Lesson Plan HL-1 7 to 11 Sept

Dates: 7-11 September

Unit: Introduction to the Arab-Israeli Conflict, “Palestine During the Mandate”

Essential Questions: What role did the post-war European powers play in shaping the political landscape of Palestine? How did the various Jewish and Arab factions react to the post-war political settlements?

Monday

  • Journal Prompt:
  • Instructional Goals: See below in “Skills”
  • Content: See below in “Learning Objectives”
  • Procedures:
  • Assessments:
  • Additional Notes: NO CLASS-LABOR DAY

Tuesday/Wednesday

  • Journal Prompt: “Imagine yourself as either an Arab or Jewish journalist in 1917, having just uncovered copies of the Hussein-McMahon Correspondence, the Sykes-Picot Agreement, and the Balfour Declaration and now charged with informing the public about these documents. What sort of story would you write? What picture would you paint for your readers in Jaffa, Jerusalem, or Damascus?“
  • Instructional Goals: See below in “Skills”
  • Content: See below in “Learning Objectives”
  • Procedures: In class: Reading, pp. 34-54 (30 minutes). Complete unfinished reading outside of class. Activity: Working in groups, students will develop a graphic organizer that compares the Hussein-McMahon Correspondence, the Sykes-Picot Agreement, and the Balfour Declaration in terms of the following categories: Participants; Audience; Principles; “Winners”; “Losers”. Graphic organizers should be be posted to one team-member’s portfolio and shared with the other members via bookmarking it on Del.icio.us
  • Assessments: Journal Entry
  • Additional Notes: Journal Writing Rubric. Post your response to your Electronic Portfolio

Thursday

  • Journal Prompt: “What were the obstacles that prevented Arab political, economic, social, or other unity in terms of articulating Arab rights and interests in Palestine during the inter-war period?“
  • Instructional Goals: See below in “Skills”
  • Content: See below in “Learning Objectives”
  • Procedures: Biographical Investigation: Working in teams, students will research and prepare 2 minute presentations on the following individuals. Presentations should be either as slide presentations (PowerPoint) or web-based. Presentations should be be posted to one team-member’s portfolio and shared with the other members via bookmarking it on Del.icio.us, Available Biographies:
    • Sherif Hussein of Mecca
    • Chaim Weizmann
    • Emir Hajj Amin al-Husseini
    • Vladimir Jabotinsky
    • Sheikh Izz ad-Din al-Qassam
  • Assessments: Journal Entry
  • Additional Notes: Journal Writing Rubric. Post your response to your Electronic Portfolio

Friday

  • Journal Prompt: ”Consider the position of the British government on during the inter-war period. What were the consequences of the changing statements by the British government with respect to the emerging Arab-Israeli conflict?“
  • Instructional Goals: See below in “Skills”
  • Content: See below in “Learning Objectives”
  • Procedures: [SUB PLANS-I’ll be a part of Senior Unity Day] Have the class watch the following segments from the BBC documentary: The Birth of Israel
  • Assessments: Journal Entry
  • Additional Notes: Journal Writing Rubric. Post your response to your Electronic Portfolio AND Choose best journal writing prompt of the week & submit to Turnitin.com before 4.00pm

Skills

  1. ✓ Recall and select relevant historical knowledge
  2. ✓ Demonstrate an understanding of historical processes: cause and effect; continuity and change
  3. ✓ Understand historical sources (SL/HL paper 1)
  4. ❑ Deploy detailed, in-depth knowledge (HL paper 3)
  5. ✓ Demonstrate knowledge and understanding of a specific historical topic (IA)
  6. ✓ Deploy historical knowledge as evidence
  7. ✓ Show awareness of different approaches to, and interpretations of, historical issues and events
  8. ❑ Compare and contrast historical sources as evidence (SL/HL paper 1)
  9. ✓ Present a summary of evidence (IA)
  10. ✓ Evaluate different approaches to, and interpretations of, historical issues and events
  11. ❑ Evaluate historical sources as evidence (SL/HL paper 1 and IA)
  12. ❑ Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1)
  13. ❑ Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3)
  14. ❑ Synthesize by integrating evidence and critical commentary (HL paper 3)
  15. ❑ Present an analysis of a summary of evidence (IA)

❑Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3)❑Demonstrate evidence of research skills, organization and referencing (IA)

Learning Objectives, Arab Israeli Conflict, 1945-79

  1. ✓ last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
  2. ❑ British withdrawal; establishment of Israel; Arab response and 1948/49 war
  3. ❑ demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
  4. ❑ Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
  5. ❑ Arabism and Zionism; emergence of the PLO
  6. ❑ Six Day War of 1967 and the October War of 1973: causes, course and consequences
  7. ❑ role of the United States, USSR and UNO
  8. ❑ Camp David and the Egyptian-Israeli Peace Agreement.

About Charlie Gleek

Ph.D. student in Comparative Studies and graduate instructor in the Department of English at Florida Atlantic University. My work takes place around intersections of postcolonial literature, quantitative literary analysis, and digital humanities.

Posted on 02/09/2009, in Uncategorized. Bookmark the permalink. Comments Off on Lesson Plan HL-1 7 to 11 Sept.

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