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History Alive!

Improve learning by modifying History Alive! processing assignments to deepen understanding and prepare for assessments with specific content and writing demands. Prompts include exchanging letters and rebuttals for different perspectives.

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History Alive!

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  1. History Alive! Modifying Processing Assignments

  2. The purposes of the Processing Assignments are to: • Review information in a new way to deepen learning • Prepare for the assessment

  3. Modifying History Alive! Processing Assignment Prompts for: • More specific content demands • More specific writing demands • More effective scaffolding

  4. EXAMPLELesson 21 Processing Assignment Part 1 • Who is responsible for the Civil War? Write a letter from the perspective that you took in the activity (either northern or southern) in which you accuse the other side of causing the Civil War. • Your letter should • include a description of your position on slavery. • include an explanation of why you feel the other side caused compromises to fail. • be five to six sentences long. Part 2 • After you have finished your letter, exchange notebooks with a student who has written from the opposing perspective. For example, if you wrote a northerner’s letter, exchange your letter with a southerner. On the page following your opponent’s letter, write a rebuttal to what he or she has written. Then re-exchange notebooks.

  5. Lesson 21 Processing Assignment Prompt Revised • To better prepare students for assessment • To be appropriate for the Persuasive/Argumentative Common Assignment (or practice for the assignment) • To get students beyond a brief emotional response • To improve effectiveness of scaffolding

  6. See Lesson 21 Support Documents: • 8.21_Overview (for Learning Targets) • 8.21_Processing Prompt_Revised • 8.21_Review of Issues • 8.21_Review Chart for Missouri and 1850 Compromises • 8.21_Graphic Organizer for: Who is responsible for the Civil War? • 8.21_Graphic Organizer with Sentence Frames for: Who is responsible for the Civil War?

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