Last time we went around to each station, and you annotated the reading itself. This time around, what I would like you to do is we're adding steps to it. I'm going to split you up into groups, or you're going to split yourselves up into groups based off numbering. What we're going to do is we're going to split up, and we've done Big Paper before. They are dealing with primary sources, but it almost feels personal in a way. But in that sort of private sphere of looking over that paper while it is attached to the poster and being in stations, reading it, and then being able to sort of write on it, it also gives them a connection to the history itself. And that really, I think, brings out student comments and creativity in a way that if we're just sitting and we go over it in class doesn't necessarily engage a lot of students because some of them won't want to raise their hands.
And we have the students use that as a drawing board. At the end of the station, they will end up picking highlights from everything that has gone around annotations and showing that to the class as a whole. And so the students are going to be going through with each of those stations marking up the papers, annotating the readings as much as they want as well as commenting, and having conversations, checking off, or contradicting, challenging, supporting other students' claims as we go through all five stations. We have five stations, a big paper on each.
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