Engaging Students to Make Meaning out of their Own Learning: Constructing Student-Centered Electives and Focusing on Student Decision-Making in Required Courses

James A. Diskant, Ph.D.

     This has been a wonderful year for decision-making that has stretched me as a teacher in three complementary ways: I have been involved in coaching seniors (and juniors) to construct their own classes, in assisting sophomores to define key terms for classroom projects, and in facilitating graduate students to reflect on their theoretical approaches to be effective teachers. As I continue to share these approaches with others, I am confident that it may a part of a larger trend of constucting meaningful teaching and learning of which world history and its focus on interactive skills and teaching methodologies play a large part.

     For the first time in the eight years that I have been at the John D. O'Bryant School of Mathematics and Science in Roxbury (a neighborhood of Boston), I've taught two electives; while it's been enormously pleasureable, there have been unanticipated challenges. I knew that I had to find a ways to have these students "buy-in" to these courses, given that many of them, while among the brightest in the school, were psychologically already out of high school. Unlike AP courses, where the test loomed large in their minds, these courses needed to tap into something else: intrinsic motivation, peer pressure, or what? The situation was compounded by the fact that one of the two courses, Latin American History, is neither my specialty, creation, nor offered when I wanted it to be which would have been in the spring of this year when I would have felt better prepared. Nonetheless, I figured out that I needed to do something unusual at my school: have the students create the courses with me through a process of decision making.

     Perhaps it is no conincidence that I am also teaching a graduate course in educational theories and encouraging more decision making among 10^th graders – both excellent developments for them and for me.¹ I also had the luxury of not working in a state which tests its students merely on what they remember and thus was able to teach what matters in World and United States History without worry about an artificial assessment: my Department of Education has put off the state mandated test on only United States history indefinitely.² I could also stand on the proverbial shoulders of writers such as Susan Eaton, Robert Fried, Jonathan Kozol, Deborah Meier, Theodore and Nancy Sizer, and ultimately Bruce King, Fred Newmann and Dana Carmichael, all of whom discuss the importance of teachers—particularly those who teach in urban settings—to provide the truth to our students in a way in which they can work to grapple with "authentic intellectual work" that will prepare them for life after high school. While intuitively urban students understand injustice and unfairness around them; our job is to help them learn something positive about themselves and to explain the foundations that will serve them as they tackle the world.³

     Students confirmed my intended course of action: One of my most thoughtful students wrote me in an email a few months ago after a particularly vibrant classroom exchange of despair and hope in my Latin American History course: "Being in your class has been a huge advantage because it has opened my eyes to the world in a new way and I view the world differently; literally to be brief, when we studied Cape Verde I had a huge sense of nationalism come over me and now when I get older and make decent money I want to go back and help my country some how."⁴

     Of course, I had as additional resources the syllabi and texts both for the Latin American History Course that I taught in the fall and for a current course on Contemporary Global Issues, 1968-Present. But I knew that unless students played a role in the design of both courses, they would not do much work and I would not be able to cajole, persuade, or encourage them to do so.

     Still, a little context is needed to explain what I did, how it worked, and the positive feedback that I received from all involved. Theoretically I was hired eight years ago to teach AP World History; I had previously written some AP materials while at Northeastern's World History Center and was known by the headmaster who had hired me (two principals ago!) as a curriculum writer.⁵ Instead I became involved in the creation of an Integrated Approach to Teaching United States and World History.⁶ During the past few years my current supervisor had come to acknowledge that we needed to rethink our electives and proposed semesterized ones. In that context I had been encouraged to propose one, which I did first three years ago: Contemporary Global Issues, which I was going to teach to graduate students at Northeastern.⁷ At the same time a colleague proposed a course in Latin American History. After a few years of bureaucratic inertia, this past year students finally had the ability to choose these courses, among others, in their junior or senior year. When I left for the summer in late June 2008, enrollment was low so I was told: "maybe next year." A few weeks later I got an email, offering that I teach the Global Issues course, assuming that I would pair it with the Latin American History course (that is my colleague who had initially proposed it, now declined to teach it). I agreed, as long as I could teach Global Issues first. Two days before school started, I was told that due to scheduling, Latin American History had to be offered first!

     I quickly finalized the syllabus (see Addendum A), redid my opening day materials, devoured the text that had been chosen by my colleague who was going to teach the course (a rather dry book on the subject), and – after a few hours of panic – realized that I could use the same approach to this subject, as I had planned to do with the Global Issues course, that is have students design the course! Perhaps obvious, if one teaches at a private school, but in a large urban setting, where students were accustomed to following directives? While my supervisor agreed with my approach, I wasn't sure whether it would fly given students' perceived lack of initiative. Yet I knew that the approach was right. Cynics might say that any delay might time to read up on the subject, to feel comfortable, to become the expert that I was not.

