TE+408+Unit+Plan

=Unit Plan Lessons=

Week One
   Monday: 1. Students will be able to identify the major figures in Jewish history including Abraham and Moses and David. 2. Students will be able to identify some of the major events in Jewish history including the exodus and the Babylonian exile. 3. Students will be able to explain the basic principles of the Jewish faith, what is required to belong to this religion and who the Jews believe themselves to be. 4. Students will be able to analyze a primary source document and be able to form opinions based on it. WHG F3 K1.4 K1.6 P1.2 ****Primary Concepts:** 1. The origins of Judaism 2. The values of Judaism 3. The practices of Judaism 1. English translated Torah or Bible that contains the Old Testament 2. Copies of graphic organizer to organize the main aspects of Judaism (Historical figures, beliefs, practices) ****Lesson Overview:** 1. Once again give a disclaimer that the views expressed in our discussion are in no way affiliated with the school and that these views should be taken with respect along with anyone who believes in them. The views expressed by myself or any other student is a matter of interpretation and we do not have the ultimate authority to say what is absolutely right or wrong in this discussion. 2. Hand out graphic organizer. 3. Lecture using Power Point and examples from the Torah and Old Testament. 4. After each reading promote discussion on what we can learn about Judaism and how can it fit into our graphic organizer. 5. Show a clip from the movie The Ten Commandments to provide a visualization of something that we talked about in class. 1. Collect the graphic organizer to grade and hand back the next day. 2. Assign points based on the amount of participation of each student. **  Tuesday: 1. Students will be able to identify the major figures in Christian history including Jesus and Paul 2. Students will be able to identity some of the major events in Christian history such as the prophecies before Christ, the birth, ministry, death and resurrection of Jesus, and the missionary journeys of the disciples. 3. Students will be able to explain the basic principles of the Christian faith, what is required to belong to this religion and who Christians believe themselves to be. 4. Students will be able to analyze a primary source document and be able to form opinions based on it.
 * Lesson Title:** Judaism: The beginnings
 * Essential Question:** What are the basic principles of Judaism ?
 * Daily Rational:** To understand the relationship between the three main monotheistic religions in certain political ways, one must grasp what each religion practices and its values. This lesson will provide a foundation for future discussion about the relationship between the religions by examining both the history and Judaism and its beliefs.
 * Daily Learner Outcomes:**
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 * Lesson Title: Christianity**: Prophecy fulfilled
 * Essential Question:** What are the basic principles of Christianity?
 * Daily Rational:** In order to better understand the relationship between the three main monotheistic religions in certain political ways, one must understand what each of these religions believe and hold to be important. Christianity was the first major religion that branched off from Judaism and its influence on the world has been immeasurable. This lesson is essential to providing a foundation for later discussions.
 * Daily Learner Outcomes:**

WHG 4.1.2 K1.4 K1.6 P1.2 1. The origins of Christianity 2. The values of Christianity 3. The practices of Christianity Copy of the Bible (NIV) Graphic organizer for Christianity 1. Hand out graphic organizer and encourage participation and critical thinking along with again stating that the views expressed by myself or any other student is a matter of interpretation and we do not have the ultimate authority to say what is absolutely right or wrong in this discussion. 2. Read various excerpts from the Bible that highlight significant points in Christianity history along with significant teachings that could help one understand the religion more clearly. 3. Provide a passage on a Power Point slide for the students to analyze. 4. Show a clip from the movie Jesus to provide a visualization of something that we talked about in class. 1. Collect the graphic organizer and primary source analysis to grade and hand back the next day. 2. Assign points based on the amount of participation of each student. Wednesday: Essential Question: What are the basic principles of Islam? Daily Rational: In order to better understand the relationship between the three main monotheistic religions in certain political ways, one must understand what each of these religions believe and hold to be important. Islam is the last major religion that has similar origins to Judaism and Christianity. This lesson is essential to providing a foundation for later discussions. Daily Learner Outcomes:  1. Students will be able to identify the major figures in Islamic history including Muhammad. 2. Students will be able to identity some of the major events in Islamic history including the receiving of the Qur'ran 3. Students will be able to explain the basic principles of the Islamic faith, what is required to belong to this religion and who Muslims believe themselves to be. 4. Students will be able to analyze a primary source document and be able to form opinions based on it. Standards: WHG 4.1.2 K1.4 K1.6 P1.2 Primary Concepts: 1. The origins of Islam 2. The values of Islam 3. The practices of Islam ** 1. An English version of the Qur'ran 2. Graphic organizer **  1. Hand out graphic organizer and encourage participation and critical thinking along with again stating that the views expressed by myself or any other student is a matter of interpretation and we do not have the ultimate authority to say what is absolutely right or wrong in this discussion. 2. Read various excerpts from the Qur'ran that highlight significant points in Islamic history along with significant teachings that could help one understand the religion more clearly. 3. Provide a passage on a Power Point slide for the students to analyze. 5. Show a clip from the History Channel's Inside Islam to provide a visualization of something that we talked about in class. ** 1. Collect the graphic organizer and primary source analysis to grade and hand back the next day. 2. Assign points based on the amount of participation of each student. **
