GETTING READY FOR INSTRUCTION

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1 Sixth Grade Contemporary World Cultures Unit: 07 Lesson: 02 Suggested Duration: 4 days Conflict in the Middle East Lesson Synopsis: Southwest Asia, known as the Middle East, has been the center or region of migration, wars, invasions, religions, and trade for centuries. People from Asia, Africa, and Europe have settled in the region to build colonies, empires while, others came to the region because of their strong religious beliefs. The focus of this lesson will be conflict in the Middle East, especially conflict as a result of differing belief systems. The example used is the three major monotheistic religions with their roots in the region - Judaism, Christianity, and Islam - with their varied beliefs, practices, and ethnicity. TEKS: 6.1 History. The student understands that historical events influence contemporary events. The student is expected to: 6.1B Analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions: 6.2 History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to: 6.2A Explain the significance of individuals or groups from selected societies, past and present; 6.16 Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. The student is expected to: 6.16A Identify institutions basic to all societies, including government, economic, educational, and religious institutions; 6.17 Culture. The student understands relationships that exist among world cultures. The student is expected to: 6.17B Explain the impact of political boundaries that cut across culture regions; 6.18 Culture. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. The student is expected to: 6.18B Relate ways in which contemporary expressions of culture have been influenced by the past; 6.19 Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to: 6.19B Explain the significance of religious holidays and observances such as Christmas and Easter, Ramadan, and Yom Kippur and Rosh Hashanah in selected contemporary societies; PROCESS TEKS: 6.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: 6.21A Differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures; 6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 6.21C Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; 6.21D Identify different points of view about an issue or topic; 6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 6.22 A Use social studies terminology correctly; 6.22B Incorporate main and supporting ideas in verbal and written communication 6.22C Express ideas orally based on research and experiences; 6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; 6.22E Use standard grammar, spelling, sentence structure, and punctuation. GETTING READY FOR INSTRUCTION Performance Indicator(s): As a historian, create an illustrated story board for a book you will write that traces the background of a contemporary Middle Eastern society. In the storyboard, explain relationships between past conflicts and current conditions. Include discussion of the factors that link the past and present and how contemporary expressions of culture have been influenced by the past. (6.1B; 6.2A; 6.16A; 6.17B; 6.18B; 6.19B) 1C; 3B; 5B Key Understandings and Guiding Questions: Different belief systems within a cultural region can cause conflict. What is the historical background of Middle Eastern societies that contributed to past conflicts? How does the historical background contribute to current conflicts? How did they impact the region? 2010, TESCCC 07/01/10 page 1 of 14

2 What religions and belief systems call the Middle East home? How are the belief systems of groups in the Middle East alike and different? What is the significance of religious holidays and observances such as Christmas and Easter, Ramadan, and Yom Kippur and Rosh Hashanah in selected Middle Eastern societies? How have contemporary expressions of culture been influenced by the past? How have different belief systems contributed to conflict in the Middle East region in the past? Why do the conflicts exist today? Where do political boundaries cut across culture regions in the Middle East? What has been the impact of political boundaries that cut across culture regions? Vocabulary of Instruction: history conflict culture religion political boundary belief system migration Materials: wall maps student atlases World Almanac textbook resources on Middle East cultures, societies, religions Internet access Resources: Print Resources: Handout: Cultures of the Middle East Matrix :(1 per student) Handout: Conflict Visual (1 per student; more may be needed) Handout: Religions in the Middle East Teacher Resource: Religions in the Middle East - KEY Teacher Resource: Background Information Handout: Rubric: Collaborative Work Skills and Group Presentation Handout: Rubric: Documentary Data & Presentation Web Resources: CIA Factbook: Timeline of Middle East conflict: RAFT writing strategy: Advance Preparation: 1. Become familiar with the content and procedures for this lesson, including questions that will be asked of the students and teaching strategies that will be utilized. 2. Research the roots of Christianity, Judaism, and Islam to be able to discuss the religions with knowledge and sensitivity. Also research major conflicts in the region, past and present (Arab-Israeli wars, conflicts regarding a Palestinian state, Crusades, Ottoman Empire, etc., see Instructional Focus Document), and choose examples to discuss that align with the TEKS/SEs. 3. Display vocabulary words on word wall to be used as an instructional tool during the explanation. 4. Gather reference materials and resources for research (Middle East cultures/societies, religions, conflicts in Middle East, etc.) 5. Select appropriate sections from the textbook, teacher resource materials, and suggested websites to support learning for this lesson. 2010, TESCCC 07/01/10 page 2 of 14

