Five Broken Cameras Middle EastPatterson

(W) Means on websiteUnderline what should be said to the classIf there is a blue word click on it while holding down “ctrl”

Behavioral Science7.13 Explain what causes people to think and behave in the way that they do.

The purpose of this lesson cycle is for students to become familiar with the Palestinian and Israeli conflict. Students will watched a bias documentary in the hope of become emotionally invested.

*Don’t explicitly mention what side the United States supports. This will be addressed intentionally later.

Day 1Learning Target – I will become familiar with current events in a Palestinian town called B’illin.

Warm Up - Make an inference, what is this documentary about? Trailer LinkIntro to Bilin Reading/MapFive Broken Camera Visuals-page 6 – 8- Explain bias

Display map from 5 Broken Cameras Visuals have students mark down wall on their own maps. Explain how they are going to fill out the back with the reading. When finished, students should listen to NPR interview in OneNote.

NPR Link-page 3

ResourcesFive Broken Camera Visuals (W)

MaterialsExtensionPDF 5 Broken Cameras

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Day 2Learning Target – I will watch a documentary to understand how Palestinians view a fence built around their village.

Warm Up - What is the difference between a documentary and a movie? Discuss camera quality, Arabic(45 minutes of Documentary)5 Broken Cameras View Guide-page

Political Settlement Cartoon-page

ResourcesComputers / HeadphonesMaterialsExtensionNeed to watch 45 minutes a day21:00 Fword1:02 dead body1:14 dead goat1:16 Phil dies1:18 dead body1:29 stapples in chest

Day 3Learning Target – I will watch a documentary to understand how Palestinians view a fence built around their village.

Warm Up – How is the Palestinian SOL compared to Americas? What did you see that shaped your opinion? See visuals

(45 minutes of Documentary)5 Broken Cameras View Guide-page

Political Settlement Cartoon-page

ResourcesAccess to NetflixMaterialsExtension

Day 4Learning Target –

Warm Up - See visuals for warm up, questions about similarities between settlements and colonization, pov.45 minutes of Documentary)5 Broken Cameras View Guide-page 16-21

Identify a group of three or four students to be Israelis, use Enrichment to show them what you want them to do tomorrow, give them articleONENOTE ALREADY MADESee Task 1 Visuals for exit slip/discussion questions

ResourcesAccess to Netflix

MaterialsExtensionDifferent POV-page 14Write paragraph on exit slip/questions

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Day 5Learning Target – I will use text evidence to add strength to my writing.

Warm Up – Display picture of separation wall, get students to think about how both sides view the wall.OneNote Discussion, See OneNote-page 15-Display SOL of Israel and Palestine from Visuals, talk about, this is why.-Read article with them.

Have students create a page in OneNote’s collaboration section. Have students type out response. Make sure to label blocks in title and have today’s meet set up and displayed in the back room.

Use collaboration page in OneNote as an area for students to debate. Have pages set up/figure out how to export. Train/show students to respond. Reserve conference room or Ryan’s office.

Resources-computersMaterials

ExtensionPossibly have students include visuals to add strength to their writing

Day 6Learning Target – I will use text evidence to add strength to my writing.

Warm Up –Students should respond to Israelis in a back and forth.

While they are waiting for a response, work on Middle East Political Map (W)

Or Finish Culture Collage

Resources-computersMaterialsExtensionVocab QuizRole ResearchCulture CollageCentral Idea Assessment-page 4/5, HW, In text/Out of Text CitationsMidEastIntroCulture (W)

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Name:

Block: Summary of a Source – Doc. B

Teacher:

Topic 2 3 4

Summary of Source

Demonstrates the ability to use evidence to identify the main idea.

Demonstrates the ability to describe specific evidence and determine the main idea(s) of a source by providing an accurate summary.

In addition to the level 3, the response demonstrates the ability to analyze the historical significance of the source as related to the concept(s).

