Author: molersmusings

This past week was filled with innovative lessons and activities as I taught my 8th graders key concepts in social studies and civics. I tried to make each day interesting and interactive as we covered checks and balances, the Bill of Rights, Supreme Court cases, and the importance of limiting government power.

On Monday, I facilitated an engaging escape room activity to reinforce students’ understanding of checks and balances. Tuesday involved fun skits and memorization techniques to help the amendments really stick. By Wednesday, we were applying that Bill of Rights knowledge to analyze real Supreme Court cases. Thursday we explored the power of judicial review and how the courts check other branches. Finally, Friday challenged students to examine threats to democracy when governments hold unchecked power.

I continuously tweaked activities and materials to fit my students best. My goal was to promote active learning, collaboration, and engagement with civics across the week. The students seemed to enjoy the variety of lessons and games as much as I enjoyed creating them! It was a week full of creativity and insight in my 8th grade social studies class.

1. Monday – Checks and Balances Escape Room
2. Tuesday – Bill of Rights Quizizz, Sketch and Tell-O
3. Wednesday – Supreme Court Answer Sheet, Supreme Court Stories
4. Thursday – Vox Video (edpuzzle), Judicial Review
5. Friday – Limited Government

Monday

I started this week needing an engaging new activity to reinforce checks and balances concepts for my 8th graders. While I easily could have done a standard lecture or game review, I wanted something that would get students actively collaborating, communicating, and moving around.

I suddenly remembered that my friend and fellow teacher Dominic Helmstetter shared an awesome escape room activity on Twitter that he does with his freshman. Eureka! I quickly located the files and decided to customize the escape room to best fit my students’ needs.

Dominic’s original escape room had some great components – review content, guided notes, an assessment, and a series of four locks to solve through a Google form. I adapted these elements by tweaking the guided notes sheet, simplifying some assessment questions, and reworking the Google form lock combinations.

The end result was a polished, 3-step escape room process for my class:

1. Fill-in-the-blank Clues/Notes Sheet: Paired checks and balances concepts with the answers that would unlock the Google form
2. Assessment: Evaluated student understanding of branches of government and checks/balances
3. Google Form Locks: Provided the lock combinations from unscrambled words in the assessment for students to break out

I also set up my lockbox with a Congress-related question to spur some friendly competition. If students successfully passed all the escape room steps, they could compete to unlock the box.

On Monday morning, I gave a quick briefing then let my students loose for 40 minutes of engaging critical thinking, teamwork, and fun. The escape room format facilitated so much energetic learning and collaboration. What a way to begin an exciting week of lessons!

Tuesday

I kicked off class on Tuesday with a 10-question Quizizz to assess students’ baseline knowledge of the Bill of Rights amendments. As expected, most remembered the 1st two then got fuzzy on the rest. Class averages were fairly low: 39%, 33%, 45% and so on. Time for a memorable amendment upgrade!

I handed out a Sketch and Tell-O template with 10 empty circles for sketching or jotting amendment concepts. Then I dove into the engaging amendments mnemonic devices and activities I learned from the brilliant Dave Burgess.

For each amendment, I share an animated story, song, or physical prop/gesture to help cement understanding. For the 3rd Amendment, I describe Goldilocks making herself at home in the Three Bears’ house, linking it to soldiers improperly being “quartered.” For the 6th Amendment, I show a clip of an NFL player’s quick “pick six” interception for the idea of a speedy trial.

The students love these zany strategies and anecdotes! They are fully engaged as I coach them to listen for the memory aids that correspond with each amendment. Lots of laughter all around too – though I can’t share all Dave’s secrets here. 😉

After completing the amendment “show,” I had students tuck away their new sketches and notes. I launched the same Quizizz again to see growth. This time, class averages jumped way up: 82%, 80%, 82% and so on. The memory tricks worked! Of course, the scores were actually lower than last year, so I may tweak a few things for next time. But overall, active learning FTW!

Wednesday

Now that my students had built foundational knowledge of the Bill of Rights amendments, I wanted them to apply that learning to real-world Supreme Court cases. Specifically, I curated a selection of landmark cases related to students and school issues that would resonate with their 8th grade experiences.

The cases I pulled focused on timely topics like the Pledge of Allegiance, social media speech, school punishment policies, and praying in school. I printed each case summary onto cards and placed them into envelopes around the room, along with one envelope that contained a bonus Bill of Rights Quizizz (which the classes now averaged 91% on!).

I put students into small groups and gave them 40 minutes to circulate and analyze as many Supreme Court case envelopes as possible. Their tasks were to:

1. Guess which Constitutional amendment was in question for each case.
2. Predict how they thought the Supreme Court ruled on the case.

The student groups did a great job picking out the relevant amendments that applied to each situation. But when I shared the actual Supreme Court rulings, the students were shocked! The decisions often surprised them or conflicted with their assumptions and personal opinions. This made for rich discussion and insight into how amendments are interpreted.

As an added bonus, I had the groups piece together a question which they then used to try unlocking a box filled with QR codes. Only 1 winning code scored them extra credit points! However, some groups somehow chose the 1 winner among 9 losers – I still don’t know how they beat those odds.

I did tweak the lockbox question and code throughout the day knowing how much students love sharing intel. The alternative question was: “Which amendment limits the president to two terms?”

Overall, it was extremely rewarding to see my students connect classroom knowledge of rights and freedoms to real court cases impacting students just like themselves. The relevance and surprise factors made for deep engagement and critical thinking.

Thursday

After Wednesday’s deep dive into intriguing Supreme Court cases, I wanted to zoom in on the key concept of judicial review for my 8th graders. Rather than just lecture at them about this pillar of our government system, I strived to make it interactive and tangible.

