Slide 1: Utilizing the Visual Thinking Strategies (VTS) approach (Yenawine, 2013), allow students 1-2 minutes to view the image silently. Then prompt.

Slides:



Advertisements
Similar presentations
Middle East cultures.
Advertisements

GETTING THE MOST OUT OF WHAT YOU READ FOR CLASS OR ON A TEST  What do I know already about the person, place, and things that I am going to read about?
Africa and the Bantu Chapter 11, Lesson 1.
Chapter 3 Section 1: The Origins of Islam Write down your homework.
Photography by Avner Baruch Text by Raanan Alexandrowicz & Ehud Krinis For further info:
Generally Palestinian women traditionally wore either coats over shirts and pants or thobes with a veil - usually hanging loose down their backs. There.
Cultural Visual Literacy Images Americans Should Recognize.
Words to Know  Arab  Berber  Bedouin  Jewish  Kurd  Persian  Turk.
Thinking Geographically Unit 1: Geography, It’s Nature and Perspectives.
Photography has played a significant role in our society and continues to, especially today. If you stop to think about it, photography has perhaps even.
Ethnic Conflict and Political Instability in Sub-Saharan Africa MAIN IDEA: Many countries in sub-Saharan Africa are constantly plagued by ethnic conflict.
Key Terms Bedouins – Nomadic culture based on camel and goat herding, located in the Arabian Peninsula, made up early convicts of Islam Sheiks – Leaders.
What is Migration?. Migration The movement of people from one place to another – Movement speeds the diffusion of ideas and innovations – It intensifies.
 Homeland promised to them? After all the persecution they deserve a homeland.
Middle East Culture Groups Questions to Ponder :  1. Which ethnic group is most numerous in Southwest Asia? 2. Which ethnic group is most numerous in.
Objective: I will review the rubric, ask questions for clarification, identify, and inform, others of the requirements and due dates, and contemplate a.
Geography of Africa Geography of Africa Deserts Deserts –Sahara in the N  Sahel –Land south of the Sahara Desert –Kalahari in the S Rain forests Rain.
FUTURE SELF-PROJECT Beginning Social Communication Middle School: Lesson Five.
The Cultures of West Africa Chapter 8 Section 2 Objectives: Learn about West Africa’s ethnic diversity. Find out about the importance of family ties in.
DO NOW: (1)Think of major religions we have studied. What generalizations can you make about how they got started? (2)Make a prediction: How did Islam.
Chapter One Sec. 1 Building Geography Literacy. One of the major goals of ancient geographers was to measure the size and shape of Earth. The appearance.
Interpret the meaning of this quote in your own words in a 5-7-sentence paragraph. “Events of the past created the world we live in, and knowing history.
Please check, just in case…
Notes 19-4 Syria, Lebanon, Jordan.
Imperialism WebQuest.
Tuesday Warm Up Q’s What is deforestation? What is desertification?
Imperialism in South Africa
Ethnography and Ethnographic Methods in Autobiography
Warm Up How would you describe this area?
Purpose, Roles and Procedures
Farming and the Emergence of Complex Civilizations 4,000 – 1,000 BC.
Some helpful tips to writing an awesome argumentative essay!
Entry Slip Why are maps important?
Today’s Warm-Up Answer on your warm up/exit ticket sheet:
The Fertile Crescent.
Mind’s On – Historical Genius!
Rust Belt Realities LaToya Ruby Frazier.
Nampombe Saurombe University of South Africa Pretoria, South Africa
The Aborigines Who are they?.
Do Now (5 min) 10/21-24 Sub-Saharan Africa Geography pg
Imperialism WebQuest World History.
Drokpa: The Nomadic Mountain People of Tibet
BELL WORK Imagine that Germantown was located in a desert. How would your life be different? List at least 3 examples.
“The Great Bitterness”
Title: The Archive (1985) by Miki Kratsman.
Objective: SWBAT recognize the spread of Islam and its impact on world culture. Set Sail: 1) List the Five Pillars of Islam. 2) Explain what the “pilgrimage”
Eastern and Southern Africa
Images of the Great Depression ( )
Aim Success Criteria To understand where the Roman Empire began.
#4 - Europe’s Lasting Impact
A Brief history of Southwest Asia
Africa & the Bantu Chapter 11 Section 1.
Four Minutes #3 First Four Chart Date & label your work
How can original artefacts enrich our understanding of the Holocaust?
Desert and Towns: The Pre-Islamic World
Rereading and Close Reading:
End Four Minutes First Four Chart Date & label your work
AP World History Created by Ms. Vivirito
Continuity and Change Over Time Essay
Pre-Islamic Arabia & the Bedouins
1 What do you think working conditions were like at the turn of the century?
Continuity and Change Over Time Essay
The title of your project that describes its main points
Bedouins “Inhabitants of the desert”
Data Collection technologies
What is Migration?.
6/1 Topic: Social Studies Final
Agenda Monday: Overview of Israel & Palestine Tuesday: Guest Speaker
Continuity and Change Over Time Essay
North American Origins
Presentation transcript:

Slide 1: Utilizing the Visual Thinking Strategies (VTS) approach (Yenawine, 2013), allow students 1-2 minutes to view the image silently. Then prompt analysis and discussion (having students build on each other’s observations) by asking: What’s going on in this photograph? What do you see that makes you say that? What more can we find?   Probe further by asking: When do you think this photo was taken? Where? For what purpose? Debrief the discussion of the image by telling students that the photo was taken by Israeli artist and photojournalist Miki Kratsman. It is part of a work titled The Bedouin Visual Archive (2015 – 2016). This particular image comes from the Bedouin village of El-Arakib in the south of Israel. Miki Kratsman lived in the Negev documenting the lives of the Bedouin and the demolitions of the villages of the Israeli government.

The Bedouin Visual Archive Say: Through this photographic archive, Kratsman reveals the daily lives of Bedouins in the Negev desert. Today we will discuss the history of the Bedouin people in Israel and the significance of The Bedouin Visual Archive. Miki Kratsman

The Bedouin People The Bedouin are a nomadic or semi-nomadic tribal people Bedouins are animal herders including camel, goats, cattle, and sheep Image Credit: https://www.britannica.com/topic/Bedouin Comprehension and Discussion Questions: What does it mean to be nomadic? What is the relationship between a nomadic lifestyle and herding animals? (i.e. Why would changing location benefit raising livestock?)

The Bedouin People The Bedouin migrated from the Arabian peninsula in between the 14th and 18th centuries. In the 19th and 20th centuries, the Ottoman and British empires left the Bedouin to live as they pleased in the desert. Image Credit: https://www.myjewishlearning.com/article/the-bedouin-in-israel/ Discussion question: Why might larger empires, such as the Ottomans and then the British, pay little attention to activities in the desert? (consider natural resources and the business of colonialism around the world)

The Bedouin People Many Bedouin have ceased nomadic practices and no longer depend on herded animals for survival. The Bedouin maintain tribal loyalties, codes of honor, and a rural lifestyle Image Credit: Miki Kratsman Discussion Question: Why might a previously nomadic tribe prefer to live in a rural, rather than urban, environment?

A Brief History of the Negev Bedouin Image Credit: Miki Kratsman Ask: What do you see in this photograph? When is this photo from? How can you tell? (Note the time stamp September 26, 2017) Given what you know about the artist, Miki Kratsman, why do you think he took this photograph? How did you come to that conclusion? What does this photograph tell you about the Bedouin culture? What do you see that makes you say that? To better acquaint students with the Bedouin people, they will read a brief history of the Bedouin in the Negev desert, completing a timeline charting the status of Bedouin land ownership in Israel as they read.

The Bedouin Visual Archive Project is aiming to use narrative and visual literacy to raise awareness to the rights violations of the Bedouin and give voice to their silenced histories and claims on the land. The Archive is an ambitious step in the Negev Coexistence Forum (NCF) Human Rights Campaign. The archive platform will be trilingual and one of a kind in terms of its contribution to activism, research, the art world and policymaking. The aim is to produce a comprehensive and user-friendly database of photographs, maps and stories that make public a history of the region that respects the experience of its Bedouin inhabitants. The Bedouin communities living in the Negev-Naqab today have a long and complex relationship with the region. They are formally Israeli citizens and many are a part of the broader Palestinian Arab minority who stayed within Green Line Israel after the establishment of the state in 1948. It is important to note, however, that although Palestinians and Bedouins share an ancestry, not all Bedouins consider themselves Palestinians. There are roughly 240,000 Bedouins living in the Naqab-Negev region of what is today southern Israel; 60% of Naqab-Negev Bedouin live in six state-designed towns and one city, while the rest live in 11 recognized villages and 35 unrecognized villages. The communities living in the unrecognized villages are resisting this state-sponsored policy of house demolition, forced relocation and land expropriation.  The artist (Kratsman, 2018) has explained that he realized it was just a matter of time before certain places, buildings, and people will cease to exist in the Negev. So he attached geo-markers to the images to situate hem in time and space, even after they cease to exist physically.

Reflection The aim of The Bedouin Visual Archive is to produce a comprehensive and user-friendly database of photographs, maps and stories that make public a history of the region that respects the experience of its Bedouin inhabitants. What is the significance of sharing this history? What role should the international community have with respect to the Bedouin situation?