5 Broken Cameras tells the story of a Palestinian town called Bil’in. This town decided to protest the building of an Israeli security border and settlements on their land, through the use of nonviolence. Many people find the documentary interesting because it presents a side of Palestinians that isn’t normally in the news. Most news channels seem to ignore the Palestinians and their problems, until there is violence. One of the goals of 5 Broken Cameras is to provide a voice for those who aren’t normally heard.

It is important to understand what happened in Bi’lin has happened ever since the creation of Israel in 1948. Most people know of Palestinian efforts to stop Israel with guns, the equally important history of nonviolent resistance is largely untold. Nonviolent resistance is the practice of achieving goals through symbolic protests, civil disobedience, or other methods, without using violence.

Nonviolent resistance can mean several things. At times it conforms to a traditional American view of what nonviolent protest looks like—protest marches, hunger strikes, work stoppages, tax revolts, protest villages, economic activism, etc. At other times this resistance is less obvious and perhaps harder for Americans to understand. This is the daily resistance of workers who have to sneak around Israeli army units to find work, of families who build homes without permits knowing that they risk having their house destroyed, of villagers who remain on their land despite being denied access to water, electricity, health and education services, and other basic needs. This is the resistance of average people who refuse to accept and cooperate with unfair policies and laws.

While news channels only want to highlight acts of violence, the truth is that Palestinian resistance to the Israeli’s has been overwhelmingly nonviolent. Not only has Palestinian nonviolence been largely ignored, but has also had their leaders thrown in prison, killed, or kicked out of their country. Nevertheless, nonviolent resistance continues. When one group sees its attempts to stop the Israeli occupation stopped, there is always another group ready to try again.

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Part 1 - Read the entire article, then underline/highlight the text that answers the following questions.1. What is 5 Broken Cameras about?2. What is nonviolent resitance?3. How do Palestinians use nonviolence resistance againt the Israelis?

____________________________________________________________________________________

Part 2 – Directions: Using the article and what you highlighted, fill in the boxes below. There is no need to write in complete sentences. When possible, use text evidence from the article.

What is the article about?

Who is the article about?

Where is this taking place?

Why is this happening

When is this happening?

How is it happening?

_____________________________________________________________________________________

Part 3 – Directions: On a lined piece of paper, explain what the central idea of the article was. Make sure that you have a proper heading, indentation, text evidence, and at least five sentences. Make sure that you use text evidence once. Mr. Patterson suggests that you create an outline before you write.

When you finish writing your response, staple it to the back of this paper.

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Five Broken Cameras SummaryPattersonClass Copy

Bil’in is a small Muslim, Palestinian village with approximately 2,000 people, located in the West Bank/Palestine. Bil’in’s farmland started being taken away in the 1980s and early 1990s in order to build Modi’in Illit. Modi’in Illit is the name of an Israeli, Jewish town built on Palestinian land. As more Israeli citizens began to move to the settlement/town, they realized they wanted to have more land. The Israeli government said that it had to build a wall to protect its people from attack. However, the wall separated Palestinians from much of their farmland.

In response to the building of the separation wall, Palestinians living in Bilin created an organization/group to protest the actions of the Israeli/Jewish government! The villagers of Bi’lin were joined in their struggle by a small group of Israelis (Jews) and people from outside the country such as Europe and the United States. Bil’in’s resistance to the wall quickly became recognized for its creativity.

For instance, in response to the building of a new Israeli settlement on village land, villagers created their own “settlement” in order to show laws were only being used to support Israelis. The Palestinians were simply not being treated fairly.

Demonstrations often included different themes (think of Callanan’s spirit week). The Israeli military has occasionally responded to these protests with violence, resulting in the deaths of two villagers and while many more have been injured.

In an attempt to stop the demonstrations/protests, during 2010 the Israeli military declared Bil’in a “closed military zone” on Fridays, in attempt to keep out people who didn’t live in Bil’lin. Outside activists have continued to sneak into the village to help the protests that continue to this day. The Israeli military regularly arrests villagers in order to stop the protests.

Bil’in has become a major symbol for popular resistance movements in the West Bank for Palestinians. Other villages across the West Bank/Palestine joined Bil’in in protesting the continued colonization of their land. Eight years after the first demonstration, Bil’in continues to actively engage in nonviolent resistance (peaceful protests) in the hope that Israel will leave them alone.

