ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 1

Ivan Ross

ED 398 Critical Literacy Invitation

Fall 2019

Butler University

Invitation Overview and Rationale: The Israeli-Palestine Conflict

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 2

Theme

The theme of this invitation is furthered understanding of the longstanding Israel-Palestine

Conflict, as to get 10th through 12th grade students thinking about global affairs. The American

school system generally fails to involve education about non-US events, such as the conflict

explored here. Thus, the theme challenges the norm given, and allows for critical lens to be

applied to overseas events. With this, the invitation also seeks to engage students with diverse

opinions; students need to widen their world view—especially in the age of globalization in

which we live. Covered underneath the Israel-Palestine umbrella is a lesson in history, politics,

engaging diverse opinions, scouring for reliable sources, and expressing viewpoints respectively.

In a society full of “fake news”, angry Tweets, and constant internet connection the idea to be

able to confidently and respectively interact with one another is essential to a student becoming a

well-informed global citizen.

Almost everyone, students included, has heard reference to the conflict that exists between Israel

and Palestine, making it a good example to showcase global affairs. Any given political figure or

organization has taken a stand one way or the other, often with intolerance to hear the reasoning

of the other side. There is not debate that it is a major issue in worldwide politics—though most

students would be hard pressed to offer specific details about the ongoing violence and

subjugation. It is this my key essential questions will seek to address, offering students to explore

and determine their footing and reasoning for their believes in relation to the noted border war.

With such noted, the essential questions I will want my students are the following:

I. Why is there conflict between Israel and Palestine?

II. Do you find one side’s narrative more compelling? Why?

III. How would you attempt to solve the conflict?

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 3

IV. Why do the parties involve act/ feel the way they do?

V. Why didn’t you know all the information about this conflict before?

VI. Whose narratives are left out? Whose opinions are integrated into our own?

VII. What are the key events that led to where the conflict exists today? Why are these

important?

Rationale

At the end of the day, issues across the world affect any given corner or Earth’s surface.

Knowing what is going on is the first step in defining, and projecting, the world one wants to see

and actively working to make it a reality. We all have the power to change the course of history,

especially students. This fundamental ability can only be enacted if the space and ideas

propagated by global affair education is instrumented in our schools, and that is what my

invitation seeks to do. Understanding the debate between Israel and Palestine, including the

complex history and multi-national involvement, makes it a great example of a hot button issue

that students can dissect from a political, historical, and personable level. The ideas carried

within the invitation are applicable across subject boundaries and serve to create a student more

rounded in research techniques, as well as personal expression. This invitation may be focused

on one specific political, historical, and geographical global episode, but the lens acquired can be

used when faced with other issues that arise with time as well.

The relevance is thus seen, our world only grows more connected so a higher need for awareness

of global happenings increases every day. The lens mentioned above is tool that can be used

when a student encounters a new issue and wants to uncover all the factors at play in order to get

a wholistic view. I want the students to be able to learn about how a complex issue is not as

simple as meets the eye, be comfortable digging through sources online, and feel confident in
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 4

knowing how to express views in a healthy/ respective manner. The students may be able to do

such in a variety of ways and utilize their individual talents in a sense to best express their

knowledge. What is on the table is a chance to give students the multi-national political and

historical education they lack to make them a more informed, consciousness, and understanding

global citizen. Further, there is so much to gain in acquiring skills of analyzation provided by the

invitation, skills that can be transferred inside and outside of classroom walls. No longer should

students feel bound to believe and act on political manners in chartered ways, instead they should

be gifted such a prism to view as provided to graft together their own unique thought.

Critical Literacy Theoretical Framework Quadrants

1. Disrupt the Commonplace: High school students, specifically 10th, 11th, and 12th graders,

are typically not challenged to form their own political opinions. Rather, it is

commonplace for this age bracket to ween political opinions from parents, guardians,

celebrities, or other instrumental actors in their lives. My questions, and invitations,

challenge this status quo in directly involving students to take a stance—and in turn

defend it as in Invitations two and three. Ultimately, many social studies assignments

involve memorization, neutral rehashing, and stagnant understandings of key issues that

generally separate student from subject. Instead of sterile regurgitation, my invitation will

seek to place students as political actors; questions addressed will involve opinion,

discourse, and defense of position. Specifically, by challenging students to form an

opinion about which side of the Israeli-Palestinian debate the students will be encouraged

to gain confidence in establishing own views. Further, the global affairs education in

American High Schools are lackluster, or nonexistent all together, which is corrected in

my Gateway activity and Invitation One. This also greatly illustrates how my invitation
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 5

disrupts the commonplace as students get the chance to learn about previously untaught

subjects.

2. Consider Multiple Viewpoints: From the onslaught, this invitation is an established

exploration of deciphering the viewpoints of distinct nationalities, cultures, and world

views—especially Israelis and Palestinians. In order to get the full scope of escalated

conflict, my invitations will purposely provide and insert the vast divide in vantages of

those involved in the conflict themselves, as well as the global actors that have

contributed to its cause. Using sources credited to creators of both sides of national

dispute will be essential in decoding why the conflict exists and fully grasping the

complexities at hand. A major goal, in a general sense, is the formation of opinion

through interactions with media presented from the larynx or hand of those with diverse

viewpoints involving the conflict, thus propagating consideration of multiple viewpoints.