I started class with an edited EdPuzzle video introducing how cases ascend to the Supreme Court – crucial context. Then, I had students complete a Frayer Model for the terms “writ of mandamus” and “judicial review” to cement shared vocabulary.

Next, we analyzed the landmark Marbury v. Madison case which established judicial review in 1803. I actually tweaked the reading to optimize for 8th grade comprehension – rewording sentences, adding clarifications, highlighting key subtleties. This ensured students could grasp the significance of the ruling.

After a timed reading and highlighting session, I had students recall and share out critical case details: What did Marbury want? How did the Court respond? Why was the decision so impactful? We documented responses on a visual Thick Question slide to emphasize the role judicial review plays in the system of checks and balances.

For one section that was a day behind, I also had them map out the story on an engaging “Somebody, Wanted, But, So, Then” template to practice comprehension and sequencing.

While light on flashy games today, the lesson offered an essential dive into judicial review using multiple learning modalities from video to vocabulary building to customized reading.

Friday

While I was out on a field trip with some students, I left meaningful civics content and activities for my remaining 8th graders focused on the question: “Why is limiting government power so vital?”

I curated a reading from iCivics on Peru’s alarming Fujimori saga in the 1990s. Students first categorized healthy ways democracies constrain authority to establish rule of law norms. This grounded context made the subsequent reading detailing Fujimori’s authoritarian power grab even more stark.

The profile revealed how, once elected president, Fujimori slowly seized near-dictatorial control: dissolving Congress, rewriting the constitution, and severely curtailing civil liberties. To process this complex chain of events, students mapped out Fujimori’s escalating actions on a template I customized for narrative sequencing.

Specifically, I reframed the standard storytelling “Hero’s Journey” format into a more explicit “Somebody – Wanted – But – So – Then – Ultimately” flow. Organizing the details this way enabled students to methodically break down how concentrating unchecked rule in one man’s hands enabled corruption and tyranny.

As a final analysis task, I had students assign Fujimori an archetype to encapsulate his spirit and actions, citing specific evidence to justify their categorization. Many comparisons emerged between Fujimori and iother people throughout history.

Though less flashy than my Supreme Court games or Bill of Rights dramatizations, Friday’s lesson served up vital perspective. By examining a real-world account of governance gone awry, students glimpsed the founding fathers’ wisdom in crafting checks and balances to distribute power. Understanding the threats unchecked authority poses to liberty is essential context for engaged citizenship.

Introduction

This week was a short school week due to the MLK Day holiday and a couple snow/cold weather days. We only had classes on Tuesday and Wednesday. This has prolonged our unit on the Constitution, but such is life sometimes.

I’ve been focusing lessons on the separation of powers and system of checks and balances between the three branches of government – legislative, executive, and judicial. Based on informal assessments, it seems many students are still struggling to grasp the distinct roles and powers of each branch.

When I asked my classes why they think they’re having trouble with this topic, here’s some of the feedback I received:

“It’s hard to relate to this old government stuff.” “The questions about what each branch does are confusing.” “Some of the test questions don’t seem to match what we talked about in class.”

I’m still puzzling over these challenges a bit. I tried to make the content more engaging and relatable by using a lesson that compared the branches of government to the Avengers. Students seem to connect better when there’s a pop culture hook. The quiz questions came straight from the readings and class discussions, using the same key terms and concepts. I aimed to keep the ideas basic and straightforward.

It’s possible the interrupted schedule lately disrupted continuity for learning. Or maybe this group of students just needs more concrete examples and connections to grasp the concepts. Every class has a different dynamic. I rarely teach the exact same way year to year since each group of kids comprehends ideas differently. While some concepts click right away with students, others require more refinement of lessons and activities over time. This is all part of the learning process!

Tuesday – Fast and Curious, 3 Truths and 1 Lie, Branches SuperHero

Thursday – Checks and Balances

Tuesday

On Tuesday, we returned from a long holiday weekend ready to get back into our Constitution unit. I started off classes by having students complete a Gimkit called “Fast and Curious” for the third time. The goal was to see if scores improved after more time spent learning the content. The class averages were 71%, 72%, 76%, 64%, 70% and 75%. There was a bit of a range, but overall the scores remained fairly consistent.

After that quick review, we went over the “3 Truths and 1 Lie” slides (template created by Dominic Helmstetter) about the branches of government that students completed last Friday. I compiled their work into an 11 slide deck that I displayed in slideshow mode. For each slide, students had to analyze the 4 statements and decide which one was the lie. They recorded their guess and reasoning on an organizer worksheet. Once everyone made their prediction, I advanced to the next slide that revealed the correct answer.

To wrap up class, students had time to finish up their “Branches of Government Superheroes” project. For this creative assignment, they chose one of the three branches and developed a superhero alter ego to represent that branch. Their job was to name their superhero, design costume accessories, and come up with 3 unique super powers connected to the roles and responsibilities of their branch.

Thursday

On Thursday, we took the “Fast and Curious” Constitution quiz yet again. I informed all classes that if we could get above 80% overall AND everyone answers at least 15 questions, we’d be done with the quiz for good. The class averages this time were: 81%, 83%, 84%, 74%, 81%, and 83%. Success!

Last year when we started checks and balances, I jumped right into an escape room activity. However, reflecting on that, I realized more scaffolding was needed first. So I put together a series of protocols using templates from Justin Unruh to build background knowledge.