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Name:

Block: Map of Bi’lin and Modi’in Ilit

Teacher:

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2

3

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Israel built the security barrier (fence) because…

________________________________________________________________________________________________________Was the security barrier (fence) successful?

________________________________________________________________________________________________________1. What is Bi’lin? Who lives here?

____________________________________________________________________________________________________________________________________________________________2. What is Modin Ilit? Who lives here?

____________________________________________________________________________________________________________________________________________________________3. What is the Security Fence? Who is building it? Why are they building it?

____________________________________________________________________________________________________________________________________________________________4. What do people grow on this farmland? What is threatening this?

________________________________________________________________________________________________________________________________________________________________________________________________________________5. Who is protesting? Why are they protesting?

________________________________________________________________________________________________________________________________________________________________________________________________________________In OneNote, there is a link to a 5 minute radio interview about the protests in the Mulsim/Palestinian town of Bil’lin. Listen to the clip and make three bullet points below of things that you learned from listenin

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Class Copy – Doc. A

Jewish settlers threaten Palestinians Olives

SALEH, West Bank — Every fall, hundreds of thousands of Palestinian famers/people go to the fields to pick olives. Children take time off school and adults take time off from work to rise at sunrise and walk through the olive trees.

Not only is the olive tree an important symbol of Palestinian identity and culture, olive oil is important to how Palestinians have enough money to eat and take care of their families. Olive trees alone help around 80,000 families. However, this important tradition and source of money is under threat.

"There have been cases of arson (people intentionally burning) and tree uprooting (tearing down trees) by the Israeli settlers," Hamdan Hamdan, who has farmed land in the village of Saleh, a West Bank community with a population of 6,000, told NBC News. "Usually Israeli settlers stop us from getting to the trees, just this morning they scared off farmers with their acts of violence."

Violence peaksThe United Nations says that violence rises during the olive collection time. According to a report issued by the Palestinian government, an estimated 800,000 olive trees have been cut down since 1967, resulting in a loss of around $55 million to the Palestinian communities! For a country that has a low standard of living, this is extremely hurtful.

Most countries consider settlements (colonization) Israel has built in territory Israel captured in a 1967 Middle East war to be illegal under international law. Israeli Prime Minister (president) Benjamin Netanyahu, a longtime supporter of the settlers, has agreed that a limited stop on construction should take place but has refused to follow through on his promise.

According to our research, around 40 percent of the West Bank is effectively off limits to Palestinians because Israeli walls/settlements prevent them from accessing certain areas.

Israeli settlements, police stations, and military bases and 73 barrier gates in the West Bank prevent Palestinians olive farmers from reaching their trees, the report said. The limited access and constant threats has made regular orchard and tree farming impossible for many local people who just want to feed their families.

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When presented with evidence that Israeli settlers (citizens) and military had attacked Palestinian farmers, the Israeli Army told NBC News that they were “going to look in to the situation while also protecting their people from acts of violence.”

Activists rally around harvestsThe drama surrounding the yearly harvest/collection has attracted people from around the world that want to help the Palestinians.

"I collect olives as a way to stand up to the Israeli government taking over the Palestinian land,” said Maria Baff, a 26-year-old from Germany who has helped with five harvests/collections over the years. "I want to help farmers in achieving their rights to collect olives and to protect them from the violence. I also want to help stop people from burning/destroying trees.

Baff said she has seen no improvements to the argument

between farmers and the Israeli settlers over the years. This must change! We will get our way. “Separate we are weak, together we are strong!”

Why do Palestinians care about the olive harvest?

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Name:

Block: Political Cartoon

Teacher:

1. Political cartoon artists often use symbols to get their message across to the viewer. A symbol is a something that stands for something else. For example, the American flag often stands for America. Circle and number any symbols you recognize in the cartoon above.

2. What point is the artist trying to make in this political cartoon? In your response you should explain and cite the symbols you numbered.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:

Block: Political Cartoon

Teacher:

1. Political cartoon artists often use symbols to get their message across to the viewer. A symbol is a something that stands for something else. For example, the American flag often stands for America. Circle and number any symbols you recognize in the cartoon above.

