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[pic]Name of Thinking Device: Setting Priorities

This aligns to what content or grade? US history or Utah Studies

(Westward movement)

Steps to use Device:

1. Bring a backpack and set it where students can see it. Give student a small piece of paper on which to write.

2. Prompt: There is a situation going on in our city and you must very quickly leave your home and move to a new location. You have 30 minutes to pack and leave. You will not be returning to this home, but you will be able to take whatever cash you have in the bank if you can get packed and to the bank before your 30 minutes are up. You are not sure where you’ll be going or what kinds of businesses, if any, will be available.

You will not have a vehicle to relocate, so all you can take is what you can carry in a backpack of this size.

You have 7 minutes to decide what you will take. Please think about what you’ll bring and make a list.

Can you get to your bank and back home in 30 minutes? If so, how much cash would you be able to get in this amount of time?

What items would you pack in your backpack? Why?

[pic] Name of Thinking Device: Shirtless Dancing Guy

This aligns to what content or grade? 8th grade US History

(Leadership)

Steps to use Device:

1. Show You Tube clip: Shirtless Dancing Guy:



2. Choose an event in US history and tell who you think best demonstrates this principle. Who is the leader and who the first follower might be (the lone nut). Be prepared to back up your answer.

3. Students can either think individually and write their answer on a piece of paper or you can have them think and then share with a partner.

Name of Thinking Device: Where is Matt??

[pic]

This aligns to which content or grade? Geography for Life

(End of year or end of unit activity. This could be used when finished learning about a specific continent or after several or all have been studied.)

Steps to use Device:

1. Show You Tube video clip:

watch?v=zlfKdbWwruY

2. Hand out small matrix (see below) to students.

Prompt: This video clip shows some great shots of Matt all over the world. If you were to put together a short video of this type, (a) what three cities/countries would you go to, (b) what location in each city/country would you film, (c) who would you get to dance with you? (children, adults, students, other). For each city/country please tell why this was chosen.

|City or country |Location |Who will dance with you? |

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Name of Thinking Device: Back to the Future, part 1

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This aligns to which content or grade? US History 1

13 colonies, beginning of unit

Steps to use Device:

1. Hand out the text from the Colonial Williamsburg bridge, “going BACK in time.”

2. Give a short background on going back in time. Have students visualize the different issues as teacher reads them.

3. When you get back to 1776, ask students to think (silently, no talking) for one minute about the prompt and then they will have three minutes to write:

Prompt: As we walked back in time, we saw that in various eras of history, people tolerated things they might not tolerate today. Which of the list do you find most difficult to live with? Why? Which would be the easiest for you to accept? Why?

Notes, link or video clip used, props, questions I might ask, etc:

Name of Thinking Device:

Add in an icon that will help you find the card you are looking for quickly.

This aligns to what content or grade?

To which particular content?

Steps to use device:

Notes, links, prompt, materials, etc. used goes here:

Name of Thinking Device: Back to the Future, part 2

[pic]

This aligns to what content or grade? US History

13 colonies (end of unit)

Steps to use device:

1. Hand out the text from the Colonial Williamsburg bridge, “coming back to the 21st century.”

2. Give a short background on coming back to today. Have students visualize the different events as teacher reads them.

3. When you get back to 21st century, ask students to think (silently, no talking) for one minute about the prompt and then they will have three minutes to write:

Prompt: Over time, numerous events in history have made our lives better. In many walks of life, everyday Americans have done things that have been momentous. Take one minute to think and then 3 minutes to write about something you think you might be able to do to help someone—or many people. Write why you feel strongly about this issue or why you feel you are the one that could do something about it. This can be something you could do in the next few years, or something it might take a while for you to accomplish.

Name of Thinking Device: Post hoc ergo propter hoc: Don’t assume that because one thing follows another . . .

[pic]

This aligns to what content or grade? Secondary history (video clip would not be appropriate for elementary)

To which particular content? Cause/effect determination

This can be used to understand cause/effect with specific events in history or to understand the concept of cause and effect.

Cause and effect: presents and describes events and actions and gives reasons and/or consequences for these. Shows how facts, events or concepts happen or come into being because of other facts, events or concepts.

To help students understand cause/effect:

1. Teach signal words that show cause and effect: since, so that, then, nevertheless, because, for this reason, if . . . then, therefore, consequently, this led to, as a result, so, due to, thus.

2. Teach students how to look for the different kinds of cause/effect relationships:

a. States cause/effect relationship: the relationship is stated clearly.

b. Unstated cause/effect relationships: students must be taught how to “read between the lines.”

c. Reciprocal cause/effect relationships: effects may be aprt of a chain. In this kind of structure, one effect goes on to cause a second effect, which may then cause a third effects, etc.

