I have not been to Israel/Palestine, but I have been to Jordan, which is right across the border. This is the famous Monastery in the ancient city of Petra. Photo taken in 2014.
Dear class,
One last full week together before finals! Today was our last real day of new content in the class, with a look at an excerpt from a book about the Israeli-Palestinian conflict. Here's what we did today in class:
One last full week together before finals! Today was our last real day of new content in the class, with a look at an excerpt from a book about the Israeli-Palestinian conflict. Here's what we did today in class:
Learning Targets:
Communication LT 2: I can use language and style that is appropriate to the content area.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Knowledge LT 10: I can explain demographic changes in the world and their effects.
Knowledge LT 20: I can explain the impacts of nationalism and revolutionary movements. Knowledge LT 22: I can explain how religious ideas impact the shaping of societies.
Communication LT 2: I can use language and style that is appropriate to the content area.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Knowledge LT 10: I can explain demographic changes in the world and their effects.
Knowledge LT 20: I can explain the impacts of nationalism and revolutionary movements. Knowledge LT 22: I can explain how religious ideas impact the shaping of societies.
Soundtrack: "I Want It That Way" by Backstreet Boys. Selected for today because each side in the conflict wants in their way. Lyrics here.
AGENDA 6/2/15:
News Brief/Textbooks – Kento
A City Divided
Through Middle Eastern Eyes
David/Daud
A City Divided
Through Middle Eastern Eyes
David/Daud
Homework: Read the blog! Know your grade (updated on StudentVUE and on by ID number on the wall) and how to improve it, if possible. Keep working on your final project for the year (specific guide for what to do here). All late work due by this Friday at the latest. Next news brief: Austin.
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News Brief: Kento had the news brief today and selected an article about this story to talk about: CNN.com - Survivor: Chinese passenger ship capsized quickly during violent storm. We noted the name of the river that the ship capsized in, the Yangtze, and how that might relate to Taoism. Another tragic story from around the world - hopefully more passengers are rescued. Thanks, Kento.
We also watched VICE News for the day and talked about our weekends, before moving on.
The next news brief was assigned to Austin.
A City Divided: After the news brief, we watched two more videos from VICE News, which help explain what is going on in Jerusalem and the West Bank right now. The first was Jerusalem:
We also watched the last five minutes of this video, which has to do with violence in the West Bank:
There is a few pages of timeline and introduction in that, and then the characters start talking on page 229.
David/Daud: The two characters in the reading were David (representing Israel) and Daud (representing Palestine). I wanted students to partner up and go through the reading together. Here is the assignment that goes with the reading, to note each perspective and help you prepare for your final assignment:
Most students were able to get about halfway through the reading. We will continue this on Monday (our last day before the final), because next class we are going to the library to work on the final.
I'm going to keep it simple and have students just focus on this. You should already know what learning targets you need to work on. Use the chart at the top of the second page to focus your writing/speech notes on the specific issues in the conflict. I know there were a lot of questions on this - please let me know if I can continue clearing this up!
We also watched VICE News for the day and talked about our weekends, before moving on.
The next news brief was assigned to Austin.
We also watched the last five minutes of this video, which has to do with violence in the West Bank:
After watching "Promises" last week, this was intended to be an update about what is currently happening in the region.
Through Middle Eastern Eyes: This was an excerpt from a book, which I made a class set of. The two characters are representing the perspectives of Israel and Palestine. Here's the online version if you want to keep working on this at home:
There is a few pages of timeline and introduction in that, and then the characters start talking on page 229.
David/Daud: The two characters in the reading were David (representing Israel) and Daud (representing Palestine). I wanted students to partner up and go through the reading together. Here is the assignment that goes with the reading, to note each perspective and help you prepare for your final assignment:
Most students were able to get about halfway through the reading. We will continue this on Monday (our last day before the final), because next class we are going to the library to work on the final.
Speaking of the final project, this form clarifies what the expectation is going to be on the day of the final, as well as what students should be writing/talking about:
I'm going to keep it simple and have students just focus on this. You should already know what learning targets you need to work on. Use the chart at the top of the second page to focus your writing/speech notes on the specific issues in the conflict. I know there were a lot of questions on this - please let me know if I can continue clearing this up!
Helllo! So I'm sort of confused about the final. I was gonna do the Critical Thinking learning target so I'm going to write about what's going on. Does that mean I'm going to write an essay about whats going on in Israel and Palestine before the last day of global studies, then I get separate notes for the discussion?
ReplyDeleteHi there! I'm glad you wrote to try and clarify what you are doing. If you are doing the Critical Thinking target, you are writing about how ALL of the five issues on the paper are related, and proposing possible solutions. You will be turning in a paper on the last day, yes, and using that paper as a basis to discuss the issues in class. There will be some students who also need to do speeches. For each issue, we will have a variety of students talk about the history and possible solutions.
DeleteOkay, so how long should the paper be? Is it just like a 5-paragraph expository essay or is more just like information? Also if I have to address all 5 issues at what part of the discussion would I speak? I wanted to be U.N.
DeleteThere is no requirement of length for the paper. I am just pointing out that this is a final, so you need to treat it as such. It depends on which learning target you are working towards, and which perspective you are taking. It would be difficult to do this well if you were just writing a paragraph per issue. If you are the UN and need to focus on Critical Thinking, you might be invited to talk at any time about each issue.
DeleteI'm doing multiple learning targets. They are Communication, connections, and religion. I'm a little confused to how I'm supposed to put that all into one speech.
ReplyDeleteHi there,
DeleteLook at the assignment sheet. Communication = a speech. Connections = talking about all of the different issues (territory/security/settlements/refugees/Jerusalem) - look at the assignment for the questions you need to answer, along with your own opinion on Israel-Palestine and how it should be resolved. Religion = specific focus on territory/Jerusalem and what should happen.
So for connections and religions, they don't necessarily have to be a speech?
DeleteCorrect. You would need to thoroughly explain everything in writing, and be prepared to discuss what you wrote in class tomorrow.
DeleteI (David Choi) did the homework
ReplyDelete