Uploaded by courtney.rawangsuk


© 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:
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:
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Name: _______________________
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Dates: ____________
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Bell Ringers
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Bell Ringers
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Bell Ringers
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Bell Ringers
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Dates: ___________
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