3 6. Review possible web resources for student use following district guidelines. 7. Print handouts needed. 8. Think about and plan the Engage activity for Day Post the questions from the Handout: Think and Write (for use on Day 1 Explain section). 10. Inform and show students the rubric for the activities. 11. Discovery Education Streaming has video clips which may be utilized with your lesson. Contact your local campus librarian or technology specialist to get a list of available clips. These clips can provide an additional resource for students to learn about the content of the lesson. Background Information: Background for the teacher can be found at: o (Middle East Forum) o Teacher Resource (attached): Background Information This lesson is not about the tenets of any religion. It is about how different belief systems within a cultural region can cause conflict. Some of those different belief systems are rooted in religion. Others are rooted in types of government found there (tribal, monarchy (Jordan), theocracy (Iran), republic (Syria), democracy, dictator, military, etc.). (See Scholastic News for Kids: ) Still other conflicts are about boundary issues, migration, and resources. (see for a BBC story on water.) When different belief systems must compete for things such as land, power, or resources, conflict often arises. This has been the case in the Middle East for hundreds of years (see Timeline of Middle East conflict: ). The Middle East, called so because it is in the middle between The West (Europe) and The East (India and China), has been in the center for millennia. The ancient Silk Road passed through the area. Large reserves of oil were discovered there, putting the region in the center of world in regards to this precious resource. Water is in short supply, causing conflict involving varying views regarding its availability and use. Cultural differences are vast. People s world views (West/East, Muslim/Christian, Arab/Israeli) differ greatly. Migration. Invasion. Religion. Rule. Resources. Money and trade. Differing view on all of these issues can cause conflict and the Middle East has each in abundance, and has had for centuries. Between the fourteenth and early 20 th century the Ottoman Empire ruled over most of southeast Europe (Byzantine Empire) and most of the Middle East and Northern Africa. It also controlled Greece and the Balkan Mountains. The Ottoman Turks were Muslims, but did not subject Islamic law on non-muslims. They allowed Christians, Jews, and people of other faiths to practice their religion in peace, with one exception; the Armenian Massacre, known as the Armenian Genocide that resulted in 1 ½ million deaths between Hence, students will come to understand that the three major religions in the Middle East, Judaism, Christianity, and Islam are linked by their roots (monotheistic religion) and their geography (within the Middle Eastern region), but are separated by varied beliefs, practices, and ethnicity. Today, the three major religions are practices around the globe; they have withstood many challenges, such as conquests, wars, migration, and religious persecutions because of their religious beliefs and practices, and these differences and the conflicts that arise from them continue today. GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Day 1 Before class, arrange for 2 students to role-play a situation where they have strongly held and deep-rooted beliefs about a topic of concern for 6 th graders. Use local issues wherever possible. Possible topics include: Which is better or requires more skill football or soccer (ideological Notes for Teacher NOTE: 1 Day = 50 minutes Suggested time: 1/5 Day Note that the point of this exercise is not to trivialize, belittle or demean any idea or to decide which is better, correct, or more fair. The point of the exercise is to build an analogy to which student can 2010, TESCCC 07/01/10 page 3 of 14

