Minor-Jones Strategies Chart Updated

Strategies Chart (A.
Lucas) Draft - not for reprint

Strategies Chart
# Strategy Description of Strategy Example Explanation of Strategy Notes (the good & the bad,
Observed reaction of students)
Arty Projects
1 Award This can be a simple way to Possibly give student an N/A N/A
have students determine who important character in
might have made the greatest history and have them
impact on a historical event or research this character and
societal problem. honor them with an award
that best suits their impact.
2 Artifact Box While it is not always easy to Students can come up with Done in Social Studies Good experience; provided
get a hand on actually examples of what Queen Methods as a intro activity. several talking points to
artifacts, it is helpful for Elizabeth holds in her To help students get to know help start conversation in
students to search for images handbag. From this, they can each other. the start of the semester.
or objects to represent engage in a discussion of how
artifacts that represent a time this differs or is similar to a
period or person. non-royal. What does it say
about her position or the
government?
3 Bumper Sticker A quick summation of a Students can design a N/A N/A
person, event, or concept. bumper sticker for a cause
they feel connected to. For
example, if they think
vegetarianism is important,
what quick phrase or drawing
can display that.
4 Comic Strip Not everyone is an artist, so Students can design a N/A N/A
students can use online six-panel comic on what it
programs that help design the means to be a Spartan in
comic strip. It is even better, Ancient Greece.
however, when they design
their own.
5 Dioramas An old favorite of years past. Teachers can work with N/A N/A
Many of us can remember computer teachers for
creating dioramas of log instruction on how to design
cabins, battle fields, etc. It is a a scene. One example is for
fun activity but takes time and students to reconstruct an
supplies to recreate a 3D scene. Inca village.
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Strategies Chart (A. Lucas) Draft - not for reprint
An alternative is to create one
on the computer.
5 Graffiti One does not want to Students can pretend they are N/A N/A
encourage students to engage Romans of different classes
in graffiti, but it can be an and comment on the rule of
interesting way for students to Emperor Nero.
boil down an idea of a time.
This could work well as a
review activity. A teacher can
cover the walls of a classroom
with butcher block paper and
have students create
statements or drawings based
on a historical time period or
event. Clear rules about what
can be put up, should be
established.
6 Mural Students create a mural of N/A N/A N/A
their notes or for the EQ;
mural should touch on all
concepts and important details
gather from notes or taught
during a lesson or unit
7 Storybook Students compile their Students could example the N/A N/A
notes in the form of a American Revolution vie
narrative story; useful story book.
when notes are taught in a
process or chronological
order matters.
8 Trading Cards Similar to old-fashioned Create trading cards on N/A N/A
baseball cards, trading cards economic theories such as
provide an image and a Laissez Faire Capitalism,
description, and perhaps some Market Socialism, Keynesian
stats. Economics, etc.
Discussion Strategies
9 Debate Students argue about (a Students argue if the voting I did a debate in my ELA class The class did good, though I
subject), especially in a age should be moved to 16 internship. Students debated did not have much time.
formal manner; students from 18. Have students argue the necessity of Affirmative This was a “warm-up” that
both sides, then come up Action. should have been a lesson
could argue both sides; The
with a solution. or activity. This could be the
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class is divided into two only activity students do, it
sides each side has a takes up time.
limited amount of time to
speak; potentially
formulate a solution.

10 Deliberation Students deliberate and Student read in literacy Whole class discussion of This deliberation had
examining the reasons for circles of 4-5, then when Long Way Down, discussing learning targets that
and against a choice or they have all finished their interpretations while using students were able to meet.
books, have a class textual evidence and agreeing They enjoyed expressing
matter; students will use
deliberation discussing the and disagreeing. their opinions!
careful consideration and similarities and differences.
in evidence for their
thinking; mature
reflection.
11 Fishbowl Fishbowl conversation are Have students read articles This was done years ago in N/A
used when discussing with opposing viewpoints, high school while I was an
topics. Students seated separate students by article participant but I have not
read and have one group seen it since.
inside the “fishbowl”
discuss while other takes
participate in discussion by notes. Switch off mid way
asking questions and through.
sharing their opinions.