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 * Lesson Title: Islam: The Last Link
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 Thursday: ** Lesson Title : Three Religions One God? ****Essential Question:** ** What are the differences and similarities of the three main monotheistic religions? ** 1. Students will be able to compare the three religions in both their origins, beliefs, and actions. 2. Students will be able to contrast the three religions in both their origins, beliefs, and actions. 3. Students will be able to make understand the basis of conflict and the prospect of reconciliation between the groups. ** WHG 4.1.2 K1.4 K1.6 P1.2 ** 1. Similarities and differences between the three religions. 2. The basis of conflicts and agreements. 1. A copy of all graphic organizers and religious texts Lesson Overview: 1. Using the graphic organizers, discuss with the class the specific comparisons between two or more of the religions. 2. Again, using the graphic organizers, discuss with the class the specific differences between two or more of the religions. 3. Attempt to find any aspects of the religions that do not have a counterpart in either of the other religions. 4. Using the examples of differences, promote a class discussion on how such differences could lead to conflict. Students can use specific historical examples but encourage hypothetical real world examples. 5. Using the examples of similarities, promote a class discussion on how such similarities could lead to peace or reconciliation. 6. Direct students to take a specific similarity and difference and write a 5-7 sentence long discussion on each and how they relate with conflict or peace. ****Assessment:** Students 5-7 sentence long discussion will be graded. Assign students Night (Read by W2D2)
 * Daily Rational:** ** Since we have explored each of the religions separately, in order to move forward with our unit goal, a comparison and contrast must be made between these religions. Because much of our upcoming lessons have to do with conflicts between these religions, students must be able to understand where those conflicts could originate from and thus be able to analyze them better. **
 * Daily Learner Outcomes****:
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**   **Lesson Title**:**   Model Religious Council    ** **Essential Question:** **  Can we use the knowledge of the three different religions to create an accurate representation of what a meeting between members of these three religions to discuss policies and issues would look like? ** **Daily Rational:** **  In order to understand fully the upcoming lessons on conflict between these religions, a mock council of sorts will provide an excellent visualization of how conflict or peace can arise between    **    **   these three groups. ** **Daily Learner Outcomes:** 1. Students will understand how religious beliefs can lead to conflict or peace. 2. Students will learn negotiation skills. P 1.2 P 3.2 1. The differences and similarities of the three religions. 2. Negotiation procedures and skills. Materials to Bring to Class:** None 1. Assign an equal amount of students to represent each of the three religions we have discusses in class and arrangement the desks in a circular pattern with each religion occupying a third of the perimeter of the circle. 2. Explain a real current or historical situation or a hypothetical situation that involves all three groups and explain that a decisions for each group must be reached with ten minutes remaining in class. 3. Explain that their grade is based on the outcomes they reach and the level of adherence to their religious beliefs. (Peace being worth more points as is the level of which they adhere to their beliefs) The students will be graded based upon the outcome of their negotiations and their understanding of the religion they represent. **
 *   Friday:
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Week Two
Monday: 1. Students will be able to tell why there was religious tension during the time of the Crusades 2. Students will start to understand what the idea of a homeland truly means 3. Students will be able to visually see how the landscape evolved over time 1. The origins of the crusades 2. Conflict between Christians and Muslims (and Jews) 3. The evolution of boundaries over time 4. Religious pride 1. Quick discussion review of the three monotheistic religions. Will have students recall the differences between the three religions. 2. Give a (short) overview of the events that caused the crusades. Transition into what actually occurred and why. Tell how the whole situation concluded. 3. Show students various maps and explain how the land changed hands over time. 4. Lead a discussion and have students hypothesize why each side believed that the territory belonged to them. Have students make arguments for each side involved. Have students write a four to five sentence response to the question: "In what way can remnants of the Crusades still be seen today? Cite examples"
 * Lesson Title:** The Christian Crusades
 * Essential Question:** Can land belong to multiple different people?
