Diigo: How to Add Articles to Groups

To view document in a new window, click here: Diigo: How to Add Articles to Groups

Ukraine: Teaching Perspective through Current Events

As a history teacher, relating the past to the present is integral to my success. If the name of this blog - and it's origin, Faulkner's quote - fail to acknowledge this point, perhaps the project below will.

For our (extremely short) unit on Europe, we will focus our attention on the ever-changing situation in Ukraine. There are a number of reasons for choosing Ukraine besides its relevance to the news, including its connections to the USSR, World Wars, and Russo-European relations, as well as protest movements, imperialism, and democracy in general. For our sake, however, the unraveling crisis/unrest/protest (whatever you prefer to call it) in Ukraine also provides an important opportunity to analyze perspective.

Our project is outlined below. We began by having our 8th graders read background articles on the conflict, as well as articles from sources chosen to intentionally reveal bias. Our students have been assigned groups based on three perspectives - pro-Russian Ukraine, pro-EU Ukraine, and international. Within those groups, they will create content that will ultimately become a website representing the conflict from their group's perspective. Within each group, there will be seven different assignments. While wee are assigning the groups, we are not assigning the specific assignments. This is purposeful so as to allow students to asset map and identify strengths and weaknesses within themselves and the group. The final product will be a digital website created by each group sharing their work - a kind of digital magazine from their perspective.

So what do you think? What are we missing? How would you change it? How could we do it better?

Our hope is that this project can be recycled and tweaked for years to come in order to analyze perspectives around whatever current protest movement is occurring - wherever that may be...

Taking the 'Do Now' to the next level

Word cloud of responses to our text-to-text connections
with a current events article from the BBC on banning slang in school.

The "Do Now" might have been the first teaching strategy I ever was subject to in teacher-training. While many of the strategies and activities I learned early on have since been left by the wayside, the "Do Now" has remained. It's impact on classroom management cannot go understated - how you start class is how you'll spend class, so the saying goes - as it pushes students to urgently dive into an academic task that gets their mind humming and spirals in and reinforces prior lessons. 

Allowing for students to share, compare, and relate their work on the do now, however, is typically limited to turn-and-talks and share-outs. To take this a step further, I wanted two specific outcomes - to allow students to see their classmates responses to a question on the projector (without getting out of their seat and walking up to the board to read a sticky-note, which could have been effective in their own right), and to examine the answers we developed together as a whole body of students. 

To do this, we used a combination of old-school and new-school: annotate a short article using text codes with paper and pencil, and identify a text-connection to the title of the article on Polleverywhere.

Polleverywhere is a web-based assessment/inquiry program that allows students to respond to a prompt via the web, a smartphone or device, or even via text message. It runs similarly to Socrative, another such assessment program. What makes Polleverywhere really stand out, however, is how it allows the teacher to use answers in more useful ways. Instead of discussing answers individually, we’re able to aggregate answers and analyze at a deeper level. 

For our do now, as the students' answers came rolling in each one appeared on a large screen on my laptop, each with its own box. When most of the class had contributed their thoughts, we looked at the board of answers now being projected for the class to see. Students shared out what connections they made to other students' answers, and we identified themes among all the answers. 

Beyond making connections to each other's answers and identifying new answers to the prompt, we were also able to easily export a word cloud of the entire group's answers via Tagxedo. Many students connected the article (about censoring the use of slang in a school) to our study of Banned Books, specifically with Nat Hentoff's wonderful novel The Day They Came to Arrest the Book. 

Unfortunately, since we were moving into the next activity, I waited until the end of class to create the word cloud - a missed opportunity, in my view. However, there was an obvious next step that we will take on Monday (which would have been made all the more effective had it followed the activity immediately): analyzing why certain words were used by the class more often than others. What connections were classmates making? Which ones were they missing? One wonderful feature of Polleverywhere is the ability to have students simply go back to the same question and answer again given their discussions. Asking students to identify a second connection they had not noticed, or pushing them to fill in the 'missing connection', could have pushed us even further up Bloom's. And all that in just the do now.

One piece of caution here is obviously timing. Do nows are meant - in most classes, on most days - to take up no more than 5 minutes of class time. I believe this number to be a pretty smart limitation. This activity can easily push 20 if you're taking it that far. But who knows, maybe that's exactly where you want to take your lesson.

What do you think of this activity? How would you change it? How are you taking your do nows to the next level?