Historical Investigation
Changes and Challenges in Arab Countries
Unit: Arab Spring
7th Grade World History
“The Varied Responses to the Challenges Created by the Arab Spring”
MD State Social Studies Curriculum, Grade 7
POLITICAL SCIENCE
1.A.1.a
Compare the advantages and disadvantages of unlimited government, such as authoritarian and
dictatorships
1.B.1.a
Analyze the role of media and public opinion in shaping government policy and action
HISTORY
5.C.1.a
Describe how the changes in political structures impacted individuals and groups
C3 Frameworks:
DEVELOPING QUESTIONS AND PLANNING INQUIRIES
D1.2.6-8
Explain points of agreement experts have about interpretations and applications of disciplinary concepts
and ideas associated with a compelling question.
D1.4.6-8
Explain how the relationship between supporting questions and compelling questions is mutually
reinforcing.
HISTORY
D2.Hist.1.6-8 Analyze connections among events and developments in broader historical contexts.
D2.His.3.6-8. Use questions developed about individuals and groups to analyze why they , and the developments they
shaped , are seen as historically significant.
EVALUATING SOURCES AND USING EVIDENCE
D3.1.6-8.
Gather relevant information from multiple sources while using the origin, authority, structure, context,
and corroborative value of the sources to guide the selection.
D3.2.6-8
Evaluate the credibility of a source by determining its relevance and intended use.
D3.3.6-8
Identify evidence from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8.
Develop claims and counterclaims while pointing out the strengths and limitations of both.
COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION
D4.1.6-8
Construct arguments using claims and counter claims and evidence from multiple sources while
acknowledging the strengths and limitations of arguments
Common Core State Standards for Literacy in History/Social Studies:
Reading
RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions
RH.6-8.7
Integrate visual information analysis (e.g., graphs, photographs, videos, or maps) with other information
RH. 6-8.8
Distinguish among fact, opinion and reasoned judgment in a text
RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic
Writing
WHST.6-8.1
WHST.6-8.7
WHST.6-8.8
WHST.6-8.9
Write arguments focused on discipline-specific content.
Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation
Draw evidence from informational texts to support analysis reflection, and research.
I. Engage the Students

Ask students what they know about revolution. What are some different ways that people use the term
revolution? Can students give examples of revolutions from history? What characteristics do these revolutions
share? How are they different? What different stages do revolutions go through? How can we assess whether a
revolution is successful? Develop a definition of revolution together as a class and write it on the board.

Watch the background on Arab Spring
http://www.cnn.com/video/data/2.0/video/bestoftv/2011/02/27/exp.fareed.zakaria.unrest.thetake.cnn.html
(3:04) Gives a broader background of the situation – tracing the situation back to the 1100’s when Arab
countries were controlled by Mongols, Ottomans and Persians – and later European powers. Current decisions
by the US means that local autocrats and monarchs no longer have the support of outside powers.
-orWhat caused the Arab Spring? [Melani Cammett – 3:06]
Narrative by academic from Brown University, discusses the specific reasons that led to the uprisings, interspersed with
video from scenes on the ground,
-orhttp://www.bbc.co.uk/news/world-middle-east-16212447 (3:01)
From 16 December 2011, a follow up a year after the beginning of the uprising, looks at Tunisia, Egypt, Libya, Yemen,
Bahrain, Syria, Narrative over video from the countries in question

Ask students what they think after watching
What is going on in the video?
Remind students about what they have learned previously about what motivates people to advocate for change in their
communities. How does this knowledge connect with what they just learned from the video? Are the actions
depicted/described in the videos revolutionary according to the definition the class has created?
Announce to the students that today, they will conduct an investigation centered on this compelling question:
 What events shaped the Arab spring uprisings?
II. Conduct the Investigation
 Teachers and/or students collect relevant and sometimes conflicting primary sources that provide intrigue.
 Students do an initial read and analysis individually and prepare notes and evidence for discussions in small
groups.
 The following questions can be used:
Sourcing
 What is the text?
 Who created it and when?
Close Reading and Asking Supporting Questions
 What does the text say explicitly?
 What claim does the author/creator make?
 What evidence does the author/creator make?
 What is the author’s/creator’s perspective?
 What is its purpose?
 Does this text seem credible? Why or why not?
Contextualizing
 What else was going on at the historic time this source was created?
 What else was going on during this time (historic setting)?
 How did the historic setting influence the creation of the text?
Corroborating
 Where do the multiple texts agree and disagree?
 Which texts are more reliable?
 Which are the best texts for answering the compelling question?
Students should individually generate interpretations of the documents based on the compelling question. Teacher and
or students may construct supporting questions.
III.
DISCUSSIONS
 Students will work together in small groups and share their interpretations of the compelling
question citing documents as evidence. Supportive questions may be addressed at this time.
 Multiple interpretations can emerge and may or may not be accepted by all.
IV.