 * Daily Rational:** This lesson will help students better understand how the Christian religion's influence has changed over time. It will show how how and why land is so important to an individual group (using Christians as an example).
 * Daily Learner Outcomes:**
 * Standards:** W.H. 4.1.2 W.H. 4.3.5
 * Primary Concepts:**
 * Materials to Bring to Class:** Maps from: http://crusades.boisestate.edu/pics/maps/
 * Lesson Overview:**
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Tuesday: 1. Students will be able to explain the living conditions for Jews inside of concentration camps. 2. Students will be able to explain how The Holocaust forever changed the people it touched. 3. Students will have an idea of what a genocide is and will be able to explain whether or not The Holocaust qualifies as one. 1. The Holocaust 2. Genocide. 3. Concentration Camp and internment Night by Ellie Wiesel 1. Students will be first asked to do a quick write on what they know about the Holocaust 2. There will be a quick discussion about what the students wrote 3. Short quiz on the reading of Night 4. Students will view the Night Google Earth Trip 5. Lecture on what happened to the various people involved in The Holocaust. 6. Lecture on basics of genocide 7. Short discussion with the class about whether or not The Holocaust and Rwanda are genocides Student discussion on genocide is the assessment. There will be no formal assessment.
 * Lesson Title:** The Atrocities of the Holocaust
 * Essential Question:** What is a genocide?
 * Daily Rational:** This lesson will help students to see and understand what happened to the Jewish people during The Holocaust. They will learn what a holocaust/genocide is and will be able to connect this information to other relevant events (such as Rwanda).
 * Daily Learner Outcomes:**
 * Standards:** W.H. 7.2.3
 * Primary Concepts:**
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Wednesday: 1. Students will be able to explain antisemitism and show how it has transformed over time. 2. Students will be able to connect antisemitism to events that occurred during the opening months of The Holocaust. 3. Students will be able to formulate other reasons as to why The Holocaust might have occurred. 1. Antisemitism 2. The Holocaust 3. Segregation Night by Elie Wiesel 1. Lecture about what antisemitism is and give a brief history of various instances that it has occurred. 2. Provide information about the bleak German economic status prior to WWII. Use this information to provide additional reasons for the Holocaust. 3. Allow students to break into groups to discuss whether or not they feel that antisemitism was the root cause of the Holocaust. 3. Lead a class discussion where students can argue whether or not the main cause of the Holocaust was antisemitism. Have students reference pages from Night. Have students select a quote, paragraph, or page from Night and write a five sentence response to the question, "What does Elie Weisel view as the main cause of the Holocaust?"
 * Lesson Title:** The Holocaust
 * Essential Question:** The Holocaust: antisemitism or economic policy?
 * Daily Rational:** This lesson will introduce students to the idea of antisemitism. Students will learn about antisemitism in order to understand a phenomena that still occurs today. This lesson will help students to understand some complex ideas that will be introduced during later lessons.
 * Daily Learner Outcomes:**
 * Standards:** W.H. 7.2.3
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Thursday: 1. Students will be able to explain (in summary) the long and complicated history of the land that Israel and Palestine currently reside. 2. Students will be able to use maps to explain how the land has changed hands over time. 3. Students will be able to tell why this land is so desired by everyone involved. 1. Palestine by Joe Sacco 2. Selections of reading from http://www.eretzyisroel.org/~jkatz/israel.html 3. The time line located here: http://www.eretzyisroel.org/~jkatz/palestine.html 1. Students will perform a guided reading of the article from http://www.eretzyisroel.org/~jkatz/israel.html. As they are reading the article the teacher will provide insight into expanded topics that the article does not cover. The teacher will use this time line: http://www.eretzyisroel.org/~jkatz/palestine.html to add support. 2. The teacher will show the class portions of Joe Sacco's, //Palestine//. Pg. 119-121 (the teacher will talk about the sharp contrast between ideologies of both sides). 3. Students will think-pair-share about why the Jews and Arabs both want the land. Students will read the letter: http://www.thinkpep.net/documents/haggais_letter.pdf and will write a a short summary of what it is about.
