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LESSON PLANS
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India PartitionThe decision to partition India into two countries as part of its independence from Britain in August 1947 had dramatic consequences. The creation of Pakistan as a separate, Muslim state from India, a secular state, set off waves of displacement, migration, and violence. In this lesson, students weigh the options of leaders in 1947 and use primary sources to evaluate the Partition Plan.
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Guatemalan JusticeThis inquiry leads students through an investigation of Guatemala’s recent history, with emphasis on the coup of 1954, and the resulting effects that ripple into the present. At the center of this project is the question: How can we pursue justice? This compelling question is explored in the context of Guatemala’s history and the advocates who sought to address injustices since the CIA-backed overthrow of Guatemala’s democratically elected government in 1954.
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The Cold WarHistorians have offered vastly different interpretations of the origins of the Cold War over the past 5 decades. Few historical events have been subject to such an array of revisionist and neo-revisionist accounts. In this lesson, students enter the fray through exploring a variety of documents highlighting various issues and perspectives that led to the Cold War and address the question: Who was primarily responsible for the Cold War, the United States or the Soviet Union?
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Who’s to Blame for the Cold War?This inquiry leads students through an investigation of the causes of the Cold War by examining events through the perspective of both the Soviet Union and the United States. By investigating the compelling question “Who’s to blame for the Cold War?” students evaluate these events in consideration of the historiography, using the work of several preeminent Cold War historians, and the consequences of assigning blame to either country. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students recognize different perspectives in order to better understand the ways in which mutual concerns and fears culminated in global tensions. Students create an evidence-based argument about whether anyone should be assigned blame in starting the Cold War after considering the tensions that emerged during and after World War II, perception of the actions taken by the United States and Soviet Union, assessing historiographical viewpoints, and considering how assigning blame affects perceptions of the actions of others.
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The Korean WarTextbooks from different countries often present different accounts of the same historical events. How do we reconcile such conflicting narratives? In this lesson, students read excerpts from a South Korean textbook and a North Korean textbook to try to determine which country started the Korean War.
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Cold War in GuatemalaThe Cold War was fought on multiple fronts throughout the world. One of the Cold War's hot spots was Guatemala, where the Central Intelligence Agency (CIA) deposed democratically elected President Jacobo Arbenz Guzman through covert operations in 1954. In this lesson, students explore why and how the U.S. got involved in Guatemala.
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Assassination of Patrice LumumbaPatrice Lumumba was assassinated in the Democratic Republic of the Congo in January 1961, less than 7 months after taking office as prime minister of the newly independent country. This lesson explores the complexities of Congo's situation after independence from Belgium and the international forces that may have played a part in Lumumba's assassination. Students read several primary and secondary source accounts in order to answer the question: Why was Patrice Lumumba assassinated?
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China's Cultural RevolutionIn August 1966, Mao Zedong launched the Cultural Revolution. He encouraged the creation of “Red Guards” to punish those who were harboring counter-revolutionary tendencies. In the decade that followed, China was turned upside down as millions of Chinese youth attacked traditional standard bearers of power and authority – among them party leaders, teachers, and family members. This lesson explores the motivations of Chinese youth in participating in the Cultural Revolution. Through a series of primary documents, students consider what it may have been like to experience this tumultuous period of Chinese history.
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ApartheidThis inquiry leads students through an investigation of the efforts made by individuals, organizations, and institutions that eventually resulted in the end of apartheid in 1994. By investigating the compelling question “What ended apartheid?” students focus on the policies of apartheid and consider the various endeavors to end this system of racial separation and constitutional prejudice in South Africa. In investigating the work of Nelson Mandela, South African organizations, and international institutions, students create an illustrated timeline that showcases the breadth of the struggle to end apartheid and begin to evaluate the reasons that apartheid officially ended. Students’ illustrated timelines could take any form and might include photographs, quotes, textual evidence, and/or personal annotations.
