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EduProtocols -

Cyber Sandwich & RePuzzler

Danita Cobble

October 2022

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Click here to order your copy

FREE TEMPLATES

Eduprotocols.com

FREE Lifetime Support

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RePuzzler

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Click HERE for the Template

This deck is formatted to be printed 2 or 4 to a page, then cut out as cards.

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Template

This deck is formatted to be printed 2 or 4 to a page, then cut out as cards.

bit.ly/Frayerandworstpreso

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cytoplasm

A thick solution that fills each cell and is enclosed by the cell membrane.

The cytoplasm leaked out when we poked the cell.

EXAMPLE

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[word/concept]

[definition]

[antonym or used in a sentence]

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Cyber Sandwich

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Cyber Sandwich Directions

In pairs, students engage in discussion about the similarities and differences they found in the material read. Thus, the verbal rehearsal before writing.

Students individually read and annotate the same article.

Students individually compose a paragraph summarizing the reading material.

Cyber Sandwich Directions

In pairs, students engage in discussion about the similarities and differences they found in the material read. Thus, the verbal rehearsal before writing.

Students individually read and annotate the same article.

Students individually compose a paragraph summarizing the reading material.

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Key Points to Remember

New is messy. Proficiency builds over time.
Narrow the focus, as the students are writing one-paragraph summaries.
It is okay to expand the categories as student proficiency increases.
Start simple: hamburgers vs. tacos, chocolate ice cream vs. pie, rock vs. country
Once the text and protocol are mastered, build up.

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SLIDESMANIA.COM

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Modifications

Instead of writing at the end, try sketching
Text Messages
Images
Ask question on the notes slide (edit slide master)
Annotations

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SLIDESMANIA.COM

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Student ONE sources

Student TWO sources

Sources and Directions

Directions:

ONE person in your group will need to File -> Make a copy of these slides. CHANGE the TITLE.
Write BOTH names on the title slide.
Student ONE: find your sources in the red box on this slide.
Student TWO: find your sources in the yellow box on this slide.
Take notes individually on your slide (one = red, two = yellow)
When directed, talk to your partner and share your MAIN ideas
Together, complete the slide with an orange column.
Finally, write a paragraph with 5 - 7 sentences summarizing your topic.

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What did you learn? What are the main ideas? What will you remember?

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What did you learn? What are the main ideas? What will you remember?

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Student ONE Paragraph

Write 5 - 7 sentences explaining what you learned about the topic. Please include one image as well.

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Student TWO Paragraph

Write 5 - 7 sentences explaining what you learned about the topic. Please include one image as well.

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USE TEMPLATE

to get started!

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#EduProtocols

Find more slides

under the pull down arrow.

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You may delete this slide and

all of the slides below this slide.

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You may delete this slide and

all of the slides above this slide.

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Instructions for Deploying

Step 1: Student One will spend 10 minutes researching Topic One while Student Two does the same with Topic Two. Both students will enter their findings on their respective slides (labeled on the top)

Step 2: Students will spend 5 minutes discussing their findings with their partner and completing the chart found in the slides.

Step 3: Using the shared research and chart, EACH student will write his or her OWN paragraph comparing and contrasting the two topics based on the information gathered on the slides.

Step 4: Each team will take turns presenting their finding to the class, other groups, or a partner.

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SLIDESMANIA.COM

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Google Classroom and Cyber Sandwich

I would post as a view-only assignment to just the leaders.
The leaders would file -> make a copy of the slides.
Share it with their partner and have fun!

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SLIDESMANIA.COM

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Paired Texts

Sandwich

Topic:

Climate Change

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READ

Read the article you selected and take notes of important details.
Write your notes in the top bun of your graphic organizer.

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PAIR SHARE

Pair up with someone who read a different article than you.
Take turns discussing what you learned from your articles, refer to your notes.
What did you and your partner notice that was the same between your articles?
Write similarities in the meat of your graphic organizer.

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WRITE

Pair up with someone who read a Different article than you.
Using what your learned from your discussion and your graphic organizer, write a paragraph summarizing what you learned about Climate Change in the bottom bun of your graphic organizer.

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WHOLE CLASS SHARE

With your group, take turns reading aloud your paragraphs.
Choose 1 classmate's paragraph that you think the whole class should hear.
If you're stuck between 2, use rock-paper-scissors as your tie breaker.

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Revolution is a dramatic change in ways of thinking or practice

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NAMES

How can CHANGING IDEALS lead to protest?

