Conflict and Identity Detailed Curriculum Map (with HW, lesson plans, and plenty of other stuff)
Middle East Unit- HHC 05-06
Essential Questions:
MEETING COURSE SKILLS OBJECTIVES
Some Resources
Week 1- Sept 8-9
Class 1
Class 2
Week 2- Sept 12-16
Class 1
Class 2
Class X-
Class 3
Week 3- Sept 19-23
Class 1
Class 2
Class 3
Class 4
Week 4- Sept 26-30
Class 1
Class 2
Class 3
Class 4
Week 5- Oct 3-7
Class 1
Class 2
Class 3
Class 4
Week 6- Oct 11-14
Class 1
Class Y
Class 2
Week 7- Oct 17-21
Class 1
Class 2
Class 3
Class 4
Week 8- Oct 25-28
Class 1
Class 2
Class Y
Class 4
Essential Questions:
1)How does individual identity shape the boundaries of state conflict?
2)Why did the small tribe of Hebrews have such a significant world impact?
3)What accounts for the 1000 year dominance in the Islamic world, and how has the Islamic world adapted to changes in world power?
4)How do the faiths of Judiasm and Islam shape identity in the Middle East conflicts?
5)Why has the Arab-Israeli conflict proven so unsolvable and what are the prospects for peace in the Middle East?
MEETING COURSE SKILLS OBJECTIVES
Writing / Research / Tech / HistoryParagraph-
Main idea,
Topic sentence
Conclusion or transition sent
Supporting assertions with evidence
Major element of this section- All writing assignments focus on crafting tightly woven paragraphs.
Incorporating quotations
Incorporating primary sources
This is a rich area for primary sources, both ancient scriptural and recent political. And I think we can
FINAL- multiple paragraph assignment
The final assignment will be another long assembly dialogue type task, great for focusing on paragraphs.
Right now, I have almost completely focused on writing paragraphs, and I am wondering if I should have at least one 1-1.5 page assignment in there so that students have some better context for writing paragraphs. / Using the Reference Section
With the library closed, I haven’t figured out what exactly would be useful in there.
Creating citations
Citing in-text
My sense is that I will only be able to provide time to introduce these two topics, and they will need to be reinforced again. / The computer as an organizing tool-
Portfolios
Note-taking
I have some new ideas for better organizing portfolios for homework and notetaking
Etc. / Taking notes on secondary sources
There are a couple of tools that I’ll suggest for this- but very short summary outlines and timelines. For this material, timelines are absolutely essential.
Evaluating primary source
I’m going to suggest the short summary outlines, but Doug’s method may be good as well.
Introduction to visual evidence
One sets of slides for Judaism/Islam
Studying for quizs/tests
I have some great material from Snyder that I can share.
Class discussion and debate skills
The simulation I think will be useful and really fun.
Some Resources
Here are a few basic readings from the web to get our team some basic background.
MidEast Web for Coexistence.
Also check out this current issues summary:
Guardian’s brief Flash history:
Washington post’s brief Flash history (with excellent maps, pay close attention to the key)
If you really want to rock out, you should read Ian Bickerton and Carla Klausner’s A Concise History of the Arab-Israeli Conflict.
Week 1- Sept 8-9
Class 1
Homework Due:
NOTHING. FIRST DAY OF CLASS
Homework Title: XXX
Note: Use exact title in subject heading if emailed
Date Due: XXX
Submission Requirements:
Paper Copy
Portfolio
Turninreich-JR
Reading Assignment
Pages Assigned:
Key Terms:
Vocabulary:
Timeline Events:
Reading Notes:
Study Questions:
Special Instructions:
Background Information:
Attached Readings:
Writing Assignment
Question or Writing Prompt:
Expectations:
Expected Length:
Formatting Requirements:
Source Material:
Other relevant due dates:
Grade Value:
Note: All homework factors into preparation/participation grade. One random assignment from the portfolio will be graded bi-weekly.
In-Class:
20 min Introductions (HHC Interview.doc)
15 min Course Overview (HHC0506 Intro.ppt and .doc)
5 min- Homework assignment: Identity Research Proposal
10 min Introduction to NoblesNet
Creating Portfolios
Creating Homework Folders
Creating Online Notebook
Class 2
Homework Due:
Homework Title: MidEast HW01
Note: Use exact title in subject heading if emailed
Date Due: XXX
Submission Requirements:
Paper Copy
Portfolio
Turninreich-JR
Writing Assignment
Question or Writing Prompt:
You have become a wildly famous and important person, and historians have decided to study your childhood in order to better understand you, your values, and your motivations.