 * Lesson Title:** Palestinian Conflict
 * Essential Question:** Why is Palestine such a widely desired piece of land?
 * Daily Rational:** This lesson will introduce students to the roots of the Palestinian ordeal. After this lesson students will have an idea of why Palestine is so widely desired and therefore why it is such a complex situation.
 * Daily Learner Outcomes:**
 * Standards:** W.H. 5.1.2 W.H. 7.3.5 W.H. 8.1.4 W.H. 8.2.3
 * Primary Concepts:**
 * Materials to Bring to Class:**
 * Lesson Overview:**
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Friday: 1. Students will be able to explain why both sides feel that they "own" the land. 2. Students will be able to formulate some type of argument as to why or why not the conflict can be solved. 3. Students will be able to explain some arguments of why each side feels 4. Students will draft some form of resolution about what could be done to solve the conflict 1. Resolution 2. The origin of conflict 3. Students will learn how to discuss extremely complicated topics that are pertinent to their future 4. The idea of unification vs. two-state vs. the current model. 1. Students will be debriefed about why someone would not want to go into the army (besides the obvious, "I don't want to get killed"). 2. Students will be split up into groups of two. Each group will receive a position (unification, two-state, occupation). They will discuss for 5 minutes about why their option is the best for everyone involved. 3. Students will form groups of 6 (three groups of two). They will attempt to come to a resolution about how the situation should be solved. Students will be reminded that they must fight for their position but that they may eventually compromise. 1. Students will write a two paragraph essay over the weekend. Paragraph one will talk about what occurred in their group and whether or not they actually compromised anything. Paragraph two will have the students state whether or not this would be a likely real world conclusion and how so.
 * Lesson Title:** Palestinian Conflict
 * Essential Question:** Can the Israeli-Palestinian Conflict be solved?
 * Daily Rational:** This lesson will be a dialogue between the teacher and the students where some conclusion will be drawn as to whether the Palestinian conflict can be solved.
 * Daily Learner Outcomes:**
 * Standards:** W.H. 5.1.2 W.H. 7.3.5 W.H. 8.1.4 W.H. 8.2.3
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Week Three
Monday: 2. Students will be able to distinguish between institutionalized political power and individualized political power. 3. Students will be able to provide examples from the ordeals of both institutionalized and individualized political power. 2.WHG 7.1.3 3.WHG 4.1.2 2. Four corner agree, disagree on statements concerning individualized and institutionalized power 3. Jigsaw reading/questions of __Night__ and __Palestine__ as they relate to political power
 * Lesson Title:** Political Power and Religious Conflict
 * Essential Question:** How does power in its various forms manifest itself in historical conflicts?
 * Daily Rationale:** Power is an essential dynamic in every kind of human relationship. In particular, political power in both of its forms can change people's lives and the greater world as well. With that in mind, students need to understand the difference between institutionalized and individualized political power and recognize how political power has mediated the religious ordeals from the previous week.
 * Daily Learner Outcomes:** 1. Students will be able to formulate a generalized definition of political power.
 * Standards:** 1. C 1.1.2
 * Primary Concepts:** 1. Institutionalized Political Power 2. Individualized Political Power
 * Materials to Bring to Class:** __Night__, __Palestine__
 * Lesson Overview:** 1. Quick write/discussion: What does power mean to you?
 * Assessment:** 1. Collection of quick write, observation of four corner activity, collection of answers from jigsaw groups

Tuesday: 2. Students will be able to evaluate whether the sovereignty of a country should or should not be unlimited. 2. K 1.10 2. Short lecture on the historical evolution of the ideas of political sovereignty with accompanying graphic organizer 3. Fishbowl discussion: Should a country's sovereignty be unlimited provided that they are not interfering with other countries?
 * Lesson Title:** The Limits of Sovereignty
 * Essential Question:** What are the components of political sovereignty and what limits are there on political sovereignty if any?
 * Daily Rationale:** Sovereignty is an increasingly more important issue as international organizations, such as the European Union, continue to erode past conceptions of sovereignty. Likewise, other countries, in particular the United States, has chosen to ignore sovereignty in several recent conflicts. As a result, students need to understand that sovereignty is a political idea that cannot be ignored and must be understood in the modern world.
 * Daily Learner Outcomes:** 1. Students will be able to list the important features of the contemporary understanding of sovereignty.