Students on the outside
listen carefully to the ideas
presented and take notes.
Students take turns in these
roles.
12 Four Corners Students to show their Teacher can give students This was done years ago in N/A
position on a specific “controversial” statement middle and high school while
statement by standing in a like, “People need college I was an participant but I
degree to be successful.” have not seen it since.
particular corner of the
Each corner would be:
classroom; elicits the strongly agree, agree,
participation of all students disagree, or strongly
by requiring everyone to disagree.
take a position.
13 Issues Values Ask students to write their Teacher can give students N/A N/A
Continuum name on a post-it note, “controversial” statement
like, “People need college
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pose a question or degree to be successful.”
statement for students to Have a masking tape
consider then place their continuum that has agree,
undecided, or disagree and
name on a makeshift
have students place a sticky
continuum that best note with their name on the
represents their opinion. continuum. After, hold a
Ask students from various mini class discussion, then
parts of the continuum to have students replace their
justify their placement. sticky notes again.
After the discussion give
students the opportunity to
reposition their names if
they have changed their
opinion as a result of the
discussion.
14 Mix & Mingle Students actively engage N/A N/A N/A
with new content by
moving around the
classroom and asking and
answering questions; after,
there is a class review and
reflection.
15 Panel Discussion A selected group of N/A N/A N/A
students act as a panel, and
the remaining class is the
audience. The panel
informally discusses
selected topics; their
discussion is summarizes
and opens discussion to the
audience.
16 Provocative, This is a useful technique to N/A N/A
startling, or introduce a theme or topic.
upsetting
statements
17 Snowball Begin a discussion with pairs, This could be a getting to N/A N/A
move to fours, then eights, etc. know you activity. finding
4
one other person that you
have something in common
with. Then the pair finds
another pair that all four
share something in common
and so on.
18 Socratic Seminar Students read a text and have a N/A N/A N/A
discussion with a facilitator
based on the text.
19 Take a Stand Students share their opinions N/A
by lining up along a
continuum based on their
position on an issue.
20 Walk and Talk This might be difficult to pull Students can discuss who In Social Studies methods I enjoyed it, however not all
off, but pair students up and they think is the most class, my professor had has of my classmates came back
have them hold a quiet important historical figure of walk in talk about one of the in the allotted time given. I
two-person conversation the decade. readings we did for also would not do this
while they walk. homework. We were to walk strategy with middle school
down the hallway and then students, or at least not let
back to class. them pick their partners.
Graphic Organizers
21 Cause and Effect By having students map out Students can consider and N/A N/A
Map causes and effects, it analyze how moving the US
emphasizes critical thinking. It embassy to Jerusalem will
can be done as a chain, a chart impact various people.
with columns, or a T-chart.
22 Decision-Makin This can be done many Students can make a N/A N/A
g Tree different ways, but it decision-making tree on a
encourages students to think controversial issue in the
of causes and effects and news, such as providing
consequences of actions. universal healthcare.
23 Description Description charts can be done N/A N/A N/A
Charts as clusters, bubbles, webs,
trees with branches, and
leaves.
24 Double-Bubble This is essentially a Venn Students can draw N/A N/A
Map diagram, but students might double-bubble maps on the
enjoy looking or creating it similarities and differences
more. between forms of
government, such as a
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republic and a constitutional
monarchy.
25 Flow Map A flow map is a mix of a flow A typical flow map is the N/A N/A
chart and a map, which show triangular trade system.
movement.
26 Hierarchy Chart This can be displayed as a A pyramid is often used to N/A N/A
pyramid, stacking boxes, show the class structure in
ladder. medieval Japan.
27 Sequence or Timelines are often associated Students can make a timeline N/A N/A
chronology with dates, but it does not of the Neolithic Era and draw
necessarily need to focus on symbols associated with
that. A timeline, flow chart, or various developments.
fish bone can be utilized to
provide a visual of chronology
or a sequence of events.
