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Make TEE (Topic sentence, Evidence, Explanation)

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Make TEE (Topic sentence, Evidence, Explanation)

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After reading, students will be given a question prompt. To answer that question, they will make TEE. They answer with a Topic sentence (giving their position), support that sentence with textual Evidence (pull from the reading), then Explain why the evidence supports their position.

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Students will write a short "highlight reel", like a recap of football game, of what they just read. They will need to be able to pick out the important bits and summarize the information. They will be asking: what is this about?

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This is a game I have played with my students before. The premise goes off the joke or stereotype that "nerds" love correcting people. In a Jeopardy style gameshow, questions are written as statements, but they have a detail factually wrong with them. Students buzz in and answer what is factually incorrect by correcting it. Instead of saying "what is..." they will begin with "Um, actually..." followed by the correction. It forces students to pick out issues from statements and look for things that they do not believe to be true in their readings. They need to look for details.

For example: Question: In 1846, President Polk declared war on Mexico after Mexican forces fired on U.S. Captain Thornton's Patrol.

Answer: Um, actually President Polk did not declare war as he cannot declare war. Congress declares war, not the President.

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While reading students identify the Five W's (Who, What, When, Where, Why) and How. In history, students need to take these all into account. There are biases in sources and who is writing it affects the message. This not only allows students to pick out the message, but understand why it is written that way and set them up to be able to make connections between period writing and historical events and times.

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Roleplaying games (similar to Dungeons and Dragons [DnD]) have been used before to immerse students into history. They are not only fun, but open students up to experiencing other perspectives. Viewing history from the perspectives of others helps us empathize. Reacting to History has numerous books that can be used to organize these kinds of games. I have included the link to a preview to one about WWI which has students as monarchs, journalists, politicians, etc.
https://uncpress.org/book/9781469659862/europe-on-the-brink-1914/

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The assassination of Archduke Franz Ferdinand on June 28, 1914 by a Serbian nationalist has set off a crisis in Europe. Since the Congress of Vienna in 1815, peace had largely prevailed among the Great Powers, preserved through international conferences and a delicate balance of power. Now, however, interlocking alliances are threatening to plunge Europe into war, as Austria-Hungry is threatening war against Serbia. Germany is allied with Austria-Hungary, while Russia views itself as the protector of Serbia. Britain is torn between fear of a German victory and a Russian one. France supports Russia but also needs Britain on its side. Can war be avoided one more time? Europe on the Brink plunges students into the July Crisis as representatives of the European powers. What choices will they make?

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Europe on the Brink, 1914 | John E. Moser | University of North Carolina Press

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The assassination of Archduke Franz Ferdinand on June 28, 1914 by a Serbian nationalist has set off a crisis in Europe. Since the Congress of Vienna in 1815, peace had largely prevailed among the Great Powers, preserved through international conferences and a delicate balance of power.

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When lecturing, students can be kept involved by asking them critical thinking questions. To help students view history as a process, where one thing leads to another, ask them what happens next. Students can try and predict how people react to events or how an event would cause a course to change or have impacts across the world. Understanding cause and effect relationships is necessary for understanding history. So, being able to infer, shows understanding of cause and effect relationships.

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Students will be asked an question and then they will move to a corner that aligns with their beliefs. Students from every corner will need to support why they think that way.

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This strategy is, on the surface, a simple question. However, it requires students to empathize. One of the best ways to immerse students and have them understand the times is to put them in the shoes of people in history. How would you react? Is this fair to you? Do you understand why they think this way? All of this needs to be considered. It asks students to both put themselves in the times, but also infer how people react to history.

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Students will be given time to practice a speech from history. They will then give that speech to the class. Students will then discuss how the people who heard it would feel, how they feel, and how it likely impacted those who heard it. Speeches were the ways for politicians tried to win over the people. We see what tactics they use and see how well they stick to those ideals.

