Voices From War Voice For Justice
Overview
Students build contextual understanding of the post-World War II events that launched the United States as an international power by considering the question: Should the United States intervene in foreign affairs? Students assess how public opinion about war has shifted since those key moments in American history. Then, students investigate case studies of U.S. intervention in Korea, Vietnam, and Afghanistan to understand how war affects different groups of people, particularly the people living in places where these conflicts occur. Students participate in a structured academic controversy to build on their primary and secondary source analysis skills and draw well-supported conclusions on the topic of U.S. foreign intervention. Finally students create video essays in which they take a position on U.S. intervention and speak to younger audiences about what they've learned about the issue.
Educator Welcome
Dear Educator,
We understand the joy every teacher experiences when they discover what lights up a student.And that breakthrough can make way for a powerful shift in motivating engagement in studentlearning. We’re thrilled to partner with you in bringing project-based learning to yourclassroom, and we think you’ll love these lessons—created in collaboration with educators, learning scientists, and experts in the field. Whether this is your first voyage into project-based learning or you’re a seasoned pro, we’re sure you’ll agree it’s an approach that sparks interest, ignites possibility, fuels a love for learningin students, and brings wonder to the classroom. As you join your students on this learning journey, we’d love to hear from you. We want to share in your successes, experience your students’ curiosity, celebrate their projects, hear what we can do better, answer any questions you have—and of course, support you each step of the way. Thank you for taking us along on this adventure.
Onward!
Your Friends at Educurious
Acknowledgements
Unit Credits & Acknowledgments
Voices From War, Voices for Justice
Unit Credits & Acknowledgments
Educurious would like to express sincere gratitude to our partners for contributing their expertise, insights, and energy. Their collaboration was instrumental in the co-design of this project-based learning unit.
Design Teachers and Schools:
- Diya Bailey
- Brad Clay
- Amanda Creasia
- Delaney Hanon
- Nathaniel Okamoto
- Christine Pyle
- Heather Wren
A special thank you Amanda Christensen for her leadership and support throughout this project.
The Educurious Team:
Unit Development Team:
- Writers: Valeria Gamarra, Chris Carter
- Educurious Reviewer: Chris Carter
- Editors: Clare Lilliston, Rachel Parish
Production Team:
- Erik Robinson, Angela Rosenberg
Project Manager:
- Chris Carter
Educurious Leadership:
- Jane Chadsey, CEO
Unit Poster Image Credits:
- Poster created by Carlos Suarez-Murias
License & Attribution
Except where otherwise noted, Voices From War, Voices for Justice by Educurious is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share this material (by copying and redistributing it in any medium or format) and adapt it (by remixing, transforming, or building upon it). However, you must give appropriate credit, provide a link to the license, and indicate whether changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your adaptation. You may not use this material, or any adaptation of it, for commercial purposes. Please take care that adaptations do not introduce cultural bias.
All logos and trademarks are the property of their respective owners. All art, illustrations, and photos in this work are used with permission and are not included in the open license. This resource contains links to websites operated by third parties. These links are provided for your convenience only, and do not constitute or imply any endorsement or monitoring by Educurious. Please confirm the license status of any third-party resources and ensure that you understand their terms before use.
If you adapt this work, please note the substantive changes, retitle the work, and provide the following attribution: "This resource was adapted from Voices for War, Voices for Justice, which was produced and published by Educurious and is licensed under CC BY-NC 4.0."
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Unit At A Glance & Teacher's Edition Download
Module 1 Overview: Motivations and Power
Module Overview
Module 1: Motivations and Power
Voices From War, Voices for Justice
Unit Driving Question
Should the United States intervene in foreign affairs?
Module Driving Question
What values, beliefs, and events have influenced U.S. interventions abroad?
Module Overview
In this module, students learn that U.S. involvement in international conflicts has ebbed and flowed since the United States established itself as an independent nation in the 18th century. At times, the United States has remained neutral in conflicts abroad. In other instances, it has used military and economic strategies to intervene in foreign affairs. After World War II, U.S. foreign policy shifted; the United States became an international power that was viewed as an arbiter of democracy abroad. As the views and beliefs of people in the United States shift, so do the foreign policy decisions that the U.S. government takes. Students, now and in the future, can inform U.S. foreign policy decisions through their advocacy and informed actions.
In Lesson 1.1, students explore the relationship between power, morality, and foreign policy by applying their own views to evaluate a foreign policy scenario rooted in a real historical event. In Lesson 1.2, students learn about the role that World War II played in the United States’s rise as an international power. Then, they learn how the war’s aftermath shaped the views and beliefs Americans hold about the role of the United States in the world. In Lesson 1.3, students learn about the different modes of foreign intervention and participate in another foreign policy scenario to consider the impact of those modes of intervention. Then, they examine a series of foreign policy decisions the United States made during the Cold War and the results of those decisions. Finally, students compare these historical U.S. decisions to the ones they made with their classmates during the simulation.
| Lesson 1.1: Power and Morality (60 minutes) | |
Key Standards for Success Criteria D2.His.8.9-12CCSS.ELA-LITERACY.RH.11-12.9CCSS.ELA-LITERACY.SL.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this unit launch lesson, students participate in a simulation in which they work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, they reflect on their experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, students learn about the content of this unit and the final product, a video essay. |
| Lesson 1.2: The Rise of U.S. Power in the World (60 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12D2.His.5.9-12CCSS.ELA-LITERACY.RH.11-12.2 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students learn how the United States rose as a global power in the 1940s and 1950s. They analyze primary and secondary sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, students use what they’ve learned to create visual notes on the rise of U.S. power. |
| Lesson 1.3: Modes of Intervention (85 minutes) | |
Key Standards for Success Criteria D2.His.8.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.WHST.11-12.1.B Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students learn about different modes of foreign intervention used by the United States in other countries. Then, they participate in a simulation in which they work with others to come to a consensus on what mode of foreign intervention they should use to respond to a conflict somewhere in the world. Then, students review a real-life intervention made by the United States and compare it to the decisions and predictions they made during the simulation. Next, they discuss the roles of morality and power in the interventions they learned about. Finally, they learn about the final product and meet in their teams to consider what they know and what they still need to learn to create their products. |
| Module Assessments |
|
| Vocabulary |
|
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.1: Power and Morality
Teacher Guide
Lesson 1.1: Power and Morality
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad?
Learning Targets I can:
Purpose In this unit launch lesson, you will participate in a simulation in which you work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, you will reflect on your experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, you will learn about the content of this unit and the final product, a video essay. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.8.9-12: Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. | |
| CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this unit launch lesson, students participate in a simulation in which they work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, they reflect on their experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, students learn about the content of this unit and the final product, a video essay. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Reflect on your views on power, morality, and foreign policy | (10 min) |
Purpose: Students reflect on their own understanding of the concepts they will explore in this unit. Students hear from their peers and discuss the multiple perspectives that exist on the relationship between power and morality when the United States intervenes in an international conflict. They will revisit and build upon this initial discussion after participating in a foreign policy simulation.
You might say: When the U.S. government takes action abroad, those actions impact communities. But often, it is these same communities who ask for U.S. involvement in the first place. In other words, the history of U.S. foreign policy is complicated and layered. In this lesson, we are going to start thinking about whether the United States should intervene in foreign affairs.
[Slide 2] Facilitate Ignite Learning Freewrite:
- Distribute the Ignite Learning Freewrite handout and review the directions and questions with students.
- Provide students with time to write and reflect.
- Then, organize students into groups of 3–5 to share their ideas.
You might say: Now that you have reflected on some of the big ideas we’ll explore in this unit, we are going to share our thoughts and establish common definitions for three key terms: power, morality, and foreign policy. As other students share, add new ideas you hear to your Ignite Learning Freewrite handout.
[Slides 3–4] Discuss and define power:
- [Slide 3] Invite students to share their ideas in small groups. Record ideas in the class notes organizer.
- [Slide 4] Share the definition:
- power: the ability to influence the behavior of others or the course of events
- Optional deep dive question: Would you consider the United States, as a country, powerful? Why or why not?
[Slides 5–6] Discuss and define morality:
- [Slide 5] Invite students to share their ideas in small groups. Record ideas in the class notes organizer.
- [Slide 6] Share the definition:
- morality: the principles (views and beliefs) in a society that help distinguish between right and wrong.
- To act morally is to act in alignment with the values that a society has established as right. To act immorally is to act in alignment with the values that a society has established as wrong.
- Optional deep dive question: Do you believe people in power have a responsibility to make moral decisions? Why or why not?
[Slides 7–8] Discuss and define foreign policy:
- [Slide 7] Invite students to share their ideas in small groups. Record ideas in the class notes organizer.
- [Slide 8] Share the definition:
- foreign policy: a government’s strategy for dealing with other nations
- Optional deep dive question: What are some reasons that a country might get involved in the issues of another country?
You might say: A country’s foreign policy can change over time because a country’s strategies, motivations, and interests change over time. Given a nation’s foreign policy agenda, it might choose to intervene in another country’s conflicts or issues (in a variety of ways), or it might choose to not intervene. Whether or not a country like the United States chooses to become involved in foreign affairs is influenced by many factors, including political relationships, economic benefits, and public opinion. This means that U.S. involvement, and the reasons behind that involvement, often seem complicated. In this unit, we will work to understand those reasons.
Teacher Tip: Using Anchor Charts to Deepen Learning If time allows, consider creating anchor charts that display the words “power,” “morality,” and “foreign policy.” Use these anchor charts for any of the following:
|
| Step 2: Participate in a foreign policy simulation | (30 min) |
Purpose: Students apply their thinking about power, morality, and foreign policy to an international conflict. In the same groups as Step 1, students work together to decide a nation’s best course of action to address an international conflict. Then, they unpack the historical events behind the scenario, the foreign policy decisions the United States made, and the impact of those decisions on people.
You might say: Now we will draw upon our values and beliefs to respond to an international conflict. In small groups, you will review a description of the scenario and use this information to decide which action your nation will take to address the conflict.
[Slide 9] Facilitate a foreign policy simulation:
- Distribute the Foreign Policy Simulation handout, review the directions with students, keep students in their groups from Step 1, and provide students time to work together to draft their foreign policy recommendation.
- After students are done working in groups, invite them to share out their responses.
- As students share out, write down possible foreign policy actions in the class notes organizer. If an action is mentioned more than once, put a checkmark next to it to so that the number of check marks indicates how many extra times it was mentioned.