To emphasize more, students will also be presented the opportunity for discourse. So

much is to be gained from dialogue, and students will be able to learn about each other’s

views and, in turn, understand multiple situated belief systems—as seen in Invitation

Two. In engaging with an issue that causes disagreement, it is inherently linked that one

side will hear the other, and thus gain perspective from an array of different ideas

regarding the Middle East Conflict as in Invitation Three.

3. Focus on Sociopolitical Issues: A conflict that has existed since the Mid-20th Century has

produced strands of thought regarding its social and political consequences and realities.

As a result, the conflict examined is one of the most convoluted and polarizing issues

seen in modern news. Engaging with the complexities is a great exercise in exploring

channels of history, religion, war, foreign involvement, and power struggles that rear
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 6

when confronting a multinational hot-button dispute. In such, the invitation is at its roots

a sociopolitical, geographical, and multinational issue, and critically engaging with its

details will further learning derived from acquired lens. Additionally, understanding the

issues at hand will also allow for significant focus to be applied to such a polarizing

conflict and attached debate that includes all realms of social-political involvements.

Invitation One, and the Gateway Invitation, clearly highlights this goal. Unpacking all the

history creates a line of inquiry that addresses state formation, body politic, social

movements, rights, religious equalities, and socioeconomic standings. Knowing how the

conflict erupted, is thus, an exercise in seeing how sociopolitical issues affect real world

outcomes, and the knowledge gained through exploration of them will be applicable to

other sociopolitical events that spring forth with time.

4. Take Action: The Israel-Palestinian Conflict is an issue that has invaded sociopolitical

discussions worldwide. US Presidential Candidates take a side, Pro-Palestine and Pro-

Israel activists adamantly defend their positions, and groups on college campuses protest

and vocalize how they feel about the ongoing struggle in the Middle East. With this

reflected, the students who undertake my critical literacy invitation will be called to

action in forming their opinion and defending why they take the stance the do in

Invitation Two. Encapsulated in this, students are inherently acting: researching,

defending, engaging, and possibly linking with groups all within the sphere of conflict

reflected in Invitation One. With such a ferocious debate seen worldwide, my students

will be compelled to interact strategically with the knowledge gained, as they will no

longer feel sidelined by lack of cultural and historical understanding, or knowledge in

general, surrounding the noteworthy debate. Additionally, Invitation Three will instruct
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 7

the students to formulate a plan for peace, and the goal is for students to feel as if they

can be effective actors within political arenas. This newfound ability will urge students to

become more involved, and more likely to lobby for political events close to their heart

and interest.

Invitations

Gateway Invitation: Israel and Palestine exist in the world today in conflict. Both parties

involved have a long and complex history often not known or instructed upon in US schools. To

further emphasize that point, most United States Citizens fail to comprehend the global issues

which are a day-to-day reality for many. To challenge this, I will instruct on the given Israeli-

Palestinian Conflict, a hot button issue in political spheres. In order to make it digestible, I will

first inquire what the class already knows about the issue. Noted, I will ask the following

questions at the beginning of our time:

1. Have you heard of the Israeli-Palestinian Conflict? (Class Poll)

2. What do you know about it? Where does it take place?

3. Where did you here the information you know?

4. What do you think the conflict is over?

These questions are to gauge the class, and to get the ball rolling. The answers provided will be

noted by me both mentally and on a Word Document, as to measure the initial knowledge and

also monitor progress made. After I hear responses, I will ask the guiding question of the

invitation: Why is there a conflict between Israel and Palestine? What is a proactive way to solve

it? After such, I will ask students to think about that overarching question while playing a video

which discusses the conflict (https://www.youtube.com/watch?v=1wo2TLlMhiw). This video

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 8

will emphasize the importance of analyzing history to interpret current affairs and provide initial

scaffolding in theorizing why the conflict exists in modern form. After watching the video, I’ll

ask for students to turn to turn to partners and share major points they took away from it—which

will subsequently be asked to be shared aloud with the class.

Invitation Activity 1: Unraveling the Whole Story

Transitioning, I will highlight how the CrashCourse video—as great as it is—cannot hit on all

the major events that have unfolded to the conflict in modern era. Instead, a lot more information

is needed to fully grasp the multi-national struggle. I will divide the class in six groups, and

assign them a period of time (1900-1947, 1948-1967, 1968-1992, 1993-2000, 2001-2004, or

2005-Present) as divided on the timeline resource used

(https://israelipalestinian.procon.org/view.timeline.php?timelineID=000031). I will then pass out

a sheet of paper with a segment of the timeline drawn on it to each group and tell the students

that--with their linked peers—they must decide which five events from their respective period

are the most important. With that, they would then write them down on the paper itself in

chronological order. This will encourage healthy discussion in groups as they decide which

events rank above others and instigate moment of hearing each other’s opinions. The activity

also allows a space for students to come to terms with the sociopolitical factors that have

contributed to a modern event, providing a good exercise in realizing the complexities of issues.

