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Tag: Teaching Fellow (page 1 of 2)

Global Issues Since the Fall of the Wall: A Course Made for Choices Materials

Blog Post by Choices Teaching Fellow Deb Springhorn

21st-century-skillsFor 30 years I have lamented the lack of time to teach the current global situation in the context of a world history course that is supposed to go from the prehistoric to the present in one year!  Given the global paradigm shift after the fall of the Berlin Wall and the rapid shift again after 9-11, it has become even more imperative to prepare students for global citizenship by developing their understanding of complex global issues and instilling the disposition to see others as they see themselves.  Choices Curriculum units and Teaching with the News lessons do just this.  The goal in developing the course, Global Issues Since the Fall of the Wall was to create an interdisciplinary, common core based course that would incorporate as many materials from the Choices Program as possible.  Beyond the Choices materials, students will read articles from a wide variety of journals and literature of several genres.  They will examine photographic images by James Nachtwey as a way of seeing themselves in such places Somalia, Bosnia, and Rwanda.

This year long course is divided into four units:

  • The New World [dis]Order of the 1990s: Nationalism, War, and Genocide
  • America After 9-11: The Single Story of Afghanistan, Pakistan, and Iraq
  • The Frustration and Hope of “The Arab Spring”
  • Globalization: Geopolitical, Environmental, and Economic Issues.

Each of the four units is organized around 21st Century Skills, reflecting the Common Core.  Choices Curriculum units and Teaching with the News lessons combine with the philosophical, literary, and artistic elements to provide students with an in-depth awareness of the complexities of the current global situation.

The web site for the course has unit overviews, detailed day-by-day plans, resource links, and annotated bibliographies of all the sources used for each of the units.  The attached document illustrates each of the four units with materials from the Choices Program  already incorporated in the first version of the course as well as others that will be added as the course continues to evolve.  The key literary works are listed as well to show the literary connections.

Cultivating Decision Makers after AP Exams

by Derek Reichenbecher, Choices Teaching Fellow
Howell High School, Farmingdale, NJ

I have been teaching Advanced Placement US History II for twelve years. A tricky part of teaching the class is that the American History timeline must be completed in time for the Advanced Placement Exam in early May. This leaves a full month between the completion of curriculum content and the district final exams. In order to motivate students as summer nears, I encourage them to apply what they learned throughout the year to the world they inherit. To do that I combine two Choices units: The Teacher’s Guide for the Fog of War and The U.S. Role in a Changing World. Students begin by completing background briefings in the US Role. This work and subsequent discussions help dovetail earlier class discussions with current policy and issues. We then watch and discuss the Errol Morris documentary THE FOG OF WAR, incorporating the accompanying lessons from the Choices’ Guide. After screening the film, students are asked to layout an overview of their preferred American foreign policy through a written assignment. They are expected to reference their own understanding of history as well as the issues and resources discussed through the Choices Program. Four pathways provided by the Choices unit are helpful as the students organize their own priorities and concerns. If time allows, students also explore the Choices role play at the end of the U.S. Role unit and deliberate on the best possible path forward for the United States.

It is critical that as teachers we not only provide students with facts and information, but also encourage them to think critically about their world. By using the Fog of War and the Choices Program units I aspire to create a classroom environment where students consider themselves as decision makers. Ultimately, the goal is not just to teach history, but also to support the students in making a connection between the knowledge they acquire and the country they are one day going to help govern.

The Fog of War Trailer

http://youtu.be/hcAyzbMvF7k

 

Choices Teaching Fellow Steve Seltz Wins National Teaching Award

9/11 Tribute Center

2014 9/11 Tribute Center Honorees

Choices Teaching Fellow Steve Seltz, from Urban Assembly School for Law and Justice high school in Brooklyn, NY was awarded a 2014 Teacher Award from the 9/11 Tribute Center in New York. The awards are given to educators who create projects that thoughtfully engaged their students in understanding 9/11 through a variety of disciplines. According to the 9-11 Tribute Center, few teachers throughout the country are supported in their efforts to teach about 9/11. The 9/11 Tribute Center has made it a priority to collect, reward and share the creativity and commitment of teachers that have taken the challenge and made tremendous accomplishments in their school.