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READ THIS ARTICLE

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HONG KONG PROTESTS: TAKE NOTES BELOW

NAME

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READ THIS ARTICLE

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patriots PROTESTS: TAKE NOTES BELOW

NAME

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READ THIS ARTICLE

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Puerto rico PROTESTS: TAKE NOTES BELOW

NAME

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DISCUSS YOUR NOTES WITH YOUR GROUP & COMPLETE THE CHART TOGETHER

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THINGS STUDENT 1 FOUND

THINGS STUDENT 3 FOUND

THINGS STUDENT 2 FOUND

THINGS WE ALL FOUND

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When there is a shift or major change in people’s ideals or values and it doesn’t align with their government’s actions this can sometimes lead to protest.

CLICK HERE FOR SENTENCE FRAMES TO HELP YOU

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How can CHANGING IDEALS lead to protest?

With your group write a paragraph explaining how changing ideals can lead to protests. Cite evidence from all three articles. Then create an Adobe Spark video and read your paragraph and add related images.

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Comparing Federalists and Anti-Federalists.

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Partner Names:

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Federalist Beliefs - click here

Who are some well known Federalists? Alexander Hamilton, James Madison, John Jay	Why did they want a strong central (national) government? If the states were going to be banned to form a nation then they think they needed one because a strong central government could represent the nation to other countries and it could control individual states that wouldn't cooperate with the rest	Why did they feel the Bill of Rights was not needed? They added ten amendments to the Bill of rights because the Bill of rights limited the central government's power
List 4 other beliefs of the Federalists…… They believed that a strong central government could best protect individual citizens and their rights and freedom They believed that a strong central government was necessary if the states were going to band together to form a nation Their supporters were property owners, wealthy merchants in northern states, urban States needed to be organized under a larger, more powerful central government

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Student 1: Note taking.

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Anti-Federalist Beliefs - click here

Who were some well known Anti-Federalists? Thomas Jefferson, George Mason, Patrick Henry, and John Hancock.	Why did the fear a strong central (national) government? They feared a strong central government because they were scared that it would over power state governments and that eventually the states governments would lose their independence and influence.		Why did they want a Bill of Rights added to the Constitution? They wanted a Bill of Rights added to the Constitution because they thought that the Constitution didn’t do enough so they decided the Bill of Rights was necessary to protect the rights of the people.
List 4 other beliefs of the Anti-Federalists… Wanted a small central government. Opposed parts of the Constitution. Did not like the original Constitution. Some supporters were small farmers, shopkeepers, workers, and rural.

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Student 2: Note taking.

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Some well known federalists were Alexander Hamilton, James Madison, and, John Jay

Their supporters were property owners, wealthy merchants in northern states, urban

They believed that a strong central government could best protect individual citizens and their rights and freedom

They believed that a strong central government was necessary if the states were going to band together to form a nation

States needed to be organized under a larger, more powerful central government

They both did what they thought was best for the people

Both didn’t want to strong of a government

Wanted to change Articles of Confederation

Both wanted to strengthen government

They wanted a small central government.

Didn’t like the original Constitution.

Feared a strong central government because they were scared it would over power state governments.

Were supported by small farmers.

Wanted a Bill of Rights.

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Things that

student 1 found.

Things that student 2 found.

Things

that both

found.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

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Create an infographic showing the comparing and contrasting the beliefs of Federalists and Anti-Federalists.

Instructions:

Use this template.
Use the information you discussed with your partner to create your infographic.
Add pictures.
Add to the assignment on the classroom.
Turn in by the end of class on Tuesday, December 11.

Rubric:

You chose 4 different topics/beliefs comparing Federalists and Anti-Federalists.
You added pictures to your infographic.
You changed font, colors, etc….you showed creativity.

8 pts.

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Cyber Sandwich

The Attack on Pearl Harbor

vs.

The Attacks on 9/11

@mrsmapess

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Click Here to Read about Pearl Harbor

Fill in the boxes below with as much information as you can find use the headers as guidelines

Student 1 __________________

WHO	WHAT	WHEN
WHERE	HOW	WHY

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Click Here to Read about 9/11

Fill in the boxes below with as much information as you can find use the headers as guidelines

Student 2 __________________

WHO	WHAT	WHEN
WHERE	HOW	WHY

@mrsmapess

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Pearl Harbor Facts Similarities of both attacks 9/11 Facts

With your partner fill in the graphic organizer with similarities and differences between The attacks on Pearl Harbor and 9/11

@mrsmapess

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On the following 2 slides Each Student needs to create an infographic using words and pictures to illustrate the similarities and differences between the attacks on Pearl Harbor and 9/11

( see example below)

September 11, 2001

December 7 1941

Both attacks took place in the morning hours

Fill up the entire slide similar to a collage. Make sure your name is on the slide. Do not work with your partner on this. This your own slide to show me what you have learned.