4 Instructional Procedures differences) The football team and soccer teams have been scheduled to practice at the same time on the same field (occupation of the same land) A sister and brother trying to share one bathroom to get ready for school, conflicting time and again about the same issues (rights, time and turf issues) Students role-play for the class. Notes for Teacher relate and then understand that the differences in the Middle East are longheld and deeply rooted in the way people view the world and interact with it and each other. EXPLORE Show, again, the map of the Middle East on a world map. Write Middle East Conflict on chart paper. Students individually make a list of 5 things that come to mind when they hear or see those words. Students compare their lists with a neighbor and then share with the class. Teacher scribes to create a master list for the class. (Sticky notes could be used.) Keep the chart posted. As the lesson progresses, revisit the chart periodically in order to add to, correct, or reword information. What are the countries of the Middle East? What are the cultures found in the Middle East? What are some of their characteristics? Divide the class into small groups to study the characteristics of several Middle East societies. (The number of cultures and which cultures will be researched will depend on resources available.) Distribute the Handout: Cultures of the Middle East Matrix and provide materials for students to use to find information (maps, textbook, other secondary and primary sources, computer access to approved websites, etc.) Students gather information about their assigned culture to add to the Matrix. Students read appropriate sections of the textbook to deepen understanding. (This could be completed as homework.) EXPLAIN Day 2 Rearrange groupings so students are with different students than on Day 1. In their new small groups, students share information about the cultures they researched. Teacher circulates, listening to the discussions, clarifying information and correcting misconceptions where necessary, providing background information needed, and probing with questions. Teacher also notes points and topics where further information is needed. Post a class-size version of the Handout: Cultures of the Middle East Matrix. Facilitate a discussion where students provide the information to be posted on the chart. Students change their charts as needed; teacher provides further information where needed. Steer the discussion to historical conflicts in the Middle East. EXPLORE On one wall post the word Very Much. On the opposite wall, post the words Not at all. Ask the question Do you think religious beliefs influence laws in a society? Suggested time: 4/5 Day MATERIALS: Map of the Middle East Handout: Cultures of the Middle East Matrix (1 per student) Web Resources: East/location-of-middle-east.html CIA Factbook: e_east_stats.pdf Students may be in pairs or groups to explore and research the questions. Provide students with additional resource materials and internet access, when available to research information. Students may refer to their textbooks. Suggested time: 1/3 Day Suggested time: 2/3 Day MATERIALS: Handout: Religions in the Middle East 2010, TESCCC 07/01/10 page 4 of 14

5 Instructional Procedures Have students consider their answer to that question. Then have them stand along the continuum to indicate their answer. In a brief discussion, ask several students to explain why they chose to stand where they did. Post the Key Understanding on the board or chart paper: Different belief systems within a cultural region can cause conflict. Students return to their seats and participate in a short discussion addressing the following (or similar) questions: What are some of the main reasons that there has been conflict in this area? (Differences in religious beliefs, cultural differences, ethnic differences, economic differences, etc.) What else has played a role in the conflicts in the region? (Responses could include: resources, land, power, cultural differences, economic systems, governmental systems, world views, etc.) How has religion played a role in the conflicts in this region? (Opinions will vary.) What religions are found in the region? We are going to find out more about the major religions in this region and their influence on society in the Middle East and how the differences have led to conflict. Again place students in small groups of 3-4. Distribute the Handout: Religions in the Middle East Assign groups one of the major religions of the area to research and become an expert (Judaism, Christianity, Islam, also Shia and Sunni denominations of Islam). Provide access to materials for students to use as they research basic beliefs of the religions and related conflicts in order to find out what the religion believes, the conflicts that have arisen as a result of those beliefs, and the reasons for the conflicts. (Access to computers to do online research may be helpful depending on materials available in the classroom and library.) Distribute the Handout: Religions in the Middle East for students to use to organize their research. Students research. Teacher circulates, probing with questions, providing background information, and correcting misconceptions. Rearrange the groups so students are now in groups with an expert on each of the religions studied. Members share the information they have gained about the religion, adjust their notes, and discuss how to share the information with their original group. Students read appropriate sections in the textbook and other materials to gain more knowledge about the subject. Notes for Teacher Web Resources: Timeline of Middle East conflict: i/middle_east/03/v3_ip_timeline/htm l/ Prior to students beginning their research on their assigned topic, be sure that the students have readily available resources and internet access, when applicable, in addition to their textbooks. Answers may vary on handout based on resources. EXPLAIN Day 3 Students return to their original religion research groups from Day 2. They discuss what they learned on Day 2, adjusting the information on their Handout: Religions in the Middle East as needed. Provide a short discussion period for students to ask questions that arise in their small-group discussion. Teacher provides background information as needed. Distribute the Handout: Conflict Visual to each student. In their groups, students identify a conflict, the groups involved, and some of the effects of the conflict to complete the chart. Students participate in a class discussion where they present the conflict Suggested time: ½ Day MATERIALS: Handout: Religions in the Middle East Handout: Conflict Visual 2010, TESCCC 07/01/10 page 5 of 14

