This 45-minute lesson is designed to help students explore historical events (Yosemite Valley, national parks, and the environmental movement) in context of a persistent issue throughout history: national sovereignty v. international law. Students will also develop skills and habits of mind associated with thinking critically about visual information. The lesson features a three-part teaching strategy. First, you’ll lead an informal class-wide conversation that culminates in an open-ended question; Second, you’ll support students as they interpret a historical photograph; Third, you’ll encourage students to begin to answer the question.
PART 1: THE CONVERSATION (10 minutes): Try initiating a seemingly impromptu conversation by asking the class: “What does everyone think of our city’s public parks… are they great fun, just okay, or not much fun?” You could provide more information about the public parks. Students may or may not particularly care for the park or its playground equipment; however, the very fact the park and its equipment exist is the important concern for this conversation. While students share their thoughts aloud, you can negotiate responses by categorizing them into broader themes such inclusive access and benefits for all in the community, how the city became the owner of that particular land, how limits on the commercial use of that space were decided, etc. Together, the class may want to create a list of benefits of public parks and contrast those benefits with the potential other uses (commercial, private) of that space. Remember: this is not intended to be a lengthy, formal discussion. Rather, it’s a brief grabber to gather students’ interest. Be mindful of your time and stay focused.
You might also share that today, instead of bookwork, worksheets, or a lecture, students will gather information and take notes from critically analyzing a historical photograph. Thinking deeply about this photograph should them begin to explore the balance between a what a nation wants to do in its own best interest (national sovereignty) and what other nations want it to do (international law or concern). You may want to click HERE to read a helpful one-page “Fact Sheet” from the United Nations that discusses International Law.
As a transition from the conversation and whichever open-ended question you decide to emphasize, you should share with students that the skills they will sharpen today are essential for 21st century citizenship. You can remind students that there are, and will likely always be, people and groups who intentionally use images to influence their decision-making (i.e., how to spend money, who to vote for). You can share that today students will think about a historical photograph, using it as evidence to build a claim about an open-ended question, but they hopefully will be able to take that authentic skill and use it to improve their lives away from school (i.e., as they encounter visual information such as advertisements and social media).
PART 2: THE HISTORICAL PHOTOGRAPH (25 minutes): Next, make available to each student a copy of the Student Handout. This is a type of data retrieval chart designed for this lesson and students are strongly encouraged to collect their thoughts on it. Explain that thinking critically about images is very different from casually glancing at them. You might want to draw students’ attention to the handout that, by careful design, concentrates their analysis toward thinking deeply and “historically.”
Once each student has a copy of the data retrieval chart, you should make available the photograph, Man Seated Beneath Rock Formation… You could project the photograph as a multimedia presentation slide and have students work together as a whole class. Or you could ask each student to access a digital copy of the photograph and have them work individually. This lesson plan encourages you to have students work in small groups of about four or five; however, it’s your decision how to implement the lesson.
Regardless of how you make the photograph available to students, you’ll need the Teacher Handout designed specifically for this lesson. It would be best to study the handout well before leading students through this lesson because it is a primer for the photograph that provides information and a script of talking points for skillfully guiding students in an exploration of how nations tend to deliberate national sovereignty and international law as it relates to the environment.
Next, place students into small groups of four or five, it would be best to make these groups prior to the day of the lesson and attend to students’ strengths and potential limitations, personalities, and multiple intelligences. Then, proceed with the analysis of the photograph. Give the groups approximately 10 minutes to think together about the photograph “historically” following the components listed on the Student Handout. It’s very important during this time that you to move about the room, visit with each group, initiate conversations regarding their historical thinking, and offer specific, individualized feedback: this is called scaffolding. Scaffolding is often very helpful for guiding students toward deeper understandings of the content.
After the groups have analyzed the photograph and completed the Student Handout, gather the attention of the whole class and have students from each group share their respective group’s observations, conclusions, and thoughts. Be sure to ask their thoughts about conservation and preservation of land. Follow these questions by asking for the rationale underpinning their answers. Go out of your way to ask two or three groups to respond to other group’s findings, thus developing a conversation among the students to help everyone discover and create a meaningful understanding of international law. Carefully negotiate students’ responses and keep this segment of the lesson focused.
For an additional activity you could ask students to connect the lesson’s persistent issue in world history—the balance of national sovereignty and international law—to a government’s practice of using eminent domain to increase conservation easements and accomplish conservation goals. The Follow-on Handout presents students with a photograph of a protest at the Stockholm+50 conference.