Students in Seltz’s 12th grade Global Issues class research and debate how best to confront the issues of modern terrorism in a democratic society. The class engages in readings and debates materials adapted from the Choices curriculum unit Responding to Terrorism: Challenges for Democracy. Students are guided to recognize relationships between history and current issues with the goal of becoming responsible citizens. They identify and discuss the conflicting values and points of view that help shape history.

Seltz’s project has gown out of many years of teaching students about the broad causes and effects of the 9/11 terrorist attacks. By having students conduct research into Middle Eastern, European and American history, they can build a better understanding of the context of the 9/11 attacks, and are thus better able to engage in informed debate and discussion about the ongoing political and social challenges presented by the attacks. The goal is for students to talk about the challenges of terrorism particularly as it relates to the students’ lives as New Yorkers and for them to better confront the fears they might have in considering the problem.

You can read more about Steve’s use of Choices curriculum units in Teacher Conversations. (http://www.choices.edu/pd/teacher-conversations/seltz.php)

Congratulations to Steve Seltz and his students!

IB 20th Century Course: Cold War Historiography

by Melinda Gale, 2012 Choices Teaching Fellow

I’m reading through my student’s policy papers directed at President Truman as IB 20th Century students conclude their study of the Origins of the Cold War. I am again inspired both by the level of detail in their knowledge (given that we spent less than 3 weeks on the topic), and the grace and commitment with which they infuse their own values into these policy directives.  No doubt actually assuming the roles of key players and debating the strengths and weaknesses of U.S. potential policy options has made the subject both more concrete and heightened their awareness that consequences of these decisions are both powerful and germane to the world we live in.

This year, as an extension of this unit, students considered an element from the IB Curriculum: the role of Cold War historiography. While considering various historians’ perspectives, students categorized each perspective as orthodox, revisionist, or post-revisionist. The lesson culminated with students working in groups of 3 to design book jackets on a Cold War topic from each of the three perspectives. Each group had to produce 1 orthodox, 1 revisionist and 1 post-revisionist book jacket on the same topic.

The book jackets themselves had 4 sections:

  1. Cover with image and byline
  2. Event summary (inside front)
  3. About the author (inside back)
  4. Reviews (back).

The assignment also served as a review for Cold War topics as students were assigned to “write their book” about one of the following topics:

WW II, Tehran, Yalta, Potsdam, Kennan’s Long Telegram, The Iron Curtain Speech, the Truman Doctrine, Marshall Plan, Soviet Occupation of Eastern Europe, the Czech Coup, the Berlin Blockade or Leadership Styles of Truman and Stalin.

The level of humor in their texts indicates to me that students are very comfortable with the concepts, and I attribute this level of comfort directly to their well-grounded understanding of the origins of the Cold War.

 

Teaching Human Rights in a World Affairs Course

by Mike Gleason, Westerly High School, RI

This past semester I used the Choices Program Competing Visions of Human Rights: Questions for U.S. Policy unit in my World Affairs class. This unit on its own is outstanding, especially the section on the history of human rights.  Another noteworthy activity is having the students define human rights and brainstorm a list of natural rights inherent to all humans. This led to much thought-provoking conversation among the students.

As part of the unit I used the teacher modules and short video clips from the PBS Documentary “Half the Sky“. This traces women’s oppression around the globe and was absolutely fascinating viewing for the students. The website for the documentary includes a viewing guide and lesson plans.  This documentary created student interest in the topic and when we role-played the options for the Choices unit, the students made reference of and connections to the documentary.  Using these two resources together strengthened the Choices unit and made it more “real” for the students.  They had a visual to the suffering and plight of women around the globe and then connected it to the U.S. role in regards to human rights policy.  At the end of the unit, students’ comments on the impact this unit had on them confirmed my observation that using these two resources together deepens the learning.

