Anti-American protests spread like wildfire last week throughout the Muslim world, raising profound questions about free speech, technology and the limits of diplomacy.
What started as a provocation by an obscure group of filmmakers in California — the online posting of a video mocking the central tenets of Islam — quickly turned violent after the film was translated into Arabic.
On Sept. 11, rioters penetrated the United States Embassy compound in Cairo and laid siege to the American Consulate in Benghazi, Libya. By day's end the United States ambassador to Libya and three of his staff members had been killed, with organized militants possibly taking part in the assault. By the weekend, protests had spread across the world, from North Africa and the Middle East to Australia.
Ways to Teach the Turmoil in the Middle East
In these activities, teachers and students can explore both the basic sequence of events and their far-reaching consequences, from the American presidential campaign to the decision-making of Internet companies such as Google. (Please note: As this story is developing, teachers might also wish to check the related Times Topics page for the latest news.)
What happened: Divide students into groups and give them copies or a link to this map showing how protests spread throughout the Middle East and North Africa. Assign each group a city or country where significant protests took place, and ask them to search The New York Times for stories since Sept. 11, looking for information on what happened in that place. In class discussion, students report how events unfolded day-by-day across the region. (Note: Students should pay close attention to which day of the week is being mentioned by the reporter in each story.) As a final activity, they might annotate a map together that records what they learned about each protest.
The dangerous art of diplomacy: What was Ambassador J. Christopher Stevens trying to accomplish before he was killed? Brainstorm with students about what they think diplomats and ambassadors do, and how they serve their countries. Then watch a video featuring Stevens, which was produced by the U.S. Embassy in Tripoli before his death. Read this story about the challenges of diplomacy or this personal remembrance of Stevens. Students can write personal essays on Stevens's legacy or their view on the importance of diplomacy. (Note: Teachers should avoid letting students read the written comments posted below the YouTube video, which are not moderated.)
Candidates spar: On Sept. 11, Republican presidential candidate Mitt Romney harshly criticized the Obama Administration over statements the U.S. Embassy in Cairo made during the protests, saying the U.S. government had chosen to "sympathize with those who waged the attacks." The Obama campaign said it had done no such thing, and criticized Mr. Romney for launching a "political attack" in the midst of an international crisis. What really happened? As a class, read this timeline to gain a basic understanding of the sequence of statements and watch video statements by Romney and President Obama. Ask students to cite news coverage and candidate statements in order to write detailed position papers defending either side in the debate.
Culture clash: How can a single YouTube video cause such a worldwide uproar? In this story, Muslims interviewed by reporters from The New York Times say they're not just upset that the film caricatured the Prophet Muhammad, Islam's founder, using sexual imagery and offensive stereotypes. They're furious because they believe United States officials haven't tried hard enough to prevent what they view as expressions of hate. Is that why the protests are happening? For other views, read this story about political power struggles under way in the Middle East or this opinion piece on the true meaning of the protests. Ask students to evaluate all three pieces and write an essay on which one is most persuasive based on the use of sources and evidence. Or hold a class debate on the question of what's really to blame for the violence: cultural misunderstanding or politics.
Free speech or hate speech: Can people say anything they want in a video and post it on the Internet, or are there limits? Read this story about discussions between Google and the White House over whether to block the controversial anti-Muslim video that prompted the rioting. Divide students into groups and ask them to research the question of whether the government can legally block or censor some types of speech originating in the United States, such as "hate speech," under the United States Constitution. Students may also wish to consider whether it's possible for Internet companies to craft free-speech policies that respect all countries' values and laws in an age where information easily crosses national boundaries. Ask each group to write and perform a role-play between Google and White House officials over the question of whether to allow the videos to remain on the Internet, choosing either the same or a different outcome than the one which occurred last week.
These lesson ideas meet the Common Core Anchor Standards and McREL Standards as follows:
Common Core Anchor Standards, 6-12
Reading
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Speaking and Listening
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.
3. Evaluate a speaker's point of view, reasoning and use of evidence and rhetoric.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.
McREL Standards
World History
44. Understands the search for community, stability, and peace in an interdependent world.
46. Understands long-term changes and recurring patterns in world history.
By MICHAEL POWELL 19 Sep, 2012
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Source: http://learning.blogs.nytimes.com/2012/09/18/how-an-internet-video-roiled-the-muslim-world/?partner=rss&emc=rss
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