Goals and Objectives
- SWBAT analyze the rise of 'Nationalism' in the Middle East, particularly within the Palestine Mandate, and discuss the effects of Imperialism within the region then and also leading up to the present day.
- SWBAT discuss the contradictory nature of each of the documents and describe how each has contributed to the state of affairs in the region today.
Vocabulary
|
|
Introduction
The teacher will begin a class discussion by starting off with a story of the Mexican Government taking over California because they have deemed California unfit and unable to run itself. The students will discuss the terms of how and when the territory will be returned. They will also discuss the idea of an Eskimo desire to inhabit and create for themselves a sovereign country encompassing the whole Central Valley, therefore negotiations between all three parties must take place prior to the relinquishment of California back to itself.
Content Delivery
|
|
|
|
Student Engagement
Day 1: Students will participate in the lesson introduction and then follow along with the presentation. The presentation contains two videos pertaining to the creation of Israel which will give the students both sides of the topic. Following the videos the students will have the opportunity to discuss what they watched and then share out with the class. Students will then take notes on the rest of the presentation.
Day 2: Teacher will introduce the McMahon-Hussein Correspondence. The teacher will read selected excerpts from the document to highlight the differences between what each man wanted from the other. While doing the reading the teacher will fill out a primary source reading guide with the students. The guide will walk the students through the document and ensure they question what they are reading.
Day 3: Students will be given the four additinal documents and then placed in teacher created groups of two. They will be given the class period to read over each of the documents and make Cornell notes on each of them. The last five minutes of class will be dedicated to a Ticket Out the Door (TOD) which the students will be asked to write about the contradictory nature of the different documents.
Day 4: Students will finish their note taking and begin the demonstrated learning portion of the assignment. They will work together with their partner to create a timeline of events which will detail the creation of Israel within the Palestine Mandate. The students will draw, clip from a magazine, or print out from the computer depictions of each of the documents listed below and then give a brief description of how the document affected the region and which group benefited from it.
Day 2: Teacher will introduce the McMahon-Hussein Correspondence. The teacher will read selected excerpts from the document to highlight the differences between what each man wanted from the other. While doing the reading the teacher will fill out a primary source reading guide with the students. The guide will walk the students through the document and ensure they question what they are reading.
Day 3: Students will be given the four additinal documents and then placed in teacher created groups of two. They will be given the class period to read over each of the documents and make Cornell notes on each of them. The last five minutes of class will be dedicated to a Ticket Out the Door (TOD) which the students will be asked to write about the contradictory nature of the different documents.
Day 4: Students will finish their note taking and begin the demonstrated learning portion of the assignment. They will work together with their partner to create a timeline of events which will detail the creation of Israel within the Palestine Mandate. The students will draw, clip from a magazine, or print out from the computer depictions of each of the documents listed below and then give a brief description of how the document affected the region and which group benefited from it.
Demonstrated Learning
Students will use historical documents to create a timeline of events which will detail the creation of Israel within the Palestine Mandate. Students will use their artistic abilities and the information from the handouts to draw out (using color) and or cut our pictures from available magazines depictions of each event. They can also use a web-based timeline editor to create a timeline. With each of the pictures the students will also provide a caption depicting what happened and who benefited from the interaction.