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This visible thinking routine would be best implemented at the beginning of a lesson. With this routine students use the four compass points (North, South, East, and West) to document their thinking. The students will document the following for each of the four points.
1. N- Need to know
students will document what else they need to know to understand the idea.
2. S- Stance
students will share their stance, thoughts, or oppions about what they have learned.
3. E-Excited
students will share what excited them about the topic.
4. W- Worrisome
students will share what they are unsure about as it pertains to the topic.

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Synthesizing and Organizing visible thinking routines are best incorporated into the middle of the lesson. The headline routine ask students to develop a newspaper like headline that summarizes the information they have learned in class so far. A teacher could stop the lesson in the middle of class and ask the students the following question: "if you were to create a headline right now for the information you have learned this far what would it be and why?"

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Empowered LearnerA1 -Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
SS.3.28 Discuss the structure and purpose of government

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Creative Communicator: 6a

Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
SS. 5.11 Explain the significance and outcome of the major battles and identify their location on a map or visual representation, including:  Fort Sumter, First Battle of Bull Run, Fort Henry, Shiloh, Antietam, Gettysburg, Vicksburg,  Franklin, Nashville.

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Digging deeper into idea thinking routines are best used at the end of the lesson. These thinking routines encourage higher order thinking and cause students to think about what they have learned. The Tug of War thinking routine that encourages students to analyze a question of truth around a topic. The rope will move to the right direction if students present evidence or information that supports the claim. The rope will move to the left if students provide evidence of information that does not support the claim. Essentially this activity encourages the students to critical think about a topic and then debate that topic.

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Students will use FlipGrid, an online video discussion platform to share the 4 points of their compass. In their discussion students should cover what the Need to know, what they are Excited about, what their Stance is, and what they are Worrisome about as it pertains to the structure and purpose of government. For example, a student would share on their flip grid that they are excited to learn about how bills are passed through congress. This point would count as the East.

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Students will use SoundCloud to communicate the Headlines they have create for information they have learned. As they are learning about these civil war battles, the teacher will ask them to stop and create a headline that summarizes what they have learned so far. Their headline should include the most important information about that battle. Students will work in groups to create headlines and then will record their headline using SoundCloud. The teacher will play the headlines for the students to hear, almost as if it were coming through an old radio , like it would during civil war time. Students will vote on the headline that best summarized the civil war battle.

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Global Collaborator: 7c-

Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
SS.4.23 Explain how political, religious, and economic ideas and interests brought about the Revolution, including: (C, E, P) • resistance to imperial policy (Proclamation of 1763)  the Stamp Act, the Townshend Acts, taxes on tea ,“taxation without representation” ,Coercive Acts.

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Students will debate rather or not they feel the political, religious, and economic events that happened to bring about the revolution were appropriate. The teacher will form groups based on the following: Stamp Act, Townshed Act, and The Boston Tea Party. Within theses 3 groups the teacher will divide students in two sides. One side will debate that the event was an appropriate response, while the other side argues it was not. Students will present their facts on a Google Slide Presentation. For every solid statement made by a student, the teacher will pull the Tug of War rope toward the side that made the statement. The side that gets the middle of the rope past the barrier first, wins the debate.

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The standards included in this assignment cover 3rd, 4th, and 5th grade social studies standards. The content incorporates both ISTE and TN State Standards.