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Using vocabulary to create a comic or a poster using the words: militarism, alliances, imperialism, and nationalism

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Community Circle Agreements & 135 Community-Building Questions

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Community Circle Agreements & 135 Community-Building Questions

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Community Circle Agreements & 135 Community-Building Questions

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Show 6-8 pieces of artwork that are connected to a single topic or idea. Students look at the pieces and choose one that resonates with them the most. Students then share with their partners and then with the class.

Example: Government teacher is beginning a unit on civil unrest. Shows 8 different pieces by Banksy without any context. Students are encouraged to look at the pieces and choose the one they are the most interested in or which resonates with them the most.

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Group students in groups of 4-5 people. Have them create their own form of gov. It is a good intro for govt

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Everyday Knowledge and Cultural Backgrounds

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Everyday Knowledge and Cultural Backgrounds

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Students use website or prior knowledge to make connections to current content.

Example: Students make connections to laws in history/government by thinking about the different laws and rules that they abide by at home

Example: Students use a website like iNaturalist.org to compare the different fawna from their neighborhoods or from different parts of the world and with their school community

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Tom Wujec presents some surprisingly deep research into the “marshmallow problem” -- a simple team-building exercise that involves dry spaghetti, one yard of tape and a marshmallow. Who can build the tallest tower with these ingredients? And why does a surprising group always beat the average?

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Similar to the Marshmallow Challenge but with just paper and tape

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Find a song that is some sort of connection to the content either through the song's title or through the lyrics.

Students share their songs with their classmates and teacher has the option to create a class playlist and add their own songs.

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US History or APUSH - Creating a Timeline

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US History or APUSH - Creating a Timeline

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Give students major events of a time period. Group students in small groups. Students have to place all events in correct chronological order. Make it competition all groups to see who creates the timeline the fastest and in the correct order.

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The participants are given the following scenario:

You are all stranded on a desert island, and may choose only three of the following objects to survive.

The list of objects may include items such as:

You can make these objects as obscure and strategic as possible so that members are challenged to really think and plan for their survival.

For smaller teams, you can ask each person to individually choose their three items and explain why.

For larger teams, you can split the team into groups and allow them to collaborate on which items they want to choose (using multi-room video conference options). Once all the smaller groups have decided on their items, continue the virtual meeting and ask each team in turn to explain their choices.

Activities like this naturally make team members see each other as teammates. It can also create pride, healthy competition, and excitement within the team, plus it can help virtual workers learn how to collaborate in a virtual setting.

The goal of this activity is to encourage creative thinking and decision making.

As a facilitator, you might ask people to explain why they chose the items they picked, and how it plays to their strengths. The rest of the team will now have some new information and a fresh perspective about their fellow team members.

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Many of us have played a game similar to this before - if you were stranded on a desert island, what essential items would you choose to survive?Participants are given a list of items to choose from and must work together to decide which items will help them stay alive.A great, remote-friendly exercise for a team to work together and share opinions.

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Find people who over the weekend traveled the farthest, roses/thorns, most exciting event, etc. Students share within their groups and then share with the class.

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Play a song and have students choose a color & draw lines/picture based on the music (MAMS Activity)

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Pick an image related to content (historical propaganda poster, PSA, theater ad, etc.) and have students analyze art components & also how it relates to content being studied in class. (MAMS Activity)

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Students find a news event from the past week that is related to their current unit or content. Students can be given a list of reputable websites.

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NPR - Breaking News, Analysis, Music, Arts & Podcasts

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Top stories in the U.S. and world news, politics, health, science, business, music, arts and culture. Nonprofit journalism with a mission. This is NPR.

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Have each student draw a scribble (simple, not too complex) and trade papers with another student. Take the scribble and add to it to make it a drawing. (MAMS Activity)

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In pairs or pods of four each student shares a new show they have been watching and provides a review of it using the Rotten Tomatoes (percentage system). They may recommend it the whole group.

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Students get in groups of 3-4 and create a list of things they all have in common

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Provide a cartoon with no caption and have groups come up with a caption. Groups share out their caption. This should cause some laughs.

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New York Times

What’s Going On in This Picture?

How to Teach With ‘What’s Going On in This Picture?’

https://www.nytimes.com/2022/09/27/learning/how-to-teach-with-whats-going-on-in-this-picture.html

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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.