After each group has finished, I will have them come to the front of the class, in year order, and

tape their segment to the front chalkboard. Each group will then share what events they found

most important and give a brief synopsis of what that moment consisted of. The following

groups will all do the same, adding their unique segments as to form a cohesive timeline with

thirty events the class felt was important to the general understanding of Israel-Palestine
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 9

Conflict. Not only will this activity allow for deep understanding of the past, but it will serve as

another building block of fully grasping the essential question. The guiding questions of this

invitation are, “What are the key events that led to where the conflict exists today? Why are these

important?”.

Invitation Activity 2: “One man’s freedom fighter is another’s terrorist”

Understanding the history behind the conflict is only one part of fully comprehending the war

conflict that exists between Palestine and Israel. Another large component is understanding the

distinct viewpoints each side possesses. This is exactly what this invitation seeks to explore: the

arena of thoughts that both pro-Palestine and pro-Israel people fall within. I order to accomplish

this; I will first have the students look at two provided websites. The first is

https://unitedwithisrael.org/, a site that is dedicated to keeping Israel standing as the current way

it currently exists. The latter is https://freepalestinemovement.org/, a website that seeks to

provide support for Palestinian causes like freedom and rights acquisitions. After giving the

URLs to each, I will instruct them to comb through the websites and dissect their arguments,

goals, and voice on the opposing side. I will not instruct them to read specific articles, rather I

will just give them a timeframe to spend on either. From there, I will have the students read a

pro-Israel article by journalist Samantha Cooper

(https://washingtonjewishweek.com/53137/what-does-it-mean-to-be-pro-israel/editorial-

opinion/) and synthesize key points from it. After the students engage with that media, I will play

a TedTalk by Lilia Brooker that leans pro-Palestine, and I will instruct the students to engage the

same with this piece of information. Either is to further spur individual thought and provide

context on how multifaceted this issue really is, especially in contrast to the simple narratives

often propagated-- as in my own schooling experience. After viewing, and understanding key
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 10

points, I will ask the students which side of the equation they find more compelling: pro-Israel or

Palestine. I will then allow or a period of prep time for students to extrapolate more researched

arguments before I provide the space and time to lead a Socratic seminar/ debate on why they

believe the side they chose is correct. This is all to ensure that multiple viewpoints are

considered and provide the class with a dynamic setting in which they must dive into research to

conduct valid discourse—further instigating consideration of multiple viewpoints. The central

questions guiding this invitation will be, “Who do you side with? Why? Can you see either

perspective?”.

Invitation Activity 3: Looking towards the future

The third invitation is a call to action, with the intended purpose of motivating students to find a

remedy—in their own opinion—to the Israel-Palestine Conflict. To begin this portion, I will

have the students watch a video by Unpacked on YouTube

(https://www.youtube.com/watch?v=1kYWII25cxM) that seeks to explain all the proposed

solutions to the mentioned conflict, and a brief history behind them. After viewing, I will pose

the question, “How would you end the Israel-Palestine Conflict?”. The students then would be

tasked with researching a proposed theory of peace presented or creating a custom set of accords

that would guarantee resolution in their minds. The final project will be able to be presented in a

number of ways (song, picture book, poem, artwork, poster, research paper, or video), just as

long as the student demonstrates a researched route to end the conflict which uses both sources to

support their peace thesis, and well-articulated beliefs. The sources the students find on their own

are of fair use, and so are the mentioned by the instructor. I will also give students another article

that details the proposed measures of peace and how it is possible, which is important to consider

in building a solution. This activity will allow students to act on own interest in solving the
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 11

problem while also engaging with history, politics, people, and the present. Critical literacy skills

will be important as students must decipher what sites have what biases as to support or discredit

their cause. Ultimately, the goal is for these students is to feel passion about the route they

choose, even to a point where they become more involved with organizations that suite their

beliefs. The project also relates back to the essential question because providing a solution

implies knowledge of why the conflict exists in the present. Guiding pupils along this path are

the questions, “Is there a feasible end to this conflict? What do you think it is? How would you

want to solve it?”.

Critical Pedagogy Orientation

My invitation reflects critical pedagogy orientation as it seeks to welcome, while also support

and engage, English Language Learners (ELL). With such, the amount of flexibility presented

gives ways in which ELL students can tackle a complex problem in a way that best capitalizes on

their strong abilities. Further, the guided discussion ensures that discourse welcomes all, and the

time given to research options allots for ELL students to formulate their thoughts. Also, with

this, the use of electronic sources allows ELL students to research topics in their Native tongue,

if so inclined, as to increase their comprehension on the matter, before participating in—or

writing about—the ideas circulated. The addition of group work also seeks to allow for more

multi-cultural mingling as well as provide ELL students to gain connections with diverse peer

sets. Specially, my invitation embodies the critical pedagogy orientation in the quotes listed

below.