6 Instructional Procedures from their chart and discuss ideas and conflicts from other groups. Facilitate the discussion to address the Key Understanding and Guiding Questions: Different belief systems within a cultural region can cause conflict. What is the historical background of Middle Eastern societies that contributed to past conflicts? How does the historical background contribute to current conflicts? How did they impact the region? What religions and belief systems call the Middle East home? How are the belief systems of groups in the Middle East alike and different? What is the significance of religious holidays and observances such as Christmas and Easter, Ramadan, and Yom Kippur and Rosh Hashanah in selected Middle Eastern societies? How have contemporary expressions of culture been influenced by the past? How have different belief systems contributed to conflict in the Middle East region in the past? Why do the conflicts exist today? Where do political boundaries cut across culture regions in the Middle East? What has been the impact of political boundaries that cut across culture regions? Notes for Teacher EXPLAIN How do you think the people in the Middle Eastern region have maintained their religious beliefs and practices for thousands of years? (Answers may vary. The religious beliefs and practices originate from their holy books; Bible, Torah or the Qur an. It has been the responsibility of the family to pass down their beliefs and practices to their offspring and to others who are part of their cultural regions. It is their faith in those religious ideals and practices that sustain their lives from one generation to another). Have any of these religions had an impact on the government or laws in this region? Give an example. Why do you think that the beliefs and practices of these religions have caused conflict in this region? We are going to explore these religions in more detail to find out. ELABORATE Suggested time: ½ Day Think and Write Teacher Resource: Think and Write KEY Encourage students to review their notes, refer to their textbooks, classroom resources and access the internet, if available. MATERIALS: Handout: Rubrics: Collaborative Work Skills and Group Presentation Suggested time: ½ Day 2010, TESCCC 07/01/10 page 6 of 14

7 Instructional Procedures Using a map of the Middle East, discuss with the students that in addition to conflicts between religions in the Middle East, there has been conflict over land. In particular, there has been conflict over Palestine. Palestine was an Arab region that had been the homeland of the Jewish people over 2,000 years ago. After World War I, the region was controlled by Great Britain. After World War II and the Holocaust, many Jews were left homeless and many wanted to migrate to Palestine. Palestine however was home to Arabs who did not want to see this area become a Jewish state. In 1947, Great Britain asked the United Nations to solve the problem. The UN divided Palestine, one part for Jews and another part for Arabs. The Jews accepted the plan, but the Arabs did not. In May 1948, Israel became an independent state. Iraq, Syria, Egypt, Jordan and Lebanon went to war with Israel. Several wars followed which became known as the Arab-Israeli Wars. (1967, 1973) Egypt was the first Arab country in the area to make peace with Israel. Many Palestinian Arabs had to leave their homes. They fled to other Arab countries or settled in camps. In 1964, some Palestinians formed the Palestine Liberation Organization (PLO). The PLO refused to recognize Israel s right to exist. There has been continuous conflict between Israel and the Palestinian Arabs who want their own state. Put the students in pairs. Using their textbook or supplementary material, the pairs will create a timeline of events in Palestine and Israel. Notes for Teacher Suggested dates for timeline: 1947, 1948, 1964, 1967, 1973, 1977, Additional dates may be added to the timeline. EVALUATE Day 4 As a historian, create an illustrated story board for a book you will write that traces the background of a contemporary Middle Eastern society. In the storyboard, explain relationships between past conflicts and current conditions. Include discussion of the factors that link the past and present and how contemporary expressions of culture have been influenced by the past. (6.1B; 6.2A; 6.16A; 6.17B; 6.18B; 6.19B) Distribute the Handout: Rubric and review the expectations and criteria. Both student and teacher will grade the product using the rubric. In this RAFT students assume the role of a historian who is writing a book that traces the background of a contemporary Middle Eastern society. The audience is the publishing company that will publish the book. The format is an illustrated story board The topic is a section of the book that will address conflicts involving a contemporary Middle Eastern society. This section explains relationships between past conflicts and current conditions and includes a discussion of the factors that link the past and present and how contemporary expressions of culture have been influenced by the past The product is to include several drawings that help tell the story of a contemporary Middle Eastern society and a specific conflict in its history. (The conflict can be a single incident, ongoing or occur repeatedly in its history.) The explanation is to draw all pieces together in a cohesive explanation that addresses the Key Understanding: o Different belief systems within a cultural region can cause conflict. In their explanations, students should support information presented by referring to text-based evidence and the source of the information. Suggested time: 1 Day MATERIALS: Handout: Rubric For information on a RAFT, go to: ml The product may be completed at home. 2010, TESCCC 07/01/10 page 7 of 14

