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Our Interconnected World: WWI

Erin Cunningham

I’ve struggled in the past to effectively implement the “Our Interconnected World” activities because of setup difficulties and time constraints. However, I came up with a modification that helped me complete the activity with minimal setup within 40 minutes. 

Instead of yarn webs, we made webs on paper. As I read the activity’s narrative, students followed along in their notebooks drawing webs like you see below. 


Here is the slide deck I used alongside the activity: https://docs.google.com/presentation/d/1rejO9tJgEoRQn3Xy_7848JCJfNqfXJsTN4gBPLlPtc0/edit?usp=drivesdk

I also converted the part 2 questions into a Google Form and used that as an exit ticket.

I would definitely use this modification again!

Parents

  • Here's a link to the exit ticket form (let me know if it doesn't work)

  • in reply to Erin Cunningham

    I am getting ready to do this activity... I LOVE your exit ticket. How do you get students to write meaningful responses? I feel like I am constantly reiterating and modeling what I expect of them in terms of lesson reflections and reasoning, but still get responses that are oversimplified and do not meet my expectations as far as connections go...

  • in reply to Ashley Hartman

    The simple answer is routine and tough (initial) grading.

    With lots of modeling like you mentioned, I use the same kind of question structure for exit tickets throughout the year so they begin to internalize a structure for an acceptable response as the year progresses.

    I hype the CER or Claim (1 sentence), Evidence/Examples/Facts (1-2 sentences) and Reasoning/Explanation (1-3 sentences) structure all year, too.

    If they aren't meeting expectations, I give a grade that reflects that; often I grade on a 1-2-3 scale (3 you get it, 2 almost get it, 1 something is there but it's not close). Then they can revise orally if they want so I can verbally prompt for more information. 

    It takes time upfront but I see it as training that ends up paying off in the end for the majority of students.

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  • in reply to Ashley Hartman

    The simple answer is routine and tough (initial) grading.

    With lots of modeling like you mentioned, I use the same kind of question structure for exit tickets throughout the year so they begin to internalize a structure for an acceptable response as the year progresses.

    I hype the CER or Claim (1 sentence), Evidence/Examples/Facts (1-2 sentences) and Reasoning/Explanation (1-3 sentences) structure all year, too.

    If they aren't meeting expectations, I give a grade that reflects that; often I grade on a 1-2-3 scale (3 you get it, 2 almost get it, 1 something is there but it's not close). Then they can revise orally if they want so I can verbally prompt for more information. 

    It takes time upfront but I see it as training that ends up paying off in the end for the majority of students.

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