ZANDERS GLOBAL CLASS

UNDERGROUND MOVEMENTS

An Egyptian-American award-winning journalist was arrested last September after spray-painting one of the controversial new ads equating Muslims with 'savages' that debuted last year in NYC subway stations. Police said Mona Eltahawy, an international lecturer on Arab and Muslim issues, was arrested Tuesday on charges allegedly including criminal mischief, making graffiti and possession of a graffiti instrument. Pamela Geller, the executive director of American Freedom Defense Initiative (AFDI) -- classified as an anti-Muslim hate group by the Southern Poverty Law Center and the Anti-Defamation League -orchestrated the ad campaign. In this unit we will research major events in the Middle East since the creation of Israel. In pairs, you will create an ad proposal and a final Advertisement that is intended to promote understanding of the conflict rather than simplified slogans.

Project: Subway Ad Proposal English street artist/provocateur described the wall in the West Bank separating Israel from Palestine as a the ultimate activity holiday destination for graffiti writers. Since the building of the wall he and many artists on both sides of the wall have expressed feelings of hope, despair, hatred, love and peace through art. After looking at graffiti surrounding the barrier, the controversial subway ad from Pamela Gellar, primary sources and your own research you will design your own subway ad proposal and advertisement that is meant to promote pragmatism and understanding of the other rather than myopic resentments. Research for this project will inform your discussion when we have the culminating Socratic Seminar.

ZANDERS GLOBAL CLASS

UNDERGROUND MOVEMENTS

Subway Ad Proposal/Ad Rubric

Outcome Innovate Develop new and helpful ways of looking at opportunities, challenges and problems. Subway Ad promotes understanding and moving forward, without letting old resentments cloud objective Exceeds Students created an Ad Proposal that includes a(n) Issue Objective Target Meets Students created an Ad Proposal that includes a(n) Issue Objective Target

After the Ad proposal is approved, students create an Ad that Addresses the Issue The objective is clear (without spelling it out, subtext can be easily read) Is made for the target audience

After the Ad proposal is approved, students create an Ad that Addresses the Issue The objective is clear Is made for the target audience

__Research is apparent in the Proposal

__ Research is apparent in the Proposal __ Research is apparent in Ad

Be Precise: Accurately represents solutions, ideas and language.

___ Sources in Ad Proposal footnoted in Chicago Style ___ Proposal demonstrates accurate/adequate research in bolded events and 2 other events Suez Crisis of 1956 Six Day War (1967) 1973 Arab-Israeli War (a.k.a. Yom Kippur War, Ramadan War, or October War) P.L.O. activities 1970s-present Oslo Accords 1993 Creation of West Bank Barrier (mid 1990s-present) Current news relating to conflict ( NY Times/ The Economist from 2012 forward)

___ Sources in Ad Proposal footnoted in Chicago Style ___ Proposal demonstrates accurate/adequate research of the following events Six Day War (1967) Oslo Accords 1993 Creation of West Bank Barrier (mid 1990s-present) Current news relating to conflict ( NY Times/The Economist from 2012 forward)

Investigate Ask and refine a researchable question, design a valid experiment or inquiry and gather appropriate info to complete the inquiry.

Multiple primary and secondary sources were researched in pursuit of answering the driving question. ___Over 10 sources cited in Ad Proposal ___ Each students research log includes 6 annotated sources, 3 of which are from an academic journal found in a database

Multiple primary and secondary sources were researched in pursuit of answering the driving question. ___ 8-10 sources cited in memo ___ Each students research log includes 4 annotated sources, 3 of which are from an academic journal found in a database

ZANDERS GLOBAL CLASS

UNDERGROUND MOVEMENTS

Ad Proposal and Final Product Rubric- Individual Member Assessment To be graded HARSHLY by your partner Collaborate Work effectively with others to achieve common goals. Student listened and showed willingness to compromise in order to produce a well researched memo in a real-world context. ___ Student listened and showed willingness to compromise in order to produce a well researched ad proposal in a real-world context. ___ Student set and always met deadlines and went above and beyond to complete task Student frames and clarifies goals and makes deliberate plans for how to achieve them. ___Student completed research log by deadlines decided by partnership ___ Student Planning in Brief tool completed in detail during research process with input by group member ___ Student listened and showed willingness to compromise in order to produce a well researched ad proposal in a real-world context. ___ Student met deadlines

Plan Seek and obtain feedback and assess progress, make adjustments, as needed, to achieve goals. Persevere in the face of difficulty to search for multiple solutions.

