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Give students a question first, and then allow them to think individually about. They can then get with a partner to discuss it before finally sharing with the class.

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Give students a scenario or a case of the material you are talking about. Students can use analyzation skills to work together in solving a problem or coming to a conclusion.

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Instead of doing basic direct instruction you can provide students with the opportunity to get moving while learning. This works really well in Social Studies, and is a unique way to allow for student autonomy in their own learning. They will use problem solving skills to find the answers to the related content of the day.

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Students will work together as a class to answer a central question. I will ask and then we will have open dialogue about the question. This forces engagement from the whole class.

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As a government teacher this can be a very fun way to get students understanding supreme court cases, as well as just courts in general. It gets them very involved and allows for student creativity. I have seen students do videos or live skits when doing activities similar to this.

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Allowing student to complete a simple exit ticket each day gives the teacher a chance to formatively check for understanding of the content. Exit tickets can be a wide range of things, but they almost always work as a measurement stick of where your students are.

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Begin with the class in pairs. They will create a question and then join with another group continuously until everyone arrives at the same question.

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Students can log their own answers to any questions that may be asked throughout class. They can use their own creativity in their journals and share them with classmates to further the thinking of one another.

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This sounds silly, but it really works for high school students. It gives students an opportunity to expand their reading skills and comprehension. Doing this as a class makes the learning environment feel safe and welcoming for all students.

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I really love this one. It is where you may put a photo up on the board and allow students to analyze it to try understanding what it means. It is a fun way to get them engaged early on, and you get some interesting answers through doing it. It opens up the class for positive discussions.

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Students will first work individually. They will then share their thoughts with a partner. They will share their thoughts in a whole group discussion to close.

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This is an opinionated activity. Students will move to corners of the room based upon their opinions of content area materials. It will be a good way to open up discussion about different perspectives.

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Students will recreate historical scenes to act out in front of the class. This is a good way to promote collaboration, and to make the learning process more fun. It opens the door for student creativity and autonomy.

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Students will be split into groups to play a game of social studies jeopardy. This is a great tool for review and studying. It creates a fun learning environment and allows me to reteach any weak areas that I may notice throughout the game.

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Students will fill out or complete information using provided websites. This way they are led in the right direction, but must do the learning on their own. They may do their own research as well, but this is a good way to have a positive mix of teacher/student involvement.

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Students will post about a topic and their views on it. They will then be required to thoughtfully respond to at least 2 classmates in order to expand upon their learning.

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Students will record a video to explain an assigned content area. They are able to record instead of a basic PowerPoint presentation, and often times feel less pressure with this type of assignment.

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Students will work together to edit any writing responses we have in class. They are able to do this as a part of the writing process to help learn from one another by catching each others mistakes.

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This is a basic strategy. It allows for students to compare differences between topics, people, and many other things. This helps to expand their knowledge instead of them just knowing a fact about something. They are able to tell what is different and why it may be that way.

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Students are able to organize the way that events have occurred throughout history. By putting things in chronological order they become easier to understand.

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Students can have positive debates about a variety of topics in class. By presenting facts, both sides will help to educate the class further on a topic. Students will be able to see multiple perspectives by the end of the debates.

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This is a quick fun way to get your students paying attention. It allows them to talk about something that they like, and it gives you the opportunity to build relationships in an easy quick way.

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This works well when you have a list of something. For me it worked well with the Bill of Rights this year. Students wrote the amendment purposes and then added a picture all in one sheet. It is a fun way to organize things while at the same time allowing for creativity.

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Students will set some of their own personal goals to monitor. When doing this they can continuously check in on where they are. It is a good way to help them keep up with what is good and what needs to improve.

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Students can work on creating a story to help map out or make sense of a historical event. They get the opportunity to be creative when putting things in a certain order. These can often times be done digitally.

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I do this with my high schoolers every so often. It gives them the chance to get up and move as opposed to being stuck in one spot the entire class. I did this earlier in the semester where students rotated in groups of 3 analyzing different impeachment cases.

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This is a fun way to help students study for any upcoming assessments. Students answer questions with a corresponding game. It gets the kids competitive and really answering a lot of questions in a short period of time.

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This gives students the chance to show off their understanding on a much deeper level than just a multiple choice question. They are forced to critically think and analyze the question before answering.

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These can be used as bell ringer activities to get the students thinking rolling. I like to use them at the beginning of class to see how much information was retained from the previous lesson. It give me a solid idea of what they retained well and what needs some more work.

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This is a fun an unique way for students to work on a project. They are able to physically model an event and then explain it either verbally in a presentation or with some form of written expression.