Now issuing your summer homework…TAKE NOTES!
This won’t require too much effort while you’re soaking up the summer sun, but you’ll be glad you did it when that first week back rolls around…
The ‘Summer Sizzle’ activity is a simple, unintimidating way to immerse students in the real world events that General Paper pursues. Keep a log of this summer’s big headlines, then apply them to the activity linked below:
Hot Seat ‘Summer Sizzle’: Instructions/Activity Overview
Hot Seat ‘Summer Sizzle’ SAMPLE Headlines List from 2013: Sample List of Headlines (2013)
Want more guidance on how to run the Sizzle? Check this previous post…lots of advice on ways to organize groups, approach questioning, spark discussion, etc…
This is lots of fun to assign for a Friday, and it gives students the chance to be conversational with you about the news…encourage them to be curious! The GP experience is all about inquiry, so remind them that they aren’t expected to ‘know-it-all’ and that ‘General’ Paper certainly doesn’t expect that of them either. Instead of just spitting out facts like an Internet clone, students should allow their general understanding of the issue to lead them to new questions; by the time they’ve satiated their need for answers, they should arrive at their own conclusions about the issue and its situation in the world.
INQUIRE –> RESEARCH –> DISCUSS –> QUESTION –> THINK CRITICALLY –> DETERMINE JUDGMENT
Perhaps as the teacher, you have a few questions of your own. Take this opportunity to show students how to pursue these curious moments responsibly. Just a couple of talking points to stimulate discussion:
- Where might we go for answers?
- What does it mean to corroborate that information?
- How do we read for information versus reading for analysis, etc.?
- Where do we find and how do we identify primary versus secondary information in an article?
- How do we take what we’ve read and put it into our own words?
PAVICH’S WORKING LIST FOR THE ‘SUMMER SIZZLE’…
- Santa Barbara oil spill (May)
- Boston bomber verdict (May)
- Charleston church shooting in SC
- Maximum security prison break chase and capture in NY
- Confederate flag controversy
- Terrorist attacks in Tunisia (also France, Kuwait)
- Same-sex marriage legal nationwide
- Nuclear talks with Iran
Best of luck preparing your list. Share your ideas on The Global Pen’s Facebook page by responding to this post there!
Yours In Collaboration,
Jill Pavich, NBCT
The Global Pen would like to take a moment of silence to remember the lives lost during the 9/11 terrorist attack on our home soil 12 years ago. Our hearts go out to those who loved and lost a family member or friend in this terrible tragedy.
In light of our current deliberation over whether or not to engage in a political response to Syria’s use of chemical weapons, the Global Pen would also like to recognize the value of human life.
From West. To East. And beyond.
If there’s one thing the left and right wings of American democracy have in common, I guarantee, it’s the value of human life. Let us come together in that regard right now…WE REMEMBER…
As faithful followers of the news, we know the 2013 summer headlines…but how do we teach them?!
Here are a few renditions of the “Hot Seat” I explored in each of my classes yesterday as we informally chatted about the summer’s news. Feel free to chime in with different ways you approach current events discussions/ideas-sharing/student engagement with your teen population…we’d love to hear a variety of these approaches for use on future current events projects!
- LOW TEMPERATURE…Try the “Boy v. Girl” Game-Style Challenge…inspired by my fellow colleague (props to Ms. Lisa Maultasch!), I split the class into boys versus girls. I wrote each of the ‘Hot Seat: Summer Sizzle’ issues on index cards to start. If it was the girls’ turn to go, they would send a representative up to sit in the Seat. That girl would select a card, doing her best to give “sufficient” evidence of her understanding on the topic. If she could not, the floor would be given to the boys’ team, who would collaborate as one, collective voice to determine a proper response. Any boy could then step up as the spokesperson to relay the answer. If they were correct in their knowledge of the issue, the boys got to take the index card from the Hot Seater girl who could not provide sufficient enough input. Then, this same scenario happened in reverse: a boy would approach the Hot Seat individually; if he could not provide sufficient knowledge on the selected summer headline, the girls could formulate a response collectively and the best team won the index card. Tally up the cards won at the end, and voila! Credit, extra credit, homework passes, participation points, or what-have-you in the way of incentives. More importantly, a baseline awareness was created regarding local, national, and international news.
