The Russian army’s official death toll since 1999 is 3,000, and the Chechen rebels’ violent tactics have taken the lives of both Russians and Chechens who cooperate with them. The rebels’ deadliest weapons are mines, which run the risk of killing innocent civilian bystanders.

With this case study, students will explore the question of whether violence is an acceptable means of resistance to oppression or whether diplomacy and political solutions must be pursued instead. They will examine these perspectives:

• It is acceptable for those struggling for independence or freedom from occupation to use violent means.
• It is not acceptable for those struggling for independence or freedom from occupation to use violent means.

Using the Academic Controversy model, students will develop skills in: creating and presenting arguments; researching; collaboration and communication; conflict resolution and consensus-building. Students will be evaluated on participation, use of student organizers, and a culminating project, which will demonstrate their understanding of the content and their mastery of the Academic Controversy process.

Grade Level: 9-12

Time Allotment

Longer Version: This lesson can span from one to two weeks. Ideally, two to three days of introduction to Academic Controversy, student research, and position-development should be allowed; one to two days for engaging in the Academic Controversy itself (presentation of positions, open discussion, reversal of positions); and two days for the synthesis of the positions and the preparation of a joint report. If the teacher chooses to extend the lesson by assigning additional case studies to individual students or small groups of students, the lesson could last for a couple of weeks.

Compressed Version: This lesson could also be completed in two to three days. This would include one day for introduction to Academic Controversy, student research, position-development (with one to two homework assignments to supplement class time); one day for the structured controversy; and one day for the synthesis of the positions and the preparation of a joint report.

Learning Objectives:

Students Will

Investigate the history of the war in Chechnya, the impact of the Russian occupation on the lives of Chechens, and the consequences of the violence employed by both the Russian forces and the Chechen separatist rebels.

Explore the issue of violence vs. non-violence as a means of resistance to oppression and as a way to achieve independence.

Consider the alternatives to violence and what the pros and cons of such non-violent means might be.

Understand the following terms and concepts: separatists, guerrillas, occupation, civilians, independence

Develop research, presentation, writing and conflict resolution skills that can be applied to numerous other content areas and case studies.

Academic Standards:

Historical Understanding Standard 1
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=3&StandardID=1
Understands and knows how to analyze chronological relationships and patterns Benchmark: Understands historical continuity and change related to a particular development or theme.

World History Standard 44
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=6&StandardID=44
Understands the search for community, stability, and peace in an interdependent world Benchmarks: Understands the role of political ideology, religion, and ethnicity in shaping modern governments; Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe.

Civics Standard 22
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=14&StandardID=22
Understands how the world is organized politically into nation-states, how nation-states interact with one another, and issues surrounding U.S. foreign policy. Benchmarks: Understands the purposes and functions of major governmental international organizations and major nongovernmental international organizations; Knows some important bilateral and multilateral agreements to which the United States is signatory.

Language Arts Standard 4
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=7&StandardID=4
Gathers and uses information for research purposes. Benchmarks: Uses appropriate research methodology; Uses a variety of print and electronic sources to gather information for research topics; Synthesizes information from multiple research studies to draw conclusions that go beyond those found in any of the individual studies; Writes research papers.

The WIDE ANGLE episode “Gutted” chronicles the struggles of Scottish fishing families in the village of Fraserburgh to maintain their way of living under the new policies of the European Union. At the heart of the program is the West family, who face the loss of their fishing boat under pressure to “decommission” her — that is, to submit to having her destroyed.

Through this lesson, students will explore the complex issues underlying the plight of the fishing families of Fraserburgh. They will identify and discuss the issues raised in the film, and then conduct further research on these issues using a jigsaw format. Alternatively, they may write letters to characters in the program demonstrating their understanding of the issues.

Several extension activities can further enrich the lesson. Students can learn more about the lives of those who make their living by fishing; read about the decline of fish populations; do an activity to demonstrate how fish populations are estimated; and find out about industries that disappeared from their own communities.

Subjects: social studies, economics, environmental studies

Grade Level: 7-12

Time Allotment: Four to eight 45-minute class periods

Learning Objectives:

Students Will

Identify and share their prior knowledge of issues involving the fishing industry.

Read and discuss an article on the fishing industry in Scotland.

View the issues raised in the program from four perspectives: environmental, social/personal, economic, and political.

Learn how fish populations are estimated.