2. What point is the artist trying to make in this political cartoon? In your response you should explain and cite the symbols you numbered.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name:

Block: Security Fence - Perspective

Teacher:

As a Palestinian, I think the fence…

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

As an Israeli, I think the fence…

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name:

Block: Five Broken Cameras - Documentary

Teacher:

1. Why is this documentary called Five Broken Cameras?

____________________________________________________________________________________________2. What did the narrator (person talking) used to do with his father?

____________________________________________________________________________________________3. What are the bulldozers doing after the Israeli surveyors (engineers) come?

____________________________________________________________________________________________4. How many sons does the narrator of the film have?

____________________________________________________________________________________________5. What happened after his son Gabreel was born in 2005?

____________________________________________________________________________________________6. What is Mod ‘in IL Lit?

____________________________________________________________________________________________7. What is the barrier/fence supposed to do?

____________________________________________________________________________________________8. When the woman is hanging laundry, what can be heard in the background?

____________________________________________________________________________________________9. How many swords does the man try and juggle?

____________________________________________________________________________________________

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10. What is Phil’s nickname?

____________________________________________________________________________________________11. When you see the first protest, there is a sign that says “Hands off our…”

____________________________________________________________________________________________12. What separates the village from their olives?

____________________________________________________________________________________________13. The villagers were trying to peacefully march, how were they treated?

____________________________________________________________________________________________14. What do the protesters carry in their hands?

____________________________________________________________________________________________15. What is the name of the man who hugs the tree?

____________________________________________________________________________________________16. What does a solider do when he drives up to the Palestinian kids?

____________________________________________________________________________________________17. How long did the narrator’s brother stay in jail?

____________________________________________________________________________________________18. What does “Jeesh” mean?

____________________________________________________________________________________________19. What countries have joined the Bi’lin villagers in the Middle East?

____________________________________________________________________________________________

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21. Why do you think they have signs in English if the people holding them speak Arabic?

____________________________________________________________________________________________22. What are the villagers picking?

____________________________________________________________________________________________23. Where is the narrator’s wife from? ____________________________________________________________________________________________24. What happens if the Israelis put a trailer down? ____________________________________________________________________________________________25. What do the Palestinians decide to do with their yellow trailer? ____________________________________________________________________________________________26. What is the difference between the first trailer and the second trailer?

____________________________________________________________________________________________27. According to their own laws, what can the Israeli army not destroy?

____________________________________________________________________________________________28. What do the Israelis do to the villagers in response to them constructing a concrete building?

____________________________________________________________________________________________29. What hits Yisreal?

____________________________________________________________________________________________30. What is Daba trying to do?

____________________________________________________________________________________________

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31. Why do you think the Israelis want the narrator to stop filming?

____________________________________________________________________________________________32. What does the narrator’s wife tell Gibreel to do when there is tear gas?

____________________________________________________________________________________________33. What happens to the soldiers when they drive their jeeps in to Bi’lin?

____________________________________________________________________________________________34. Why do the Israeli soldiers come at night to Bi’lin?

____________________________________________________________________________________________35. What do the children chant as their slogan?

____________________________________________________________________________________________36. What happens when the kids start throwing rocks?

____________________________________________________________________________________________37. What is a closed military zone?

____________________________________________________________________________________________38. Why did the Israeli military arrest the narrator/person talking?

____________________________________________________________________________________________39. What saves the narrator’s life?

____________________________________________________________________________________________40. What does the narrator do to help boost morale/make people feel better?

____________________________________________________________________________________________

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41. Where is someone shot dead?

____________________________________________________________________________________________42. What happens to Naba? Is it an accident?

____________________________________________________________________________________________43. What makes it hard to stick with nonviolent protests?

____________________________________________________________________________________________44. Do the men and women dance together?

____________________________________________________________________________________________45. What does the boy in the “Fox” sweatshirt kick?

____________________________________________________________________________________________46. How is the fourth camera destroyed?