A. Something integral to the invitation at hand is the understanding of culture, ethnicity,

and race and how that plays out when examining the conflict mentioned. With this, it

is important to note that other cultures, including Palestinian or Israeli students, may
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 12

be involved in the class dynamics. As such, it is important to keep in mind the

parameters of culture given to us by Shelley Zion and Elizabeth Kozleski in

Understating Culture. In having discussions, I will be cognizant to keep in mind that,

“We all are members of cultural groups and develop cultural identities based on those

memberships and influences… Cultural identity is constructed within the individual,

but continually influenced by interactions,” (Zion and Kozleski, 3). Understanding

this within the classroom will ensure a holistic view of the class and allow me, as an

educator, to be more understanding of why a student feels a certain way; possibly to

the extent of frustration or disassociation with class happenings.

B. The implementation of group work will bar lingual group separation and provide the

class a system of mixed experiences. As reflected by Linda Darling-Hammond, “Lack

of opportunity for ongoing conversation with Native English Speakers impedes the

acquisition of English which [ELL] students must acquire,” (Darling, 36). This is

important and having the arena for conversations to take place among students is

essential is letting ELL students have the experience to navigate and utilize the

languages they learn. There is a lot to be gained from conversation, and the group

debate and smaller group work will allow ELL students a chance to de-isolate

themselves, which is what should be encouraged. The social clout and confidence

gained in these interactions is also important to realize, as students who may struggle

with English gain more proficiency and feel more comfortable talking in group

environments. Also, the splitting into smaller groups at the beginning will open social

interaction in a large group when so utilized in the classroom.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 13

C. In choosing my theme, I was careful to select a topic outside of typical US education

systems. In such, I wanted to emphasize a global point that many students may not

have specific interactions with. This was in alignment with Noguera, who states,

“Educators can encourage students to pursue things not associated with member of

their group,” (Noguera, 14). By choosing Palestine and Israel, I am instructing

students to interact with cultures and phenomenon outside of their typical

wheelhouse, in terms of non-Israeli and Palestinian students. Even for the parties

specifically mentioned, the invitation is set up so they must interact with material that

may propagate their “opposing” side. This is all to encourage greater cultural

awareness, if students are keen to denote differences and insinuate how to address

these global issues, so should they be when confronting cultural, political, or socio-

economic ones tied more closely to demographics seen domestically. Incorporating

history, as seen, can help extend a branch for self-inquiry as well; the tools acquired

for examining other cultures and hardships can be applied to events lived through and

moments reflective of one’s own identity group.

Works Cited

Darling-Hammond, L. (2010). The Flat World and Education: How America’s Commitment to

Equity Will Determine Our Future. Teachers College Press, New York, New York.

Kozleski, E. & Zion, S. (2005). Understanding Culture. National Institute for Urban School

Improvement.

Noguera, P. (2008). The Trouble with Black Boys: and Other Reflections on Race, Equity, and

the Future of Public Education. San Francisco, CA: Jossey-Bass.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 14

Standards Addressed

Ethnic Studies

 Standard 1.3: Students evaluate how society’s responses to different social identities

lead to access and/or barriers for ethnic and racial groups in relation to various societal

institutions, including but not limited to education, healthcare, government, and industry.

 Standard 2.3: Students compare and contrast how circumstances of ethnic/racial groups

affected their treatment and experiences (indigenous, voluntary, forcible) as a response to

the dominant culture of the time.

 Standard 3.2: Students assess how social policies and economic forces offer privilege or

systematic oppressions for racial/ethnic groups related to accessing social, political, and

economic opportunities.

 Standard 4.2: Students investigate how ethnic or racial group(s) and society address

systematic oppressions through social movements, local, community, national, global

advocacy, and individual champions.

LH.1: Learning Outcomes for Literacy In History/Social Studies

 11-12.LH.1.1: Read and comprehend history/social studies texts within a range of

complexity appropriate for grades 11-CCR independently and proficiently by the end of

grade 12.

 11-12.LH.1.2: Write routinely over a variety of time frames for a range of discipline-

specific tasks, purposes, and audiences.

LH.2: Key Ideas and Textual Support (Reading)

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 15

 11-12.LH.2.1: 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.

 11-12.LH.2.2: 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.

 11-12.LH.2.3: Evaluate various explanations for actions or events, and determine which

explanation best accords with textual evidence, acknowledging where the text leaves

matters uncertain.

LH.3: Structural Elements and Organization (Reading)

 11-12.LH.3.3: Evaluate authors’ differing perspectives on the same historical event or

issue by assessing the authors’ claims, reasoning, and evidence.

LH.4: Synthesis and Connection of Ideas (Reading)

 11-12.LH.4.1: 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.

