INTRODUCTION
The land in the Middle East, referred to as
TASK
The conflict in the
·
You
will complete a 4-5 page written research report, double spaced, using Microsoft Word,
including bibliography
·
Your
paper will contain three sections: Introduction, Body, and Conclusion
·
This
report will include pictures, illustrations, graphs, charts ,and other graphics
taken from the internet
·
You will
create a cover title page
·
This
report will follow all steps outlined in the Public Policy Analyst (PPA)
·
You
will select solutions for the problem of CONFLICT in the
·
You
will do an oral presentation to the class, they will act as the United Nations
General Assembly
PROCESS
1.
You
will work in groups of four to research this material, but each member will be
responsible to hand in an individual research report.
2.
Your
oral reports will be presented in groups.
One will present from the Arab perspective, the other will be from the
Israeli perspective, and the third will be on the neutral stand point. The final member of the group will present
the peace plan as a solution to the problem in the
3.
To
complete the written and oral report you will use the following website as a
guideline: http://www.maxwell.syr.edu/plegal/, and use
Public Policy Analyst (PPA) web page on this site. You will also use the
following work sheets hyperlinked below:
4. Complete the worksheets on the links given
above, after reading the description for each page.
5. You will use the resources listed below,
and other outside printed material to complete the worksheet.
6. Your written and oral report will be
completed from the information gathered on these worksheets along with an
original introduction and conclusion. In
addition, your research report should contain the following elements:
a. Explanation of how the conflict began
b. Descriptions of the major political
leaders, historically and today, and what contributions they made toward a
peaceful resolution.
c. Describe what the main issues are that are
causes for the dispute from the perspectives of
the Arabs and the Israelis
d. Explain the major military conflicts that
have occurred between the Arabs and the Jews and how they were resolved.
e. Describe the history of the presence of
the Jews in
f. Describe the efforts made by each side to
reach a peaceful resolution to the conflict, including the outcomes.
g. Synthesize
the information you have learned about the conflict and offer your own plan for
a peaceful resolution to the conflict.
RESOURCES
Israeli Resources
·
http://www.science.co.il/Arab-Israeli-conflict.asp
·
http://www.jafi.org.il/education/100/maps/
·
http://www.adl.org/search/query.asp
·
http://www.cactus48.com/truth.html
Arab Resources
·
http://www.cactus48.com/truth.html
·
http://www.palestine-net.com/
·
http://www.historyguy.com/arab_israeli_wars.html
·
http://palestineremembered.com/
·
http://palestinehistory.com/
·
http://www.mideastweb.org/history.htm
Current Media Resources
·
http://www.usnews.com/usnews/
Search Engines
ASSESSMENT & STANDARDS
Social Studies
Standards
Standard 2: World History
Students will
use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world history
and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will
use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and
global—including the distribution of people, places, and environments over the
Earth’s surface.
English Language Standards
Standard 1: Language for
Information and Understanding
Students will
listen, speak, read, and write for information and understanding. As listeners
and readers, students will collect data, facts, and ideas; discover
relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts. As speakers and writers, they
will use oral and written language that follows the accepted conventions of the
English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for
Literary Response and Expression
Students will
read and listen to oral, written, and electronically produced texts and
performances from American and world literature; relate texts and performances
to their own lives; and develop an understanding of the diverse social,
historical, and cultural dimensions the texts and performances represent. As
speakers and writers, students will use oral and written language that follows
the accepted conventions of the English language for self-expression and
artistic creation.
