IDENTIFYING SIMIL ARITIES AND DIFFERENCES
|REINFORCING EFFORT AND|
|SETTING OBJECTIVES AND|
|CUES, QUESTIONS, AND|
As part of their study of the decade of the 1960s, students in Mrs. Jackson's
American History class read about and listened to Martin Luther King, Jr.'s
speech,[I Have A Dream.] Mrs. Jackson knew that these students had been
exposed to this speech many times before and, therefore, was not sur-
prised when they offered only predictable comments in the class discussion.
In order to help students understand the speech in a different way and to
build on the knowledge they had gained throughout the year, Mrs. Jackson
presented the following incomplete analogy:
[I Have a Dream] was to the Civil Rights Movement as
In small groups, students were to complete the analogy using another his-
torical event or document in the first blank and a movement or event in
the second blank. The students were asked to be ready to explain their
completed analogy to the entire class.
To Mrs. Jackson's surprise, students were quite adept in designing and ex-
plaining their analogies. To the students' surprise, this activity deepened their
understanding of the effect the [I Have a Dream] speech had on the Civil
Mrs. Jackson has engaged her students in a complex and abstract form of identifying similarities and differences by having them generate and explain analogies.