LH.7: The Research Process (Writing)

 11-12.LH.7.1: Conduct short as well as more sustained research assignments and tasks to

answer a question (including a self-generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 16

 11-12.LH.7.2: Gather relevant information from multiple types of authoritative sources,

using advanced searches effectively; annotate sources; assess the strengths and

limitations of each source in terms of the specific task, purpose, and audience; synthesize

and integrate information into the text selectivity to maintain the flow of ideas, avoiding

plagiarism and overreliance on any once source and following a standard format for

citation (e.g., APA or Chicago).

 11-12.LH.7.3: Draw evidence from informational texts to support analysis, reflection,

and research.

Geography and History of the World

 GHW.2.2: Differentiate among selected countries in terms of how their identities,

cultural and physical environments, and functions and forms of government are affected

by world religions.

 GHW.2.3: Compare and contrast different religions in terms of perspectives on the

environment and attitudes toward resource use, both today and in the past.

 GHW.4.5: Analyze and assess ways that colonialism and imperialism have persisted and

continue to evolve in the contemporary world.

 GHW.6.1: Distinguish between violent and non-violent revolution. Describe the causes

and events of political revolutions in two distinct regions of the world and use maps,

timelines and/or other graphic representations to document the spread of political ideas

that resulted from those events to other regions of the world.

 GHW.7.1: Recognize that conflict and cooperation among groups of people occur for a

variety of reasons including nationalist, racial, ethnic, religious, political, economic and
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 17

resource concerns that generally involve agreements and disagreements related to

territory on Earth’s surface.

 GHW.7.2: Analyze the physical and human factors involved in conflicts and violence

related to nationalist, racial, ethnic, religious, economic, political, and/or resource issues

in various parts of the world, over time. Assess the human and physical environmental

consequences of the conflicts identified for study.

 GHW.7.3: Analyze and explain why some countries achieved independence peacefully

through legal means and others achieved independence as a consequence of armed

struggles or wars.

 GHW.7.4: Prepare a variety of text (writing, maps, timelines and/or other graphic

representations) to trace the development and geographic extent of a variety of regional

and global cooperative organizations for different time periods. Describe their

establishment and assess their success or lack of success, consequences for citizens, and

the role of particular countries in achieving the goals the organizations were established

to accomplish.

 GHW.10.1: Differentiate between a state (country) and a nation, specifically focusing on

the concepts of territorial control and self-determination of internal and foreign affairs

and analyze the relationship between nations and the states in which they lie.

 GHW.10.2: Analyze the formation of states (countries) in selected regions and identify

and appraise the contribution of factors, such as nationalism, in their formation.

Annotated Bibliography
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 18

1. Brooker, Lilia. (2017, April 10). Humanizing Palestine TEDx Deerfield [Video File].

Retrieved from https://www.youtube.com/watch?v=cFEo5wrkV8s

i. This source is an excellent view of the Palestine perspective in the Israel-

Palestine conflict. Told by half-identified Palestinian who volunteered at

refugee camps, it shows the human side of a group who is often depicted

as terrorists in popular media. It’s an engaging video that will serve as a

great steppingstone in getting students to understand the perspective of

Palestinians.

2. Cooper, Samantha. (2019). What does it mean to be pro-Israel? Washington Jewish Week.

Retrieved from https://washingtonjewishweek.com/53137/what-does-it-mean-to-

be-pro-israel/editorial-opinion/

i. This video will serve as a great introduction to why people identify as pro-

Israel, and what matters culminate into such a stance. The perspective is

given from a person actively working to further Israeli cause with own

political motives at stake. The article may be current event and text heavy,

but I believe the students have a lot to gain from it. Also, it is a good foil

to the Pro-Palestine Video also examined.

3. CrashCourse. (2015). Conflict in Israel and Palestine: Crash Course World History 223

[Video File]. Retrieved from https://www.youtube.com/watch?v=1wo2TLlMhiw

i. This video will serve as my gateway introduction, to the conflict in

general. Its focus is explaining the history behind the conflict and

unpacking the events that have led up to the modern violence. With so

described, it is an important video to get students acclimated to the subject

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 19

and provides a valuable layer of knowledge for students to build atop. It’s

a great way to get the students quickly in the mindset of global affairs and

provides a lens that looks at British involvement—important when

analyzing global actors.

4. FPM. (2019). Free Palestine Movement. Retrieved from

https://freepalestinemovement.org/

i. The whole website is of potential use as it provides an articulated stance

on why it is important to be pro-Palestine in the ongoing conflict. More,

the gesticulated opinions are important in comparison to the United with

Israel website seen below. Housed on this website are a plethora of articles

that can be used to analyze a pro-Palestine opinion, which is important

when understanding multiple viewpoints.

5. Historical Timeline: 1900-Present - Israeli-Palestinian Conflict - ProCon.org. (2015).

https://israelipalestinian.procon.org/view.timeline.php?timelineID=000031.

i. This website gives a detailed timeline of the Israeli-Palestinian Conflict

from 1900 to 2015. Within it our links to scholarly works and quotes that

encapsulate major events that happened in periods of the conflict. This

article is essential to understanding the complexities of history, and in turn

created a class timeline that speaks to what each group found important.

