Lesson Plan December 18, 2016
Arab Spring Mini Unit and Final Assessment
Goals for the Arab Spring Mini Unit Summative Assessment:
1. BECOME experts on your area of the Arab Spring by reading/listening to/watching all of the resources listed below AND finding any other resources from your other classes or personal research that might be helpful
2. CREATE a short Google Presentation that answers all the following questions about your specific country
* What are 2 long-term causes of the revolution?
* What are 2 short-term causes of the revolution?
* Which 2-3 Enlightenment values or ideas were the people fighting for? (E.g. What were/are people protesting?)
* How did the government respond?
* What are 2 effects or results of the revolution? Were they positive or negative?
* What is happening in your country today? Who is in charge? Will there be elections? If so, when?
* What are some differences and/or similarities with the French and/or Haitian Revolution? (Answers will vary based on your country).
* How successful (on a scale of 1-5) has your revolution been so far? Did they achieve their goals? Explain. 5 = They achieved their goals and the country is a peaceful, organized democratic system. 1 = The revolution created significantly more chaos and now is in a much worse place than they were before.
* How can you justify the widespread change of traditional values OR was the change worth it in the end?
3. ORGANIZE your 20-minute lesson and prepare to present it to the class. Possible ideas to include in your Google presentation to make it interesting and engaging are:
- Short video clips (max 2:30) + questions for class to answer
- Political Cartoon + questions for class to answer (questions can be to draw an image, write a reaction or a reflection, determine symbolism)
- 1-2 open-ended discussion questions for class to answer (consider having students write answers before discussing)
- A song about a revolution that connects to your country (no more than 30 seconds - 1 minute) and follow up questions (questions can be to draw an image, write a reaction or a reflection, determine symbolism)
- A Facebook page that summarizes major ideas, concepts, or anything else creative you want to showcase
- Short review game at the end of class (no more than 5 minutes at the end to summarize presentation)
4. Prepare a note sheet for your classmates that includes the following:
+Any notes you took to prepare for your presentation
Any resources you used for your presentation
Staple to the back of this packet
The Arab Spring Mini Unit Plan
The Arab Spring Powerpoint and Arab Spring packet attached below outline the structure of a unit that analyzes the Arab Spring in the context of the French and Haitian revolutions. The PowerPoint is complete with daily agendas, political cartoons, a background on the Arab Spring, a to-do list for the final, and many images and videos (some graphic) on the revolutionary movement. The packet, which is designed for students to follow along while exploring the resources and exercises outlined in the powerpoint, includes a graphic organizer for the political cartoon analysis. It also includes three different news articles that have been tailored for high school freshmen.
Our class spoke with Pulitzer Center grantee Reese Erlich as part of the research for students' final projects. To schedule a Skype session with a Pulitzer Center journalist, email email@example.com.
Arab Spring Mini Unit Summative Assessment
For their summative assessment, students designed presentations on one country involved in the Arab Spring. See Final Assessment for more details. The guiding questions for the assessment are listed to the right. Click on the resouces below for a full description of the assessment and a list of resources that students can use as part of their research.
<p>The Arab Spring Mini Unit was the culminating piece of a six-week unit on Revolutions: four weeks on the French Revolution, one week on the Haitian Revolution, and one week on the Arab Spring. The unit could easily be modified to be longer or shorter depending on timing. This lesson was designed for high school freshmen but could apply to any age high school student with a fundamental knowledge on Enlightenment principles and values and the driving forces behind revolutionary movements. Due to timing, I was only able to introduce the background of the Arab Spring and the reasons why it started in Tunisia. The summative assessment was student presentations on one country involved in the Arab Spring. See Final Assessment for more details.</p>
<p>The Unit Packet includes a graphic organizer for the political cartoon analysis and three different news articles that have been tailored for high school freshmen. The PowerPoint is complete with daily agendas, political cartoons, a background on the Arab Spring, a to-do list for the final, and many images and videos (some graphic) on the revolutionary movement.</p>
<p><a href="https://docs.google.com/presentation/d/1RlZM95D7qrTSrY4Mft1vt6KgI4r3H9kS5ubOHt-CebM/edit?usp=sharing">Arab Spring PowerPoint</a></p>
<p><a href="https://docs.google.com/document/d/1ddu0iRmFPzw-xiGFkOamcxsgbGv23Feil48BdHKkFaU/edit?usp=sharing">Arab Spring Packet</a></p>
<p><a href="https://docs.google.com/document/d/1_QU0zStLlkHSKkj1f8ZwOOEKlZ_H480YEEYOFbyJr1U/edit?usp=sharing">Arab Spring Final Assessment</a></p>
<p><a href="https://docs.google.com/document/d/1MT6vuhWSQ0dA2CKUbrC2PjZM9z0z5GQMIneKXs52ILA/edit?usp=sharing">Resources for Final Assessment</a></p>
The unit includes a powerpoint that outlines daily agendas, background readings on the Arab Spring, resources for class discussions and the project description for a summative assessment that asks students to analyze the Arab Spring from the perspective of one country. This lesson was designed for high school freshmen but could apply to any age high school student with a fundamental knowledge on Enlightenment principles and values and the driving forces behind revolutionary movements.
REPORTING FEATURED IN THIS LESSON PLAN
Ellen Knickmeyer has been traveling the Arab world from the first weeks of the revolutions to tell...
Conflict and Peace Building