Strategies

With this strategy, students are exposed to two pictures or documents portraying the same event. However,these pictures/documents describe the event in two different ways. For example, students could be given a description of a Civil War battle from the viewpoint of a Union soldier and a Confederate. Students then examine these sources and come up with a reasonable explanation of what actually occurred at this event.
 * Double Exposure:**

Teachers using this strategy give students two competing documents with this strategy. For example, students could be given one document explaining the cause of the Civil War as a fight for states rights and one explaining it is slavery. Students then take on the job of historians and examine the two documents for validity. They then come up with a reasonable conclusion as to which document is correct.
 * Dueling Documents:**

With this strategy, students take an active role in hypothesizing why something is true. After being exposed to a topic, they investigate if what history says about that topic is true or not. They, in a sense, become scientists who test a hypothesis and come up with a reasonable conclusion on their own.
 * Inquiry:**

The model UN strategy is helpful in a world cultures class or something similar to it because it provides students with an interactive role in how the UN works. It goes through the entire process of having students participate in a UN meeting, voting on issues, coming up with solutions to global problems, etc.
 * Model United Nations**:

The stay or stray strategy is somewhat complicated but is an effective way to get information across quickly. Students should be given a topic (something of interest or that causes controversy) and split into groups of three. each student in the group should explore different facets of the topic. Students #2 and #3 should then "stray" to the team beside them while student #1 should "stay". Student #1 should then share their information with the group. Students #1 and #3 should then "stray" to the next table and so on and so on until all information is shared.
 * Stay or Stray**

Identify the concept you plan to teach. Create four examples of the concept using a plus sign and four non-examples of the concept using a negative sign. Present the examples one at a time alternating between examples and non-examples while asking students to guess the concept.
 * Concept Formation:**

Select a topic, question, or problem to discuss. Arrange the desks in two circles. One large one on the outside and a six chair circle on the inside. Hand out documents pertaining to the discussion such as primary source documents, fact sheets, and pictures. Choose six students to sit in the inner circle and pose a question for them to discuss. After the inner circle has discussed the problem, talk to the outer circle about what occured (ex. What were some good points? What argument was best?).
 * Fishbowl:**

Create a handout with three columns. Column one K (Know) Column two W (Want) Column three L (Learn). Introduce the topic to be taught. K allows students to write down what they already know about the topic. W allows students to write down what they want to know about the topic. Teach the lesson. Then, L allows students to write down what they learned after the lesson had been taught.
 * KWL:**

Select a topic and provide facts about that topic. Present an analogy using the topic and ask students to show similarities of the two things being described in the analogy. Ask students to describe in a single word what it feels like to be what you are describing in the analogy. Critique the analogy and discuss how it is also unlike the chosen topic. Ask students to come up with a different analogy and discuss how this has helped them understand the topic.
 * Synectics**

Select a court case. Prepare a summary of the case and have students read it. What are the facts of the case and the constitutional question? Small group option: There are three students in a group, ABC. A and B argue different sides of case and C plays the role of the judge. Whole class option: Select several cases for discussion. Have two students argue each side. The rest of the students are judges who pose questions and make decisions.
 * Moot Court:**

Case studies involve an in depth analysis of a single event or phenomenon for the purpose of exploring a larger concept. They allow teachers to inform students about a large amount of information through a generalized case. Teachers create a case including specific facts and an issue. Students analyze the facts and debate solutions to the problem. The teacher brings it all together by discussing the importance and implications of the case.
 * Case Study**:

Teachers assign a project that involves the students creating a poster. The posters are displayed around the classroom or hallways. The teacher then creates a task that involves students using each others posters to complete the activity.
 * Gallery Walk**

Mock Trials are pretty straightforward; they consist of a simulated demonstration of court proceedings. Trials begin with opening statements from each side. Then the prosecution calls its witnesses and asks them questions. The defense cross-examines the witnesses. Then the defense calls its witnesses, questions them, and gives the prosecution permission to cross-examine. Closing statements are then produced and a verdict is reached.
 * Mock Trial**

This is a method used to incite debate about a topic. Each student is given stick note and told to write his name on it. The teacher writes the two or more sides to an issue on the board. Students go to the board and place their notes on the part of the board that represents their opinion. This will decide the teams for a debate. The students then debate the issue. After the debate students are given the option to change the location of their sticky note as opinions may have changed as a result of the debate.
 * Post It Poll**

This method begins with the selection of a topic of your choice and having students identify their opinions about the issue. The chalkboard is labeled with the terms "Strongly Support" and "Strongly Oppose" written at opposite ends of the board. Have one or two students who strongly oppose go to that end of the board, have one or two students who strongly support go to the other end, and have one or two students who are in the middle stand in the middle. Next you ask students to make the case for their respective opinions. After hearing all the arguments, let students move if their opinions have changed. Allow the rest of the class to attempt to get the students at the board to change their views.
 * Take A Stand**