Breadcrumb

Recognition of Israel

Lesson Author
Required Time Frame
1 lesson
Grade Level(s)
Lesson Abstract
After viewing the PowerPoint titled Israel and the American Cyrus which deals with the influences on President Truman's decision to recognize Israel and the birth of Israel as a nation, students will write to prompts.
Description

After viewing the PowerPoint titled Israel and the American Cyrus which deals with the influences on President Truman’s decision to recognize Israel and the birth of Israel as a nation, students will journal write responding to one of the three prompts found on the last three slides.

Rationale (why are you doing this?)

The rationale for doing this lesson is to refresh and to educate students on the history of what led up to Israel’s birth and the role Harry S. Truman had in it’s recognition.

Lesson Objectives - the student will
  • Students will illustrate how individual behaviors and decisions connect with global systems.
  • Students will analyze the influence of various forms of citizen action on public policy with specific reference to Jewish Zionist lobby.
  • Through argument in their writing, students will express why Harry S. Truman acted so quickly to recognize Israel’s declaration of statehood.
District, state, or national performance and knowledge standards/goals/skills met
  • National Standards met:
  • IX  Global Connections   and   X  Civic Ideas and Practices

Missouri Standards

2. Continuity and change in the history of Missouri, the United States and the world

6. Relationships of the individual and groups to institutions and cultural traditions

 

Kansas Standards

Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the World Since 1945.

3. (K) describes the emergence of the Middle East as an influential region in world politics (e.g., creation of the state of Israel, emerging Middle Eastern post WWII nationalism: Suez Crisis, petroleum based interdependence).

Benchmark 5: The student engages in historical thinking skills.

1. (A) analyzes a theme in world history to explain patterns of continuity and change over time.

Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed
  • Familiarize students with educational materials and resources at Truman Library www.trumanlibrary.org  site dealing with the topic on Israel.
Technology Required

LCD Projector     

Computer     

Screen

Fully describe the activity or assignment in detail. What will both the teacher and the students do?

After viewing the PowerPoint titled Israel and the American Cyrus, students will choose one of the three prompts located on the last three slides to respond to in argument form. The teacher should open up the class to a discussion of the PowerPoint’s points being stressed and alluded to prior to student writing. The teacher can use the rubric provided to evaluate student writing.

Israel powerpoint
Assessment: fully explain the assessment method in detail or create and attach a scoring guide