Author: molersmusings

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

I have posted about Thick Slides before – read about it here. This time I’m back with some ways to add various DOK 1, DOK 2, and DOK 3 levels to Thick Slides. If you are unfamiliar with a Thick Slide, it’s a fan favorite in the EduProtocol world.

The Thick Slide is simple – it’s a deconstructed paragraph that includes the following:

1. A title
2. One or two images with captions
3. 4 to 5 facts
4. A quote (this could also be whatever you want it to be such as writing a claim, sharing a number, etc.
5. Comparing or defining content words.

All of these things can be done on a Google Slide, Powerpoint, Canva, or on paper. The options with a Thick Slide are endless. It can be used as a formative assessment summary piece or as a summative assessment piece.

Formative Assessment

Last week I designed a lesson on the Electoral College. When students came into the room, I had a Thin Slide prompt on the board: “Two people ran for president – Candidate 1 got 66 million votes for president. Candidate 2 got 63 million votes. Who should win the election and why?” Students were surprised when I revealed the winner was Donald Trump who received 3 million less votes in 2016. Next, I had students make predictions about the Electoral College before we read an article. After reading the article, students designed a Thick Slide as a summary of what they just read. On the slide I included:

1. Give it a title (DOK 0.5 maybe)
2. Share 2 facts about the Electoral College (DOK 1)
3. Why did the delegates fear people directly vote for the president? (DOK 1)
4. Compare the Founding Fathers’ fears of having one president versus three. (DOK 2)
5. Include a picture and caption related to the Electoral College. (DOK 0.5)
6. What do you see as the most convincing argument for keeping or getting rid of the Electoral College system as established in the Constitution? Defend your view. (DOK 3)

Summative Assessment

I used the Thick Slide as a summative assessment to end the causes of the American Revolution unit. I did this because I was out of town and wanted to leave something familiar. When I finished putting the Thick Slide together, I was ready to share it, but then I stopped. I wanted more out of it since it was a summative assessment. I thought about a bit more and came up with this…

1. Add a title (DOK 0.5)
2. Identify and describe 2 british acts or taxes. (DOK 1-2) Rank them from most to least offensive to the colonists. Explain why. (DOK 3)
3. Insert a picture that shows one important reason the colonists wanted independence from Britain. In the caption, tell why you picked that picture and how it connects to the colonists’ reasons for rebellion.(DOK 3)
4. Compare the Sons of Liberty to Loyalists. (DOK 2)
5. “Find a quote from the Declaration of Independence that shows an influence from John Locke and the Enlightenment.” (DOK 2-3)

For a summative assessment, it needed more depth with the DOK levels. This is why I love Thick Slides – they can be whatever you want them to be.

DOK Ideas for Thick Slides

DOK 1 (Recall of Information):

• Basic facts about a historic event or scientific concept
• Vocabulary definitions
• Formula/equation used in a process
• Sequence of steps in a procedure
• Key dates or timeline of events
• Descriptive elements of a literary work/character

DOK 2 (Application & Analysis):

• Explain the significance of a quote from a speech/text
• Compare perspectives of different eyewitnesses to an event
• Identify patterns/relationships within a dataset
• Categorize types of poetic devices used in a poem
• Concept map/flow chart of a process or system
• Classify or categorize the elements and details within an image (e.g. group literary devices used in a poem illustration)
• Explain how an image connects to thematic or symbolic concepts from a text
• Label important parts of an image and describe their significance
• Outline the sequence of events shown in a historical photograph/artwork
• Relate the perspective or tone within a quote to a character’s motivations and actions
• Compare and contrast interpretations of meaning from multiple quotes
• Apply the context or insights from a quote to another situation as an example

DOK 3 (Strategic Thinking):

• Develop an alternative solution to a complex problem
• Critique an author’s argument in a controversial editorial
• Design a model to predict future outcomes based on variables
• Support/dispute the ethics of a political/scientific decision
• Analyze impact of setting on a character’s development
• Find or create their own image that is a visual metaphor for a concept, theme, or abstract idea from the content
• Annotate areas of an image to explain deeper analysis
• Find a quote and analyze its connection to (or disconnection from) the topic, explaining their reasoning
• Critique or dispute the interpretation/reasoning within a quote
• Connect insights from quote to a real-world scenario or example

This week we wrapped up out unit on the Constitutional Convention. Starting with Monday, we dissected the Electoral College, sparking some questions. Tuesday and Wednesday were dedicated to a three-part assessment, integrating hexagonal learning on paper and 3xCER reflections.

