© Stephanie’s History Store 2020 Teacher Information/Suggestions Page On the following pages you will find 6 templates that can be used for warm ups/bell ringers/ exit tickets. Three templates have 5 spots for student answers and 3 templates have 10 spots so you have flexibility with how frequently you collect these. You can of course use these as answer pages for you own bell ringers, but if you need new ideas for this year, I would recommend utilizing some of the sources found at: https://www.c-span.org/classroom/onthisday/ https://www.c-span.org/classroom/bellringers/ https://www.loc.gov/collections/today-in-history/ https://www.history.com/this-day-in-history https://www.youtube.com/c/TheDailyBellringer/playlists https://www.procon.org http://www.digitalhistory.uh.edu/era.cfm?eraID=1&smtID=1 (for this link, you can pre-select a document for students to read based on what you are currently studying, or have them browse the people link for the overarching time period you are in, and then your students can pick one of the below tasks to complete) Based on the video watched, or brief summary read, students can respond to a question/prompt you provide or one of the following: 1. Write one thing you already knew about this topic/person/event, one thing you learned, and one question you could ask to learn more about it. 2. How does this topic/person/event connect to something or someone we have already discussed in class. Based on what we learned in class, what else could you add to the video/summary for other students to learn? 3. Why should this topic/person/event be taught in school? 4. Write a summary of the topic/person/event based on what you watched or read. 5. How is this topic/person/event relevant to your life now? How might it be relevant to your life in 20 years? 6. Identify the most compelling point made by BOTH the pro and con side of the chosen topic. 7. How would you strengthen the weaker argument for the pro/con topic you chose? 8. What is one piece of information you could add to EACH side (pro and con) to provide an additional point of view for someone to consider in determining which side they agree with? 9. Create an image to represent what you learned about the topic/person/event. 10. Write one news headline that would catch people’s attention about the topic/person/event and a snippet type sentence previewing what a full news report would entail. For example: Tar and Feathers Today, What’s Next, Independence?! A group of ragtag colonists calling themselves patriots have taken to the streets, lashing out violently against those of us still loyal to our king and country. © Stephanie’s History Store 2020 These are a few of my other go-to bell ringer/exit tickets methods and resources (in no particular order). 1. Quick Recap—this is a factual recall sort of bell ringer such as: —Identify one area where Reconstruction fell short and one success of Reconstruction. —Explain the difference between the MAIN-A causes of WWI —List the first 5 presidents in chronological order, and then in order of most to least successful (your opinion). —What was the Berlin Wall and why was it built? 2. Image ID—I project an image (picture, painting, or political cartoon) and my students write down a description of what they see, how it connects to the topic we are studying, and a creative, but historically responsible, caption for it. 3. Ask Me—This is a student favorite. I have them write a question they have….ANY question. This is when some of my more reserved/shyer students ask about how to handle a difficult social situation they are in, or the “know-it-all” students asks about something they didn’t understand in class but didn’t want to admit to the whole class, and sometimes, if it’s been that kind of week, I get the “why do you only use blue pens” type of question. 4. Brain Dump—I put a word or phrase related to the topic at hand on the board and they write everything they remember about it and how it relates to what we are studying. As an example, if the phrase was “Midnight Judges” a student might (at minimum) write, “John Adams, Thomas Jefferson, Election of 1800, Federalists vs. Democratic-Republicans, Marbury vs. Madison. Midnight Judges relates to our topic of the Early American Republic because it is an example of political party tension. Adams tried appointing as many Federalist leaning judges to newly established judgeships as possible before Jefferson was sworn in because he worried that Jefferson would reverse many of Adams’ Federalist policies as possible. It also relates to how the Constitution was tested in our early history.” 5. On this Day—I have a few different go-to sites for on this day in history type blurbs/videos (usually one of the sites linked above). To accompany the short video or the brief paragraph or two about what significant historical event happened on any given day, I usually pick one of 3 questions from the above list and I let my students choose which one they respond to. 6. Skills Practice—for this, I honestly frequently use this amazing resource found HERE (she has one for each half of US History). I project the slide that either directly correlates to our topic of study or is a review for a a topic we finished in the previous weeks, and the students read/ examine the primary source and answer the accompanying question. When I taught Geography, I used THIS resource in a similar way. 7. What Doesn’t Belong and Why—I pick 3-5 words from the unit and my students think about which doesn’t belong in the list and why. Depending on the students, I might make it so they could technically pick any of the words, but the quality of their answer will depend on how they justify their thought process. For example: Sam Adams, George Washington, Patrick Henry, Nathan Hale—all Revolutionary War Figures, but Washington doesn’t belong because he’s the one who became president, or Hale doesn’t belong because he didn’t survive the war. For a lengthier description and more examples, click here: https://stephanieshistorystore.com/2020/11/14/an-easy-way-to-encourage-higher-level-thinking/ © Stephanie’s History Store 2020 Name: _______________________ © Stephanie’s History Store 2020 Dates: ____________ Name: _______________________ © Stephanie’s History Store 2020 Dates: ____________ Bell Ringers Name: _________________ © Stephanie’s History Store 2020 Dates: __________________ Bell Ringers Name: ________________________ © Stephanie’s History Store 2020 Dates: __________ Bell Ringers Name: _______________________ © Stephanie’s History Store 2020 Dates: _____________ Bell Ringers Name: _____________________ © Stephanie’s History Store 2020 Dates: ___________ Thank you for your purchase and support! Please consider leaving feedback on this resource to get TpT Credits towards future purchases. “Follow me” to find out when I post new resources and am having a sale! If you notice a typo, or want clarification on a resource, please contact me via my Q&A before leaving feedback. Need an activity that you can use for any topic? Click HERE Need a Bundle? Click HERE! TERMS OF USE This item is a paid digital download from my TpT store https:// www.teacherspayteacher s.com/Store/StephaniesHistory-Store. As such, it is for use in one classroom only This item is also bound by copyright laws and redistributing, editing, selling, or posting this item (or any part thereof) on the Internet are all strictly prohibited, including sites like Amazon Inspire or public class websites/blogs Violations are subject to the penalties of the Digital Millennium Copyright Act, stephanieshistorystore@gmail.com Visit stephanieshistorystore.com for teaching ideas and stories about teaching history © Stephanie’s History Store 2020 All images are from public domain. This includes images taken by employees of various US Government agencies; images published prior to 1923; or images that have otherwise been released to public domain.
