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Factors Contributing to US Recognition of Israel

Lesson Author
Required Time Frame
5-6 days
Grade Level(s)
Lesson Abstract
This lesson is designed to help students understand the complex issues that contributed to the US recognizing the State of Israel. In addition will it will help to put that action into a bigger picture of the Cold War diplomacy and politics.
Description

    This lesson is designed to provide students an opportunity to use primary sources to arrive at a research based answer to a big question in history.  Students will review background information, analyze primary sources, work in groups, and use technology to present their ideas.

      Rationale (why are you doing this?)

        This lesson is designed to help students understand the complex issues that contributed to the US recognizing the State of Israel.  In addition will it will help to put that action into a bigger picture of Cold War diplomacy and politics.

          Lesson Objectives - the student will
          • Students will examine primary sources in an effort to answer a research question: What factors were most significant in contributing to the US decision to officially recognize the State of Israel?
          • Students will generate a thesis that fully addresses the research question.
          • Students will create a presentation using PowerPoint or Prezi that will defend the thesis they generated using adequate and appropriate primary sources.
          District, state, or national performance and knowledge standards/goals/skills met
          • Kansas State Standards: Social Studies:

          1. Choices have consequences

          3. Societies are shaped by beliefs, ideas, and diversity

          4. Societies experience continuity and change over time

          5. Relationships between people, place, idea, and environments are dynamic

          • CCSS.ELA Literacy RH 11-12.1,.2,.3,.7,.8,.9,.16
          • CCSS.ELA Literacy WHST 11-12.1,.4,.7,.8,.9
          Secondary materials (book, article, video documentary, etc.) needed
          Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed
          Fully describe the activity or assignment in detail. What will both the teacher and the students do?
          • Day 1: The first day will be spent setting the stage.  To help students understand the climate global politics, and the US role in them during this time period students will look over the chronology of events provided by the Truman Library on line at https://www.trumanlibrary.gov/library/online-collections/recognition-of-state-of-israel?section=2. This will be done as a whole class discussion/presentation that is teacher led.  At the end of the overview students will be asked to make connections to other information we have already studied in class as well as ask any questions they currently have.  After this discussion students will be broken into groups of three or four and will be given access to the documents provided at https://www.trumanlibrary.gov/library/online-collections/recognition-of-state-of-israel?section=1

            Students will then be instructed to begin processing through the documents keeping the “big question” in mind: “What factors most significantly contributed to the US decision to recognize the State of Israel?” The students will also be told that they are to generate a thesis to answer this question, and that the thesis must be supported with evidence from the documents. 
          • Day 2: Students will continue to process through the documents and look for an answer to the big question.
          • Day 3: Students will finish up document analysis and begin to work with their groups to generate a thesis and an outline that answer the question.  Students must get their thesis and outline approved before beginning the development of their presentation.
          • Day 4: Students should begin working on assembling their presentation
          • Day 5: Students must finish their presentations
          • Day 6: Students present their thesis and evidence to the class.
          Assessment: fully explain the assessment method in detail or create and attach a scoring guide
          • Students will be assessed during the process through a check of their thesis statement and their outline.

          The final assessment will be made using the attached rubric to evaluate the quality of their presentation

          PRESENTATION RUBRIC for PBL

          (for grades 9-12; Common Core ELA aligned)

           

          Below Standard

          Approaching Standard

          At Standard

          Above Standard

          Explanation of Ideas & Information 

          •  does not present information, arguments, ideas, or findings clearly, concisely, and logically; argument lacks supporting evidence; audience cannot follow the line of reasoning

          •  selects information, develops ideas and uses a style inappropriate to the purpose, task, and audience (may be too much or too little information, or the wrong approach)

          •  does not address alternative or opposing perspectives

          •  presents information, findings, arguments and supporting evidence in a way that is not always clear, concise, and logical; line of reasoning is sometimes hard to follow

          •  attempts to select information, develop ideas and use a style appropriate to the purpose, task, and audience but does not fully succeed

          •  attempts to address alternative or opposing perspectives, but not clearly or completely

          •  presents information, findings, arguments and supporting evidence clearly, concisely, and logically; audience can easily follow the line of reasoning (CC 9-12.SL.4)

          •  selects information, develops ideas and uses a style appropriate to the purpose, task, and audience (CC 9-12.SL.4)

          •  clearly and completely addresses alternative or opposing perspectives
          (CC 11-12.SL.4)

           

          Organization 

          •  does not meet requirements for what should be included in the presentation

          •  does not have an introduction and/or conclusion

          •  uses time poorly; the whole presentation, or a part of it, is too short or too long

          •  meets most requirements for what should be included in the presentation

          •  has an introduction and conclusion, but they are not clear or interesting

          •  generally times presentation well, but may spend too much or too little time on a topic, a/v aid, or idea

          •  meets all requirements for what should be included in the presentation

          •  has a clear and interesting introduction and conclusion

          •  organizes time well; no part of the presentation is too short or too long