Meg Klingelhofer Seminar: Lesson Plans February 25, 2014 Lesson #4: geography quiz, video clip, guided

note taking (45 minutes) Objectives/Goals Students will be able to distinguish countries in the regions of the Middle East and North Africa on a map in order to gain understanding of the effects of geography on foreign relations. Students will be able to analyze the portrayal of the Jewish plight post-Holocaust in order to appraise the need for Jewish settlement in Palestine. Students will be able to undertake guided note taking in order to synthesize information from different media. Standards NCSS Social Studies Standards Culture: explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns People, Places, and Environments: describe how people create places that reflect ideas, personality, culture, and wants and needs Individuals, Groups, and Institutions: give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture Power, Authority, and Governance: give examples of how government does or does not provide for the needs and wants of people, establish order and security, and manage conflict Global Connections: investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war PA Reading/Language Arts Assessment Anchors E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events Common Core ELA for History/Social Studies RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts) Materials & Preparations Individual copies of geography quiz The Long Way Home Youtube video Pens Notebooks/loose-leaf paper Word document outlining guided note taking on British policies that directed its treatment toward Jewish and Arab populations in Mandatory Palestine Laptop/Promethean board

Classroom Arrangement & Management Concerns Class of 24 with desks arranged in the shape of a large horseshoe around the room Management focus: civil conversation; ask the teacher rather than each other for clarifying questions (to eliminate cross-talk); monitoring of quiz taking procedure to ensure integrity; remain focused during the watching of the video clips Expectations will be open on the laptop and can be projected on the Promethean board if needed for reminders Launch: Geography Quiz (15 minutes) Students will take a quiz that will entail filling the correct countrys name on a map of the regions of the Middle East and North Africa. This is to give the students geographic context for future foreign relations discussions, as well as to connect the age of European imperialism with 20th century regional politics Hook (~10 minutes) We will watch about 10 minutes of the documentary entitled The Long Way Home in order to give the students context and video evidence of what happened to Holocaust survivors after the concentration camps were liberated, and how British policies in Mandatory Palestine affected movements of this population Direct Instruction (15 minutes) Guided note taking, led by the teacher, on the subject of British policies in Mandatory Palestine, in order to illustrate British hand in the buildup of tensions between Jewish and Arab populations in this territory that continues today Students will engage in active note taking, which entails taking the outline that the teacher composes and putting it into their own words

Wrap-Up (5 minutes) Students will complete a short exit slip answering the following question: What do you think was the British policy that was most detrimental to relations among British officials and the Jewish and Arab populations of Palestine? Anticipating Student Responses Students will receive very straightforward instructions for completing the quiz so that they know exactly what is expected of them on this assessment. During the video, they should take notes, which can be easily transmitted into checks for understanding as they can compare the notes they took during the video clip with the outline of notes that they will receive during guided note taking. Assessment of Objectives/Goals I will assess students understanding of geography of the Middle East and North Africa by grading their map quizzes. In addition, more informal assessments include checks for understanding, checking students notebooks for completeness of active note taking, and assessment of the exit slips. Accommodations

Accommodations for students who may find the material too challenging Students will get a word bank of the countries from which they may choose during the quiz. During note taking, they will receive a graphic organizer to help them organize their thoughts and integrate these thoughts with the notes provided in the outline. Accommodations for students who may need greater challenge and/or finish early Students will be encouraged to check over their work before turning their quizzes in. I will have a question on hand for them to work on until the rest of the class until the rest of the students complete the quiz. This question will be on the subject of reflecting on a time when they were forced into a leadership position that they did not want, which draws them into the subject of British policies in Mandatory Palestine. Lesson #5: Socratic seminar (90 minutes) Objectives/Goals Students will be able to close-read 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 back up claims. Standards NCSS Social Studies Standards Culture: explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns; give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference Time, Continuity, and Change: demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views; identify and use various sources for reconstructing the past Individuals, Groups, and Institutions: identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts Power, Authority, and Governance: give examples of how government does and does not provide for the needs and wants of people, establish order and security, and manage conflict; identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations Global Connections: investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war Civic Ideals and Practices: recognize that a variety of formal and informal factors influence and shape public policy PA Reading/Language Arts Assessment Anchors B-K.1.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text B-C.2.1.1 Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others

B-C.3.1.1 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims B-C.3.1.2 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts E.1.1.2 Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s) E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events Common Core ELA for History/Social Studies RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) Materials & Preparations Individual copies of primary source packet, assigned the past week, complete with annotations and a separate summative document Pens Rubric Notebook/loose-leaf paper Classroom Arrangement & Management Concerns Class of 24 desks arranged in the shape of a large horseshoe around the room so that all students are visible to each other Management focus: no yelling over each other in the debate; respect each others opinions, and disagree with the idea rather than the person Use Class Dojo to evaluate student behavior and engagement, as well as a rubric that includes a category for not following decorum and classroom expectations Discussion Preparation (5 minutes) Students have time to look over their annotations and summative documents prior to beginning the seminar Socratic Seminar (80 minutes) Seminar usually begins with a time for students to discuss points that they found to be especially important from the reading. If necessary, the teacher will steer the discussion using questions that have been planned ahead of time. NOTE: Because I have not yet chosen the exact primary sources that the students will study for this discussion, I do not have specific questions planned at this time. Wrap-Up/Reflection (5 minutes) Students will self-assess their own performances in the seminar by writing a few sentences to be handed in as an exit slip before leaving class.

