Gleek at a Glance HL1: 2-6 November

HL1 Gleek at a Glance 2-6 Novmeber

1. HL1 Gleek at a Glance 26-30 October
2. Learning Objectives
3. Essential Questions
4. Assessments
5. Monday
6. Tuesday/Wednesday
7. Thursday
8. Friday

Learning Objectives

• The October War of 1973: causes, course and consequences; role of the United States, USSR and UNO

Essential Questions

• In what ways did the Palestine Liberation Organization (PLO) change the nature of the Arab-Israeli conflict?”
• “How did the 1973 Yom Kippur War change the geopolitics of the Middle East?”

Assessments

• Journal Response, due to http://www.turnitin.com before 11.59pm on Friday, 6 November

Monday

• Reading & Annotation, pp. 155 to (top of) 165 in Bickerton & Klausner
• Journal Prompt, “In what ways did the Palestine Liberation Organization (PLO) change the nature of the Arab-Israeli conflict?”
• Please post journal response to your blog
• In Class Discussion topics: ‘The War of Attrition’, ‘The PLO’: Internal and External Politics, ‘The Relationship Between the PLO and the Arab States’

Tuesday/Wednesday

• Reading & Annotation, pp. 165-173 in Bickerton & Kalusner
• Journal Prompt, “How did the 1973 Yom Kippur War change the geopolitics of the Middle East?”
• Please post journal responses to your blog.
• In Class Videos: The Yom Kippur War(34 mins 45 secs)
• Please answer the accompanying Guide Questions as you watch each video segment.
• In Class Discussion topics, ‘Detente & the Superpowers’, ‘Egypt, Syria, Israel, and the 1973 Yom Kippur War’, ‘The Consequences of the Peace’. ‘Oil as a Weapon’

Thursday

• OPVL Exercise
• Document 7-1 (The Palestinian National Covenant, 1968): “Table 1″
• Document 7-2 (UN Security Council Resolution 338, 1973): “Table 2″ and “Table 5″
• Document 7-3 (Arab Heads of State Declaration, 1974): “Table 3″ and “Table 6″
• Document 7-4 (Israel Knessent Statement-Yitzhak Rabin, 1974): “Table 4″ and “Table 7″
• Produce an OPVL analysis and post to your blog.

Friday

• Review Exam Results from 29 October.
• Work on Journal Response
• Submit “Best” journal response to http://www.turnitin.com before 11.59pm on Friday, 6 November

Gleek at a Glance HL2: 2-6 November

IB History HL2: 2-6 November

Learning Objectives

• This section focuses on the origins, nature, challenges and achievements of civil rights movements after 1945. Movements represented the attempts to achieve equality for groups that were not recognized or accepted as full members of society. The groups challenged established authority and entrenched attitudes.

  • Native Americans and civil rights: Latin America, the United States and Canada

  • African Americans and the Civil Rights Movement: origins, tactics and organizations; the US Supreme court and legal challenges to segregation in education; ending of the segregation in the South (1955‑65)

  • Role of Dr Martin Luther King in the Civil Rights Movement; the rise of radical African American activism (1965‑8): Black Panthers; Black Muslims; Black Power and Malcolm X

  • Role of governments in civil rights movements in the Americas

  • Youth culture and protests of the 1960s and 1970s: characteristics and manifestation of a counterculture

  • Feminist movements in the Americas

    
    

Essential Questions

1. What are Civil Rights? How can they be distinguished between Civil Liberties?
2. What role do governments play in the creation and enforcement of Civil Rights?
3. Evaluate the role of non-governmental organizations in the evolution of Civil Rights in the Americas between 1950 and 1975

Assessments

Final Exam, “Cold War in the Americas, 1945-81″ 20 November (2.05-3.35) in Lakeside Lecture Hall

Civil Rights Paper #1: “In what ways, and for what reasons, did the civli rights movement in the United States make significant progress in the period of 1950 to 1964?” due to Turnitin.com before 11.59pm on 21 November.

Civil Rights paper #2: “”What were the reasons for the change in the Civil Rights Movement in the United States during the second half of the 1960s?”due to Turnitin.com before 11.59pm on 6 December.

Civil Rights Paper #3: “Evaluate the impact of Black Power on the civil rights movement in the United States during the second half of the 1960s” due to Turnitn.com before 11.59pm on 18 December

List of complete paper requirements here. 

In Class

Monday

Lecture and Discussion, “Civil Rights“

Tuesday

Lecture and Discussion, “Civil Rights“

Thursday

Video Roundtable & Discussion, “Civil Rights Movement“

Friday

Begin working on Papers.

HL2: Gleek at a Glance 26-30 October

As I told the HL1 folks, apparently, I’m making up for my neglected nerd-dom as of late. I’m back to playing with Google Docs & working with wikis (aside from helping to really develop Touchpoints in the Middle School)
Here’s this week’s Gleek at a Glance.