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The class will be organized as a courtroom. Students will prepare a case/argument. There will be a jury as well and the students predicting the case will try and persuade the jury of their argument. Examples may include: who is at fault for the WWI? Students will be accusing a country (Germany, Serbia, Russia, etc.) of starting the conflict or maybe accuse it of escalating it.
https://www.19thcircuitcourt.state.il.us/1610/Guide-to-Conducting-Mock-Trials

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Introduction
The mock trial has proven to be an effective learning tool for elementary and secondary school students. It helps students develop useful knowledge about the law, questioning techniques, critical thinking, and oral advocacy skills.

Good mock trials will also leave student participants with an appreciation of the difficulties that judges, lawyers and juries face in attempting to present all relevant facts and legal arguments and insure the just resolution of the issues involved.

Below is a brief outline explaining the various types of mock trials that can be presented, how to prepare for and conduct mock trials in the classroom, and how to conduct mock trial competitions with other classes and schools.

Types of Mock Trials
The mock trial begins where actual trials begin - - with a conflict or a dispute that the parties have been unable to resolve on their own. Mock trials may draw upon historical events, trials of contemporary interest, school and/or classroom situations, or hypothetical fact patterns. Most mock trials use some general rules of evidence and procedure, an explanation of the basic facts, and brief statements for each witness. Other mock trial formats range from free-wheeling activities where rules are created by the student participants (sometimes on the spot) and no scripts are used, to serious attempts to simulate the trial process based on simplified rules of evidence and procedure to dramatic reenactments of historical trials in which scripts are heavily relied upon.

Preparing for a Mock Trial
This Guide has been taken from the main article "From Classroom to Courtroom: The Mock Trial," written by Lee Arbetman and Ed O'Brien, both attorneys and former classroom teachers.

After teaching students about the purpose of trials and the procedure involved, we suggest the following:

1. Distribute mock trial materials to the students.
The facts and basic law involved should be discussed with the entire class. Teachers may develop fact patterns and witness statements (e.g., brief summaries of each witness' testimony), have students develop them, or use the materials provided in this package.

2. Try to match the trial to the skills and sophistication of your students.
For example, if your students are unfamiliar with mock trials, you probably should begin with a simple exercise. Remember that the aim of mock trials isn't always to imitate reality, but rather to create a learning experience for students. Just as those learning piano begin with simple exercises, so those learning mock trials can begin simply and work up to cases which more closely approach the drama and substantive dimensions of the real thing.

3. Students should be selected to play attorneys and witnesses, and then form groups to assist each witness and attorney prepare for trial.
A case could easily involve the entire class. For example, at least two could be assigned as attorneys for each side. In addition, four students are needed as witnesses and twelve students can serve as the jury. Such a division of tasks directly involves approximately two dozen students1 and others can be used as bailiff, court reporter, judge, and as possible replacements for participants, especially witnesses, in the event of an unexpected absence. Still other students may serve as radio, television or newspaper reporters who observe the trial and then "file" their reports by making a presentation to the class in the form of an article or editorial following the trial.

4. Students work in the above mentioned task-groups in class for one or more class periods, with the assistance of the teacher and an attorney or law student.
During the preparation time, jurors might explore the role of the jury, the historical development of the jury system, and other topics related to their part in the mock trial. Student attorneys should use this time to outline the opening statements they will make. Because these statements focus the attention of the jury on the evidence, which will be presented, it will be important for these students to work in close cooperation with all attorneys and witnesses for their side.

Student Work
Student attorneys should develop questions to ask their own witnesses and rehearse their direct examination with these witnesses. Witnesses should become thoroughly familiar with their witness statements so that their testimony will not be inconsistent with their witness statements. (These statements which may be considered to be sworn to pretrial depositions or affidavits, can be used by the other side to impeach a witness who testifies inconsistently with the statement.)
On direct examination (that is, either the plaintiff's or defendant's attorneys questioning their own witnesses), questions should not be leading - - they should not have the answer included as part of the question. Leading questions may, however, be used in cross-examining a witness in order to impeach the witness' credibility in the testimony.