Steps to use device:

1. Give background to however this will be used.

2. Show clip:

3. “After it, therefore, because of it” - don't simply assume that because one thing follows another, the first thing caused the second thing to happen.

Back of cause/effect thinking device:

Here are some websites that give graphic organizers that will help students become proficient on this skill:

Go to: literacy content/text/cause.htm

Helping Adolescents Understand Cause/Effect Text Structure in Social Studies

This article explains a system for reading social studies texts called the Q networking strategy mapping.

maine207.k12.il.us/departments/351/helping.pdf

Holt Interactive Graphic Organizers

Free downloadable graphic organizers within eight different categories, including cause and effect. Each graphic organizer also includes teaching notes with accompanying lessons and tips for using graphic organizers in the classroom.

my.nsmedia/intgos/html/igo.htm

Seeing Reason: Mindful Mapping of Cause and Effect

Free online mapping tool that helps students map relationships and construct models of their understanding. www97.scripts-seeingreason/index.asp

Cause and Effect Diagram (Fishbone Diagram)

This site gives a blank fishbone diagram and an example of a filled out diagram.

tqmtools/cause.html

WHAT IF? Directions: Think of the outcome of a historical event we have just read about. Briefly describe the outcome.

Now, think about a different ending to the event. Complete the sentence with the new ending: What if _____________________________________ happened?

In the chart, list the actual results of the outcome, as well as what would be different than what actually happened:

|Actual result |“What if” result |

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Name of Thinking Device: “The Road Not Taken”: Individualism/Non-conformism in history.

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This aligns to what content or grade? Elementary/secondary history

To which particular content? Events in history, making decisions,

Steps to use device:

Have students follow along as Frost’s poem is read:

TWO roads diverged in a yellow wood, and sorry I could not travel both

And be one traveler, long I stood and looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, just as fair, and having perhaps the better claim,

Because it was grassy and wanted wear; though as for that the passing there

Had worn them really about the same,

And both that morning equally lay in leaves no step had trodden black.

Oh, I kept the first for another day! Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh somewhere ages and ages hence:

Two roads diverged in a wood, and I—I took the one less traveled by,

And that has made all the difference.

Prompt:

• According to the literal interpretation, the poem is a reference to individualism and non-conformism. Think of an event or person in history that illustrates the idea this poem expresses. In two minutes, talk with your partner about your example and describe why it is valid.

• The ironic interpretation, is that the poem is instead about regret and, rationalizing our decisions. (I took the one less traveled by, And that has made all the difference). Talk with your partner about this interpretation relating it to the person or event you chose. Does this relate to the situation you chose? Which interpretation better describes your event/person?

• How does the sigh, widely interpreted as a sigh of regret, fit in your example?

Name of Thinking Device: Isaac and Ishmael: Terrorism in the 21st Century

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This aligns to what content or grade? 11th grade US history

To which particular content? Terrorism

Steps to use device:

1. This particular thinking device would be done at the beginning of the standard on terrorism. This video clip comes from the West Wing and was the episode directly following 9/11. Students are taking a tour of the White House and there is a breach of security requiring a lock down, so members of the West Wing staff come down to talk with the students. This short clip sets the stage for a discussion on terrorism (specifically Middle-East related. The last line on the video clip: “They’re not frustrated by the failure.” “No.” “What do you call a society that has to just live every day with the idea that the pizza place they’re eating in could just blow up without any warning?” “ Israel.”)

Note: The whole episode “Isaac and Ishmael” gives a background to the origins of the problems in the Middle East and might help students understand the current situation.

2. Show clip:

Prompt:

Why do you think terrorist continue to commit unthinkable acts if, as the clip describes, they continue to fail in their goals? Discuss with a partner.

Name of Thinking Device: West Wing “The Supremes”

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This relates to what content or grade?

12th grade Government/Civics

Supreme Court nominee

Steps to use Device:

1. Background on video clip: From the West Wing: A Supreme Court justice has died and the White House is looking for a nominee. In full view of reporters, they interview Evelyn Baker Lange (Glenn Close), who is extremely liberal, hoping to scare the conservatives in Congress into confirming a more conservative choice of the President. During the interview, the two White House aides, find they like her and consider really submitting her name.

2. Show video clip up to minute 3:27:

3. In the spring of 2010, we confirmed a new Supreme Court justice. Should the private life (in this case, a legal abortion) of a nominee to the Supreme Court be taken into consideration when going through the confirmation process?