- MEDIUM TEMPERATURE…Try the “Groups” approach…students organize into teams of 4. The Summer Sizzle Headlines are hanging via index card on the board. First, groups discussed what they know and/or what they learned via interview about the headlined topics. Then, as a group, they determine THREE issues they’d like to present to the class when in the Hot Seat. (It’s amazing how a single group might pick all environmental issues, or all political issues, or all entertainment issues…showing interest in and paying automatic tribute to the General Paper THEMES without even realizing it!). Put groups in the Hot Seat and have them ‘school’ the class on the issues they chose while audience members draft one-sentence summaries in their notes for each of the issues discussed.
- HOT, HOT HEAT!…Try the true-to-form, HOT Seat…students elect to approach the Hot Seat on their own accord; they are there individually, as opposed to group support. Since it’s the beginning of the year, I allow them to pick the Summer Headline they are most comfortable with to discuss. They begin by explaining the issue in its obvious form
Once they finish up their basic summary, however, I bring the heat: I delve deeper into the issue by asking them questions that span beyond the obvious. Specifically, I encourage students to look at a single issue from a variety of lenses (political, environmental, social, etc.), and from multiple levels (local, national, international).
Want to know what I mean by this rather abstract bit of advice?! Well, you’re in luck because I love a good model…
But, patience is a virtue! Take the extra time to observe the dialogue string below, which models HOW to probe students on the issues, and how to guide them toward GP connections:
So GP Student A walks into the classroom…
Teacher: Student A, what issue do you elect to explore?
Student A: I’d like to talk about the recent WILDFIRES occurring in the U.S.
Teacher: Ok, super! Tell me everything you know.
Student A: Well, there are lots of wildfires breaking out in dry states in the West like in Arizona, and California, particularly near important landmarks like Yosemite National Park in the Sierra mountain-chain region. There was also the Beaver Creek fire in Idaho, I think it was.
Teacher: So how does this impact us on a national level?
Student A: Basically it destroys our environment. Like, when the wildfires hit places like Yosemite, it’s destroying entire habitats and animals and plants unique to this environment. My mom mentioned the Sequoias native to the region. Also, I remember reading that the wildfires are posing a threat to the water supplies in California and the Bay Area. Since water is our most basic and essential need, if we don’t have it–well–people in this area could die.
Teacher: Wow, amazing observations about the wildfire’s impact on our environment. Points earned for knowing your stuff!
Student A: Whew! Awesome! (smiles, and relief at surviving the Hot Seat)
Teacher: But wait a minute, let me approach the same topic from a different angle for a minute…
Student A: (uh-ooooh-face)…
Teacher: It makes sense that the wildfires are destroying our environment, but how might they be hurting our economy? Consider that for a minute. Take your time and think about the connection between fire and $$$$…
Student A: (puzzled face, followed by light-bulb)…oh, wait, yeah…soooo…if the wildfires destroy parks like Yosemite, it hurts the economy because then tourists don’t get to visit this site, which is pretty popular otherwise. If the fires destroy what there is to see, no one is going to come to visit it. Our economy takes a hit because that means less tourists spending money there, whether it be on food or hotel or admission tickets.
Teacher: Brilliant connections made between wildfires and our economy. Ok, now that we have a foundation of knowledge, let’s talk about how it can be woven into a GP essay. In essence, what is the “GP Relevance” of this information we’ve studied? Well, there are lots of SCIENCE & TECHNOLOGY prompts on the GP exam. A lot of the times, Section 2 of the GP exam will ask you to write essays that cater to the following style of essay prompt: To what extent can we rely on modern technology to control otherwise unpredictable events? So, Student A, let me ask you this…is it possible to beat Mother Nature with modern tools, i.e Technology VERSUS Earth, Air/Wind, Fire, Water…?
Student A: Yeah…totally…I mean, we can use technology to fix pretty much anything today.
Teacher: Prove it 😉
Student A: Ummm…well, hmmm…like hurricanes, we can tell when a hurricane is coming. That’d be technology trumping an unpredictable event, right?!
Teacher: That’s definitely a start, Student A, but you seem unsure. Let’s put our heads together to make sure. Audience, what do you think? To what extent can technology control unpredictable events like natural disasters?
