At the outset of this project-based learning (PBL) unit, students were advised of the guidelines as well as some of the challenges they might encounter and the potentially biasing role of word choice. Learning how to identify and work toward mitigating biases has been at the forefront of this learning experience. Students have been presented with a variety of resource materials, points of view, and “what about” questions in an effort to offer resources that do not inherently prejudice the students’ thinking. Students are beginning to develop the skills needed to distinguish between reliable and questionable source material. Throughout their investigation and research of this conflict, they have been encouraged to use a FACT-PERSPECTIVE-NARRATIVE-YOUR TRUTH process to help them analyze and make sense of their research and become responsible consumers of information.
Students have had the opportunity to explore this conflict from the perspectives of both parties, considering how their own lives might be similar or different from the lives of young people living in the area. At one point, several students were discussing the impact that the conflict has had on the day-to-day life of both groups of people. It was an interesting discussion to observe, particularly when they compared it with the impact of other challenges currently happening around the world and throughout history. Critical thinking + global mindset = WOOT! Another segment of this unit allowed students to participate in station rotation explorations, which included investigating the economic challenges, standards of living, military power, the effects of nationalism, analyzing an historical timeline (including maps) of the conflict in this area. These activities proved to help students deepen their understanding of the conflict and was where it all seemed to come together for them.
This week, we moved to the next phase of the project. Students were assigned to one of four political parties (there is one conservative and one moderate party each representing both Israelis and Palestinians). They have been asked to adopt (for purposes of this project) the perspective of the political party to which they were assigned. The PBL essential question: Can peace be achieved between the Israelis and Palestinians? Each party is working on creating a plan and proposal for lasting peace in the region; one which offers a two-state solution that establishes permanent borders between the countries of Israel and Palestine. Evidence, gathered from research, will be presented by all sides at the peace summit, as the four political parties try to reach consensus. Watch out, world. These students are determined to create a viable plan for peace.
The peace summit will take place here at school later this month. Ms. Kosakowski, our digital literacy specialist, has graciously offered to record each class' summit with the hope that we'll be able to share them with parents soon thereafter. Stay tuned.
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