Sally Student

Please make sure you have at least 5 examples from each category represented in your infographic

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IMPERIALISM: ⚓️ might, 💰money, & 😇 morals

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President McKinley paved the road for future presidents who would take the White House and continue the Imperialist ideas that he began. In the early 20th century, the United States under President Theodore Roosevelt, William Taft, and President Woodrow Wilson America would continue to exert its power around the globe.

MCKINLEY

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	TASK 1: READ/WATCH, TAKE NOTES, & PRIMARY SOURCE ANALYSIS	TASK 2: COMPARE & CONTRAST AS A GROUP THEN COME UP WITH A WAY TO MEMORIZE THE DIPLOMACY	TASK 3: VISUALIZE, EXPLAIN, RECORD, AND MERGE ALL YOUR VIDEOS TO ONE USING ADOBE SPARK.
PERSON 1 ADD YOUR NAME	⚓️ BIG STICK DIPLOMACY	😇 MORAL DIPLOMACY	💰 DOLLAR DIPLOMACY
PERSON 2 ADD YOUR NAME	💰 DOLLAR DIPLOMACY	⚓️ BIG STICK DIPLOMACY	😇 MORAL DIPLOMACY
PERSON 3 ADD YOUR NAME	😇 MORAL DIPLOMACY	💰 DOLLAR DIPLOMACY	⚓️ BIG STICK DIPLOMACY

EACH PERSON WILL BE RESPONSIBLE FOR LEARNING ABOUT ALL 3 DIPLOMACIES

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	TASK 1: READ/WATCH, TAKE NOTES, & PRIMARY SOURCE ANALYSIS
PERSON 1	⚓️ BIG STICK DIPLOMACY
PERSON 2	💰 DOLLAR DIPLOMACY
PERSON 3	😇 MORAL DIPLOMACY

⚓️💰😇

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big stick diplomacy

Watch & read

WHAT DOES BIG STICK DIPLOMACY MEAN?

MAKE SURE YOU UNDERSTAND

EXAMPLES & DETAILS OF WHEN AMERICA USED BIG STICK DIPLOMACY

1901-1909

⚓️

THEODORE ROOSEVELT & BIG STICK DIPLOMACY

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“Our interests and those of our southern neighbors (LATIN AMERICA) are in reality identical. They have great natural riches, and if within their borders the reign of law and justice obtains, prosperity is sure to come to them….We would interfere with them only if it became evident that their inability or unwillingness to do justice at home and abroad had violated the rights of the United States or had invited foreign aggression to the detriment of the entire body of American nations.”

1. The segment above is often referred to as the Roosevelt Corollary to the Monroe Doctrine. What geographic area is being referred to by the President?

2. What are President Roosevelt’s opinions regarding United States intervention with its “southern neighbors?”

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WHAT DOES DOLLAR DIPLOMACY MEAN?

MAKE SURE YOU UNDERSTAND

EXAMPLES & DETAILS OF WHEN AMERICA USED DOLLAR DIPLOMACY

dollar diplomacy

Watch & read

1909-1913

💰

WILLIAM TAFT & DOLLAR DIPLOMACY

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“The diplomacy of the present administration has sought to respond to modern ideas of commercial intercourse. This policy has been characterized as substituting dollars for bullets. It is one that appeals alike to idealistic humanitarian sentiments, to the dictates of sound policy and strategy, and to legitimate commercial aims. It is an effort frankly directed to the increase of American trade upon the axiomatic principle that the government of the

United States shall extend all proper support to every legitimate and beneficial American enterprise abroad.”

1. What does he mean when he states “substituting dollars for bullets”?

2. How is his policy different from the previous president?

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WHAT DOES MORAL DIPLOMACY MEAN?

MAKE SURE YOU UNDERSTAND

EXAMPLES & DETAILS OF WHEN AMERICA USED MORAL DIPLOMACY

MORAL DIPLOMACY

Watch & read

1913-1921

😇

WOODROW WILSON & MORAL DIPLOMACY

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Noted that his administration desired the "most cordial understanding and cooperation"with Latin America. "As friends … we shall prefer those who act in the interest of peace and honor, who protect private rights, and respect the restraints of constitutional provision.”