     Thursday, September 11^th arrived: 18 seniors and 2 juniors met me to answer survey questions; a few looked surprised that I was teaching the course, since through the school grapevine they had expected my younger colleague. I explained that my approach entailed their initial participation as planners: to decide how to define Latin America, to decide what we would study, and how we would study it. While many looked quizzical, most got it and loved the series of votes (see Addenda B & C) During the course of the next week, they made three important collective decisions:

1.)   A definition of Latin America would include parts of the world affected by Spain and/or Portugal that could geographically be located outside of Central or South America in Africa and Asia,

2.)   Most students were more interested in the modern era than in the earlier periods and wanted to ensure that our course allowed that focus, and

3.)   Most students wanted to create a course that revolved around discussion and debate.

What great decisions! Futhermore, students developed thought-provoking essential questions that would serve as a basis for superb debate and essay and assessment questions …

     It was a dynamite course! We learned many things together; I felt free – freer than usual – to admit what I didn't know. Students had a huge buy-in, I was motivated to help these kids, many of whom identified themselves in one form or another as Latino, to delve into their families' past and understand their place in a world, dominated by interests that were limited, based on their backgrounds. Students did their homework – even reading the dry text – and participated in great discussions. We concluded the class in January with a trial: for the United States' alleged abuses against the people of Latin America (See Addendum D) The jury was hung. The students and I learned a great deal together for those 5 months: high school students can be motivated to create their own courses, just like many college students had argued in era of the 1960's: as long as they can create something meaningful that allows them to be actively engaged.⁸

     As I was working with students in this elective, it also enhanced by teaching in my required tenth grade course. I was more inclined this year than past ones to be influenced by students" engagement.⁹ One example, like last year, they did an activity focusing on evaluating leaders.¹⁰ Unlike last year we spent two days, discussing and voting – through consensus of the students in all of my three classes – on a definition of a great leader. Our collective decision started from Doris Kearns Goodwin's Team of Rivals.¹¹ It expanded to include the following 11 components:

•      Methods:

1.)   Thinks and weighs carefully different options before acting,
2.)   Listens to different people in the country for advice,
3.)   Balances different interests of the people in the administration and of ordinary people in the decisions that are implemented,
4.)   Is an articulate, effective, and persuasive speaker,
5.)   Acts and delegates decisively and resolutely once a decision is agreed upon, and
6.)   Is a hard diligent, and focused worker,

•      Goals:

1.)   Takes personal responsibility for administrative mistakes and/or misjudgments and accepts appropriate consequences,
2.)   Is a responsible, decent, and knowledgeable military leader,
3.)   Works on behalf of equality for all,
4.)   Has an underlying moral purpose, and
5.)   Treats opponents with decency

Furthermore, I have used many of the activities created by Kevin O'Reilly to get my students engaged in decision making about problems in the past.¹²

     This work on student construction of learning has been encouraged by the graduate students in my Theory course at Boston College, where I have had to justify my teaching values and approaches quite explicitly.¹³ This has allowed me to have many reflective moments, pondering whether these approaches are meeting students' needs, as well as a broader sense of the curriculum that they "should" be learning. Given a higher sense of student engagement, the answer is, of course, a resounding yes.

     Since the beginning of February I have a new group of 20 (18 seniors, 2 juniors; 3 of whom had taken Latin American History in the fall). Given the time of year, their sense of senoritis was even greater than for those in the fall; already (or almost) in college, wondering why they were still taking a (new) course when some of their friends beat the system and were assigned a study hall! This course I had originally taught a few years ago at Northeastern to graduate students as a year course; I had to both refocus it and all things being equal I would love to have it paired with a Community Service component.

     So I distributed the syllabus (see Addendum E) and explained that I had planned the content for the first half of the course —the 1960's, issues in the 1970's, and the Revolutions of 1989—the rest of the course was for them to plan, which they did (see Addendum F). As the spring continued they quickly figured out that I wanted and encouraged them to deliberate nad negotiate with me about most things; they even bargained about homework. Yes, they used all the problem solving techniques that they will need in life. One of the best culminating activities of the 1960's was a debate between Kurlansky and DeGroot (see Addendum G).¹⁴

     As we finishing figuring out the meaning of the Revolutions of 1989 (see Addendum H) and had an inspired two day role play, I got an email from my supervisor, suggesting that I create a Model United Nations Club. After I said "no", I realized that the more correct and thoughtful anaswer was that it depends on my students in the Global Issues course. While half of them were immediately ready to do so, we had another series of voting, pep talks, and yes, they agreed. Now my students in the Global Issues course are getting ready to represent delegates from Niger and Malaysia in Model United Nations in May. Now students are studying the Global Issues that they wanted to, understanding the historical context of the people involved, and working on decision making. I enthustically am looking forward to the participation in the May Conference, which I predict, will be a formative experience for many of them, as they put away experiences in their "suitcases" of high school memento.