PART 3: THE ANSWER (10 minutes): After students have analyzed and discussed the historical photograph, ask them to formally to use the skills built and information gathered from today to address the open-ended question you posited earlier. You could ask students to create and submit a 1-minute video or send you an email with their answer. Or they could write their answer on the back of the data retrieval chart; regardless of what tools students use to answer the question, it’s important that you provide each student with individualized, formative feedback and perhaps a rubric. To produce a truly comprehensive answer to such a complex issue, students will need more than just today’s lesson. Still, they should be able to craft a preliminary answer to the question in regard to one of the domains of international law: the environment.
This 45-minute lesson is designed to help students explore historical events (land claims in Antarctica) in context of a persistent issue throughout history: national sovereignty v. international law. Students will develop skills and habits of mind associated with thinking critically about visual information. The lesson features a three-part teaching strategy. First, you’ll lead an informal class-wide conversation that culminates in an open-ended question; Second, you’ll support students as they interpret a historical photograph; Third, you’ll encourage students to begin to answer the question.
PART 1: THE CONVERSATION (10 minutes): Try initiating a seemingly impromptu conversation by asking the class: “What do you think of Sealand… is it an independent nation or not?” You could provide more information about this 1-acre island about 6.5 nautical miles east of Suffolk, England in the North Sea. It is a self-proclaimed “sovereign nation.” It has its own constitution, national flag, national seal, and it even has its own passport. It is a constitutional monarchy ruled by Prince Michael. This is an example of a “micronation,” a group that claims to meet all of the criteria for being acknowledged as a sovereign nation, but do not have formal recognition from other nations. While students share their thoughts aloud, you can negotiate responses by categorizing them into broader themes such as what exactly constitutes “a sovereign nation,” and “what logistical concerns (i.e., property ownership, currency) are raised when a region wishes to be independent from another nation?” Together, the class may want to create a list of criteria a sovereign nation must meet. Remember: this is not intended to be a lengthy, formal discussion. Rather, it’s a brief grabber to gather students’ interest. Be mindful of your time and stay focused.
You might also share that today, instead of bookwork, worksheets, or a lecture, students will gather information and take notes from critically analyzing a historical photograph. Thinking deeply about this photograph should help them begin to explore the balance between a what a nation wants to do in its own interest (national sovereignty) and what other nations want it to do (international law or concern). You may want to click HERE to read a helpful one-page “Fact Sheet” from the United Nations that discusses International Law.
As a transition from the conversation and whichever open-ended question you decide to emphasize, you should share with students that the skills they will sharpen today are essential for 21st century citizenship. You can remind students that there are, and will likely always be, people and groups who intentionally use images to influence their decision-making (i.e., how to spend money, who to vote for). You can share that today students will think about a historical photograph, using it as evidence to build a claim about an open-ended question, but they hopefully will be able to take that authentic skill and use it to improve their lives away from school (i.e., as they encounter visual information such as advertisements and social media).
PART 2: THE HISTORICAL PHOTOGRAPH (25 minutes): Next, make available to each student a copy of the Student Handout. This is a type of data retrieval chart designed for this lesson and students are strongly encouraged to collect their thoughts on it. Explain that thinking critically about images is very different from casually glancing at them. You might want to draw students’ attention to the handout that, by careful design, concentrates their analysis toward thinking deeply and “historically.”
Once each student has a copy of the data retrieval chart, you should make available the photograph, The famous torii of the temple built over the sea, on the sacred Island of Miyajima, Japan. You could project the photograph as a multimedia presentation slide and have students work together as a whole class. Or you could ask each student to access a digital copy of the photograph and have them work individually. This lesson plan encourages you to have students work in small groups of about four or five; however, it’s your decision how to implement the lesson.
Next, place students into small groups of four or five, it would be best to make these groups prior to the day of the lesson and attend to students’ strengths and potential limitations, personalities, and multiple intelligences. Then, proceed with the analysis of the photograph. Give the groups approximately 10 minutes to think together about the photograph “historically” following the components listed on the Student Handout. It’s very important during this time that you to move about the room, visit with each group, initiate conversations regarding their historical thinking, and offer specific, individualized feedback: this is called scaffolding. Scaffolding is often very helpful for guiding students toward deeper understandings of the content.
After the groups have analyzed the photograph and completed the Student Handout, gather the attention of the whole class and have students from each group share their respective group’s observations, conclusions, and thoughts. Be sure to ask their thoughts about sustainable development, the use of clean energy, and the role of the government to promote those practices. Follow these questions by asking for the rationale underpinning their answers. Go out of your way to ask two or three groups to respond to other group’s findings, thus developing a conversation among the students to help everyone discover and create a meaningful understanding of international law. Carefully negotiate students’ responses and keep this segment of the lesson focused.