- Afterward, circle the foreign policy action that was mentioned the most.
[Slides 10–20] Add historical context to help students understand the scenario.
You might say: The scenario you explored in groups was a real international conflict: World War II. World War II is the anchor event in this unit. By understanding the history of World War II, we can understand how the question of U.S. intervention abroad is not so black and white. We will also learn about how the views and beliefs of groups of people, in this case the American people, influence intervention abroad. Finally, World War II can help us understand how the United States rose to power and why it holds so much international power today. We will return to this time period multiple times throughout the unit. Now, let’s learn what U.S. intervention looked like in World War II and how people abroad were impacted by the decision to intervene.
- [Slide 10] In the early 1930s, Adolf Hitler rose to power in Germany. By the late 1930s, Nazi Germany was invading nearby countries and persecuting Jewish people in Germany (source).
- [Slide 11] In 1939, Germany invaded Poland. England and France, who strongly opposed Hitler’s increasing domination of Europe, declared war on Germany. This marked the beginning of World War II.
- [Slide 12] In 1941, Germany invaded the Soviet Union. This violated a 1939 pact struck between Hitler and Stalin (the leader of the Soviet Union) in which each nation would not try to influence the other’s territory. This prompted the Soviet Union to join forces with England and France.
- [Slide 13] The Battle of Stalingrad began with Germany’s invasion of the Soviet Union on July 17, 1942, and lasted 7 months. It was one of the bloodiest battles in human history, involving a siege of a major population center, direct attacks on civilians, and deliberate starvation of Soviet prisoners of war by the German military. Over the course of World War II, 27 million Soviets died, including 19 million civilians.
- [Slide 14] Japan was an ally of Nazi Germany. In December of 1941, Japan bombed Pearl Harbor, a large U.S. military base in the Pacific. As a result, the United States entered World War II.
- [Slide 15] During the war, Hitler orchestrated a mass genocide of Jewish people. Six million Jewish people and millions of others were killed. This genocide is known as the Holocaust (source 1, source 2).
- [Slide 16] In 1945, the United States and Allied powers liberated Europe from German occupation. Jewish people were freed from concentration camps.
- [Slide 17] Play the BuzzFeed video “A Holocaust Survivor Recalls the Day He Was Liberated” [3:29] in its entirety [3:29]. Ask:
- What human rights was the United States trying to restore through the liberation of Nazi concentration camps?
- Possible response: The United States was trying to restore the rights to life, liberty, and freedom that were taken away from the Jewish people imprisoned in Nazi concentration camps.
- [Slide 18] Between 1937 and 1945, the Japanese army killed approximately 20 million Chinese people, both military and civilians (source). In one event, known as the Nanjing Massacre, the Japanese army killed 100,000–300,000 Chinese people, most of them civilians and children (source).
- [Slide 19] Play a portion of the CGTN video “Lone Video Reveals Tragedy of Nanjing Massacre” [0:00–3:00]. Ask:
- How do these facts inform your views on U.S. intervention in World War II?
- [Slide 20] With the goal of ending the war, the United States dropped two atomic bombs (a new military weapon) on Japan in August of 1945. The bombs killed an estimated 140,000 people, most of them civilians (source). Japan surrendered a month later.
[Slide 21] Play the TODAY video “Hiroshima Bombing Remembered by an American Survivor” [4:49] in its entirety. Ask:
- How did the U.S. bombing of Japan strengthen and/or diminish the United States’s moral authority in the world?
- Possible response: The atomic bombing of Japan strengthened U.S. authority overall in the world because it demonstrated a powerful weapon that could be used against U.S. enemies. This made the United States a moral authority because it could use nuclear threat to sway other countries to make decisions that aligned with the U.S. foreign policy agenda. However, this also led many people and nations to distrust the United States and its agenda. It made some question whether the United States was fit to serve as a moral authority in the world.
Teacher Tip: Do No Harm and the Nanjing Massacre The “do no harm” principle asks us to consider the consequences of our actions as teachers. In terms of content, it asks us to consider how and why we present sensitive (and sometimes triggering) information to students so that we may do so with intention and care.When we consider the “do no harm” principle in this unit, we want be careful when showing images and videos of war to students. Some sources include or feature first-hand accounts of war. Regarding the Hiroshima bombing and the atrocities of the Holocaust, we have selected oral histories that center the people who lived through these events. However, the first-hand testimonies of the atrocities committed at Nanjing are too graphic to share with students. We want to make sure that students understand why we chose to feature a video from the point of view of an American witness to the massacre rather than Chinese survivors.When teaching students about these events, consider pausing and having students reflect on the consequences of war for the humanity of different groups of people. Invite them to consider the price that civilians pay for war. And if you find any age-appropriate accounts of these events, consider replacing the video on Slide 17 of the slide deck with these resources. |
| Step 3: Debrief your foreign policy decisions | (15 min) |
Purpose: Students debrief about the simulation by thinking about the motivations behind their decisions and the ways in which these decisions reflect greater societal beliefs about U.S. foreign policy.
You might say: A foreign policy decision that might help some can also harm many other people. Let’s reflect on our decisions using this historical context and what we’ve learned from survivors of the conflict.
[Slides 22–23] Introduce the “build on and/or challenge a partner’s idea” discussion skill.
- [Slide 22] Frame the skill.
- Strengthen collaboration skills
- Strengthen conversation skills—build on, connect to, logically challenge what your partner shared
- Provide examples.
- Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter.”
- If someone says, “Reading makes society smarter,” they would not be building on my original idea. They would be piling on a new idea without diving more deeply into the original.
- If someone says, “What could be other points of view?” or “I read an article that talked about video games improving people’s pattern-recognition abilities,” they would be building on my idea.
- If someone says, “I don’t think video games make me smarter—They’re fun and a distraction, but the skills don’t translate outside of the games,” they would be challenging my idea.
- [Slide 23] Provide sentence frames.
- Talking points:
- As we discuss, I will have some sentence starters you can use to support building on or challenging each other’s ideas.
- Prompting skill:
- What do you think about the idea that . . .?
- Can you add to this idea?
- Do you agree?
- What might be other points of view?
- What are other ideas?
- How does that connect to the idea . . . ?
- I am not sure if this is relevant, but . . .
- How can we bring this back to the question of . . . ?
- Responding:
- (To build on)
- I would add that . . .
- I want to expand on your point about . . .
- I want to follow up on your idea . . .
- (To challenge)
- Then again, I think that . . .
- Another way to look at this could be . . .
- Yet I wonder also if . . .
- If________, then _________
- What struck me about what you said is . . .
[Slide 24] Facilitate a reflection on morality and U.S. intervention:
- Invite students to discuss in small groups, then share with the whole class. Ask:
- What is right and wrong when it comes to war?
- Do the survivor accounts support your group’s foreign policy decision or make you think differently about your decision?
- When do you think the United States should intervene in other countries in the future?
[Slide 25] Facilitate a reflection on power and U.S. intervention:
- Invite students to discuss in small groups, then share with the whole class. Ask:
- Do you think the United States could have ended World War II without using the atomic bomb? Why or why not?
- What can the use of the atomic bomb by the United States tell us about how power works in these situations? Who has power? Who doesn’t?
| Step 4: Learn about the unit | (5 min) |
Purpose: Students learn about the focus and content of the unit and the final product.
[Slide 26] Introduce the unit poster. Review the unit driving question, module driving questions, and final product.
[Slide 27] Organize students into video essay teams. Invite students to discuss the following questions with their team members:
- What is one question you have about this unit? It could be about the content or the final product.
- What is one thing you’re excited to learn?
Teacher Tip: Identify Team Norms You might have already worked with students on identifying norms that lead to a successful collaborative product or goal. If you have not invited students to set norms, you may want to set aside time in this lesson for students to reflect on the norms they can set in their teams to support successful collaboration. Some reflection questions for teams to consider are:
|
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.2: The Rise of U.S. Power in the World
Teacher Guide
Lesson 1.2: The Rise of U.S. Power in the World
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad?
Learning Targets I can:
Purpose In this lesson, you will learn how the United States rose as a global power in the 1940s and 1950s. You will analyze sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, you will use what you’ve learned to create visual notes on the rise of U.S. power. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. | |
| CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students learn how the United States rose as a global power in the 1940s and 1950s. They analyze primary and secondary sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, students use what they’ve learned to create visual notes on the rise of U.S. power. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn what people are saying about U.S. involvement | (10 min) |
Purpose: Students review and discuss American public perception of U.S. involvement in the world.
You might say: In our last lesson, we considered the complexities of war. We began to think about the many layers that influence U.S. foreign intervention. We also began to explore the historical context of World War II. The series of events that unfolded before, during, and after World War II launched the United States into a position of international power. These events can also help us understand how the views and beliefs of U.S. civic agents can influence U.S. intervention abroad. Over time, Americans’ views on the United States’ involvement in the world have changed. Let’s learn about these changes and what motivates Americans to support U.S. involvement in the world.
[Slide 2] Play the Pew Research Center video “America’s Place in the World” in its entirety [1:55].
- Invite students to Think-Pair-Share. Ask:
- Why do some Americans support U.S. involvement in the world, while others do not?
- Possible response: Some Americans have war fatigue and believe the United States should focus on solving problems at home. Other Americans want the United States to be involved in the global economy. Seventy-seven percent of people who took the survey see more benefits than risks of being involved in the global marketplace.
- Invite students to share out their ideas with the class. Record ideas in a class notes organizer.
Teacher Tip: Extended Learning About World War II and U.S. Involvement If you would like to provide students with more context about U.S. involvement in World War II before they complete the jigsaw activity in Step 2 of this lesson, you can use the World War II Timeline of Events teacher resource. Transfer this timeline to the lesson’s slide deck and share it with students. If time allows, consider asking students to discuss the following questions:
|
| Step 2: Analyze secondary sources for key facts | (20 min) |
Purpose: Students build context about the world after World War II and the factors that influenced the United States’s increase in global power by engaging in a jigsaw activity with secondary video sources.
You might say: There are many factors and events that led to the United States’s global leadership and influence. The events that unfolded during World War II catapulted the United States into the position that it still holds today. Many of the views and beliefs that we hold today about U.S. power can be traced to how Americans began to see themselves during World War II.
[Slide 3] Facilitate a jigsaw activity on the rise of U.S. power post-World War II:
- Organize students into their video essay teams.
- Distribute the World War II Jigsaw handout and review the directions with students.
