Arab-Israeli Conflict: Conclusion

Agenda 2/25-2/27:

1. Students learned about the Camp David Accords.
2. Students participated in a role play and debated current issues facing the region.
3. Students took a quiz over the conflict.

HOMEWORK:

Get the Keylor book from the library - DUE - Monday 3/2

VICE News: Fallout in Gaza:

The Arab Israeli Conflict in the 1970s

Agenda 2/18-20:

1. Students read about the situation in Israel after the 1967 war.
2. Students read and discussed the ambiguity and differing interpretations of UN resolution 242.
3. Students learned about the context of the 1973 Yom Kippur war and Anwar Sadat's strategy as a means to a peace negotiation.
4. Students watched a film about the Yom Kippur War [below].
5. Students made posters of the causes, course, and consequences of the 1948, 1956, 1967, 1973 conflicts in the Middle East.

Yom Kippur War:

Arab Israeli Quiz

Students will take a quiz over the Arab Israeli conflict next Friday 2/20 Wednesday 2/25. Below are the prompts. There will be a document analysis section on the quiz as well.

Students will answer one of these prompts:

• Analyze the reasons for the flight of Palestinians refugees between 1947 and 1952.
• Assess the impact of the Sévres Protocol and its aftermath on international relations in 1956.
• Examine the aims and actions of the Palestine nationalist organizations between 1964 and 1979.

Students will also answer one of these prompts:

• Evaluate the extent to which the 1967 War can be considered a success for Israel.
• Discuss the impact of the 1967 war on the situation of the Palestinians.
• Evaluate the view that the Camp David Accords were a triumph for Egypt and a failure for Israel.

The Six Day War - 1967

Agenda 2/11-13:

1. Students were given time to wok on their book journals.
2. I gave a lecture about the rise of Palestinian nationalism including an explanation of Yasser Arafat, Fatah, The PLO, and the PFLP [below]. Students watched a short film about the Munich Olympics hostage crisis.
3. Students learned about the causes, course, and consequences of the 1967 war between Israel, Egypt and Syria.
4. Students looked at UN resolution 242, which ended the war, but left unresolved the issue of settlers and refugees.

Palestinian Nationalism:

Munich 1972:

Outcomes of the Suez Crisis

Agenda 2/9:

1. Students reviewed the causes and course of the 1956 Suez Crisis. I explained how the crisis effected relations between countries in the Middle East.
2. Students had time to continue reading the Fraser text.

HOMEWORK:

Arab-Israeli Book Project - DUE - Friday 2/13

The Suez Crisis:

Refugees and the Right to Return

Agenda 2/6:

1. Students had in class work time to read and take notes from the Fraser book
2. Students listened to a podcast about Jewish education and refugees after the 1948 war.
3. Students read about events in Palestine between the 1940s and 1950s. Here is the Graphic Novel excerpt.

HOMEWORK:

Keep reading and taking notes from Fraser

The Suez Crisis 1956

Agenda 2/4:

1. Students reviewed events regarding the Arab Israeli conflict that we've covered this far.
2. Students learned about the 1956 Suez Crisis. Read pages (Fraser - 55-72). 
3. Students also watched clips [approximately 44:15 - 54:00] from the film The 50 Years War.

HOMEWORK:

Arab Israeli Conflict book project - DUE - Friday 2/13

The 50 Years War:

The British and Palestine

Agenda 1/23-26:

1. Students read from the Fraser text The Arab Israeli Conflict. They took notes, following the requirements of the reading journal project.
2. Students viewed a series of documents detailing the early relationship and promises between Arabs and Jews. Students plotted these on a graph tracking vacillating British support of Arabs and Jews through time.
3. Students watched film clips [below] about the British and Palestine between WWI and WWII.  

Promises and Betrayals:

HOMEWORK:
Learn this vocabulary for the final.

2015 State of the Union

Today students viewed and discussed President Obama's State of the Union Address. They looked at Republican responses and found parts they agreed and disagreed with.

HOMEWORK:
DUE Friday 1/23 - Arab-Israeli conflict reading journal notes Introduction and Chapter 1. Have your notes and summaries ready at the beginning of class.

Origins of the Arab Israeli Conflict

Students created maps of the Middle East. They considered geography, religion, population and ethnic groups in creating five different countries. I explained to the student how four different events created a "Recipe for Disaster": The McMahon-Hussein Correspondence, The Sykes-Picot Agreement, The Balfour Declaration, and the Partition of Palestine.

Students then continued reading The Arab-Israeli Conflict by Fraser. Students began organizing their notes in a journal.