This source, also, is important as it tries to stay neutral in a debate that

sparks push-and-pull from either side. There is a lot of historical and

political knowledge to be gained about Israel’s formation and the

subsequent Palestinian conflict from this link.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 20

6. Kurtzer, D. (2019, September 24). Israel-Palestine Peace Is Possible. Retrieved from

https://www.hoover.org/research/israel-palestine-peace-possible.

i. Kurtzer, writing for the Hoover Institution, details how peace is possible

in regard to Palestine and the Middle East. In such, the ideas propagated

can be used and exemplified in the plans students provide for peace in

individual projects. Adding to this, the addition of this text can serve as a

means of bolstering thought of legitimacy in students when postulating a

plan. The ideas reflected should permeate the projects completed and

provide a good platform for peace thoughts.

7. United with Israel. (2019). United with Israel: The Global Movement for Israel.

Retrieved from https://unitedwithisrael.org/

i. Cited here is a whole website used to understand the standpoint of a pro-

Israel organization. This website details why its pro-Israel, and what that

belief set consists of. Housed within its link are a multitude of articles

students can read to gather information about how the pro-Israel parties

think about the ongoing conflict. It is a great website to compare to the

Free Palestine Movement.

8. Unpacked. (2019). Can the Israeli-Palestinian Conflict be Solved? [Video File] Retrieved

from https://www.youtube.com/watch?v=1kYWII25cxM

i. This video is a good jumping off point of understanding the ways in which

others think the conflict can be resolved. Being a YouTube video, it is

engaging to the audience and invites students to think about the question

in a less academic and more stimulating sense. Though it may be

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 21

oversimplified, the video is a good representation of media that has a

specific purpose and outlines a key issue I want to encourage my students

to think about.
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 22

Ivan Ross

ED 398 Critical Literacy Invitation: Student Version

Fall 2019

Butler University

Invitation Overview and Rationale: The Israeli-Palestine Conflict

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 23

The Israeli-Palestinian Conflict: Unpacking a Globally Important Issue

Essential Question: Why is there a conflict between Israeli and Palestinian peoples?

Theme and Relevance: The world is increasingly growing smaller as the internet,

communications, and transportations draw us closer. With this, it is important to learn how to

engage with, and analyze, global issues. One such issue is the Israeli-Palestinian Conflict which

has raged for nearly a century. We will look at this issue and, in the process, learn how to

become a more informed citizen. Also, we will learn how to better interpret history while

allowing for analysis of multiple sets of opinions. It is necessary to undertake such an endeavor

as it will serve as a useful experience in determining your own opinions, as well as establishing a

background in respectively engaging with hot button issues. The need for more global education

is rising, and this project seeks to meet said demands, and provide the tools to carry on such

work in future circumstances.

Standards Addressed:

 Ethnic Studies

o Standard 1.3 o Standard 3.2

o Standard 2.3 o Standard 4.2

 LH.1: Learning Outcomes for Literacy In History/Social Studies

o 11-12.LH.1.1 o 11-12.LH.1.2

 LH.2: Key Ideas and Textual Support (Reading)

o 11-12.LH.2.1 o 11-12.LH.2.3

o 11-12.LH.2.2

 LH.3: Structural Elements and Organization (Reading)

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 24

o 11-12.LH.3.3

 LH.4: Synthesis and Connection of Ideas (Reading)

o 11-12.LH.4.1

 LH.7: The Research Process (Writing)

o 11-12.LH.7.1 o 11-12.LH.7.3

o 11-12.LH.7.2

 Geography and History of the World

o GHW.2.2: o GHW.7.2

o GHW.2.3 o GHW.7.3

o GHW.4.5 o GHW.7.4

o GHW.6.1 o GHW.10.1

o GHW.7.1 o GHW.10.2

Through this invitation, students will:

I. Disrupt the Commonplace: This is done by examining global affairs, something not

typically emphasized in schools. Additionally, students will have to formulate and take

their own stance, as to shake the bounds that currently want students to always remain

neutral. The opinion formulated will also be about a topic that is usually left unspoken,

which again shakes off the traditional model of conversation regarding Israel and

Palestine.

II. Consider multiple viewpoints: This is done by examining a wide array of sources that all

have a specific belief. More, the class will also engage in discussion, so the viewpoints of

individual class members will be shared and learned from.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 25

III. Focus on the sociopolitical issues: This will be done in examining the history of the

Israeli-Palestine conflict and determining the key issues that have led to its escalation. IN

such, you will also examine politics, geography, and cultural/ social issues that have fed

the conflict in the Middle East.

IV. Take action: This is completed by taking a stance for what you believe in, based on the

reports you read in class. Further, you will oversee providing a solution to the problem at

hand, making you take action and research your solution. This is also to encourage you to

take part in other political events, as you can gain the confidence and skills to decipher

complex happenings important to you.

Resources for Student and Instruction

Brooker, Lilia. (2017, April 10). Humanizing Palestine TEDx Deerfield [Video File].

