PIH Lesson Study The Persistent Issues in History (PIH) Lesson Study Project is a collaborative

1. Figure 6. PIH Lesson Study Team members. Figure 5. Country Profile Example - Czechoslovakia Could World War II have been prevented? John Saye & James Howell, Auburn University, Auburn, AL LaDonna Powell & Mac Matthews, Auburn Junior High School, Auburn, AL • Research Lesson • The lesson focused on two questions: Could World War II have been prevented? Did the European nations make the wisest policy decisions in managing the 1930s crises and responding to Nazi actions? • Interwar Years Unit Sequence • Lesson 1: Introductory Grabber – Imminent Iranian Nuclear Threat • Discussion of Possible U.S. Diplomatic Role • Background Lecture on End of WWI • Map Analysis of Post WWI Europe • CQ & Culminating Activity Introduced • Lesson 2: Geopolitical & Global Economic Background • Data Analysis of Maps, Graphs, Charts detailing Political & Economic Contexts • Lesson 3: Rise of Fascism • Interactive Slide Lecture on Rise of Hitler and Nazism in Germany • Lesson 4: Culminating Activity – European Council & Editorial • Supporting Student Decision-Making • A European Council of Nations debates 4 crises caused by Nazi aggression: Rhineland, Anschluss, Munich, and the Invasion of Czechoslovakia. Prior to the council, students read an assigned country profile document (France, Great Britain, Russia or Czechoslovakia) to prepare for representing that nation in the council. PIH Lesson Study The Persistent Issues in History (PIH) Lesson Study Project is a collaborative professional development model that brings together teachers, teacher-educators, and content experts to systematically plan, implement, and revise a “research lesson.” European Council Sequence Students were assigned one of three roles: Prime Minister, Foreign Minister, or Diplomat. Students completed the following steps during each stage of the European Council: Step 1: Students read a Crisis Scenario and completed a Crisis Scaffold. Each crisis ended with the question: How should your nation respond to Germany’s actions? Step 2: Student groups representing their assigned nation made an initial policy decision. Students chose from several historically accurate foreign policy options. Step 3: Student diplomats negotiated with the other nations on behalf of the Prime Minister and their larger nation. Diplomats sought alliances and agreements that would help them achieve historically authentic foreign policy objectives. Step 4: Diplomats returned to their home country group where they made a final policy decision. Step 5: Students participated in the European Conference of Nations during which each nation presented their views on the Crisis and then fielded questions from other nations present. Student Work Following the conclusion of the European Council, students were given the choice of completing an editorial or an editorial cartoon. Figure 7. Classroom Arrangement for European Council Figure 1. PIH Network Home Page. Figure 9. Student Editorial Figure 2. Lesson Study cycle at Auburn Junior High School. Teachers, teacher-educators and content experts design, implement, reflect, and replicate a research lesson. Planning the Research Lesson PIH Lesson Study team members chose the Interwar Years, 1919-1938 as their topic. Our goal was to engage students in ethical decision-making that was authentic to the historical time and relevant for 21st century civic competence. Figure 4. Concept map of unit content. Figure 10. Student editorial cartoon with required explanation. Acknowledgments Funding for this project was provided by Auburn City Schools, the Auburn University College of Education, and Auburn University Outreach. Dr. Cathleen Giustino, Auburn University Department of History, served as content expert for the project. For further information Please contact Dr. John Saye at Auburn University’s - sayejoh@auburn.edu or Mr. Jay Howell at Auburn University – howeljb@auburn.edu. The Persistent Issues in History (PIH) Network, a curriculum reform project founded in 2001 at Auburn University, develops and supports a national community of teachers who are skilled in engaging their students in problem-based historical inquiry. More information on this and other Persistent Issues in History projects can be obtained by visiting the PIH Network website: http://www.pihnet.org Figure 3. Planning scaffold used by Lesson Study Team to plan authentic ethical question and culminating activity. Figure 8. European Council Process