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by Thandi Center
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| Academic Controversy Primer |
Teachers, learn how to apply the methods of Academic Controversy in your classrooms. Go
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Most WIDE ANGLE episodes may be purchased for educational and non-theatric use, and occasionally for home video use from Films Media Group.
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| PBS TeacherSource |
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Visit PBS TeacherSource to find 3,000+ free lesson plans and activities.
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While there have always been conflicts between nations and peoples, the advances of military science and technology in the latter half of the 20th century have changed the nature of such conflicts dramatically. The devastating effects of chemical and biological warfare have intensified international concerns about a future plagued by weapons of mass destruction.
In 1988, Iraq carried out chemical attacks in northern Iraq that killed roughly one hundred thousand Kurds. The legacy of those attacks has continued; thousands more Kurds have developed skin cancers, degenerative nerve conditions, and birth defects.
Focusing on Iraq and its use of chemical and biological warfare, students will explore the consequences of such tactics on civilians. They will also explore the question of whether the U.S. and other countries should further develop such means for their own protection. Students will examine these two perspectives:
The capacity to develop and use biological and chemical weapons will protect countries from those nations that might use those weapons.
The capacity to develop and use biological and chemical weapons only serves to heighten the danger of others in the world.
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.
Shorter 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 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.
Students Will
Investigate and examine Iraq's use of chemical and biological weapons on the Kurdish people, and understand the consequences of these actions.
Understand the nature of weapons of mass destruction, their dangers, and their proliferation.
Understand the following terms and concepts: weapons of mass destruction; germ weapons; biological and chemical weapons; proliferation; Comprehensive Test Ban Treaty; mutual deterrence; ethnic genocide.
Develop research, presentation, writing and conflict resolution skills that can be applied to numerous other content areas and case studies.
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 ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe; Understands how trends in science have influenced society.
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 idea of the national interest and how it is used as a criterion for shaping American foreign policy.
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.
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