Teaching Human Rights: Sudan, Syria, and R2P

Josie Perry, Choices Teaching Fellow
Rising Sun High School-North East, MD

As I began teaching the Competing Visions on Human Rights: Questions for US Policy unit, I wanted to pre-assess my students’ opinions on US involvement in international affairs, so I had my students watch The Devil Came on Horseback.  The students were fascinated by the documentary because most of them were unaware of the genocide happening in Sudan.  After they viewed the documentary, we had a Touchstones discussion focusing on international intervention in human rights violations.  Touchstones is a discussion format that my district is implementing in all content areas.  It is based on the students reading a text and then discussing a central question.  It is a student-driven activity where the teacher assumes the role of observer.  My initial question was:

If you see someone mistreating another person, how do you respond:

  1. Walk away because it’s none of my business.
  2. Get someone to help me diffuse the situation between the two people.
  3. Step in and help only if I know the person who is being mistreated.
  4. Step in and help the person who is being mistreated because it is the right thing to do.

Why?

Students answered the initial question independently and then shared their responses in small groups.  Then, as a class, we read “This I Believe” by Sunita, who was an aid worker in Sudan.  In this piece, Sunita proposes that all people have a responsibility to speak up for those who cannot speak for themselves, which is a similar message to Brian Steidle’s in The Devil Came on Horseback.  The students had many questions about the situation in Sudan, so it was difficult for me to act as only an observer for this discussion.  I was amazed at the students’ poignant thoughts on the topic of intervention!  Students were able to see the challenges of any type of intervention and how complex international events can be in today’s globalized world.

I ended the unit by revisiting the question of international intervention in human rights issues and we focused on the current situation in Syria.  I used the AP interactive on Syria and BBC News Syria: The Story of the Conflict sites to provide my students with the background on the conflict.  Then we read “Responsibility to Protect: The Moral Imperative to Intervene in Syria” by James P. Rudolph and discussed R2P within the context of the Syrian situation.  The students’ discussions were so rich and meaningful.  It was one of those days that reminded me why I chose teaching!  Throughout the unit, students gained a greater understanding of the complexity of human rights and the existing paradox in US human rights policy.

Readings:

Sunita. “This I Believe.” This I Believe RSS. N.p., 4 Sept. 2006. Web. 15 Feb. 2013.

Rudolph, James P. “‘Responsibility to Protect’: The Moral Imperative to Intervene in…” Christian Science Monitor. 08 Mar 2012: n.p. SIRS Issues Researcher. Web. 03 Mar 2013.


Competing Visions on Human Rights: Questions for US Policy is available from The Choices Program website. It is also available as a Free iBooks Textbook from the iBookstore.

Using Infographics for Policy Deliberation on Afghanistan

by Amy Sanders
Yarmouth ME High School Teacher & Choices Teaching Fellow

Infographic 5 © Newsweek

I incorporate the CHOICES curriculum, The United States in Afghanistan, into my Middle East Studies course. The curriculum is an excellent resource that provides helpful information about Afghanistan’s history, geography, and people, and is the framework around which I build our study of Afghanistan.

When teaching CHOICES units, I often modify the policy deliberation into two distinct phases: first, I have students share key points related to their policy options; second, I move into a “fishbowl” discussion to deliberate the pros and cons of the policy options.

In the past, when teaching the CHOICES unit about the US Invasion of Iraq, I located data that the US Department of Defense reported to Congress. Before we began policy deliberations, I would project some of the data from these reports (which included, for example, graphs of weekly security incidents or percentage of Iraqis with electricity). I would ask students to sit with members of their policy option group and to confer and take notes about how each graph/chart related to their policy option. When we began the fishbowl deliberation, I had color copies of the data available in the center of the table. Students would reach for a relevant graph or chart to back up a point they wanted to make. This method encouraged students to incorporate additional relevant, current evidence into the deliberation.

I wanted to try something similar for our policy deliberation on Afghanistan, and this time asked students to analyze infographics related to the war in Afghanistan. I created a handout introducing students to infographics (which includes an analysis sheet). Students divided into small groups, with each group analyzing one infographic. I used the infographics from the links below:

Infographic 1 – The White House – Troop Levels in Afghanistan and Iraq

Infographic 2 – Internews – Violence Against Journalists in Afghanistan

Infographic 3 – Asia Foundation – Visualizing Afghanistan: A Survey of the Afghan People

Infographic 4 – Plumegraph.org – Civilian Casualties in Afghanistan

Infographic 5 – Newsweek – Where’s the Money Going in Afghanistan?

Infographic 6 – US Action  – Ten Years of War in Afghanistan: Bridges NOT Bombs!

