Teaching the Palestinian-Israeli Conflict

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					                            Teaching the Palestinian-Israeli Conflict 2009
                                          Workshop Agenda

8:00-8:15 Introductions (Name, grade taught, how they have taught subject before)
8:15-8:30 Identify the challenges of teaching the conflict (share Emily’s parents email)
8:30-8:45 Overview of approaches that can be taken. Introduce the dual narratives/finding
you own truth approach [Find theoretical underpinning for this]

8:45-9:00 Share student products that support this approach
9:00-9:50 Unit Overview/Developing Essential and Unit Questions – Give brief readings
that overview the conflict – Teacher work time to develop their EQs and Unit Questions
(15-20 minutes) Share out on poster paper
9:50-10:00 Short Break (Teacher Work Time/Consultation/ Student work )
10:00-10:30 Setting the thematic context for the unit (four important concepts - narrative,
perspective, fact, truth) Setting the historical context for the unit (maps, population shifts,
WWII) [Can even use Warsaw Uprising as a point of reference – moral code]
10:30-11:30 How the conflict started (Zionist conference, events of 1948, partition plan,
UNOSCOP, Al-Nakba [student work],

11:30-12:00 Occupation 101 Film Clips
12:00-1:00 Lunch
1:00-1:30 1967-1981 – Focus on the Intifada/ 1973 War
1:30-2:00 – Peace Attempts – Focus on 1993

2:00-2:30 – Second Intifada and the Wall – Situation Today (Gaza)
2:30-3:00 – Student Assessments (Conference and Content Quizzes – Truth Assignment)
Share student work




University of Chicago High School Teacher Workshop                         Dr. Samia Shoman
                                Teaching the Palestinian-Israeli Conflict 2009
                                                  Lesson Outline
Background Information
Before starting the specific curriculum on the conflict students spent approximately 4-5 days studying the overall
Middle East region. The first day consisted of completing and reviewing a survey on the Middle East and writing
questions on the ME region and people from the region. Throughout the unit, I addressed the questions (usually 2-3 a
day) until we finished them. Students then completed maps of the Middle East and the Arab countries. We discussed
and took notes on the difference between and overlap of Arabs and people from the Middle East. This was followed
by a lesson on common perceptions and myths associated with the Middle East. Students have had previous exposure
to the Middle East when they completed a case study on the democratization of Iraq in a unit on the development of
democracy. I start the study of the Palestinian-Israeli conflict by taking a couple of days to set a context and introduce
the methodology by which we will study the conflict. Once this is done, we go straight into the content. The lessons
presented are outlined in basic form and include the materials that can be used. All of these lessons can be
supplemented with additional readings and multimedia presentations. I often require more reading from my honors
students. Studying the conflict can be done through a number of ways, but I find that using a dual narrative approach
has been the most successful. It challenges students to learn content, apply critical thinking skills, and synthesize
content and analysis to complete various assignments throughout the unit, including the final project. In addition, it
asks students to come to their own conclusions and truth given the content they have learned which helps avoid
controversy.

Day                             Lesson Topic                                            Handouts
1       Warm-Up: Each Person has their own truth. What do you think          Blank outline map with notes on
        this means? Discuss sensitivity/controversy of topic. Introduce      demographics
        the idea of dual narratives.                                         Terms Sheet (Narrative,
        Blank map outline with notes on demographics of the region.          Perspective, Fact, Truth)
        Introduce the unit terms/theme (narrative, perspective, fact,        Homework Assignment
        truth)
        HW: Historical Picture and the four terms
2       Warm-Up: What gives people a claim to land?                          Map Handout
        Handout with maps and population shifts – Students develop           Bush Speech/Worksheet
        hypothesis and then class notes
        Practice four terms with Bush Speech
3       Warm-Up: If someone promises you a national homeland, does           Zionist Conference Reading
        that mean a country?                                                 Balfour Declaration
        Zionist Conference and Balfour Declaration                           Worksheet to Guide Readings
4       Warm-Up: What issues were raised by the Balfour Declaration          UNOSCOP and UN Resolution
        and the First Zionist Conference?                                    181 worksheet
        UNOSCOP and UN Resolution 181                                        Reading on UN Partition Plan and
        Honors: Reading on Partition Plan and 1948 war - summarize           1948 War
5       Warm-Up: If you were on the UNOSCOP panel and handled                Guiding Questions for the
        the issue, what would you do?                                        Investigation of 1948 events
        Video Clip: Occupation 101                                           Packet of Documents for
        Group work (block period): The War of Independence/Al                Investigation of 1948 events
        Nakba Historical Investigation