SL1: Gleek at a Glance, 26-30 October

Monica Bruck
Email: monbruck@hotmail.com
Office Hours: Daily, 7.45-8.20am Room 504

Learning Objectives

• Arabism and Zioninism
• emergence of the PLO
• Six Day War of 1967; causes, course, and consequences

Essential Questions

• What were the causes, course, and consequences of the Six Day War?
• How did the changing geopolitics of the Middle East and the Cold War affect the Six Day War?

Assessments

• Journal Prompt, “Evaluate the ways did the documentary you watched on Tuesday-Thursday enhanced your understanding of the Six Day War”
• Rubric
• Post to Blog and submit to Turnitin.com no later than 11.59pm on Friday, 30 October

Monday

• Presentations, Six Day War Study Guide
• Class held in Gleek’s room

Tuesday/Wednesday

• Video, Six Days in June
• Discussion & Commentary throughout
• Study Groups will also meet in Bruck’s room throughout

Thursday

• Video, Six Days in June
• Discussion & Commentary throughout
• Study Groups will also meet in Bruck’s room throughout

Friday

• In-class writing (in both Gleek’s & Bruck’s rooms)
• Journal Prompt, “Evaluate the ways the documentary you watched on Tuesday-Thursday enhanced your understanding of the Six Day War”
• Rubric
• Post to Blog and submit to Turnitin.com no later than 11.59pm on Friday, 30 October

Six Days in June

Watch each section of the documentary, Six Days in June, and provide answers to each of the Guiding Questions.

Guiding Questions

1. How did domestic politics constrain the decision-makers in Egypt, Jordan, and Israel?
2. What signals & approaches fif the Soviets and Americans send to the (soon to be) belligerents?

Guiding Questions

1. How did Arab leaders respond to events on the battlefield?
2. How did Israel become a victim of its own succes?

GuidingQuestions

1. What were the most salient issues related to the run up to the war?
2. How did individuals (personalities; decision-making) impact the road to war?
3. How did outside powers (governments; institutions) impact this process?

Guiding Questions

1. What were the consequences for the parties embroiled in the Six Day War?
2. Why is the Six Day War considered the “hinge” event in the Arab-Israeli conflict?

SL1 Gleek at a Glance 19 to 23 October

Essential Questions

• What were the causes, course, and consequences of the Six Day War?
• How did the changing geopolitics of the Middle East and the Cold War affect the Six Day War?

IB Learning Objectives

• Arabism and Zionism
• emergence of the PLO
• Six Day War of 1967-causes, course and consequences

Monday
Journal Prompt
None

Content
pp. 133-150 in Bickerton & Klausner; A variety of student-identified resources

Procedures
Begin Project: Six Day War Study Guide

Assessments
None

Tuesday/Wednesday
Journal Prompt
None

Content
pp. 133-150 in Bickerton & Klausner; A variety of student-identified resources

Procedures
Students will use the full 90 minutes to work on and finalize their projects for presentations in class on Thursday.

Assessments
None

Thursday
Journal Prompt
None

Content
pp. 133-150 in Bickerton & Klausner; A variety of student-identified resources

Procedures
Presentation of Study Guides; The Six Day War

Assessments
None

Friday
Journal Prompt

“Evaluate the following statement: The June 1967 (Six Day) War as the turning point in the Arab-Israeli Conflict. Support your position with information you have learned over the past week.”

Content
pp. 133-150 in Bickerton & Klausner; student-produced study guides

Procedures
Work on Journal Prompt in class

Assessments
Submit Timed Writing response to Turnitin.com before the final class bell rings.

SL1 Project: Six Day War Study Guide

General Directions

Working in Groups, students will produce a comprehensive Study Guide for the Six Day War. This guide should build on your previous understanding of the dynamics of the Arab-Israeli Conflict (key trends, types of actors, etc.) as well as incorporate some of the technical and organization skills you’ve been working on throughout the year. Students should spend Monday’s class planning and organizing their efforts before just “jumping” into the project.

Dissemination
Students should produce a document that is both (a) public-available to the rest of their colleagues in the class and (b) dynamic (include links, images, etc). By working in groups, the class will produce a complete guide to understand the dynamics of this most pivotal point in the Arab-Israeli Conflict. While groups are open to choose their own formats (document, web page, blog post, etc) the creation of a Lecture Slide presentation (i.e. PowerPoint) is prohibited.

Presentation
Students will make presentation/lesson/discussion of their work in class on Monday, 26 October. Presentations should be no more than 5 to 7 minutes in length. Presentations should be centered around a discussion question (like a journal prompt) with a summary of the group’s efforts

Topics & Groups

Arabism & Zioninsm; Geography

• A comparison and contrast of these two forms of nationalism; Describe the various geographic facets of the Six Day War
• A Period: Wayne, David, Alejandro, Callie
• D Period: David, Billy, TJ, Carlynn

Arab Actors

• Describe the interests of the various governments, non-state actors, and individual leaders of the Arab world in relation to the Six Day War
• A Period: Samantha, Will, Matt, James
• D Period: Allie, Jillian, Zach, Quin, Victoria