Infographic 7 – National Post (Canada) – Blood and Treasure

Infographic 8 – New York Times – Indicators of Worsening Security Situation in Afghanistan

Students rotated the writing responsibility in their infographic analysis and recorded interesting insights and thoughtful questions – including about media bias. Small groups then shared their analysis with the whole group; as teams presented, students within policy option groups conferred about how the data related to their policy option.

Overall, student feedback about the lesson was positive, including these comments:

“Visuals stick in the brain better.”

“This activity gave me a new way to think about data and a new outlook on the war.”

“It made all of the data and numbers relative, which made me better understand the implications of the war.”

“I saw trends that I hadn’t really thought about before.”

“Some of the infographics broke down abstract numbers and helped me to relate to them.”

“The infographics we looked at brought different perspectives and showed how you can manipulate data and numbers to make a point.”

“The infographic about the danger in Afghanistan helped me to see the progression of danger very clearly. It helped me to see visually that conditions there have not necessarily gotten better even after 10+ years of war.”

“This data helped me to better understand and reinforced a lot of what we already learned from the [CHOICES] curriculum.”

“I’d never really thought about how many civilians in Afghanistan have been killed by insurgents vs. the US military. The data showed that far more have died at the hands of insurgents. That was eye opening.”

Immersed in a media-rich world, students are drawn to visualizations of data, and infographics give us new ways to think about and understand information. I believe it’s important for educators to help students both to make connections to their prior learning and to analyze and challenge the information presented in infographics. Students’ analysis of infographics tied into the CHOICES curriculum on Afghanistan and helped extend student learning. It was fun and engaging too… a win/win for my students.


The United States in Afghanistan is available from The Choices Program website. It is also available as an iBooks Textbook from the iBookstore.

Teaching the U.S. Role in the Middle East in 11th & 12th Grade Social Problems

DoD photo by Sgt. KimberlyJohnson, U.S. Army

By Guest Blogger Hayley Vatch

Choices Teaching Fellow

The U.S. role in the Middle East is a surprisingly popular topic of interest for students in my 11th and 12th grade Social Problems class.  Although the class is focused on U.S. domestic social issues such as poverty and racism, I also make time to address more global issues such as the U.S. in Iraq and Afghanistan, and the refugees who have left these countries.  Studying the U.S. presence in Iraq and Afghanistan is not only important for my U.S.-born students with relatives or friends who serve in the military, but also for the high population of students at my school who are refugees.  The public high school where I teach in Denver, Colorado has students from over 40 countries, with the second-largest population being from Iraq (Mexico is first), so I mainly focus on the U.S. in Iraq in my teaching.

Since my Social Problems course is only a semester, there is limited time to delve into a topic as complex as the U.S. presence in the Middle East.  Below is a fairly flexible plan that I have used the past two semesters of this course.  Combining Choices’ Teaching with the News resources, the Choices unit A Global Controversy: The US Invasion of Iraq with a National Public Radio audio clip, a Veteran guest speaker, and information from the U.N. High Commissioner for Refugees makes for a concise but informative, well-rounded, and thought-provoking study of the U.S .in Iraq.


Days 1-2 – Essential Question: Where is Iraq and who are its people?

Resources: As a warm-up, students create a KWL chart for the U.S. war in Iraq.  At this time they complete on the “Know” and “Want to Know” sections.  The “Learned” section is completed at the end of the unit. A Global Controversy: The US Invasion of Iraq – Student Book p. 2-13, Teacher Resource Book p. 6-7 (Part I reading and study guide questions)


Days 2-3 – Essential Question: Who was Saddam Hussein and what was Iraq like before the U.S. invasion?

Resources: A Global Controversy: The US Invasion of Iraq – Student Book p. 14-25, Teacher Resource Book p. 29-30 (Part II reading and study guide questions)


Day 4 – Essential Question: Why did the U.S. invade Iraq?  How does the war in Iraq affect Iraqi people and U.S. military?

Guest speaker: I use a good friend who served in Iraq in 2004 and again in 2007 with the U.S. Marine Corps.  I have my students write down at least one question that they would like the speaker to address.  I give the questions to the speaker a day ahead of time to give him an idea of what the students know and might not know.  Students’ homework is to write a reflection on what they learned from the speaker.


Day 5 – Essential Question: What are the social, political, economic, and human costs of war?

