Professional Documents
Culture Documents
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
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
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-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
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.
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.