Curriculum planning chart Generative Topic (Blythe et al, 1998): Creation of Israel

Concept* ("The student will understand") Standard Full text of standards is in the convergence chart. NCSS Social Studies Standards: 1.a, b; 2.a, c, d; 3.g, k; 5.b, d, e, f, g; 6.c, f, h; 9.a, b, f; 10.f, g PA Reading/Languag e Arts Assessment Anchors: B-K.1.1.1, BK.1.1.3; BC.2.1.1, BC.3.1.1, BC.3.1.2; E.1.1.1-5 Common Core ELA for History/Social Studies: RH.6-8.1, RH.68.6, RH.6-8.7, RH.6-8.8, RH.68.9 Assessment (How will you have evidence that they know it?) Geography map quiz on the Middle East/North Africa: label countries affected by European colonialism Admit/exit slips to check for understanding after direct instruction Note-taking during debate, as well as check of class notes Annotations on primary sources Graded class discussions based on primary source readings Formal debate Informal checks for understanding Self-assessment Graphic novel project: students will be given time to work and support during class periods Facts ("The students will know")

Subject: Social Studies

Skills ("The students will be able to")

Name: Meg Klingelhofer

Problems to pose ("Guiding questions" or "unit questions") Activities:

(The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) Students will understand that there can be many sides to the same story; bias exists in many forms; and leaders are humans toothey make mistakes that can affect many people. Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) -How can I teach students to take different perspectives on historical events? -How did this conflict come to be, and how could it have been avoided? -How can we learn from the past to change the way we view leaders?

Key facts, players, and dates relating to this time period Geography, in relation to foreign relations in the Middle East/North Africa and in terms of European colonization of these areas Formal debate procedure That change on all levels can be made through perspective taking Competing beliefs of each side involved in the politics and eventual conflict; reasons behind these beliefs

Recount key players, documents, and dates in the time period between the fall of the Ottoman empire and the creation of the nation of Israel Use primary sources to cite evidence during a debate Reflect on their own experiences, in writing and through class discussion, in relation to this historical period in which decisionmaking was made difficult by competing interests and perspectives Synthesize their own perspectives with those of others in order to create a graphic novel and study the effects of perspective taking on decision-making

Why was a Jewish national home needed? (historical context) How did the specific conflict originate? What was the effect of European infiltration into the Middle East on foreign relations? What British policies made the JewishArab conflict possible? How could this have been avoided? Who was right in the handling of the conflict: the British, the Jewish population, or the Arab population? Was anyone right? What are alternatives?

Formal debate to debate which side of the conflict was correct, and how policies could be made to avoid further conflict Close reading and annotations on primary sources Movie viewing to set up context of situation in Israel due to British policy Guest speaker to get historical context of the worlds (esp. Europes) treatment of Jewish people Graphic novel project (assigned by instructor) with perspective taking as a portion

to ensure that higher-order thought is infused in their projects.