Lesson Title: | Colonization- An Ongoing History | Author: | Anonymous |
Grade Level: | Highschool | Length: | 2- 90 min Sessions |
Subject: | History | Topic: | Colonization, Settlements |
Objective: | Compare and contrast the motives, process, and impact of early colonization in the Americas with the ongoing colonization of historic Palestine. |
Learning Context: Is there any information that teachers or learners should know before the lesson? | Students will need to have completed units on early colonization of the Americas: Focus on the conquest of modern day Mexico by Hernan Cortes through primary documents. Unit completed on the 13 colonies and their founding, particularly Puritan history, ideology, and governance. Focus on the relationships between Natives of different tribal groups and colonists. Impact of colonization for different Native groups throughout the Americas- Genocide. |
Activities/Lesson Procedure: |
Day 1 Do Now: KWL Chart to start conversation: Conflict Israel/ Palestine. Think, pair, share format can be used. Optional: Nearpod format is also useful with Nearpod Sticky Notes. Wrap up with class discussion. Group Instruction Step 1: Class reading: Provide NewsELA article Newsela-Doc.png.
(*Teachers should note that while we appreciate the work that NEWSELA has done in this article, we find the title misleading as this aggression has targeted all Palestinians in Gaza and not just Hamas Militants- Teaching While Muslim Disclaimer.) Step 2: Watch History of Israel-Palestine Conflict Answer the questions in this document: Questions History of Israel-Palestine Conflict Video.docx Step 3: Watch Blood and land: Israel’s hardline government approving more construction in West Bank settlements
Step 4: After students complete all three steps, have them go back to the first NewsELA article and discuss the following:
Day 2 Small Groups Assignment: Provide documents with guided questions. Divide documents within groups, 5-6 students per group. Discuss important facts/summarize documents in groups. Complete the “L” in your KWL chart following presentations of documents by each group.
Group presentation and Conclusion on Documents: “What have you learned about the conflict? What do you see as the source of the conflict? What parallels can you draw with colonization in the Americas?” Essay Planning: Use secondary/primary documentPequotWarsReading.docx of the Pequot War to draw parallels between Native resistance in Palestine today and how resistance existed in the American Colonies. Find at least three examples from the Pequot War reading that can be related to the conflict in Palestine and the current events. Discuss: Is resistance terrorism? Essay Assignment: Create a compare and contrast essay utilizing the document from the Pequot War and any one of the resources provided in the lesson (any of the videos or any group documents). Prompt: “Using the provided reading and knowledge from the unit on colonization: Compare and contrast the motivations, process, and repercussions of colonization in the Americas with the current colonization of Palestine under Israel.” |
Materials: | Resources & Background Information |
Questions History of Israel-Palestine Conflict Video.docx Quiz_IsraelPalestine_New.jpg.webp Wethersfields-War-Rumor-and-the-Cost-of-Battles-Not-Fought-in-Early-Colonial-Connecticut- (1).pdf | BBC- Settlements videos (use this video with subtitles) Qué son los asentamientos israelíes y qué desató las intifadas palestinas | BBC Mundo Illegal settlement video:Blood and land: Israel’s hardline government approving more construction in West Bank settlements Timeline of Events History of Israel-Palestine Conflict- Born in Gaza documentary :Could be used as an extension activity to watch the documentary and see what life is like growing up in Gaza in 2014 https://www.youtube.com/watch?v=zMEWDj7CXd0&t=1312s - Nacido en Gaza Hernán Zin - Born In Gaza (2014) [1080p]Born in Gaza is also available on netflix. |
Standards: |
6.1.12.HistoryCC.1.a: Assess the impact of the interactions and conflicts between native groups and North American settlers. 6.1.12.HistoryUP.3.a: Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives over different time periods (e.g. Native American/European, Native American/White settlers, American/Latin American, American/Asian). |
"An educator in a system of oppression is either a revolutionary or an oppressor."-Lerone Bennett, Jr