Claim Testing - Imperialism

Hi Curt!

I love this activity and have been using it in several units for a while now.  It works so well!!  I usually do it toward the end of the unit so that there is a lot more material for kids to sift through and use when supporting/refuting the claims.  I've added more claims at times to keep group-size small and just to include more information.

Biggest tweaks:

I use a shared Google Doc to streamline the finals steps of the process for kids (instead of the whiteboard), and I color-code the claim cards to make all the transitions easier.  I also have a slide show to keep it organized.  I've attached these materials below, hopefully the links open, feel free to use them.

Materials:

• Colored Claim Cards
• Shared Claim Chart as a Google Doc template for students to compile evidence during the last phase of the activity.  Pre-fill the claims on the left and then post into Google Classroom as an “assignment” that “students can edit.”
• Google Slides presentation to host instructions and keep the pace.  (This example is for the Industrial Rev, but I just change it each time)

I also like to discuss the process with the students afterward, not just the content.  Our state test is now heavily skills-based so I try to be pretty explicit about the skills as we practice them.  So I'll add questions such as: 

• After Round 1 - 
  • Was this a difficult task? How did you make your decisions?
  • Which claims were the easiest to find evidence for and which were the hardest?  
• After Round 2 - 
  • Evaluate the evidence you were provided with - mostly strong/weak/repetitive? What did you use as your criteria to decide?
  • What was the most challenging part of your task? 
• How does this activity further our understanding about the role of a historian?  
• In what ways is this a good exercise for becoming stronger writers? 
• Besides writing, in what areas of our life is the skill of supporting/refuting claims useful or important?

Tell us how it goes

This is so great Juliane!

did your students use other sources for the evidence beyond the Elshaik essay?

Yes - the first step in this activity was to take out all of their unit materials.  Many students were leaning on the WHP articles I used (although i didn't use them all) and they also pulled from other lesson materials, handouts, discussion notes, videos, etc.  I did this later in the unit than it appears in the progression on the course site.  Doing it later gives them more to think about and use.  

It's so helpful when teachers like you share the tweaks, as Curt said.  Knowing that you did the project a bit later opens the door for other teachers who might feel constrained by the progression recommended on the course site.

It's so helpful when teachers like you share the tweaks, as Curt said.  Knowing that you did the project a bit later opens the door for other teachers who might feel constrained by the progression recommended on the course site.