Hooking

Students into

History with

Higher Order

ThinkingPoinciana High School

Why Questioning?

Guide Instruction

Challenge Students

Activate Learning

Activating Strategy

On Your Notecard

Side One: Define Higher Order Thinking

Side Two: Higher order thinking in a

classroom is like a __________________. (try

to include a visual).

For example, People on a Rollercoaster

because…

Higher Order

Webb’s Depth of Knowledge

Blooms Taxonomy

Level of Complexity

Multiple Choice ?s

What level are these questions?

How do you know?

Creating HOT Questions

Determine What You Want Students to

Know

Select the depth with which students

need to know the material

Question Stem + What you want students

to know = Question

For example

How can you evaluate the impact of the

signing of the emancipation proclamation

had on the estates of southern slave

owners?

Vs

What is the emancipation proclamation?

Deconstruct Benchmarks

Look at what the benchmark is asking

students to know and be able to do

Align instruction with the depth of that

benchmark

Test Item Specifications as one resource

Creating your own HOT ?s

Work with content area PLC

Use a few upcoming standards

Create two to three HOT ?s for each

standard

When in the lesson would you use the HOT

– Why?

Activities For Activating Higher

Order Thinking

Agree/Disagree Statements

Analyze a set of statements to determine

if they are fact/fiction.

Analyze a set of statements and

determine if you agree/disagree.

Anticipation Guide: Japanese Internment

1. There were no American citizens of Japanese descent living in the United States when Pearl Harbor was attacked.

Agree

Disagree

My thoughts: How can I find out:

2. The President of the United States issued an order that all people who had ancestors from Japan were to leave their homes with only a few belongings.

Agree

Disagree

My thoughts: How can I find out:

3. Japanese planes bombed the naval base at Pearl Harbor on December 7, 1941.

Agree

Disagree

My thoughts: How can I find out:

4. The United States did not declare war on Japan.

Agree

Disagree

My thoughts: How can I find out:

5. The American citizens of Japanese ancestry were spying and had to be imprisoned to protect U.S. interests.Agree

Disagree

My thoughts: How can I find out:

6. The internment camps were located in the eastern states.Agree

Disagree

My thoughts: How can I find out:

Discussion Starters

Ask a question about the days topic that

allows students to relate to their own lives.

This engages students right away into the

topic of study.

Did the benefits of

industrialization outweigh the

costs? Think about the inventions or innovations that have

occurred in your lifetime. Make a simple sketch of the invention or innovation you think has most affected your life. In one to two sentences, explain how it has affected you.

Explain to students that just like modern innovations have influenced student’s lives, the inventions of the late 1800s had a dramatic impact on the lives of Americans. In particular, inventions such as the assembly line, electric power, and the telephone spurred rapid industrialization. In this lesson we will examine the rise of industry in the United States and evaluate whether its benefits outweighed its costs.

How did World War II change

the United States? Think about the events in your life that have

shaped the person you are today. Choose one event you think has had the most impact on your life.

On a separate sheet of paper, make a simple sketch of the event you chose. Then write a short paragraph explaining how that event affected you.

Of all the events of the 20th century, few have shaped the United States as significantly as World War II. In fact, many historians believe that World War II is the single most influential event of the entire 20th century.

Picture This! (Predictive Response)

Looking at the picture on the next slide,

imagine you are the man walking on the train

tracks. Answer the following questions:

What is your name?

What is the date/time?

Where are you?

Why are you there?

How are you feeling/thinking?

HINT: There is no right or wrong, just your answers!

• What is your name?

• What is the date/time?

• Where are you?

• Why are you there?

• How are you feeling/thinking?

Political Cartoons/Images

Show a political cartoon or image to

engage students in the lesson and

activate prior knowledge.

Examine the image. With your partner, find three interesting details.

How would you describe the students in the class?

What school supplies do you have in your classroom that these students do not?

How do you think this school would compare to white schools in the same area?

How did World War II

change the United

States?

Different Perspectives Show at least two-three different perspectives people had

about our topic the previous day.

Use talk bubbles or a chart. Be sure to identify the person or

group for each perspective you describe.

The best way to bring about

change is to use

the legal system.

We need to use

non-violent means

to bring about an

end to segregation.

We should develop

our own society

and not integrate.

People of all colors are children of

Allah.

Malcolm X whose views changed over time.

Thurgood Marshall Martin

Luther King, Jr.

Thought BubbleDraw a thought bubble and write in the thoughts of

_________. Be sure to include key historical thoughts.

EXAMPLE

Thomas PaineI just know I can write

something the average

person will understand. I need

to convince them that a tiny

island should not rule us.

Assessment Justification

Give students a tough multiple choice

question to answer.

Students select which answer is correct

and why and then explain why the

distractors are wrong.

In contrast to the period following

World War I, that following World

War II:

A. did not produce a single defining

peace treaty.

B. produced an international organization

with fewer powers of enforcement.

C. saw immediate independence for

Europe’s African colonies.

D. disregarded the Soviet war effort.

E. created new colonial possessions.

Justification A is correct because World War II peace

arrangements were formulated through a series of conferences rather than through one major treaty such as the Treaty of Versailles.

B. False because the United Nations was a more effective organization than the League of Nations.

C. False because Europe’s African colonies did not begin receiving independence until the 1950s.

D. False because the Soviet Union was included in the Yalta and Potsdam conferences.

E. False because no new colonial possessions were created after World War II.