This inquiry leads students through an investigation into the discovery of resistance …
This inquiry leads students through an investigation into the discovery of resistance and protests throughout World History. While this inquiry is very general to include as many countries and experiences as possible, South Africa, United States History, and Israel - Palestine are the main focuses. By focusing on historical experiences of resistance and conflict, this inquiry focuses on building student empathy, respect, and understanding of complex conflict through aspects of Apartheid, Civil Rights laws, and continued conflict of countries around the world. Resource created by Tia Pawlowski, Battle Creek Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).
In addressing the compelling question, “Who should control the Holy Land?” students …
In addressing the compelling question, “Who should control the Holy Land?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument supported by evidence while acknowledging competing perspectives and the impact of decisions on differing peoples. This inquiry leads students through an investigation of factors impacting the people of the Holy Land (modern-day Israel/ Palestine) by using various sources that consider the religious, geographical and historical issues of the area. By investigating the compelling question, students examine the religious significance of Jerusalem to three religions, political boundary changes over time, and the current boundaries of Israel/ Palestine. By completing this inquiry, students begin to understand the complexity of issues regarding the control of land and the impact that decisions can have on the people of that area. Resource created by Jacalyn Groesser, Fall City Sacred Heart Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).
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