Thursday introduced Federalists and Anti-Federalists, and here’s where EduProtocols played a pivotal role. We used a Gimkit Fast and Curious, 8pArts primary source analysis, Frayers, and a Sketch and Tell activity. The EduProtocols framework injected dynamism into our exploration.

Finally, on Friday, we navigated government preferences using EduProtocols like Frayers, a concept sort, and an annotate and tell session. Join me as we unravel the layers of each day and reflect on the effectiveness of our instructional choices.

Monday – Quizizz, Thick Slide

Tuesday – Hexagonal Learning, 3xCER, Quizizz

Thursday – EduProtocol Lesson Collection (ratifying the Constitution)

Friday – EduProtocol Lesson Collection (SHEG Lesson), Gimkit

Monday: Decoding the Electoral College

Our week commenced with a focused exploration into the intricate workings of the electoral college. To kick things off, I presented a Thin Slide that posed a deceptively simple question: “Two people ran for president – Candidate 1 got 66 million votes for president. Candidate 2 got 63 million votes. Who should win the election and why?” The unanimous response from students was in favor of Candidate 1 due to their higher vote count.

However, the big reveal came when I showcased the 2016 election data from www.270towin.com, exposing the fact that Candidate 2 was Donald Trump, who secured the presidency despite receiving fewer popular votes. This revelation ignited curiosity and set the stage for a deeper dive into the electoral college.

We examined the electoral college map, prompting questions about the varying values assigned to different states and the origins of these values. I explained, “Different states are worth different amounts of points based on their number of representatives,” leading to a moment of connection for some students who grasped the analogy between losing representatives and losing electoral votes.

Capitalizing on this newfound interest, I encouraged students to predict why the founding fathers opted for an electoral college system. Subsequently, students delved into an article to validate or revise their predictions. Class concluded with a Thick Slide summarization and a Quizizz session incorporating questions related to the Great Compromise, 3/5ths compromise, and the Electoral College.

Monday was more than an introduction; it was a strategic unraveling of a complex system, leaving our students with both questions and a solid foundation to build upon in the days to come.

Tuesday and Wednesday: Assessing and Reflecting

In the midweek stretch, we transitioned into a comprehensive three-part assessment to gauge our understanding and encourage critical thinking. The assessment aimed to evaluate the success of the constitutional convention and provided an opportunity for students to reflect on their learning from the past six class periods.

Part 1: Hexagonal Learning on Paper

Tuesday kicked off with the first part of our assessment—a hexagonal learning activity on paper. Students were tasked with cutting out hexagons, arranging them, and adding missing details related to the unit. This hands-on approach aimed to reinforce connections between different concepts and promote a holistic understanding of the material.

Part 2: Evaluating the Constitutional Convention

Moving on to the second part of the assessment, students delved into the central question: “Should the constitutional convention be considered a success?” Using a 3xCER framework, they crafted one claim in favor of it being a success, one against, and finally, one expressing their personal opinion. The emphasis was on substantiating each claim with evidence drawn from lessons covered over the previous six classes.

Throughout this process, I encouraged students to ponder, “Whatever evidence you have that proves it to be a success—what makes it successful?” This critical reasoning added depth to their reflections. While the paper-based approach provided a tangible change, the logistical challenge of maintaining a uniform pace between the paper and Chromebook options surfaced.

Part 3: Quizizz – Recapitulating Six Days of Learning

The assessment concluded on Wednesday with a Quizizz session encompassing questions related to the entirety of our six-day journey. Covering topics such as the Great Compromise, 3/5ths compromise, and the Electoral College, this segment aimed to consolidate knowledge and reinforce key concepts.