- Explain to students that each member of their team will watch a different video. They are responsible for finding information in that video that helps explain how the United States’s power increased after World War II. They should also look for any clues that help them understand the views and beliefs of people living in the United States at the time.
- Provide teams time to assign videos to each team member, watch and analyze videos individually, and come back together as a team to share what they learned. As team members share, students should fill in the other sections of their handout.
- Then, invite students to share their findings with the class. Use the World War II Jigsaw Teacher Key to support student analysis.
| Step 3: Create visual notes | (30 min) |
Purpose: Students use their World War II Jigsaw handout to synthesize their learning through the creation of visual notes. Students can choose to use visual notes to create content for their final product (video essays).
You might say: As we continue to develop our understanding of U.S. foreign policy, we need to develop strategies to help us make sense of our learning. One way to creatively process our learning is to turn our ideas into visual notes that we can continue to reference throughout the unit.
[Slide 4] Introduce visual notes:
- Play the video by Claudine Delfin, “The Basics of Visual Note-Taking,” in its entirety [3:02].
- Ask: How can visual note-taking help us process and retain new information?
[Slides 5–6] Prepare students to create their visual notes on the rise of U.S. power in the world:
- [Slide 5] Provide students with examples of visual notes.
- [Slide 6] Explain to students that their visual notes should illustrate key ideas and relationships between the following concepts:
- World War II
- power
- morality
- foreign policy
- the G.I. Bill
- views and beliefs of people in the United States
- Invite students to share their visual notes at the end of class. Then, display the notes in your classroom so that students can reference them throughout the rest of the unit.
- Optional: You can build this into an art installation by including 2–4 more opportunities in the unit to add illustrations to your wall. You can also have students sketch their learning after every lesson on a sticky note and then add it to this wall.
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.3: Modes of Intervention
Teacher Guide
Lesson 1.3: Modes of Intervention
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad?
Learning Targets I can:
Purpose In this lesson, you will learn about different modes of foreign intervention used by the United States in other countries. Then, you will participate in a simulation in which you work with others to come to a consensus on what mode of foreign intervention you should use to respond to a conflict somewhere in the world. Then, you will review a real-life intervention made by the United States and compare it to the decisions and predictions you made during the simulation. Next, you will discuss the roles of morality and power in the interventions you learned about. Finally, you will learn about the final product and meet in your teams to consider what you know and what you still need to learn to create your product. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 85 minutes |
| Standards | |
| D2.His.8.9-12: Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. | |
| CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students learn about different modes of foreign intervention used by the United States in other countries. Then, they participate in a simulation in which they work with others to come to a consensus on what mode of foreign intervention they should use to respond to a conflict somewhere in the world. Then, students review a real-life intervention made by the United States and compare it to the decisions and predictions they made during the simulation. Next, they discuss the roles of morality and power in the interventions they learned about. Finally, they learn about the final product and meet in their teams to consider what they know and still need to learn to create their products. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about different modes of foreign intervention | (15 min) |
Purpose: Students define key vocabulary related to foreign intervention.
You might say: In Lessons 1 and 2, we considered the roles of morality and power in making foreign policy decisions. We learned about World War II and the rise of the United States as a global power. There are many different ways that the United States intervenes abroad—Joining a war is only one of the ways the United States can get involved in what’s going on in other countries. We are going to define the different modes of foreign intervention in order to prepare for a simulation activity like the one you participated in in Lesson 1.
[Slides 2–3] Discuss and define war:
- Distribute the Modes of Intervention Vocabulary handout.
- [Slide 2] Share the definitions:
- war: an armed conflict between different nations or states or different groups within a nation or state
- proxy war: an armed conflict between nations, states, or groups prompted by a major power that provides support to one side in the conflict
- [Slide 3] Invite students to share examples of foreign intervention in the form of war. Record notes on the class notes organizer.
- Talking points:
- The War in Afghanistan lasted from October 7, 2001, to August 30, 2021.
- The war was part of the United States’s larger “war on terror.”
[Slides 4–5] Discuss and define humanitarian aid:
- [Slide 4] Share the definition:
- humanitarian aid: providing help to people in need, usually for a short period of time during an emergency
- Emergencies include natural disasters, war, and famine (lack of food).
- Aid might be given in the form of money, materials (such as food and temporary shelters), services (such as sending doctors to provide medical care or volunteers to help with cleanup and construction), or education.
- [Slide 5] Invite students to share examples of foreign intervention in the form of humanitarian aid. Record notes in the class notes organizer.
- Talking points:
- In 2010, a major earthquake hit Haiti, killing hundreds of thousands of people and displacing hundreds of thousands more.
- International aid organizations sent supplies and people to provide aid in the aftermath.
[Slides 6–7] Discuss and define economic sanctions:
- [Slide 6] Share the definitions:
- economic sanctions: withdrawing or otherwise negatively impacting trade with another country
- travel ban: preventing travel between countries
- embargo: ban on trade between countries
- tariff: tax imposed on certain imports or exports
- quota: a limit on the trade of a specific good
- [Slide 7] Invite students to share examples of foreign intervention in the form of economic sanctions. Record notes in the class notes organizer.
- Talking points:
- The United States has economic sanctions in place on China.
- These sanctions are meant to stop goods from entering the United States that were produced using forced labor, that might benefit people or companies that support enemies of the United States, or that might benefit people or companies involved in the trade of dangerous drugs or other materials.
[Slides 8–9] Discuss and define diplomacy:
- [Slide 8] Share the definitions:
- diplomacy: peaceful negotiations with other countries via representatives abroad
- United Nations: an international diplomatic organization with the goal of maintaining international peace and security, with representatives from 193 countries
- [Slide 9] Invite students to share examples of foreign intervention in the form of diplomacy. Record notes in the class notes organizer.
- Talking points:
- The United Nations is made up of delegates from 193 countries who come together to practice diplomacy.
- They discuss topics that affect the whole world and try to come up with policies that protect the well-being of all people.
[Slides 10–11] Discuss and define covert operation:
- [Slide 10] Share the definitions:
- covert operation: a secret operation involving undercover agents, allowing the country launching the operation to deny involvement; methods include propaganda, political action, economic action, paramilitary operations, and violent operations
- propaganda: the spread of information in support of origin country’s goals (for example, spreading pro-U.S. and anti-Putin information in Russia)
- political/economic action: providing funding/support to political groups, economic groups, and individuals whose beliefs/actions align with the origin country’s interests
- paramilitary operation: conducting raids or training and equipping an opposition group in the target country
- violent operation: sabotage, assassination, supporting a coup (armed takedown of a leader)
- [Slide 11] Invite students to share examples of foreign intervention in the form of a covert operation. Record notes in the class notes organizer.
- Talking points:
- The details of covert operations remain secret for decades after they happen unless someone steals and releases the information, so we don’t know what our country may be doing covertly in other countries right now.
- During the 2016 presidential election, Russia conducted a number of covert operations against the United States in an effort to influence the election in favor of Trump. They created thousands of fake American social media accounts to spread pro-Trump and anti-Clinton propaganda, wrote and spread articles containing false information, and hacked into the computer systems of the Democratic National Committee, the Democratic Congressional Campaign Committee, and Clinton campaign officials, releasing files and emails to the American public.
Teacher Tip: Using Anchor Charts to Deepen Learning If time allows, consider creating anchor charts that display the words power, morality, and foreign policy. Use these anchor charts for any of the following:
|
Teacher Tip: Vocabulary This is a vocabulary-heavy lesson. For efficiency and to facilitate students’ ability to apply this vocabulary, there is a Modes of Intervention Vocabulary handout with words and definitions already included. The handout also includes spaces for students to add examples of each mode of intervention discussed by the class while they are learning the terms. Students will use the vocabulary in this lesson for the simulation, throughout Module 2, and in their video essay products in Module 3. |
| Step 2: Participate in a foreign intervention simulation | (30 min) |
Purpose: Students apply their understanding of modes of foreign intervention to an international conflict. In small groups, students work together to decide a nation’s best mode of intervention.
You might say: Now we will draw upon our values and beliefs to respond to an international conflict. In small groups, you will review a description of the scenario and use this information to make a decision about the mode(s) of intervention your nation will choose to address this conflict.
[Slide 12] Review capitalism and define communism and socialism.
- Define key terms:
- capitalism: an economic system in which a country’s trade and industry are controlled by private companies for profit
- socialism: an economic system in which a country’s trade and industry are controlled by the government
- communism: an economic/political system in which a society’s trade and industry are controlled by the people, with everyone contributing what they can and receiving what they need and no central government
- Talking points:
- Most countries have an economic system that is a mix of capitalist and socialist policies.
- For example, the United States is generally considered a capitalist country but has public schools, national parks, and other services provided by the government.
- There has never been a truly communist country in the world. Countries that have identified as communist have typically had totalitarian governments (dictatorships), and when people in the United States use the term “communism,” that’s generally what they are referring to.
- People often use the terms “socialism” and “communism” interchangeably, and consider support for one as support for the other.
[Slide 13] Play the Illustrate to Educate video “Communism Vs Socialism Vs Capitalism” [2:49].
- Play the video.
- Invite students to ask clarifying questions.
[Slide 14] Facilitate a foreign policy simulation:
- Organize students into student groups.
- Distribute the Foreign Intervention Simulation handout. Direct students’ attention to Part 1 of their handouts.
- Facilitate a read-aloud of the scenario. Instruct students to look for and mark evidence of key terms.
- Highlight when a vocabulary word is used directly.
- Underline text when a word is referenced, and write the word alongside the text.
- Invite students to share out the connections they made to the vocabulary words.
- Direct students’ attention to Part 2 of their handouts.
- Provide students time to work together in groups to draft their foreign intervention recommendation.
- After students are done working in groups, invite them to share out their responses.
- As students share out, track the modes of intervention suggested by the class in the class notes organizer. You can write out the different options and note which group suggested which mode(s) of intervention.
[Slides 15–20] Add historical context to help students understand the scenario.
You might say: The scenario you explored in groups reflects several events of a real international conflict: the Cold War. The Cold War was an ideological battle, a war of ideas, waged mainly by the United States and the Soviet Union, countries that had worked as allies during World War II.
- [Slide 15] The Cold War was a conflict between the United States and the Soviet Union (and their allies) that officially lasted from 1947 (2 years after World War II) to 1991, when the Soviet Union fell. A cold war is a war that involves no direct fighting between the major powers involved in the conflict. Instead, the Cold War was an ideological war (a war of ideas) between the different government and economic systems of the United States and the Soviet Union.