8 Cultures of the Middle East Matrix (pp. 1 of 2) Culture A Culture B Culture C Culture D What food do the people eat? Are there dietary laws/rules? Are there national dishes? How do the people dress? Is there traditional and modern styles? What kinds of homes do people live in? How do people make a living? What industries, jobs, and technology is central to the culture/society? What symbols and visual images indicate the culture s values and ethics? What kind of government does the society have? 2010, TESCCC 07/01/10 page 8 of 14

9 Cultures of the Middle East Matrix (pp. 2 of 2) Culture A Culture B Culture C Culture D What kinds of laws do they follow? How are the children schooled? What religious beliefs, practices, and death rituals exist in the society? What language(s) does the society speak? What are the characteristic art, music, literature, folklore? What games do they play? How do the people spend their leisure time? Do they have leisure time? War/Conflict With whom has the society been in conflict? When? Why? 2010, TESCCC 07/01/10 page 9 of 14

10 Conflict Visual Belief/Value Belief/Value Conflict Impact or Result Impact or Result Impact or Result 2010, TESCCC 07/01/10 page 10 of 14

11 Religions in the Middle East Directions: Complete the table describing these religions. Record only data for which you have textual evidence. Important Holidays Rituals People in Religion Holy Book or Text Basic Beliefs and Ideas Important Historical Events Major Groups Christianity Judaism Islam 2010, TESCCC 07/01/10 page 11 of 14

12 Religions in the Middle East KEY Holidays Christmas, Easter (Note: This key includes possible answers; others could also be correct.) Important People in Holy Book or Basic Beliefs Religion Text and Ideas Rituals Church on Sunday, baptism, communion Jesus Bible Old and New Testament Belief in one God. Jesus was the Messiah Important Historical Events Answers will vary based on resources Major Groups Protestants Catholics Christianity Yom Kippur Rosh Hashanah Daily prayer, Sabbath, Bar and Bat Mitzvah, Mourning rituals Moses Abraham Torah Belief in one God Answers will vary based on resources Orthodox Non-Orthodox Judaism Islam Ramadan Five Pillars of Faith Muhammad Other Prophets: Noah Abraham Moses Jesus Qur an The Five Pillars of Islam (belief in one God and that Muhammad is God s prophet, praying five times a day, giving to the poor, fasting during Ramadan, making a pilgrimage to Mecca. Belief in faith and good works Answers will vary based on resources Sunnis Shiites \ 2010, TESCCC 07/01/10 page 12 of 14

13 Background Information 1. What is the Code of Hammurabi? In 1790 B.C., a leader named Hammurabi, king of the city-state of Babylon, began to conquer much of the area of Mesopotamia. By 1750 B.C., Hammurabi formed the Babylonian Empire. He organized and rewrote the region s codes or laws which included equal justice under the law. If a person caused injury to another person, then he/she would be punished with the same treatment. An example we know today, is an eye for an eye. 2. How does the Code of Hammurabi compare to laws United States? The Code of Hammurabi was limited in equal justice. For example, wealthy people usually were punished differently than other people of lower social class. The United States government supports equal justice and the citizens are entitled by law to be represented in courts. 3. What are the three major religions in the Middle East? Judaism, Christianity, and Islam; all three religions are examples of monotheism. 4. What is the significance of the Torah or Bible to the present-day Jewish people? The basic laws of the Torah, the first five books come from the teachings of Judaism. The Hebrews, known as Israelites, are the ancestors of the Jewish people. The Torah describes God s covenant or agreement with Abraham who was the founder of the Jewish religion. 5. How did the Ten Commandments become laws? The Torah explains how God gave the Jewish people a set of laws on how to behave responsibly. 6. Why was Jesus, one of several Jewish teachers who believed in one God and taught the Ten Commandments throughout Judaea, a threat to the Roman leaders? The Roman leaders thought that Jesus would take over their empire and set up his own kingdom. According to religious teachings, the Roman governor of Judaea ordered his soldiers to end the life of Jesus about 30 A.D. Note: Historical and biblical accounts describe how Jesus followers, who became Christians, spread Jesus teachings and stories in the Gospels, the first four books of the New Testament in the Christian s Bible. The teachings included the story how Jesus rose from the dead and to many followers, Jesus was the Son of God. 7. Why did the Roman leaders punish the Christians and Jews and force them out of the Holy Land around 70 A.D.? The Christians and Jews were punished and forced to leave their homeland because they believed in God). Note: Christianity was finally accepted in the Roman Empire around 313 A.D. and became the official religion in the region once ruled by the Romans around 392 A.D. 8. What religious observances or holidays do Christians around the world celebrate? Christians celebrate the birth of Jesus at Christmas and his resurrection at Easter. 9. Who was Muhammad? Explain. He was an Arab teacher who preached the teachings about only one God and he proclaimed himself as God s messenger. Muhammad messages were formed into a holy book known as the Qur an which is the religion of Islam. 10. What are the followers of Islam called? What are their beliefs or practices? Explain. The followers of Islam are called Muslims. Their beliefs are from their holy book called the Qur an. The Qur an book teaches Muslim wisdom, the laws and duties, such as the Five Pillars, which are worship practices that they are to do each day. 2010, TESCCC 07/01/10 page 13 of 14