This comprehensive Quizizz provided an opportunity for students to showcase their understanding of the intricate details we explored throughout the week. The results would not only serve as a measure of individual comprehension but also guide future instructional decisions as we ventured further into the complexities of our curriculum.

Thursday: Navigating Federalists and Anti-Federalists with EduProtocols

Thursday unfolded as a deep dive into the realms of Federalists and Anti-Federalists. To streamline the exploration, I drew inspiration from Justin Unruh’s EduProtocols templates, infusing engagement into our lesson plan.

Setting the Stage with a Compelling Question:

The day commenced with a pivotal question: “What was the argument over ratifying the Constitution?” This set the tone for a thought-provoking class.

Part 1: Gimkit – Igniting Interest:

To engage the students right from the start, we began with a Gimkit session. The initial class averages were noted as follows: 52%, 75%, 52%, 54%, and 63%. This interactive approach not only sparked interest but also served as a baseline for the progress we would see throughout the lesson.

Part 2: 8pArts Primary Source Analysis – Digging Deeper:

Building on the momentum, we delved into an 8pArts primary source analysis, focusing on the Federal Pillars image. I provided background information, emphasizing that nine states were needed to ratify the constitution, and some individuals expressed dissatisfaction with the final document. This visual analysis aimed to deepen our understanding of the sentiments surrounding the Constitution’s ratification.

Part 3: Frayers – Visualizing Federalists and Anti-Federalists:

Next, we navigated through two Frayers, shedding light on Federalists and Anti-Federalists and encapsulating their respective beliefs. The visual and interactive nature of this EduProtocols activity offered a tangible representation of these historical figures, fostering a clearer comprehension of their ideologies.

Part 4: Sketch and Tell – Personal Reflections:

To wrap up the session, we engaged in a Sketch and Tell activity. Students sketched out and articulated their responses to the initial question, “What was the argument over ratifying the Constitution?” This not only encouraged creativity but also provided a platform for students to express their evolving understanding of the subject matter.

Closing with a Gimkit:

The day concluded with another Gimkit session, and the class averages showcased a remarkable improvement: 85%, 90%, 80%, 87%, and 93%. The interactive nature of EduProtocols, coupled with thoughtful discussions, not only elevated engagement but also reflected a deeper grasp of the content.

Thursday’s lesson demonstrated the effectiveness of EduProtocols in making complex topics accessible and engaging for our students. As we delved further into Federalists and Anti-Federalists, the groundwork laid on this day paved the way for nuanced discussions and a deeper exploration of historical ideologies.

Friday: Unraveling Government Preferences with SHEG and EduProtocols

Friday unfolded with a strategic combination of Justin Unruh’s templates and Stanford History Education Group (SHEG) lessons, creating a dynamic session that navigated the government preferences of Federalists and Anti-Federalists.

I began the day with a thought-provoking question: “What types of government did Federalists and Anti-Federalists prefer?” This central query laid the groundwork for our exploration into the perspectives held by these historical groups.

Part 1: Frayers – Understanding Republics and Direct Democracy:

To establish a foundational understanding, we began with two Frayers—one focused on Republics and the other on Direct Democracy. This visual exploration allowed students to dissect and internalize the key characteristics of these government systems, providing essential context for the day’s discussions.

Part 2: Concept Sort – Organizing Characteristics:

Students then engaged in a concept sort, organizing characteristics of Federalists and Anti-Federalists into the appropriate categories. This interactive exercise encouraged critical thinking and prompted students to draw connections between theoretical principles and the historical figures we were studying.

Part 3: Annotate and Tell – Analyzing Primary Source Letters:

Our exploration involved an Annotate and Tell activity. Students read letters—one from an Anti-Federalist and another from a Federalist—and answered questions related to the content. The task included highlighting text evidence to support their responses.

This activity aimed not only to decipher the personal opinions and arguments of these historical figures but also to emphasize the stark contrast in their preferences. I wanted students to understand that Federalists supported a government where a few, rich, elite, and educated individuals could represent the masses, while Anti-Federalists leaned toward stronger local governments, almost resembling a direct democracy, but not quite.

