Designing Your Own Deeper Discussions Lesson
Deeper Discussions in World History | CC BY-NC-ND 4.01Designing Your Own Deeper Discussions LessonThe Deeper Discussions curriculum facilitates historical inquiry through meaningful, student-to-student discussion. Although Deeper Discussions lesson topics are unique, they all follow the same discussion arc. At the core of each lesson is a Central Historical Questionthat students consider and discuss using evidence from a curated set of historical documents. The sources are designed to set up a tension about how we understand the past, inviting multiple interpretations and perspectives. Prior to the sourcing activity, each Deeper Discussions lesson begins with an on-ramp discussionthat explores relatable themes found in both the sources and students' own lives. Each lesson concludes with an off-ramp discussionthat helps students reflect on their new historical understanding and see history as a way to understand the world they live in. The questions below can help you draft your own Deeper Discussions-style discussion arc. As you brainstorm, remember that the process is iterative and as you move through parts 1-4, you’ll likely return to it and reassess some of your original ideas. Part 1: Select Your Sources and Draft the Central Historical Question .Start by curating a set of historical sources that students can use as evidence when responding to a CHQ. As you consider possible sources and the questions that students could answer with them, ask yourself: ●Are your sources set up to create tension that can spark discourse? If all your sources point to the same “right” answer, the discussion will likely fall flat. ●What kinds of relatable themes show up in the sources that might resonate with your students?●Does your CHQ set up a compelling tension about how we should understand the past that invites multiple, legitimate interpretations?●Does the source set provide enough evidence that students could use to make arguments for at least two different interpretations?Part 2: Design a Source Analysis Activity .As you consider what activities you’ll have students engage in to analyze the sources, ask yourself:●Are these sources accessible? If not, how can they be edited to be shorter, and what additional contextual or vocabulary support might students need?
Deeper Discussions in World History | CC BY-NC-ND 4.02●Are there particular ways of annotating the sources that would help students identify evidence to support their points in the discussion? ●What kind of worksheet(s) might help students organize their evidence so they feel prepared for the discussion?Part 3: Finish the Discussion Arc by Drafting On-and Off-Ramp Questions .To facilitate meaningful entry into discussion and provide students the opportunity to reflect on their new historical understanding and make connections, ask yourself:●Will the on-ramp discussion motivate student interest by exploring relatable themes found in both the sources and students' own lives?●Will the off-ramp discussion encourage students to apply or extend their thinking?●Will the on-and off-ramp questions create a throughline and feel cohesive with the Central Historical Question?Part 4: Create Your Facilitation Supports Your final step is to consider how you’ll facilitate your discussions. For example, what structure will you use for the discussions (e.g., whole class, small group, or inner/outer circles)? How will you set norms and expectations for students? When will you jump in to ask probing questions, and when will you step back and make space for student voice? How will you assess students? For guidance and practical strategies, see the Guide to Deeper Discussions.The creation of these materials was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute orthe U.S. Department of Education.