     What do I take from these combined experiences: facilitating seniors to make their own decisions about learning, listening to sophomores about how to define leaders, and moderating graduate-level discussions about theories of education? A few things, I suppose. First, meaningful education has to be continually a dynamic combination of teacher and student dialogue. Second, in so doing we prepare our students to compete in a world that is frightening to many of them in its expectations of behavior and yet strives to reward those with initiative. Third, these approaches are more fun and engaging for all of us involved: teacher and students obviously, and even parents and adminstrators. Finally, history and world history matter greatly so that we can figure out who we are, how we got where we are, and that all of us – not just the brightest – are entitled to those lessons. Ultimately, the lessons – if there are any from the 1960's activists and their successors in the 1980's – are that, as Timothy Garton Ash wrote: "So I maintain that, for all its pitfalls, the literary enterprise of writing 'history of the present' has always been worth attempting … Is the result true, important, interesting, or moving? It it is, never mind the label. If it isn't, then it's not worth reading anyway."¹⁵ I maintain that if substiute the word "writing" in Garton Ash's quotation for "teaching" then perhaps we will acknowledge to our students and to ourselves the real purpose of history education: self-design of meaningful study.

James Diskant, World History Connected's editor for Pioneering New Classroom Approaches, is at the John D. O'Bryant School of Mathematics and Science in Roxbury (Boston), Massachusetts; and currently (spring 2009) also teaches graduate students at Boston College's School of Education.

Addendum A

Mission Statement: The John D. O'Bryant School of Mathematics and Science is a diverse, supportive community of learners that engages in a rigorous and comprehensive Science, Technology, Engineering, and Mathematics program integrated with Humanities. Our college-preparatory exam school enables our students to reach their full potential and become leaders who will shape the direction of society. 

Expectations for Student Learning

 Academic Expectations: John D. O'Bryant School of Mathematics and Science Students will be skillful:

•      Readers
•      Researchers          
•      Users of technology         
•      Problem solvers
•      Communicators

Social and Civic Expectations: John D. O'Bryant School of Mathematics and Science students will:

•      Demonstrate respect for self and others
•      Participate in one's community as a responsible citizen

Teacher's Name: Dr. Diskant

Subject: Latin American History

Textbook: Benjamin Keen & Keith Haynes, A History of Latin America, Seventh Edition, Boston: Houghton Mifflin, 2004.

Other Instructional Materials: Selections from additional sources, both primary and secondary materials, will be provided; videos, computer technology, overheads, and use of an Infocus machine

Course Description: This course investigates the history of Latin America by looking at the evolution of "Latin America" as a term and by looking at cases of different Latin American countries in the 19^th century through the present day. We will look at examples of different people to understand the different ways in which people created their own history. In the first week students will vote on the particular countries that we will study.

Major topics include: cases of ancient American cultures, the role of the different European conquerors in contact with indigenous people, revolutionary movements in the 19^th century, economic and political neocolonialism, 20^th and 21^st century developments in different South and Central American countries, the Cuban Revolution, contemporary Latin American culture

Required Student Products/Assessments:

• History Notebook/Binder (see Classroom and Homework Guidelines 9/4/08 for description of specific requirements)
• Course Final
• Projects
• Mid and End-of-Course Assessments Projects

The following are samples of the type of open-ended, "key" questions students will be able to answer by the end of the course.

1.)   What indigenous heritage is separate from European influence in the places that today are identified as "Latin American"?
2.)   What role did the Spanish and Portuguese explorers have in Central and South America?
3.)   What divisions were there among Europeans in exploration and later settlement?
4.)   What characterizes 19^th century Latin American revolutions?
5.)   In what ways were 20^th century developments similar or different in Latin American countries?
6.)   In what ways is contemporary Latin American history distinctive?
7.)   What has been and continues to be the United States role in Latin America?

Assessment:  Students' progress will be continually assessed using the following methods.

Instructional strategies will include: informal lecture presentation revolving around the answering of key questions, class discussion, group work, primary source analysis and discussion, debates and simulations. A culminating activity will be a simulation of a trial, involving a contemporary issue. Students are expected to come to class having completed daily assigned homework. In most cases the homework is assigned to give students a background in the content for the next day's lesson/activity.

Expectations; Extra Help Schedule; Parent Conference Times: I am available before school from 7 a.m. Mondays, Tuesdays, and Wednesdays and most days after school until 2:30. For an appointment, please call 617-635-9932 or e-mail me at: jdiskant@boston.k12.ma.us

Students' expectations are detailed in the classroom guidelines handout dated September 4, 2008.

Student/Parent Signatures:

Student's Signature: ______________________________________

Parent/Guardian: ________________________________________

Parents/guardians should keep one copy. The other copy must be signed and returned to the teacher.

Latin American History
Dr. Diskant
Choosing Countries to Study:
The Vote!

Read the lists below, and reread the definition of Latin America that we discussed on Friday and decide on the following:

1.)   From List I, which countries should we definitely study? (Just the list the number!)
2.)   From List II, which ones, if any, should we also definitely study? (Just the list the number!)
3.)   Did we forget an area; if so, what was it?
4.)   Now think back in history, should we start our studies prior to 1800 when the Latin American peoples began to fight for independence? If yes, why? If no, why not?