6       Warm-Up: Warm-Up: What are the facts of what happened in             Student Work Examples
        1948? List as many as you can.
        Debrief on Historical Investigation
        HW: Fact, Narrative, Perspective, Truth for each side



University of Chicago High School Teacher Workshop                                           Dr. Samia Shoman
                              Teaching the Palestinian-Israeli Conflict 2009
       (Palestinians and Israelis) with a picture
7      Wrap-Up Historical Analysis: Events of 1948                       Worksheet: 1948: One People’s
                                                                         Victory is Another’s Loss
8     Warm-Up: If you were a Palestinian, how would you respond to       Power Point
      the 1948 events? If you were the government of Israel, how         Power Point Notes Sheet
      would you protect your new state?                                  First Intifada Reading and Reading
      Power Point: Developments in Conflict 1960s-1980s                  Guide
      HW: First Intifada Reading and Reading Guide
9     Warm-Up: Do people have a right to violent resistance when all     Warsaw Uprising Clip
      else fails?                                                        Reading: Israeli Narrative
      Review HW, Discuss the Intifada and Compare to Warsaw              Overhead Notes from Intifada
      Uprising                                                           Carter book chapter 1
      Pictures and Stats from the Intifada
      HW: Israeli narrative on First Intifada. Question: If Israel and
      Palestinians were going to negotiate peace, what issues need to
      be addressed?
      Honors: Carter book Chapter 1 with summary and analysis
10    Warm-Up: If Israel and Palestinians were going to negotiate        Video Sources Handouts
      peace, what issues need to be addressed?                           Movie Notes Overhead or
      Video Selections: Occupation 101 (Student Notes on Facts,          Handout
      Perspectives, Narratives, and Truth)
      HW: Truth paragraph from video
11    Content based quiz                                                 Quiz
      Share pictures (Computer/LCD)- Discussion on wall and              Carter book chapters 16 & 17
      current circumstances
      Honors: Carter book Chapters 16 & 17
12    Statistics Comparison Sheet                                        Stats Handout
      Power Point: Attempts at Peace, Political Situation                Power Point
      UN Project Explanation                                             UN Project Packets (CP and
      Brainstorm: Problems related to solving the conflict               Honors)
13-17 Library Research/Group Preparation for UN Conference               Preparation/Brainstorm Sheets
18    Warm-Up: How do the dual narratives of Palestinians and            Pappe Reading
      Israelis get in the way of peace?                                  Desmond Tutu Reading
      Ilan Pappe Reading (Pairs) Finish for HW                           Reading Guides
19    Warm-Up: What can be done to help Palestinians and Israelis        Conference Prep Worksheets
      co-exist? What is Pappe saying about how Israel is remembering
      and telling its history?
      Conference Prep – Evaluating your proposal
20-23 Conference Presentations/Discussion                                Proposal Sheets
      Assign Truth Assignment                                            Student Power Point Examples
                                                                         Student Written Proposal
                                                                         Examples
24     Warm-Up: Desmond Tutu said, “A true peace can ultimately be       Power Point on Co-existence and
       built only on justice” in reference to the Palestinian/Israeli    Peace groups
       conflict. What do you think he means? Think about what            Sharing Truth Assignments
       brought justice in South Africa and what that word means in       (Gallery Walk)
       context of that situation.
       Power Point on History of Peace and Co-existence Groups




University of Chicago High School Teacher Workshop                                     Dr. Samia Shoman
                                Teaching the Palestinian-Israeli Conflict 2009
It is optional from here to spend 1-2 days looking at the current situation in the region. This can be done with new
articles, a power point presentation, guest speaker, or current news coverage on the region. It is hard to cover all the
complexities of the conflict within just a few weeks so you have to pick and choose areas of focus. Students tend to
ask a lot of questions in this unit which helps with this.




University of Chicago High School Teacher Workshop                                           Dr. Samia Shoman

				
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