Here Now There Then
Connections and Extension

The two columns of ideas and perspectives created on the board during the conversation make thinking visible because students’ ideas are shared with the class. The display helps to facilitate the conversation and can make the inquiry richer.  Post the lists in a visible spot in the classroom and be sure to revisit them as you further the study of your topic.

You can use the documentation again and again! It’s possible to use the lists generated during routines as a springboard for future areas of investigation, or re-order the lists to show important concepts or to keep track of developing knowledge. Students can add new thoughts to the lists on their own or respond to the posted ideas in their notebooks. If you take time to revisit, question and challenge the documentation it can provide fruitful ground for new thinking.

The Here Now /There Then routine can be done in small groups, in pairs, and even solo. The routine can also be varied by combining it with other fairness routines. For example, begin by looking at an image or object that connects to the topic (such as a picture of a 19thC slave auction, or a chart that shows the number of slaves owned over time) and use the What makes you say that routine to get the conversation started.

Another way to vary the routine is to divide it into Here/There to discuss the varied perspectives of people of the same time, but perhaps different places and cultures.  Now/Then can be used to focus a discussion on just past and present issues.

A natural follow-up to the activity is to have students find and investigate the documents they suggested in the closing questions. Another follow-up activity, perhaps after they have carefully thought about some of these documents, is to ask students to a write an essay or short story expanding on one of the perspectives of the past. Yet another follow-up activity is to have students debate from the perspectives of the past.