List One: From the 16 students who handed in homework on Friday, the following are the results:

1.)   Dominican Republic: 14
2.)   Cuba: 12
3.)   Mexico: 11
4.)   Guatemala: 10
5.)   Honduras: 10
6.)   Argentina: 9
7.)   Brazil: 9
8.)   Haiti: 9
9.)   Peru: 9
10.)   El Salvador: 8
11.)   Panama: 8
12.)   Venezuela: 8
13.)   Colombia: 7
14.)   Chile: 6
15.)   Puerto Rico: 6
16.)   Uruguay: 4
17.)   Bolivia: 3
18.)   Nicaragua: 3
19.)   Costa Rica: 2
20.)   Paraguay: 2
21.)   Spain: 2
22.)   Belize: 1
23.)   Ecuador: 1 

List Two: In Friday's class, we also discussed the following countries or regions:

1.)   Angola
2.)   Cameroon
3.)   Cape Verde
4.)   Parts of the western United States that had been previously part of Mexico
5.)   Philippines

Addendum C

Latin American History
Dr. Diskant
Overview of Course

Based on last week's vote, the course will be structured as follows. In addition to the essential questions listed on the syllabus, we will work to answer the essential questions that you raised that are also listed below:

Part One: Economic, Political, Social, and Cultural Background of the Colonial Societies in Spanish and Portuguese colonies, 16^th – 19^th centuries: in September

1.)   What were native inhabitants like in the countries that we are studying?
2.)   What culture, traditions, and languages were present?
3.)   How did these cultures change after the Europeans arrive?
4.)   What were the specific social classes of these areas and how did they develop?
5.)   What influences did the European settlers have in Latin American cultures?
6.)   Why were the Spanish and Portuguese interested in colonizing countries that were far away?
7.)   How has slavery affected Latin America?

Part Two: Independence Movements in the 19^th Century and the Creation of Independent States: in October

1.)   Why did these areas become independent? How?
2.)   How did these countries come to be named?
3.)   What do the colors of the flags represent?
4.)   How did the United States affect Latin American politically?
5.)   What is the difference between Latin America before and after the countries were colonized?
6.)   How was the land in Central and South America divided up into smaller countries?

Part Three: Issues in the 20^th Century: in November

1.)   Is the country dependent or independent?
2.)   What were the specific social classes of the countries and how did they develop?
3.)   How has the definition of Latin America changed over the years?
4.)   Has the United States' involvement in Latin America helped or hurt their societies?
5.)   Why have dictatorships emerged?

Part Four: Contemporary History: in December and January:

1.)   Do imperialistic powers still influence or exploit the Latin American countries?
2.)   What is Latin America? Who are "latinos"?
3.)   Can Latin Americans sustain their economy?
4.)   Why are there disagreements between classes?
5.)   Do the paradoxical questions that Skidmore and Smith raise still exist?
6.)   What Latin American countries are below the poverty line? Why?
7.)   What have been the advantages and disadvantages of having investors from over the world invest in Latin America?

Our Case Studies:

In Central America and the Caribbean:

Costa Rico, Dominican Republic, Cuba, El Salvador, Guatemala, Haiti, Honduras, Mexico, Nicaragua, Panama, and Puerto Rico

In South America:

Argentina, Brazil, Chile, Colombia, Peru

In western Africa:

Angola, Cameroon, and Cape Verde

In eastern Africa:

Philippines

Addendum D

Latin American History

Dr. Diskant
Trial of United States Government
For Alleged Crimes Against Latin Americans, 1800 - Present

As one of the culminating activities of the course, we will review this year's work by "putting" the United States Government on trial for crimes that its leaders allegedly committed against Latin Americans during the last 200 years and continue to do so today. Imagine that contact has now been made with a species from another galaxy. The unnamed species has been observing the interactions between Americans from a distance for centuries and has come to believe that "the United States' leaders are selfish and egotistic and that despite the rhetoric that they espouse about equality for all are only interested in two things: profit and influence" and that they are "intellectually and morally inferior" to themselves.

THE CHARGE:

The defendants are here to answer for the multiple and grievous savageries of their government which have been committed throughout history against Latin Americans.

I. ROLES:

While each side will be led by their attorneys, witnesses are integral and crucial roles. During the preparation period, you will work together to plan your roles, as well as your strategy. Witnesses should be representative and balanced from the different countries and periods that we have studied; I will need to approve them during the first day of preparation. There will be a total of 10 witnesses per side. Each person is responsible for two roles; but remember, if someone is absent on the one of the days of the trial, someone else from your Team will need to fill in for that role.

At the same time each Team is preparing its role, the members of the jury will decide on their criteria to judge you, as well as their name and any other relevant information.

