{"id":3496,"date":"2015-11-15T09:50:45","date_gmt":"2015-11-15T06:50:45","guid":{"rendered":"http:\/\/www.classtools.net\/blog\/?p=3291"},"modified":"2015-02-14T21:45:57","modified_gmt":"2015-02-14T18:45:57","slug":"target-diagrams","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/categorisation\/target-diagrams\/","title":{"rendered":"Target Diagrams for Categorisation"},"content":{"rendered":"

The ClassTools\u00a0Target Diagram Generator is a fantastic way of getting students to break down a key question. Three factors are placed in the centre of the diagram. In the next layer, each factor can then be broken into two examples. In the final layer, each of these examples can then be substantiated with factual detail \/ illustrative points. A great way of planning an essay!<\/p>\n

Sample Lesson Plan using the Template<\/h3>\n

Provide students with a key question, for example “What were the effects of World War One?”<\/p>\n

Students are asked to come up with three broad categories that could be used as the basis for the investigation, e.g. Social \/ Political \/ Economic. These are written into the central area.<\/p>\n

Then, students comes up with two examples for each category. This process could be managed as follows:
\na. Give each student a number (1, 2 or 3) corresponding to one of the three categories.
\nb. Each student has a few minutes to come up with two key examples to illustrate their allocated category of factor.
\nc. All the number “1”s sit together and compare their ideas, as do the “2”s and “3”s.
\nd. Each group decides what the two best points are to keep.<\/p>\n

The teacher then asks each group to feedback with their findings. These are recorded in the middle layer of the diagram.<\/p>\n

Finally, the students are asked to fill in the final layer of the diagram themselves with substantiating detail for each of the 6 examples now identified. They could do this in groups and feedback to the class again. Alternatively, the teacher could save the template onto the network so that students can open it up and work on it individually, or print off copies so that they can be completed by hand.<\/p>\n

Other Ideas for the Template<\/h3>\n

The teacher could complete one segment of the diagram (Social, Political or Economic) in advance of the lesson to give students a clearer idea of what needs to be done with the remaining two sections.
\nStudents could write an essay based around the key question using their template as the basis as their central three paragraphs.<\/p>\n

\n

Samples (you can use the\u00a0POWERSEARCH<\/a>\u00a0for a more customised search!)<\/h3>\n<\/div>\n
English Literature: Robinson Crusoe<\/a>
\nHistory Target: Causes of the English Civil Wars (by Mr. Moorhouse)<\/a>
\nHistory Target: Hitler’s Consolidation of Power<\/a>
\nHistory: Consequences of World War One<\/a><\/div>\n","protected":false},"excerpt":{"rendered":"

The ClassTools\u00a0Target Diagram Generator is a fantastic way of getting students to break down a key question. Three factors are placed in the centre of the diagram. In the next layer, each factor can then be broken into two examples. In the final layer, each of these examples can then be substantiated with factual detail… <\/p>\n

Read More<\/a><\/div>\n","protected":false},"author":195,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"gallery","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":[189,190,192],"tags":[248,345],"class_list":["post-3496","post","type-post","status-publish","format-gallery","hentry","category-categorisation","category-cause","category-consequence","tag-diagrams","tag-target","post_format-post-format-gallery"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":5429,"url":"https:\/\/www.activehistory.co.uk\/updates\/categorisation\/new-target-diagram-generator\/","url_meta":{"origin":3496,"position":0},"title":"*NEW* Target Diagram Generator","author":"Russel Tarr","date":"January 12, 2023","format":false,"excerpt":"*NEW* Target Diagram Template! A Target diagram is a fantastic way of getting students to break down a key question. Three factors are placed in the centre of the diagram. In the next layer, each factor can then be broken into two examples. In the final layer, each of these\u2026","rel":"","context":"In "Categorisation"","block_context":{"text":"Categorisation","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/categorisation\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2023\/01\/target.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2023\/01\/target.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2023\/01\/target.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2023\/01\/target.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2023\/01\/target.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2023\/01\/target.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":643,"url":"https:\/\/www.activehistory.co.uk\/updates\/uncategorized\/target-diagram\/","url_meta":{"origin":3496,"position":1},"title":"Create a Target Diagram Online!","author":"Russel Tarr","date":"September 11, 2008","format":false,"excerpt":"A Target diagram is a fantastic way of getting students to break down a key question. Three factors are placed in the centre of the diagram. In the next layer, each factor can then be broken into two examples. In the final layer, each of these examples can then be\u2026","rel":"","context":"In "History Teachers"","block_context":{"text":"History Teachers","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/history-teachers\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3435,"url":"https:\/\/www.activehistory.co.uk\/updates\/downloads\/diamond-diagrams-for-prioritisation\/","url_meta":{"origin":3496,"position":2},"title":"Diamond Diagrams for Prioritisation","author":"russeltarr","date":"November 3, 2015","format":"gallery","excerpt":"Overview: Students produce or are given 9 pieces of information which they arrange in order in a diamond diagram. Examples: Arrange outcomes of the Treaty of Versailles from most successful to least successful; Arrange medieval jobs from highest status to lowest status; arrange historical figures from most significant to least\u2026","rel":"","context":"In "Downloads"","block_context":{"text":"Downloads","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/downloads\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3444,"url":"https:\/\/www.activehistory.co.uk\/updates\/categorisation\/curate-an-exhibition\/","url_meta":{"origin":3496,"position":3},"title":"Curate a Museum Exhibition","author":"russeltarr","date":"February 23, 2015","format":"gallery","excerpt":"Provide students with a range of images relating to the topic. They\u00a0imagine they are curating a museum exhibition on four separate walls. How will they categorise the images into four categories? How will they caption them? Examples: Portraits of Napoleon, Stalin or other dictators with a penchant for propaganda. Images\u2026","rel":"","context":"In "Categorisation"","block_context":{"text":"Categorisation","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/categorisation\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":4556,"url":"https:\/\/www.activehistory.co.uk\/updates\/assessment\/lotus-diagram-templates-for-essay-planning\/","url_meta":{"origin":3496,"position":4},"title":"Lotus diagram templates for essay planning","author":"Russel Tarr","date":"August 26, 2019","format":false,"excerpt":"Lotus diagram templates for essay planning Overview I\u2019m grateful to\u00a0Shani Hartley\u00a0for introducing me to Lotus Diagrams.\u00a0These are graphic organisers that help students break down a question into key factors or arguments and then methodically summarise the essential knowledge that can be used to substantiate each one of these. In some\u2026","rel":"","context":"In "Assessment"","block_context":{"text":"Assessment","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/assessment\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/11\/Picture-2.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/11\/Picture-2.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/11\/Picture-2.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/11\/Picture-2.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":3434,"url":"https:\/\/www.activehistory.co.uk\/updates\/categorisation\/using-hexagon-learning-for-categorisation-linkage-and-prioritisation\/","url_meta":{"origin":3496,"position":5},"title":"Using Hexagon Learning for categorisation, linkage and prioritisation","author":"russeltarr","date":"January 31, 2015","format":"gallery","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 particularly simple and effective way of developing these skills. Read a detailed case study here. I have created an Online\u2026","rel":"","context":"In "Categorisation"","block_context":{"text":"Categorisation","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/categorisation\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]}],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3496","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\/195"}],"replies":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/comments?post=3496"}],"version-history":[{"count":1,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3496\/revisions"}],"predecessor-version":[{"id":3513,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3496\/revisions\/3513"}],"wp:attachment":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media?parent=3496"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/categories?post=3496"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/tags?post=3496"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}