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.
Problem-based historical inquiry* (PBHI) is an approach to teaching students about the past. One of the tenets of PBHI is that learning should be purposeful lessons should be centered around open-ended, societal concerns that call for students to engage in real-world problem-solving, make decisions, and act. Lessons should afford students sufficient time for sustained focus on content and skills and to think deeply and seriously about facts, definitions, and values. Instead of memorizing information from a textbook or lecture, students have a more authentic purpose with PBHI: deep, sustained learning and struggling with problems of the past to more meaningfully address problems of their present and future.
Which of the two compelling questions presented in this lesson would you center instruction around? Why?
As responses wane, you can share that today students are going to extend the conversation to ask, not more about Zaqistan or other micronations, but about Kosovo. “Should Kosovo be recognized as an independent sovereign nation?” could be the question for today; however, you could also choose to focus on the larger question: “What’s the proper balance between national sovereignty and international law?” These are the open-ended questions around which this
problem-based historical inquiry (PBHI) activity is centered. The questions work well with the previous conversation and the subsequent learning segments because one of the domains of international law is “national sovereignty,” and citizens of many nations throughout the world have had to think through their respective answers. This is truly a persistent issue in world history.
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.
Another tenet of PBHI* is that learning should be connected. Experts and novices tend to think and solve problems differently due to the ability to demonstrate connections in data. Experts have larger, more interconnected mind-maps. Novices who develop robust mind-maps tend to think deeply because interconnected data is easier to retrieve and it imparts more complex and sophisticated representations of reality. PBHI lessons feature questions that posit authentic concerns for communities. These questions function as mental anchors, to which students can attach both their previous knowledge and newly learned information. Creating robust, interconnected mind-maps may help students understand links between past and present, cause and effect.
What are the mental anchors for this lesson?
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, 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.
The notion of Multiple Intelligences* may be helpful; it attempts to account for the vast array of human abilities. Schools tend to emphasize mostly reading and writing skills, and while many students succeed in that environment, many do not. This notion argues students deserve a broader vision of education where teachers employ different methodologies to design classroom experiences to reach all students. There are seven separate Multiple Intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. Some criticize the notion because of its minimal scientific precision and empirical evidence. Others find Multiple Intelligences helpful for pluralizing instruction and assessment and for addressing differences in students’ needs.
What are your thoughts about Multiple Intelligences… and in what ways does this lesson attend to them?
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 recognition of sovereignty and independence.
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.
The prepositional phrase 'for learning' is a succinct, nearly self-explanatory definition of formative assessment; still, it may be helpful for you to revisit the notion. Formative assessment can be understood as a process that centers round activities and assignments intended to promote learners' learning and improve teachers' teaching; students are afforded opportunities to further develop their thinking skills and teachers are provided data with which to adjust subsequent instruction. The explicit focus on improving future learning contrasts sharply with summative assessment (i.e., assessment 'of learning') which primarily features teachers assigning grades for past learning.
Which formative assessment opportunities in this lesson are you likely to emphasize? Why?
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: national sovereignty.
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.
