1. Divide the class up into groups of 6-8 students. Give
each group a letter label (e.g. Group A). The more students
you have in each group, the more items on your "events
lists" you will need. The Sample Events Lists (i.e. Sample
Resource List 1) offered with this lesson was created
for groups of 7 students.
2. Prior to class: After completing a history unit, create
several "events lists" of major events that were
covered in the unit (see Sample
Resource List 1). Be sure to include some events in each
list that have causal relationships and to present them out
of chronological order. Due to the fact that some events are
both causes and effects (or may not have causal connections
to any events on a particular list), you may include some
events on more than one list. Then, print or write each event
separately in large letters on an 8 1/2 " x 11"
pieces of paper and create separate sets based on the lists
that you have created (i.e. one set contains the events from
List A, another set contains the events from List B).
3. Place Set A in a pile in the center or front of the room
(clear some space). Call Group A up & give instructions.
Tell them that, when you say "huddle," they are
going to be given one minute to do the following:
o pick up the set of events (Set A) & distribute one
event to each person.
o huddle in a circle and, using "library voices"
o figure out the chronological order in which the events
occurred.
o identify as many cause-effect relationships within the
set of events that they can.
Tell them that, at the end of one minute, you will say "break."
They will then have 10 seconds to organize themselves in a
chronologically ordered line (side by side) with their events
held up for the rest of the class to see. The class will then
be given the opportunity to confirm or correct their order.
Then, you will say, "Show me your connections."
At this point pairs of students in the line who are holding
events that have cause-effect relationships are to step forward
and stand side by side. One pair at a time…the students
are to explain their connections.
4. After clarifying any points of confusion, say "huddle,
Group A now has 1 minute to complete its tasks."
5. Project List A onto a screen that is visible to the rest
of the class while the students in Group A are working in
their huddles (be sure to cover up any remaining lists e.g.
Lists B-D). The students not involved in the huddle are to
complete the List A Section of Handout
1 by writing down any two events that have a valid causal
connection and explaining the connection. The cause should
be written in the "Cause" column and the effect
in the "Effect" column.
6. After a minute has elapsed say "break." Group
A must stop huddling and the students must organize themselves
into a human timeline (shoulder to shoulder). The rest of
the class must stop work on List A and confirm or correct
Group A's order. You may invite anyone in the class who has
identified the same causal connection on their Handout 1 as
that being presented by the huddled group to indicate so by
holding up their hand.
7. Once you have calculated the scores for group 1 invite
Group B up to the front of the room and repeat procedures
using List B. Continue until all of the groups have been given
a turn to "huddle."