14 RUBRIC As a historian, create an illustrated story board for a book you will write that traces the background of a contemporary Middle Eastern society. In the storyboard, explain relationships between past conflicts and current conditions. Include discussion of the factors that link the past and present and how contemporary expressions of culture have been influenced by the past. (6.1B; 6.2A; 6.16A; 6.17B; 6.18B; 6.19B) In this RAFT students assume the ROLE of a historian who is writing a book that traces the background of a contemporary Middle Eastern society. The AUDIENCE is the publishing company that will publish the book. The FORMAT is an illustrated story board The TOPIC is a section of the book that will address conflicts involving a contemporary Middle Eastern society. This section explains relationships between past conflicts and current conditions and includes a discussion of the factors that link the past and present and how contemporary expressions of culture have been influenced by the past. Students should support information presented by referring to text-based evidence and citing sources. CATEGORY Content/Process Analyze the historical background of selected contemporary societies 4 Beyond the Class The components included are significant and carefully chosen to provide understanding of the ties of the current society to its historical background 3 Solid, grade level performance The most significant components of a Middle Eastern society are analyzed in an appropriate manner with some connections made to both historical and contemporary issues. 2 Met Standard Some significant components of a Middle Eastern society are included. Both the history and contemporary are addressed, though not necessarily connected. 1 Not quite Central components of the society are left out, or, only superficial components are addressed. Both history and contemporary are not addressed. Content/Process Evaluate relationships between past conflicts and current conditions: A specific conflict(s) is featured and relationships between past conflicts and current conditions are precisely addressed with clear connections made. A specific conflict(s) is featured and relationships between past conflicts and current conditions are addressed appropriately. A specific conflict(s) is featured and relationships between past conflicts and current conditions are addressed, though not deeply. A specific conflict(s) is not featured and relationships between past conflicts and current conditions are not addressed. Content/Process Relate ways in which contemporary expressions of culture have been influenced by the past; Ways in which contemporary expressions of culture have been influenced by the past are carefully chosen to make specific points that are clearly tied together. Ways in which contemporary expressions of culture have been influenced by the past are pointed out so readers can make the connections easily. Ways in which contemporary expressions of culture have been influenced by the past are alluded to, with inferences to be made by reader Ways in which contemporary expressions of culture have been influenced by the past are not addressed Product Create an illustrated story board Illustrated story board is an exceptional product that includes unique drawings that clearly tell the author s story with very little explanation needed to convey message. Illustrated story board tells a story with complete drawings that add dimension to the story, pointing out the major conflicts/components Illustrated story board is complete, though sketchy. Drawings need much explanation. Illustrated story board is incomplete. Pictures seem random and disconnected. Product Explain relationships between past conflicts and current conditions; include discussion of the factors that link the past and present and how contemporary expressions of culture have been influenced by the past Explanation includes carefully chosen information that fully tells about relationships between past conflicts and current conditions; factors that link the past and present contemporary expressions of culture that have been influenced by the past Explanation includes solid, correct information on relationships between past conflicts and current conditions; factors that link the past and present contemporary expressions of culture that have been influenced by the past Explanation includes some sketchy information on relationships between past conflicts and current conditions; factors that link the past and present contemporary expressions of culture that have been influenced by the past Explanation does not include information on relationships between past conflicts and current conditions; factors that link the past and present contemporary expressions of culture that have been influenced by the past 2010, TESCCC 07/01/10 page 14 of 14