SINGLE SUBJECT CREDENTIAL PROGRAM

Revised 7.1.13

Name: Taylor Clark

WEEKLY SCHEDULE FORMAT

Unit Title: Nation-Building in the Contemporary
World - The Middle East and Russia/China (Week 1)

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will expand as you type. Use additional pages
as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and assessment strategies. Add links to resources as appropriate.

Monday
Lesson Title
or Topic

CA Content
Standard w/
Number

Tuesday

Wednesday

Thursday

Friday

Nation-Building - Introduction to
the Middle East

The Middle East - Pan-Arab

Nationalism Since World War II

The Middle East - Religious

Nationalism Since World War II

The Middle East - Israel and

Palestine: A Case Study

The Middle East - Is the Middle

East Free?

History-Social Science 10.10.2:

History-Social Science 10.10.2:

History-Social Science 10.10.1:

History-Social Science 10.10.1:

Describe the recent history of

the regions, including political
divisions and systems, key
leaders, religious issues, natural
features, resources, and
population patterns.

Describe the recent history of

the regions, including political
divisions and systems, key
leaders, religious issues, natural
features, resources, and
population patterns.

Understand the challenges in the

regions, including their
geopolitical, cultural, military,
and economic significance and
the international relationships in
which they are involved.

Understand the challenges in the

regions, including their
geopolitical, cultural, military,
and economic significance and
the international relationships in
which they are involved.

Discuss the important trends in

the regions today and whether
they appear to serve the cause
of individual freedom and
democracy.

History-Social Science 10.10.3:

Measurable
Objective

After receiving a lecture and a

text of the Middle East, students
will independently identify
countries in the area, and
analyze the effects of key
historical events on the
geopolitical context in the
region.

Working in small groups,

students will use videos, images,
and informational texts to be
able to define pan-Arab
nationalism and the countries in
which it started, particularly
Syria.

After reading two competing

texts, students will, orally and in
writing, compare and contrast
nationalistic Islamism and
Zionism in the Middle East and
their effects on the region's
nation-building.

Students will be able to describe

and analyze how nationalist
beliefs have affected the IsraeliPalestinian conflict, specifically
the possible creation of an
independent Palestinian state.

After analyzing the challenges in

Syria, Israel, and Palestine,
students will, in writing, be able
evaluate the issues with
democratic nation-building in
the area, specifically how the
causes and effects of pan-Arab
nationalism, Islam, and Zionism,
make democratic nation-building
difficult in the Middle East.

Lesson
Introduction

Anticipation-Reaction Guide with

Think-Pair-Share - 5 statements
will be listed about the history of
the Middle East, including
common misconceptions and
biases surrounding that area.
Students will analyze the
statements and determine their
answers.

KWL Plus - Students will be given

a blank KWL worksheet and
asked to describe what they
know about the Middle East, and
if possible what they know about
pan-Arab nationalism. Students
will also describe what they want
to know about the Middle East.

Journal - students will be asked

to answer the prompt: Write
everything that you know about
Islamism (ie. the Islamic State)
and Zionism and their effects on
nation-building in the Middle
East? Students do not have to
share with the class, but the
teacher will read the journals
later.

Videos with quick-write students will watch a current

event video on the IsraeliPalestinian conflict and respond
to the following quick-write
prompt: Discuss everything you
know about the IsraeliPalestinian conflict?

Student Presentations: Students

will present on their IsraelPalestine project. Students will
then discuss how the examples
and statements given will affect
democracy and nation-building
in the region.

SINGLE SUBJECT CREDENTIAL PROGRAM

Revised 7.1.13

Name: Taylor Clark

WEEKLY SCHEDULE FORMAT

Unit Title: Nation-Building in the Contemporary
World - The Middle East and Russia/China (Week 1)

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will expand as you type. Use additional pages
as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and assessment strategies. Add links to resources as appropriate.

Monday

Lesson Body
(Direct
Instruction)

Lesson Body
(Student
Activity)

Lesson
Closure

Teacher Lecture - The teacher

will present relevant ideas,
historical events, religious issues,
and trends to the class using a
Prezi or PowerPoint
presentation. During the
presentation, students will be
expected to take cornell notes
on what they have learned

Tuesday

Vocabulary Development: the

teacher will present relevant
terms and concepts necessary to
understanding the lesson, using
the Frayer Model. Students will
fill out their own copy of the
Frayer Model for each term.

Wednesday

Compare and Contrast Chart:

The teacher will place a compare
and contrast chart on the board
or on the smartboard - in the
form of a Venn diagram. The
teacher will then give the
students 10-15 characteristics
and ask students to place them
in the correct place on the Venn
Diagram.