PART 3: THE ANSWER (10 minutes): After students have analyzed and discussed the historical photograph, ask them to formally to use the skills built and information gathered from today to address the open-ended question you posited earlier. You could ask students to create and submit a 1-minute video or send you an email with their answer. Or they could write their answer on the back of the data retrieval chart; regardless of what tools students use to answer the question, it’s important that you provide each student with individualized, formative feedback. To produce a truly comprehensive answer to such a complex issue, students will need more than just today’s lesson. Still, they should be able to craft a preliminary answer to the question in regard to one of the domains of international law: territorial seas and
exclusive economic zones.
You can end this lesson by reiterating how the skills and habits of mind practiced today have tremendous value in everyday life, especially considering the amount of visual information produced and consumed on social media platforms.
This 45-minute lesson is designed to help students explore historical events (the 1864 Geneva Convention, the Hague Conventions of 1899 and 1907, and the Russo-Japanese War) in context of a persistent issue throughout history: national sovereignty v. international law. Students will develop skills and habits of mind associated with thinking critically about visual information. The lesson features a three-part teaching strategy. First, you’ll lead an informal class-wide conversation that culminates in an open-ended question; Second, you’ll support students as they interpret a historical photograph; Third, you’ll encourage students to begin to answer the question.
PART 1: THE CONVERSATION (10 minutes): Try initiating a seemingly impromptu conversation by asking the class: “is it important that a sporting event is played fairly?” While students share their thoughts aloud, you can negotiate responses by categorizing them into broader themes such as what exactly constitutes “sportsmanship” (fair behavior) versus “gamesmanship” (suspect, but not unfair behavior) versus “cheating” (unfair behavior). You may also want to discuss the potential importance of a sporting event being fair, such as respect for competition and self-fulfillment, and in the case for many professional sports, legitimacy for legalized gambling. Students may also talk about potential causes and consequences of sporting events being fair and may want to explore whether a “win at all costs” attitude is just. Remember: this is not intended to be a lengthy, formal discussion. Rather, it’s a brief grabber to gather students’ interest. Be mindful of your time and stay focused.
You might also share that today, instead of bookwork, worksheets, or a lecture, students will gather information and take notes from critically analyzing a historical photograph. Thinking deeply about this photograph should help them begin to explore the balance between a what a nation wants to do in its own interest (national sovereignty) and what other nations want it to do (international law or concern). You may want to click HERE to read a helpful one-page “Fact Sheet” from the United Nations that discusses International Law.
As a transition from the conversation and whichever open-ended question you decide to emphasize, you should share with students that the skills they will sharpen today are essential for 21st century citizenship. You can remind students that there are, and will likely always be, people and groups who intentionally use images to influence their decision-making (i.e., how to spend money, who to vote for). You can share that today students will think about a historical photograph, using it as evidence to build a claim about an open-ended question, but they hopefully will be able to take that authentic skill and use it to improve their lives away from school (i.e., as they encounter visual information such as advertisements and social media).
Once each student has a copy of the data retrieval chart, you should make available the photograph, A dead war monster—Russian battleship ‘Peresvet’ wrecked by Japanese shells, Port Arthur harbor. You could project the photograph as a multimedia presentation slide and have students work together as a whole class. Or you could ask each student to access a digital copy of the photograph and have them work individually. This lesson plan encourages you to have students work in small groups of about four or five; however, it’s your decision how to implement the lesson.
Regardless of how you make the photograph available to students, you’ll need the Teacher Handout designed specifically for this lesson. It would be best to study the handout well before leading students through this lesson because it’s a primer for the photograph that provides information and a script of talking points for skillfully guiding students in an exploration of how nations tend to deliberate national sovereignty and international law as it relates to the conduct of war.
After the groups have analyzed the photograph and completed the Student Handout, gather the attention of the whole class and have students from each group share their respective group’s observations, conclusions, and thoughts. Be sure to ask their thoughts about nations’ rights and duties as they concern the opening of hostilities, the use of sea mines, and neutral nations. Follow these questions by asking for the rationale underpinning their answers. Go out of your way to ask two or three groups to respond to other group’s findings, thus developing a conversation among the students to help everyone discover and create a meaningful understanding of international law. Carefully negotiate students’ responses and keep this segment of the lesson focused.
For an additional activity you could ask students to connect the lesson’s persistent issue throughout world history—the balance of national sovereignty and international law—to the 2022 Russo-Ukrainian War. The Follow-on Handout presents students with a photograph of a new laser weapon and asks about the legitimacy of its use.
