Lesson 5: Independent Research

Lesson Information

About this Lesson:

In this unit, students were introduced to some of the ethnic minorities in the Arab world. In this lessons, students will explore the culture and lives of ethnic minorities in the Arab world in more depth and detail. They will conduct independent research on an ethnic group of their choosing and share their findings with the class.

Time

Flexible

In this lesson, students will:

  •  conduct independent research about an ethnic minority in the Arab world.
  •  present their research to the class.
  •  write an analytical essay about the nature of ethnic minorities in the Arab world.


Enduring Understandings

  • Peoples of the Arab world have diverse ethnic and linguistic backgrounds, each with a distinctive character and identity.
  • Ethnic minorities negotiate their personal and collective identities in various ways to both accept and contest the dominant culture.

Curriculum Framing Questions

  • What characteristics do ethnic minorities contribute to the culture of the Arab World?
  • What are the concerns of ethnic minorities, and what can they do to voice their concerns?

Learning Objectives

By the end of this lesson, students will be able to:

  • present information about ethnic minorities in the Arab world.

Assessment & Evaluation of Student Learning:

  • Conduct a thorough presentation of an ethnic minority community in the Arab world based on personal research.
  • Write an analytical essay considering one of the essential questions from the unit.


Curriculum Standards Information

Writing

CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)
CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)

Writing

CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here.)
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)

Implementation

Materials Needed in Class:

Ethnic Minority Research Assignment

Implementation Overview:

Click here to download PDF version

1.

Distribute the Ethnic Minority Research Assignment to students. Assign students to research an ethnic minority in the Arab world. They may elaborate on one of the ethnic groups addressed during the unit (Imazighen, Bedouin, Kurds, Nubians) or select a different group. Some other ethnic groups they may consider are:

  • Assyrian
  • Chaldean
  • Tuareg

Students should prepare a 7-10 minute digital presentation (powerpoint or other format) that includes the following information about the ethnic group they’ve selected:

  • Basic demographics of the minority group
  • Defining features of the community
  • Images of art, culture, and daily life
  • A particular challenge faced by the ethnic community and ways in which they address them

Teacher may decide how much time to allot for independent research and whether students conduct research in class or at home

2.

Students present their research.

3.

Following the presentations, bring students together for a discussion. Topics you may want to consider:

  • How does membership in any of these groups impact daily life?
  • Are there shared challenges between many or all of the groups discussed? Why?


Homework:

Use information learned during the week as well as from your independent research to write a five page essay answering one of the questions below:

  • What are the characteristics of ethnic minorities in the Arab world?
  • What challenges do ethnic minorities face and how are they overcome?
  • What is the role of language in creating and accessing power for ethnic minorities in the Arab World?
  • What can we learn about the experiences of ethnic groups from the film and literature they produce?

Supplemental Resource:

Tuareg: People of the Land