Lesson: What About Human Rights?

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Lesson Objective

Students identify arguments and evidence regarding human rights within the conflict in Israel-Palestine

Lesson Plan

 

Lesson Name: Israel-Palestine- Religious Teachings            Course: High School Language Arts by Anke al-Bataineh

Objective:  Students identify arguments and evidence regarding human rights within the conflict in Israel-Palestine

Materials:

Attached articles

Chapters 18-20, 22, 24, 27-28 of "The Case for Israel" http://www.amazon.com/Case-Israel-Alan-Dershowitz/dp/047146502X

Index cards

Highlighters

           
Anticipatory Set:         (10 min)
Is one side more respectful of human rights than the other? Is one side more in violation of international law than the other?

http://www.youtube.com/watch?v=E3NqlEqirmY

http://www.youtube.com/watch?v=jUS_JuHSAE8

 (ALERT!! These videos contain images of blood and even of slain children! This imagery is very commonly used on both sides to publicize violence suffered, but may not be appropriate for your classroom! Choose any of thousands of other videos if you do not want to show some graphic images!)

 

Edit: I project the Declaration of Human Rights (rephrased by me for best comprehension) in the classroom and review some of the main ideas with students before they embark on evidence-seeking. This is something I use in many different classes as a tool. Evidence-seeking on this topic may take more than one class, depending on how broadly you define the topics for discussion. If you are concerned about time or student overload, you might choose a few human rights issues to limit research to, like Palestinian rocket attacks and Israeli restriction of movement, or something.


Topic and Position Frames:        

 

AC: Palestinians use violence against innocent, peaceful Israeli civilians, totally ignoring international law.

AC: Israeli military actions are always justified and taken in order to protect Israel's right to exist.

AR: Israel has made many efforts to establish peaceful agreements with the Palestinians, but they do not keep their word and turn around and talk about obliterating Israel. This shows they can not be trusted.

X: Israel has one of the most powerful militaries in the world, and is therefore capable of violence far beyond the wildest dreams of the Palestinians, and has at times committed that violence.

X: Palestinians often do not all support agreements made in negotiations with Israel, so different groups act differently. Their actions sometimes target innocent civilians because they believe every Israeli is being aggressive just by being Israeli.

NC: Israel is the greatest violator of human rights in the world and its very existence violates international law.

NC: Israel ignores peaceful requests from Palestinians and then grossly overreacts to minor acts of violence with collective punishment.

NR: Palestinians do not have access to an organized military, so they have to defend themselves with individual actions. That does not mean they are acting outside of a war context.

 

 

 

 


Vocabulary:

Zionism

secular

jihad

Torah

Avoda (labor)

Pacifism

Collective Punishment


Lesson Reflection:

 

What went well?

What would you change?

What needs explanation?

Students generally fall right in the middle on this issue, thinking that both sides have crossed lines. Some students see the imbalance of attacks or deaths as justification for Palestinian actions. If they are really thinking about it, you might introduce the idea of "moral equivalency," which is intensely controversial. If they are just reacting out of emotion, I try to point them back the the complexity of international law.  

If you are in an environment where it is not appropriate to show any graphic images, here are some alternative videos I have used. http://www.youtube.com/watch?v=uCoJeUdKnvA

http://www.youtube.com/watch?v=NzKj5rhXdgM

http://www.youtube.com/watch?v=BwypFj65rPY (contains some blood in second half)

http://www.youtube.com/watch?v=inynw-MubCk

http://www.youtube.com/watch?v=mhYIVgtPyGk

 

Why do I include some graphic images? I don't do so lightly. I talk a lot about it first, and no one is obliged to watch it. I explain each type of image on each side and the purpose it serves. The bottom line is, if I can include a few such images, I do, because it is hard to understand the Palestinian psyche without knowing that children grow up seeing- even revering- these images constantly. They see many killings and many people refuse to hide the gruesomeness because they want the world to see how vicious life is under occupation. On the flip side,  Israeli citizens hear about and see bus bombings on a regular basis and live in regular fear of them. For many, this image dominates their view of the conflict. This is important to understand, as much as students can.  Note: for more about the significance of Jenin, where I have personally been, there is a well-known and respected film that may interest you. Its release was impactful around the world. http://www.arabfilm.com/item/242/

 

 



 

Lesson Resources

http://www.youtube.com/watch?v=E3NqlEqirmY
2238
http://www.youtube.com/watch?v=jUS_JuHSAE8
2238
Israel Human Rights.pdf  
431
Gaza_Israel_ Hamas Rocket Attacks on Civilians Unlawful | Human Rights Watch.pdf  
284
Gaza Hamas Should End Killings Torture Human Rights Watch  
283
Center of the Storm A Case Study of Human Rights Abuses in Hebron District Human Rights Watch  
282
Precisely Wrong Human Rights Watch  
322
Israel PA Suicide Bombers Commit Crimes Against Humanity Human Rights Watch  
265
Israel Investigate White Flag Shootings of Gaza Civilians Human Rights Watch  
253
Israel Investigate Unlawful Destruction in Gaza War Human Rights Watch  
249
B Tselem The Nature of Settler Violence  
254
B Tselem Infringement of the Right to Medical Treatment  
245
B Tselem Statistics Fatalities  
265
B Tselem Freedom of Movement Curfew  
258
B Tselem Settler Violence  
250
B Tselem Freedom of Movement Closure  
264
B Tselem Restrictions on movement  
278
B Tselem Encouragement of migration to the settlements  
308
B Tselem Violations of the human rights of Palestinians by Palestinians Severe human rights violations in inter Palestinian clas  
273
B Tselem Restrictions on movement Alternative roads for Palestinians  
256
B Tselem Checkpoints Physical Obstructions and Forbidden Roads  
314
B Tselem The settlements Analysis of the map of the West Bank  
254
B Tselem Restrictions economy  
262
B Tselem Beating and Abuse of Palestinians by the Israeli Security Forces  
296
B Tselem The Seperation Barrier  
299
B Tselem Land Expropriation and Settlements in the International Law  
250
B Tselem Attacks on Israeli Civilians by Palestinians Rocket and mortar fire into Israel  
305
B Tselem The Seperation Barrier Statistics  
242
B Tselem Land Expropriation and Settlements Taking Control of the Land  
238
B Tselem Attacks on Israeli Civilians by Palestinians Israel s obligations in responding to rocket and mortar fire  
313
Human Rights Charter Rephrased   Texts
404
PalHumanRights   Lesson Plan
308

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