1. First students completed Frayers for the vocabulary words “impeach” and “override.” We reviewed the definition of a Frayer Model and why analyzing key terms helps reading comprehension. For both terms, students paraphrased meanings in their own words, provided examples, and demonstrated proper usage by writing original sentences. I emphasized that vocabulary knowledge aids retention of civic concepts.
2. Next, I gave each student a detailed checks and balances chart categorizing actions available to each government branch, alongside branches with checking power. Students read three basic scenarios that required inferring nuanced applications of checks and balances. For example, I had the scenario of, “A potential bill was vetoed.” Students ahd to figure out which branch of government could veto a bill. Then they had to figure out which branch of government could check that action.
3. Students then examined 3 AI-generated short stories based on recent controversies that activated checks and balances: Trump’s impeachment, Obama’s gun orders, and Biden exploring student debt cancellation. After annotating key executive actions, students completed analysis questions per story such as: How did the legislative branch check the president here?
4. Finally, I used a Sketch and Tell comic framed with “SWBST” (Somebody, Wanted, But, So, Then) storyboarding technique. Students illustrated either an original scenario demonstrating checks/balances or chose one AI generated story from the earlier activities to depict visually. As they shared out creations, they articulated detailed descriptions of multiple characters across branches interacting via through checks and balances.

I really liked how all the racked and stacked EduProtocols worked with each other. The vocabulary, sorting examples, and AI stories set them up to demonstrate understanding by creating their own check/balance tales. Everything intertwined for deeper comprehension.

Introduction

This past week our school administered the MAP testing, so we had shortened 30-minute class periods at the beginning of the week. Despite the modified schedule, I was still able to teach lessons on the Constitution and incorporate some fun activities. My essential question for the week was “How is the United States Constitution a model for limited government?” We specifically focused on ideas like popular sovereignty, separation of powers, checks and balances, individual rights, and federalism that limit governmental power. The students even got to vote on the specific concepts they wanted to study! Read on to learn more about what we covered each day.

Monday – Great American Race, Gimkit

Tuesday – Great American Race 11 Slides

Wednesday – Popular Sovereignty (CyberSandwich, Annotate and Tell)

Thursday – Iron Chef Separation of Powers

Friday – 3 Truths and 1 Lie, SuperHero Template

Monday

Since we had shortened 30-minute classes on Monday due to MAP testing, I structured an efficient review lesson. First, students did a Repuzzler EduProtocol where they worked in groups sorting vocabulary term cards and matching them up. This collaborative matching activity took about 10 minutes. Next, we spent another 10 minutes on Gimkit, playing a fast-paced quiz game that tested their knowledge of last week’s key vocab terms. To wrap things up, we used the remaining 10 minutes to prepare materials for the following day.

Knowing I wanted to run a “Great American Race” Constitution game on Tuesday, I had students make clue cards to enable that activity. I distributed index cards with a number on one side and a part of the Constitution (e.g. Article 1, 2nd Amendment) on the reverse. Working in small teams, students looked up their assigned Constitutional section in our government textbooks, created two text clues plus an image that related to it, and added the index card number to a slide. After school, I went through their work and selected 11 high-quality student-made slides to use for Tuesday’s Great American Race about the Constitution. This creative prep work got students engaged with the foundational document in advance, even in a condensed 30-minute window.

Tuesday

With MAP testing still limiting us to 30-minute periods on Tuesday, I facilitated a Constitution-themed “Great American Race” activity utilizing the student-made clue slides from Monday. Many students assume this type of collaborative quiz game will be easy since they can just look up the answers as they go. However, they discover it ends up being more challenging than they expect! I compiled the 11 best clue slides into a slide deck. But rather than project them for the race, I actually printed out hard copies, stapled them together, and made an accompanying answer sheet. I divided students into teams, gave each group a government textbook, and let the race competition begin!

The goal was not necessarily for them to solve every slide during the race. More importantly, racing against the clock forced them to flip through the actual Constitution to try locating the correct articles, amendments, preamble, etc. This activity ultimately aimed to familiarize students with navigating the structure and contents of the Constitution itself, as several upcoming lessons refer back to specific sections. Despite some confusion sorting through the complex document, students were fully engaged throughout the 30 minutes. And even if they didn’t find all the answers, the collaborative process of analyzing the clues and consulting the primary text helped prepare them for future class discussions and assignments. So while perhaps not the easiest review, both the preparatory and race elements served their purpose in getting students actively investigating Constitutional language firsthand.

Wednesday

On Wednesday, with 30-minute classes still in place, I introduced the concept of popular sovereignty and tied it back to our essential unit question about how the Constitution limits governmental power. I start with popular sovereignty since it relates directly to empowering the people, as laid out in the Preamble. My goals were threefold: define the term, help students identify examples of popular sovereignty in current events and founding documents, and analyze how it allows citizens to check political authority.

Given time constraints, I used some streamlined protocols shared by teacher Justin Unruh. First we did a CyberSandwich reading activity with leveled texts on popular sovereignty (8th, 5th and 3rd grade). Students took guided notes and then discussed them. Afterwards, I provided options for a paragraph summary or visual sketch to demonstrate their understanding. Next, utilizing an Annotate and Tell, we examined key excerpts from the Constitution’s Preamble and Article I, plus the Declaration. Students highlighted and analyzed sections related to popular sovereignty and checks on governmental power. Some analysis questions I asked included: What mechanism does the Declaration say people have to control government? And how do Constitutional sections allow people to restrict political influence?

In just 30 minutes through targeted, scaffolded reading and writing activities tied to primary documents, students were able to define and identify examples of popular sovereignty. This positions them to evaluate how citizens collectively wield influence over their elected officials. By the end of class, a poll showed most students were eager to next examine constitutional separation of powers as another method of checking authority.

