Unit: Josh Stumpenhorst_Political Unrest

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Unit Description

Teaching students the implications and causes of political unrest throughout history and contemporary events.


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Unit Resources

Global Competence Lesson - Stump.docx  


Deborah Cunningham Posted 4 years ago:

This is an exciting topic with the potential to enable students to see common factors that cause people to rise up against existing conditions, provided they can share it in ways that help them to draw the comparisons and find the similarities and differences.  It would be great to have more information on the sharing process, since what they learn from others will be just as important as what they teach their classmates.  Specifically, how will students handle debates where (as in the Egyptian Arab Spring protests, for instance) there are not just two sides or two visions for the country?  How much complexity to introduce to 6th graders is a question that requires careful planning and source identification.  What sort of projects portraying background/context will they do, and how will they use others’ work in conjunction with their own (students don’t necessarily attend closely to others’ findings unless they have reason to). Would an explicit comparison of two or more Glogs or posters across particular dimensions of information be a helpful structure for them? 

The guiding questions here are excellent and will give them a great deal to investigate.  It’s likely they will need a lot of support to understand the sources they find – particularly if you are having them actually compare perspectives (as mentioned in the “Global Implications” sections) and not rely solely on their textbook. Primary sources from other countries and cultures pose many challenges to young students.  You may want to constrain the number of conflicts so that you (and a libriarian?) can effectively steer them toward starter sources that will not overwhelm them with complexity or reading level. 

What did you have in mind for “Students will translate their findings into appropriate actions to improve conditions?”  Are there current-day actions you would like them to take (or explore taking) through this curriculum?

--Primary Source staff



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