Choices

There were a lot of outcomes in the Arab Spring, here are a few:

Tunisian dictator: fled.
Syrian dictator: fought; still fighting.
Libyan dictator: fought; killed.
Egyptian dictator: imprisoned, since released.  ...Since re-imprisoned...
Jordanian King: listened to people... mostly...

...The list goes on, but you get the point.  When faced with protests, each country handled the situation differently.

We played a game today depicting this.  The students got to make the choices.  Let them tell you about it.  If you weren't here, make sure you ask about it when you get back.

In case you're interested:

Protests to Revolutions

Let me see if I can get this right.  Tell me what I've left out:

A man was harassed by the police, and he was hit.

People protested - mostly peacefully.

Some were not peaceful - some people were killed in the protests.

They wanted change.

The government tried to stop the protests.

The man died.

The protests increased.

The people wanted change.

Some say the protests happened because of the man who was hit by police.

More people say that the protests happened because of the economic inequality in the country.

What did I leave out?

Perhaps most importantly, I left out that the man set himself on fire.  He did not die due to being hit by the police - the accounts I've read say he was slapped in the face.

I also left out the who: Mohamed Bouazizi.  The where: Tunisia.  And the when: 2010-2011.

That was the catalyst for change in much of North Africa and the Middle East.  Some of the change was good, some of the change was bad.

The government, for its part, tried to quell the revolution, but it was too late.  I remember seeing pictures of President ("President") Zine al-Abidine Ben Ali visiting Mohamed Bouazizi in the hospital before Bouazizi died.  But by that point it was already too late.  The people of Tunisia were fed up with the injustices perpetuated under his watch.

(PHOTO CREDIT: NBC)

Students worked with partners again today.  They read an article about the Arab Spring, discussed it, and answered some questions.  One of the captions that was under a picture read, "The U.S. has walked a fine line in responding to protests, encouraging demands for democracy while trying to maintain good relations with longtime allies."  Many students were unfamiliar with the term, "walked a fine line."

I asked them if they've ever had a friend who was making bad choices.  Did they want to confront them on the issue?  What might make someone hesitate to bring it up?

The issues in the lives of nations often mirror issues in our own lives.  A lot of good discussion today.

I'd love to hear what you think about it.  You know the drill: students, write me a note with a couple lines from the discussion.  Have the adult you discussed with sign the paper.

Anybody else, feel free to comment.  I do moderate the comments, since I have many parents and students who read the blog, but in general as long as there's no swearing and your avatar isn't offensive, it will be posted.

Arab Spring Game

Most of the classes had a blast today.  First hour in particular got really into the storyline/ game we played.

The class was broken into groups.  The students (collective) were a dictator from a country in the Middle East.  Due to the internet, protests from other countries have spread into the country they rule.  For every choice, the students voted on what they would do, then each group voted.  True, that makes it seem a little more like an oligarchy (unelected group ruling a country) rather than a dictatorship, but c'est la vie.

Here's a link to the game.  The link allows you to view without downloading, or download if you so desire...  I created it with Powerpoint, but should soon have a SMART version as well.  (*Edit* 5-11-12 the game has been updated and improved.  Links have been added to take you directly to the slide you need.  Credit: Andrew Cowells - thanks.  *Second Edit*  The game is continually being revised and improved.  I want to include an ending for King Abdullah.  I've got Syria, Egypt, Tunisia, and Libya...  Also, a couple options go a little too fast.)
 
It took me a long time to create a story with multiple plot lines, but I think it turned out alright.  I may expand on it later.  (If you're a social studies teacher looking to teach the Arab Spring, feel free to use this as you see fit.  I licensed it under Creative Commons - allowing you to change it where necessary.  I would suggest introducing the Arab Spring before doing the activity, but hey... it's your classroom.  If you do use it, feel free to comment and let me know how it goes.)

As for my students, if you want the extra credit, read and discuss this blog with an adult.  Tell them what you thought about the game.  What happened?  Why?  Tell them how it ties in with the Arab Spring.  If you're at a computer where you can download it, feel free to show it to them - it's not a necessity though.


After you've read and discussed the blog, write down one thing you brought up in your conversation, and have the adult you discussed it with sign the paper.  (Make sure your name is on it as well.)

Arab Spring

Greetings everybody. We're finishing up our discussion on the Arab Spring in the next couple of days. Students looked at the positive and negative outcomes involved with the Arab Spring today. We watched a couple clips... While there appear to be a few minor inaccuracies in the first video, the problems don't conflict with the lesson. You can watch it if you want:

 

 We watched this one as well... It's also short.

 

To get the extra credit today, students should read the blog with an adult, then discuss the Arab Spring. What caused it? What potential good can come from it? What are the negatives? Then, write the following quote on a scrap piece of paper: "Our chains are already forged." Then, have the adult you read and discussed the blog with sign the paper.