World History

Conversational History Journal: An Interactive Notebook

Why?
Science has proven that writing helps to improve retention, but you also need to take it a step further and do something with it.
This format encourages you to be organized and creative, which also fosters understanding and long-term memory.

Organization
 College-ruled composition book (You can usually find one for $1.)
 Title page [pg.1]- subject, student name (first and last), class period
 Directions and “Output” options
 Create a table of contents [pg.3-6]—Label the first page of the notebook Table of Contents. Skip the first few pages for
future entries. Number each page (L1/R1).
 Unit title pages [as needed]- At the beginning of each unit create a title page that acts as a section divider. Add sections
to your table of contents, too, for easy reference.

Structure
Left-side pages- OUTPUT-
This is where your interaction with content occurs, and where
you’ll show your understanding of the material from the right
(INPUT) by presenting it in your own way. This will require you
to use higher-level thinking and the active processing/digesting of
information.
Right-side pages- INPUT-
This is where the objective material is located. I’ll often give
you pages or details to add here. In addition, you may add on
this side: notes on class discussion, vocabulary, procedures, mini
lessons, key questions that are completed in
groups/partners/individually, warm-ups.

You may add quick writes, charts, brainstorms, diagrams, **Study the right-side pages for tests.
summaries, drawings, notes on a group activity, reflections,
application to the world, or output of your choosing from the
INB Output Options.

Grading
When a page is assigned to be completed at home, I’ll come by and check your work the next day. You’ll get some sort of stamp
or mark to note that I’ve checked your work.

When collected, about every 2 months, this collective work will count as a test grade. I’ll check for missing/unfinished work,
which is 50% of your grade. Refer to the “Qualitative Rubric” for guidelines on work-quality and grading. The other 50% of
your grade will come from a total of 4 pages: I’ll choose one page and you’ll choose three for me to grade. The idea is for you to
show off your best work.

**Notebook checks can be administered at random and may not be announced. Keep up with your daily additions and be sure to
complete your work in a timely manner.

Page Completeness Student Choice (3 pages) Teacher Choice (1-2 pages)

Pages are titled and numbered
consistently and correctly.
Pages are entered on the ToC.
Work is neat, thorough, and complete
(check the Qualitative Grading Rubric).
Identify and explain why the pages are Work demonstrates time, thoughtfulness,
your best work. creativity, and deeper understanding.
Work demonstrates time, thoughtfulness,
creativity, and deeper understanding.

/5 points /3 points /2 points

CHJ Output Options

• 3-minute pause summary- I was surprised about…; I became more aware of…; I want to know more about…
• Acrostic poem- Choosing one key term/topic, create a poem using each letter of the word.
• Bookmark notes- Record prompts, answer reading questions, make observations, and note your objections while
reading an assigned article/text.
• Bumper sticker- Write a slogan-like bumper sticker to illustrate a particular concept from class/unit.
• Comic- Use your creativity to develop a 4-5 panel comic explaining or highlighting the topic for someone who
knows less about it.
• Concept map- Brainstorm keywords and arrange/organize them into logical order using a flow chart; or simply
draw the connections made between concepts.
• Directed paraphrasing- Paraphrase part of a lesson for a specific audience and a specific purpose.
• Drawing for Understanding- Illustrate an abstract concept or idea based on your own understanding. Compare and
make any necessary changes.
• Flashcards- Create your own review flashcards about the day’s lesson.
• Haiku- A three-line poem (5-syllables, then 7, then 5) written about a topic or concept.
• Harvesting- Reflect on “what” you learned, “so what” (why it is important and the implications), and “now what”
(how to apply it or do things differently).
• Infographic- Create an infographic that combines flowchart logic and visual presentation. Meant to inform
individuals with less knowledge of your topic.
• Mind map- Use color, images, and symbols to represent ideas rather than simply list/organize in a linear concept
map form.
• Muddiest Point- Like the One-Minute Paper, but focuses on the “most confusing” point instead. Explain what you
know, and what questions you still have.
• One-minute Paper- Write for one minute responding to a specific question (which might be generalized to “what
was the most important thing you learned today?” or “what’s the takeaway for your life?”)
• One-sentence summary- Summarize the topic into one sentence that incorporates all of
who/what/when/where/why/how creatively.
• Photograph the idea- Snap a real photo of something at home (or in your neighborhood) that captures a specific
concept from the class.
• Pro/con chart- List pros/cons for the given subject. Try to come up with as many as you can.
• Reflection questions- Write your own reflection/discussion questions to clarify ideas/topics discussed. Answer
each question in a thoughtful response.
• Tabloid title- Write a tabloid-style headline that would illustrate the concept currently being discussed.
• Twitter feed- Compose a tweet about your topic. Include photos, GIFs, videos, or links as well as your text, but
make sure you keep to the 280-character limit.
• Update/Annotate notes- Take 2-3 minutes to compare your notes with another classmate. Fill in any gaps and
develop joint questions. OR to annotate, read through class notes and write your own comments and explanations.
• Venn Diagram- Compare two ideas.
• Why or why not? Students discuss what’s good and not.
• Word journal- Summarize the entire topic on paper with a single word. Use a paragraph to explain your word
choice.