“News Reporting”/Newspaper
28 Classified Ads Students can try searching Students can write a N/A N/A
online or make-up their own help-wanted ad aimed at
ads based on a historical young women to work in the
period. Lowell mills during the
Industrial Revolution.

29 Good News/Bad This technique can be used as a Columbus’ “discovery” of the N/A N/A
News way to explore different Americas – two perspectives.
perspectives of an event or
possible negative ramification
from a positive event.

30 Interviews Students can pretend to be a A student can pretend to be a N/A N/A
journalist and come up with journalist assigned to
interview questions from a interview Nelson Mandela
historical or contemporary after he became president of
figure. This would be an ideal South Africa.
time to have students design
higher-level questions. This
can also be a two-part
assignment where students
can also pretend to be the
figure and answer the
questions from another.
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31 Nightly Newscast An old favorite! Students can Students can investigate the N/A N/A
present information about an effects of a natural disaster
event in history, political somewhere in the world. As
event, environmental issues, part of their reporting, they
etc. should consider the impact
on people and what is needed
to rebuild.
32 Person of the Time Magazine puts out a For a unit on Russia, students N/A N/A
Year Person of the Year to can propose a “Russian of the
acknowledge the person that 20th Century.” Students can
has made the biggest impact in be given a list of names of
that year. Student can do the major figures of 20th century
same thing with so many in Russia and encourage
different topics. They can students to pick different
pretend to be a journalist and figures.
put in a proposal for their
selection of Person of the Year
either for the current year or
for a time in history. They will
need to convince their editor
why their choice should be
selected.
33 Public Service This is a technique that can be Students can create N/A N/A
Announcement used to summarize announcements of the events
information or announce a happening at Dunkirk during
major event. WWII.
34 Special Report This is a tried and true strategy Students can create a news N/A N/A
where students write and/or bulletin on the death of Qin
present a special bulletin on a Shi Huan, the first emperor
breaking news event. A Special of China. In the bulletin, they
Report is typically more can describe his
in-depth than a Public Service accomplishments and his
Announcement. terracotta army that is buried
with him.
Performance/Drama
35 Character If you are into drama, it is fun Students can dress up as their N/A N/A
Interpretation when a teacher dresses up. If favorite historical figure and
that is not your thing, have tell the class why they chose
students dress up and pretend the person.
to be a historical character.
You will probably have more
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success in middle school than
high school.
36 Commercial This is an old standard where Students can create a N/A N/A
students write and act out a 30 commercial encouraging
second commercial to “sell” people to buy land claims in
an idea or product. the Yukon Territory.

37 Hot Seat Hot seat is best used as a Students can each be N/A N/A
review or an assessment. assigned one of the Big Three
Students rotate being in the from the Yalta Conference of
“hot seat” and take on the 1945.
persona of someone that they
have studied.
38 Monologue A monologue is a speech by Students can write and N/A N/A
one actor in a production. perform a monologue based
on the perspective of an
immigrant from China who
helped construct the railway
on Gold Mountain.
39 Play Students can write short plays Rather than write a play from N/A N/A
to summarize a historical an explorer’s point of view,
event. Alternatively, they can have students write the play
write a play that imagines how from the people the explorers
people responded to an event. met. For example, Magellan
This is particularly good for in the Philippines.
voices that are often not heard.
40 Reader’s Theatre Students can read a script that Students can write a script I had students do readers Student were voluntarily
has already been written or based on the life of Clara theater with the book asking to read a part for
write their own on a social Barton. Monster in Juvenile Justice. class; I’m concerned that
studies concept, person, or they might not have
event. retained the information
read.
41 Role Play Students can pretend to be Students can role play Last year, I had students Student for the most part
different historical or different figures from the recreate different scene from enjoyed the activity, some
contemporary figures. Have Napoleonic Wars. the story of Julius Caesar students did not enjoy
students research their figure, after researching the event recreating the scene via
write, and perform a skit based and analyzing the source. acting out.
on that person. It can be
performed in class or filmed.