Thursday

On Thursday, with our normal 47-minute classes back in session, we focused on the concept of separation of powers across the three governmental branches. To creatively introduce why dividing functions is necessary, I utilized a Dave Burgess hook activity with a tug-of-war rope stretched across my classroom. Scattered on the floor were papers labeled “corruption,” “greed,” “despotism” and “tyranny” – negative concepts I explained represent pitfalls into which governments can fall. I asked students how we can lift the rope to raise government above these dangers. Volunteers tried unsuccessfully to complete the challenge single-handedly. Eventually a trio was needed to fully raise the “government” rope. This illustrated why concentrating all governmental powers and responsibilities into one ruling entity invites misconduct.

I then shared an Iron Chef EduProtocol created by teacher Dominic Helmstetter. Students consulted the Constitution to research details on the legislative, executive and judicial branches for a slide, with some also using provided readings I condensed via AI. Their tasks included defining specific branch powers, identifying which articles established them, how members are selected, etc. I gave them 10 minutes to find facts and design slides. Finally, everyone combined their branch expertise into one Thick Slide summary, including images and the four most vital points on each one’s roles. I also had them analyze how division of power itself limits authority and potential despotism, referring back to the introductory rope demonstration.

As an assessment, we did a Gimkit quiz. However, many scores were concerningly low, averaging 50-60% correctness instead of the 70% I expected. Informal student feedback indicated some quiz questions were oddly worded or disconnected from the content covered. I will revisit and revise those prompts for an improved test tomorrow so students feel it aligns with and evaluates their learning more accurately.

Friday

To start Friday’s class, students first took a 5-minute Gimkit quiz with the revised separation of powers quiz questions. The scores this time showed improvement, ranging from the mid-60% up to upper-70% accuracy. It seems the tweaks I made to address their confusion paid off. Next, utilizing another engaging Dominic Helmstetter creation, students developed “Three Truths and One Lie” slides about one governmental branch or all three. On their slides they included one false statement along with three accurate points, before identifying which item was the lie and explaining their reasoning. When we return on Tuesday, this content will be the basis for an interactive guessing game.

With 15 minutes left in class, I distributed a creative superhero drawing template from teacher Quinn Rollins. Their final task was to transform a governmental branch into an original superhero character – envisioning powers, costume details, backstory, etc. related to that branch’s constitutional roles and responsibilities. The students always enjoy this imaginative project. As an extension, I had introduced some classes earlier in the week to using the AI tool Pi as a brainstorming aid. After discussing responsible and constructive AI prompting, many students enthusiastically used Pi to help invent superhero names and powers tied to the civics concepts they had researched.

To wrap up, I encouraged students to revisit the informational slides they made yesterday documenting details on branch functions. I prompted them to mine that content to integrate an appropriately themed superpower or two. We will need just a bit more time next Tuesday to let them finish fleshing out their governmental superheroes. I’m looking forward to seeing their creative takes translating the legislative, judicial and executive duties we studied into heroic embodiments!

Introduction

Thursday was our first day back from Winter Break. I wanted to ease my 8th graders back into learning while laying the groundwork for my favorite social studies unit on the Constitution and government. In this blog, I’ll reflect on the activities, assessments, and data from this first critical week back as we dive into the content that makes up the foundation of our democracy.

Thursday – Gimkit

Friday – Repuzzler, Frayer, Gimkit, Thin Slide Study Guide

Thursday

To welcome students back gently after break, I started with 10 questions from the citizenship and naturalization test related to the topics we’ll soon cover more deeply. I choose questions connected to what we learn about the Constitution, including:

1. The idea of self-government is in the first three words of the Constitution. What are these words?
2. What is an amendment?
3. What do we call the first ten amendments to the Constitution?

I asked these 10 questions aloud at the beginning of class, and students wrote down their answers on paper. I let them know the goal was to try to get 6 or more questions correct. Out of my 129 students, only 7 managed to meet that 6 correct answer threshold. The average score was a 3.2 out of 10. This pre-assessment showed me we have a mountain of learning ahead in this unit! But I was not discouraged because I know from experience that scores tend to start low, leaving lots of room for growth.

In addition to the verbal quiz, I also asked students to rate 8 key vocabulary words as “Know It”, “Not Sure”, or “Don’t Know” on a Google Form. The words I included were: separation of powers, checks and balances, republic, federalism, veto, amendment, popular sovereignty, and limited government. These concepts represent the building blocks students must master to develop civic literacy and understand the structure of American democracy. The results from having students self-assess their grasp of vocabulary highlighted several areas of focus for my instruction going forward.

Friday

Armed with clear data on student pre-knowledge, I was able to design targeted instruction for the rest of the week. My goal was to directly address gaps while continuing to ease students back into learning through engaging, collaborative activities.

On Friday, I decided we would review some of the vocab words students rated as least familiar on the Google Form. To make it interactive and get students collaborating, I used a creative Repuzzler activity in small groups. Repuzzlers require piecing vocabulary words and definitions back together correctly, almost like a puzzle. The tactile, game-like nature of this strategy hooked students as they worked to match terms like federalism, separation of powers, popular sovereignty, checks and balances, and limited government accurately. The pieces students were matching together involved the word, definition, three connecting words, and a symbol. I rack and stacked Repuzzler with a Frayer and Fast and Curious.