Compiled using ideas from: Yee, Kevin. “Interactive Techniques.” Creative Commons BY-NC-SA.
 Left-side pages- OUTPUT Right-side pages- INPUT

This is where your interaction with content occurs, and where you will show your
understanding of the material from the right (INPUT) by presenting it in your own way.
This will require you to use higher-level thinking and the active processing/digesting of information.
You may add quick writes, charts, brainstorms, diagrams, summaries, drawings, notes on
a group activity, reflections, application to the world, or output of your choosing from
the CHJ Output Options.
This is where the objective material is located. I will often give you pages or details to
add here. In addition, you may add on this side: notes on class discussion, vocabulary,
procedures, mini lessons, key questions that are completed in
groups/partners/individually, warm-ups.
**Study the right-side pages for tests.

Left-side pages- OUTPUT Right-side pages- INPUT

This is where your interaction with content occurs, and where you will show your
understanding of the material from the right (INPUT) by presenting it in your own way.
This will require you to use higher-level thinking and the active processing/digesting of information.
You may add quick writes, charts, brainstorms, diagrams, summaries, drawings, notes on
a group activity, reflections, application to the world, or output of your choosing from
the CHJ Output Options.
This is where the objective material is located. I will often give you pages or details to
add here. In addition, you may add on this side: notes on class discussion, vocabulary,
procedures, mini lessons, key questions that are completed in
groups/partners/individually, warm-ups.
**Study the right-side pages for tests.

