visiting a few temples through links to multimedia presentations, photos, and virtual field trips.  One task (with a template) can be used for all temples or each temple can have a different task associated to it.  Students can work independently or in small groups.  The assignment can be jigsawed.  Lots of flexibility!

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Assignments for American Revolution Unit (Grade 5): 

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Assignments for American Revolution Unit (Grade 5): 

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Molly Healy

When studying the American Revolution, students will participate in many activities, experience several readings and videos, and “go” on a virtual field trip.

1) The class will generate a digitally accessible list of the major ‘players' in the American revolution. Students will use digital note-taking templates to  collect crowd-sourced information about each historical figure, and their role in the events leading to the American Revolution as a class. One assignment will be to complete a “text a character” template as if they are interviewing the historical figure or as a discussion between two major ‘players’ of the American Revolution to be turned in as an assignment in Google Classroom. Students will read at least 3 of their classmates’ submissions as an extension to the assignment.

2)  At some point throughout the unit, students will either choose or be assigned a role from the era, (rebel militiaman, daughter of liberty, loyalist business owner, etc.). Each role group will share a frame in Google Jamboard to collect ideas and new learning from their daily lessons to culminate in a presentation of their perspective on the war. The final project presentation could be selected from a choice board of options including completed in the face-to-face classroom, or created virtually in Flipgrid, as a slideshow, or Screencast, etc.

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Assignment for Regional Foods of the United States and International Foods (9-12)

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Assignment for Regional Foods of the United States and International Foods (9-12)

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1. Each student will make a google road map of their assigned state. The road map must include 10 stops. In each stop they must tie this place to the history, geography or culture of the state. Then the student will pick one to indicate how that event affected the food of the state.
2. Timeline project. Put on a timeline 3 events in the history of England that affected the food of the country. Then explain the event and how it affected the food.

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Assignment for Spanish class ( cultural aspect)

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Assignment for Spanish class ( cultural aspect)

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1.      The students will watch a virtual field trip about the celebration of Day of the Dead in Mexico. (Link ) Using Padlet they will write two important things that they learned. Padlet is a great resource for this activity as the students will have the opportunity to read about what their classmates have learned as well.

2. Using Flipgrid or video (using their phone or the Chromebook) they will share one thing that surprised them about the celebration and why.
Notes:  During the course of this lesson, the students will be doing different activities such as discussion groups and researching about a holiday in the USA that they will compare with the Day of the Dead. They will present their final product through writing, Google slides, or Flipgrid.

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1. The student will use Jamboard during the week to answer questions that I post about the lesson that week. This will allow students to engage online with technology. Jamboard allows for activities to be set up for student learning.
2. Students will use online whiteboards to draw examples of the 5 themes of geography. They will have a specific theme daily and they have to draw that theme for which they found in their house, yard, town or city. This will allow the class to engage and try to guess what these examples are by their drawings.