After about 10 minutes of circulating to check understanding and give feedback, I transitioned the class into a digital Frayer Model template. This followed nicely from the Repuzzlers they had just completed sorting and defining. I utilized a Frayer Model template designed by Amanda Sandoval and the lesson within the Frayer was designed by Katie Cherney. (Find this information in the EduProtocols Facebook Group) In addition to the standard Frayer elements defining terms, 3 connecting terms, and historical context, I tweaked the template to also include an emoji representation of each concept along with a justification connecting the emoji back to the vocabulary word. Having students represent abstract government concepts with emojis encouraged creativity and forced deeper connections with the content. Each student was responsible for completing one section of the four-square Frayer template for each term. They chose which component they wanted to own at the beginning by selecting an assigned color. This made accountability built right in, as their part couldn’t be complete until they personally filled in their component across all five vocabulary word slides. My hope was students would paraphrase the definition and use the 3 connecting words from the Repuzzler cards at their desks.

To wrap up class, we closed with another fast-paced quiz review game using Gimkit. When comparing to their scores playing Gimkit on Thursday the scores dropped somewhat ranging from 68% to 79% correctness. Of course, these scores are likely skewed somewhat lower than they would have been if all my students had been there both days rather than having absences. But the activity served its motivating purpose to review key concepts at the end of a vocabulary-focused week.

(In two of my classes, I am trying a Thin Slide Study Guide instead of the Frayer. With the Thin Slide Study Guide, students work in groups of three to four. The claim a slide, paraphrase a definition, and add a picture. After 3 minutes, they claim someone else’s slide and add a new definition, and new picture.)

Reflections on Week One

Stepping back to reflect on this first critical week of my favorite unit, I am pleased with how students eased back into learning while we established essential baseline knowledge to build on in the weeks ahead. Starting with informal verbal pre-assessments before diving into vocabulary self-evaluation and collaborative review activities aligned perfectly to target instruction to what my students needed most.

The concrete data I can extract from assessments like the 10 question Constitution quiz, vocabulary knowledge self-ratings, Repuzzler comprehension checks, and Gimkit review quizzes will empower my planning for next week’s lessons. I feel equipped to address gaps in prior knowledge while harnessing student energy to dig deeper into Constitutional concepts. My next step is developing activities crafted around the essential question my AI assistant Claude and I formulated over break: “How does the structure and content of the Constitution aim to prevent abuse of government power?” I can’t wait to further unpack the intricacies of checks and balances, separation of powers, federalism and more with my 8th graders in this vital unit on the underpinnings of American democracy!

Reflecting on the adventures, challenges, and revelations of the first semester teaching 8th grade social studies has been a journey filled with engaging moments, critical thinking exercises, and the exploration of local connections. In this combined blog post, I’ll delve into the overarching themes that have shaped my teaching philosophy and share insights into my go-to EduProtocols that have fostered engagement in my classroom.

The Semester That Was in 505: Fostering Engagement and Critical Thinking in 8th Grade Social Studies

As the first semester concludes, my reflection on the experiences in 8th grade social studies reveals a commitment to nurturing curiosity, developing critical thinking abilities, and making history come alive through local connections. The use of diverse EduProtocols has been a guiding light, injecting dynamism into lessons and ensuring memorable learning experiences for my students.

Fostering Engagement through EduProtocols

The integration of activites such as Sketch & Tells, Hexagonal Learning, CyberSandwiches, and Resource Rumbles has brought a new dimension to the classroom. These innovative frameworks infused movement, friendly competition, and peer collaboration, keeping students energized and invested. The versatility of EduProtocols has allowed for differentiation and accessibility, ensuring that every student can actively participate in the learning process.

Developing Critical Thinking & Analysis

A cornerstone of my teaching approach has been the emphasis on historical analysis. Students have been equipped to carefully evaluate primary sources, substantiate claims with evidence, detect author bias, and discern cause-effect relationships. Paraphrasing and summary skills were honed, and interpreting political cartoons became a tool for understanding satire and symbolism. Thoughtful questioning and reasoning were emphasized in approaching topics like the Revolutionary War and the Constitutional Convention.

Connecting Content to Local Context

An enriching aspect of the curriculum involved connecting historical content to our local context. From exploring the lasting influence of pre-colonial Native American tribes to researching the impact of European colonization, slavery, and the Underground Railroad on Southwestern Ohio, students gained a deeper understanding of how history has shaped our region. Studying local visionaries who contributed to aviation innovations added a personal and relevant touch to the learning experience.

Onward to the Second Semester

As the semester concludes, I am grateful for the passion and dedication my students bring each day. Teaching is an imperfect yet rewarding art, and therein lies its beauty. My aim is not perfection but progress – that through EduProtocols, critical thinking, and local connections, my students develop a lifelong passion for learning how our shared history shapes who we are. Onward we march, with open minds and full hearts, to encounter the canvas of the second semester.

My Go-To EduProtocols: Fostering Engagement in 8th Grade Social Studies

As an educator committed to making learning interactive for 8th graders, certain EduProtocols have emerged as reliable go-to options in my teaching toolkit. These activities have been carefully chosen based on their effectiveness in fostering engagement, building content knowledge, and providing immediate feedback.

CyberSandwich

True to its delicious name, CyberSandwich merges collaborative learning with reading and writing skills. Students have 10 minutes to read content related to our topic, discuss with peers, and then write a summary paragraph to solidify their understanding. Its structured format builds content knowledge, improves comprehension and writing abilities, fosters collaboration, and is easily differentiated. The versatility of CyberSandwich allows for seamless adjustments in format without compromising engagement, whether through physical handouts or Peardeck slides.

Sketch & Tell

Unleashing creativity to demonstrate understanding, Sketch & Tell invites students to visualize concepts through drawing and explanatory writing. Its flexibility spans quick formative checks for learning to synthesizing complex ideas into graphics with text. Integrated alongside other protocols like Parafly for paragraph practice and following readings to surface existing knowledge, Sketch & Tell promotes engagement through creativity and choice. Allowing options for physical mediums or tech drawing tools makes it adaptable, while the combination of images and annotations checks inferences and connections.