Anticipating Student Responses I will perform checks for understanding periodically throughout the discussion in order to ensure that students continue discussing pertinent content and that they really understand and can work with the material that they have read. As the facilitator of the discussion, I will be able to steer the conversation in case of misunderstandings or tangents. Assessment of Objectives/Goals I will assess students by checking for the presence of all students separate summative documents. Additionally, I will keep a rubric to record each students contributions to the graded discussion, as well as read students self-assessments that they will complete after the discussion. Accommodations Accommodations for students who may find the material too challenging Students will be able to discuss readings with those around them in order to prepare for the discussion. Additionally, students who are shy or lack confidence in their abilities to present challenging information will have the option not to participate in the discussion, although they will be encouraged to do so. If the reading material is too difficult for them, they can modify the assignment or may even be provided with secondary sources or less challenging material so that they may still participate. Accommodations for students who may need greater challenge and/or finish early Students are encouraged to bring extra outside reading material into the classroom for the discussion, provided that these sources pertain to the subject being addressed. In this way, they can learn more and help their classmates to gain even greater understanding of the topic being discussed. Lesson #6: Debate (90 minutes) Objectives/Goals Students will be able to plan and participate in a debate on chemical warfare in order to devise and verbalize an argument. Students will be able to cite specific evidence in order to support their claims. Standards NCSS Social Studies Standards: Culture: explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns; give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference Time, Continuity, and Change: demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views; identify and use various sources for reconstructing the past Individuals, Groups, and Institutions: identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts

Power, Authority, and Governance: give examples of how government does and does not provide for the needs and wants of people, establish order and security, and manage conflict PA Reading/Language Arts Assessment Anchors B-K.1.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text B-K.1.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, how individuals influence ideas or events) E.1.1.2 Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s) Common Core ELA for History/Social Studies RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) Materials & Preparations Individual copies of primary sources utilized throughout the unit Pens Lined loose-leaf paper (or graphic organizer for differentiation) Individual copies of rubric for self-assessment Youtube video (still choosing between two) Classroom Arrangement & Management Concerns Class of 24 students with desks arranged around the room in a box shape Debate position: the student on each side who presents each part will stand in the middle of the box; the rest of the class will be seated at their desks Management focus: no yelling over each other in the debate; remaining focused on independent self-assessment; respect each others opinions, and disagree with the idea rather than the person Use Class Dojo to evaluate student behavior and engagement, as well as a rubric that includes a category for not following decorum and classroom expectations Launch/Direct Instruction (15 minutes) Introduce the debate on whether any of the populations involved in Mandatory Palestines politics had the correct ideas; set expectationsno shouting over each other, disagree with the idea and not the person, be respectful even when arguing an opposing side, work as a team to come up with argument Debate Preparation (25 minutes) Split the class into three groups, with 8 students in each. One group will be arguing for the Jewish populations solution to the problem between the Jewish and Arab populations in Palestine; one group will advocate for the Arab

populations case; one group will act as Britain and explain the decisions these administrators made while governing Mandatory Palestine. Students will have time to brainstorm arguments individually (10 minutes) before working together with their whole group to synthesize the argument lists and put a master argument together

As a group, each side will come up with an opening statement, as well as some counterpoints for rebuttal. The sides will each pick one student to deliver the opening statement, one student to ask the groups clarifying questions, one student to deliver a rebuttal, and one student for the closing statement. (15 minutes) Debate (35 minutes) Opening statements (5 minutes) Asking of clarifying questions (10 minutes5 for planning, 5 for delivery) Rebuttal planning and delivery (10 minutes5 for planning, 5 for delivery) Closing statement planning and delivery (10 minutes5 for planning, 5 for delivery)

Students not presenting will be taking notes on what is said by each side Debrief & Wrap-Up (15 minutes) Silent self-evaluation on individual and group performance during the debate (2 minutes, before starting videostudents can finish evaluation while video plays) Play a Youtube video on Israel-Palestine relations (8 minutes) *I am between two videos, so I need to pick one of them* Discuss meaning of the videorepercussions of attitudes on current relations, in preparation for class discussion tomorrow about contemporary Middle East/IsraelPalestine relations (5 minutes)

Anticipating Students Reponses & Your Possible Responses I will describe my expectations for behavior during the debate, as well as show the students the rubric that I will use in order to quantify the quality of their participation. I will also be on hand to interject if students do not respect the norms of the debate. Assessment of Objectives/Goals There will be a few periodic checks for understanding before transitioning to different parts of the lesson, especially during the debrief at the end of the lesson. The other informal assessment will be students self-evaluations of their (and their groups) performance in preparing for and working during the debate. Other assessments of students understanding and completion of objectives are the notes that each student took in preparation for the debate.

Accommodations Accommodations for students who may find the material too challenging Students will be able to work in groups in order to prepare for the debate. Additionally, students who are shy or lack confidence in their abilities to present challenging information will have the option not to be presenters in parts of the debate about which they feel unsure. Accommodations for students who may need greater challenge and/or finish early Students are encouraged to bring extra outside reading material into the classroom for the debate, provided that these sources pertain to the subject being addressed. In this way, they can learn more and help their classmates to gain even greater understanding of the topic being debated.