Meg Klingelhofer Unit Topic: _Policy Behind the Creation of Israel__ Grade level:___7____ Stage 1 Desired Results Content

t Standard/Established Goals(s): (The standards are fully written out in the convergence chart, which will be turned in on Friday, 2/7.) 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/Language Arts Assessment Anchors: B-K.1.1.1, B-K.1.1.3; B-C.2.1.1, B-C.3.1.1, B-C.3.1.2; E.1.1.1-5 Common Core ELA for History/Social Studies: RH.6-8.1, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9 Understanding(s) Students will understand that: There can be many sides to the same story; Bias exists in many forms, no matter how official something may seem; Leaders are human too; they make mistakes, and sometimes these mistakes cause difficulty in unforeseen ways Essential Question(s): How can I teach students to take different perspectives when learning about historical events and relate this to decision making in their own lives? How did this conflict come to be, and could it have been avoided? (Why cant we just get along?) How can we learn from the past to change the ways we view leaders? Are they always infallible? What should we do when they are not? How does this situation compare with other countries unrest today? Students will be able to

Student objectives (outcomes): Students will know

Recount key players, documents, Key facts, players, and dates relating and dates in the time period to this time period between the fall of the Ottoman empire and the creation of the nation Geography, in relation to foreign relations in the Middle East/North of Israel Africa and in terms of European Use primary sources to cite evidence colonization of these areas during a debate Formal debate procedure Reflect on their own experiences, in writing and through class discussion, Change on all levels can be made through perspective taking in relation to this historical period in which decision-making was made Competing beliefs of each side difficult by competing interests and involved in the politics and eventual perspectives conflict; reasons behind these beliefs Stage 2 Assessment Evidence Performance Task(s): Other Evidence:

Formal debate to argue which, if any, Geography quiz on the Middle of the three sides involved worked East/North Africa to synthesize the best to resolve the tension, and how knowledge they have gained with the policies could be made to avoid locations of each place their learn conflict, with the central question about addressed being: What if (insert Traditional quiz to check for population) had been able to act out understanding of the facts taught their proposition in Mandatory Admit/exit slips around each instance Palestine? of direct instruction so that students Reflective short writing assignments can reflect on what they have each day so in order to blend their learned each class and connect these own thoughts with the information thoughts with their own life they learn each class experiences Self-assessment following the debate Note-taking during the debate to so that they can gain agency for their ensure ongoing engagement and own learning enhance understanding of the concept being debated Written assignment about personal opinions of ideas that came out Possible graphic organizers or during the debate, to analyze the collected notes following movie conclusions drawn from dissention viewing, guest speaker, etc. to assist with classmates students in organizing their thoughts Ongoing graphic novel project: Annotations/separate summative Students will create a graphic novel documents taken during reading centered around a time when either assignments so that students show they had to make a tough decision or their analysis of the documents they they could have stepped in to stop a have studied and put their thoughts wrong but did not do so, in order to on paper reflect on their own lives while also thinking about the effects of their actions on others Stage 3 Learning Plan Learning Activity Objectives/Goals Formative Assessment Informal introductory in-class discussions Students will be able to blend prior knowledge with new content in order to gain a greater understanding of the conflict. Students will be able to close-read, annotate, and reflect on primary source documents in order to synthesize their thoughts with textual evidence. Students will be able to reflect on subjects learned in class and connect these Ask specific questions to check for prior knowledge, understanding of new content, etc. Turn in annotations and separate summative documents; co-construct meaning of parts of the documents These will serve as formative assessments to ensure that students

Beginning Culminating

Close-reading and annotation making of primary sources

Reflective writing

Socratic seminar

Formal debate

Graphic Novel Project

to their own lives in order to express themselves in writing. Students will be able to close-read, annotate, and reflect on primary source documents in order to discuss historiography of the period known as Mandatory Palestine. Students will be able to cite specific textual evidence in order to reinforce claims. Students will be able to devise and verbalize an argument in order to plan and participate in a debate on procedures for lessening tension between local populations in Palestine. Students will be able to cite specific textual evidence in order to reinforce claims. Students will be able to reflect on difficult decisions they have made in order to create a graphic novel. Students will be able to synthesize their own perspectives with those of others involved in their stories in order to study the effects of perspective taking on decision-making.

understand what they learn each day Checks for understanding shown through students comments

Check in with each group during the planning stage to ensure that appropriate sources are used and arguments are made

Informal check-ins with each student on their subject and progress