What did you learn from completing your iceberg?.Prompts you might use to guide journal writing and/or class discussion include: This step is often best done in groups so that students can brainstorm ideas together. In the bottom part of the iceberg (under the water), they should write answers to the question, “What factors influenced the particular choices made by the individuals and groups involved in this event?” These factors might include events from the past (i.e., an election, an economic depression, a natural disaster, a war, an invention) or aspects of human behavior or nature such as fear, obedience to authority, conformity, or opportunism. Questions they should answer include: What happened? What choices were made in this situation? By whom? Who was affected? When did it happen? Where did it happen?Īsk students to think about what caused this event. Alternatively, you can distribute the iceberg template located in the handout section.Īsk students to list everything they know about the facts of a selected event in the “tip” area of the iceberg. Their drawings should be large enough so that students can take notes within the iceberg. Then ask students to draw an iceberg on a piece of paper or in their journals, making sure that there is a tip, a water line, and a larger area below the surface. The main idea you want to establish is that what one sees above the water is only the tip of the iceberg the larger foundation rests below the surface. Students should already be familiar with this event.Īsk students to list what they know about icebergs, or you can show them a picture of an iceberg. It can be an event from literature, history, or recent news.
Select an event that students are exploring in class.
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