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Lesson Plan Template for Teach-For-A-Day, 2015

Teaching Team: Angela Campbell, Gemma Smith, Lesson Topic/Title: Israel Palestine conflict
Leah Primeaux, Lee Latino, Nik Sherrill, Allison Crull

Subject Area/Grade Level: Conflict between Israel Date(s): 20th century to modern day
and Palestine.
7th grade Pre-AP and GL

Objectives/Standards (refer to specific TEKS):


The students will understand:
-How the conflict between Israel and Palestine began
-Which political events led up to it
-The role of religion in the conflict
-The continuation of the issue today (in the modern world)
-We will give an in depth description in our Prezi presentation of the way the difference in religion and
political belief affect the issue.
-Students will understand nationalism and how it played a role in the Israeli Palestine conflict. (The
Palestinian Arabs who had lived in Palestine before it became a Jewish homeland believe that the land is
theirs because they were there first and should not be a Jewish homeland, but the the Britain colonizers after
World War I had authority and created a Jewish homeland in Palestine)

TEKS this teaches to: (Social studies: 8th grade section 23 (B)) explain the relationship between urbanization
and conflicts resulting from differences in religion, social class, and political beliefs
________________________________________

-We will explain a little bit about the novel we read to spark our ideas for this presentation; The Lemon Tree
and then give an analogous summary of the book in our Prezi presentation.
-The students will understand that the two characters in the book are facing religious and political odds to
carry out a friendship because they are from two nations at war (Arabian Palestine and displaced Jewish
people).

TEKS this refers to: (English Section 3 (C)) explain how the values and beliefs of particular characters are
affected by the historical and cultural setting of the literary work.

-We will lead the class in the dissection of a poem by a Palestinian poet.
-The students will analyze for Point of View (as well as other literary devices), to try and establish connections
between themselves and the Palestinians that this poem is referring to.

TEKS this refers to: (9) The student reads to increase knowledge of own culture, the culture of others, and
the common elements of cultures. The student is expected t

Essential Learnings (What do you want the students to learn about your culture?)
What started the conflict (British colonizers favoring the Jews in Palestine above other religious social
groups)
The conflict is still going on and doesn't look like it is going to end soon (Both Israelis and Palestinian people
are still fighting for their right to be in their homeland and want it for themselves.)
The United States role in the conflict (The U.S. supports Israel and their fight for the homeland by providing
them with weapons)
Where Israel and Palestine are located on a map and the general geography of the surrounding countries in
the Middle East.
What the United Nations (UN) is and their role in helping this conflict between Israel and Palestine.
Lesson Plan Template for Teach-For-A-Day, 2015

Activities: How will you check for


As each student walks in the door, they will draw a slip of understanding or assess
paper out of a plastic container held by an AHS student. The slip will learning?
have the name of one of 5 countries on it, Great Britain, United
States of America, Egypt, Palestine, or Israel. We will give them an exit
The students will then sit down at a group of desks or a ticket at the end. The question
table, that matches the name of the country on their slip of paper. we will be asking them is how
Once the students are seated in groups (5 groups, with would you react if you were an
hopefully 4 or more students per group) we will go through the Prezi Israeli or Palestinian in this
presentation and give an introduction to our activities as well as a situation? Please respond in 2-4
summarized history of the conflict. sentences.
We will be doing an interactive simulation of a United
Nations meeting in which each of the 5 groups is given the same
description of an event pertaining to the conflict (we will be doing 2
events, event A and event B) and a list of three possible plans of
action. Each group will then discuss which option they think is the
best choice and select one ambassador to stand up along with the
other four ambassadors (from other groups) and present their
groups decision (ambassadors will be awarded with a piece of
candy).
After the first event (event A), we will pass out a copy of a
poem called To Our Land by Mahmoud Darwish and describe to
them the dissection activity we will do.
The students will circle words (repetition) that they think
are key to the poets reason for writing the poem, underline
examples of point of view and box any examples of imagery they
notice.
This will then lead into Event B where they will chose
another ambassador from their group to present their decision. And
the same activity as before follows.
The lesson will conclude with the students filling out an exit
ticket and as they turn it in they will receive a piece of candy.
Lesson Plan Template for Teach-For-A-Day, 2015

Interdisciplinary Connections: (What part of your lesson involves English? What types of activities relate
to Social Studies?)
English
In the beginning of our Prezi, we will be giving the students an analogy to relate the conflict to the real
world. This comparison will hopefully allow the students to comprehend the idea in a fuller way.
Between different event topics we will hand out a poem written about conflict from either side. This poem
is called To Our Land by Mahmoud Darwish. We will then ask the students to look for different literary
devices such as imagery, point of view, and repetition.
The stimulation during the lesson will be a United Nations meeting and during this students will have to
learn how to create a solid argument to convey their point. They will also have to stand up and read their
argument and allow for other groups to listen.

Social Studies
Learning about major events such as the establishment of Israel, the 1948 war, and the event present day.
Teach students the geography and location of where Israel and Palestine are and how the state of Israel was
created.
Perform a simulation where students participate and represent different countries in the United Nations and
how they would decide on splitting the land. (We are not necessarily having them pretend to hold the
country that they are representing position on the event, but rather the country name is there to represent
different countries involved and to split them up into groups).
The students have to actually come up with a reasonable solution to the question that we will be providing
them during the simulation and share their group's decision to the class.

Levels of Thinking in Lesson: Closure:


Exit ticket:
__X___ Knowledge (Remember) How would you react if you were an Israeli or
__X__ Comprehension (Understand)
__X___ Application Palestinian in this situation? Please respond
__X___ Analysis in 2-4 sentences.
__X___ Evaluation (Critique)
__X___ Synthesis (Create)
Lesson Plan Template for Teach-For-A-Day, 2015

Teaching Team Roles and Responsibilities: (Who will teach which aspect of the lesson? What is each
person responsible for preparing/bringing/researching/creating?)

Angela: Introduce poem dissection activity. Ask for response from students, but also provide more in depth
description of literary terms if needed or students are not aware of. Also reads questions of Event B.

Allison: In charge of exit ticket (explain what it is about), explain vocabulary. Ask for students to turn in their
exit tickets and get a piece of candy from the bowl.

Leah: Explain analogy. Explain United Nations simulation activity. Call on the table groups one at a time to
have their speaker present their choice. (walk to table with candy bowl to reward speaker). Ask for response
from students, but also provide more in depth description of literary terms; Point of View + imagery

Lee: Geography. Read and explain the options (questions) for event A. Pass out UN simulation events as Leah is
explaining what the activity will be.

Nik: Hands out papers to students as they walk in. Explain Event B, the 1948 war. Open for the video.

Gemma: Introduction to project and purpose. Explain event A.

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