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Planning for Learning Global Politics, Grade 11 Radharani Ray ((Related…

- - - - Students can describe one case study of international law/rule that has an impact on local governance, and apply the definitions of the three terms to the case study.
        
        1.I do it: Discuss sample case study in class. Demonstrate how the three terms can be found in the case study. Name the rule clearly, and list the ways in which it affects local governance, in this case (for e.g., effects on trade, immigration, health outcomes, etc.). Lead a discussion, with prompts, about why any of this is relevant to their lives.
        
        2.We do it: Students work in groups of four to find their own case study. They conduct the same steps as above, and submit a written outline (infographic, mind map, or word outline) for review. Review gets feedback from teacher with necessary corrections and/or areas that need further development.
        
        3.You do it: each group presents their case study in class. The presentation must include all the above aspects (explain how the three terms are present in the case, explain the international law, explains its effects, explain why it matters).
    - - 3.Students can argue all sides of a political issue.
        
        2.We do it: Provide case studies to students working in groups of four, and have them create a similar mind-map in class for their issue. Monitor student progress in class.
        
        3.You do it: Each group presents a mock debate in class on the case study given to them, two students on either side of the issue, and takes questions or refutations from the audience.
        
        1.I do it: Take a sample case and use a mind-mapping tool in class to graph all the arguments. Map the connections between the international law, the countries affected, and the varying arguments on the issue.
    - - Students can provide a precise one or two sentence definition of the three terms: power, sovereignty, international relations, and correctly identify the authors for each definition.
        
        Work in pairs with the assigned reading, and see how many of the listed words/phrases fit or match the definition provided by authors.
        
        3.Rewrite definitions in their own sentences, using words from word wall and readings, and crediting the correct author.
        
        1.Tap into prior knowledge. Begin with a brain-storming session or a word-association game, to assess students’ knowledge/pre-conceptions about the three terms. List all words on a word wall.
- - - - Why do we need to assess a political issue from various perspectives?
    - - Are diversity and democracy incompatible?
    - - Do rules/laws made by international organizations have to respect national sovereignty? Why does sovereignty matter?
- - - - Readiness:
        This course is an elective, and most of the students in this class will have some prior background in international humanities, through their humanities courses in grades 9 and 10. So, I chose to start with tapping into prior knowledge, because they should have encountered these terms (in context, if not in theory) before the class. But the objective here is to build on that prior knowledge so that the students develop a strong and deep theoretical knowledge of the terms. The three strategies I use will lead them through the steps to arrive at the expected theoretical understanding, complete with scholarly references.
    - - Interests:
        Students will, no doubt, have varying interests. By allowing them to choose their own case studies, I hope that they will choose according to their interests/cultural backgrounds/past experiences. As a group project they will be required to negotiate with each other about the choice of case study, and this is part of their collaborative learning on the topic. Finally, their task is to present the case study but also think about why it is relevant to their lives, and this too, will tap into their interests and place in the world.
    - - Learner Profiles:
        I expect my class will have a mix of learner profiles, and in all likelihood, some auditory and some visual learners. The scaffolding strategies that I have chosen make room to accommodate different learner profiles. The brainstorming activity and subsequent word-wall provides a differentiated learning opportunity for auditory learners. Mind-maps simplify learning for visual learners. Finally, the group presentations, which are a mix of visual and oral elements, provide opportunities for both auditory and visual learners to make contributions to the collaborative group work.