{"id":2944,"date":"2013-12-17T15:57:17","date_gmt":"2013-12-17T12:57:17","guid":{"rendered":"https:\/\/activehistory.co.uk\/updates\/?p=2944"},"modified":"2013-12-17T15:57:17","modified_gmt":"2013-12-17T12:57:17","slug":"solo-hexagons-generator","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/uncategorized\/solo-hexagons-generator\/","title":{"rendered":"SOLO Hexagons Generator"},"content":{"rendered":"<p><a href=\"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/12\/yr12_hexagons2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-2945\" alt=\"yr12_hexagons2\" src=\"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/12\/yr12_hexagons2.jpg\" width=\"370\" height=\"302\" srcset=\"https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/12\/yr12_hexagons2.jpg 370w, https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/12\/yr12_hexagons2-300x244.jpg 300w\" sizes=\"auto, (max-width: 370px) 100vw, 370px\" \/><\/a>SOLO Hexagons allow students to identify links between factors very effectively. Students categorise and link factors together for deeper understanding of the relationship between factors.<\/p>\n<p><a href=\"http:\/\/www.classtools.net\/solo-hexagons\/\" target=\"_blank\" rel=\"noopener\">This new template at ClassTools.net<\/a> allows you to quickly create hexagons by simply cutting and pasting a list of terms direct from your word processor!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>SOLO Hexagons allow students to identify links between factors very effectively. Students categorise and link factors together for deeper understanding of the relationship between factors. This new template at ClassTools.net allows you to quickly create hexagons by simply cutting and pasting a list of terms direct from your word processor!<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[7,1],"tags":[],"class_list":["post-2944","post","type-post","status-publish","format-standard","hentry","category-history-teachers","category-uncategorized"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":3830,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/solo-hexagons-the-rise-of-hitler\/","url_meta":{"origin":2944,"position":0},"title":"SOLO Hexagons: The Rise of Hitler","author":"Russel Tarr","date":"July 26, 2016","format":false,"excerpt":"SOLO Hexagons: The Rise of Hitler 40+ factors are provided to students to organise into meaningful and connected categories as part of the essay-planning process. Full details of the hexagons approach can be found at\u00a0Tarr's Toolbox.","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/10\/hit.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/10\/hit.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/10\/hit.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/10\/hit.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/10\/hit.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2013\/10\/hit.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":3221,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/hexagon-learning-case-study-the-rise-of-stalin\/","url_meta":{"origin":2944,"position":1},"title":"Hexagon Learning Case Study: The Rise of Stalin","author":"Russel Tarr","date":"November 26, 2014","format":false,"excerpt":"The ability to select, prioritise, categorise and link evidence is a valuable skill that students learn in History. It is also highly transferable to other subjects. Using hexagons is a simple and effective way of developing these skills, as this case study, which comes complete with all the necessary resources,\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/A_Level\/Late_Modern\/Stalin_Rise\/1.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":3625,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/igcse-sourcework-sample-paper-why-was-there-a-revolution-in-iran-in-1979\/","url_meta":{"origin":2944,"position":2},"title":"IGCSE Sourcework Sample Paper *and generic mark scheme*, Why was there a revolution in Iran in 1979?","author":"Russel Tarr","date":"January 30, 2016","format":false,"excerpt":"Why was there a revolution in Iran in 1979? NOW UPDATED WITH A GENERIC MARK SCHEME AT THE REQUEST OF SUBSCRIBERS! This question will be investigated through a Hexagons exercise. Students will be presented with a large amount of hexagons, with each one providing one key piece of information. Students\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3928,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/year-9-history\/hexagons-activity-impact-of-the-industrial-revolution\/","url_meta":{"origin":2944,"position":3},"title":"Hexagons Activity: Impact of the Industrial Revolution","author":"Russel Tarr","date":"January 4, 2017","format":false,"excerpt":"Hexagons Activity: Impact of the Industrial Revolution This activity is approached through a 'Hexagons' approach which is outlined in detail here. Students cut up the hexagons and organise them in logical groups, with adjacent sides of hexagons indicating connections that are then explained around the diagram. The hexagons were created\u2026","rel":"","context":"In &quot;1750-1900 (Year 9 History)&quot;","block_context":{"text":"1750-1900 (Year 9 History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/industrial-revolution\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3684,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/year-7-history\/why-did-the-roman-empire-fall\/","url_meta":{"origin":2944,"position":4},"title":"Why did the Roman Empire Fall?","author":"Russel Tarr","date":"January 14, 2016","format":false,"excerpt":"Why did the Roman Empire Fall? In this exercise, created using the ClassTools Hexagons Generator, pairs of students are given a sheet of factors explaining the collapse of the Roman Empire in the West. They cut these out and then organise them into meaningful categories, each with a title which\u2026","rel":"","context":"In &quot;1000-1450 (Year 7 History)&quot;","block_context":{"text":"1000-1450 (Year 7 History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/medieval\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/Year_7\/Romans\/2.gif?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/Year_7\/Romans\/2.gif?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/Year_7\/Romans\/2.gif?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/Year_7\/Romans\/2.gif?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":4600,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/consequences-of-the-korean-war-html5-hexagons\/","url_meta":{"origin":2944,"position":5},"title":"Consequences of the Korean War: HTML5 Hexagons","author":"Russel Tarr","date":"December 7, 2019","format":false,"excerpt":"How was a truce negotiated? What were the consequences for Korea and for the wider world? |Interactive HTML Hexagons Students consider a list of detailed points are are then challenged to organise these into meaningful categories to answer the key questions. There are also some HTML5 Hexagons available for this\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/12\/truman_macarthur.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/12\/truman_macarthur.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/12\/truman_macarthur.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/12\/truman_macarthur.jpg?resize=700%2C400&ssl=1 2x"},"classes":[]}],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/2944","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/comments?post=2944"}],"version-history":[{"count":1,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/2944\/revisions"}],"predecessor-version":[{"id":2946,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/2944\/revisions\/2946"}],"wp:attachment":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media?parent=2944"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/categories?post=2944"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/tags?post=2944"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}