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The Response Group Instructional Method is a very commonly used strategy in classrooms. You create students into groups, provide resources to inspire critical thinking, ask questions, give them time to come up with an answer, and facilitate a class discussion over the groups answers.

Example: If I were teaching about symbols, I could display a picture of different symbols that the class has learned about and ask the question: Which symbol do you think is the most important? The students would gather into groups and I would allow them time to share their ideas and come up with an answer to share. While they did this, I would be asking questions about the events in which we first saw the symbols appear in history. I would them call on groups one at a time to explain their answer and use evidence behind it. I would then create another class discussion about the important roles each symbol in history holds.

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Direct Instruction is not a very big favorite in the teaching world, yet it is commonly used. This approach is where teachers present information and skills using clear instructions and guided practice. This method is not a favorite because it is teacher-led, rather than student-led. This should help students for deeper thinking activities.

Example: There is an online tool called Nearpod that can be used in classrooms to make a lesson more engaging to students. If I were teaching a lesson on presidents, I could make a poll asking who was the first president, and list different presidents name. Then after looking at the results as a class, I could go over each name. This helps bring interaction and engagement to the lesson, that way it is not just all reading from the textbook or power point the entire time.

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Round Robbin Photo Analysis is a Cooperative Learning strategy where groups of students observe a historic picture. Guided by a graphic organizer, students first write down observations on what they see in the picture. Next, the students will write in a column any inferences they want to make as to what might be occurring in the photo. Lastly, they must write any questions they have in the last prompt. After a prompt is completed by a student, it must be passed to the next student. This gives every student a role and allows them to participate, while also allowing other students to help their peers come up with answers and ideas.

Example: In the very beginning of starting the Boston Tea Party unit, I could put the above picture on the screen. Students will get into groups and with a graphic organizer, each member of the group will fill out a column asking what they see, what they can infer, and what questions they have. This would help them learn to observe and analyze sources, but also support team work skills to learn about a new topic with critical thinking.

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The Pack Analysis Instructional method is a fun, interactive strategy to get your students involved when learning about how to analyze artifacts. For this method, you have students bring in 5 personal belongings that represent something in their life. Students are split into groups of 3 or 4 and each member analyzes their partners artifacts. Students then discuss any similarities or differences they see with the artifact's. Using a graphic organizer, students label the artifacts into different categories and label the category with a name. This helps students learn how to analyze artifacts and how to interpret, while also sorting information.

Example: I will have students bring in personal belongings that represent something in their life. They will split into groups, analyze each others artifacts, and discuss any similarities or differences they share within the group. They will fill out a graphic organizer answering what they observed and listing them into categories, giving the category a name.

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I see, I think, I wonder, is a photo analysis instructional method that you can do with your students in small groups or a whole class. This method is great to use in tandem with a Gallery Walk. This method is typically facilitated with the use of chart that divides students observations from their reflections and questions.

The “I see” column should contain the students observations, The “I think” column should contain the students reflections or inferences. The “I wonder” column should contain their questions.

Encourage students to begin with general observations about what they see. After about 3-5 minutes move on to reflecting about the picture (“I Think”). After another 3-5 minutes, encourage students to ask questions about the picture (“I wonder”).

If students are working in small groups, after the analysis is over, pull them together as part of a whole class and then discuss the photograph(s) with everyone.

Example: When the class is about to start the unit on the great depression, I will put this picture on the board and pass out the graphic organizer with the three columns: I see, I think, I wonder. Students will fill out the columns and discuss in a class discussion what they wrote for each column. At the end, I will introduce the content of the Great Depression.

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The focusing, simplification & presentation strategies are methods that teachers can use to adapt or modify historical sources for their students.

Focusing =

The excerpting of a document in order to focus students’ attention on the source’s most relevant aspects. The goal of this strategy is to teach students how to read carefully.

Simplification =

The selective modification of complex sentences and syntax, spelling, punctuation, vocabulary, and capitalization in order to render the document more accessible to struggling readers.

Presenting =

The altering of the document’s format or presentation to make it less intimidating to the reader.

Example: When learning about the Salem Witch Trials, I would have students have two different copies of the same book but in different formats. The students would analyze what is different about the two texts, and using the graphic organizer they would write down how Focusing, Simplifying, and Presenting were shown through the two formats.

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Trade books are any sort of text-focused books that is not a periodical, reference book, or textbook. They are intended for the general public and cover content connected with a “trade” or specific discipline. They are typically multimodal, designed with students in mind, and engaging for students. Some Trade Book Trends in Social Studies are: Book Backdrops, Building Multiple Perspectives, Character Studies, and to Teach Difficult Topics in History.

Example: When learning about Geography, the class will read "The Big Book of Maps" by Andrew Zettler to help understand the concept of maps and how they are important.

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Content Area Literacy - Says, Means, Matters 

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Content Area Literacy - Says, Means, Matters 

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The Says, Means, Matters strategy is used to encourage close reading in the classroom. This also overlaps with disciplined literacy, especially when working with text-based primary sources.

Students will read the text a total of three times. First when looking for important passages, you write out those passages (3 statements). The Who, What, When, Where, Why, & Significance. Second, re-read the passage and interpret what the passage means in the context.

Third, re-read the passage and interpret why the passage matters.

Example: When learning about Harriet Tubman and her contribution to history, students will fill out the graphic organizer with the three columns: Says, Means, Matters. They will say what the article they read says, they will interpret it a little deeper to get the deeper meanings, and write why it matters so much all in the corresponding columns.

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Students will complete this method in 7 steps. 1. Students will complete a project and stand in front of it in the class. 2. Students will rotate clockwise to another groups project. 3. Students will review their classmates work and discuss their thoughts. 4. a member of the group will provide feedback on a sticky note and leave it next to the groups project. 5. teacher calls rotate 6. the group will rotate to the next project and will repeat the steps. 7. groups will go back to their own projects and review the feedback they had gotten.

Example: While learning about Propaganda, students in their groups will make their own propaganda poster board. They will pick a spot in the classroom to present it. When I say to, students will rotate clockwise and observe their peers projects, discussing their thoughts. They will leave a sticky note with their feedback on it. They will repeat these steps at each station, until they come back to their own and review the feedback they recieved.

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The Mystery Method is where you can provide students with historical sources but without context, allowing students to use their critical thinking skills to try and figure out what's going on. The objective of this method is to: Construct a narrative using primary sources to practice the skills associated with disciplined literacy in history education.

Targeted Skills:

• Sourcing – Determining authorship of sources & impact on potential

narratives.

• Contextualization – Determining what is going on in the larger historical time

periods & their impact on the potential narrative.

• Corroboration – Locating and analyzing other primary sources to add validity

to the potential narrative

• Close Reading – Closely analyzing a source to look for the authors'

perspective, claims, and biases.

Example:

Students will look at sources from The Civil Rights Movement without knowing they are from the Civil Rights Movement. The sources could be from speeches, activists letters, and pictures. Students will gather into groups and create a storyline about what they believe the sources are showing. Students will then share their answers, and as a class go over what is actually happening within the sources.