“The supreme art of war is to subdue the enemy without fighting” Sun Tzu

(This conversation comes from Teach Different where you can get a full curriculum of conversations.)

Was the Chinese philosopher and military strategist Sun Tzu onto something? John Kennedy thought so.

A few weeks ago I shared a Three-Step method used to design essential questions and create great memorable conversations in class.

Here’s another example of how you might follow this process in a unit on the Cold War in US history.

Step One: Quote and claim

Pick a theme, primary source and a quote aligned to the theme.

You’re teaching the Cold War and you think your students would be interested in the theme of fighting— when to do it and how to do it to make sure you achieve maximum benefit. Kennedy’s Cuban Missile Crisis speech is your target primary source because it demonstrates the value of using words, not violence, to solve problems.

Ancient philosopher Sun Tzu has a provocative angle on this theme:  “The supreme art of war is to subdue the enemy without fighting”

Now pick apart Sun Tzu’s quote. Find the claim being made. 

Claim:  The best way to deal with your enemies is by not fighting them.

Step Two:  Counterclaim

Now articulate the counterclaims which assert competing perspectives.

Example Counterclaim:  Attacking your enemy– trying to overwhelm him– is the best path towards victory.

Have a silent conversation with yourself over the different ways you and your students may view this quote…It might sound like this:  It seems very counter-intuitive to claim that you can actually win over your enemies without fighting. Surely many students are under the impression that direct confrontation with others is the only way to win.  Sun Tzu is offering a different perspective here, one that must somehow incorporate other means of getting your way.

Step Three: Essential Question

After exploring the claims and counterclaims of the philosopher quote, slow down and think back to the primary source– Kennedy’s Cuban Missile Crisis speech.  Think of a question that draws out the theme.

Here’s one:  Is fighting the best way to get what you want?

1. Is it accessible?  Can students understand the question easily?  Does it make them want to share personal experiences?  √
2. Is it provocative?  Does the question force students to take a stand on something and provide evidence to support their position?  √
3. Is it complex?  Can the question be answered by multiple perspectives?  √
4. Is it transferable? Can the question be re-purposed to apply to different contexts?  √

This question pulls students into an interesting conversation about the value of fighting and violence as a solution to problems.

To implement this lesson, post the quote on the board and engage the students’ ideas on fighting. What you are doing is preparing the soil for the introduction of your primary source.

Now, introduce the question as you share Kennedy’s Cuban Missile Crisis speech. With the Big Question and Sun Tzu quote in hand, students have the tools to explore the historical importance of Kennedy’s decision and connect all of it to their own personal experiences.

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This conversation method comes from Teach Different where you can learn how to make these conversations a routine in about 5 minutes.

Other posts you may like:

“Your silence will not protect you.” Audre Lorde

“Freedom is secured not by the fulfilling of men’s desire, but by the removal of desire.” Epictetus

Government and the Giving Tree– Part II: the Big Question comes of age

Last week I wrote about how the famous story The Giving Tree inspired this Big Question.

Here’s how I used it in a regular level government class:

I started by playing a read-aloud of the story. Then the students– working in groups of two or three– came up with three takeaways from the story, which was then followed by an open-ended discussion. There was nothing I told them specifically to look for since at this point I just wanted them to be interested in the story. The read-along was around nine minutes and the group work plus discussion of the takeaways around 20 minutes.

Women’s history Big Question: How do gender roles define people?

Last week we saw how questions can organize an entire US history course.

This week we see how one can begin a unit on the Women’s Movement and inspire  students to become more thoughtful about how gender roles affect human identity and relationships. In light of the recent revelations of sexual harassment and gender bias in the workplace, there is perhaps no more important theme to explore.

US history teacher and Socrates in the Social Studies student Melissa Kinsey poses the question:

How do gender roles define people?

Susan B. Anthony

In the lead up, Melissa organizes her class in gender groups and plays The Paper Bag Princess by Robert Munsch. After the video students complete a   Stereotype-t-chart on which they identify stereotypes introduced in the book and stereotypes which exist today.  Students add to the chart after watching  I’m Glad I’m a Boy! I’m Glad I’m a Girl! and  Labels Against Women.

After class discussion, she shows a graphic  of how her unit will be organized with the question placed right in the middle for emphasis.  On an exit slip students write out an initial response to the question using what they have learned in this opening lesson.  Then, as the unit progresses, students revisit the very same essential question (and the supporting ones) to build even more sophisticated understandings of how gender roles have come to define women and men throughout American history.

Most impressive here is the fact that Melissa has set up a recursive learning experience where students will gain deep understanding through repeated exposure to the same original question.

Can you think of a really good essential question that could be used to teach Women’s history?

 

Download Full Lesson

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Featured conversation starter:

Quote: “There is no success without hardship.” Sophocles

Question: Do you have to suffer to be successful?

Student Assignment

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