Fast & Curious

When instant engagement and feedback are needed, Fast & Curious delivers. Educational games such as Quizizz, WordWall, Gimkit, and Blooket can be utilized for a “Fast and Curious” activity. Present content or vocabulary to students and have them engage with the game for 4 minutes. After the time concludes, provide feedback and immediately repeat the quiz/game but reduce the duration. Continue this process throughout the week, repeating the content in shorter time frames, until the class average reaches 90% or higher. This strategy allows for consistent and sustained practice of the material over time.

The “Secret Sauce” Behind EduProtocols

In the ever-evolving landscape of education, curriculum may change, but the ultimate purpose remains unchanged – preparing students for future success by nurturing their development. The “secret sauce” behind my favorite EduProtocols lies in enabling students to unlock their potential by making learning experiential, meaningful, creative, and fun. This guiding principle will continue seeping into my classroom through fresh and familiar activities alike as the adventure of education continues.

As I reflect on the semester that was, I am excited about the journey ahead in the second semester, where open minds and full hearts will continue to shape the canvas of learning in 505.

For more: visit EduProtocols Plus site or check out many examples in the EduProtocols Facebook Group.

To All The Readers,

As we enter a new year, I want to take a moment to thank all of you who regularly visit my blog and read my weekly reflections on teaching 8th grade social studies. We reached the amazing milestone of 99,825 views over the past year! I am continuously humbled and inspired by everyone who has found there way here.

While balancing the demands of lesson planning, grading, and everything else that comes with being a teacher, finding time to write these weekly reflections is not always easy. However, connecting with fellow educators through my writing and hearing how it has helped, motivated, or comforted you in your own practice makes every minute I spend crafting these posts worthwhile.

I started this blog a few years ago as a space to process my own experiences and as a call for more transparency about the realities of teaching. But it has grown into so much more thanks to all of you.

As we support students during another unpredictable year, I hope you will continue to turn to this blog as a place to share ideas, find inspiration, or even just know you’re not alone. Please keep the sharing, feedback and conversations coming – you are what makes this blog more than just a personal journal.

With Gratitude,
Moler

Sketch and Tell is one of my favorite education protocols because of its versatility, creativity, and broad applicability across subjects. I regularly use Sketch and Tell activities to have students respond to prompts, comprehend questions, understand vocabulary, or take notes on abstract concepts.

The protocol follows a simple three-part structure:

1. Students receive a prompt related to course material like a reading or video.
2. Students create a sketch relating to the prompt using drawing tools, shapes, or images. This allows them to visualize their ideas.
3. Students discuss their sketch with peers and write reflectively to explain their visual representation as it connects back to key learning objectives.

Sketch and Tell sessions can range from 5-30 minutes depending on needs. I always use a timer to keep students focused!

Customizing Sketch and Tell Activities

Recently, teachers have asked how to customize Sketch and Tell. Here are creative ways I adapt the protocol to engage different learning styles:

1. Playdough or clay for molding three-dimensional visuals
2. Legos and blocks for building physical representations
3. AI image generators to spark visual connections (Scribble Diffusion)
4. Food items like Oreos or gummy bears as quirky visual aids
5. Drawing apps like AutoDraw to scaffold artistic skills

The possibilities are endless when we provide creative outlets for expression. Adjusting Sketch and Tell to student strengths makes abstract concepts more concrete while boosting engagement, collaboration, and reflection.

Taking Sketch and Tell Further with Depth of Knowledge

Integrating Webb’s Depth of Knowledge (DOK) levels can take Sketch and Tell activities to the next level. DOK classifies critical thinking into four tiers: recall, skill/concept, strategic thinking, and extended thinking. I use these as guidance when developing Sketch and Tell prompts and tasks:

Part 1 – Create a sketch
DOK 1: Sketch basic shapes that literally represent the vocabulary word or prompt. Write the word the sketch represents. (Example: Sketch a basic map of the 13 original colonies.)
DOK 2: Sketch images that symbolize key ideas in the notes/prompt using color, size, or combination of shapes to represent relationships. (Example: Use symbols and words to show trade relationships between New England, Middle, and Southern colonies.)
DOK 3: Sketch an analogy that metaphorically represents the prompt or notes, requiring interpretation into a visual representation. (Example: Represent tensions between colonies and England using analogies.)

Part 2 – Discuss with a partner
DOK 1: Name the shapes used and vocabulary word/main topic represented. (Example: Name colonies and geographic features depicted.)
DOK 2: Explain the thinking behind the representations and connections to the notes/prompt. (Example: Explain why certain symbols were used to denote inter-colony trade.)
DOK 3: Extend the analogy or metaphors in the sketch to other contexts; evaluate effectiveness. (Example: Relate visual metaphors to growing divides between colonies and British control.)

Part 3 – Write about the sketch
DOK 1: Describe literal objects, shapes, colors used in the sketch. (Example: Describe basic map components and labels.)
DOK 2: Explain the relationships between the different symbols, shapes, and ideas represented in the sketch. (Example: Analyze choice of symbols, words, and images to show colonial trade.)
DOK 3: Elaborate on the deeper meaning of the visual metaphors and analogies to prompt; analyze sketch effectiveness. (Example: Interpret broader meaning of visual metaphors representing colonial tensions with England.)

Aligning Sketch and Tell to DOK levels provides built-in scaffolding to increase rigor and critical analysis while giving creative room for students to learn deeply across diverse subjects. The visual and verbal processing engages students as they apply understanding to real-world contexts and questions.