Imagine that you are that historian (who is studying the famous version of you). Submit a research plan for the kinds of research that would need to be done in order to understand the roots of the famous person you have become. For instance if you are a religious person, what would a historian need to study in order to understand that aspect of your identity? If you identify strongly with an ethnic group, what would a historian need to study in order to understand that aspect of your identity? What books would a historian need to read, what movies would they need to watch, what albums would they need to listen to in order to understand your identity?
Expectations:
-Write in formal academic English. No slang, contractions, or use of the first person (I think, I feel, I believe, etc.).
-Write in several paragraphs; do not have a single huge one.
-Early in the piece, introduce your main ideas, if possible in a single thesis statement.
Expected Length: 1-1.5 pages
Formatting Requirements: Typed, 12 point Times font, 1.5 spaced.
Source Material: Your own life and experience. This essay should not require source material.
Grade Value: None. Just to get to know each other.
Note: All homework factors into preparation/participation grade. One random assignment from the portfolio will be graded bi-weekly.
In Class:
Objectives- Students should get a sense of how the individual identities of people shapes the boundaries of conflict, even in places like the Oasis for Peace where the intention is to minimize conflict
Conflict and Identity
30 Min: Film Oasis of Peace (A film about a school in Israel that brings schools groups of Israelis and Palestinians together)
10 Min: Discussion- Sources of conflict? Important elements of identity?
10 Min: Homework- Key Terms, Vocabulary and Timeline Events
Week 2- Sept 12-16
Class 1
Homework Due:
Homework Title: MidEast HW02
Note: Use exact title in subject heading if emailed
Date Due: XXX
Submission Requirements:
Portfolio
Reading Assignment
Pages Assigned:
1) Sontag, Deborah. “Palestinian Forces Exchange Gunfire with Israeli Troop.” New York Times. May 17, 2000. nytimes.com.
2) NY TIMES ARTICLE ON SHARON’s VISIT TO THE TEMPLE MOUNT Sept. 28
3) Barghuti, Marwan. “The Israelis Must Leave the Territories.” The Israel-Arab Reader. Walter Laquer and Barry Rubin, eds. New York: Penguin, 2001.
Vocabulary:
Zionist
Timeline Events:
September 28, 2000. Sharon’s Visit to the Temple Mount
Reading Notes:
For each article write a 1-2 sentence summary of the main point of the article and make a few (2-5) bulletpoints notes about the most important facts and evidence. DO NOT ATTEMPT TO SUMMARIZE EVERYTHING. Choose what seems important.
In Class:
Objectives:
1)Students should be able to see the importance of questions in academic inquiry
2)Students should become curious about the nature of the Arab-Israeli conflict
3)Students should be introduced to the complexity of the AI conflict
20 Min: Questions and condiments
1)The exercise is to ask as many questions as possible about a condiment bottle (soy sauce, ketchup, salsa, etc.)
2)Consider categories to help stimulate thought- (social, culinary, agricultural, biological, economic, etc.)
3)Have everyone sign on to NNET and create chat groups of 3-4. Each group then has 10 minutes to create 40 questions (or 50 for groups of 4). The activity will be graded for 5 points.
4)When finished, have students email their chats to turninreich.
20 Min: Questions and the Intifada
1)Have the same chat groups do the same exercise with the three article assigned
2)Put questions on the board, answer some of the easy ones (names, terms, etc) and then highlight the most important ones.
10 Min: Wrap Up
1)Assign Homework
2)Class Summary- 3-5 Sentences summarizing class. Self-comprehension rating 1-5
Class 2
Homework Due:
Homework Title: MidEast HW03
Note: Use exact title in subject heading if emailed
Date Due: Wednesday
Submission Requirements:
Portfolio
Reading Assignment
Pages Assigned:
1)ONLINE Guardian Special Report. The Arab-Israeli Conflict: A Brief History.