- [Slide 16] Even though the United States and the Soviet Union fought on the same side in World War II, they did so because they had a common enemy, not because they actually shared political views. The United States is a capitalist and democratic country. The Soviet Union identified as communist, though, like all communist-identifying countries, it didn’t actually fit the definition. Instead, it was a country with socialist economic policies and a totalitarian government that undercut most of those policies by making sure the people in power had the most resources.
- [Slide 17] The Cold War involved several competitions for technological and military superiority. This included the Space Race, in which the two powers battled to be the first in space (the Soviets launched the first satellite and sent the first human to space; the United States was the first on the moon). This also included the nuclear arms race, in which each power fought to have more, better, and more strategically positioned atomic weapons than the other.
- [Slide 18] The Cold War also involved many foreign interventions on the part of each power. Each wanted to have influence and control over more of the world than the other. To do this, they intervened to maintain that influence, enforce that influence, or prevent the other from gaining influence. These interventions came in a variety of forms.
- [Slide 19] During this period of time, many smaller countries with less global power were fighting for independence from countries with more power and influence. Many of these countries became battlefields of the Cold War, both literally and figuratively, as the United States and the Soviet Union sought to control the kind of country they would become.
- [Slide 20] Ask: What connections can you make between the historical context you just learned and the vocabulary words?
- Possible response: political and economic action—The context mentioned that the United States and Soviet Union tried to get countries gaining their independence to follow their political and economic systems.
| Step 3: Compare your foreign intervention decisions to historical events | (25 min) |
Purpose: Students unpack the historical events behind the scenario, the foreign policy decisions the United States made, and the impact of these decisions on people.
You might say: Over the course of the Cold War, both the United States and the Soviet Union tried to secure influence over other countries so that they would have more power than the other. This resulted in them making a number of interventions abroad, many of which began with a series of events similar to the ones described in your simulation scenario. We will look at some of these events and consider the real-life impact of U.S. interventions abroad during this time period. Then, we will compare the decisions made by policymakers to the ones you made during the simulation, as well as the predictions you made about the impact on people in the United States and people in the target country.
[Slide 21] Facilitate small-group learning and discussion.
- Distribute one foreign intervention decision from the Foreign Intervention Decisions handout to each group. You might choose to distribute these according to the mode(s) of intervention selected by each group, by ability level based on your assessment of the materials, or randomly.
- Distribute a Foreign Intervention Comparison handout to each student.
- Read the instructions on the slide.
- With your group, explore your foreign intervention decision.
- Discuss and respond to the questions on your handout:
- What mode(s) of intervention did the United States use?
- What actions did the United States take?
- What impact did those actions have on people in the United States?
- What impact did those actions have on people abroad?
- How did this historical decision and its impacts compare to the decision and predictions you made during the simulation?
- When students are done, sort them into new groups.
- Instruct students to discuss their responses in their new groups.
[Slide 22] Facilitate a whole-class discussion.
- Bring the whole class back together for a discussion. Ask:
- What is right and wrong when it comes to foreign intervention?
- What role does power play when a country chooses to intervene in the affairs of other countries?
- Do the real-life events support your group’s foreign intervention decision or make you think differently about your decision?
- When and how do you think the United States should intervene in other countries in the future?
| Step 4: Complete a Know & Need to Know chart | (15 min) |
Purpose: Students summarize their learning so far in the unit and consider what they still need to learn to complete a successful final product.
[Slide 23] Introduce students to the final product rubric.
- Distribute the Video Essay Rubric and review the criteria in the “Award-winning video essayist” column.
- Invite students to ask clarifying questions about the criteria. If needed, add further detail to the rubric.
[Slide 24] Support teams creating their Know & Need to Know charts.
You might say: In your video essay teams, work together to create a Know & Need to Know chart for this unit. What do you know about what we will be doing in this unit, based on our first module? What do you still need to know?
- Distribute the Know & Need to Know chart to student teams and review the directions.
- Provide teams time to work together, then invite teams to share with the class.
- Record what students know and what questions students have on a class Know & Need to Know chart.
Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their product work. To learn more about Know & Need to Know charts in project-based learning, read about how to use students’ questions for planning and assessment at PBLWorks. |
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Module 2 Overview: Major Conflicts
Module Overview
Module 2: Major Conflicts
Voices From War, Voices for Justice
Unit Driving Question
Should the United States intervene in foreign affairs?
Module Driving Question
How do people experience international conflicts?
Module Overview
In this module, students investigate the causes, consequences, and injustices of major international conflicts in which the United States intervened from the 1950s through 2021. To understand the impact of these conflicts on people, students analyze photographs and oral histories for evidence of a wide range of experiences and perspectives. In Lesson 2.1, students learn about the Korean War through a set of photographs and the oral history of Hyunsook Lee, a Korean refugee. In Lesson 2.2, students learn about the Vietnam War through a set of photographs and the oral histories of Alex Fabros, Scott Shimabukuro, Mike Nakayama, and Lily Lee Adams. In Lesson 2.3, students learn about the War in Afghanistan through a set of photographs and the oral history of Muqaddesa Yourish. Throughout these lessons, students gather evidence of how people experienced these wars and reflect upon how these perspectives challenge or reinforce their own position on U.S. intervention in future international conflicts.
In Lesson 2.4, students evaluate sources that support and oppose future U.S. intervention abroad. They participate in a Structured Academic Controversy in which they use evidence from multiple sources provided throughout the unit to argue both sides of the issue of future U.S. intervention. Finally, they reflect upon their own views and beliefs about U.S. foreign policy using what they learned in Module 1. In Lesson 2.5, students use the evidence they have gathered to clearly outline their position on U.S. intervention. In Module 3, students will use their outline to storyboard, edit, and present their video essay on the issue of U.S. intervention in international conflicts.
| Lesson 2.1: Voices From the Korean War (60 minutes) | |
Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students learn about how people experienced World War II and the Korean War and begin to gather evidence and content for their video essays through a source-set analysis. They listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, they learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Lesson 2.2: Voices From the Vietnam War (55 minutes) | |
Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students gather evidence from photographs and oral histories on the impacts of the Vietnam War. First, they analyze and sequence sources to understand the timeline of major events in the war. Then, they hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts |
| Lesson 2.3: Voices From the War in Afghanistan (55 minutes) | |
Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, they analyze and sequence sources to understand the timeline of major events in the war. Then, they hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Lesson 2.4: Using U.S. Power (Structured Academic Controversy) (100 minutes) | |
Key Standards for Success Criteria D3.1.9-12CCSS.ELA-LITERACY.WHST.11-12.1CCSS.ELA-LITERACY.WHST.11-12.1.BCCSS.ELA-LITERACY.W.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. They analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, they use the information they have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, students use a SAC protocol to come to a consensus on the issue of U.S. intervention. Finally, they reflect on what they know and what questions they have about U.S. foreign policy and video essays, updating their Know & Need to Know charts from Lesson 1.3. |
| Lesson 2.5: Taking a Position on a Controversial Issue (60 minutes) | |
Key Standards for Success CriteriaD2.Civ.10.9-12D2.Civ.14.9-12D4.1.9-12CCSS.ELA-LITERACY.WHST.11-12.1.ACCSS.ELA-LITERACY.W.11-12.7Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students outline their position on the issue of future U.S. intervention in international conflicts. They first look at an example video essay to understand its different parts. Then, they draw on their beliefs and the evidence (text, photographs, oral histories, videos) that they’ve gathered to outline their position on future U.S. interventions. |
| Module Assessments |
|
| Vocabulary |
|
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.1: Voices From the Korean War
Teacher Guide
Lesson 2.1: Voices From the Korean War
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How do people experience international conflicts?
Learning Targets I can:
Purpose In this lesson, you will learn about how people experienced World War II and the Korean War and begin to gather evidence and content for your video essay through a source-set analysis. You will listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, you will learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
| Lesson Overview |
| In this lesson, students learn about how people experienced World War II and the Korean War and begin to gather evidence and content for their video essays through a source-set analysis. They listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, they learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Hear from people who were children in the United States during World War II | (10 min) |
Purpose: Students connect their thinking from Module 1 to the thinking they will do in Module 2 by exploring the experiences of people who grew up during World War II.
You might say: In previous lessons, we learned that World War II led to a rise in the global power of the United States. We thought about our own views and beliefs about U.S. foreign policy while exploring how the views and beliefs of people within the United States can shape U.S. foreign policy decisions. We learned about the Cold War and the different modes of intervention the United States used during that time to gain power. All this thinking helped us better understand U.S. motivations for getting involved in international conflict and reasoning for the modes of intervention selected. But with every foreign policy decision there are people impacted by the decision. Over the next three lessons, we will focus on their stories.
[Slide 2] Play the video from the Ohio History Connection, “Effects of the War on Children,” in its entirety [2:52].
- Before playing the video, ask:
- What do we know about life in the United States during World War II?
- After playing the video, ask:
- How did World War II impact children in the United States at the time?
[Slide 3] Play the PsychotherapyNet video “Children of the Camps Documentary” in its entirety [1:20].
- Distribute the Voices from War Notes Organizer and review the directions.
- Before playing the video, ask:
- What do we know about Japanese involvement in World War II? How do you think this influenced the ways in which Japanese Americans were treated?
- Possible response: The Empire of Japan attacked Pearl Harbor, a U.S. military base in the Pacific, on December 7, 1941. This resulted in widespread suspicion, prejudice, and discrimination toward Japanese Americans living in the United States at the time, which led the United States to imprison these people.
- After playing the video, lead a discussion on the following question.
- Ask: According to this source, how did people experience World War II in the United States?
- Possible response: World War II affected everyone growing up in the United States at the time, but different groups of people experienced different effects. Some people had to ration food and deal with a changing society. Other people, such as Japanese Americans, faced far more serious consequences from the war, such as imprisonment and discrimination.
- Use the Voices from War Notes Organizer Teacher Key to support students in their analysis.
- As needed, update the class Know & Need to Know chart (Lesson 1.3).
[Slide 4] Launch a whole-class discussion:
- Ask: What do these stories tell us about the ways children experienced World War II in the United States?
- Possible response: Through these stories, we see that although children might be young at times of war, they retain memories that can help us understand the impact of foreign policy on different groups of people. People who experience war in their childhoods remember living through those experiences, and those memories can impact their lives long after the events.
| Step 2: Analyze primary and secondary sources | (20 min) |
Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the Korean War. They learn about some of the war’s causes and consequences, key events, and injustices.