PART 3: THE ANSWER (10 minutes): After students have analyzed and discussed the historical photograph, ask them to formally to use the skills built and information gathered from today to address the open-ended question you posited earlier. You could ask students to create and submit a 1-minute video or send you an email with their answer. Or they could write their answer on the back of the data retrieval chart; regardless of what tools students use to answer the question, it’s important that you provide each student with individualized, formative feedback. To produce a truly comprehensive answer to such a complex issue, students will need more than just today’s lesson. Still, they should be able to craft a preliminary answer to the question in regard to one of the domains of international law: conduct of war.
This 45-minute lesson is designed to help students explore historical events (land claims in Antarctica) in context of a persistent issue throughout history: national sovereignty v. international law. Students will develop skills and habits of mind associated with thinking critically about visual information. The lesson features a three-part teaching strategy. First, you’ll lead an informal class-wide conversation that culminates in an open-ended question; Second, you’ll support students as they interpret a historical photograph; Third, you’ll encourage students to begin to answer the question.
PART 1: THE CONVERSATION (10 minutes): Try asking the question: “Can you name one place on earth that has never had a war, is nearly 100% environmentally protected, and where scientific research is the top priority for its land?” If students need another clue, add “It is larger than Europe and about 98% of it is covered in ice.” Confirm students guesses of “Antarctica,” and explain that today the class is going to explore this land where the first semi-permanent inhabitants arrived in late 18th century. Students may also want to talk about penguins and whales. Remember: this is not intended to be a lengthy, formal discussion. Rather, it’s a brief grabber to gather students’ interest. Be mindful of your time and stay focused.
You might also share that today, instead of bookwork, worksheets, or a lecture, students will gather information and take notes from critically analyzing a historical photograph. Thinking deeply about this photograph should help them begin to explore the balance between a what a nation wants to do in its own interest (national sovereignty) and what other nations want it to do (international law or concern). You may want to click HERE to read a helpful one-page “Fact Sheet” from the United Nations that discusses International Law.
As a transition from the conversation and whichever open-ended question you decide to emphasize, you should share with students that the skills they will sharpen today are essential for 21st century citizenship. You can remind students that there are, and will likely always be, people and groups who intentionally use images to influence their decision-making (i.e., how to spend money, who to vote for). You can share that today students will think about a historical photograph, using it as evidence to build a claim about an open-ended question, but they hopefully will be able to take that authentic skill and use it to improve their lives away from school (i.e., as they encounter visual information such as advertisements and social media).
PART 2: THE HISTORICAL PHOTOGRAPH (25 minutes): Next, make available to each student a copy of the Student Handout. This is a type of data retrieval chart designed for this lesson and students are strongly encouraged to collect their thoughts on it. Explain that thinking critically about images is very different from casually glancing at them. You might want to draw students’ attention to the handout that, by careful design, concentrates their analysis toward thinking deeply and “historically.”
Once each student has a copy of the data retrieval chart, you should make available the photograph, Shackleton’s expedition to the Antarctic faithful dogs being fed in the ice kennel, while Endurance was stuck fast.… You could project the photograph as a multimedia presentation slide and have students work together as a whole class. Or you could ask each student to access a digital copy of the photograph and have them work individually. This lesson plan encourages you to have students work in small groups of about four or five; however, it’s your decision how to implement the lesson.
Regardless of how you make the photograph available to students, you’ll need the Teacher Handout designed specifically for this lesson. It would be best to study the handout well before leading students through this lesson because it’s a primer for the photograph that provides information and a script of talking points for skillfully guiding students in an exploration of how nations tend to deliberate national sovereignty and international law as it relates to acquiring territory.
After the groups have analyzed the photograph and completed the Student Handout, gather the attention of the whole class and have students from each group share their respective group’s observations, conclusions, and thoughts. Be sure to ask their thoughts about sustainable development, the use of clean energy, and the role of the government to promote those practices. Follow these questions by asking for the rationale underpinning their answers. Go out of your way to ask two or three groups to respond to other group’s findings, thus developing a conversation among the students to help everyone discover and create a meaningful understanding of international law. Carefully negotiate students’ responses and keep this segment of the lesson focused.
PART 3: THE ANSWER (10 minutes): After students have analyzed and discussed the historical photograph, ask them to formally to use the skills built and information gathered from today to address the open-ended question you posited earlier. You could ask students to create and submit a 1-minute video or send you an email with their answer. Or they could write their answer on the back of the data retrieval chart; regardless of what tools students use to answer the question, it’s important that you provide each student with individualized, formative feedback and perhaps a rubric. To produce a truly comprehensive answer to such a complex issue, students will need more than just today’s lesson. Still, they should be able to to craft a preliminary answer to the question in regard to one of the domains of international law: acquiring territory.