For more: visit EduProtocols Plus site or check out many examples in the EduProtocols Facebook Group. For a Sketch and Tell Template, click here.

Monday – Ugly Christmas Sweater

Tuesday – Archetypes

This week I completed several fun holiday activities with my classes leading up to Christmas break. On Monday, we finished an ongoing project – creating historical ugly Christmas sweaters. The previous Thursday, Katie Cherney had generously shared an ugly sweater template with me. I decided to use it and have students design sweaters related to a topic we studied first semester. After sharing a couple sweater examples, I let them creatively develop their own. On Monday, they colored the sweaters, cut them out, and we displayed them on a large red paper. I considered having them write explanatory captions but opted not to add that extra graded component.

On Tuesday, I introduced archetypes in a low cognitive load way. I defined archetypes as typical examples of someone or something. I had students think of a favorite book, movie, or TV character and explained how applying an archetype helps better understand that character’s actions and dialogue by providing context. I then introduced the Archetype Four Square template and had students type their favorite character in the middle, along with an image and quotes/actions representing them. Next they selected an archetype they felt matched the character. As a class we discussed their choices – this helped students articulate their reasoning. They then typed evidence supporting their selected archetype. Making connections between characters and historical/pop culture figures is challenging – only 15% answer these questions correctly on the AP exam according to 2021 data and my co-author Dr. Scott Petri.

After this activity, I incorporated some local history for a second representative. We read about Pringles inventor Fred Baur, a Cincinnati native who developed the can to prevent chip breakage. Interestingly, the uniformity of the crisps did not align with 1960s individualism. We concluded by discussing Baur’s 2008 burial, where his family fulfilled his wish to have his ashes buried in an Original Pringles can. Students analyzed Baur by creating archetype four squares. Finally, we ended some classes with Random Emoji Power Paragraphs, always a favorite. Typically students type paragraphs based on emoji prompts, but this time I had them hand write then attempt to toss papers into the recycling bin. I photographed the closest paper, extracted the text via Google Keep into a shared Google Doc for peer editing – fixing spelling, topic sentences, and adding descriptive details. Moving from handwritten to digital paragraphs was an engaging variation.

This week was an unusual one. On Saturday evening I tested positive for COVID, so I knew I would be staying home. To make matters worse, it was an awkward time for teaching. Our last day before Christmas break is December 20th, so I couldn’t start a new unit only to then have 2 weeks off. The other option was to introduce some new EduProtocols with smart starts, but that works better when I’m actually in the classroom.

After contemplating options, I decided to put together some lessons on local history. I created a lesson about Utopia, Ohio, a small town about 25 minutes from our school that has always fascinated me. I also designed a 1794 newspaper analysis activity that connected to several topics we covered first semester. To wrap up the week, I used a fun Christmas sweater template shared with me by Katie Cherney. Despite the challenges, we made it through the week with some decent learning. I just took everything day by day, tried to communicate often and give feedback with Screencastify, and we got down whatever we could get done. The biggest takeaway from dealing with COVID over the past few years is this: It’s just school – it’ll be okay.

Monday – Thick Slide

Tuesday – Utopia, OH

Wednesday – Centinel News Lesson

Friday – Gimkit, Ugly Sweater Template

Monday

On Monday, students needed to finalize their analysis of the debates between Federalists and Anti-Federalists. Since I was isolated and struggling, I quickly pulled together a lesson using some of Justin Unruh’s EduProtocol templates. It consisted of an Annotate and Tell and a Parafly Smash where students read descriptions of Federalists and Anti-Federalists, highlighted textual evidence to answer a question, and then paraphrased their highlights.

The second part was a concept sort – students read quotes and decided whether a Federalist or Anti-Federalist would have said that. Finally, the assessment was a Thick Slide. I originally created a basic Thick Slide but then added more DOK 2 and 3 prompts to push critical thinking, such as:

• Create a title related to the main argument over ratifying the Constitution
• Compare the perspectives of Federalists and Anti-Federalists, develop a claim about which group had the better position, and use evidence from the chart to support your claim
• Find a picture that represents a republic and use the caption to explain how it connects to the idea of a republic
• Share a song that relates to a key belief or attitude held by Federalists or Anti-Federalists and explain the connection, providing specific evidence from the song
• You can read more about adding DOK 2 and 3 to Thick Slides Here

The song reference really puzzled some students and most didn’t attempt it, which is fine – sometimes I leave certain challenging things in to see who will step up and try it out. Overall I was very pleased with the Thick Slides they created.

Tuesday

On Tuesday, I used the lesson I had developed over the summer about the history of Utopia, Ohio. I posed the question “Can humans ever achieve a perfect society?” My goal was to have students structure an answer using evidence from the stories about Utopia.

The lesson began with a Sketch and Tell where I asked students to design their vision of a perfect society using Scribble Diffusion or Google Shapes and then explain their creation. Next, they watched a short video giving historical background on Utopia. After that, they filled out Frayers on the three groups that attempted to build perfect communities in Utopia in the 1840s. I had AI generate ideas for the Frayer prompt boxes focused on defining each group, their characteristics, how they tried to create an ideal society, and why they ultimately failed.

I really enjoyed teaching this lesson and plan to use it for years to come. The connection to our local area made it engaging for students.

