A response to the question, “If someone from the time period under review were around today, what would he or she say about such modern world issues as gun control, censorship, women’s rights, public education, or global warming?”
A movie poster with eye-catching graphics, titles, sound-bite reviews from movie critics, and a list of the cast and crew responsible for the film about (fill in the appropriate vocabulary term, such as “democracy”)
A Great Summarization Technique – oral or written: “Give me 12 questions”
Ask students to give you twelve thoughtful questions to which the answer is ____________ (concept or item from the lesson).
Determine which variables will impact the experiment’s outcome.
How did the writer arrive at his conclusion?
Defend the character’s decision to sell guitar.
Justify your answer.
What’s the relationship between big business and politics during this time?
What’s the logical fallacy in his argument?
Rank the arguments in order of impact.
SYNTHESIS – This level asks students to bring together seemingly contradictory aspects or topics and form something new.
Add Harry Potter to the conflict in the novel. How would it change?
Write a song that teaches students the differences between subjective and objective personal pronouns.
Create and present a television commercial that convinces viewers of the value of good personal hygiene using the persuasive techniques we discussed in class.
Propose an alternative plan of action.
Create a cartoon that depicts two choices.
Write a constitution for your new underwater city that reflects the politics of ancient Rome.
Design a better inventory system.
EVALUATION – This is the most complex level because it requires students to use all the other levels in its execution in addition to their own opinion. Evaluation asks students to judge the value of something given specific criteria.
Which persuasive essay is most convincing and why?
According to the standards set forth by the Treaty, is the country in compliance? Explain.
There are eight levels, the first four are cognitive and the last four are affective. All levels make great stimuli for homework assignments. Here’s an example from Imogene Forte and Sandra Schurr in their book, Integrating Instruction in Science:
Fluency – Think of the characteristics that distinguish a living thing from nonliving thing. List as many of these characteristics as you can. Flexibility – Devise a classification system for living things based on the fact that some of the characteristics of living things show themselves in different ways in different kinds of organisms. Originality – Write a description of life as if you had to explain life to a nonliving thing. Elaboration – Explain how scientists in the field of biology rely on methods and discoveries of scientists in other fields in order to do their work. Risk Taking – Tell how you feel about the possible benefits and the potential dangers of modern advances in genetic engineering.Complexity – Discuss the issues involved in the work of a scientist whose discoveries improve some lives, but whose work also harms some living things through experiments on which the work is based.
Curiosity – What questions would you like to ask a biologist in order to learn about a typical day in the life of a biologist? I
(Integrating Instruction in Science, p. 46)
magination – Write a brief imaginative account of Marcello Malpighi’s first view of the movement of blood through capillaries with a microscope.