HOMEWORK:
Arab Israeli Conflict Reading Journal - Intro notes and summary - DUE - Wednesday 1/21

Hitler Quiz Prompts

Students will take a quiz covering the unit on Hitler. Below are the prompts. Students will need to answer two prompts at random.

•  Analyze the methods and conditions that enabled Hitler to rise to power in Germany.
• Evaluate the way in which Hitler was able to consolidate his rule between 1933 and 1938.
• To what extent were the lives of ordinary Germans affected by Nazism? Identify at least two groups.
• In what ways did people resist Nazi rule? Provide examples.

Hitler's Domestic Policies

Students learned about Hitler's domestic policies. They took notes from the powerpoint below and watched a clip for the film World at War.

Hitler's Domestic Policies:


World at War [start at 23:00]:

Internal Assessment and Hitler

Agenda 12/15-17:

1. I reviewed the expectations of the Internal Assessment. Students looked at several sample papers with moderator comments. I handed out an OPVL worksheet to assist them in evaluating their sources.
2. Students read a text about Hitler's consolidation of power, summarizing his methods.

HOMEWORK:

IA DUE - Friday, January 9th

Hitler's Consolidation of Power Reading - DUE - Friday, December 19th

Hitler - Consolidation of Power

The last two classes:

1. Students learned about Hitler's consolidation of power and the rise of the Nazi party.
2. I checked in with students about their progress on the Internal Assessment. The IA is due January 9th, 2015.

Hitler's Rise and Consolidation of Power

Agenda 12/8:

Students read an article about events occurring prior to Hitler's ascension to Fuhrer. After they watched the first ten minutes from the documentary The World at War: A New Germany.

Today students were given the period to work on their Internal Assessment papers.

HOMEWORK:
IA - 10 notecards with quotes
IA - Plan of investigation

Hitler

Last Monday students took a quiz over Peron. In the following lessons, they began learning about Hitler and Weimar Germany. Students participated in a simulation of the 1932 election in Germany. Friday the 5th was a day set aside for students to work on researching their Internal Assessment.

Materials used:
Weimar Republic Reading
Graphing German Election Results 1919-1933

HOMEWORK:
IA - Plan of Investigation
IA - 10 Notecards (quote on one side, citation on the other)
Both DUE - Friday 12/12

Eva and Propaganda

Agenda 11/19:

1. Students meet with me to discuss topics and research questions for the Internal Assessment.
2. Students participated in a Socratic seminar about propaganda in Argentina under Peron and the work of Eva Peron. They used a series of articles (1 and 2) to base their discussions.
3. Students then watched clips from the film Evita depicting major events from the Peron era.

HOMEWORK:

QUIZ - Peron - DUE - Monday 11/24
Finish Reading Pearson Chapter 2

Quiz Prompts:

• Account for the rise to power of Juan Peron and assess his impact upon Argentina.
• Evaluate the role did Eva Peron play in Juan Peron’s rise to power and during his presidency?
• Compare and contrast Peron to one other authoritarian leader (Stalin, Mao, or Castro). Select one element of society to compare and contrast (Rise to Power, Ideology, or Domestic Policies).

The Perons

Agenda 11/12:

1. Students were introduced to the IB Internal Assessment and encouraged to start thinking about an area that they want to research.
2. Students listened to a podcast about Eva Peron, taking notes.
3. Students read pages 10-17 in the Pearson text, taking notes about Peron's rise to power.
4. Lastly, they looked at a speech given by Peron, outlining his political philosophy. Students evaluated the points of the speech in terms of them being strong or weak in terms of real, enact-able government policies.

HOMEWORK:

Bring Pearson to class

Castro Quiz

Agenda 11/7:

Students tool the quiz on Castro, read an article about Castro by Alice Walker, discussing the idea of white male corporate dictatorship. After they watched a few clips from the film Evita. 

Castro Quiz

On Monday, students prepared for a simulation debating the future direction of Cuba. On Friday, they will be taking a quiz over the unit on Castro. Students will be asked to answer two of the following questions at random.

Castro prompts:

• Analyse the conditions and actions that helped Castro take power.
• How did Castro express his ideology in History Will Absolve Me?
• Why and how did the rebels win?
• Assess the methods used by Castro to eliminate opposition.
• How did Castro's reforms shift over time? Consider central planning versus free market policies.
• To what extent was Castro successful in achieving his aims?
• Examine the role of two of the following social policies in Castro's Cuba: women, education, arts, religious groups.

HOMEWORK:
Finish Simulation Preparation