Reflection on Government Preferences:

As we navigated through these primary sources, I left the students with a task—reflecting on the government preferences of Federalists and Anti-Federalists. I’m going to use Monday to explain that Anti-Federalists wanted a government with more common people involved. More representation among the people. Close to a direct democracy, but not quite.

Closing with a Gimkit:

To gauge understanding and reinforce key concepts, I set up a Gimkit for a check of comprehension. The overall average from the five classes came in at an impressive 83%.

As we approached the impending Christmas break, a sense of chaos typically accompanied the days. To maintain a semblance of order and to appease restless students, I employed a strategy I whimsically call “Story Time with Moler.” During this post-lunch session, I occasionally read aloud the text we were studying that day. Not only did this practice help in managing the chaos, but it also provided me with an opportunity to inject additional information into the narrative. However, I tread carefully, avoiding fostering dependency among the students. This week, our focus revolved around the Articles of Confederation leading to the Constitutional Convention, the Great Compromise, and an exploration of the 3/5 compromise.

Monday – Resource Rumble (EMC2Learning)

Tuesday – Fast and Curious, Frayer, CyberSandwich

Wednesday – Fast and Curious, Thin Slide FaceOff, Sketch and Tell

Thursday – Branches Notes, Fast and Curious, Frayer/Empathy

Friday – Keyword Prediction, 3/5ths CyberSandwich, Fast and Curious

Monday: Energizing Articles of Confederation Review with Resource Rumble

Monday set the tone for the week, post-Thanksgiving, with a vibrant review session. The day was dedicated to a comprehensive recap of the Articles of Confederation using the engaging Resource Rumble from EMC2learning. This strategy involved strategically placing questions in envelopes around the classroom. Students, working collaboratively without the aid of Chromebooks, participated in a lively retrieval practice. Upon answering questions, they sought real-time feedback from me. Acceptable responses were rewarded with the opportunity to roll dice for building blocks, contributing to the construction of towering structures. The group that managed to erect the tallest tower emerged as the victors. This not only facilitated a solid revision of the Articles of Confederation but also injected an element of fun and activity into the post-holiday return to the school routine.

Tuesday: Unveiling the Constitutional Convention

Tuesday marked the commencement of a new and intriguing mini unit, grappling with the question of whether the Constitutional Convention should be regarded as a success. The initial lesson delved into the reasons behind the Constitutional Convention. Kicking off with the Fast and Curious Eduprotocol, the class engaged in a rapid quiz encompassing fundamental information about the Constitutional Convention. Following this, students embarked on (Amanda Sandoval template) Frayer model for the terms “delegate” and “Republic.” The choice of these terms stemmed from their significance in comprehending the subsequent text. The Frayer process involved students defining the terms in their own words, sharing key facts and characteristics, identifying four connecting words, and incorporating an illustrative image. Notably, the term “delegate” was chosen due to unfamiliarity among students. Post-Frayer, a Cybersandwich ensued, wherein students, armed with a main idea note-taking strategy, delved into a textbook section on the Constitutional Convention. This strategy prompted students to document essential information such as who, what, when, where, why, and how. The information gleaned from this exercise was then channeled into the creation of a newspaper headline and clipping, serving as a creative synthesis of the acquired knowledge. The class concluded with a revisit to the Fast and Curious quiz, fostering reinforcement of key concepts.

