How do you assess students' background knowledge of a particular topic? What are the benefits of having students review what they know or think? How does such a discussion help both students and teachers?
How does the conflict in the Middle East connect to topics in your curriculum? How might you reference this and other conflicts?
How do you incorporate geography skills into lessons on the different world regions?
What are some other hypothetical situations or analogies you might use to introduce the conflict in the Middle East?
As you teach about controversial issues, what are the most important things you want students to take away from the lesson?
How do you help students understand religious history and differences in belief systems? How do you assess their understanding?
Taking It Back to Your Classroom
Have students write news stories about the Middle East. They might compile the stories into a newspaper to distribute to other students, or post their articles on an Internet site that features the work of student journalists.
Select a complex or controversial issue in your curriculum. Ask students to research and write two reports about the issue, each from a different point of view.
Ask students to identify what they believe are the five most significant topics in a unit they've already covered and to highlight and place them on a timeline or in a visual presentation they create. Deciding which information is most important in a unit teaches students that not all information is created equal: Some is background, some is key, and some extends what students know or have just learned.
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