I will be the judge: both to ensure that the trial's focus will be on content and that the trial moves forward in an orderly fashion.

Prosecution Team:

Attorneys: Andre and Paulo

Witnesses: Cheyenne, Genisa, Jean, Lakiah, and Vanessa

Defense Team:

Attorneys: Jeidy and Massiel

Witnesses: Barry, Dallana, Ladonya, Lilliam, and Roosevelt

Jury/Species from Another Galaxy:

Jennifer (foreperson/bailiff), Isabel, Roxanna, and Ysamar

II. RULES

1.) Questions can only be asked by attorneys and the judge.
2.) Jury cannot make comments or ask questions; with the exception of the foreperson/bailiff when witnesses are sworn in.
3.) Time travel is permitted to retrieve witnesses from the past. However, they may be asked questions only from their time.
4.) Neither leading witnesses nor badgering them is allowed. Attorneys should object to such behavior.
5.) While the prosecution team works together, as does the defense team, each person is responsible for his or her work, and each of you will be individually assessed. If witnesses are unprepared, it will hurt your side. If anyone is absent, the trial continues as planned and someone else will need to fill in for that role.
6.) Order shall be maintained at all times. Additional rules may be added by the judge if deemed necessary.

III. TIME PLAN:

Wednesday, January 21 & Thursday, January 22:

Preparation

Friday, January 23 – Tuesday, January 27:

Trial: Opening statements by prosecution and defense
Prosecution witnesses and cross-examination
Defense witnesses and cross-examination
Closing statements by prosecution and defense

Wednesday, January 28:

Jury Verdict
Debriefing

IV. EXPECTATIONS:

Attorneys:

1.) During the preparation period, you will need to write your opening and closing statements, as well as to prepare your witnesses. Remember it is your job to make sure that your witnesses understand your questions in advance and know what you want them to answer, as well as what they might have to answer from the opposing side.
2.) During the trial, you will need to ask questions that show your content knowledge of your witnesses, as well as show your ability to do cross examine the other side's witnesses.
3.) After the trial, you will need to write a minimum one page paper, evaluating yourselves in terms of the quality of your role playing, and hand in all your written materials.

Witnesses:                                   

1.) During the preparation period, you will need to write a statement which describes who you are, what you believe in, and why your testimony helps your side. The best witnesses will be those who have a clear and exact identity (name and other identifying information) and tell your side as you experienced it. You will also need to develop at least 3 questions submitted to your attorney with answers that would help your attorneys prove their case.
2.) During the trial, you will need to show your ability to answer the attorneys' questions.
3.) After the trial, you will need to write a minimum one page paper, evaluating yourselves in terms of the quality of your role playing, and hand in all your written materials.

Jury Members:

1.) During the preparation period, you need to decide who you and write up a short written description and your list of criteria that should be used to decide this case. In order to develop your criteria, consider all of the civilizations that we studied this year, as well as your own idealism and character profile. Describe at least 10 things that should be part of the perfect species (Of course this is exactly what your own planet is like!). You will need to write your name and your key characteristics on a poster board for easy reference during the trial.
2.) The foreperson will also act as bailiff and swear witnesses in.
3.) At the end of the trial, you will need to use your criteria as you decide on the verdict.
4.) After the end of the trial, you will need to write a minimum one page paper, explaining what your verdict is and why you decided that, and hand in all your written materials.

EYES ONLY PROSECUTION:
PREPARATION TIPS

Your argument will be based upon specific crimes that specific United States leaders have committed against Latin Americans since 1800. Most of this alleged abuse can be traced to the desire for power and greed. If these conditions can be proved, the defense cannot effectively argue that they are simply isolated incidents, because they represent the basic values upon which this government is based. If the basic value system is flawed, then the government is flawed.

• Be sure to use the emotional horror that most of your witnesses can provide. Use graphic descriptions, pictures, tears, propaganda and whatever else you can to win sympathy.
• Be prepared for witnesses from the defense. Review the semester's material and try to second guess what they might try to nail you on. Lawyers need to be prepared to cross examine those witnesses.
• The opening statements should include the types of witnesses you plan to call, as well as examples of other ones that you don't have time to call. Give the jury the outline of what you plan to prove and warn them of why what the other side might try to argue is wrong.
• The closing statements should sum up the main arguments of your side, highlighting witnesses who were particularly persuasive. Remind the jury of your basic objective and feeling.

EYES ONLY DEFENSE:
PREPARATION TIPS

Your argument will be based on the positive role that the U.S. government has had in Latin American countries since 1800. You will want to emphasize the rational and helpful behavior of U.S. leaders. Encourage the jury to look at the cumulative effect of their role, not just isolated incidents. Remind them that every leader is a unique individual. According to earth's international law, they cannot be held accountable for others' actions. This includes their ancestors, leaders, or subordinates. However, you cannot deny any events that happened.