Poetry
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42 Bio Poems Bio poems are often written by There are endless examples, N/A N/A
the author, but they can be but this activity is good for a
adapted to a historical or figure that often does not get
political figure. There are first billing – Sacagawea, for
many ways to set it up, but a example.
common one is: Line 1: first
name, Line 2: four descriptive
traits, Line 3: Sibling of..., Line
4: Lover of ..(people, ideas),
Line 5: Who feels..., Line 6:
Who needs..., Line 7: Who
gives..., Line 8: Who fears ...,
Line 9: Who would like to
see...m Line 10: Resident of ....,
Line 11: Last name
43 “I am” Poems “I am” poems are a great way Write a poem following N/A N/A
to summarize information reading accounts from slaves
about a person or event. in the American south.
Students can try to get into the
shoes of what a person was
thinking or feeling. There are
many different formats, but
one is: I am__, I wonder__, I
want__, I worry__, I
am___, I understand__, I
say__, I dream__, I am__.
44 “If I were...” Similar to “I am” poems, these For a contemporary example, N/A N/A
poems can be as simple or students can write from the
complex as you choose. Some perspective of the Secretary
teachers might provide General of the UN – António
students with a handout that Guterres and a specific crisis.
has questions, such as “If I
were President, I would..., I
would outlaw..., I would ask
Congress to ..., etc. This type of
poem can be used for a
historical figure, but it does
have the problem of hindsight.
It can, however, be powerful as
a contemporary example.
9
45 Couplet Couplets are poems that Students can write short N/A N/A
typically consist of two lines poems on the Works Progress
that rhyme and have the same Administration and display
metre. It can be opened (a them around the room.
runon) or closed (formal).
46 Haiku Haikus are Japanese poems Students can create a Haiku N/A N/A
with 17 syllables. It typically of factory workers in the
has three lines of Lower East Side during the
five-seven-five. Industrial Revolution.
47 Limerick A Limerick is a five-line poem Students can write a Limerick N/A N/A
with a strict rhyme scheme. based on events during the
For example, AABBA. Alamo from a variety of
perspectives.
48 Quatrain A quatrain is a poem that has a N/A N/A
stanza of four-lines.
49 Poem for Two Poem for Two Voices is a Students can write a N/A N/A
Voices wonderful way for students to two-voice poem of The Siege
consider different perspectives of Jerusalem (1099) during
of an event. It can be used to the First Crusade. Students
acknowledge what someone can read the later accounts of
was feeling on two different Ibn al-Athir and Fulcher of
sides of a war or battle. It can Chartres to gain different
also be used to show two perspectives of the same
different views of the same event.
event.
Speech/Public Speaking
50 Eulogy Although a bit morbid, Students can give eulogies on N/A N/A
eulogies are great ways to the death of the Qing Dynasty
provide background
information in a speech
format. It can be done on a
person, movement, or political
power. Eulogies are generally
about accomplishments, but
they can mention (in a gentle
manner) critiques.
51 Speech Many social studies teachers Students can pretend to be N/A N/A
require their students to Chiang Kai-shek or Mao
memorize portions of The Zedong and give a speech on
Gettysburg Address or I Have a their plans for the future of
Dream. Instead, have students China.
10
take on the role of a famous
historical figure and write a
speech. At election time,
students can also pretend to
run for president and have
them write and deliver a
speech outlining their plans.
Technology
52 Contextual A contextual timeline is a Using Prezi or Midu students N/A N/A
Timeline timeline that also provides can create a contextual
written explanations of the timeline of major events in
context of the event. the 20th century.
53 Face/Fake Book Use Fakebook to create a The possibilities are endless. I’ve seen FakeBook used in N/A
Facebook page on a historical Students can take on the my methods class as a
or contemporary figure. It is a persona of a figure, such as strategy to use in the class of
good way for a student to dig the Civil Rights leader Fred my concentration, I have not
into a biography of a famous Shuttlesworth. seen this strategy used
person. It is also a good idea to genuinely.
have them list contemporaries
as friends. Have them write
posts as a timeline of events.