You might say: Last lesson, we learned about the Cold War, which began in 1947, following the end of World War II in 1945. In this lesson, we will look at the Korean War, which occurred from 1950 to 1953. In this lesson, we will look at U.S. intervention in Korea through the lens of a camera to help us understand what happened, why it happened, and how it impacted people.
[Slides 5–6] Facilitate a Korean War source exploration.
You might say: Although Korea existed as an independent territory ruled by a monarchy for hundreds of years, Japan annexed it (took it over) in 1910. After World War II, with Japan’s loss in the war, the Soviet Union and the United States split Korea in two, with the Soviet Union controlling the northern territory and U.S forces controlling the southern territory. The Korean War was fought between 1950 and 1953. The north, controlled by the Soviets, wanted to unite the country and create a communist government. The south, controlled by U.S. forces, wanted to unite the territory and push out Soviet communist forces.
- [Slide 5] Organize students into teams.
- Distribute the Korean War Analysis handout.
- Direct students to Part 1 of the handout and review the directions.
- Provide guidance for how much time students have to complete this part of the activity.
- After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity.
- Use the Korean War Analysis Teacher Key to support student analysis.
- [Slide 6] Launch source exploration.
- Direct students to Part 2 of the Korean War Analysis handout and review the directions.
- Distribute the Korean War Source Set, printed and cut out, to student teams.
- Provide guidance for how much time students have to complete this part of the activity.
- Once teams have completed their work, invite students to share with the class their responses to the prompt.
- Ask: How did people experience the Korean War?
- Possible response: The people who were living in what is now North and South Korea during the Korean War experienced the most severe consequences from the war. However, people today continue to experience consequences from the conflict. During the war, Korean children were separated from their families because many families were either killed or forced to flee their homes. Korean people, from both the north and the south, faced many dangers during the war, including military attacks, landmines, bombs, and torture at the hands of the opposing side. At the end of the war, the territory split in two and remains divided today. This shows us that Korean people today continue to live with the impact of this military conflict.
- Use the Korean War Analysis Teacher Key to support student analysis.
Teacher Tip: Do No Harm and Images of War In Module 2, students will unpack source sets for multiple wars. Before giving students these source sets, make sure to preview the images to determine whether they are appropriate for your classroom setting. These images illuminate the consequences of war and the actions taken by the U.S. military during armed conflict. However, some of these images can be difficult for students because they depict serious consequences of war, such as death. Use your discretion when deciding what sources to put in front of students and how to frame them. You can read more about considerations to make when exposing students to images of war in the Northeastern Global News article “War Is About Suffering and Death. But Should These Images Be Portrayed in the News?” |
| Step 3: Listen to a firsthand account | (20 min) |
Purpose: Students listen to an oral history of the Korean War to expand and deepen their understanding of how people experienced the war, including injustices and discrimination.
You might say: Now, let’s hear from someone who lived in Korea before the war and fled Korea as a result of the war. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts.
[Slide 7] Play the video by Bryant Lee, “Korean War Refugee” (Hyunsook Lee), in its entirety [5:32].
- Before playing the video, prompt students to get ready to take notes in Row 2 of their Voices From War Notes Organizer.
- After playing the video, invite students to record and discuss their response to the prompt:
- Ask: According to the source set and oral history, how did people experience the Korean War in the United States and around the world?
- Then, invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key to support student sharing and discussion.
[Slide 8] Revisit vocabulary.
- Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3).
- Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing.
[Slide 9] Participate in a discussion.
- Ask: What mode(s) of intervention did the United States use in Korea?
- Possible responses: proxy war, diplomacy
- Ask: Do you think the United States should have intervened in this way? Why or why not?
| Step 4: Establish your team’s Pros and Cons Chart | (10 min) |
Purpose: Video essay teams establish a Pros and Cons Chart that they will use in Module 3 to help them organize the content of their video essay on U.S. intervention in future conflicts.
You might say: Now your team will create a Pros and Cons Chart, which will help you organize arguments and evidence for and against U.S. intervention in future international conflicts. For each war that you learn about, you will add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention.
[Slide 10] Provide teams time to add initial arguments to their chart.
- Organize students into video essay teams.
- Distribute the Pros and Cons Chart and review the directions.
- Provide teams time to add arguments and evidence to their chart, asking them to consider new information about both World War II and the Korean War.
[Slide 11] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention.
- Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out.
- Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts?
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.2: Voices From the Vietnam War
Teacher Guide
Lesson 2.2: Voices From the Vietnam War
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How do people experience international conflicts?
Learning Targets I can:
Purpose In this lesson, you will gather evidence from photographs and oral histories on the impacts of the Vietnam War. First, you will analyze and sequence sources to understand the timeline of major events of the war. Then, you will hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 55 minutes |
| Standards | |
| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
|
| Lesson Overview |
| In this lesson, students gather evidence from photographs and oral histories of the impacts of the Vietnam War. First, they analyze and sequence sources to understand the timeline of major events of the war. Then, they hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Analyze primary and secondary sources | (20 min) |
Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the Vietnam War. They learn about some of the war’s causes and consequences, key events, and injustices. Students use this knowledge to revisit their team’s Know & Need to Know chart.
You might say: In the previous lesson, we learned about the Korean War, which occurred from 1950 to 1953. In this lesson, we will learn about the Vietnam War, which occurred from 1955 to 1975. The Vietnam War marked a change in public opinion about U.S. intervention abroad. This war was received very differently by the American public, especially compared to World War II. We will look at this conflict through the lens of a camera to help us understand what happened, why it happened, and how it impacted people.
[Slides 2–3] Facilitate students building what they know and what they need to know about the Vietnam War.
- [Slide 2] Organize students into teams.
- Distribute the Vietnam War Analysis handout.
- Direct students to Part 1 of the handout and review the directions.
- Provide guidance on how much time students have to complete this part of the activity.
- After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity.
- Use the Vietnam War Analysis Teacher Key to support student analysis.
- [Slide 3] Launch the source exploration.
- Direct students to Part 2 of the Vietnam War Analysis handout and review the directions.
- Distribute the Vietnam War Source Set, printed and cut out, to student teams.
- Provide guidance on how much time students have to complete this part of the activity.
- Once teams have completed their work, invite students to share with the class their responses to the prompt.
- Ask: How did people experience the Vietnam War?
- Possible response: Vietnamese people experienced many consequences of the war. They faced military violence, such as bombings and Agent Orange, which led to many people dying or becoming permanently injured. The war displaced many people from their homes, and people had to relocate after the war. People in the United States also experienced the ramifications of war. The U.S. government drafted people into military service, and the military’s racist policies affected Black soldiers as they served during the war. Activists in the United States worked to end U.S. involvement in the Vietnam War because of the impacts it was having on different groups of people, both inside and outside of the United States.
- Use the Vietnam War Analysis Teacher Key to support student analysis.
- As needed, update the class Know & Need to Know chart (Lesson 1.3.)
| Step 2: Listen to firsthand accounts | (20 min) |
Purpose: Students listen to oral histories of the Vietnam War to expand and deepen their understanding of how people experienced the war, including injustices and discrimination.
You might say: Now, let’s hear from Americans who served in the Vietnam War and learn about their experiences. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts.
[Slide 4] Play the PBS video “Asian Americans Serving and Fighting in the Vietnam War” in its entirety [8:10].
- Before playing the video, prompt students to get ready to take notes in Row 3 of their Voices From War Notes Organizer (Lesson 2.1).
- After playing the video, invite students to record and discuss their responses to the prompt:
- Ask: According to the source set and oral histories, how did people experience the Vietnam War in the United States and around the world?
- Then, invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key (Lesson 2.1) to support student sharing and discussion.
[Slide 5] Revisit vocabulary.
- Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3).
- Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing:
- Ask: What mode(s) of intervention did the United States use in Vietnam?
- Possible responses: proxy war, diplomacy, covert operations
- Ask: Do you think the United States should have intervened in this way? Why or why not?
| Step 3: Update your team’s Pros and Cons Chart | (15 min) |
Purpose: Teams return to the Pros and Cons Chart they established in Lesson 2.1. They add arguments for and against U.S. intervention and include evidence from oral histories and other sources they analyzed in this lesson.
You might say: Now your team will add to the Pros and Cons Chart that you established in Lesson 2.1. Your goal is to add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention.
[Slide 6] Provide teams time to update their Pros and Cons Charts.
- Organize students into video essay teams.
- Prompt teams to get out their Pros and Cons Charts (Lesson 2.1).
- Provide teams time to make updates.
[Slide 7] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention.
- Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out.
- Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts?
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.3: Voices From the War in Afghanistan
Teacher Guide
Lesson 2.3: Voices From the War in Afghanistan
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How do people experience international conflicts?
Learning Targets I can:
Purpose In this lesson, you will gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, you will analyze and sequence sources to understand the timeline of major events of the war. Then, you will hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 55 minutes |
| Standards | |
| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
|
| Lesson Overview |
| In this lesson, students gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, they analyze and sequence sources to understand the timeline of major events of the war. Then, they hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Analyze primary and secondary sources | (20 min) |
Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the War in Afghanistan. They learn about some of the war’s causes and consequences, key events, and injustices. Students use this knowledge to revisit their team Know & Need to Know charts.
You might say: In the previous lesson, we learned about the Vietnam War, which occurred from 1955 to 1975. In this lesson, we will learn about the War in Afghanistan, which occurred from 2001 to 2021. It is often forgotten that the Soviet Union intervened in Afghanistan before the United States. This history highlights the enduring narrative of the Soviet Union (now Russia) and the United States intervening in international conflicts over and over again since World War II and the Cold War. Like in the two previous lessons, we will look at this conflict through the lens of a camera to help us understand what happened, why it happened, and how it impacted people.
[Slides 2–3] Facilitate students building what they know and what they need to know about the War in Afghanistan.
- [Slide 2] Organize students into teams.
- Distribute the War in Afghanistan Analysis handout.
- Direct students to Part 1 of the handout and review the directions.
- Provide guidance on how much time students have to complete this part of the activity.
- After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity.
- Use the War in Afghanistan Analysis Teacher Key to support student analysis.
- [Slide 3] Launch the source exploration.
- Direct students to Part 2 of the War in Afghanistan Analysis handout and review directions.
- Distribute the War in Afghanistan Source Set, printed and cut out, to student teams.
- Provide guidance on how much time students have to complete this part of the activity.
- Once teams have completed their work, invite students to share with the class their responses to the prompt.