____________________________________________________________________________________________47. Where is the narrator taken to when he gets hurt?

____________________________________________________________________________________________48. How long is the narrator unconscious for?

____________________________________________________________________________________________49. What does the narrator no longer do? What does he have to worry about now?

____________________________________________________________________________________________50. How long have people from Bi’lin been protesting?

____________________________________________________________________________________________

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51. What do the people do in memory of their friend that died?

____________________________________________________________________________________________52. What does the boy ask his dad when they are fixing his car?

____________________________________________________________________________________________53. Why does he want this to happen?

____________________________________________________________________________________________54. What does the narrator receive in the mail from the Israeli government?

____________________________________________________________________________________________55. How long has Adeeb been in jail?

____________________________________________________________________________________________56. What happens after five years of protest?

____________________________________________________________________________________________57. What does Gibreel want to go see?

____________________________________________________________________________________________

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Mr. Patterson has purposely shown the class a biased Palestinian documentary. The other students in the class think that on Friday, they are going to be arguing/debating the Israelis settlers that have been depicted as antagonists in the film. In reality, they are going to be debating you. You are going to have one day to prepare and another day to debate your classmates.

The students that will be helping you in the debate are listed below. Students whose names are in bold, Mr. Patterson has explained things in person.

Block 2- Jimmy, Greta, Keila, Ava, WyattBlock 3- Cameron, Ella, Sequioa Harrison, Dejah, AlexBlock 5- Mariah, Margaret, Solianna, JackieBlock 6- Sarah, Sam, Clara, Siham, Drew, Khensani,

There are going to be six computers/headphones waiting for you in Mr. Daugherty’s office. Instead of going to Mr. Patterson’s class on Friday, you should just go straight to Mr. Daugherty’s office. Make sure you keep an eye on the time, you will need to make sure that you log off the computers and put away headphones. Mr. Daugherty may have you work in the conference room, his office, or the library. This will vary by block.

Instructions for ThursdayStudents in class are going to respond to the question and quote below. It going to be your job to counter whatever argument they try and put forth. In your response, you should explain why the Israelis have to build a security fence, how it is effective, and how the Five Broken Cameras is a biased, Palestinian documentary that you can’t believe people are taking seriously. By the end of class on Thursday, you should have your main debate points completed along with pictures to copy and paste to add strength to your argument.

Why do Palestinians care about the olive harvest? "I don't understand why Palestinians are pretending to care so much about their olive trees. Honestly, I think they are just throwing a tantrum because they can no longer attack us with suicide bombers. Why don't they use that energy to improve their standard of living instead of having "peaceful protests?"

Instructions for FridayAccess OneNote via the App

Open up OneNote by clicking on the four white box flag and selecting the purple OneNote button. You may need to open up the Global Studies folder.

Collaboration Section/Debate

On Friday, students will start to post in the collaboration section. Wait until their title includes the word Done before responding to the post. After you respond to the post, change Done to Read Me. This will let the student know that you have responded to them. It is important for you to work together as a group. Make sure you come up with a plan on who is responding to who. We don’t need five people responding to Ameer’s post. Highlight your response in a different color so it stands out. Make sure to copy and paste pictures and diagrams that also prove your point.

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Mr. Patterson has chosen you because he respects your intellectual prowess but also because he trusts you. Please make sure that you don’t betray this trust. If you have questions, ask Mr. Daugherty or call up to Mr. Patterson’s room at 4291. Please don’t tell people outside of the group that you are debating

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Class Copy Old CopyClass Jump Olive TreesGlobal Studies

Directions: Once you’ve read the article. Log in to the computer and got to OneNote. Once you get to OneNote, find the page that is called Olive Trees. Click on the link called Class Jump.

Go Using your school email, register for the website using your real information. Mr. Patterson will show you how to register for your class.

Discussion Board #1 – Olive TreesReading through the olive article, respond to the quote on this discussion board. Your response should be written in word and then copied and pasted on to the board. Make sure you use text evidence to back up your opinion. If you don’t put your first and last name on your post, it will be deleted.