54 Virtual Field Trip Many museums and historical Students can “visit” The N/A N/A
sites have websites that allow Tenement Museum to learn
students to “visit” without about life in the Lower East
actually traveling. Side.

55 Text Alert A text alert is similar to a Compose text alerts of the N/A N/A
public service announcement. Cuban Missile Crisis from the
It is essentially a sentence or point of view of the Russians
two that summarizes breaking and the U.S.
news. Students can also write
their text alerts from different
perspectives of the same event.
56 Tweets Students can make up a twitter Students can follow a local N/A N/A
account and pretend to be a election and ask questions of
historical figure commenting the candidates on Twitter
on an event. Students can also
follow candidates in local and
state elections to learn about
11
what they stand for. Students
can also follow the news
through Twitter.
Writing Strategies
57 Action Plan This is an effective strategy for Students can take on the N/A N/A
having students sort through roles of Jane Addams and
background information. An Eleanor Starr Gates and the
action plan lays out goals and a inception of Hull House. They
vision for what an can write about what their
organization or government vision for Hull House would
would like to do. be.
58 Advice Column Students can take on the role Queen Elizabeth I is N/A N/A
of a historical figure or a conflicted on how to engage
made-up figure from a with Spain and their armada.
particular time period. As the She writes in a question to
advice columnist, they can the local paper to ask the
answer made-up questions advice columnist for their
based on their knowledge of advice. As part of her
the person or the situation. question, she weighs the pros
and cons of military
engagement.
59 Bedtime Story Students in groups or To wrap up a unit on the War N/A N/A
individually can write a of 1812, students can write up
bedtime story based on a a bedtime story complete
person or event. with drawings. They can
come up with characters that
are in the midst of action.
They can cover what started
the war, major events, and
the burning of the White
House.
60 Book Review Ideally, social studies classes My Brother Sam is Dead is a N/A N/A
collaborate with English class classic book about the
so that the reading of a book American Revolution.
correlates to the time period
that they are studying in social
studies. After reading a book,
student take on the role of
reviewer. This is not the same
thing as a book report. Here
they are a critic. This would be
12
a good opportunity for
students to think about gaps in
the book, historical
inaccuracies, and/or whose
voices are not heard.
61 Case Study Students can write a case Students can take on In my Juvenile Justice class in I liked the activity and
study/scenario that describes a reforming the English legal the internship, my teacher students did too. I did not
situation or problem. The story system in the 17th century. provided students with case like the the case studies
itself can be made up, but it studies to decide if people are chosen were all boys and
should be based on historical born or made a delinquent. mostly black. It was not a
information. The diverse group.
case/scenario should include
the following background
information of the problem or
issue, an engaging story that
situates the problem or issue,
and opens up various positions
on the issue.
62 Course Syllabus Students can take on the role Student can pretend to be N/A N/A
of a historical figure and write Genghis Khan and write a
a syllabus based on their syllabus for a course on the
expertise. Art of War.
63 Cover Letter A different format of a job Winston Churchill writing for N/A N/A
application where the focus in the position of Prime
writing and “selling” one’s Minister to his party on how
accomplishments. This is a he would be qualified to lead
chance for a student to try to Great Britain even though he
get inside the head of a had some failures in WWI.
historical figure.
64 “Dear...” Students can write a letter to a Students can write a letter to N/A N/A
world leader and either ask Lord Chamberlain to ask
why they are doing something what he regrets most about
or offering advice. his actions during WWII.
65 Diary/Journal An old favorite. Have students Students can write a journal N/A N/A
take on the role of a historical based on a Supreme Court
figure or made-up a figure Justice and have them reflect
during a specific time period or on a decision.
event.
66 Epitaph Epitaphs force students to Write a statement on N/A N/A
consider what key element or Confucius’ grave marker
13
idea is associated with a
person, group, movement, etc.