- Ask: How did people experience the War in Afghanistan?
- Possible response: The War in Afghanistan impacted many groups of people. People in the United States experienced this conflict through the lens of 9/11, a terrorist attack that killed close to 3,000 Americans. The events of 9/11 led the United States to invade Afghanistan. Afghan people experienced the impact of a military intervention on their land. The war destroyed cities and killed many Afghan people. Many Afghan people also fled their homes and were forced to resettle in new territories. Afghan people today continue to feel the effects of the invasion as forces continue to fight for control of the territory. U.S. soldiers also experienced the negative consequences of war. They faced constant attack and many of them were killed.
- Use the War in Afghanistan Analysis Teacher Key to support student analysis.
- As needed, update the class Know & Need to Know chart you established in Lesson 1.3.
| Step 2: Listen to a firsthand account | (20 min) |
Purpose: Students listen to an oral history of the War in Afghanistan to expand and deepen their understanding of how people experienced the war, including injustices and discrimination.
You might say: Now, let’s hear from someone who lived in Afghanistan during the war and fled her country when the U.S. military ended its operation in Afghanistan after 20 years. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts.
[Slide 4] Play the PBS NewsHour video “One Afghan Refugee on Her ‘Desperate Hope’ for Her Homeland, Life in the U.S.” in its entirety [7:57].
- Before playing the video, prompt students to get ready to take notes in Row 4 of their Voices From War Notes Organizer (Lesson 2.1).
- After playing the video, invite students to record and discuss their responses to the prompt:
- Ask: According the source set and oral history, how did people experience the War in Afghanistan in the United States and around the world?
- Then invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key (Lesson 2.1) to support student sharing and discussion.
[Slide 5] Revisit vocabulary.
- Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3.)
- Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing.
- Ask: What mode(s) of intervention did the United States use in Afghanistan?
- Possible responses: war, humanitarian aid, diplomacy, economic/political action
- Ask: Do you think the United States should have intervened in this way? Why or why not?
| Step 3: Update your team’s Pros and Cons Chart | (15 min) |
Purpose: Teams return to the Pros and Cons Chart they established in Lesson 2.1. They add arguments for and against U.S. intervention and include evidence from oral histories and other sources they analyzed in this lesson.
You might say: Now your team will add to the Pros and Cons Chart that you established in Lesson 2.1. Your goal is to add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention.
[Slide 6] Provide the teams time to update their Pros and Cons Charts.
- Organize students into video essay teams.
- Prompt teams to get out their Pros and Cons Charts (Lesson 2.1).
- Provide the teams time to make updates.
[Slide 7] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention.
- Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out.
- Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts?
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.4: Using U.S. Power
Teacher Guide
Lesson 2.4: Using U.S. Power (Structured Academic Controversy)
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad?
Learning Targets I can:
Purpose In this lesson, you will prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. You will analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, you will use the information you have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, you will use the Structured Academic Controversy protocol to come to a consensus on the issue of U.S. intervention. Finally, you will reflect on what you know and what questions you have about U.S. foreign policy and video essays, updating your team Know & Need to Know chart. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 100 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D3.11-12.1: Evaluate the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order or disorder. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.WHST.11-12.1.B: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
| Lesson Overview |
| In this lesson, students prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. They analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, they use the information they have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, students use the Structured Academic Controversy protocol to come to a consensus on the issue of U.S. intervention. Finally, they reflect on what they know and what questions they have about U.S. foreign policy and video essays, updating their team Know & Need to Know charts that they started in Lesson 1.3. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Reflect on your views of U.S. foreign policy | (10 min) |
Purpose: Before students analyze sources that they will use in the Structured Academic Controversy, they reflect on their personal views and beliefs about the issue.
[Slide 2] Play the Reuters video “Trump vs. Biden on Foreign Policy” in its entirety [3:46] to provide students with information about the foreign policy debate during the 2020 presidential election.
[Slide 3] Facilitate a silent reflection on students’ personal views of U.S. involvement in the world. Ask:
- What are your views and beliefs about U.S. intervention in international conflicts?
- Do you think the United States should intervene in international conflicts in the future?
You might say: In this unit, we are not only learning about U.S. foreign policy decisions from the past but also analyzing those decisions and their impacts to help us understand when the United States should intervene in future international conflicts. As members of society, our views can help inform government action. Today, we will look at secondary sources that provide evidence that supports and opposes future intervention. In this lesson, we will use this evidence to engage in a Structured Academic Controversy discussion on this issue.
| Step 2: Analyze multiple perspectives on U.S. intervention | (20 min) |
Purpose: Students prepare for the Structured Academic Controversy by analyzing secondary sources to gather information for and against U.S. intervention in international conflicts.
You might say: In this lesson, you will craft arguments that support and oppose future U.S. intervention. To have a meaningful argument for both sides of the issue, we need to gather evidence. We will be looking at four different sources. You will read and analyze each source, then evaluate the evidence you have gathered to determine whether you will use it in your argument.
[Slide 4] Facilitate and support student analysis of secondary sources:
- Distribute the Using U.S. Power Source Analysis handout and review the directions with students.
- Optional: Use the Using U.S. Power Source Analysis Teacher Key to analyze the first source with students or model how to analyze the source.
- Give students guidance on how much time they have to read through each source and answer the source analysis questions.
- Use the Using U.S. Power Source Analysis Teacher Key to support student analysis of the sources.
| Step 3: Participate in a Structured Academic Controversy | (55 min) |
Purpose: Students evaluate whether the United States should intervene in future international conflicts by using evidence from primary and secondary sources to argue for both sides of the issue.
You might say: There are differing opinions on whether the United States should continue to intervene in international conflicts. When we develop opinions on complex issues like this, it’s important to do so using evidence. It’s also important to examine both sides of the argument and consider views that are different than our own. Our views and opinions might not change, but by thinking critically about the issue, our arguments become stronger. Today we will engage in an evidence-based discussion that invites us to really listen to the arguments that other people are making. It’s called a Structured Academic Controversy.
[Slide 5] Help students organize their materials from the unit:
- Prompt students to have their completed Pros & Cons Charts (Lessons 2.1) accessible.
- Prompt students to take out the source sets from throughout Module 2 (and Module 1, if desired), or distribute copies of these sources for students to reference.
- Distribute the Structured Academic Controversy handout and review the directions with students.
[Slide 6] Explain to students how the Structured Academic Controversy works:
- Break up students into groups of four (quads).
- Split each quad into pairs.
- Assign each pair within each quad a side (Side A or Side B).
- Each side reads their assigned claim:
- Side A: Yes, the United States should continue to intervene in international conflicts.
- Side B: No, the United States should not continue to intervene in international conflicts.
- Each pair works together to formulate one argument for their side using evidence from the Using U.S. Power Source Analysis handout and Pros & Cons Chart (Lesson 2.1).
- Provide guidance on how much time students have to work on their argument for their assigned side.
- Distribute the Structured Academic Controversy Sentence Stems handout and invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3) for reference.
- The two pairs in the quad come together to discuss.
- Side A goes first; Side B listens and takes notes on anything Side A says that they want to keep track of.
- Side B restates Side A’s argument until Side A feels satisfied that Side B really understands their argument, then Side B can present their argument.
- Side B goes second; Side A listens and takes notes on anything Side B says that they want to keep track of.
- Side A restates Side B’s argument until Side B is satisfied that Side A really understands their argument.
- Then, the pairs switch sides. Students go through the entire process again, arguing the opposite claim (using the part of the Structured Academic Controversy handout that they did not originally use).
[Slide 7] Launch the Structured Academic Controversy and provide time checks:
- Edit this slide based on how much time you have for the activity.
- Provide time checks so students clearly know:
- when they should annotate sources and craft their initial argument
- when they should start their first round of discussion
- when they should annotate sources and craft their argument for the opposing view
- when they should start their second round of discussion
- when they should finish the activity
[Slide 8] Stop the Structured Academic Controversy and ask students to come to a consensus:
- Explain that ALL group members of a four-person group must agree on an answer to the question: Should the United States intervene in future international conflicts? Prompt students to write their consensus in the Consensus box on their Structured Academic Controversy handouts.
- If students are unable to come to a consensus, they must agree on what is preventing agreement.
- Ask: Where are you stuck? Why can you not agree?
- Then, prompt students to write the barriers to consensus in the Consensus box.
[Slide 9] Reflect on the Structured Academic Controversy.
- After consensus is reached, have students reflect individually on the experience. Ask:
- Did your views and beliefs about U.S. foreign policy change? Did they remain the same?
- Then, have students reflect on the Structured Academic Controversy process itself. Ask:
- What did it feel like to argue both sides?
- What did you learn from your peers?
- Why is it important to listen before speaking?
You might say: The Structured Academic Controversy protocol allows us to access the nuances of complicated issues, such as U.S. foreign policy. Later in this unit, you will create video essays. In these video essays, you will investigate an example of U.S. intervention in an international conflict. As your team creates a video essay, you can lean on the skills you learned during this activity. What are the arguments on both sides of the issue that you are highlighting? What evidence do you have to back up the claim that you are making in your video essay? And how does analyzing the arguments of both sides strengthen the message that you are trying to send?
| Step 4: Revisit your Know & Need to Know chart | (15 min) |
Purpose: Students reflect on what they have learned about U.S. foreign policy and how the skills they have practiced can be used to create a video essay. Then, they come up with questions they still have about U.S. foreign policy and creating a video essay.
[Slide 10] Support teams reviewing and updating their Know & Need to Know charts.
You might say: In your video essay teams, work together to review and update your Know & Need to Know charts for this unit. What do you know about what we will be doing in this unit based on Module 2? What do you still need to know?
- Invite students to take out their team’s Know & Need to Know charts (Lesson 1.3).
- Provide teams time to review and update their charts together, then invite teams to share with the class.
- Update what students know and what questions students have on your class Know & Need to Know chart.
Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their project work. To learn more about Know & Need to Know charts in project-based learning, read about how to use students’ questions for planning and assessment from PBLWorks. |
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.5: Taking a Position on a Controversial Issue
Teacher Guide
Lesson 2.5: Taking a Position on a Controversial Issue
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How do people experience international conflicts?
