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U.S. Foreign Policy: Structured Academic Controversy

Persistent Issue:
What actions are justified in the interest of the welfare or security of the community?
Central Question:
Should the United States seek to spread democracy around the world?
Topic:
U.S. Foreign Policy
Course:
U.S. History
Strategy:
Structured Academic Controversy
Grade Level:
9
Lessons in this unit:
  1. U.S. Foreign Policy: Structured Academic Controversy

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Click here to download a chart detailing the standards addressed in this lesson as identified by the National History Standards, and the Wisconsin Model Academic Standards.

Lesson Video
Teacher Reflection

1.
Clip 1: Introduction to Structured Academic Controversy Activity Reflection

Ms. Geovanis provides an overview of the central question the class will be discussing today, and discusses how students will be exploring different points of view regarding the question.

Reflection: Ms. Geovanis discusses the process she goes through in introducing the lesson, and how she situates the specific lesson activity within the context of the overall unit.
Lesson Video
Teacher Reflection

2.
Clip 2: Developing Reasoned Arguments

Ms. Geovanis discusses with the class strategies for developing strong arguments to support their positions. She uses the argument scaffold to facilitate her discussion. Students then begin working in their groups to develop arguments for or against spreading democracy.

Reflection: Ms. Geovanis discusses her use of the "reasoning scaffold" with her students, and how teachers may want to incorporate this into their class. She then discusses her strategies for helping students complete tasks that they will most likely find difficult to accomplish.
Lesson Video
Teacher Reflection

3.
Clip 3: Students Present Arguments in Their Groups

Ms. Geovanis begins by discussing procedures for students to present their "pro" and "con" arguments to their other group members. Students then present and discuss their arguments with their fellow group members.

Reflection: Ms. Geovanis discusses the guidelines she uses to assist students with presenting their arguments and her rationale for those guidelines.
Lesson Video
Teacher Reflection

4.
Clip 4: Students Switch Perspectives

Ms. Geovanis explains to the class that they will switch perspectives today - students who were exploring the "pro" side of spreading democracy will now explore the "con" side and vice versa. Students then use additional reading materials to assist them with exploring the alternative perspective of the issue.

Reflection: Ms. Geovanis discusses what she likes about using structured academic controversies in her classroom. She also discusses various strategies for interacting with students and handling student concerns regarding the activity.
Lesson Video
Teacher Reflection

5.
Clip 5: Students Discuss Different Perspectives

Students re-form their discussion groups and discuss the issue of spreading democracy from alternative perspectives. Ms. Geovanis then asks students to develop a list of conclusions regarding the issue that all group members can agree upon.

Reflection: Ms. Geovanis discusses the different methods teachers can use to implement a structured academic controversy in their classroom, as well as strategies for grouping students. She also describes strategies teachers can use to maintain the pace of the activity.
Lesson Video
Teacher Reflection

6.
Clip 6: Whole Class Discussion – Summarizing Arguments

Ms. Geovanis leads the class in summarizing the top arguments in favor of facilitating the spread of democracy and the top arguments opposed to facilitating the spread of democracy.

Reflection: Ms. Geovanis explains why she believes having students summarize their arguments before engaging in a whole-class discussion is an important step in the overall activity.
Lesson Video
Teacher Reflection

7.
Clip 7: Whole Class Discussion – Debating Positions

Students re-form their discussion groups and discuss the issue of spreading democracy from alternative perspectives. Ms. Geovanis then asks students to develop a list of conclusions regarding the issue that all group members can agree upon.

Reflection: Ms. Geovanis discusses strategies she uses to manage whole-class discussions with her students. She talks about the challenges she faces as a teacher to maintain a facilitator role throughout the discussion.
Lesson Video
Teacher Reflection

8.
Clip 8: Conclusion of Whole Class Discussion

The class concludes the discussion by debating circumstances under which it would be appropriate to support democracy movements in other countries.

Reflection: Ms. Geovanis discusses how she brings closure to the overall activity, and the variety of different ways teachers can use structured academic controversies in their classrooms.

Ms. Carla Geovanis

Carla Geovanis is a classroom instructor at West High School in Madison, Wisconsin. Carla teaches a wide range of students, from 9th graders in U.S. History and in a study skills course, to juniors and seniors in Advanced Placement U.S. Government and Politics.