67 Job Application This is a good strategy for A student can take on the role N/A N/A
providing background of Queen Hatshepsut and
information on a person. This write her qualifications for
can be done by filling out a job applying for the job of
application form. pharaoh.
68 Letter Writing Students can pretend they are Students can pretend they are While teaching affirmative The letters were complete
living through a certain event, emigrating from China and action, I had students write with thoughts being
and they write a letter home. have to stay at Angel Island me a persuasive letter either expressed but not a lot of
before they are allowed to for or against it. This way evidence was placed in the
enter the country. they were able to showcase letter. Could have been
what they learned as well as miscommunicated in my
practice the art of persuasion. end.
69 Mission A mission statement can be Students can write mission
Statement used a multitude of ways. It is statements from various
essentially having students economists to show different
summarize a figure’s plan of views of how the economy
action or overall idea should run.
70 Resume/CV This is an opportunity to Write a resume highlighting I created resumes for Some students had never
summarize a person’s life, the rise of the Bolsheviks. students to look at while seen a resume before, so I
organization or the teaching affirmative action. had to teach them how to
development of a movement. They were to review the read one.
resumes and then choose the
candidate that best fits for Next time, I could have
their “company”. student actually write
resumes out of different
important people
throughout history.
71 Critique/Review Instead of having students Students can pretend they N/A N/A
memorize famous speeches or were in the audience during
read letters, have them provide the Gettysburg Address. They
a review of it instead. are tasked with providing a
review of the most salient
points that Lincoln made and
what they think of the
speech.

72 Word Bank Provide students with a group To begin a unit on the Civil While teaching witness This was very successful,
of vocabulary words and have War, students can be given a credibility, I had student fill turning a mini lesson into a
them write a “historical” story list of 10-15 words, such as out their note sheet first as a quick review!
14
using the words. They need to Grant, carpetbaggers, Shiloh, pre-assessment. There was a
try and figure them out. This is etc. and write a story using wordbank for student to use
a fun way to begin a new topic the words. to fill the blanks in on the
and makes students pay sheet.
attention more when they
learn what the words mean.
73 Writing Students can write questions Students can write to Harriet N/A N/A
questions for an to a historical figure about Tubman about the process of
Advice Column general information or about a escaping to the north.
particular situation or event.

Miscellaneous
74 Café Assign students to a number of Students can take on a variety N/A N/A
Conversation different people in history or of roles to discuss whether
in contemporary society who they should rebel against
have different viewpoints on a England in the 1770s (for
specific issue. Students should example, a patriot, loyalist,
create a short biography of slave, indentured servant,
their person and research their etc.)
perspectives on the issue. Once
students are prepared, have
them discuss in a “café”
setting. This can be done as a
fishbowl.
75 Contract This can be implemented Students can pretend that This was done in my ELA Students seemed engaged
many different ways. It can be they have been left in a classroom during the first while creating it, but the
used as a part of a history, different ecological week of school. The teacher contract was never
economics, geography, civics, environment (desert, had her non-negotiable rules, implemented.
etc. class. Basically, it involves rainforest, tundra, etc.) and then students were able to
students drawing up a set of need to develop in groups a add some in.
rules to live by or co-exist. contract to live by. They need
to consider not only
government, currency, jobs,
but how they will coexist with
the environment.
76 Cooperative Pass out cards with different Students can review the steps N/A N/A
Line-up events and have students leading up to the American
stand-up and get into Revolution.
chronological order based on
their cards. Allow for
discussion about the order of
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events. It could be used as a
review.
77 Jeopardy This is mostly used as a review Categories could be wars, N/A N/A
strategy before a quiz or test. important people, important
Have students ask question events, government, civics,
based on category. and fun facts. Teacher could
add to these categories as the
school year progresses.
78 Recreate the This is an extra detail that Reorganize the classroom to N/A N/A
Learning helps creates the atmosphere look like the Senate.
Environment of a simulation.
79 Simulation Students do research and Students can be assigned
recreate an event or situation. countries and represent them
in the UN General Assembly.

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