Katie+Maltby

**Grade Level/Subject Area:** 10th Grade World History


 * Unit:** Post WWII and the Cold War


 * Lesson Topic:** The Arab-Israeli Conflict


 * Standard 8:** Recognize significant events and people from the post World War II and Cold War eras.

SS.912.W.8.6 Explain the 20th century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab-Muslim world.

SS.912.W.8.10 Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.


 * Objectives:**
 * SWBAT explain key causes and events of the Arab-Israeli conflict through the completion of research and posting to a class wiki.
 * SWBAT evaluate past U.S. policy in the Middle East through research and group discussion.
 * SWBAT formulate at least three goals and actions for future U.S. policy in the Middle East through group planning.
 * SWBAT create and present a multimedia presentation creatively displaying group research and planning.

**Lesson Overview:** Through problem-based learning, students will be asked to conduct historical research as an investigation of the causes and events of the Arab-Israeli conflict and its impact on current world affairs. Using these findings, students will develop a presentation addressing the following question: "How should U.S. policy in the Middle East be shaped in future years?"


 * Procedures: **
 * 1) Anticipatory Set – Students will begin class by responding to a series of true/false questions regarding the current state of affairs in the Middle East, specifically the area known as Palestine and Israel, and U.S. policy regarding the events in this part of the world. The results to the questions will be used to guide the remainder of the lesson and as a post assessment.
 * 2) To set the stage for the lesson, students will be introduced to the essential question to be answered through problem-based learning. The question reads: "How should U.S. policy in the Middle East be shaped in future years?"
 * 3) For the first part of the lesson, students will be placed in pairs, according to student choice, to conduct historical research of the causes and main events of the Arab-Israeli conflict.
 * 4) Each pair will receive a topic assignment, and will conduct research using the class textbooks, primary source documents, and the Internet. Students will report the findings by posting to a class wiki previously created to display information from the entire unit. Topic assignments will include: Palestine and Jews in Biblical Times, Zionism, Foundation of Israel Post-World War II, The First Arab-Israeli War, Palestinian Refugee Crisis, The Suez Crisis and Sinai Campaign, The Six Day War, Yom Kippur, The PLO, Peace with Egypt/ War with Lebanon, Israeli Society, The Intifada and Peace Agreements. Each topic posting should contain information about the 5 W’s of the event.
 * 5) Next, students will begin the problem-based portion of the lesson. They will be placed in groups of four by the teacher but will remain with their original research partner. Each group will assume the role of a government advisory board for U.S. foreign policy in the Middle East. While each student is responsible for finding answers to the question, they will each choose an individual role as Key Communicator, Presentation Writer, Presentation Designer, or Presenter.
 * 6) The Key Communicator should be interpersonal, keeping the group on track and communicating with the teacher when questions arise. The Presentation Writer completes the written portion of the presentation, while the Presentation Designer will add color, graphics, and special effects to the presentation. The presenter will then present to the class as a representative of the group. These varying roles allow students be of value to the group through their personal strengths.
 * 7) To answer the essential question, students will use the information posted on the class wiki to learn about the cause and events of the Arab-Israeli conflict. In the process, they will record information regarding U.S. involvement and policy throughout these events. Not only will they state facts, but will form evaluations of this involvement and policy across time.
 * 8) The final step will be the design of future U.S. policy based on the perceived failure or success of the past. Each policy must outline at least three goals and the actions needed to reach each one.
 * 9) Using specifications outlined on a rubric, students will create a multimedia presentation to include their findings, evaluations, and answer to the essential question. As each group presents, they will be asked to use the SMART Slate as a mobile presentation device.
 * 10) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">After all groups have presented, a class discussion will take place to compare the various policies and the realities of each.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Technology: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Internet
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Computers (Class Set)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Wikispaces
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Microsoft PowerPoint
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">SMART Slate

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Accommodations for Diverse Learners:** To accommodate diverse learners, students are placed in teams in a variety of ways. Not only are they able to choose a partner who they like to work with, but the teacher also has the ability to form groups based on academic strengths and weaknesses. Each student is also responsible for completing an individual role within the group, with differentiation based on Howard Gardner’s Theory of Multiple Intelligences.

**Informal:** As students work in groups, the teacher will act as facilitator, using informal assessment to check for student understanding and progress. Students will be given daily goals and deadlines that should be met in order to complete the task on time.
 * Assessment:**
 * Formal:** Students will be formally assessed based on the wiki posting, the multimedia presentation, and a post-assessment built off of the anticipatory set. Rubrics will be used to grade both the wiki posting and the multimedia presentation, with individual and group assignments being considered.