Learning Targets I can:
Purpose In this lesson, you will outline your position on the issue of future U.S. intervention in international conflicts. You will first look at an example video essay to understand its different parts. Then, you will draw on your beliefs and the evidence (text, photographs, oral histories, videos) that you’ve gathered to outline your position on future U.S. interventions. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.WHST.11-12.1.A: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.CCSS.ELA-LITERACY.W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
| Lesson Overview |
| In this lesson, students outline their position on the issue of future U.S. intervention in international conflicts. They first look at an example video essay to understand its different parts. Then, they draw on their beliefs and the evidence (text, photographs, oral histories, videos) that they’ve gathered to outline their position on future U.S. interventions. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Identify the components of a video essay | (20 min) |
Purpose: Students learn about the basic structure and flow of a video essay by watching an example video essay on an international conflict that the United States was involved in.
You might say: Video essays are creative and expressive. They allow us to use video-making skills to help others form a new understanding of something. Today, we will look at an example of a video that takes a position on U.S. intervention in an ongoing conflict abroad. We will examine this perspective to learn about the basic structure and flow of a video essay that takes a position on the issue of war. Later in this lesson, you will use this same basic structure and flow to outline your position on U.S. intervention in future international conflicts.
[Slide 2] Review the final product rubric.
- Invite students to review the Video Essay Rubric (Lesson 1.3) and ask clarifying questions. If needed, add further detail to the rubric.
[Slides 3–5] Introduce students to the basic structure and flow they will follow to outline their position.
- [Slide 3] Distribute the Video Essay Outline handout to students.
- Instruct students to take notes on the structure and flow they observe in the video.
- Play the Telegraph video “Arnold Schwarzenegger Tells Putin to ‘Stop This War’” in its entirety [9:17]. Consider pausing the video every couple of minutes to let students take notes.
- [Slide 4] After the video, ask:
- What parts of Schwarzenegger’s video essay were most engaging? And why?
- What is Schwarzenegger’s position on war? How do you know?
- [Slide 5] Revisit the class Know & Need to Know chart (Lesson 1.3). Ask:
- What questions do you have about outlining your position on the issue of future U.S. intervention?
| Step 2: Outline your position | (40 min) |
Purpose: Students reflect on their values and beliefs and draw on their notes, source sets, and Pros and Cons Charts to outline their position on the issue of U.S. intervention in future international conflicts.
[Slide 6] Give instructions and provide support.
- Invite students to join their video essay teams.
- Distribute a new, blank copy of the Video Essay Outline handout to each team and review the directions with students.
- Provide time checks: Give students a time check after 20 minutes. You can use a visual cue, such as a countdown timer on the board or an alarm, to help students pace themselves during their work time.
- 1:1 conferencing: Schedule a 5-minute meeting with each student in advance of this lesson. Meet with each student individually. Use this time to offer feedback or answer questions.
[Slide 7] Facilitate a Turn-and-Talk:
- Invite students to share their positions on the issue of U.S. intervention in future international conflicts with a partner.
- Set a timer and give each student 1 minute to share.
- Afterward, remind students that in the next lesson, they will start designing their video essay by storyboarding their argument and content.
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Module 3 Overview: Video Essays
Module Overview
Module 3: Video Essays
Voices From War, Voices for Justice
Unit Driving Question
Should the United States intervene in foreign affairs?
Module Driving Question
How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Module Overview
In this module, students create their video essays. They explore different moments of U.S. intervention in international conflicts and create video essays that outline clear positions on the events they are highlighting. In Lesson 3.1, students work in teams to outline the narrative arcs of the stories they want to tell through their video essays. They use their narrative arcs to create detailed storyboards for their video essays, thinking through the visual and oral components of their pieces. In Lesson 3.2, students record the audio components of their video essays. In Lesson 3.3, students create first drafts of their video essays by aligning their audio recordings to the visual resources they selected. They workshop the first drafts of their video essays in peer review groups. Then, they use the feedback they received to finalize their video essays. In Lesson 3.4, students share their video essays with their classroom community and learn about the final products that other teams created. They reflect on the video essays presented by their peers. Then, they participate in a community discussion about the process of creating video essays and on their overall views and beliefs about U.S. foreign policy after finishing the unit.
| Lesson 3.1: Storyboard Your Video Essay (120 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students plan the narrative arcs and storyboards of their final video essays. They work in project teams to diagram the flow of their video essays and to gather the resources that they will use to tell that story. Then, they work on their storyboards, organize their resources, sketch the flow of their stories, and write basic scripts. Finally, students check in with their teams and create checklists to prepare to record and edit their video essays in the next lesson. |
| Lesson 3.2: Record Your Video Essay (60 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students use their storyboards and scripts to record the audio for their video essays. They begin to edit their video essays and check in on their progress as teams. |
| Lesson 3.3: Edit and Workshop Your Video Essay (120 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students work in their video essay teams to edit their video essays and add visuals to the audio recordings they created in the previous lesson. Then, they pair up with another video essay team and share their drafts to receive feedback. They give the teams they have been paired with feedback on their drafts. Finally, they meet in their teams to review the feedback they received before finalizing their video essays. |
| Lesson 3.4: Host a Screening (60 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students share the video essays that they created in their project teams with the class. They hear from other teams and watch the video essays other teams created before giving meaningful feedback. Then, they reflect on their experiences creating a video essay and their views and beliefs about U.S. foreign policy. |
| Module Assessments |
|
| Vocabulary |
|
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.1: Storyboard Your Video Essay
Teacher Guide
Lesson 3.1: Storyboard Your Video Essay
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Learning Targets I can:
Purpose In this lesson, you will plan the narrative arc and storyboard of your final video essay. You will work in your project team to diagram the flow of your video essay and to gather the resources that you will use to tell that story. Then, you will work on your storyboard, organize your resources, sketch the flow of your story, and write a basic script. Finally, you will check in with your team and create a checklist to prepare to record and edit your video essay in the next lesson. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 120 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
| Lesson Overview |
| In this lesson, students plan the narrative arcs and storyboards of their final video essays. They work in project teams to diagram the flow of their video essays and to gather the resources that they will use to tell that story. Then, they work on their storyboards, organize their resources, sketch the flow of their stories, and write basic scripts. Finally, students check in with their teams and create checklists to prepare to record and edit their video essays in the next lesson. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Diagram your narrative arc | (40 min) |
Purpose: Students review their outlines from Lesson 2.4 and build the narrative arcs of the stories they are planning to tell in their video essays. They identify the beginning, middle, and end of their stories and consider ways to convey their intended message through the narrative arc. Then, they select resources (images, videos, and evidence) for their final video essays.
You might say: In our last lesson, you worked to create an outline and think through the content of your video essay. You identified the conflict that you want to highlight and the format that you want to use. Today, you will use your outline to create a narrative arc, and then you will use that narrative arc to create a storyboard that will guide your creation of your final video essay.
[Slide 2] Lead a discussion on the components of a successful video essay.
- Play the video from the Ellen MacArthur Foundation “Explaining the Circular Economy and How Society Can Re-Think Progress” in its entirety [3:48].
- Invite students to discuss the following questions:
- Ask: What is the intended message of this video essay? What do they ask of their audience?
- Potential response: The intended message is that a circular economy is a better, more sustainable model for our society and planet. The creators of this video are asking their audience to rethink our consumption model.
- Ask: What is the flow of the story? How is it structured with a beginning, middle, and end?
- Potential response: The video starts by defining key terms before stating the claim that humanity’s current approach to waste is unsustainable. Then it provides examples of alternative approaches. This clearly communicates a message to the audience. The beginning of the video provides context, the middle of the video describes the problem, and the end of the video offers solutions.
You might say: Thinking through the narrative arc of our video essay can help us tell clear and compelling stories. Even when telling nonfiction stories, we need to think about the flow of how we present information to our audience. We want them to walk away with an important message, and thinking about the structure of that message can make it more effective.
[Slide 3] Give instructions and provide support.
- Distribute the Narrative Arc Organizer and review the directions for Part 1.
- Invite students to work in video essay teams to discuss and create the narrative arcs of their video essays.
- Then, invite students to complete Part 2 of the handout by selecting the resources that they will use to tell their stories.
- Check in with students as they complete their narrative arcs and help them identify the most effective content for their intended stories using the list of resources on their handout.
Teacher Tip: Dual Language Video Essays You can allow students to record their video essays in their native language and include English subtitles, record in English and include subtitles in their native language, or record using a mix of two or more spoken and written languages. This can help newcomers and beginning multilingual learners engage with the content at grade level while still practicing their speaking and writing skills. |
| Step 2: Create your storyboard | (60 min) |
Purpose: Students get more specific about their vision for their video essays by using their narrative arcs to create storyboards. They organize their resources and sketch out the visual order of their resources. Then, they write basic scripts to use for their recording session next class.
You might say: Now that we have thought about the overarching structure of our story (the beginning, middle, and end), we can build on that structure and create storyboards for our video essays. Our storyboards will help us get more detailed and organized with the resources we have selected for our video essays. We will lay out the flow of these resources and match them with scripts. Before we create our storyboards, let’s learn a little more about them.
[Slide 4] Lead a discussion on the purpose of storyboarding.
- Play the video from Wave.video “How to Make a Storyboard for a Video in 6 Steps” in its entirety [5:14].
- Invite students to discuss the following question:
- Ask: How can creating a storyboard help us tell a clear and compelling story through our video essay?
- Potential response: A storyboard will help us get organized and detailed about the flow of the story we are trying to tell. It allows us to think through the most effective images and words to get our intended message across to our audience. Also, it provides a structure we can use when we are recording and editing our videos.
[Slide 5] Give instructions and provide support.
- Distribute the Storyboard handout.
- Invite students to work in video essay teams to create the storyboards for their video essays.
- Direct students to start by sketching out their stories using the resources that they selected when they created their narrative arcs.
- Then, invite students to write basic scripts under each frame. Invite them to be as detailed as they wish based on the needs of the team, but let them know that they can use their storyboards as they record themselves in the next lesson.
- Tell students that they can use as many frames as necessary to storyboard their video essays but the final product should be 3–5 minutes long.
| Step 3: Create a checklist | (20 min) |
Purpose: Students check in as a team and review the final product rubric. They create a plan for any work they need to complete to prepare to record their video essays.
You might say: Next time we meet, we will record and edit our video essays. We will use most of our time working through the technical part of this project, so it’s important that we come in with detailed plans for our video essays. Let’s spend a few minutes reviewing the work we have completed so far and identifying anything that needs to get done before the next stage.
[Slide 6] Give instructions and provide support.
- Invite students to review the Video Essay Rubric (Lesson 1.3).
- Invite students to consider the following questions:
- Is the flow of your story fully planned out? Does your storyboard need more detail?