• Appeal to the leaps in science, medicine, technology, architecture, art, trade, peaceful resolution of conflict, quest for peace, the work of international organizations, better working conditions, the rise in democracy. You may wish to make a comparison to a child's development. Above all, stress the continuing progress of humanity. The government is by no means fully evolved; refer to changes planned by the current Administration.
• Be prepared for the witnesses from the prosecution. Review the semester's material and try to second guess what they might try to nail you on. Lawyers need to be prepared to cross examine those witnesses.
• Opening statements should give the jury an outline of what you plan to prove and warn them of why what the other side might try to argue is wrong.
• Closing statements should sum up the main arguments of your side, highlighting witnesses who were particularly persuasive.
  

Latin American History

Dr. Diskant
Trial of United States Government
For Alleged Crimes Against Latin Americans, 1800 - Present
Instructions for the Jury

During the next few days you will hear the cases of the prosecution and defense attorneys. Take good notes so that you will have this material to form you opinion. Once the trial is over, you will need to decide on the verdict. You will need to do this by yourself and then you will have time to consult with other members of the jury.

I. Case for the Prosecution

II. Case for the Defense

Addendum E

Mission Statement: The John D. O'Bryant School of Mathematics and Science is a diverse, supportive community of learners that engages in a rigorous and comprehensive Science, Technology, Engineering, and Mathematics program integrated with Humanities. Our college-preparatory exam school enables our students to reach their full potential and become leaders who will shape the direction of society. 

Expectations for Student Learning

Academic Expectations: John D. O'Bryant School of Mathematics and Science Students will be skillful:

• Readers
• Researchers
• Users of technology         
• Problem solvers
• Communicators

Social and Civic Expectations: John D. O'Bryant School of Mathematics and Science students will:

• Demonstrate respect for self and others
• Participate in one's community as a responsible citizen

Teacher's Name: Dr. Diskant

Subject: Contemporary Global Issues, 1968 – Present

Textbooks: Timothy Garton Ash, History of the Present: Essays, Sketches, and Dispatches from Europe in the 1990's & Mark Kurlansky, 1968: The Year that Rocked the World

Other Instructional Materials: Selections from additional books, both primary and secondary sources, will be provided, including from Bill Bigelow and Bob Peterson, Rethinking Globalization: Teaching for Justice in an Unjust World & Issues in Our Changing World, Books 1 & 2; videos, computer technology, overheads, and use of an Infocus machine

Course Description: This course investigates contemporary global issues by looking at cases in Afro-Eurasia and the Americas where different people have attempted to bring control and order to their communities and to create political systems that exemplify what they need and want. While by 2009 more and more people appear to share an understanding for the need to access adequate food, health care, and other life's necessities and to overcome unfair systems that have led to injustice, overpopulation, and political corruption, during the last forty years people continue to clash with one another over the "correct" definition of community. During the first week of the course students will vote on the particular global issues that we will investigate during the second half of the course.

Major topics include: the revolutions of 1968 and the creation of both local and global communities, the globalization of the economy, revolutions of 1989, a comparison of life in capitalist and post-communist societies, the mal distribution of resources at the beginning of the 21^st century, and the relationship between Christian and Islamic societies.

Required Student Products/Assessments:

• History Notebook/Binder (see Classroom and Homework Guidelines 2/2/09 for description of specific requirements)
• Course Final
• Projects
• Mid and End-of-Course Assessments Projects

The following are samples of the type of open-ended, "key" questions students will be able to answer by the end of the course.

8.)   What issues led up to the events of 1968?

9.)   In what ways did the events of 1968 lead to a divide in the world among its supporters and opponents? What effects did these events have on political and social values?

10.)  In the 1970's and 1980's in what ways was their cohesion or a clash between the interests of multinational corporations and local needs?

11.)  What led up to the revolutions of 1989? How did these events lead to a new divide?

12.)  In the post 1989 world are their signs of a rejuvenated capitalism or greater attention to solving deep-seated social problems? ms ?

13.)  What characterizes the relationship between Christians and Muslims in the contemporary world: a new Cold War or Old Crusade: Religious Differences and Resurgent Islam?    

Assessment:  Students' progress will be continually assessed using the following methods.

Instructional strategies will include: informal lecture presentation revolving around the answering of key questions, class discussion, group work, primary source analysis and discussion, debates and simulations. A culminating activity will be a simulation of a trial, involving a contemporary issue. Students are expected to come to class having completed daily assigned homework. In most cases the homework is assigned to give students a background in the content for the next day's lesson/activity.

Expectations; Extra Help Schedule; Parent Conference Times: I am available before school from 7 a.m. Mondays, Tuesdays, and Wednesdays and most days after school until 2:30. For an appointment, please call 617-635-9932 or e-mail me at: jdiskant@boston.k12.ma.us

Students' expectations are detailed in the classroom guidelines handout dated February 2, 2009.

Student/Parent Signatures:

Student's Signature: ______________________________________

Parent/Guardian: ________________________________________

Parents/guardians should keep one copy. The other copy must be signed and returned to the teacher.

