Day #4 Theme or Concept to be Learned:The Middle Eastern Economies' impact on the U.S.

Age/Grade Level: 16-17 years of age / 11th grade Public School Time Required: 45 minutes

Overall Goal of the Lesson: The students will use the poem Thrombosis in the veins of petroleum to understand the U.S. involvement with the Middle Eastern economies. Having discussed this issue along with their current events articles, they will be able to answer the following question: why does the crisis in Syria matter to the rest of the Middle East and to me? Content Objectives: Georgia Performance Standards CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other

research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Explanation of how standards will guide the lesson content This day marks a strong integration of literacy and social studies. For example, by noting key words based on natural resources and international relations in a poem by Taha

Muhammad Ali, students will note the implications that the use of such language has on the poems artistic statement as a whole. These implications will be further reinforced by their current events articles. However, in order to balance out students understandings of the Middle East, we will also use the Humans ofassignment to see ordinary citizens of Middle Eastern countries as objectively as possible within the U.S. schooling environment. Language Objectives: WIDA Standards Social and Instructional Language Social and Cultural Traditions and Values Information Gathering

Language Arts Reading (Informative and Narrative) Speaking (Informative and Discussions) Writing (Informative) Listening (Descriptive and Informative Information)

The Language of Social Studies Cultural Diversity and Cohesion Federal, Civil, and Individual Rights Human Populations Civilizations/Cultures Cultural Issue and Inequalities Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles). Interpret visually supported information on social issues or inequities from various news sources.

Explanation of how standards will guide the lesson content Through the use of authentic texts which are literary, visual, and journalistic, students will gain greater understandings of social issues and view their cultures more objectively. Visuals/Resources/Supplementary Materials: Thrombosis in the Veins of Petroleum activity guide, Humans ofaccess point Key Vocabulary: OPEC, natural resources, mining, textiles, infrastructure, output, sanction, goods, smuggle Detailed Sequence of the Lesson: Time/Part Objectives/ Teacher Learner Discourse Assessment

of Lesson Rationale 10 minutes Students complete questions 7-8 in the after-you read phase of the Thrombosis in the veins of petroleum activity guide. / (Spivak,1988)

Activities Ss will ask each other about their personal circumstances in order to compare their own circumstances with those of Palestinian poet Taha Muhammad Ali. 10 minutes Students will T will Ss will share / Students answer in pairs prompt their similarities share on the final question responses and differences responses in the activity from students with the poet as to the sheet for and take indicated in the poem Thrombosis in notes on their final question in the Veins of answers on the poems Petroleum using the activity packet. their graphic whiteboard. organizers as scaffolds. / (Bamford & Day, 1994) 15 minutes Using their T will Ss will present / Students worksheets as compare the on their articles share scaffolds, article to the class. current students will synopses event then prepare in with previous articles groups of two to memory of talk about these articles. current-events articles in the Middle East and the economic problems these articles mention. / (Mendelsohn & Rubin, 1995) 5 minutes / Gather a T will give S will Stereotype composite sketch students 1 brainstorm lists s of of stereotypes minute to of stereotypical Middle associated with discuss traits and

Activities T will monitor Ss discussions.

Pattern Ss-Ss

T will monitor students abilities to comply with relating disparate sources of information.

Ss-Ss Ss-T T-S T-Ss

T will later collect Ss activity sheets for the poems and grade them for completeness and relevance.

Ss-Ss Ss-T T-S T-Ss

T will assess Ss in terms of accuracy to the articles details and language fluency.

Ss-Ss Ss-T T-S T-Ss

T will assess students abilities to list stereotypes

Easterners

Middle Easterners. / (Brown & Yule, 1983)

5 minutes / presentatio n of the Humans of... tasks

Discuss the following question: Could any of these stereotypes be universally true based on what you know about economic factors or do people differ according to, among other things, socioeconomic states? (Spivak, 1988)

common stereotypes of Middle. Easterners; T will then compile a list of their responses over the next 4 minutes. To address this question, T will show different segments of the Humans of pages, which include a firefighter from Tehran, a marathon runner from Tripoli, and a photography student from Karachi;

behaviors associated with Middle Easterners.

objectively in the least-offensive manner possible.

Ss will discuss stereotypes and make a list;

Ss-Ss Ss-T T-S T-Ss

Ss will exit class with this list of stereotypes to see whether any of them appear true in the Humans of... photos and why.

T will ask Ss how many of these stereotypes seem true or patently false based on the photographs posted in the Facebook pages. This worksheet will be turned in the next day.

T will tell Ss the expectations for this assignment delineated on the handout. Accommodations: Students with no Internet access may request print copies of web pages and articles required for assignments. Also, although the goal is to call some students at random, our students who have demonstrated marked difficulties in participating may opt to share their answers before class or during afternoon tutoring. Additionally, for our four Spanish-speaking students in the development stage, we will provide a print-out of this lesson plan so that they will know what to expect beforehand. Homework & Extended Activities: Using the photography worksheet from adapted from the Chicago History Museum's activities (see resource list), students will pick a photograph from the Humans of. series on Facebook in a Middle Eastern country and turn in an analysis of a photograph and corresponding message that interests them.

Linkage to Other Disciplines/Intelligence: Social studies, economics, literature, language arts. We will exercise the interpersonal intelligences by fostering civil discussions about others cultures. Reference: Anderson, A., & Lynch, T. (1988).Listening. Oxford: Oxford University Press. Brown, G., & Yule, G. (1983). Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge: Cambridge University Press.Lee, J. F., & VanPatten, B. (1995). Making communicative language teaching happen. Boston: McGraw-Hill. Mendelsohn, D. J., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego, CA: Dominie Press. Richards, J. C. (1990). The language teaching matrix. Cambridge, England: Cambridge University Press. Spivak, G. C. (1988). Can the subaltern speak? Basingstoke: Macmillan. Notes: Having discussed women in the Middle East, we will use the poem by Taha Muhammad Ali to delve deeper into the Middle Eastern Economies, along with the current events articles. In this way we continue to develop schemata with prior and new information for the successful conversion of input into intake with language acquisition (Richards, 1990). In addition to a continued exercise of intertwined development of the four skills, we note Spivaks (1988) call for representations of marginalized peoples on their own terms. For this reason, alongside articles by Western authors, we have included the aforementioned poem, as well as links to the Humans ofseries.