Left-side pages- OUTPUT Right-side pages- INPUT

This is where your interaction with content occurs, and where you will show your
understanding of the material from the right (INPUT) by presenting it in your own way.
This will require you to use higher-level thinking and the active processing/digesting of information.
You may add quick writes, charts, brainstorms, diagrams, summaries, drawings, notes on
a group activity, reflections, application to the world, or output of your choosing from
the CHJ Output Options.
This is where the objective material is located. I will often give you pages or details to
add here. In addition, you may add on this side: notes on class discussion, vocabulary,
procedures, mini lessons, key questions that are completed in
groups/partners/individually, warm-ups.
**Study the right-side pages for tests.
• 3-minute pause summary- I was surprised about…; I became more aware of…; I want to know
more about…
• Acrostic poem- Choosing one key term/topic, create a poem using each letter of the word.
• Bookmark notes- Record prompts, answer reading questions, make observations, and note your
objections while reading an assigned article/text.
• Bumper sticker- Write a slogan-like bumper sticker to illustrate a particular concept from
class/unit.
• Comic- Use your creativity to develop a 4-5 panel comic explaining or highlighting the topic for
someone who knows less about it.
• Concept map- Brainstorm keywords and arrange/organize them into logical order using a flow
chart; or simply draw the connections made between concepts.
• Directed paraphrasing- Paraphrase part of a lesson for a specific audience and a specific
purpose.
• Drawing for Understanding- Illustrate an abstract concept or idea based on your own
understanding. Compare and make any necessary changes.
• Flashcards- Create your own review flashcards about the day’s lesson.
• Haiku- A three-line poem (5-syllables, then 7, then 5) written about a topic or concept.
• Harvesting- Reflect on “what” you learned, “so what” (why it is important and the implications),
and “now what” (how to apply it or do things differently).
• Infographic- Create an infographic that combines flowchart logic and visual presentation.
Meant to inform individuals with less knowledge of your topic.
• Mind map- Use color, images, and symbols to represent ideas rather than simply list/organize in
a linear concept map form.
• Muddiest Point- Like the One-Minute Paper, but focuses on the “most confusing” point
instead. Explain what you know, and what questions you still have.
• One-minute Paper- Write for one minute responding to a specific question (which might be
generalized to “what was the most important thing you learned today?” or “what’s the takeaway
for your life?”)
• One-sentence summary- Summarize the topic into one sentence that incorporates all of
who/what/when/where/why/how creatively.
• Photograph the idea- Snap a real photo of something at home (or in your neighborhood) that
captures a specific concept from the class.
• Pro/con chart- List pros/cons for the given subject. Try to come up with as many as you can.
• Reflection questions- Write your own reflection/discussion questions to clarify ideas/topics
discussed. Answer each question in a thoughtful response.
• Tabloid title- Write a tabloid-style headline that would illustrate the concept currently being
discussed.
• Twitter feed- Compose a tweet about your topic. Include photos, GIFs, videos, or links as well
as your text, but make sure you keep to the 280-character limit.
• Update/Annotate notes- Take 2-3 minutes to compare your notes with another classmate. Fill
in any gaps and develop joint questions. OR to annotate, read through class notes and write
your own comments and explanations.
• Venn Diagram- Compare two ideas.
• Why or why not? Students discuss what’s good and not.
• Word journal- Summarize the entire topic on paper with a single word. Use a paragraph to
explain your word choice.
• 3-minute pause summary- I was surprised about…; I became more aware of…; I want to know
more about…
• Acrostic poem- Choosing one key term/topic, create a poem using each letter of the word.
• Bookmark notes- Record prompts, answer reading questions, make observations, and note your
objections while reading an assigned article/text.
• Bumper sticker- Write a slogan-like bumper sticker to illustrate a particular concept from
class/unit.
• Comic- Use your creativity to develop a 4-5 panel comic explaining or highlighting the topic for
someone who knows less about it.
• Concept map- Brainstorm keywords and arrange/organize them into logical order using a flow
chart; or simply draw the connections made between concepts.
• Directed paraphrasing- Paraphrase part of a lesson for a specific audience and a specific
purpose.
• Drawing for Understanding- Illustrate an abstract concept or idea based on your own
understanding. Compare and make any necessary changes.
• Flashcards- Create your own review flashcards about the day’s lesson.
• Haiku- A three-line poem (5-syllables, then 7, then 5) written about a topic or concept.
• Harvesting- Reflect on “what” you learned, “so what” (why it is important and the implications),
and “now what” (how to apply it or do things differently).
• Infographic- Create an infographic that combines flowchart logic and visual presentation.
Meant to inform individuals with less knowledge of your topic.
• Mind map- Use color, images, and symbols to represent ideas rather than simply list/organize in
a linear concept map form.
• Muddiest Point- Like the One-Minute Paper, but focuses on the “most confusing” point
instead. Explain what you know, and what questions you still have.
• One-minute Paper- Write for one minute responding to a specific question (which might be
generalized to “what was the most important thing you learned today?” or “what’s the takeaway
for your life?”)
• One-sentence summary- Summarize the topic into one sentence that incorporates all of
who/what/when/where/why/how creatively.
• Photograph the idea- Snap a real photo of something at home (or in your neighborhood) that
captures a specific concept from the class.
• Pro/con chart- List pros/cons for the given subject. Try to come up with as many as you can.
• Reflection questions- Write your own reflection/discussion questions to clarify ideas/topics
discussed. Answer each question in a thoughtful response.
• Tabloid title- Write a tabloid-style headline that would illustrate the concept currently being
discussed.
• Twitter feed- Compose a tweet about your topic. Include photos, GIFs, videos, or links as well
as your text, but make sure you keep to the 280-character limit.
• Update/Annotate notes- Take 2-3 minutes to compare your notes with another classmate. Fill
in any gaps and develop joint questions. OR to annotate, read through class notes and write
your own comments and explanations.
• Venn Diagram- Compare two ideas.
• Why or why not? Students discuss what’s good and not.
• Word journal- Summarize the entire topic on paper with a single word. Use a paragraph to
explain your word choice.
World History
Quarterly CHJ Review Name: Date: Per:

Student Choice Pages/Explanation

Choose three pages (both the L/R spread) for me to grade. Be sure to pick pages that exemplify your best work, and explain why below.

1. Pg. _______/1

I chose this page because…

2. Pg. _______/1

I chose this page because…

3. Pg. _______/1

I chose this page because…

Student Choice (3 pages)

Identify and explain why the pages are your best
work (completed above).
/3 points
Work demonstrates time, thoughtfulness,
creativity, and student understanding of the
material.
Page Completeness 1- More than 16 pages incomplete. ToC
Pages are titled and numbered consistently and not complete; lacks page info
correctly.
Pages are entered on the ToC. 2- 11-15 pages incomplete; ToC not
complete; lacks page info
-AND- /5 points
3- 6-10 pages incomplete; ToC not
Work is neat, thorough, and completed complete; lacks page info
thoughtfully with details (check the Qualitative
Grading Rubric). 4- 5 or less pages incomplete; ToC not
complete; lacks page info
Teacher Choice (1-2 pages)

Work demonstrates time, thoughtfulness, /2 points

creativity, and student understanding.

Comments:

Total__________/10