Cross-examination
While some attorney-witness groups are constructing the questions and testimony for direct examination, other attorneys should be thinking about how they will cross-examine the witnesses for the other side. As mentioned, the purpose of cross-examination is to make the other side's witnesses seem less believable if the eyes of those determining the facts of the case (i.e., the jurors in a jury trial or the judge if no jury is used). Leading questions, sometimes requiring only a yes or no answer, are permitted. Frequently it is wise to ask relatively few questions on cross-examination so that the witness will not have an opportunity to reemphasize strong points to the jury.

During cross-examination, for example, the attorneys for the plaintiff might try to suggest that the testimony of the defense witnesses is inconsistent.

The closing arguments are rather challenging since they must be flexible presentations, reviewing not only the evidence presented for one's side but also underscoring weaknesses and inconsistencies in the other side's case which arise out of the trial proceedings.

Conducting a Mock Trial
Once all preparation has been completed, convert the classroom into a courtroom by rearranging desks as shown in the diagram. It is also helpful to have long tables for each attorney's team to work from; the teacher's desk can serve as the judge's bench. Layout of Classroom: (See drawing)

Conduct the trial with a teacher, students or resource person (perhaps a law student, lawyer or actual judge) as a judge. A student jury may be used. The role of the jury is often minimized in television trials. Students should understand that the jury determines the facts in a case, primarily through their acceptance or rejection of the testimony offered by various witnesses for both sides. The judge deals with questions of law and explains to the jurors the key legal issue in the case.

Participants

Judge (could be a visitor to class with legal experience)

Prosecutor(s) or plaintiff's attorney(s) in a civil case defense attorney(s)

Witnesses for the prosecution

Witnesses for the defense

bailiff (swears in witnesses and marks evidence)

Jury composed of twelve persons, one of whom should be named jury foreman, alternates may also be designated

Simplified Steps in a Trial

1. Calling of Case by Bailiff: "All rise. The Court of _______________ is now in session. Honorable Judge ______________ presiding.

2. Opening Statement: First the prosecutor (criminal case) or plaintiff's attorney (civil case), then the defendant's attorney, explain what their evidence will be and what they will try to prove.

3. Prosecution's or Plaintiff's Case: Witnesses are called to testify (direct examination) and other physical evidence is introduced. Each witness called is cross-examined '(questioned so as to break down the story or be discredited) by the defense.

4. Defendant's Case: Same as the third step except that defense calls witnesses for direct examination; cross-examination by prosecution/plaintiff.

5. Closing Statement: An attorney for each side reviews the evidence presented and asks for a decision in his/her favor.

6. Jury Instructions (Jury Trials Only): The Judge explains to the jury appropriate rules of law that it is to consider in weighing the evidence. As a general rule, the prosecution (or the plaintiff in a civil case) must meet the burden of proof in order to prevail. In a criminal case this burden is very high. In order for the accused? Are some parts of the trial more important than others? Would you trust a jury of your peers to determine your guilt or innocence? Students should also explore their reactions to playing attorneys, witnesses, jurors, and the judge. What roles do each play in the trial process?

If a resource person has participated in the mock trial, the debriefing is an excellent way to make the most of his or her experience and insights. Since the mock trial is a common frame of reference, the resource person has a natural vehicle for expressing ideas and observations, and students should be better able to grasp the points that are being discussed.

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Introduction The mock trial has proven to be an effective learning tool for elementary and secondary school students. It helps students develop useful knowledge about the law, questioning techniques, critical thinking, and oral advocacy skills.

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Kahoot is an online game that allows students to answer questions individually. There scores are also placed on the board so fuels competition. It only shows the student when they get a question incorrect, so no one is shamed for missing anything. There are premade Kahoots for a variety of topics, but you can make your own.

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Students summarize events and their possible impacts by writing a newspaper article. They try to write in a way that is objective, free of "loaded language". This exercise helps students summarize history and include the "highlights" while being creative.

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Students write from the perspective of someone experiencing history. Writing this way asks them to empathize with people in the times and understand how people from various backgrounds would react to history.

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This is a reading strategy that has students read the source with questions for the author in mind, like "why did you write this?" "What did you want to say?" "Who was this intended for?"