You can end this lesson by reiterating how the skills and habits of mind practiced today have tremendous value in everyday life, especially considering the amount of visual information produced and consumed on social media platforms.
This 45-minute lesson is designed to help students explore historical events (Kosovo’s independence, the First Balkan War, and the Red Cross) in context of a persistent issue throughout history: national sovereignty v. international law. Students will also develop skills and habits of mind associated with thinking critically about visual information. The lesson features a three-part teaching strategy. First, you’ll lead an informal class-wide conversation that culminates in an open-ended question; Second, you’ll support students as they interpret a historical photograph; Third, you’ll encourage students to begin to answer the question.
PART 1: THE CONVERSATION (10 minutes): Try initiating a seemingly impromptu conversation by asking the class: “What do you think of Zaqistan… is it an independent nation or not?” You could provide more information about this 2-acre self-proclaimed “sovereign nation” in Box Elder County, Utah. It has its own national flag, national seal, and it even has its own passport. Its president, named Zaq, established Zaqistan in 2005. This is an example of a “micronation,” a group that claims to meet all of the criteria for being acknowledged as a sovereign nation, but do not have formal recognition from other nations. While students share their thoughts aloud, you can negotiate responses by categorizing them into broader themes such as what exactly constitutes “a sovereign nation,” and “what logistical concerns (i.e., property ownership, currency) are raised when a region wishes to be independent from another nation?” Together, the class may want to create a list of criteria a sovereign nation must meet. This class-created list could be compared to the two lists of criteria mentioned later in this lesson. Remember: this is not intended to be a lengthy, formal discussion. Rather, it’s a brief grabber to gather students’ interest. Be mindful of your time and stay focused.
You might also share that today, instead of bookwork, worksheets, or a lecture, students will gather information and take notes from critically analyzing a historical photograph. Thinking deeply about this photograph should them begin to explore the balance between a what a nation wants to do in its own best interest (national sovereignty) and what other nations want it to do (international law or concern). You may want to click HERE to read a helpful one-page “Fact Sheet” from the United Nations that discusses International Law.
PART 2: THE HISTORICAL PHOTOGRAPH (25 minutes): Next, make available to each student a copy of the Student Handout. This is a type of data retrieval chart designed for this lesson and students are strongly encouraged to collect their thoughts on it. Explain that thinking critically about images is very different from casually glancing at them. You might want to draw students’ attention to the handout that, by careful design, concentrates their analysis toward thinking deeply and “historically.”
Once each student has a copy of the data retrieval chart, you should make available the photograph, Packing for home… You could project the photograph as a multimedia presentation slide and have students work together as a whole class. Or you could ask each student to access a digital copy of the photograph and have them work individually. This lesson plan encourages you to have students work in small groups of about four or five; however, it’s your decision how to implement the lesson.
Next, place students into small groups of four or five, it would be best to make these groups prior to the day of the lesson and attend to students’ strengths and potential limitations, personalities, and multiple intelligences. Then, proceed with the analysis of the photograph. Give the groups approximately 10 minutes to think together about the photograph “historically” following the components listed on the Student Handout. It’s very important during this time that you to move about the room, visit with each group, initiate conversations regarding their historical thinking, and offer specific, individualized feedback: this is called scaffolding. Scaffolding is often very helpful for guiding students toward deeper understandings of the content.
After the groups have analyzed the photograph and completed the Student Handout, gather the attention of the whole class and have students from each group share their respective group’s observations, conclusions, and thoughts. Be sure to ask their thoughts about nations’ recognizing the sovereignty of other (potential) nations. Follow these questions by asking for the rationale underpinning their answers. Go out of your way to ask two or three groups to respond to other group’s findings, thus developing a conversation among the students to help everyone discover and create a meaningful understanding of international law. Carefully negotiate students’ responses and keep this segment of the lesson focused.
For an additional activity you could ask students to connect the lesson’s persistent issue in history—the balance of national sovereignty and international law—to Kosovo’s 2008 Declaration of Independence. The Follow-on Handout presents students with a photograph of a protest in Canada.
You can end this lesson by reiterating how the skills and habits of mind practiced today have tremendous value in everyday life, especially considering the amount of visual information produced and consumed on social media platforms.
