Two posts from last month have been resurfacing in my head quite a bit lately (this community will do that to you!):
- First, this post from Janet Mann that I sort of misread but it got the wheels turning about using the "puzzle" concept in class.
- Second, this post from Carla Geovanis about using in-class readings in fun ways.
Based on those conversations, I tried to raise the joy-factor when assigning a short article on the causes of the Global Great Depression. I did it with my AP US History students, since I had already passed this lesson with my world history students, but really it was a test-run so that I can use it next January in WHP.
While students were doing the reading, I randomly dropped one puzzle piece on each kid's desk. The pieces had one of the five causes for the Depression that were named in the article. I also placed 5 blank red papers around the room. (25 students: 5 causes each = 5 final "puzzles" assembled on red paper in the end)
Their instructions after reading were to stand up, roam to find people holding the other causes, and then fit their puzzles together according to what they read.
The great thing about it was that it was a quick and informal check-for-understanding, it got kids moving, and they all came out a little differently which prompted an organic discussion about how these 5 factors contributed to a Great Depression.
Win-win.
I'll definitely be trying this with the tenth graders next year.
Jason Manning , I know you are about to expand on the Alphonse/causation lesson with your ninth graders, do you think this could work well with any particular Big History article?
Janet Mann , based on your original post, I thought that the blanks were such a smart idea you had! How would you insert some "blanks" for this activity? Would you omit one cause and ask students to recall it? Or do you think they might be able to pull together enough outside information to add a fresh one?
