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Analysis: To teach about key actors I first start with a brainstorming sessions where students try to name people or organizations that are influential that are outside of government. The I would let students explore more by conducting research on who or what organizations and groups have been influential in the world.
Strategy: Using the jigsaw strategy allows to students to become experts on one topics, then students are able to teach each other about what they learned. I will let students work in small groups to research an organization or person. Each group will present their findings to the class. I will have a handout for every student to fill out that lists every groups organization/person. Once every group has taught the class. We can go into a discussion about what makes these characters so influential, and their similarities and differences.
Benefits: Students will develop their researching skills when collecting the details they will share with their classmates. Students may feel more responsible for their own learning since they will be creating their own "lesson" for their peers. This strategy will also develop their communications skills since they have to present the information in a way that others will understand.
- Katelyn C

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Analysis: Students are very aware of power structures in their home and school life. Even in friend groups, there are aspects of who has power and how it is used. From this personal application and reflection, students can activate personal prior knowledge to give them a starting point to understanding local, state, national, and international government and private structures of power.
Strategy: Using the Think Aloud strategy, I will ask students to first (and privately) think about the power structure at home. This can be quite tricky and triggering, and this is why I am asking them to think about it and not share it. Then, I will open the discussion to power structures in school. I will model thinking about it from my own point of view as a teacher, helping them to understand their own power (and the power of their families) within this structure. As I talk through the various aspects of power in school, I will create a mind map on the board. I will then ask them to fill out post-it notes of their own PG opinions. They will then add their own thoughts to my mind map.
Benefits: Students will hopefully be empowered given the opportunity to share thoughts about the school's power structure. By "thinking through" this aloud, I offer students a model to use when switching gears to local and state government hierarchies of power. As an ancillary benefit, I hope students realize their own position of power. I know that not all teachers in my building would agree on how much power students should have, and I will acknowledge that to my class. They will know, however, that I will be an advocate for them.

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Creative notes allow students to express their creativity and personalize their notes

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Perspective Building - Creative Annotations

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Perspective Building - Creative Annotations

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Analysis:  Some examples for classroom application on perspective in connection to creative annotations are
-Using different sources (primary and secondary) from differing viewpoints on the same topic and allowing students to respond in groups
-Incorporating real-life events to help students build perspective and voice their opinions
-Teaching understanding when it comes to students having differing opinions or cultures

Teaching via the Strategy: To teach perspective building through creative annotations, we would provide students with difficult text(s) so that they can place question marks in areas they were confused about or exclamation points when they were shocked. Students can also write whatever thoughts they had on the text or illustrate a picture. We would have students pass the differing texts around and write their opinions, as well as respond to other students' questions or responses.

Benefit to Students: Creative annotations allow students to become more engaged in the content and express themselves more freely (as some students struggle with putting thoughts into words) and that engagement increases memory of the content. It also helps students get into the habit of taking notes on topics. Finally, these strategies help students understand different perspectives and build common ground.

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Global Citizenship Education (GCED) Jigsaw

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Global Citizenship Education (GCED) Jigsaw

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Set the students into 4 different groups to research a selected culture or group. (for CRT this may include cultures found in the classroom.) The groups to find out about customs, popular stuff related to that culture to bring for the one day in classroom for discussion. Each group present what they found and they're take aways after all groups have presented the classroom will have a mass discussion. The teacher will ask general such "what is similarities, differences and surprising about said cultures?" For a final assessment is a work sheet in which the individual student will do a 321 work sheet.