1. PROBLEM SOLVING GROUPWORK and RESPONSE GROUPS

2. Problem Solving Groupwork Use this strategy when: You want to teach higher-level analytical skills You want students to synthesize and apply new content

3. You want students to explore multiple perspectives on an event You have a variety of materials on a single topic – primary sources, literature, documents from multiple perspectives

4. You have an objective that can be addressed through a project involving small groups

5. Steps for Problem Solving Groupwork lessons Prepare students for cooperative groupwork Give students groupwork tasks requiring higher order thinking Make sure groupwork tasks tap multiple abilities Place students in heterogeneously mixed groups Give each student a specific role to perform Debrief groupwork with students

7. Understanding Colonial Unrest

8. Group Tasks: Facilitator Leads group discussion throughout the activity. Makes sure all group members contribute ideas on answering matrix questions and completing the Colonial Un- rest O-Meter

9. Deliverer Responsible for taking placard that you have already worked on to the next group. Keeps group aware of the time limit while group works on the placard. Contributes ideas throughout the activity.

10. Meter Mover Moves the bars on the Colonial Unrest-O- meter when the group decides how much each event contributed to tension in the colonies. Reads aloud the written information on each placard to the group. Contributes ideas throughout the activity.

11. Presenter Presents the group’s findings on one of the events to the class at the end of the activity. Contributes ideas throughout the activity.

12. Choose your role: FACILITATOR DELIVERER METER MOVER PRESENTER

13. Procedures: 1.Read and examine the placard carefully. Discuss what happened in the event represented on the placard. Record the information on your matrix.

14. Procedures 2. Discuss with group members how much you think the event contributed to colonial unrest and come to an answer that is agreeable to all group members. Make sure the METER MOVER places the bar on the Unrest-O-Meter in the appropriate slot and covers the correct number of blocks.

15. Procedures: 3. Continue this process for all placards. Make sure the PRESENTER is ready to report the group’s findings on the final placard you work on.

16. Procedures: 4. Listen to all the presentations carefully. Be prepared to discuss your ideas with the class after the presentations are completed.

26. Design Elements A complex task, requiring multiple intelligences – designing a monument, poster, or newspaper, staging a press conference or minidrama, and so forth Distinct roles for each group member A checklist of tasks or steps to follow Specific background materials for each group

27. RESPONSE GROUP

28. Response Group Use this strategy when: You want to teach controversial topics that elicit animated discussion Rich materials – political cartoons, music, or primary materials – are available for students to analyze, discuss and debate

29. You want students to debate events or issues from a variety of perspectives You want students to assume a specific role to solve historical or contemporary problems

30. Steps for Response Group lessons Provide students with historical background Have response Groups discuss critical thinking questions Assign and rotate the role of presenter in each group Facilitate dynamic whole class discussion

31. Perspectives on Rebellion

32. Procedures This lesson is about perspectives in history. You will be divided into pairs. Each pair will analyze three images from the perspective of one of six historical figures – Crispus Attucks, John Dickerson, Abigail Adams, King George, Samuel Adams and Thomas Hutchinson

33. Procedures Each pair will be given a short description about a pertinent historical figure and you will be responsible for representing that point-of-view when interpreting questions about and discussing each slide. Let’s practice perspective together first…

38. Design Elements 2-4 provocative critical thinking questions Background information An artifact – such as an image, song, primary source document – to serve as a prompt for each question Criteria and tally sheet for a scored discussion