Retrieved from https://www.youtube.com/watch?v=cFEo5wrkV8s

Cooper, Samantha. (2019). What does it mean to be pro-Israel? Washington Jewish Week.

Retrieved from https://washingtonjewishweek.com/53137/what-does-it-mean-to-be-pro-

israel/editorial-opinion/

CrashCourse. (2015). Conflict in Israel and Palestine: Crash Course World History 223 [Video

File]. Retrieved from https://www.youtube.com/watch?v=1wo2TLlMhiw

FPM. (2019). Free Palestine Movement. Retrieved from https://freepalestinemovement.org/

Historical Timeline: 1900-Present - Israeli-Palestinian Conflict - ProCon.org. (2015, July 22).

Retrieved from

https://israelipalestinian.procon.org/view.timeline.php?timelineID=000031.
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 26

Kurtzer, D. (2019, September 24). Israel-Palestine Peace Is Possible. Retrieved from

https://www.hoover.org/research/israel-palestine-peace-possible.

United with Israel. (2019). United with Israel: The Global Movement for Israel. Retrieved from

https://unitedwithisrael.org/

Unpacked. (2019). Can the Israeli-Palestinian Conflict be Solved? [Video File] Retrieved

from https://www.youtube.com/watch?v=1kYWII25cxM
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 27

Gateway Experience: Understanding the History of the Israeli-Palestinian Conflict

Introduction:

In order to understand any given political or global issue, it is first important to understand the

history behind current affairs. The conflict seen in Israel and Palestine exemplifies this

sentiment, and by understanding its history we can further deduce why the conflict is escalating.

Ultimately, Israel and Palestine exist in the world today in conflict due to a long and complex

history of either party. This history is exactly what we’ll explore in this invitation.

Resources used:

1) CrashCourse. (2015). Conflict in Israel and Palestine: Crash Course World History 223

[Video File]. Retrieved from https://www.youtube.com/watch?v=1wo2TLlMhiw

Instructions:

Starting off class, I want to get a gauge on how much you all already know about the issues

regarding Israel and Palestine. So, I want to get some general class share-outs to the following

questions:

 Have you heard of the Israeli-Palestinian Conflict? (Class Poll)

 What do you know about it? Where does it take place?

 Where did you hear the information you know?

 What do you think the conflict is over?

As we answer these questions, I’ll jot down some of the key points you all mention—don’t be

scared, it’s just to fully see the progress we’ve made in our studies. After these questions are
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 28

answered, I’ll play a CrashCourse video for the whole class, as to introduce you to the topic and

provide by background about it. Please take mental notes of what you find important, and

consider the essential question: Why is there conflict between Israel and Palestine? Once the

video concludes, I’ll ask for you to turn to turn to local partners and share major points they took

away from it—which will subsequently be asked to be shared aloud with the class. When I feel

like we all have a good grip on the general history given, I will emphasize the importance of

analyzing history to interpret current affairs and in theorizing why the conflict exists in modern

form.

Additional Questions to consider during peer discussion:

o How has your knowledge about the conflict changed?

o Do you feel like one side is victimized more than the other?

o How do politics and history shape country boundaries?

o How did non-regional powers, like Britain, effect geographical specific areas?
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 29

Invitation Activity 1: Unraveling the Whole Story

The CrashCourse video, as great as John Green is, cannot hit on all the major events that have

unfolded to the conflict in modern era. Rather we must know a lot more information to fully

grasp the multi-national struggle. To do such, we will analyze a detailed timeline about the

events that have unfolded to get the full picture of conflict globally witnessed.

Resources:

1) Historical Timeline: 1900-Present - Israeli-Palestinian Conflict - ProCon.org. (2015).

https://israelipalestinian.procon.org/view.timeline.php?timelineID=000031.

Instruction:

To accomplish our detailed look, I will divide you all into six random groups. To these huddles I

will assign a specific time frame: 1900-1947, 1948-1967, 1968-1992, 1993-2000, 2001-2004, or

2005-2015. These years coincide with divisions seen on the provide resource. You are instructed

to analyze the years and events given and use a sheet of paper with a segment of the timeline

drawn on it to decide which five events from your respective period are the most important. With

that, you will then write them down on the paper itself in chronological order. You should feel

free to argue and discuss why one event is more important than the other.

After each group has finished, you will have come to the front of the class, in year order, and

tape their segment to the front chalkboard. Each group will then share what events they found

most important and give a brief synopsis of what that moment consisted of. The following

groups will all do the same, adding their unique segments as to form a cohesive timeline with

thirty events the class felt was important. While doing this activity, really focus on these

questions:
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 30

A. What are the key events that led to where the conflict exists today? Why are these

important?

