Browsing by Author "Ghere, David"

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    In-Class History Simulation: WWII Yalta Conference Involving Great Britain, Soviet Union, and the United States
    (2018) Arendale, David; Ghere, David
    Students are members of the Yalta Conference negotiation teams representing leaders from Britain, the Soviet Union, and the United States. Students know the decisions made will be important to end World War Two and to shape the post-WWII world. Students are to focus on the needs of their country. Obviously, the decisions agreed by all three countries impacted many other countries not be represented in these negotiations. Simulation Learning Objectives: 1. Connect the historical context for the relationships and previous disputes among the three countries during negotiations at the Yalta conference during World War Two. 2. Recognize how historical context shaped the national goals of each country and their negotiation strategies. How could have events turned out different? What are the forces of history at work that make this process for change so difficult? 3. Assess each nation's success in achieving its goals in the short term and long term. 4. Consider the merits of those goals considering the ensuing historical events. 5. Speculate about new dynamics and possible changed outcomes if the smaller European countries whose fates were heavily influenced by the decisions by the three leaders at Yalta were involved in the negotiations as well. 6. Experience the challenges and skills needed for effective negotiations. Method of Play: Read the separate document on student instructions for more detail. Materials Included in Simulation Packet: 1. Instructor history simulation procedures and PP presentation used to guide students in preparation for and during the simulation. 2. Yalta Conference historical background to be read by students before the simulation and referenced during the simulation. Justification for bargaining positions for each country is embedded within the document. The simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.
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    Integrating best practices of developmental education in introductory history courses
    (University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy, 2005) Arendale, David R.; Ghere, David
    This chapter provides a practical model for social science teachers to integrate the best practices of developmental education within a course. The approach requires systemic changes in the learning environment that facilitate both higher educational outcomes and concurrent development of lifelong learning skills among all students. This new model stands in contrast with the traditional developmental education approach that identifies individual students within a class based on predictive measures and prescribes specific activities for them alone. This chapter’s narrative identifies practices used by the authors successfully with their college students in introductory courses in American history and world history.
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    Online History Simulation: WWII Yalta Conference involving Great Britain, the Soviet Union, and the United States
    (2018) Arendale, David; Ghere, David
    Students take on the personality of Churchill, Roosevelt, and Stalin at the Yalta Conference representing Britain, Soviet Union, and the United States. On alternating days, each student will assume the personality of one of the three leaders. This is a creative writing activity and can be a challenging experience for some. Students work as individuals though they can see the online work being completed by others. A major objective of this activity is to understand the point-of-view of a world leader based on their country's history. While national leaders have their own personalities that impact their style of communication, understanding their country's history provides deeper influences on their desires for their homeland. Their individual actions reflect their historical culture and values. Three times before the end of World War Two, the leaders of Great Britain, Soviet Union, and the United States met to decide how to bring the war to a quick conclusion and how the world would look after World War Two. Only the top leader from each country was authorized to speak on behalf of their nation's interests. Not only were they influenced by the immediate decisions needed to end the war, but also they were consciously or unconsciously influenced by their nation's history while they negotiated with each other. These meetings sometimes took weeks to complete. During the breaks during the meetings, the leaders conferred with their staff to discuss negotiation strategies. These strategies changed dynamically based on the flow of conversations. Reaching agreements was difficult since it required the unanimous agreement of all three nations. Since two of the three countries (Great Britain and the U.S.) represented democratic political systems, the USSR was naturally suspicious when they both agreed on a negotiating item since they feared it would be harmful to interests of the Soviet Union who employed a totalitarian government system. Learning Goal: Understand the point-of-view of a world leader based on their country's history. While national leaders have their own personalities that impact their style of communication, understanding their country's history provides deeper influences on their desires for their homeland.
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    Teaching history using Universal Instructional Design
    (University of Minnesota, College of Education and Human Development, 2008) Arendale, David R; Ghere, David
    This chapter provides a practical model for social science teachers to integrate the best practices of Universal Instructional Design (UID). The approach was used in a developmental education context where academic skill training has been embedded in introductory courses in American history and world history. Use of UID principles not only reduced classroom barriers for students with disabilities but enhanced the learning of a much larger student group, those who have academic preparation issues for rigorous college courses. In some cases, the same practices had utility for both student groups as well as increasing outcomes for the general student population.