Who Wrote the Supreme Art of War Is to Subdue the Enemy Without Fighting

Was the Chinese philosopher and military strategist Dominicus Tzu onto something? John Kennedy idea and so.

Here'south a neat example of how you tin use Teach Dissimilar's 3-Stride conversation method in a unit on the Cold War in Usa history.

Step Ane: Quote and claim

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

You're teaching the Cold State of war and you recollect your students would be interested in the theme of fighting— when to do information technology and how to do it to make certain you accomplish 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 bending on this theme: "The supreme art of state of war is to subdue the enemy without fighting"

At present take the students choice apart Sun Tzu'due south quote. Tell them to find the claim existence fabricated.

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

Step Two: Counterclaim

Now have the students clear the counterclaims which assert competing perspectives.

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

Take a conversation in class over the students' claims and counterclaims. This will be a rich discussion. Information technology seems very counter-intuitive to claim that you can actually win over your enemies without fighting. Surely many students are nether 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. Encourage students to share their personal experiences during the chat to support their views.

Step 3: Essential Question

After exploring the claims and counterclaims of the quote, slow down and recollect dorsum to the principal source– Kennedy's Cuban Missile Crisis speech. Share an essential question that draws out the theme.

Here'due south one: Is fighting the all-time way to go what you desire?

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

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

Having the conversation before sharing the primary source is a keen way to engage the students' ideas on fighting then that they are emotionally invested in the principal source. Students at present accept the tools to explore the historical importance of Kennedy's decision and connect all of information technology to their own personal experiences.

Other posts you may like:

"Your silence will not protect you." Audre Lorde

"Right makes Might" Abraham Lincoln

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Since 1993, Dan has taught AP authorities, philosophy and US history in the Chicagoland area. He attained an undergraduate degree in political science and philosophy from Bradley University, too as a M.S. in educational activity and social policy from Northwestern Academy. Dan has served as a fellow member of the committee on pre-collegiate instruction in philosophy through the American Philosophical Association from 2012-2016. Additionally, he has presented at several National Council for the Social Studies national conferences and has instructed online courses since 2004 through Aurora, Quincy and Adams State Academy. His passion is teaching teachers how to create and use essential questions in their classrooms. Dan besides manages a SocratesQuestions web log which showcases lessons and strategies aligned to inquiry-based pedagogy.

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Source: https://teachdifferent.com/2021/02/4664/

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