Student frames and clarifies goals and makes deliberate plans for how to achieve them. ___Student completed research log by deadlines decided by partnership ___ Student Planning in Brief tool completed during research process with input by group member

ZANDERS GLOBAL CLASS

UNDERGROUND MOVEMENTS

SOCRATIC SEMINAR- DOES PEACE IN ISRAEL/PALESTINE SEEM IMMINENT?

Outcome Communicate Exceeds Ideas and information understood, mindful of audience, purpose and setting. Student richly supports thesis with many relevant facts, examples, and details. __Student helped drive the discussion throughout the whole Socratic Seminar Evidence supports a strong thesis. Evidence is pulled from notes and a variety of sources. __ Thesis/Debatable opinion on the question concerning the IsraeliPalestinian conflict. __ Contributions to discussion are always rooted in evidence from Ad Proposal, Current Events Meets Ideas and information understood, mindful of audience, purpose and setting. Student supports thesis with relevant facts, examples, and details. __ Student frequently contributed to the discussion Evidence supports thesis. Evidence is pulled from notes and a variety sources. __ Thesis/Debatable opinion on the question concerning the IsraeliPalestinian Conflict __ Student cited specific evidence from Ad Proposal, Research Log Not Yet

___ Student did not contribute to discussion

Argue

__ Student does not contribute __ Student contributes without citing evidence

ZANDERS GLOBAL CLASS

UNDERGROUND MOVEMENTS

Thematic Essay Conflicts between groups of people have threatened peace in many nations and regions. Task: Identify one conflict (The Arab-Israeli Conflict) that has threatened peace in a nation or region and

Discuss one major cause of that conflict Identify two opposing groups involved in the conflict and discuss one viewpoint of each group Discuss the extent to which the conflict was or was not resolved Exceeds Ideas and information understood, mindful of audience, purpose and setting. Student richly supports thesis with many relevant facts, examples, and details. Student paraphrases the evidence instead of relying on long quotes to take up space. Meets Ideas and information understood, mindful of audience, purpose and setting. Student supports thesis with relevant facts, examples, and details. Not Yet

Outcome Communicate __Do you avoid 1st and 2nd person ( I think... You know...) __Do you avoid contractions (can't, won't) __Do all of your body paragraphs topic sentences correspond to your reasons? __Does your conclusion wrap everything up without introducing new information Argue __Does your paper have a thesis? Debatable Opinion and Rationale? __Do you include reasons to back up your thesis? __Does every body paragraph have a topic sentence that corresponds to one of your reasons? Conclude __Do you connect the evidence to your thesis (analysis)* __Do you discuss how this source prove your thesis is true? __Do you have more analysis than description?

Evidence supports a strong thesis and all sub-theses. Evidence is pulled from notes and a variety of sources.

Evidence supports thesis and sub-theses. Evidence is pulled from notes and a variety sources.

Evidence is more analytical than descriptive (applies, analyzes, evaluates, and creates information) *Analysis= Explaining/ interpreting/ revealing something novel from the text and discussing how it supports your thesis.

Evidence is both descriptive and analytical (applies, analyzes, evaluates and/or creates information)

Be Precise

Accurately represents ideas and language of the time periods discussed. Painstaking effort was given to capture details in order to properly compare and contract the eras.

Accurately represents ideas and language of the time periods discussed.

ZANDERS GLOBAL CLASS

UNDERGROUND MOVEMENTS

SYLLABUS This is a suggested schedule for this unit. If you happen to finish your research, ad proposal, and final product (advertisement) early, you may move on to the next unit with my approval. The 14th and 15th are not flexible, we will all write the Thematic Essay on May 14th and finish the unit with a Socratic Seminar on May 15th. MONDAY 4/22 PROJECT LAUNCH/ENTRY DOCUMENT TUESDAY 4/23 AIM: WHAT IS A DIASPORA? HOW DID ZIONISM ARISE? 4/30 RESEARCH WEDNESDAY 4/24 AIM: WHAT WAS THE MANDATE SYSTEM? 5/1 RESEARCH THURSDAY 4/25 AIM: HOW WAS ISRAEL CREATED? FRIDAY 4/26 WATCH 5 BROKEN CAMERAS

4/29 RESEARCH

5/2 RESEARCH

5/3 SYNTHESIZE SOURCES/START AD PROPOSAL 5/10 CREATE AD

5/6 AD PROPOSAL 5/13 FINALIZE AD PROPOSAL AND AD

5/7 AD PROPOSAL 5/14 THEMATIC ESSAY

5/8 AD PROPOSAL 5/15 SOCRATIC SEMINAR/ GALLERY WALK

5/9 CREATE AD 5/16 BEGIN NEXT UNIT: CREATE A REGENTS PREP WEBSITE