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Total WarThis inquiry leads students through an investigation of the nature of warfare in the 21st century. Focusing on the concept of total war, students explore how different elements of warfare from World Wars I and II compare to the way war is waged today.
Students are introduced to a definition of total war that identifies four key elements: mass mobilization, the blurring of lines between civilians and soldiers, complete destruction of the enemy, and total control of society. The inquiry begins by presenting information about World War I, organized by the same four components in the definition. Next, students explore World War II, making key comparisons with World War I. This task provides the historical context for students to then make comparisons with what war looks like today. In the third supporting question, students examine modern war examples, centering on wars fought after the Cold War Era using modern technology such as drones. These examples provide an opportunity for students to make key comparisons between historical wars and contemporary ones, using the same framework provided from the original definition of total war.
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Conflict ResolutionThis inquiry leads students through an investigation of the conflict between the nation of Israel and the Palestinians. By investigating the compelling question “Why is conflict so difficult to resolve?” students evaluate the levels of cooperation between these two groups, analyze their land claims from multiple perspectives, and consider the human characteristics that influence the division and control of this region. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students draw evidence from articles, charts, graphs, and maps while justifying their reasoning in writing. Students create an evidence-based argument about why they think this conflict is so difficult to resolve in this region.
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South China SeaThis inquiry leads students through an investigation of the South China Sea dispute, in which several nations in East and Southeast Asia are claiming ownership of parts of the sea for various purposes. By investigating the compelling question “Can nations own the sea?” students evaluate whether nations have the sovereign right to claim parts of the sea for themselves and if so, whether the rights of certain nations outweigh the interests of others. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students construct an understanding of the current international laws governing the sea as well as the claims both China and Southeast Asian nations have made to the South China Sea in particular. Students create an evidence-based argument about whether nations can claim parts of the sea for themselves.
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ModernizationThis inquiry leads students through an investigation of modernization and development in three African countries: Kenya, Botswana, and Algeria. By investigating the compelling question “Does development mean progress?” students focus on the characteristics of development in these countries and respond to the challenges that each country faces in light of modernization. The inquiry is designed to be a series of research case studies in which students work in groups to research one of the three countries and write a one-page research summary on their assigned country. Teachers could assign and form groups in any number of ways, including having multiple groups of students researching the same country. Students then present their research to the class in the last formative performance task. Students will respond to the compelling question based on the perspective of their respective country or could choose to compare all three countries. In the extension activity, students work collaboratively to discuss commonalities and differences in development across these countries in Africa.
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Population GrowthThis inquiry leads students through an investigation of population growth and expansion in South Asia. By investigating the compelling question “How should South Asia respond to a growing population?” students evaluate the best solutions for accommodating a growing population. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students understand the scope of South Asia’s population growth, recognize the causes and effects of the growth, and determine possible solutions to deal with population growth consequences. Students create an evidence-based argument about the best way for South Asia to go about handling its population growth issues.
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Cost of WaterThis 2016 Inquiry Challenge winner inquiry leads students through an investigation of water access in the Middle East using various sources that consider geographical, political and economic issues. By investigating the compelling question, students examine the geography of the region, including environmental and demographic relationships, the ecological impact of accessing water, and the subsequent political conflicts over control of natural resources. By completing this inquiry, students begin to understand issues revolving around access and control of resources, such as the consequences of power struggles that befall countries with limited access to water resources.
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Religious FreedomThis inquiry focuses on the concept of religious freedom driven by the compelling question “Does religious freedom exist?” The question establishes the importance of religious freedom and tolerance as a way for students to learn about world religions. In learning more about the compelling question, students identify the major beliefs of world religions and begin to recognize similarities and differences. Through the examination of sources about the practices and geographic distribution of world religions, students develop a comparative understanding of major religions. They extend their emerging understanding by investigating how the concept of religious freedom has emerged over time and examining the current status of religious freedom around the world.
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