Contemporary Global Issues
Dr. Diskant
Global Issues to be Studied this Spring with your Key Questions

Part One: Definition

A contemporary global issue is an issue that affects all of us today. It has one or more of the following four components:

1. Cultural; which deals who decides what culture is defined and whether all forms of culture – art, dance, music, sports, theater – are considered to be of equal value
   
2. Economic; which deals with how people survive and the relationships among those who have more and those who have less
   
3. Political; which deals with which people makes decisions and the relationships among those who do and do not make decisions
4. Social; which deals with how people live and the relationships that they have with each other within their own country and in comparison to others in the world

Part Two: Our 12 Issues and Your Key Questions:

I.  Culture: relationship of "modern" and "indigenous" culture; role of technology in cultural transmission

1. How do "modern" and "indigenous" culture(s) coexist?
2. Does technology make culture "modern"?
3. How is or can technology be used to compare culture(s)?

II.  Economic globalization: its effects in terms of uneven growth and the current crisis

1. How is globalization different in developed or developing countries?
2. What determines whether a country is in crisis and what can their governments do to correct it?
3. Are current globalization policies fair?

III.  Educational opportunities or lack thereof

1. Is there a push for universal education in every country?
2. How can creativity be improved?
3. Since some countries provide free and universal education, why is education so expensive elsewhere?
4. Why are there fewer opportunities for minorities?

IV.  Environment: global warming; pollution; endangered species

1. Is the environment getting worse?
2. If so, how can we stop it?
3. Can environmental damage be reversed?

V.  Health and Medicine

1. What are the major causes of disease?
2. What are similar problems worldwide?
3. Can universal health care be achieved? If not, what happens to people who are denied services?

VI.  Human and Civil Rights: freedom of expression or lack thereof

1. How should these rights be defined?
2. Does everyone deserve freedom of expression?
3. Why so little being done in Darfur and other places in the world to accomplish these rights?

VII.  Land Conditions in Developing Countries: primarily in parts of Africa and the relationship to developed countries

1. Are horrible land conditions and poor countries linked?
2. Should countries in Africa industrialize?
3. Do others have moral obligations to help those in need?

VIII.       Politics: different social responses to politics; role of different political leaders

1. Is democracy fit for every country?
2. Why do some leaders lie?
3. Does lying depend on culture?

IX.  Poverty: food distribution; hunger

1. Are there programs implemented recently for food distribution?
2. If the United States is so rich, why are people hungry?

X.  Racism and Prejudice that either leads to genocide and war or ways that people have learned to co-exist

1. Is racism illegal or just wrong?
2. What models should be followed to overcome racism and prejudice?
3. What models should be avoided?

XI.  Religious Conflicts: Christians, Muslims, and Jews

1. Do religious conflicts shape the paths of individual countries?
2. Why can't people get along?
3. Is it fair to generalize that all Muslims are "terrorists"?

XII.        Sexuality: Practices and Abuses

1. How do different societies view differences?
2. Should people be "allowed" to abuse children due to traditions?
3. How is homosexuality regarded in different countries?
4. Why are some people ridiculed?
   

Addendum G

Contemporary Global Issues
Dr. Diskant
The Meaning of 1960's Protests: A Debate:
The Beginnings of Positive Global Changes or
They are Just Youthful Chaos?

Imagine that most of you are from another planet; you will listen to the debaters – one side representing Mark Kurlansky and the other representing Gerard DeGroot—explain their divergent positions, and then you will vote as to which view is more persuasive. As we conclude the first unit of the course on the 1960's, this debate will:

• Clarify the answers to the first three key questions that were on the syllabus:
  
  
  1. What issues led up to the events of 1968?
  2. In what ways did the events of 1968 lead to a divide in the world among its supporters and opponents?
  3. What effects did these events have on political and social values?
     
     
• Expand on the reasons why are beginning a contemporary global issues in 1968. We had asserted the following reasons a few weeks ago:
  
  
  1. The development of civil rights movements,
  2. Cultural revolutions in China and in Cuba,
  3. An Arms Race between the United States and the Soviet governments,
  4. Generational Conflicts,
  5. An unpopular War in Vietnam,
  6. Economic Prosperity in the United States, western European countries, and Japan,
  7. Poverty in most of the rest of the world, and
  8. Rebellion against #3, #5, #6, and #7

So, I need 4 volunteers: 2 to represent Kurlansky and 2 to represent DeGroot. You will have 5 minutes to prepare!

Addendum H

Contemporary Global Issues
Dr. Diskant
Making Sense of the Revolutions of 1989

Garton Ash concludes his book, The History of the Present, by arguing for the integration of Europe. He also acknowledges the opposite development of nationalistic movements that divide Europeans and of the emergence of many small states in the former communist countries of eastern Europeans, along with the continuing separation of Ireland. So what will the new Europe look like? Before we have that discussion/debate, take a look at this material: "Peace Efforts in Northern Ireland" and "Religious Conflict in the Balkans" and answer the questions about them.