Resources: Teaching With the News lesson The Cost of War. I print out the appropriate reading from the web site and give each group of 3-4 students the graphic organizer handout along with one of the three web site readings.  They complete their own portion of the graphic organizer using the reading, and then we share our notes as a class.  I also always show the Scholars Online video from the lesson plan entitled “Why is it important for high school students to understand the costs of the United States’ wars?”  Students answer this question using information from the video as well as their own opinions as their exit assignment for the day.


Day 6 – Essential Question: What effect has war had on the civilians of Iraq, particularly those who have been displaced by the war?  What is the refugee experience in America like for Iraqi refugees?

Online Resources:

UNHCR data and summary of Iraq’s refugees

NPR audio clip about the struggles of refugees in America


Day 7 – Essential Question: How do people of various backgrounds perceive and experience the U.S. war in Iraq?

Resources: A Global Controversy: The US Invasion of Iraq– Blogging Iraq activity found on p. 55-59 of the Teacher Resource Book

Complete the “Learned” section of the KWL chart as an exit assignment.


A Global Controversy: The U.S. Invasion of Iraq is available from The Choices Program website. It is also available as an iBooks Textbook from the iBookstore.

 

Martin Luther King Day Speaker Tells of Current Human Rights Violations in Darfur

By Derek Reichenbecher
Choices Teaching Fellow and High School Teacher, Farmingdale, NJ

Darfur

Last summer I attended the Choices Leadership Institute on Human Rights. One of our guest speakers was, El Fadel Arbab , a refuge from Darfur who now lives in Maine.  (Read about his incredible story here). I was so touched by El-Fadel’s story this summer that I wanted to bring him to Howell, NJ to tell his story to our students.  When I relayed the story to my supervisor in September he was hooked.  Our school was shut down for almost two weeks due to Hurricane Sandy, so we will have school on MLK Day.  I’m pretty excited that El-Fadel will be our guest speaker that day.

Inviting a speaker on MLK day to talk about present day human rights violations around the world  is a great way to help students place the U.S. Civil Rights Movement in a broader global context.  A few Choices units that can help teachers make these types of connections are the Freedom Now: The Civil Rights Movement in Mississippi, Competing Visions of Human Rights: Questions for U.S. Policy, and Confronting Genocide: Never Again.

The Choices 2013 Summer Leadership InstituteThe 1960s: Upheaval at Home and Abroad, will include significant content from the Civil Rights unit.

Genocide and The Responsibility to Protect (R2P)

By Kenneth Hung, Choices Teaching Fellow and high school classroom teacher, Philadelphia, PA

Peacekeeping

I am putting together a unit on Genocide and R2P to be used in my Contemporary World Conflicts class this January.  The goal of the unit is to have students understand and assess whether R2P could have/should be used as a justification for intervention in the recent Libyan conflict and current Syrian conflict.  This is what the unit is looking like so far:

Intro

Have students define genocide using the “wall” activity in the Choices Confronting Genocide: Never Again curriculum
. Have students read the Genocide Convention and Defining Genocide handouts and answer questions.  I’ll also ask them to evaluate if certain historical events might be considered genocide (see Day 1 of curriculum again), The Genocide map in the curriculum is a great visual for the students.

Lecture

Lecture on history of genocide from Confronting Genocide Teacher Resource book and lecture notes on R2P from the 2012 Choices Leadership Institute.

Film

Show the movie The Devil Came on Horseback, which looks at the tragedy in Darfur as seen through the eyes of an American military observer.  I’ll use movie to critique the argument that R2P should be used in Darfur.  I’ll also use some notes I have on the Arab Spring’s impact on Libya and Syria, including Choices Teaching with the News (TWTN) on “The Conflict in Syria” and other TWTNs on the Arab Spring.

Debate Project

I’ll then divide students into 4 groups – students will conduct research and then debate the following positions, probably in a Structured Academic Controversy format.

  • R2P should have been used against Qaddafi in Libya (YES/NO)
  • R2P should be used against Assad in Syria (YES/NO)

Assessment

Students will post a reflection on my website with their opinion on each debate topic. Students must address at least two arguments used by each side in the two debates.

If anyone knows of some great resources and readings that might be useful to me in this unit, please post them in the comments section below.

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