REPORT FINDINGS
Formulate an argument/opinion that answers the compelling question citing evidence from
the sources:
When you write an opinion piece/argument, remember:




Reasoning used in building an argument should be logical and clear.
Arguments should have a beginning, middle, and end; beginning with author’s claim.
Cite evidence from multiple sources.
Some arguments can include an opposing or alternative opinion (elementary students will need
support to identify this element).
Historical Investigation Resource Sheet
DIRECTIONS: As you analyze the primary source documents in your packet, complete the organizer below.
COMPELLING QUESTION: What events shaped the Arab spring uprisings?
Close Reading and Asking Supporting
Sourcing
Contextualizing
Questions
 What is the text?
 What else was going on at the
historic time this source was
 Who created it and when?
 What does the text say explicitly?
created?
 What claim does the author/creator
 What else was going on during
make?
this time (historic setting)?
 What evidence does the

How did the historic setting
author/creator make?
influence the creation of the
 What is the author’s/creator’s
text?
perspective?
 What is its purpose?
 Does this text seem credible? Why or
why not?
Corroborating



Where do the multiple texts
agree and disagree?
Which texts are more reliable?
Which are the best texts for
answering the compelling
question?
Historical Investigation Resource Sheet (cont’d)
Sourcing


What is the text?
Who created it and when?
Close Reading and Asking Supporting
Questions






What does the text say explicitly?
What claim does the author/creator
make?
What evidence does the
author/creator make?
What is the author’s/creator’s
perspective?
What is its purpose?
Does this text seem credible? Why or
why not?
Contextualizing
Corroborating




What else was going on at the
historic time this source was
created?
What else was going on during
this time (historic setting)?
How did the historic setting
influence the creation of the
text?


Where do the multiple texts
agree and disagree?
Which texts are more reliable?
Which are the best texts for
answering the compelling
question?
Sourcing


What is the text?
Who created it and when?
Historical Investigation Resource Sheet (cont’d)
Close Reading and Asking Supporting
Contextualizing
Questions
 What else was going on at the
historic time this source was
 What does the text say explicitly?
created?
 What claim does the author/creator
 What else was going on during
make?
this time (historic setting)?
 What evidence does the
 How did the historic setting
author/creator make?
influence the creation of the
 What is the author’s/creator’s
text?
perspective?
 What is its purpose?
 Does this text seem credible? Why or
why not?
Corroborating