Then I'll assign roles:

1. Mayor of Berlin, Germany, active in the Revolution of 1968 as a college student
2. Poet in the former German Democratic Republic, hounded by authorities in the mid-1980's for alleged contact in the West
3. Trade Union leader from the former West Germany
4. Nationalist Russian from a small town in Russia, the former Soviet Union
5. Supporter of former President Mikhail Gorbachev from St. Petersburg, Russia
6. Chechen nationalist, seeking independence
7. Supporter of President Vaclev Havel, the Czech Republic
8. Member of the Catholic Church, Warsaw, Poland
9. United Nations representative, sent to keep the peace in Kosovo
10. NATO representative, sent to keep the peace in Bosnia
11. European Union delegate, based in Strassburg, France
12. United States multinational corporate executive
13. British multinational corporate executive
14. Albanian farmer, affected by the break up Yugoslavia
15. Muslim migrant in southern France from the former colony, Morocco
16. Lithuanian nationalist from Vilnuis
17. Bosnian Muslim, whose family had lived in Bosnia for generations
18. Member of the Catholic Church, Dublin, Ireland
19. Peace activist from Belfast, Northern Ireland

You'll have most of the period to use the book and your creative intelligence to prepare your role; then we'll open up a discussion to discuss the Europe of the 1990's to make sense of these contradictory movements.

¹ In addition to teaching the required 10^th grade course at the O'Bryant that I've helped design: "United States and World History II, 1820-1913, I have also been teaching two self-designed electives: "Latin American History" and "Contemporary Global Issues, 1968-Present" as well as a graduate course on educational theories at Boston College this spring: "Theories of Instruction".

² James Vazunis, "State delays debut of MCAS history exam by 2 years" in The Boston Globe, 2/15/09

³ The phrase "authentic intelletual work" comes from the article from King, Newmann, and Carmichael: "Authentic Intellectual Work" in Social Education, 73:1, January/February 2009, pp. 43-49. The other titles include: Susan Eaton, The Children in Room E4: American Education on Trial (Chapel Hill: Algonquin Books, 2009; Robert L. Fried, The Game of School: Why We All Play It, How It Hurts Kids, and What It Will Take to Change It (San Francisco: Jossey-Bass, 2005); Jonathan Kozol, The Shame of the Nation: The Restoration of Apartheid Schooling in America (NY: Three Rivers Press, 2005); Deborah Meier, In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization (Boston: Beacon Press, 2002); and Theodore R. Sizer and Nancy Faust Sizer, The Students Are Watching: Schools and Moral Contract (Boston: Beacon Press, 1999)

⁴ Unsolicited email from an anonymous student received in January 2009.

⁵ "Free and Unfree Agrarian Workers: Peasants and Slaves, 1550-1750" at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/30771.html & "Decolonization: Struggle for National Identities, 1900-2001" athttp://apcentral.collegeboard.com/apc/public/courses/teachers_corner/30766.html Accessed on May 1, 2009

⁶ See "Makeover Column IV: Engaging Students to Think Comparatively by Placing United States History in a "Real" World History Course" at http://worldhistoryconnected.press.illinois.edu/4.3/diskant.html Accessed on May 1, 2009 and "Makeover Column VI: Engaging Students to Think Comparatively by Placing United States History in "Real" World History Courses, Part Two" at http://worldhistoryconnected.press.illinois.edu/5.2/diskant.html Accessed on May 1, 2009.

⁷ Contemporary Global Issues, 1968 – 2005, Summer and Fall, 2005

⁸ King, and others.

⁹ See articles in Carl Guarneri and James Davis, eds., Teaching American History in a Global Context(Armonk/NY: M.E. Sharpe, 2008)

¹⁰ See Addendum A in "Makeover Column VII: Engaging Students to Retain Important Facts About the Past While Making Learning About the Past Meaningful" at

http://worldhistoryconnected.press.illinois.edu/5.3/diskant.html Accessed on May 1, 2009.

¹¹ Doris Kearns Goodwin, Team of Rivals: The Political Genius of Abraham Lincoln (NY: Simon & Schuster, 2005), pp. 747-749.

¹² See for example: Kevin O'Reilly, The Gilded Age: Decision Making in U.S. History (Culver City/CA: Social Studies School Service, 2007)

¹³ As I did, for example, on April 27, 2009, when I argued for the value of "problem solving" as the basis of teaching, learning, and assessment.

¹⁴ See Mark Kurlansky, 1968: The Year That Rocked the World (NY: Random Trade, 2005) & Gerard J. DeGroot, The Sixties Unplugged: A Kaleidoscopic History of a Disorderly Decade (Cambridge: Harvard University Press, 2008)

¹⁵ Timothy Garton Ash, History of the Present: Essays, Sketches, and Dispatches from Europe in the 1990s (NY: Vintage Books, 2001), p. xxv.