Peace Proposal for the conflict between the Israelis and Palestinians
Honor Code Level 3
Ongoing assignment, final product/performance due date: ______
Your assessment for this section of the unit is to create a proposal to solve the conflict between the Israelis and the Palestinians. Based on information from class discussions, readings, current events, choice books (in some cases), and videos, you will design a proposal on how to create a peaceful situation between Israelis and Palestinians in the Middle East. Your proposal must demonstrate that you understand:
· The historical foundations of the conflict
· The changes the conflict has weathered over time
· The current situation of the conflict
· The perspectives of both Israelis and Palestinians
· The United States’ position
There are several options for this proposal; some are performance-based while others are strictly written. Some in-class planning and work time will be given.
1. Write a letter to the Obama administration addressing what the U.S. role should be in the Middle East peace process.
2. Write a proposal to the United Nations addressing what its position and actions should be.
3. Create a plan for the Israeli government describing what its actions should be to encourage peace and end violence.
4. Create a plan for the Palestinian government describing what its actions should be to encourage peace and end violence.
5. Write a play that addresses the situation and need for peace. Performance is mandatory. You must enlist the help of others for your performance ahead of time. A script must be typed and submitted.
6. Write a song (folk, hip-hop, pop, etc.) that you will perform for the class. You may use beats I have here on the CD, get someone to beat for you, or play an instrument. Lyrics must be written/typed on an overhead. You must be ready to field questions about your song if content is not readily apparent. As a way of honoring the creative process of song-writing, the “Performance” rubric will be substituted for the “Organization” section of the rubric.
7. Write a song (folk, hip-hop, pop, etc.) with a partner. Both partners must perform the song for the class. You may use beats I have here on the CD, get someone to beat for you, or play an instrument. Lyrics must be written/typed on an overhead. If you do the partner option, you are also required to complete an individual reflection.*** This will be distributed accordingly. Furthermore, each partner must include his/her unique Works Cited page.
8. Create a photo-journalism story. The idea behind this is that you would use both images and text to tell the story of the conflict and propose your solution. Think of it as a storybook for adults in which you can use photos to help tell the story and use captions and/or journal entries to address the criteria for the assignment.
9. See Mrs. Hanson-Peters if you have an idea for something else.
Remember that this is a proposal for a peaceful solution in the region. Therefore, it cannot simply be a criticism of what has happened already. It must also present an idea for change. You may believe that a peaceful solution is impossible and will never be reached. If that is the case, what can and should be done to end the killing of innocent people in the region?
Consider what you can do, as we go along, that will help you with your choice above. For example, if you are doing the hip-hop song, it will be much easier for you at the end if every day, you jot down a summary of what you learned in rhyme. Or, if you have an idea for a play, then jot down summaries with your characters in mind.
Requirements for everyone:
· Must be typed in 12-point, Times New Roman font, double-spaced.
· Specifically refer to at least three outside sources to support your proposal using parenthetical citations. Research time will be given in class.
· Include a Works Cited page in MLA format.
Name: ______
YOU MUST TURN THIS IN ON THE DUE DATE.
Ideas and Content (x2)
Advanced Proficient - 4 / Proficient -3 / Partially Proficient -2 / Unsatisfactory -1-0· Student thoroughly develops specific, thoughtful examples and evidence that directly relate to the proposed solution
· Past, present, and future are thoroughly addressed with regard to the conflict
· Student demonstrates deep understanding of how the conflict has changed over time.
· Perspectives of Israelis, Palestinians, and the United States are thoroughly addressed.
· Ideas are insightful and interpretations are legitimate and original
· Dialogue, quotes and/or evidence are smoothly integrated
· Analysis of evidence draws conclusions that make legitimate, thought-provoking connections
· Proposed solution is realistic, evidence-based, and author convincingly argues why it would work. / · Main ideas are clearly developed. Examples and evidence are sufficient but may not directly relate to the proposed solution
· Past, present, and future are addressed with regard to the conflict
· Student demonstrates understanding of how the conflict has changed over time.
· Perspectives of Israelis, Palestinians, and the United States are addressed.
· Ideas and interpretations are legitimate
· Dialogue, quotes and/or evidence are integrated
· Analysis of evidence draws conclusions and makes legitimate connections
· Proposed solution is realistic, usually grounded in evidence, and author argues why it would work. / · Ideas are stated but lack relevant examples and/or evidence related to the proposed solution
· Past, present, and future are not all addressed.
