Goals and objectives
Goals:
The students will learn about the forces of nationalism in the Middle East, how the state of Israel was created and the significance of it as well as how the Holocaust affected world opinion on the creation of Israel.
Objectives:
The students will analyze, describe and illustrate the forces of nationalism in the Middle East, the effect of the Holocaust and the significance of the creation of Israel, as well as the significance of these changes.
The students will learn about the forces of nationalism in the Middle East, how the state of Israel was created and the significance of it as well as how the Holocaust affected world opinion on the creation of Israel.
Objectives:
The students will analyze, describe and illustrate the forces of nationalism in the Middle East, the effect of the Holocaust and the significance of the creation of Israel, as well as the significance of these changes.
California State standards and common core standards
10.9 Students analyze the international developments in the post–World War II world.
6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
Common Core:
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
Common Core:
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Lesson introduction
The teacher will begin the lesson by having the students fill out an anticipation guide (in student handouts). The anticipation guide will ask the students to give their own definition of the word nationalism and how they think nationalism will affect the post-World War II world. (5 minutes) Then the teacher will lead a class discussion regarding the student’s answers on their anticipation guides.
Vocabulary
Throughout the lesson and the reading there will be a variety of vocabulary words given and defined for the students, they are to put them into their class vocabulary journals.
The key vocabulary for this lesson will be:
1. Nationalism
2. Zionism
3. Judaism
4. Ben-Gurion
5. Suez Crisis
6. Baghdad Pact
7. Pan-Arabism
The key vocabulary for this lesson will be:
1. Nationalism
2. Zionism
3. Judaism
4. Ben-Gurion
5. Suez Crisis
6. Baghdad Pact
7. Pan-Arabism
content delivery
The teacher will begin by having the students take out their text books, they will be going over chapter 31 section 3, Pages (950-953). The teacher will then start by reading the headings and subheadings, while discussing their importance and implications with the student. The teacher will then read the first section (The Creation of Israel) with the students, showing them what she expects them to do on their own. The teacher will then explain to them their Graphic Organizer assignment, what is expected and how to create it.
student ENGAGEMENT
While reading the students will fill out the graphic organizer that is provided for them. The students will be asked to bullet point the rise of nationalism in Iran and Egypt. Then the students will be asked to create a time line for the creation of Israel, and the students will finish by briefly describing how these influences the world today. The students will also have a vocab list at the bottom of their graphic organizer and they will be asked to draw a picture for each word.
lesson closure
After the students finish their graphic organizers the teacher will ask them to revisit their anticipation guide and answer the question, “Now that we have had a discussion on these topics would you change your answers? If so explain? If not explain why not?”
assessments
Throughout the lesson the teacher uses many different kinds of assessments.
EL: the lesson begins with an anticipation guide, the purpose of the guide is to elicit the student’s prior knowledge on the topic of nationalism. The discussion that follows also is a way of gauging the student’s prior knowledge as well as a way to help manipulate their current schema, if it is incorrect.
PM: While the students are completing their graphic organizers, the teacher will roam around the room checking for understanding, as well as guiding students who may not be grasping the content that is required of them.
Summative: The students will finish filling out their anticipation guide and graphic organizers, the answers the students will provide will serve to inform the teacher as to what concepts the students understood and which ones that the teacher may need to revisit.
EL: the lesson begins with an anticipation guide, the purpose of the guide is to elicit the student’s prior knowledge on the topic of nationalism. The discussion that follows also is a way of gauging the student’s prior knowledge as well as a way to help manipulate their current schema, if it is incorrect.
PM: While the students are completing their graphic organizers, the teacher will roam around the room checking for understanding, as well as guiding students who may not be grasping the content that is required of them.
Summative: The students will finish filling out their anticipation guide and graphic organizers, the answers the students will provide will serve to inform the teacher as to what concepts the students understood and which ones that the teacher may need to revisit.
ACCOMMODATIONS for english learners, striving readers and students with special needs
Throughout the lesson there are many accommodations given for English Learners, Striving Readers and Students with Special Needs. The pre reading and scaffolding that the teacher will do before the students read on their own will help all categories. The graphic organizer with important vocabulary, a lot of think time, and the teacher roaming around the classroom while the students are reading and filling out the graphic organizer will also greatly help these students.