This 45-minute lesson is designed to help students explore historical events (the 1921 Washington Conference; disarmament efforts after the Great War) in context of a persistent issue throughout history: national sovereignty v. international law. Students will develop skills and habits of mind associated with thinking critically about visual information. The lesson features a three-part teaching strategy. First, you’ll lead an informal class-wide conversation that culminates in an open-ended question; Second, you’ll support students as they interpret a historical photograph; Third, you’ll encourage students to begin to answer the question.
PART 1: THE CONVERSATION (10 minutes): Try initiating a seemingly impromptu conversation by asking students: “should there be a ‘pause’ on the development of advanced artificial intelligence (AI) systems?” While students share their thoughts aloud you can share arguments from both sides including from researchers who wrote an open letter that advocated for a pause to afford technology companies and government regulators time to craft protections from the risks of artificial intelligence. You may also want to discuss the potential harms (AI systems can be disinformation engines, perpetuate systemic bias, and exactly reproduce personally identifiable information1) and benefits (automation, productivity, data collection and complex problems-solving2). Students may also talk about potential causes and consequences of AI systems being totally banned or totally limitless. Remember: this is not intended to be a lengthy, formal discussion. Rather, it’s a brief grabber to gather students’ interest. Be mindful of your time and stay focused.
You might also share that today, instead of bookwork, worksheets, or a lecture, students will gather information and take notes from critically analyzing a historical photograph. Thinking deeply about this photograph should help them begin to explore the balance between a what a nation wants to do in its own interest (national sovereignty) and what other nations want it to do (international law or concern). You may want to click HERE to read a helpful one-page “Fact Sheet” from the United Nations that discusses International Law.
As a transition from the conversation and whichever open-ended question you decide to emphasize, you should share with students that the skills they will sharpen today are essential for 21st century citizenship. You can remind students that there are, and will likely always be, people and groups who intentionally use images to influence their decision-making (i.e., how to spend money, who to vote for). You can share that today students will think about a historical photograph, using it as evidence to build a claim about an open-ended question, but they hopefully will be able to take that authentic skill and use it to improve their lives away from school (i.e., as they encounter visual information such as advertisements and social media).
Once each student has a copy of the data retrieval chart, you should make available the photograph, Just men, but mighty important ones! The “Big Nine” at the World Disarmament Conference, Washington, D.C., 1921. You could project the photograph as a multimedia presentation slide and have students work together as a whole class. Or you could ask each student to access a digital copy of the photograph and have them work individually. This lesson plan encourages you to have students work in small groups of about four or five; however, it’s your decision how to implement the lesson.
Regardless of how you make the photograph available to students, you’ll need the Teacher Handout designed specifically for this lesson. It would be best to study the handout well before leading students through this lesson because it’s a primer for the photograph that provides information and a script of talking points for skillfully guiding students in an exploration of how nations tend to deliberate national sovereignty and international law as it relates to disarmament.
Next, place students into small groups of four or five, it would be best to make these groups prior to the day of the lesson and attend to students’ strengths and potential limitations, personalities, and multiple intelligences. Then, proceed with the analysis of the photograph. Give the groups approximately 10 minutes to think together about the photograph “historically” following the components listed on the Student Handout. It’s very important during this time that you to move about the room, visit with each group, initiate conversations regarding their historical thinking, and offer specific, individualized feedback: this is called scaffolding.
PART 3: THE ANSWER (10 minutes): After students have analyzed and discussed the historical photograph, ask them to formally to use the skills built and information gathered from today to address the open-ended question you posited earlier. You could ask students to create and submit a 1-minute video or send you an email with their answer. Or they could write their answer on the back of the data retrieval chart; regardless of what tools students use to answer the question, it’s important that you provide each student with individualized, formative feedback. To produce a truly comprehensive answer to such a complex issue, students will need more than just today’s lesson. Still, they should be able to craft a preliminary answer to the question in regard to one of the domains of international law: disarmament.
You can end this lesson by reiterating how the skills and habits of mind practiced today have tremendous value in everyday life, especially considering the amount of visual information produced and consumed on social media platforms.
1 see Clarke, L., (April 11, 2023) Alarmed tech leaders call for AI research pause. Science.
2 see Maheshwari, R. (April 11, 2023). Advantages Of Artificial Intelligence (AI) In 2023. Forbes Advisor.
This 45-minute lesson is designed to help students explore historical events (the Cold War and new technological advances in spacefaring) in context of a persistent issue throughout history: national sovereignty v. international law. Students will also develop skills and habits of mind associated with thinking critically about visual information. The lesson features a three-part teaching strategy. First, you’ll lead an informal class-wide conversation that culminates in an open-ended question; Second, you’ll support students as they interpret a historical photograph; Third, you’ll encourage students to begin to answer the question.