· More detail is needed to demonstrate how conflict has changed over time.
· Perspectives of Israelis, Palestinians, and the United States need more specific details.
· Ideas are unclear or don’t relate to main idea.
· Arguments are not legitimate or insightful
· Dialogue, quotes and/or evidence may be roughly integrated
· Analysis attempted or minimal, off-topic, stereotypical, questionable weak conclusion
· Proposed solution is unrealistic and/or not grounded in evidence; author does not argue why it would work. / · Ideas are limited or unclear, reader must guess at main ideas. Little or no connections made; no proposed solution.
· Past, present, and future are not addressed.
· No evidence that student understands how conflict has changed over time.
· Perspectives of Israelis and /or Palestinians and/or United States are not addressed.
· Ideas are illogical or incorrect.
· Dialogue, quotes and/or evidence are not integrated
· Minimal or no support, insufficient details, no conclusions drawn
· Proposed solution is not included.
Organization
Advanced Proficient - 4 / Proficient -3 / Partially Proficient -2 / Unsatisfactory -1-0· A strong and engaging introduction presents the topic
· Ideas flow seamlessly; placement of details enhances the strength of the argument
· A thought provoking conclusion demonstrates depth of analysis and understanding about the topic / · A strong introduction presents the topic
· Organization has a simplistic structure, but it makes sense
· Conclusion demonstrates some depth of analysis and understanding about the topic / · Introduction might be too obvious or simplistic or lacking in focus
· Attempts at sequencing, but ideas/details are often misplaced, confusing, random, or formulaic
· Conclusion might be obvious or repetitive or lacking depth / · Introduction is underdeveloped or missing
· Lacks effective sequencing – random, confusing, misplaced details
· Conclusion is underdeveloped or missing
Works Cited page
Advanced Proficient - 4 / Proficient -3 / Partially Proficient -2 / Unsatisfactory -1-0· Works Cited page follows MLA format and all parenthetical citations match entries.
· At least three outside sources are included. / · Works Cited page generally follows MLA format and matches parenthetical citations to the entries.
· At least three outside sources are included. / · Works Cited page and citations have several errors.
· Two outside sources are included. / · No attempt made to MLA format and/or create Works Cited page.
· One or no outside sources are included.
If you want to do Choice 7, the Song-with-a-Partner Option
7. Write a song (folk, hip-hop, pop, etc.) with a partner. Both partners must perform the song for the class. You may use beats I have here on the CD and my website www.mshanson.pbworks.com, get someone to beat for you, or play an instrument. Lyrics must be written/typed on an overhead. If you do the partner option, you are also required to complete an individual reflection.*** This will be distributed accordingly. Furthermore, each partner must include his/her unique Works Cited page.
***Individual Reflection
Each team member must do this independently of the other. Once your song is written, you will do this individual reflection in-class with Mrs. Hanson-Peters.
Your task:
Complete a line-analysis of your song. In other words, you must break down your song, lyric by lyric, and explain what aspects of the conflict (past, present, and future) that your song addresses. You must explain what parts of your song include the solution. Basically, you are interpreting the song for your audience, in order to demonstrate that you have a clear understanding of the conflict. Refer to the rubric as you are writing your song in order to assure that you are doing all of these things. You will explain, in writing, what your song means with regard to the conflict.
Some things to keep in mind if you choose the partner option:
· Both partners must be present for the in-class performance. If one partner is absent, there is no way to get Advanced Proficient on the rubric.
· Both partners get the same grade for the song.
· You will not receive a grade for the song until you complete the Individual Reflection. Your grade on the Individual Reflection is unique and based on your own analysis of your lyrics.
· As a way of honoring the creative process of song-writing, the “Performance” grade substitutes for the “Organization” part of the rubric.
Performance
Advanced Proficient / Proficient / Partially Proficient / Unsatisfactory· Both partners consistently participate in the performance
· Obviously practiced; partners are not just “winging it.”
· Went above and beyond the effort, clearly took the task seriously while having fun. / · Both partners participated in the performance
· Seems practiced; few errors made.
· Met all of the requirements; taken seriously most of the time. / · One partner seemed to shoulder more of the performance
· Does not seem practiced; many errors made
· Met some of the requirements; seems that partners did not take seriously / · Only one partner participated
· Partners not ready to perform
· Did not meet requirements; did not take seriously