Students will reconstruct primary source texts to gain a deeper understanding of them before completing an analysis activity.
Stephanie's History Store
Students will demonstrate an understanding of historical texts by creating a blackout poetry version of it.
Students will put together puzzles of images from any history unit to review what they learned.
One of my favorite (and quick) ways to get students to do some higher level thinking without realizing it is a game I call, “What Doesn’t Belong and Why?” I typically use this as a thematic or unit review so that students have the academic knowledge to flesh […]
Disclaimer: I know bell ringers and exit tickets aren’t for everyone. I started my teaching career not using them and now they are part of my middle school and on-level high school routine (for time reasons I don’t use them in APUSH). My first year teaching I wasn’t […]
My students love debating each other, LOVE it. However, they usually need practice at the start of the year defending their stance, especially if they’re middle schoolers or freshmen. Too many times I’ve heard, “because I said so,” or in an academic debate they don’t use the right […]
Have you heard of Symbaloo yet? I learned about it this past school year from our librarian and I love it!!! Symbaloo is a website that allows you to save and organize websites into clickable boxes. You can then email your students the link to the specific Symbaloo for […]
My classroom is a primary source heavy classroom. Sometimes we read through sources and analyze them together, sometimes my kids do it in small groups or pairs, at other times it’s an individual effort, and sometimes I even break the readings up and girls complete different tasks for […]
After years of thinking about it, this summer I finally bought a set of classroom white boards (my largest class is 22 this year so it wasn’t cost prohibitive). Instead of wasting paper and prep time on my end, this year a lot of my quick warm up […]
As teachers, no matter the content area, we frequently find ourselves with too much to teach and not enough time to teach it all sufficiently. That is definitely the case in my 6th grade World Geography class, so when we got to sub-Saharan Africa, I had to get creative […]