Use a jigsaw approach to gathering and sharing information about the issues related to the Scottish fishing industry OR demonstrate their understanding of the main issues raised in the program by writing a letter to one of the people in the video.

Academic Standards:

McRel Economics Standard 1, Level 3, Benchmark 1, 2, & 3
http://www.mcrel.org/compendium/standardDetails.asp?subjectID=15&standardID=1
Understands that scarcity of productive resources requires choices that generate opportunity costs

Benchmark 1 — Understands that scarcity of resources necessitates choice at both the personal and the societal levels

Benchmark 2 — Knows that all decisions involve opportunity costs and that effective economic decision making involves weighing the costs and benefits associated with alternative choices

Benchmark 3 — Understands that the evaluation of choices and opportunity costs is subjective and differs across individuals and societies

McRel Economics Standard 3, Level 4, Benchmark 3
http://www.mcrel.org/compendium/standardDetails.asp?subjectID=15&standardID=3
Understands the concept of prices and the interaction of supply and demand in a market economy

Benchmark 3 — Understands that changes in supply or demand cause relative prices to change; in turn, buyers and sellers adjust their purchase and sales decisions

McREL Self-Regulation Standard 1, Level 4, Benchmark 2
http://www.mcrel.org/compendium/reference.asp?item=benchmark
&BenchmarkID=1692&subjectID=23
Sets and manages goals

Benchmark 2 — Creates an action plan to achieve long-term goals that includes strategic, practical steps and that accounts for the resources needed to achieve these goals

McRel Working With Others Standard 1, Level IV, Benchmark 1, 2, 4, 5, 6, 7, 8, 9, & 10
http://www.mcrel.org/compendium/standardDetails.asp?subjectID=22&standardID=1
Contributes to the overall effort of a group

Benchmark 1 — Knows the behaviors and skills that contribute to team effectiveness

Benchmark 2 — Works cooperatively within a group to complete tasks, achieve goals, and solve problems

Benchmark 4 — Demonstrates respect for others’ rights, feelings, and points of view in a group

Benchmark 5 — Identifies and uses the individual strengths and interests of others to accomplish team goals

Benchmark 6 — Identifies causes of conflict in a group and works cooperatively with others to deal with conflict though negotiation, compromise, and consensus

Benchmark 7 — Helps the group establish goals, taking personal responsibility for accomplishing such goals

Benchmark 8 – Evaluates the overall progress of a group toward a goal

Benchmark 9 — Contributes to the development of a supportive climate in groups

Benchmark 10 — Actively listens to the ideas of others and asks clarifying questions

National Standards for History
http://www.sscnet.ucla.edu/nchs/standards/thinking5-12-5.html
Standards 5A, 5D

A. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.

D. Evaluate alternative courses of action, keeping in mind the information available at the time, in terms of ethical considerations, the interests of those affected by the decision, and the long and short-term consequences of each.

National Standards for Social Studies
http://www.socialstudies.org/standards/

IX. Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.

Using Miloseviç’s brutal nationalism and the implementation of the International Criminal Tribunal for the former Yugoslavia (ICTY) as a case study, students will consider the question of whether those who commit massive violations of human rights should be held accountable in international courts of law. Are such courts effective in bringing international criminals to justice? Students will examine these two perspectives:

• International courts of law should be used for holding individuals and groups accountable for large-scale atrocities and human rights violations committed against civilians.
• International courts of law should not be used for holding individuals and groups accountable for large-scale atrocities and human rights violations committed against civilians.

With the Academic Controversy model, students will develop skills in: creating and presenting arguments; researching; collaboration and communication; conflict resolution and consensus-building. Students will be evaluated on participation, use of student organizers, and a culminating project, which will demonstrate their understanding of the content and their mastery of the Academic Controversy process.

Grade Level: 9-12

Time Allotment

Longer Version: This lesson can span from one to two weeks. Ideally, two to three days of introduction to Academic Controversy, student research, and position-development should be allowed; one to two days for engaging in the Academic Controversy itself (presentation of positions, open discussion, reversal of positions); and two days for the synthesis of the positions and the preparation of a joint report. If the teacher chooses to extend the lesson by assigning additional case studies to individual students or small groups of students, the lesson could last for a couple of weeks.

Compressed Version: This lesson could also be completed in two to three days. This would include one day for introduction to Academic Controversy, student research, and position-development (with one-two homework assignments to supplement class time); one day for the structured controversy; and one day for the synthesis of the positions and the preparation of a joint report.

