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Structured Academic Controversy (main focus area)

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Structured Academic Controversy (main focus area)

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I am a huge fan of Structured Academic Controversy, mainly because it gets students talking, involved, and has them think for themselves about the topic. I would pick a topic that has very distinct sides (let's say the bombing of Hiroshima and Nagasaki), I would then give the topic to the students and would give them about 15 minutes to think about that topic and where they stand on the issue, I would then lay out the rules and expectations for the students, I would then have the students then debate their opinions one at a time that way every student is heard. This will help students think for themselves and learn how to debate their opinions respectfully under monitoring, and hopefully give students the opportunity to see issues from multiple sides. This assignment will be done in class, and then I will give them about 10 minutes at the end of class to think, reflect, and write about the debate and write about what they learned, where are they at with the issue versus where they were before the debate, they will then turn this in as their exit ticket. After reading the exit tickets, I will use some time time to see if this assignment was helpful or not.
Here's a link to a video: https://www.youtube.com/watch?v=w4q1fG1vh5I

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The Atomic Bomb: Crash Course History of Science #33

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Grading Rubric for Structured Academic Controversy Assignment 

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Grading Rubric for Structured Academic Controversy Assignment 

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Grading Rubric for Hiroshima and Nagasaki Academic Controversy

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Since I am a social studies teacher, it's important to me that students learn about history from multiple different angles. For this Service Learning Assignment, I want students to go into an assisted living and conduct a short interview with those in the assisted living and find out some of the events these elderly people have gone through personally. This would not only give students a great opportunity to serve the elderly in their community by providing them company and giving students a more personal insight to past events.

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This one would require some digging, but could ultimately be a very good tool for social studies teachers to use. What this would look like in my classroom is is that I would have my students pick a present problem that is happening and then go back and research how long this issue has been going on and was this issue a domino effect of a past issue, students would do the research and would then have them get into small groups to discuss what they learned.

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If I were to do this method, it would take me some adjusting class work load so that I don't overwhelm them during the school year. so, in the beginning of the school year, I would have my students look up random piece of history and do a semester long project where they research and learn everything they can about that subject and then present that project to the class.

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Social Studies is a great topic to do inquiry-based learning because there are many topics within a unit that students could research. So, what I would do is that I would write a topic such as WWll for example and under that umbrella a few topics that are contained within that unit. I would then give students about 15 minutes to develop questions that they have about those topics and then have them choose one and research that topic during class and get into groups and present that information to their peers and teach each other about those topics.

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Edmonton Regional Learning Consortium - ERLC

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Inquiry in Social Studies – Kelsey’s Story