Elizabeth Kenyon and Claire YatesMichigan State University

To provide teachers with several frameworks and activities to use in their classroom.

To open a conversation among colleagues about the changing definitions/applications of democracy around the world.

To bring in cultural information from the region to illustrate the variety of ways resistance can be illustrated.

Grant Wiggins and Jay McTighe have created a curriculum framework entitled Understanding by Design.

The purpose of this framework is to engage students in inquiry about the topics studied to allow them to demonstrate their understanding of the topic through a variety of means.

We have created some Essential Questions and their Enduring Understandings as a way to frame our discussion.

An EQ should be a broad question that is open to multiple responses and lines of inquiry.

Language should be student friendly The question should not have a clear

answer to it- it should be highly debatable Hint: After you create an Essential Question-

try to answer it. If you can answer it simply then it is not an essential question. Look again at how you can change the wording to open the concept up.

Thomas Freidman- Roots of 9/11 Video◦ Poverty of Dignity◦ Rivers of Rage

Robin Wright- Rock the Casbah: Rage and Rebellion Across the Islamic World

Identifies two dramatic twists in the decade after 9/11throughout the region: ◦ New Players are Overturning the Old Order◦ The Muslim World is increasingly rejecting

extremism

Three broad categories of political rebellions: Arab revolts- against political leaders Counter Jihad- “the rejection of specific

violent movements as the principle of violence to achieve political goals.” (Wright,3) 2007 serves as a turning point towards this movement

Rebellion Against Islamic Ideology- Most typically seen in Iran through the activities of the Green Movement

Although the initial revolts in some cases have been successful the real long term challenge is to build a society with functioning political and economic systems.

The crushing effect of poverty- has pushed reform movements to be problem and solution oriented.

The Rise of Technology and the Strong Desire to be part of the 21st century

The struggle to redefine Muslim identity on the world stage.

We took these themes and argument to create a series of Essential Questions that could either stand alone as a line of inquiry or be combined into traditional World History or US History courses.

Since we have audience members from across the country and possibly world we did not seek to tie these questions to any set standards. We feel these questions would fit into any states overall Social Studies curriculum frameworks.

How do you know a revolution has been successful?

What is the role of the government in providing opportunity/resources for its citizens?

What is democracy? Can revolutionary ideas create new

identities and different forms of power?

Curriculum Connections: American Revolution, French Revolution, Haitian Revolution, Iranian Revolution 1979

Problems/Hidden Nature of American Success in a Revolution leads us to believe success is simple and linear.

Egyptian Revolution is a great example to pinpoint as a comparison here.

Curriculum Connections: Government and Economic Theories

Extreme Poverty throughout the region and lack of job opportunities has lead to unrest and dissatisfaction among the younger populations who make up the majority of the country.

How will countries rebuild and address these issues- what type of structures should be utilized?

Curriculum Connections: Government and Citizenship, Occupy Movement, Wisconsin Protests

Electronic Citizenship Civil Disobedience Western Lens Behaviors within Liberation Square Social Contracts Global Tipping Point?

Curriculum Connections: The Civil Rights Movement, Gandhi, Suffrage Movement

Legal Inclusion – Redefining the Koran Economic Development Gender Equality/Rights- Pink Hejab

Movement The creation and stabilization of political

advocacy groups

Hip Hop provides outlets for anger, frustration and energy.

Breaks religious taboos of singing and dancing

Part of the counter jihad in terms of message and identity building- neither Western or traditional

Posted on You Tube

Soultana – From Morocco “They said they’d bring a new system for our

country, But reforms are no more than hallucinations.

They said ‘Vote’ because we have transparency and credibility,

But when they won, they closed their doors and nothing happened.

Everyday I see youth dying. I see guys and girls with diplomas unemployed. I see children in the streets searching for food.

I see women prostitute themselves to feed their babies.

Thirty eight percent illiteracy- as if we don’t have schools.

Twenty five percent unemployment- as if we don’t have the capabilities

Seventy six percent violence against women And one hundred percent of poverty and

silence. So how can you build a good new generation?

‘We’re suffering like dogs, Half the people living in shame. Misery everywhere, People are eating from garbage cans. Today I am speaking for the people, Crushed by the weight of injustice. I’ve chosen to speak Even though many have warned me against it” http://www.youtube.com/watch?v=IeGlJ7OouRLink to video with English subtitles on You Tube

“Young women committed to their faith, firm about their femininity, and resolute about their rights.” (Wright, 139)

Biography of Dalia Ziada- focus on human rights.

Translated The Montgomery Story about the Montgomery Bus Boycott and civil disobedience.

She has passed out over 2000 copies of the comic book including in Liberation Square to remind protesters about the role of non-violence in civil protests.

Believes that women should have equal rights

Focus on Education and Self Improvement Rejection of Islamist politics- like the Muslim

Brotherhood Rejection of extremist groups Redefining the narrow interpretations of the

Koran that limit the role of women. Equality through Islam

How should a revolutionary country build a country? Who gets a say?

Three main types of political parties- people who were part of the old regime, people from the popular movements who helped lead the revolution, Islamic parties.

You could have students create campaigns around these ideas for an upcoming election- what do they bring to the table, platforms, vision for the post revolution country.

What is similar? What is different? How are the contexts different? Are these both Democracy? Why or why

not? How would you define Democracy based on

these two different stories? What other stories of Democracy can you

think of?

Are there common causes across the globe? Can/Does Globalized Solidarity exist?

"Tahrir now has become this cauldron of all the problems in Egypt that we must start fixing now…that's why Tahrir is so important. Tahrir is not a square anymore. Tahrir is not a physical space anymore. Tahrir is a state of mind. Tahrir is a symbol — and not just for Egypt, for the entire world.”

-Mona el Tahawy

http://www.npr.org/2011/11/27/142821477/sexual-violence-on-the-rise-in-egypt

Wiki Link: riseupmiddleeast.wikispaces.com Resources, Shared News Items, Reading

Suggestions, Videos and More

Question Time! Feel free to contact us:

◦ Claire Yates- yatescla@msu.edu

◦ Elizabeth Kenyon- kenyone2@msu.edu