PART 1: THE CONVERSATION (10 minutes): Try initiating a seemingly impromptu conversation by asking the class: “What does everyone think of human spaceflight… if the half-a-million-dollar flight were offered to you free of charge, would you go on a commercial flight into space?” You could provide more information about types of commercial spaceflights (i.e., lunar orbit, visits to the international space station, etc.). Students may not be particularly interested in spaceflight; however, the very fact that human spaceflight exists is the important concern for this conversation. While students share their thoughts aloud, you can negotiate responses by categorizing them into broader themes such public and private spaceflights, the personal and community benefits and costs, and—importantly—what the future of such spaceflights may hold. Together, the class may want to create a list of benefits of spaceflight and space exploration in general and contrast those with its financial costs. Remember: this is not intended to be a lengthy, formal discussion. Rather, it’s a brief grabber to gather students’ interest. Be mindful of your time and stay focused.
You might also share that today, instead of bookwork, worksheets, or a lecture, students will gather information and take notes from critically analyzing a historical photograph. Thinking deeply about this photograph should them begin to explore the balance between a
what a nation wants to do in its own best interest (national sovereignty) and what other nations want it to do (international law or concern). You may want to click HERE to read a helpful one-page “Fact Sheet” from the United Nations that discusses International Law.
PART 2: THE HISTORICAL PHOTOGRAPH (25 minutes): Next, make available to each student a copy of the Student Handout. This is a type of data retrieval chart designed for this lesson and students are strongly encouraged to collect their thoughts on it. Explain that thinking critically about images is very different from casually glancing at them. You might want to draw students’ attention to the handout that, by careful design, concentrates their analysis toward thinking deeply and “historically.”
Once each student has a copy of the data retrieval chart, you should make available the photograph, The U.S. Space & Rocket Center, Huntsville, Alabama. You could project the photograph as a multimedia presentation slide and have students work together as a whole class. Or you could ask each student to access a digital copy of the photograph and have them work individually. This lesson plan encourages you to have students work in small groups of about four or five; however, it’s your decision how to implement the lesson.
Next, place students into small groups of four or five, it would be best to make these groups prior to the day of the lesson and attend to students’ strengths and potential limitations, personalities, and multiple intelligences. Then, proceed with the analysis of the photograph. Give the groups approximately 10 minutes to actively think together about the photograph “historically” following the components listed on the Student Handout. It’s very important during this time that you to move about the room, visit with each group, initiate conversations regarding their historical thinking, and offer specific, individualized feedback: this is called scaffolding. Scaffolding is often very helpful for guiding students toward deeper understandings of the content.
After the groups have analyzed the photograph and completed the Student Handout, gather the attention of the whole class and have students from each group share their respective group’s observations, conclusions, and thoughts. Be sure to ask their thoughts about commercial spacefaring and the recovery and use of space materials. Follow these questions by asking for the rationale underpinning their answers. Go out of your way to ask two or three groups to respond to another group’s findings, thus developing a conversation among the students to help everyone discover and create a meaningful understanding of international law. Carefully negotiate students’ responses and keep this segment of the lesson focused.
For an additional activity you could ask students to connect the lesson’s persistent issue in history—the balance of national sovereignty and international law—to SpaceX’s Mars Program that plans the eventual colonization of Mars. The Follow-on Handout presents students with a photograph of the surface of Mars.
You can end this lesson by reiterating how the skills and habits of mind practiced today have tremendous value in everyday life, especially considering the amount of visual information produced and consumed on social media platforms.
This 45-minute lesson is designed to help students explore historical events (climate change and the environmental movement) in context of a persistent issue throughout history: national sovereignty v. international law. Students will also develop skills and habits of mind associated with thinking critically about visual information. The lesson features a three-part teaching strategy. First, you’ll lead an informal class-wide conversation that culminates in an open-ended question; Second, you’ll support students as they interpret a historical photograph; Third, you’ll encourage students to begin to answer the question.
PART 1: THE CONVERSATION (10 minutes): Try initiating a seemingly impromptu conversation by asking the class: “What does everyone think of nuclear power plants… are they a great idea or a good idea or a terrible idea?” You may need to provide a brief summary of how nuclear power plants create energy (click HERE for the official explanation). Students may or may not particularly care about nuclear power plants; however, the very fact that nuclear power plants exist is the important concern for this conversation. While students share their thoughts aloud, you can negotiate responses by categorizing them into broader themes such benefits (i.e., The US has the largest nuclear electricity generation capacity and has generated more nuclear electricity than any other country) and perceived risks (i.e., perceived potential for danger, radioactive waste). Together, the class may want to create a list of benefits and contrast those benefits with the perceived risks. Remember: this is not intended to be a lengthy, formal discussion. Rather, it’s a brief grabber to gather students’ interest. Be mindful of your time and stay focused.