3. Have students discuss the question in groups of three, then share two or three opinions with the class.

Name of Thinking Device: Some of the Least Likely People Can Be Good Teachers: Wayne and Garth at the Alice Cooper Concert

[pic]

This aligns to what content or grade? Education/beginning of school year or pre-service teachers class.

Steps to use device:

1. Play clip:

2. Generate discussion about the qualities of a good teacher. Might be someone who is the least likely candidate.

Name of Thinking Device: Spies Like Us: Creative Cheating/Test Taking Skills

[pic]

This aligns to what content or grade? Education/Assessment

Steps to use device:

1. Just to get you in the mood to talk about assessment:

2. Show video clip:

[Begin at 1:45 and just go to 4:40]

Nothing else really needs to be done, just a fun way to introduce a topic for discussion.

Name of Thinking Device: Reporter in Iraq: Treating All Students the Same

[pic]

This aligns to what content or grade? Education/Assessment

Steps to use device:

1. Show video clip:

2. This is just a quick little lead in to treating all students the same. Fair and equal are not necessarily the same. Treating all students equally is not fair. We need to give them what they each need,

Name of Thinking Device: Monty Python: Don’t Let Him Leave the Room Until I Return: Teaching Middle Schoolers.

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This aligns to what content or grade? Education/giving clear directions

Steps to use device:

1. Although this is an exaggeration, it illustrates why our directions have to be completely clear when we give them.

2. Show video clip:

3. This is just an introduction into a topic for discussion.

[pic]

Name of Thinking Device: We Didn’t Start the Fire!

This relates to what content or grade?

11th grade US History

Basic knowledge and interpretation of events

Steps to use Device:

1. Hand out lyrics to Billy Joel’s We Didn’t Start the Fire.

2. Show You Tube clip:

3. Prompt: In one or two sentences only and without using the words “We Didn’t Start the Fire”, please interpret the clip you just saw as it relates to US History. What do YOU think the message is?

Back side of We Didn’t Start the Fire

Harry Truman, Doris Day, Red China, Johnnie Ray, South Pacific, Walter Winchell, Joe DiMaggio, Joe McCarthy, Richard Nixon, Studebaker, television, North Korea, South Korea, Marilyn Monroe, Rosenbergs, H-Bomb, Sugar Ray, Panmunjom, Brando, "The King and I", and "The Catcher in the Rye", Eisenhower, vaccine, England's got a new queen,  Marciano, Liberace, Santayana goodbye

CHORUS

We didn't start the fire, It was always burning, Since the world's been turning

We didn't start the fire, No we didn't light it, But we tried to fight it

Josef Stalin, Malenkov, Nasser and Prokofiev, Rockefeller, Campanella, Communist Bloc, Roy Cohn, Juan Peron, Toscanini, dacron, Dien Bien Phu and "Rock Around the Clock" , Einstein, James Dean, Brooklyn's got a winning team, Davy Crockett, "Peter Pan", Elvis Presley, Disneyland, Bardot, Budapest, Alabama, Khrushchev, Princess Grace, "Peyton Place", trouble in the Suez 

CHORUS

Little Rock, Pasternak, Mickey Mantle, Kerouac, Sputnik, Chou En-Lai, "Bridge on the River Kwai", Lebanon, Charles de Gaulle, California baseball, Starkweather, homicide, children of thalidomide, Buddy Holly, "Ben-Hur", space monkey, Mafia, hula hoops, Castro, Edsel is a no go, U2, Syngman Rhee, payola and Kennedy, Chubby Checker, "Psycho", Belgians in the Congo 

CHORUS

Hemingway, Eichmann, "Stranger in a Strange Land" 

Dylan, Berlin, Bay of Pigs Invasion, "Lawrence of Arabia", British Beatlemania, Ole Miss, John Glenn, Liston beats Patterson, Pope Paul, Malcolm X, British politician sex, JFK, blown away, what else do I have to say

CHORUS

Birth control, Ho Chi Minh, Richard Nixon, back again, Moonshot, Woodstock, Watergate, punk rock,  Begin, Reagan, Palestine, terror on the airline, Ayatollolah's in Iran, Russians in Afghanistan, "Wheel of Fortune" , Sally Ride, heavy metal, suicide, Foreign debts, homeless vets, AIDS, Crack, Bernie Goetz 

Hypodermics on the shore, China's under martial law, Rock and Roller Cola Wars, I can't take it anymore

CHORUS

We didn't start the fire, But when we are gone, Will it still burn on, and on, and on, and on...

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