Audience 1: Oooh, I know. Like how Student A said, when it’s a hurricane, we can use technology to predict the path of the hurricane before it harms us. We have the option to evacuate in advance. A couple of years ago, during Hurricane Willow, my family and I drove north to my Grandma’s in Tallahassee to avoid the storm. We boarded up and left.
Teacher: Good point. Technology is definitely a friend to us in Florida, where we are hurricane-prone.
Audience 2: Yeah but in other parts of the U.S., natural disasters like tornadoes aren’t as easy to predict no matter what technology we have available to us. Sometimes natural disasters just kind of drop out of the sky without warning.
Teacher: A valid argument, but where–SPECIFICALLY–have we seen this? Can you provide a concrete example to further support your logic?
Audience 3: I know! How about the Moore, Oklahoma, issue from the summer…didn’t they have, like 10 minutes to evacuate, or something like that?
Teacher: 16. They had 16 minutes. Props for the concrete support, (Audience 3)!
Audience 4: Well what about the sinkholes we looked up? You don’t even get a minute’s warning on that one. The one that happened in Orlando came out of nowhere! One minute you’re standing there, and the next…well, the earth gives way and just kind of swallows you up…
Audience 5: My family and I go to Orlando every year for New Year’s…
Audience 1: Yeah, so that’s GP relevance on the LOCAL level, right?!
Teacher: Exactly. So you’d agree that sometimes we can predict and prevent Mother Nature’s wrath whereas other times we cannot…
Audience 3: Yes, it just depends on where you are and which natural disaster your area is prone to.
Audience 4: Yeah, it’s based on the circumstances.
Teacher (smiles)…thinks to self: ‘mission accomplished….’
This is the best case scenario because students are listening to one another and benefiting from each other’s contributions. Listening to one another probes further thought. The teacher takes a back-seat, merely guiding, as the conversation unfolds. The students draw upon the task that was their homework to fuel the challenge that is their classwork. The highest levels of critical thinking are tested as they discuss the issue together!
What else can you do to immerse your students in the headlines of summer? Submit your experiences here! Who wouldn’t benefit from a fresh approach to common practice?! Pay it Forward!
Happy last-Friday-of-Freedom, GP Teachers!
In honor of THIS special Friday, I’m going to share with you what I’ll be giving my students NEXT Friday…just smile and think, oh hey, there’s still THIS Friday, which means I’m still off!
Back to next Friday, I’m going to give my students the “Hot Seat: Summer Sizzle” handout, linked here. They will have a weekend to take the list of people/places/events home and interview at least 3 people concerning the information on it.
The list on said-handout’s reverse side represents some of the current events/hot topics that took place this past summer, 2013. I am asking my students to INTERVIEW, as opposed to GOOGLE, these ideas because it will get them comfortable with talking about the issues, which is what a great deal of our class is all about 🙂
They will take the weekend to ‘research’ (aka, talk!) about as many of these people/places/events as possible. Then we will engage in a “Hot Seat” activity on Monday following. The Hot Seat can go down in a number of ways, but I usually ask for a few eager volunteers to start; I have them take a seat (5-7 max) in the chairs in the front of the room. The audience and I ask them the Hot Seat questions and they compete for points. If a panelist/Hot-Seater gets a question wrong and an audience member wants to take a stab at it, that audience member can replace the panelist/Hot Seater if the answer is right!
This is the first of TWO documents for this activity. As this is my first time running the ‘show,’ I still need to drum up a solid set of Hot Seat questions now that I have the working list of issues.
Speaking of which, am I missing a Sizzly Summer Headline? PLEASE submit! I was wracking (?!) my brain today between the many pre-school meetings, so it was–I admit–a bit of a scattered process as I tied my Hot Seat all up for bloggie submission.
Tout your expertise here by commenting below on summer issues not on the list!
One word to the wise…keep a close lid on outbursted answers and whispered ones during the actual Hot Seat…answers from panelists gotta (yep, ‘gotta’) be genuine for you to run the show authentically; and there also has to be enough focus from the audience so answers can be both heard and absorbed from the activity.
Otherwise, you’ll be in HOT water, Teach!
Adopt, Adapt, or Entirely Alter…Go Forth and let your classes (Academically) Prosper!
Props to Sunnie Petric (and her hubs) for inspiring this post, fellow teacher and Croatian 😉