Thursday

Vocabulary Review: Students will

play a "heads-up" vocabulary
game to review the vocabulary
learned on Tuesday.
Teacher Lecture: the teacher wil
give a brief background of the
Israeli-Palestinian conflict and
how it has effected nationbuilding, providing students with
a case study handout.

Anticipation-Reaction Guide
Reading with Think-Pair-ShareStudents will analyze a text on
the background of the Middle
East using their anticipationreaction guide as a basis.
Students will then think-pairshare.

KWL Plus - students will

complete the rest of their KWL,
using a variety of sources,
including a video, images, and
informational text. After
completing the KWL, students
will share what they learned and
create a mind-map of pan-Arab
nationalism and how it may
effect democratic nationbuilding.

Compare Two Informational

Texts - after completing the
preliminary Venn diagram,
students will be asked to read
two texts with differing
viewpoints. After reading,
students will be asked to make
corrections to the Venn diagram
in a group format.

Group Project - Students will

split into groups and pick a topic.
Topics will be separated by
viewpoint - American citizen in
support of Israel, American
citizen in support of Palestine,
etc. Students will then come up
with a minimum one-page
statement about the conflict and
how it will affect nation-building
in the region. Students will
present this statement in project
form (poster, Prezi, etc.) to the
class at the beginning of the next
class.

Quick-Write - Students will be

asked to complete a quick-write
on what they believe has been
the most important issue in

Exit Card - students will

complete an exit card that asks
them to define pan-Arab

Journal - Students will be asked

to complete the prompt: Has
your opinion of Islamism and
Zionism and their effects

Exit Card - student wil complete

an exit card that asks them to
share the perspective they are
working on in their project and

Friday
Causes and Effects Chart - the
teacher will provide students
with a chart that seeks to
analyze the causes and effects
related to democratic nationbuilding. Through guided
instruction and class discussion,
the teacher and the students will
complete the chart. The causes
will be pan-Arab nationalism,
Islam, and Zionism, while the
effects will be examples from
Syria, Israel, and Palestine.

Free Write - Students will be

asked to answer the following
prompt: Using specific examples
from lectures and class
materials, describe why
democratic nation-building has
not flourished in the Middle East.
Provide examples from the
countries we have studied. The
students will be given 20-30
minutes to complete this free
write.

Exit Card - students will

complete an exit card that asks
them to predict whether or not

SINGLE SUBJECT CREDENTIAL PROGRAM

Revised 7.1.13

Name: Taylor Clark

WEEKLY SCHEDULE FORMAT

Unit Title: Nation-Building in the Contemporary
World - The Middle East and Russia/China (Week 1)

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will expand as you type. Use additional pages
as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and assessment strategies. Add links to resources as appropriate.

Monday
Middle Eastern history. Students
will share their answers with
class.

Offer modeling of the

anticipation-reaction guide to
students that need it.

Adaptation/
Engagement
Strategies

Pair ELL students with strong

native speakers so that they can
help them understand the
assignment better.
Walk around during think-pairshare activities to ensure
participation and answer any
questions.

Student responses to the

anticipation-reaction guide.

Assessment
Students will turn in their quickwrite before leaving class.

Resources

Anticipation-Reaction guide,
lecture, cornell notes, and an
informational text.

Tuesday
nationalism and give one
example of it.

Model the KWL activity for

students.
Consider reading the
informational text out loud for
stuggling ELLs, answering
questions if necessary.

Wednesday
changed? Describe why or why
not.

Offer reading support to ELLs if

the informational texts are too
complex.
Check for comprehension during
reading activity by walking
around and answering questions.

Check for comprehension during

the L portion of the KWL.

Student responses to the K

portion of the KWL (preassessment)
Exit cards as students are leaving
class.

KWL sheet, Vocab Frayer Model,

mind-map for KWL, video,
images, informational text, and
exit cards.

Student journals as a preassessment and postassessment.

Journal, venn diagram, and

informational text.

Thursday
at least 2 sentences of how their
perspective affects the IsraeliPalestinian conflict and the goal
of Palestinian statehood.

Place struggling students in a

group with students that
understand the activities and
concepts so they may help one
another.
Model the group project and
provide scaffolding in the form
of reviewing the lessons from
the week.

Student quick-writes (preassessment)

Friday
the Middle East will become
democratic.

Struggling ELLs can choose to

have somebody in their group
present for them.
Provide scaffolding for the free
write by having materials readily
available from the week.

Student Presentations (formative

assessment)

Student Exit Poll about the

week's concepts.

Exit cards to complete unit.

Videos, Frayer Model Vocab

Cards, case study handout, and
an exit card.

Compare-Contrast chart and exit

cards.