You might also share that today, instead of bookwork, worksheets, or a lecture, students will gather information and take notes from critically analyzing a historical photograph. Thinking deeply about this photograph should them begin to explore the balance between a what a nation wants to do in its own best interest (national sovereignty) and what other nations want it to do (international law or concern). You may want to click HERE to read a helpful one-page “Fact Sheet” from the United Nations that discusses International Law.
As a transition from the conversation and whichever open-ended question you decide to emphasize, you should share with students that the skills they will sharpen today are essential for 21st century citizenship. You can remind students that there are, and will likely always be, people and groups who intentionally use images to influence their decision-making (i.e., how to spend money, who to vote for). You can share that today students will think about a historical photograph, using it as evidence to build a claim about an open-ended question, but
they hopefully will be able to take that authentic skill and use it to improve their lives away from school (i.e., as they encounter visual information such as advertisements and social media).
PART 2: THE HISTORICAL PHOTOGRAPH (25 minutes): Next, make available to each student a copy of the Student Handout. This is a type of data retrieval chart designed for this lesson and students are strongly encouraged to collect their thoughts on it. Explain that thinking critically about images is very different from casually glancing at them. You might want to draw students’ attention to the handout that, by careful design, concentrates their analysis toward thinking deeply and “historically.”
Once each student has a copy of the data retrieval chart, you should make available the photograph, Farm scene including a bright-red barn… You could project the photograph as a multimedia presentation slide and have students work together as a whole class. Or you could ask each student to access a digital copy of the photograph and have them work individually. This lesson plan encourages you to have students work in small groups of about four or five; however, it’s your decision how to implement the lesson.
Regardless of how you make the photograph available to students, you’ll need the Teacher Handout designed specifically for this lesson. It would be best to study the handout well before leading students through this lesson because it is a primer for the photograph that provides information and a script of talking points for skillfully guiding students in an exploration of how nations tend to deliberate national sovereignty and international law as
it relates to the environment.
After the groups have analyzed the photograph and completed the Student Handout, gather the attention of the whole class and have students from each group share their respective group’s observations, conclusions, and thoughts. Be sure to ask their thoughts about sustainable development, the use of clean energy, and the role of the government to promote those practices. Follow these questions by asking for the rationale underpinning their answers. Go out of your way to ask two or three groups to respond to other group’s findings, thus developing a conversation among the students to help everyone discover and create a meaningful understanding of international
law. Carefully negotiate students’ responses and keep this segment of the lesson focused.
For an additional activity you could ask students to connect the lesson’s persistent issue in history—the balance of national sovereignty and international law—to the practice of using solar power as a clean, renewable energy source for sustainable development. The Follow-on Handout presents students with a photograph of solar panels.
You can end this lesson by reiterating how the skills and habits of mind practiced today have tremendous value in everyday life, especially considering the amount of visual information produced and consumed on social media platforms.
This 45-minute lesson is designed to help students explore historical events (climate change and the environmental movement) in context of a persistent issue throughout history: national sovereignty v. international law. Students will also develop skills and habits...
This 45-minute lesson is designed to help students explore historical events (the Cold War and new technological advances in spacefaring) in context of a persistent issue throughout history: national sovereignty v. international law. Students will also develop skills...
This 45-minute lesson is designed to help students explore historical events (the 1921 Washington Conference; disarmament efforts after the Great War) in context of a persistent issue throughout history: national sovereignty v. international law. Students will develop...
This 45-minute lesson is designed to help students explore historical events (Kosovo’s independence, the First Balkan War, and the Red Cross) in context of a persistent issue throughout history: national sovereignty v. international law. Students will also develop...
This 45-minute lesson is designed to help students explore historical events (land claims in Antarctica) in context of a persistent issue throughout history: national sovereignty v. international law. Students will develop skills and habits of mind associated with...
This 45-minute lesson is designed to help students explore historical events (the 1864 Geneva Convention, the Hague Conventions of 1899 and 1907, and the Russo-Japanese War) in context of a persistent issue throughout history: national sovereignty v. international...
This 45-minute lesson is designed to help students explore historical events (land claims in Antarctica) in context of a persistent issue throughout history: national sovereignty v. international law. Students will develop skills and habits of mind associated with...
This 45-minute lesson is designed to help students explore historical events (Yosemite Valley, national parks, and the environmental movement) in context of a persistent issue throughout history: national sovereignty v. international law. Students will also develop...