Oral Presentation Rubric
|
|
Exceptional |
Admirable |
Acceptable |
Amateur |
|
Content |
An abundance of material clearly related to thesis; points are
clearly made and all evidence supports thesis; varied use of materials |
Sufficient information that relates to thesis; many good points
made but there is an uneven balance and little variation |
There is a great deal of information that is not clearly connected
to the thesis |
Thesis not clear; information included that does not support
thesis in any way |
|
Coherence
and Organization |
Thesis is clearly stated and developed; specific examples are
appropriate and clearly develop thesis; conclusion is clear; shows control;
flows together well; good transitions; succinct but not choppy; well
organized |
Most information presented in logical sequence; generally very
well organized but better transitions from idea to idea and medium to medium
needed |
Concept and ideas are loosely connected; lacks clear
transitions; flow and organization are choppy |
Presentation is choppy and disjointed; does not flow;
development of thesis is vague; no apparent logical order of presentation |
|
Creativity |
Very original presentation of material; uses the unexpected to
full advantage; captures audience's attention |
Some originality apparent; good variety and blending of
materials/media |
Little or no variation; material presented with little
originality or interpretation |
Repetitive with little or no variety; insufficient use of
multimedia |
|
Material |
Balanced use of multimedia materials; properly used to develop
thesis; use of media is varied and appropriate |
Use of multimedia not as varied and not as well connected to
thesis |
Choppy use of multimedia materials; lacks smooth transition from
one medium to another; multimedia not clearly connected to thesis |
Little or no multimedia used or ineffective use of multimedia;
imbalance in use of materials—too much of one, not enough of another |
|
Speaking
Skills |
Poised, clear articulation; proper volume; steady rate; good
posture and eye contact; enthusiasm; confidence |
Clear articulation but not as polished |
Some mumbling; little eye contact; uneven rate; little or no
expression |
Inaudible or too loud; no eye contact; rate too slow/fast;
speaker seemed uninterested and used monotone |
|
Audience
Response |
Involved the audience in the presentation; points made in
creative way; held the audience's attention throughout |
Presented facts with some interesting "twists"; held
the audience's attention most of the time |
Some related facts but went off topic and lost the audience;
mostly presented facts with little or no imagination |
Incoherent; audience lost interest and could not determine the
point of the presentation |
|
Length
of Presentation |
Within two minutes of allotted time +/– |
Within four minutes of allotted time +/– |
Within six minutes of allotted time +/– |
Too long or too short; ten or more minutes above or below the
allotted time |
Research
Project Rubric
|
|
Thesis/Problem/Question |
Information
Seeking/Selecting and Evaluating |
Analysis |
Synthesis |
Documentation |
Product/Process |
|
4 |
Student(s) posed a thoughtful, creative question that engaged
them in challenging or provocative research. The question breaks new ground
or contributes to knowledge in a focused, specific area. |
Student(s) gathered information from a variety of quality
electronic and print sources, including appropriate licensed databases.
Sources are relevant, balanced and include critical readings relating to the
thesis or problem. Primary sources were included (if appropriate). |
Student(s) carefully analyzed the information collected and
drew appropriate and inventive conclusions supported by evidence. Voice of
the student writer is evident. |
Student(s) developed appropriate structure for communicating
product, incorporating variety of quality sources. Information is logically
and creatively organized with smooth transitions. |
Student(s) documented all sources, including visuals, sounds,
and animations. Sources are properly cited, both in-text/in-product and on
Works-Cited/Works-Consulted pages/slides. Documentation is error-free. |
Student(s) effectively and creatively used appropriate
communication tools to convey their conclusions and demonstrated thorough,
effective research techniques. Product displays creativity and originality. |
|
3 |
Student(s) posed a focused question involving them in
challenging research. |
Student(s) gathered information from a variety of relevant
sources--print and electronic |
Student (s) product shows good effort was made in analyzing
the evidence collected |
Student(s) logically organized the product and made good
connections among ideas |
Student(s) documented sources with some care, Sources are
cited, both in-text/in-product and on Works-Cited/Works-Consulted
pages/slides. Few errors noted. |
Student(s) effectively communicated the results of research to
the audience. |
|
2 |
Student(s) constructed a question that lends itself to readily
available answers |
Student(s) gathered information from a limited range of sources
and displayed minimal effort in selecting quality resources |
Student(s) conclusions could be supported by stronger
evidence. Level of analysis could have been deeper. |
Student(s) could have put greater effort into organizing the
product |
Student(s) need to use greater care in documenting sources.
Documentation was poorly constructed or absent. |
Student(s) need to work on communicating more effectively |
|
1 |
Student(s) relied on teacher-generated questions or developed
a question requiring little creative thought. |
Student(s) gathered information that lacked relevance,
quality, depth and balance. |
Student(s) conclusions simply involved restating information.
Conclusions were not supported by evidence. |
Student(s) work is not logically or effectively structured. |
Student(s) clearly plagiarized materials. |
Student(s) showed little evidence of thoughtful research.
Product does not effectively communicate research findings. |
|
Teacher/Librarian Comments |
|
|
|
|
|
|
CONCLUSION
The Arab Israeli conflict is a crisis that
impacts the international community and is multifaceted. It involves violence,
prejudice, human tragedy, destruction and sadly, loss of life. Your journey through this Web Quest was
designed to help you learn the facts from both sides and allow you to evaluate
them in order to form your own conclusion and ultimately design a plan for
peace. Experts have yet to come up with
a plan for a lasting peace. Could it be there is no solution? You have
applied your expertise, through use of the GHPPA, to create original ideas that
will contribute to world peace and human salvation. As future leaders, the art
of making peace is invaluable in a world continually confronted with conflict. We are all grateful for your participation and
hope you will be a future “problem solver” . The world
needs you !!!!