1. What actions does the President say America “prefers” from Latin American Countries?

2. What reasons, in addition to humanitarian concerns, would be another

reason why the US wanted pro-American ideals/democratic institutions in

Latin America?

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	TASK 2: COMPARE & CONTRAST AS A GROUP THEN COME UP WITH A WAY TO MEMORIZE THE DIPLOMACY
PERSON 1	😇 MORAL DIPLOMACY
PERSON 2	⚓️ BIG STICK DIPLOMACY
PERSON 3	💰 DOLLAR DIPLOMACY

⚓️💰😇

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TO WHOM DOES THE FACT BELONG?	TEDDY	TAFT	WILSON
1. Wanted to dominant Western Hemisphere. Warned European powers from interfering in U.S. interest (built upon the Monroe Doctrine)
2. Showed a concern for morality and justice in foreign affairs
3. His conduct of foreign policy focused on expanding opportunities for corporate investment overseas
4. He wanted U.S. foreign policy to advance democratic ideals and institutions in Mexico. He felt compelled to show them the way.
5. He believed Americans had to strive for greatness, cultivate mental fitness, build military force, and prepare to fight in order to achieve global supremacy

DRAG & DROP

EVERYONE

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TO WHOM DOES THE FACT BELONG?	TEDDY	TAFT	WILSON
6. Realized that more and more peoples of the world were determined to control their own destinies. Looked for a ways to support these peoples’ democratic aspirations while safeguarding America’s own economic interest
7. Provoked a revolution in Panama in order to gain access to build and control what will be the Panama Canal
8. Believed that U.S. investments would effectively substitute “dollars for bullets,” and thus offer a more peaceful and less coercive way of maintaining stability and order. No need to flex military muscle to show off U.S. power
9. Policy in the Caribbean similar to predecessors, sent troops to put down a revolution in Haiti, troops occupied area for 21 years. In the Dominican Republic U.S., forced them to accept the rule of a U.S. military government
10. The Great White Fleet /navy was used as the “big stick”

DRAG & DROP

EVERYONE

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How were Roosevelt’s, Wilson’s, and Taft’s foreign policies similar? Think about the end goal of each of these foreign policies.

SIMILARITIES - EVERYONE

COME UP WITH A WAY TO REMEMBER EACH DIPLOMACY

BIG STICK DIPLOMACY - PERSON 2

DOLLAR DIPLOMACY - PERSON 3

MORAL DIPLOMACY - PERSON 1

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	TASK 3: VISUALIZE & EXPLAIN
PERSON 1	💰 DOLLAR DIPLOMACY
PERSON 2	😇 MORAL DIPLOMACY
PERSON 3	⚓️ BIG STICK DIPLOMACY

⚓️💰😇

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ESSENTIAL QUESTIONS: How did America’s role in the world change under each president’s diplomacies?

DIRECTIONS:

Using a shared Google Slide create a poster slide detailing the each of the 3 presidential diplomacies. Your group will make one informational slide but each person will be responsible for the assigned diplomacy:

PERSON 3 - BIG STICK
PERSON 1 - DOLLAR
PERSON 2 - MORAL

USE IMAGES & TEXT

⚓️💰😇

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Person 1

Time Period

Name of Diplomacy

Summarize TAFT’S form of Diplomacy

EXAMPLES OF HOW THIS DIPLOMACY WAS USED

HOW DID AMERICA’S ROLE IN THE WORLD CHANGE UNDER THIS PRESIDENT’S DIPLOMACY

How will you remember this?

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Person 2

Time Period

Name of Diplomacy

Summarize WILSON’S form of Diplomacy

EXAMPLES OF HOW THIS DIPLOMACY WAS USED

HOW DID AMERICA’S ROLE IN THE WORLD CHANGE UNDER THIS PRESIDENT’S DIPLOMACY

How will you remember this?

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Person 3

Time Period

Name of Diplomacy

Summarize ROOSEVELT’S form of Diplomacy

EXAMPLES OF HOW THIS DIPLOMACY WAS USED

HOW DID AMERICA’S ROLE IN THE WORLD CHANGE UNDER THIS PRESIDENT’S DIPLOMACY

How will you remember this?

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Danita Cobble

September 2022

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EduProtocols Virtual Smart Start:

So you can work less and teach better!