Wednesday – Thursday

For my next activity, I leveraged the fact I recently learned that the first newspaper published in the Northwest Territory was printed near Cincinnati in 1793. The Centinel of the Northwestern Territory operated until 1800 and scans of the original issues still exist online. However, the text is difficult to read given the spelling, formatting, etc. So I used AI to translate a front page from July 21, 1794 for me:

• I took a screenshot of the front page
• Uploaded to Google Keep and used Grab Image Text
• Copied and pasted the text into Claude AI
• Asked Claude to summarize and explain the news stories
• HERE IS A VIDEO TO LEARN MORE ABOUT THIS

The translated stories covered a $10 reward for an escaped slave (freedom seeker), a husband publicly condemning his wife for leaving him, stolen and rebranded cattle, and Kentucky settlers angry that British settlers were supplying weapons to Native Americans and blocking access to the Mississippi River. All of these connected to things we’ve already studied in class.

For the lesson, I posed the question “What do the different social, political, and economic stories in this early newspaper suggest about life in Cincinnati in 1794?” Students read the stories and made Thick Slides, identifying one story and classifying it as social, political or economic, listing two details from each story, explaining what it revealed about life at that time, creating a related image and caption, putting four key events we’ve learned about in chronological order, connecting one of those events to a news story, and finally writing a paragraph answering the lesson question. This stimulated great thinking, although making connections between the news stories and class content was a stretch for them. I will keep this lesson to use again but make a few tweaks next year.

Friday

Returning to the classroom Friday, I had two goals – review first semester learning with a Gimkit game and then provide a fun holiday activity using an Ugly Christmas Sweater template shared by Katie Cherney. For the Gimkit, I told students that if the class average reached 80% everyone would earn a 100%. Below that thresholds were: 80-100% = 4/4, 70-79% = 3/4, 60-69% = 2/4, below 60% = 1/4. I always give 0.5 instead of 0 since I refuse to give zeros. The class averages were: 84%, 81%, 84%, 68%, 70%, 88% – pretty good!

We’ll finish customizing our historical event sweaters when we come back from break on Monday. Despite having to teach from home, it ended up being a pretty successful week of learning.

If you dislike the your crappy textbook questions. If you want to get your students collaborating and communicating with their learning. If you need a simple way to work on note taking skills along with summary writing… Then the CyberSandwich will be one of your favorite EduProtocols. I reflected on this protocol back in 2021.

The CyberSandwich can be broken into 3 parts:

Part 1 – Reading and note taking: Provide a reading (secondary or primary source) or video to the students. Give them 10 minutes to read and take notes. You can vary the note taking structures if necessary.

Part 2 – Discussion and Compare: Have students partner up to compare, and discuss their notes. This could take anywhere from 5 to 10 minutes. I have the students choose 4 of the MOST important notes they write down and add them to the Venn Diagram.

Part 2a – I learned this from Jon Corippo – after the compare and discussion quickly call on each group to do one of these three options:

• Share 2-3 facts they learned
• Ask a question
• Bazinga – share a fact that wowed you

Part 3 – Write a Summary: Have students write a summary, create a sketch and tell, create an infographic, write using a specific text structure to share what they learned. This should take 8 to 10 minutes.

The CyberSandwich can be done multiple times a week using Google Slides, powerpoint, or paper. I have students that prefer paper, so I print off the CyberSandwich slides. Since August, the 8th graders I teach have completed a CyberSandwich nine times. My focus is writing good, basic paragraphs with a topic sentence, 2 supporting details, and a concluding sentence.

Like any EduProtocol, the CyberSandwich can be versatile and tailored toward any student. Here some ways you can kick up the CyberSandwich with various DOK levels and note taking strategies…

Part 1 – Note Taking

1. The Cornell Method – Divided organized columns for questions, notes and summary.
2. Mapping – Visual boxes, circles and lines show informational connections.
3. Sentence Stems – Scaffolded sentence frames like “Two details were…” build skills. 
4. SQ3R – Survey, Question, Read, Recite, Review guides active reading/insights.
5. Graphic Organizers – Visual categorization through charts, diagrams and concept maps. (Example below with a sequence text structure)
6. Annotations – Highlighting/jotting direct text labels, comments and questions.
7. Double-Entry Journals – Text details and related personal reactions/analysis in a T-chart.
8. Just leave it blank – see what information the students find to be important.
9. Main Idea – Identifying key overarching concepts and supporting details. Students fill out who, what, when, where, and why while reading. (Example below)

Part 2 – Compare and Discuss

DOK 1 (Recall):

• Share one fact you learned from the reading with your partner
• Take turns stating main ideas you wrote down in your notes
• Create a master list of key terms or vocabulary

DOK 2 (Concept Application):

• Categorize information, ideas, or details as you review notes
• Link concepts presented in the reading to prior knowledge or examples
• Explain differences in how you and your partner interpreted aspects of the reading

DOK 3 (Strategic Thinking):

• Debate an inference or conclusion made based on the information
• Evaluate completeness and accuracy of key ideas covered in partners’ notes
• Synthesize perspectives and develops a new hypothesis or interpretation

Part 3 – Summarize

DOK 1 (Recall):

• State the key facts or main ideas from the reading.
• Identify vocabulary words introduced and explain what they meant.
• Name the major people referenced and places mentioned. What were key dates or events?

DOK 2 (Concept Application):

• Summarize the main topics and key points of the reading.
• Provide examples that illustrate the main concepts from the reading.
• Identify some key details and explain why they were significant.

DOK 3 (Strategic Thinking):

• Analyze any patterns, relationships, causes, or themes you noticed in the reading.
• Predict future implications based on the ideas presented in the reading.
• Evaluate how effective the author or article was in clearly communicating main ideas and explain your reasoning.
• Make connections between ideas in the reading content and other things you’ve learned.
• Create a model, diagram, or graphic to represent the key takeaways visually.

Examples

Dred Scott Template

Constitutional Convention

Popular Sovereignty

North/South CyberSandwich

CyberSandwich with Primary Sources