Wednesday: The Great Compromise Unveiled – Thin Slide Face Off and Creative Sketching

Wednesday delved deeper into the Constitutional Convention, specifically exploring the argument over representation that led to the Great Compromise. The day commenced with the Thin Slide Face Off, a captivating version of a Thin Slide created by Justin Unruh. Students partnered up and shared slides, comparing information about the number of representatives each state had in the House of Representatives and the Senate. This exercise unearthed a common challenge—students’ varied understanding of the distinctions between state, national, and local government levels. Recognizing this, adjustments were made to provide links for students to access the required information easily. The subsequent step involved students comparing information with their partners, identifying similarities and differences between states. The exercise culminated in a lively sharing of findings on whiteboards, offering a visual representation of the variations in House of Representatives and Senate numbers. This interactive session sparked insightful questions about the rationale behind different representation structures, laying the groundwork for the day’s exploration. Following this, a Sketch and Tell activity centered on the Virginia Plan unfolded. Students read about the plan and translated their understanding into visual representations using Google shapes. The Sketch and Tell component prompted students to answer key questions about the Virginia Plan, encapsulating the branches of government it proposed, the number of houses of Congress it advocated for, and the representation of states in that Congress. This creative exercise aimed to bridge the gap between abstract ideas and concrete comprehension for the students. A realization dawned during the lesson—students grappled with the concept of branches of government, a topic typically introduced in elementary school. Sensing a gap in foundational knowledge, a decision was made to prepare a brief presentation on the branches of government to ensure clarity for the students. The day concluded with a quiz that expanded on the previous day’s questions, fostering consolidation of knowledge.

Thursday: Navigating Historical Minds – Frayer Modeling and Empathy Maps

Thursday sustained the exploration of the Great Compromise, building on the Thin Slide Face Off findings and the insights gained from the previous day’s activities. Students completed the Sketch and Tell activity initiated on Wednesday, focusing on the representation proposed by the Virginia Plan. Acknowledging the persistent challenge in understanding the branches of government, a hastily assembled presentation addressed this foundational concept, providing students with a clearer understanding. With a renewed grasp of this crucial aspect, students delved into a deeper exploration of historical figures present at the Constitutional Convention. The day featured a Frayer activity dedicated to a historical person involved in the convention. Utilizing AI-generated information, a list of the ten most recognized figures from the Constitutional Convention, along with details about their state, accomplishments, and potential sentiments toward the Great Compromise, was compiled. Students engaged in Frayer modeling, encapsulating the name of the delegate, their state of origin, whether they represented a large or small state, notable accomplishments, and a GIF representing the delegate’s potential feelings toward the compromise. Following the completion of the Frayer activity, students embarked on an empathy map exercise, delving into the thoughts, feelings, and perspectives of the historical figure regarding the Great Compromise. This strategic approach encouraged students to delve into the minds of convention delegates, fostering a nuanced understanding of their positions. The day concluded with the customary Curious quiz, wrapping up a week of layered exploration and engagement.

Friday: Shifting Focus to Slavery and the Constitution – Keyword Predictions and CyberSandwich

Friday shifted the focus to a new facet—Slavery and the Constitution. The day’s guiding question probed into the impact of slavery on the writing of the Constitution. The class commenced with the Key Word Predictor strategy, a dynamic tool for encouraging predictive thinking before delving into textual content. The central term, “slavery,” was placed at the heart of the predictor, surrounded by keywords such as “3/5,” “1808,” “representation,” and “House of Representatives.” These terms were strategically chosen based on their relevance to the text students were about to explore. Students were prompted to draw lines connecting “slavery” with each surrounding keyword, making predictions about the connections between these elements. This strategic exercise set the stage for the subsequent exploration of three compromises over slavery at the Constitutional Convention. A CyberSandwich unfolded, requiring students to read about these compromises and their effects, all while keeping their keyword predictions in mind. The reading session lasted 10 to 12 minutes, followed by a partner discussion to fill in any gaps in understanding. To add a layer of creativity, instead of a traditional summary, students were tasked with a unique challenge—Claude AI was employed to generate a bland paragraph about the impact of slavery on the writing of the Constitution. The paragraph lacked detail and context intentionally, serving as a blank canvas for students to enhance with the information they had gathered. This approach facilitated a natural differentiation, with students choosing various levels of intervention, from rewriting the entire paragraph to making minor tweaks. The class concluded with the customary quiz, now expanded to include questions about the 3/5 compromise. Impressively, all classes exhibited mastery levels ranging from 80% to 100%, reflecting a solid understanding of the week’s complex topics and fostering a sense of accomplishment among the students.