Students Will

Investigate the rise of Serbian nationalism under Slobodan Miloseviç’s leadership, and understand its consequences.

Examine Miloseviç’s human rights violations, and consider whether the United Nations’ International Criminal Tribunal for the Former Yugoslavia is the best way to hold him accountable for his crimes.

Explore the consequences of an extreme nationalism that believes in the superiority of one ethnic group over others.

Consider the issue of international courts of law vs. national and local courts of law in criminal cases such as the one studied here.

Understand the following terms and concepts: genocide, refugees, nationalism, ethnic groups/ ethnic minority/ ethnic majority, massacre, ethnic cleansing, International Criminal Tribunal for the Former Yugoslavia, United Nations, International Criminal Court, human rights, crimes against humanity.

Develop research, presentation, writing and conflict resolution skills that can be applied to numerous other content areas and case studies.

Academic Standards:

Historical Understanding Standard 1
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=3&StandardID=1
Understands and knows how to analyze chronological relationships and patterns. Benchmark: Understands historical continuity and change related to a particular development or theme.

World History Standard 44
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=6&StandardID=44
Understands the search for community, stability, and peace in an interdependent world. Benchmarks: Understands the role of political ideology, religion, and ethnicity in shaping modern governments; Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe.

United States History Standard 30
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=5&StandardID=30
Understands developments in foreign policy and domestic politics between the Nixon and Clinton presidencies. Benchmarks: Understands the influence of U.S. foreign policy on international events from Nixon to Clinton.

Civics Standard 22
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=14&StandardID=22
Understands how the world is organized politically into nation-states, how nation-states interact with one another, and issues surrounding U.S. foreign policy.

Benchmarks: Understands the significance of principal foreign policies and events in the United States’ relations with the world; Understands the purposes and functions of major governmental international organizations and major nongovernmental international organizations; Knows some important bilateral and multilateral agreements to which the United States is signatory.

Language Arts Standard 4
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=7&StandardID=4
Gathers and uses information for research purposes. Benchmarks: Uses appropriate research methodology; Uses a variety of print and electronic sources to gather information for research topics; Synthesizes information from multiple research studies to draw conclusions that go beyond those found in any of the individual studies; Writes research papers.

In this lesson, students will view the film “Turkey’s Tigers,” as well as explore these topics of religion and economy more closely through using articles and information available on the Internet. After gathering all of this information, they will draw together what they have learned to create a newspaper supplement and political cartoon.

Grade Level: 9-12

Time Allotment: Six 45-minute class periods

Subject Matter: Studies, Global Studies, Religion

Students will be able to:

• demonstrate an understanding of the history and background of Turkey;
• demonstrate an understanding of the basic beliefs and customs of Islam;
• explore the different points of view Turkey’s economy, traditions, and relationship with the West;
• gather information about the “identity crisis” in Turkey from video and Internet sources, record information, and respond to this information through discussion and writing.

Academic Standards:

From the National Standards for Social Studies http://www.socialstudies.org/standards/

1) Social studies programs should include experiences that provide for the study of culture and cultural diversity. http://www.socialstudies.org/standards/2.1.html

3) Social studies programs should include experiences that provide for the study of people, places, and environments. http://www.socialstudies.org/standards/2.3.html

Through the materials presented in this lesson, students will explore basic beliefs and practices of Islam and examine the different views of women’s modesty and hijab among Muslims and in modern society. They will read articles and view video clips available on the Internet to understand hijab and the different views, and they will understand and express their own points of view on the topic in discussions and a persuasive article.

Grade Level: 9-12

Time Allotment: Four 45-minute class periods

Subject Matter: Social Studies, World Cultures, Writing

Learning Objectives:

Students Will

Demonstrate an understanding of the basic beliefs and practices of Islam.

Demonstrate an understanding of hijab and the concept of women’s modesty in Islam and today’s society.

Explore the different points of view about hijab by using articles and video clips from the Internet.

Examine prevailing religious, social, and moral beliefs regarding hijab.

Develop their own point of view regarding hijab and express it in discussion and in writing.

Academic Standards:

From the National Standards for Social Studies
http://www.socialstudies.org/standards/

1) Social studies programs should include experiences that provide for the study of culture and cultural diversity.

3) Social studies programs should include experiences that provide for the study of people, places, and environments.

4) Social studies programs should include experiences that provide for the study of individual development and identity.

From the National Council of Teachers of English Standards
http://www.ncte.org/about/over/standards/110846.htm

1) Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.

8) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.