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PIC (Purpose, Important Ideas, Connections)

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PIC (Purpose, Important Ideas, Connections)

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This is a reading strategy that emphasizes connecting to prior knowledge, perfect for history. Students read, analyzying what the purpose of the writing was, what important ideas are conveyed, and then they connect it to what they know about history. What does this prove? What is the and effect of? What effects did it later cause?

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AIDE guides are guides for students to analyze images, something done often in history. The image may be a photograph, a propaganda poster, political cartoon, etc. The AIDE guide gives students a template for understanding images and getting them to "think like a historian". Students look at the ACTION of the image. Think on the main IDEA. Look for DETAILS to clue us in on the message and what it tells us, and create a final EXPLANATION of the image.

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Students are organized into small groups to read over passages, interpret images, or other sources. They will read it and analyze it together coming to their own conclusions. After a time, circles are asked to intermingle and provide incites that each "circle" may not have thought of.

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Students may do this exercise in a small group, pair, or individually before sharing with a class. The student will be asked to pick a specific quote from a reading that they complete that is "most important". What is most important is, typically, subjective, so will create for interesting discussion when students share the "most important quote" and explain why it sums up the source the best.

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Students will be asked to write to an official, depending on the class and topic the official will differ (president for US history, the Kaiser, emperor, king or queen for world history). The report will be to brief the official on a situation. The situation will be about topics read about or talked about in class. Students will need to summarize events and present them in an official capacity. The report should also contain advice on how the official should proceed, asking the student understand the impacts that the events have.

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Students will create a comic strip of historical events. History can seem complicated, so it can be beneficial to put it into simpler terms. Also associating humor with history can make it easier to remember and more exciting to learn.

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This activity would be used to help associate figures with their contribution to history and help them understand what they did. Students create playlists that fit with historical figures.
For example:
Explorer Marco Polo: "Come Sail Away" by Styx, "Still Haven't Found What I'm Looking For", by U2.

Vladimir Lenin: "Losing My Religion" by R.E.M., "Revolution", by The Score

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Batter Up! This game sees the class divided into teams. Students answer questions to get on base. If they get the question incorrect, they are out. Harder questions can be answered to go for a double. Questions like vocabulary words will only be a single.

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Students are given a term, either an event or person and have to draw on the board clues to help the class guess what or who it is. Once they guess who it is, they have to give the historical significance of that event or person.

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Students will be broken into groups and given an event to research. They will design a script and have to reenact the event for the class. Each group will present their reenactment as a way to teach their classmates how history went down.

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Students may listen to music from the time period. They will be immersed into the Zeitgeist and be asked to infer what the period was like based on the music. They may be asked to write their inferences or discuss in class or a group.

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In this game, students try and make connections between events, art, people, anything from the times. They will be given a card with a name or event on it. Someone will start by saying what is on their card and explain what it was. When a student finds a connection to what is on their card, they will say "Connection" and explain how it is connected. Other students will look to see how theirs are connected. This will bounce around the room as we connect everyone's historical figure or event.

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Just like the app game, students will be paired up or put in small groups with cards of historical events or figures. Someone will have a card on their head and the other students try to give clues on how to guess the event or figure. There will be a pile of cards for the students to use and we will rotate around the group so everyone has a chance to guess and give hints. It can be made a competition by adding a timer and seeing how many the group can go through in a certain amount of time.

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This can either be as a short discussion or a writing assignment. This is much like the "What if" series. If a certain event went differently or did not happen, how would history change? What if the Texas Revolution failed? What if the printing press had not been invented? Being able to see how history could change means students need to understand how the events that DID happen affected history and so how their absence would have an impact on the course of history.

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Movement can help students keep their attention focused on the class. They cannot do the same thing for too long. Learning stations can have students acquire information through diverse means and keep their attention on task (even though the task will change). They may have a station for interpreting maps, one for discussing a memoir quote, one where a film clip is watched. Activities will be diverse and require students to be active.

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Much like learning stations, students will be on the move. At each point they will receive an article, a question, or historical source and clues to take them to the next point.

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In this strategy, students will create their own political cartoons. A lot of historical sources we will analyze are political cartoons. Political cartoonists have to convey a lot of wording into a single image. Students will have to find a way to summarize creatively, while being limited to a single image.