B. How does what we find important differ?

C. Are there some events you feel like you left out?

D. Why are you choosing the ones you do?

Additional Resources:

As your group finishes, look at other websites you come across—specifically newspapers and

current outlets. The article ends at 2015, so try and come up with at least one event from 2015-

2019. What happened? Why? Why do you feel like it’s important? Make sure to email me the

link you use (iross@butler.edu) as to keep track of sources.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 31

Invitation Activity 2: “One man’s freedom fighter is another’s terrorist”

Understanding the history behind the conflict is only one part of fully comprehending the war

conflict that exists between Palestine and Israel. Another large component is understanding the

distinct viewpoints each side possesses. This is exactly what this specific invitation seeks to

explore. We must understand why pro-Palestine and pro-Israel people fall within the frameworks

they do in order to understand the conflict between them.

Resources:

1. Brooker, Lilia. (2017, April 10). Humanizing Palestine TEDx Deerfield [Video File].

Retrieved from https://www.youtube.com/watch?v=cFEo5wrkV8s

2. Cooper, Samantha. (2019). What does it mean to be pro-Israel? Washington Jewish Week.

Retrieved from https://washingtonjewishweek.com/53137/what-does-it-mean-to-

be-pro-israel/editorial-opinion/

3. FPM. (2019). Free Palestine Movement. Retrieved from

https://freepalestinemovement.org/

4. United with Israel. (2019). United with Israel: The Global Movement for Israel.

Retrieved from https://unitedwithisrael.org/

Instruction:

Each of you will first have to look at two websites. The first is https://unitedwithisrael.org/, a site

that is dedicated to keeping Israel standing as the current way it currently exists. The latter is

https://freepalestinemovement.org/, a website that seeks to provide support for Palestinian causes

like freedom and rights acquisitions. After giving the URLs to each, I want you to comb through
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 32

the websites and dissect their arguments, goals, and voice on the opposing side. I don’t ask that

you read specific articles, rather that you just engage with the site for allotted time. When

finished, I will then have you read a pro-Israel article by journalist Samantha Cooper and

synthesize key points from it. After finishing that media, I will play a TedTalk by Lilia Brooker

that leans pro-Palestine, and I will instruct you all to engage the same with this piece of

information. After viewing, and understanding key points, I will ask you all which side of the

equation they find more compelling: pro-Israel or Palestine. I will then allow or a period of prep

time for you to research arguments before I provide the space and time to lead a Socratic

seminar/ debate on why you believe the side you chose. Please consider these questions:

 Who do you side with? Why? Can you see either perspective?

 What narratives are important when choosing a side?

 Is there anything from your background that makes you feel the way you do?

Additional Resources:

Here I wanted to leave it more open ended as to encourage independent research. Find websites

and sources that support your cause and remember to be critically literate in who you choose to

site. Please keep a running list of the sites and pieces you use. Remember to be respectful of

others, I will be guiding here in the room in the discussion.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 33

Invitation Activity 3: Looking towards the future

This third invitation is a call to action, with the intended purpose of motivating you all to find a

remedy to the Israel-Palestine Conflict. I know this is a large issue, and you’ve only begun to

blossom into historians and politicians, but I believe you can form an informed opinion on how

to solve this conflict.

Resources:

1. Kurtzer, D. (2019, September 24). Israel-Palestine Peace Is Possible. Retrieved from

https://www.hoover.org/research/israel-palestine-peace-possible.

2. Unpacked. (2019). Can the Israeli-Palestinian Conflict be Solved? [Video File] Retrieved

from https://www.youtube.com/watch?v=1kYWII25cxM

Instructions:

To begin this portion, I will have you all watch a video by Unpacked on YouTube that seeks to

explain all the proposed solutions to the mentioned conflict, and a brief history behind them.

After viewing, I will ask this question, “How would you end the Israel-Palestine Conflict?”.

Then, I will introduce the next leg in analysis: asking you to begin researching a proposed theory

of peace presented or creating a custom set of accords that would guarantee resolution in your

mind. This is the final project of the invitation, and you can present your conclusion in a number

of ways (song, picture book, poem, artwork, poster, research paper, or video), just as long as it

demonstrates a researched route to end the conflict which uses both sources to support their

peace thesis, and well-articulated beliefs. You may choose to work alone or in a group of up to

three to complete this.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 34

You will be in charge of finding your own sources, so be curious; all I ask is you turn in a works

cited page. Ultimately, you must decipher what sites have what biases as to support or discredit

their cause. The goal is for these projects to encourage passion about the route you choose, even

to a point where you become more involved with organizations that suite your beliefs. The

project also relates back to the essential question because providing a solution implies

knowledge of why the conflict exists in the present. Guiding you all along this path are these

questions:

 Is there a feasible end to this conflict? What do you think it is?

 How would you want to solve it?

 Is peace an option?

Additional Resources:

Please use the Kurtzer article provided in resources to determine if peace is an option, and other

than that, use this open-ended chance to explore resources. Remember, as in the last invitation, to

note bias and reliability as covered in our critical literacy unit. If you have a question about what

you want to do, the solution you propose, and a potential source, come ask me. I’ll be around to

ask you questions about progress and project scope.

ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 35
ED 398 Critical Literacy Assignment: Student and Academic Versions Ross 36