Lesson #4: geography quiz, video clip, guided note taking (45 minutes) Objectives/Goals Students will be able

e to distinguish countries in the regions of the Middle East and North Africa on a map. Students will be able 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 apply existing guided note taking skills 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. It is essentially to check their fact recall, but knowledge of these regions geography will give the students geographic context for future foreign relations discussions, as well as connect the age of European imperialism with 20th century regional politics. Although students will have had access to maps of these regions from the time when Palestine was under British control, the map used on the quiz will be based on contemporary geography so that students can blend what they are learning about the Middle East in the early 20th century with places that they read about in newspapers now. Knowledge of the current geography of these regions will also help them in a later lesson in which we will discuss contemporary issues in these regions. 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. (See separate document) 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. A list of these questions is included in the timeline for the unit. They can either be used for enrichment and critical thinking for students who complete tasks early, or be used as admit or exit slips for the whole class.