- Do you have a clear script for your recording? Does your script need more detail, or are you ready to record using what you have written so far?
- Are there any missing images/videos/pieces of evidence that you want to include in your video essay? What is your plan to gather any missing components?
- Is there anything else that you want to discuss with your team before recording and editing?
Teacher Tip: MLA, APA, or Chicago Citations The rubric for this project asks students to cite their sources in either MLA, APA, or Chicago format. You can change this guidance to match the citation format that you are already using in your classroom. If you have not worked on citations with students, use the following resources from Purdue OWL for more guidance: |
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.2: Record Your Video Essay
Teacher Guide
Lesson 3.2: Record Your Video Essay
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Learning Targets I can:
Purpose In this lesson, you will use your storyboard and script to record the audio for your video essay. You will begin to edit your video essay and check in on your progress as a team. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
| Lesson Overview |
| In this lesson, students use their storyboards and scripts to record the audio for their video essays. They begin to edit their video essays and check in on their progress as teams. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Record your audio | (30 min) |
Purpose: Students record the audio for their video essays.
You might say: In our last lesson, you worked to create storyboards for your video essays. At this point in our project timeline, you have also decided what video essay format you will use. Regardless of the format you chose, you need to record an audio file that you can use as the foundation of your video essay. Today, you will record those audio files. Then, in our next lesson, you will use those audio files and add the visual components of your video essays.
[Slide 2] Provide guidance and support as students record audio.
- Inform students of which video-recording platform they will be using to create their video essays.
- Direct students to articles and videos where they can find support on editing.
- Provide guidance on where students should gather as teams to record audio for their video essays.
- Provide guidance on the technology that students will use (video-recording platform, laptops, headphones, etc.).
- Inform students of how much time they have to work on their recordings.
- Let students know that their audio files should be 3–5 minutes long, so they have time to listen to their recordings and re-record portions as needed.
- Conference with teams to help them through any sticking points with their recordings.
Teacher Tip: Recording Clear Audio Consider the following best practices to support students in creating a clear audio file:
|
Teacher Tip: Dual Language Video Essays You can allow students to record their video essays in their native language and include English subtitles, record in English and include subtitles in their native language, or record using a mix of two or more spoken and written languages. This can help newcomers and beginning multilingual learners engage with the content at grade level while still practicing their speaking and writing skills. |
| Step 2: Use flexible time to work on your video essay | (30 min) |
Purpose: Video essay teams might be at different stages of their final product at this point in the project timeline. Some teams might be ready to record right away, so they might use this time to begin editing their audio files and video essays. Some teams might need more preparation before they begin recording. In this step, students receive guidance on how they might utilize flexible work time to support their final products.
You might say: You have some time today outside of the audio recording to use to create your video essay. You can decide how you want to use this flexible time as a team given where you are in the process.
[Slide 3] Provide guidance on what students can work on while others record. Explain that they may use this flexible time to:
- Continue to finalize and practice their scripts before recording.
- Continue recording their audio and fix any recording mistakes they might have made.
- Preview other video editing resources in preparation for next lesson’s video editing session.
- Begin editing their audio:
- Cut audio files and create a final audio file.
- Reduce background noise.
- Add music or sound effects.
- Begin matching audio to visuals on your video-recording platform.
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.3: Edit and Workshop Your Video Essay
Teacher Guide
Lesson 3.3: Edit and Workshop Your Video Essay
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Learning Targets I can:
Purpose In this lesson, you will work in your video essay team to edit your video essay and add visuals to your audio recording from the previous lesson. Then, you will pair up with another video essay team and share your draft to receive feedback. You will give the team you have been paired with feedback on their draft. Finally, you will meet in your team to review the feedback you received before finalizing your video essay. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 120 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students work in their video essay teams to edit their video essays and add visuals to their audio recordings from the previous lesson. Then, they pair up with another video essay team and share their drafts to receive feedback. They give the team they have been paired with feedback on their draft. Finally, they meet in their teams to review the feedback they received before finalizing their video essays. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Edit your video essay | (60 min) |
Purpose: Students edit their video essays by combining their audio recordings from Lesson 3.2 with the visual resources they have selected.
You might say: In the previous lesson, you worked to create the audio for your video essay. In this next phase, you will connect the audio to the visual components of your video essay. You will edit a draft of your video essay (with both audio and visual components) before pairing off with another team and completing a round of peer feedback. Then, you will finalize your video essay.
[Slide 2] Provide guidance and support.
- Share the following information:
- Let students know where they should gather as teams to edit their video essays.
- Direct students to articles and videos where they can find support on editing.
- Let students know how much time they have to work on their first round of editing and inform them that they will have more time to finalize their video essays after peer review.
- Remind students that their video file should be 3–5 minutes.
- Conference with teams to help them through any sticking points in their editing.
| Step 2: Workshop your video essay draft | (20 min) |
Purpose: Students share their drafts of their video essays with another project team and receive feedback.
You might say: Now that we have the first drafts of our video essays, it’s time to get some in-the-moment feedback! When other video artists look at our work and offer feedback, it’s called a workshop. So, we are going to have a workshop where you work with another team to review the work you have done so far and offer suggestions to make your video essays even stronger.
[Slide 3] Distribute the Video Essay Peer Review handout.
- Provide guidance on which teams will be working together.
[Slide 4] Provide timing for the peer review cycle.
- Provide students with information about how much time they have for each peer review cycle based on your remaining class time.
- Tell students when it’s time to switch between teams.
- Inform students that each person must fill out Part 1 of their Video Essay Peer Review handout for the other team.
- After both teams have shared and received feedback, instruct students to give each other the feedback forms they completed for the team they were paired with.
| Step 3: Finalize your video essay | (40 min) |
Purpose: Students review and apply peer feedback to create the final drafts of their video essays.
You might say: Now that you have participated in the peer feedback process, you have a lot of notes to review with your team! You will review the feedback forms you received during your workshop and decide what feedback you will apply. Then, you will work together to finalize your video essay.
[Slide 5] Facilitate a reflection and prioritization of peer feedback.
- Invite teams to discuss the following questions as they reflect on their feedback, using Part 2 of the Video Essay Peer Review handouts:
- What feedback did we receive that we can address quickly and right away?
- What feedback did we receive that would require us to rewrite a major part of our storyboard? How should we address this feedback?
- What feedback did we receive that would require us to add an entirely new part to our video essay? How do we plan to address this feedback?
- Invite teams to share up to three changes they are making based on peer feedback.
[Slide 6] Provide further guidance and support.
- Check in on student progress and determine how much time students need in class to finish their video essays.
- Inform students how much work time they have left to finish their video essays and where you would like them to upload their final video essays.
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.4: Host a Screening
Teacher Guide
Lesson 3.4: Host a Screening
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Learning Targets I can:
Purpose In this lesson, you will share the video essay that you created in your project team with your class. You will hear from other teams and watch the video essays they created before giving meaningful feedback. Then, you will reflect on your experience creating a video essay and your views and beliefs about U.S. foreign policy. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students share the video essays that they created in their project teams with the class. They hear from other teams and watch the video essays other teams created before giving meaningful feedback. Then, they reflect on their experiences creating a video essay and their views and beliefs about U.S. foreign policy. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Share your video essay with your community | (40 min) |
Purpose: Students share their final video essays.
You might say: The time is finally here to share all the hard work that you have done in your video essay teams! Today you will present your final products to your peers and give one another feedback. Then, we will participate in a discussion where we reflect on all that we learned in this unit and in the process of creating our video essays.
[Slide 2] Provide guidance and support.
- Distribute the Video Essay Peer Reflection.
- Provide guidance on presentation structure.
- Provide guidance on the community involvement plan for your class.
- Let students know how much time they have to complete their peer reflections.
Teacher Tip: Ideas for Sharing Video Essays With Youth and Community The Module 3 driving question asks how we can use video essays to educate youth about the ramifications of U.S. foreign policy. This creates a great opportunity for students to share their final products with community members, especially youth in their school community. Consider the following ideas to share this work with others:
|
Teacher Tip: Managing Audience Questions and Feedback When students share their work at an event attended by parents, school staff, other students, outside experts, and/or community members, the audience may need support with asking good questions. Some people may not know what questions to ask or may ask questions that are too challenging or complicated—or even inappropriate. For example, someone might ask students to comment on an aspect of history they did not study, ask about a sensitive personal or political topic, or ask a question in a way that your students find difficult to understand or answer.If one of these questions arises, you can reframe it for students or ask the audience member to clarify. For some questions, you may even have to say something like, “That’s a good question, but it’s not something we can answer.” Consider giving the audience a handout with suggestions for the kinds of questions they might ask, such as “What’s the most important thing you learned?” “What challenges did you face and how did you overcome them?” and “Could you explain more about…?”Audience feedback is good for students to hear and can be a valuable part of your assessment strategy. However, guests may offer only general praise, not specific feedback, and typically don’t want to sound too critical. Distribute the Video Essay Rubric (Lesson 1.3) to outside guests so they can orient to the project and provide relevant feedback. |
| Step 2: Reflect on your final product and views on U.S. foreign policy | (20 min) |
Purpose: Students engage in a whole-class discussion on the lessons they learned about the ramifications of U.S. foreign policy for different groups of people. Then, they apply their learning to their views and beliefs about U.S. foreign policy.
You might say: Now that we have seen the work that we created as a class, we’re going to reflect on what we learned while we created video essays about how U.S foreign policy impacts different groups of people.
[Slide 3] Invite students to participate in a community discussion.
- Distribute the Video Essay Individual Reflection.
- Direct students to Part 1 of the handout. Invite them to discuss the following questions:
- What information did you learn today about people impacted by U.S. foreign policy?
- What surprised you as you were watching the video essays today? What captured your attention?
- Do you have any shoutouts you want to give to other teams about their video essays?
- What is the most important thing about U.S. foreign policy for your audience to take away from your video essay?
[Slide 4] Invite students to reflect on the unit.
- Direct students to Part 2 of the Video Essay Individual Reflection handout. Invite them to discuss the following questions:
- What are your views and beliefs about the issue of U.S. intervention in international conflicts? How did your views and beliefs change throughout the unit?
- What would you like to tell younger people about the impacts of U.S. foreign policy on different groups of people?
Teacher Tip: Timeline Extension Pack You will find a timeline extension pack at the end of this lesson. Read through this teacher-facing document for more guidance on creating a classroom timeline to support student chronological reasoning when learning history thematically. You will find a timeline extension pack at the end of each unit. |
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.