 * Standards:** 1. C 1.1.2
 * Primary Concepts:** 1. Political Sovereignty
 * Materials to Bring to Class:** The Usual
 * Lesson Overview:** 1. Hypothetical Sovereignty Scenarios - volunteer students will read short descriptions of situations and be asked to decide if the group or person has sovereignty.
 * Assessment:** Observation of fishbowl and scenario responses

Wednesday: 2. Students will apply what they have just learned about nations and states to understand how a supranational organization differs from both. 3. Students will begin to schedule how they will go about preparing for the United Nation Simulation. 2. WHG 5.3.5 2. Short PowerPoint on the history of supranational organizations and the United Nations in particular with follow-up discussion on how they differ from a state and a nation. 3. Introduction of simulation parameters, group selection (same groups that students will be in for unit assessment), and country assignment.
 * Lesson Title:** Nation, State, or Nation State
 * Essential Question:** How does a state compare to a nation and how do they both compare to supranational organizations, such as the United Nations?
 * Daily Rationale:** In contemporary times the lines delineating a nation and a state have begun to blur in an increasingly globalized world. In addition, supranational organizations continue to grow and influence states on a number of levels. As a result, students need to be aware of the differences and similarities between these and how they relate to each other in a global world.
 * Daily Learner Outcomes:** 1. Students will be able to compare/contrast the pertinent features of a nation and a state.
 * Standards:** 1. C 4.2.4
 * Primary Concepts:** 1. Nation 2. State 3. Supranational Organizations
 * Materials to Bring to Class:** The Usual
 * Lesson Overview:** 1. Free Write response and subsequent discussion: How is a state similar to or different from a nation?
 * Assessment:** Collection of free writes and check in with groups on how well they understand what they need to do for the simulation

Thursday: 2. Students will analyze a primary document to understand both its historical significance as well as its place in the contemporary and more globalized world. 3. Students will continue to research and plan the strategy that they will use for tomorrow's simulation. 2. C 4.2.4 3. P 1.1 2. Primary Document Analysis: Universal Declaration of Human Rights (United Nations 1948) 3. Simulation Preparation
 * Lesson Title:** Human Rights
 * Essential Question:** Does there seem to be a connection between these three Monotheistic religions and the idea of human rights?
 * Daily Rationale:** Some concept of universal human rights has been incorporated into the United States since the Declaration of Independence. Since that time the world has begun to recognize and even enforce human rights violations in some cases. Students need to have a general idea of what human rights they may have and the origins of those rights.
 * Daily Learner Outcomes:** 1. Students will use what they know about the three religions to question whether human rights originates from them.
 * Standards:** 1. C 3.2.1
 * Primary Concepts:** 1. Human Rights
 * Materials to Bring to Class:** The Usual
 * Lesson Overview:** 1. Think/Pair/Share: Does the idea of human rights seem to arise naturally from the three religions that we began to explore in this unit? Use some specific examples if possible.
 * Assessment:** Observation of T/P/S, collection of PDA questions and discussion observation

Friday: 2. Students will argue for their representative country's interest and attempt to mediate their needs/interests amongst the needs/interests of the other countries. 3. Students will describe and analyze their performance within the greater context of the simulated debate. 2. P 1.3 3. C 6.1.5 4. C 4.2.4 2. Simulation Debrief: Whole group discussion of how the debate went, how each group contributed, and what if anything was decided within the given time frame. 3. Short Question and Answer on the Final Project
 * Lesson Title:** United Nations Resolution Simulation
 * Essential Question:** How do countries with competing interests interact within a supranational organization like the United Nations in order to at least attempt to solve regional/global conflicts?
 * Daily Rationale:** Students need to understand that organizations, such as the United Nations, have begun to play a more important role in global politics. With that in mind, students should experience the difficulties associated with representing a particular country within the framework of the global world.
 * Daily Learner Outcomes:** 1. Students will be able to formulate a specific plan about how their country has a stake in the Israeli-Palestinian conflict and what they will do to defend their interests within that conflict.
 * Standards:** 1. P 3.2
 * Primary Concepts:** 1. Foreign Policy 2. Supranational Organizations
 * Materials to Bring to Class:** You and your group members
 * Lesson Overview:** 1. United Nations Simulation: Within their assigned groups and according to predetermined rules, students will represent their country's interest while debating the hypothetical U.N. Resolution that Palestine should be given its own state.
 * Assessment:** Close observation of Simulation and Debrief