Discussion Board #2 – Security FenceIs the security barrier/fence working? You’re going to have to research the answer to the question. You should look at when the security fence was built. Have the amount of attacks from Palestinians decreased? Is this worth cost to the standard of living to the Palestinians? _____________________________________________________________________________________

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Random Musings Old ResourcesSample Political Cartoons1. What is the meaning of the cartoon?2. What point is the artist trying to get across to the reader?3. Would the Israeli’s or Palestinians agree with this cartoon?Map of Israeli Timeline of Settlments, Physical Map, Satellite Picture Showing Physical Map of OlivesRemind students of standard of living GapShow sattelite image, remind the student to use text evidence when filling out page 2

Next page is sample warm up

What do you notice about the two replies?

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Prompt Old Resources

"I don't understand why Palestinians are pretending to care so much about their olive trees. Honestly, I think they are just throwing a tantrum because they can no longer attack us with suicide bombers. Why don't they use that energy to improve their standard of living instead of having "peaceful protests?"-Zionist

The reading you have in front of you should be considered document A.

Reply #1

I looked up the meaning Zionist it means stupid selfcentered people shut the door you stupid Zionist the

reason we care about our trees is because it helps Palestine's economy. the only reason were losing the

war is because you have America on your side.

Reply #2

I think this isn't true. It is a tradition to go pick olives in the fall. "Hundreds of thousands Palestinians go

to pick olives" (Doc A). It is tradition for adults to take off work and children to skip school to go and pick

olives. But now Israeli settlers are destroying the olive trees and this longstanding tradition. Since 1967

800,000 olive trees have been cut down. This is greatly impacting the Palestinian economy costing them

about 55 million dollars (Doc. A). If the Israelis would leave our olive trees alone it would help us save

money and could raise our standard of living. In the documentary "5 Broken Cameras" peaceful protests

lead to the removal of the fence. Using our energy to have peaceful protests helped us get our land back

so we could keep growing olive trees and making money. That is why I do not agree with this quote.

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NPR Directions Old ResourcesMiddle EastPatterson

Do you have headphones? If not, ask Mr. Patterson or your neighbor to borrow some.

1. Log on to the computer2. Click “Ok” to any box that pops up3. Go to Google, it would be best if you used FireFox or Google Chrome4. Search for “NPR Palestine barrier”5. Click on the top search result6. Click on the play button and listen to the story.

After listening to the story, answer the following questions. You may need to go and listen to the story again or go to other websites. If you decide to go to additional websites, include board search phrases like “Israel, Security Barrier, terrorist attacks, and reasons for building.” Answer the following questions in a paragraph form on a separate piece of paper.

1. Why did Israel build the security fence/barrier?2. Is the wall successful in accomplishing what the Israeli’s wanted?

NPR Directions

Middle EastPatterson

Do you have headphones? If not, ask Mr. Patterson or your neighbor to borrow some.

1. Log on to the computer2. Click “Ok” to any box that pops up3. Go to Google, it would be best if you used FireFox or Google Chrome4. Search for “NPR Palestine barrier”5. Click on the top search result6. Click on the play button and listen to the story.

After listening to the story, answer the following questions. You may need to go and listen to the story again or go to other websites. If you decide to go to additional websites, include board search phrases like “Israel, Security Barrier, terrorist attacks, and reasons for building.” Answer the following questions in a paragraph form on a separate piece of paper.

1. Why did Israel build the security fence/barrier?2. Is the wall successful in accomplishing what the Israeli’s wanted?

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Class Copy Old DirectionsOneNote 5 Broken Cameras CriticismGlobal StudiesDirections: Certain critics have claimed that 5 Broken Cameras is nothing more than a work of propaganda. Propaganda is misleading information designed to get the viewer to think a certain way.

Search on Google for: 5 Broken Cameras criticism

Read through a couple of articles that appear. Make sure you take a couple of minutes to try figure out if the website is biased pro-Palestinian or pro-Israeli.

In your own words, summarize the critics’ arguments. Give your opinion about the documentary. Do you think that the documentary qualifies as propaganda? Should Mr. Patterson show to his students next year?

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Option AOption A