Carla is committed to helping students learn how to construct well-reasoned and well-supported arguments. She is also passionate about helping students learn how to discuss controversial issues respectfully and thoughtfully.

Prior to becoming a classroom teacher Carla taught political science at the college level while getting her graduate degree. In addition, she has worked for the Institute for Research on Poverty and the University of Washington Law School. Carla has a B.A. in political science from the University of Wisconsin and an M.A. in political science from the University of Minnesota. She carries additional certifications in history and economics. Her teacher certification in social studies is from the University of Wisconsin.

Madison West High School

Madison West High School is located in a mid-size Midwestern U.S. city that is also the home to the state capitol and the largest campus of the University of Wisconsin. West has a student body of roughly 2100, and because of its proximity to the university, a large international population. Close to 40% of the student body is composed of students of color. In the 2007-2008 school year the student body was 61.3% white, 15.4% African American, 11.3% Hispanic, 11.4% Asian and .5% Native American. The percentage of the student body participating in the free and reduced lunch program is 29%. The lesson shown here was taught in a 9th grade U.S. History course. Class size typically does not exceed 30 students at West. The class size for this case study was 28 students, and the class reflects the diversity of the school.

Teacher Pre Interview

Lesson Video

1.
Clip 1: Pre-Interview Lesson Description

Ms. Geovanis provides a description of the lesson she will be teaching. She discusses the topic of the lesson and the overall goals of the lesson.
Lesson Video

2.
Clip 2: Pre-Interview Students and Setting

Ms. Geovanis provides a description of the students participating in the lesson, and unique aspects of the classroom and/or school.
Lesson Video

3.
Clip 3: Pre-Interview Curricular Context

Ms. Geovanis discusses how this particular lesson fits within her overall curriculum.
Lesson Video

4.
Clip 4: Pre-Interview Standards Addressed

Ms. Geovanis provides a description of the state and national standards addressed by this lesson.
Lesson Video

5.
Clip 5: Pre-Interview Unique Aspects of Lesson

Ms. Geovanis discusses some of the segments of this lesson that she believes will be most interesting to viewers. She also discusses aspects of the lesson that she is particularly excited about.
Lesson Video

6.
Clip 6: Pre-Interview Challenges in Planning Lesson

Ms. Geovanis discusses challenges faced in designing and implementing this type of lesson.
Lesson Video

7.
Clip 7: Pre-Interview Evidence of Effectiveness

Ms. Geovanis discusses why she believes the approach exemplified in this lesson is effective with students.
Lesson Video

8.
Clip 8: Pre-Interview Preparation Necessary for Planning Lesson

Ms. Geovanis describes any equipment, materials, or preparation needed to implement this lesson. She also discusses prerequisite knowledge and/or skills needed by students in order for them to be successful with the lesson activities.
Lesson Video

9.
Clip 9: Pre-Interview Assessing Student Achievement

Ms. Geovanis discusses her plans for assessing student achievement during the lesson.

Teacher Post Interview

Lesson Video

1.
Clip 1: Post-Interview Overview of Lesson

Ms. Geovanis provides a overview of what occurred during the lesson.
Lesson Video

2.
Clip 2: Post-Interview Scaffolding Used During Lesson

Ms. Geovanis discusses the types of scaffolding support she provided to students throughout the lesson.
Lesson Video

3.
Clip 3: Post-Interview Student Assessment

Ms. Geovanis describes how she assessed student achievement during lesson activities.
Lesson Video

4.
Clip 4: Post-Interview Modifications to Lesson

Ms. Geovanis provides advice and suggestions for other teachers who would like to implement this type of lesson with their students.
Lesson Video

5.
Clip 5: Post-Interview Advice for Other Teachers

Ms. Geovanis discusses modifications she would make to this lesson prior to delivering it again.
Lesson Video

6.
Clip 6: Post-Interview Assisting Students with Special Needs

Ms. Geovanis discusses any adaptations she may need to make to the lesson to assist students with special needs who may be in her class.
Lesson Video

7.
Clip 7: Post-Interview Next Steps

Ms. Geovanis discusses the next set of activities planned for her students.