Israel

• Describe the interests and domestic politics of Israel in relation to the Six Day War
• A Period: Danielle, Ashley, Chris, Nick
• D Period: Stefan, Michelle, Taylor, Julia, Kaitlin

Geopolitics

• Describe the interests and actions of the various Great Powers and International Organizations involved in the Six Day War.
• A Period: Felipe, Adam, Aaron D, Fish
• D Period: Jordie, Steven, Lauren, Brenna

Time Line of the Six Day War

• Create an interactive (web links) time line of the Six Day War
• A Period: Aaron U, Symona, Brandon
• D Period: Xavier, Mitch, Kevin, Okoye’

Study Guide Components
Essential Question(s)

• The Essential Question should guide your presentation & discussion; these should mirror the types questions that you are familiar with in your journal prompts

Summary of evidence

• Including page numbers in text and “Deliciously-bookmarked” links

Images

• Maps, pictures, and political cartoons related to the events of the Six Day War.

Media

• Links to or embedding of video content

HL1 Project: Six Day War Study Guide

General Directions

Working in Groups, students will produce a comprehensive Study Guide for the Six Day War. This guide should build on your previous understanding of the dynamics of the Arab-Israeli Conflict (key trends, types of actors, etc.) as well as incorporate some of the technical and organization skills you’ve been working on throughout the year. Students should spend Monday’s class planning and organizing their efforts before just “jumping” into the project.

Dissemination
Students should produce a document that is both (a) public-available to the rest of their colleagues in the class and (b) dynamic (include links, images, etc). By working in groups, the class will produce a complete guide to understand the dynamics of this most pivotal point in the Arab-Israeli Conflict. While groups are open to choose their own formats (document, web page, blog post, etc) the creation of a Lecture Slide presentation (i.e. PowerPoint) is prohibited.

Presentation
Students will make presentation/lesson/discussion of their work in class on Thursday, 22 October. Presentations should be no more than 5 to 7 minutes in length. Presentations should be centered around a discussion question (like a journal prompt) with a summary of the group’s efforts

Topics & Groups

Arabism & Zioninsm; Geography

• A comparison and contrast of these two forms of nationalism; Describe the various geographic facets of the Six Day War
• C Period: Mo, Evan, Dan, Samantha
• F Period: Chelsea

Arab Actors

• Describe the interests of the various governments, non-state actors, and individual leaders of the Arab world in relation to the Six Day War
• C Period: Devika, Jordan, Sophie, Ashley
• F Period: Tim, Sarah

Israel

• Describe the interests and domestic politics of Israel in relation to the Six Day War
• C Period: Conor, Mike, Tyler, Jon
• F Period: Mel, Austin

Geopolitics

• Describe the interests and actions of the various Great Powers and International Organizations involved in the Six Day War.
• C Period: Humberto, Beth, Carol, Dre
• F Period: Emmanuel, Joe

Time Line of the Six Day War

• Create an interactive (web links) time line of the Six Day War
• C Period: Alexis, Zach, Alexa
• F Period: Matt

Study Guide Components
Essential Question(s)

• The Essential Question should guide your presentation & discussion; these should mirror the types questions that you are familiar with in your journal prompts

Summary of evidence

• Including page numbers in text and “Deliciously-bookmarked” links

Images

• Maps, pictures, and political cartoons related to the events of the Six Day War.

Media

• Links to or embedding of video content

OPVL Exercise: The Suez Crisis

The goal of this exercise is to familiarize students with the documents related to the 1956 Suez Crisis. Students will build on their prior knowledge on the subject, based on their annotated readings, journal writings, and in-class discussions, to produce a detalied comparison of the related documents (these documents can be found on pp. 128-132.). Before beginning this exercise, students should also review the OPVL Rubric before beginning the exercise.

Students should produce a 4×4 table for all four documents. Students will have 60 minutes to complete this exercise: (1) reading & annotating the documents (2) identifying the Origin, Purpose, Value and Limitations for each document; short sentences or bullet points are fine; (3) creating and filling a table for all of the documents; and (4) posting the table to your portfolios. Once this is completed, the class will review and critique at least 4 examples of student work in class.

• Speech by President Nasser Justifying the Nationalization of the Suez Canal Company 28 July 1956 [Excerpts]
• Anthony Eden’s Views of Gamal Abdul Nasser (a) In his Memoirs (b) In a Letter to Eisenhower, 6 September 1956.
• Speech to the Security Council by Abban Eban, Israel, on his Country’s Offensive in Siani 30 October 2956
• President Nasser’s Response to the Anglo-French Ultimatum 1 November 1956

Levels of Analysis Exercise: The 1956 Suez Crisis

Abstract

Using Waltz’s Levels of Analysis, develop a Study Guide to explain the onset of the 1956 Suez Crisis. Your study guide should be either a page of your portfolio (if you’re using WordPress) or a comprehensive blog post (WordPress or Blogger). Your Study Guide should include links to other websites, images (pictures, maps, etc). Your study guide should also include a summary or abstract for each Image, explaining what you think were the most important factors in explaining the onset of the crisis. We will present these in class on Friday.