Click on the NEXT> button to advance the history…
2) READER- 8-9
McMahon, Sir Henry. “The McMahon letter (October 24, 1915). The Israel-Arab Reader. Walter Laquer and Barry Rubin, eds. New York: Penguin, 2001. 11-12
Balfour, Arthur. “The Balfour Declaration (November 2, 1917). The Israel-Arab Reader. Walter Laquer and Barry Rubin, eds. New York: Penguin, 2001. 16
Timeline Events:
1850
1914-1918
1918 British Mandate
May 15, 1948
1964
June 5, 1967
October 6, 1973
1979
1987
May 2000
Feb 2001
2003
Reading Notes:
For each of the two primary documents, summarize the main points in 1-2 sentences. Make bullet point notes on some of the most important details.
Special Instructions: Note- The two primary source documents assigned herein are referenced to (though not named) in the Flash presentation in the 1914-1918 page.
Grade Value:
Note: All homework factors into preparation/participation grade. One random assignment from the portfolio will be graded bi-weekly.
In Class:
Objectives:
1) Students should understand the history of the British occupation of Palestine and their contradictory promises to Arabs and Jews.
2) Students should learn the definition of a primary source
Plan:
35 Min: Review history using One land, Two Peoples and the Guardian Report, include close reading and discussion of the primary source documents
DEFINE PRIMARY SOURCE
15 Min: Assign HW, catch up on any Nnet folks may have missed, review timelines and check portfolios.
NOTE: IF STUDENTS WILL NOT HAVE THIS X CLASS, YOU’LL NEED TO COVER:
15 Min: Paragraph Writing. Ask Students what makes a good paragraph. Use Doug’s handout, and cover mini-thesis, quotations and evidence, logic, and concluding or transition sentences. Assign the homework due for class #4
Class X-
The extra period for the sections that met twice during the first week.
Homework Due:
Homework Title: MidEast HW0X
Note: Use exact title in subject heading if emailed
Date Due: XXX
Submission Requirements:
Portfolio
Reading Assignment
Pages Assigned:
1)Emir Feisal and Chaim Weizmann: Agreement (January 3, 1919) The Israel-Arab Reader. Walter Laquer and Barry Rubin, eds. New York: Penguin, 2001. 17-18
2)Emir Feisal and Felix Frankfurter: Correspondance (March 3-5, 1919) The Israel-Arab Reader. Walter Laquer and Barry Rubin, eds. New York: Penguin, 2001. 19-20
3)British Government: The White Paper (May 17,1939) The Israel-Arab Reader. Walter Laquer and Barry Rubin, eds. New York: Penguin, 2001. 44-47
TEACHING NOTE- These are fascinating but unnecessary (though if you want to stick it to the British, this is a great day); this would also be a good class to look at some current event sorts of things in the context of what has already been learned.
Reading Notes:
For each primary source, write a 2-3 sentence summary of the document and then include a bullet point list of details to support those main points.
Special Instructions:
You should find the Feisal letters very surprising. If they don’t surprise you, read more closely.
In Class
Objectives:
1)Paragraph Writing
2)Practice reading documents- though mostly these docs explain the troubles of British occupation and the possibility of Jewish/Arab partnership
30 Min: Primary Source review. Break the class into three groups to discuss one of the three documents, have them make a presentation using a few questions such as: Who is the author, what is their bias, what is the main point, how is this useful to historians?
20 Min: Paragraph Writing. Ask Students what makes a good paragraph. Use Doug’s handout, and cover mini-thesis, evidence, logic, sandwiching quotations and concluding or transition sentences. Assign the homework due for class #4
Class 3
Homework Title: MidEast HW04
Note: Use exact title in subject heading if emailed
Date Due: XXX
Submission Requirements:
Portfolio
Turninreich-JR
SPECIAL NOTE- We’ll be making some maps in class tomorrow. Please bring in colored pencils if you have them.
Writing Assignment
Question or Writing Prompt:
For this exercise you will write two paragraphs:
1)Imagine that you are a Jew living in Israel. How does the conflict around you and the history of that conflict shape and define your identity?
2)Imagine that you are a Muslim Arab living in Gaza. How does the conflict around you and the history of that conflict shape and define your identity?
Expectations:
1)Write in formal academic English. No slang, no contractions, no unnecessary first-person. (Wrong- I think the conflict has made me better understand myself. Better- The conflict has made me better understand myself)
2)Start each paragraph with a forceful mini-thesis.
3)Defend each mini-thesis with specific evidence. In this exercise, I would like you to use at least one quotation (I will almost never tell you how many quotations you need)
4)Be sure that your evidence supports your mini-theis
5)Finish your paragraph with a forceful final statement, but do not be repetitive.
Expected Length: These paragraphs should be between 1/2- 3/4 of a page.
Formatting Requirements: 12 point, Times font, 1.5 spacing.
Source Material: You should only use class materials for this exercise. Do not consult any additional sources from the internet.
Grade Value: 30 points
Note: All homework factors into preparation/participation grade. One random assignment from the portfolio will be graded bi-weekly.
In Class
Objectives:
1)Consider the importance of personal identity in the conflict
2)Learn about the geography of the region and the interests of some of the other countries (I can probably make you all a cheat sheet)
15 Min: Review last night’s HW about identity
15 Min: Map Exercise- have students create maps of Middle East using the handout (HHC MidEast Map.doc)
15 Min: Discuss some of the other countries around Palestine, ask students what they know about them- perhaps give some brief background on Egypt, Syria, Lebanon, Iraq, Jordan, Iran, and Saudi Arabia.
Week 3- Sept 19-23
Class 1
Homework Due:
Homework Title: MidEast HW05
Note: Use exact title in subject heading if emailed
Date Due: XXX
Submission Requirements:
Portfolio
Reading Assignment
Pages Assigned:
Reader 18-33 (Pages 34-36 also include a brief summary of Abraham’s life events)
Meredith, Susan. Usborne Guide to World Religions, 18-21.
Van Biema, David. "Abraham." Time. September 22, 20002.
Key Terms: DEFINE THESE TERMS AND EXPLAIN THEIR SIGNIFICANCE
Abraham
Isaac
Ishmael
Diaspora
Timeline Events:
Birth of Abraham
Covenant
Exodus
David’s kingdom
First Temple Destroyed
Second Temple Destroyed and Exile
Reading Notes: For this reading come up with 6 discussion questions about this article. A discussion question is not one that should have a simple, factual answer. Instead, a discussion question is an open ended question with multiple answers that should spark, you guessed it, discussion.
In-Class:
Objectives:
1) To learn about Nnet chat exercises
2) To learn the basic similarities (first monotheist) and differences (esp. Isaac vs Ishamel) between
15 minutes- Nnet Chat- Abraham as Jew, Christian, Muslim (GRADED, 10 points)
20 minutes- Discussion of similarity and differences between views of Abraham.
10 min- Basic advantages, problems of monotheism, basics of Judaism- covenant
5 min- wrap-up, next days homework
Class 2
Homework Due:
Homework Title: MidEast HW06
Note: Use exact title in subject heading if emailed
Date Due: XXX
Submission Requirements:
Portfolio
Reading Assignment
Pages Assigned: Armstrong 7-17
Key Terms:
Yahweh (or YHWH)
Canaan
El
elohim
Reading Notes: no outline notes, instead, respond BRIEFLY to these questions
Study Questions:
Prepare some bulletpoint notes on the following questions:
1)What ideas did Abraham, Jacob and the patriarchs keep from the old polytheisms, and what ideas are new?
2)What are the differences in the Hebrew and Babylonian accounts of creation?
3)What are the relationships between Abraham, Moses, and Jacob and their respective God(s)?
Special Instructions: Historians read texts for different reasons. This provides us some background on the polytheistic world in which Abraham and the Hebrews made their remarkable religious innovations. When reading for background, the specific details are often not as important as the larger themes. In this case the big question is the study question- What ideas did Abraham, Jacob and the patriarchs keep from the old polytheisms, and what ideas are new?
Background Information:
In-Class:
Objectives- To celebrate kids wrestling with a difficult reading
- to recognize that the patriarchs borrowed ideas from the old faith even as they charted a profoundly new direction in religion
10 min- Watch Babylon origin myth from Bigmyth.com.
10 min- Read the first two accounts of creation in Genesis
25 min- Discussion- comparisons of polytheism and monotheism
Especially consider the problem of Evil in monotheisms. Also perhaps wrestle with the problem of fundamentalism in monotheism
5 min- wrap up, assign tommorrow’s work
Short discussion about Creation vs evolution.. Kansas
Class 3
Homework Due:
Homework Title: MidEast HW07