Where do the multiple texts
agree and disagree?
Which texts are more reliable?
Which are the best texts for
answering the compelling
question?
Document 1
Background on Arab Spring
http://www.cnn.com/video/data/2.0/video/bestoftv/2011/02/27/exp.fareed.zakaria.unrest.thetake.cnn.html (3:04)
Gives a broader background of the situation – tracing the situation back to the 1100’s when Arab countries were
controlled by Mongols, Ottomans and Persians – and later European powers. Current decisions by the US means that
local autocrats and monarchs no longer have the support of outside powers.
-orWhat caused the Arab Spring? [Melani Cammett – 3:06]
Narrative by academic from Brown University, discusses the specific reasons that led to the uprisings, interspersed with
video from scenes on the ground,
-orhttp://www.bbc.co.uk/news/world-middle-east-16212447 (3:01)
From 16 December 2011, a follow up a year after the beginning of the uprising, looks at Tunisia, Egypt, Libya, Yemen,
Bahrain, Syria, Narrative over video from the countries in question
Document 2.
Witnesses report rioting in Tunisian town
TUNIS | Sun Dec 19, 2010 9:59am EST
(Reuters) - Police in a provincial city in Tunisia used tear gas late on Saturday to disperse hundreds of youths who
smashed shop windows and damaged cars, witnesses told Reuters.
There was no immediate comment from officials on the disturbances. Riots are extremely rare for Tunisia, a north
African country of about 10 million people which is one of the most prosperous and stable in the region.
Witnesses said several hundred youths gathered in the city of Sidi Bouzid, about 200 km (125 miles) south-west of the
capital Tunis, late on Saturday.
They were angered by an incident where a young man, Mohamed Bouazizi, had set fire to himself in protest after
police confiscated the fruit and vegetables he was selling from a street stall, the witnesses said.
"The violent clashes ended with the arrest of scores of people," a witness, who requested anonymity, told Reuters.
"(There was) breaking of shop windows and smashing of cars, while police fired tear gas."
Another witness, a relative of the man who set fire to himself, said outbreaks of rioting had continued into Sunday.
"People are angry at the case of Mohamed and the deterioration of unemployment in the region," said Mahdi Said
Horchani. "Regional authorities have promised to intervene."
He said Bouazizi was in a critical condition and had been transferred to a hospital in Tunis.
Footage posted on the Facebook social network site showed several hundred protesters outside the regional
government headquarters, with lines of police blocking them from getting closer to the building. It did not show any
violence.
Witnesses said hundreds of extra security forces had been brought into Sidi Bouzid on Sunday and had established a
heavy presence on the streets.
Calls placed by Reuters seeking comment from Tunisian officials went unanswered on Sunday.
Document 3.
EGYPT
Ahmed Raafat Amin, 22, Cairo
Ahmed Raafat Amin says he expects more sacrifices before Egypt sees stability. A year ago, I was a normal college guy just focusing on my studies and hanging out with my friends. I was also like many other Egyptians who were dreaming
of change but never believed it could happen.
However our country's condition was getting worse and worse. There was corruption, torture, injustice, inequality and
no freedom. Someone had to stand up and say "enough is enough" - and that is why I decided to take part in the
revolution.
At first I was afraid to take part.
But, as I realized the demands of the revolution were my own demands, I was willing to pay whatever price our freedom
would cost. I saw all kinds of people, rich, poor, young, old, men, women losing their lives for something they believed
in.
Tahrir Square - the focus of the protests in Cairo - was like heaven. It was how you wanted Egypt to be. In the past I only
focused on personal dreams but now I'm focusing on a national dream that we all share. The regime succeeded in
isolating us as individuals for years. Once we stopped thinking as individuals and started thinking as a group, change
became possible.
[President] Hosni Mubarak's resignation was a moment that I cannot forget. Although it was a dream that came true, I
don't think the country is moving in the right direction as the new protests show. It is so obvious to us that the regime
has not fallen yet. Mubarak's men are still in power; they control everything.
To build a new Egypt, you have to remove corruption first. Power must be handed over to civilians and a new
constitution must be made as soon as possible which must respect human rights. We need better education, medical
treatment, more jobs and development plans.
I see a brighter future for Egypt but I know it will come with more sacrifices.
Document 4
LIBYA
Aiman Abubaker Ahmed Abushahma, 43, Misrata
At the beginning of this year I was working as a physician specializing in intensive care. But on 17 February 2011, I helped
to form the Misrata Medical Committee. On 19 February, I felt something was going to happen - the revolution was
definitely coming. I went to the hospital at 13:00 (local time) to help prepare our team to deal with those people injured
during the demonstrations.
One of the first people I dealt with was my cousin and dear friend Khalid Mustafa Ahmed Abushahma. He had been shot
in the chest and died in the operating theatre that day. Before then, life was normal but meaningless. We worked, we
went home, we shopped.
When my cousin Khalid died and Misrata rose up despite a lack of weapons, we in the hospital knew we had to do
something to get our country back. But we did not know how far we could go or if changes were going to be possible in
Libya. All we knew that our attempts to try would be hard and bloody.
Col Muammar Gaddafi knew we had no weapons and had faith he would win this war.
Although Gaddafi is dead, we still have a long way to go. Our medical committee is still working to build the city's health
system. We have to take care of our city and our country. We do not need any more corruption nor more destruction of
this country.
We in Misrata saw everything - guns, bodies, burns, shattered people, dead children, mercenaries, destroyed homes and
lives. I lost four cousins, two neighbors and four friends.
But we in Libya have been able to cope because we know the dead are martyrs. They are in heaven where they protect
us with their lives and the evidence of the blood they have shed. We have to finish what they started and build the
Libya we dream of.
The year has gone by quickly - I have learnt more than I ever imagined about different type of guns and politics. I watch
the news obsessively. I asked God all the time to see the end of Gaddafi and my wish was granted.
We need time to rebuild our army so our country is safe. Our priorities should be our health and education system so
Libya has the incredible future it deserves.
All I want is a happy future when my children live in a democratic country where they will be safe and free.
Document 5.
TUNISIA
Nouha Tourki, French teacher, Susah
A year has passed since the events of last December and I think that all of us share and cherish the idea of being free and
not afraid anymore.
It took us a long time to realize that this imposing dictatorship that stifled us for so long has really gone.
It's still strange to wake up in the morning and think that Tunisia is finally free. We're free to speak, free to talk about
the forbidden taboos such as politics, free to choose our country's destiny, free to practice our religion in the right way.
We have voted for the first time in complete transparency and integrity. This is in itself a huge step for democracy in this
country.
I am naturally very proud. The majority of Arab countries suffer from dictatorships and it is quite natural that at some
point the people would explode under the pressure.
I hope that we have made a real step towards the path of democracy and we'll all work for the good of the country. We
now have a golden opportunity to prove to the entire world that we are at the height of our revolution.
My biggest fear is social division. It is imperative that we remain united if we want to live in harmony and respect has to
be the watchword.
It is also important that we move from a government dictatorship to government by the people.
We can be living proof of a state that, thanks above all to its human resources, will be rebuilt and reborn from the ashes.
Document 6
Document 7.
Teachers’ Notes:
Background on Arab Spring
http://www.cnn.com/video/data/2.0/video/bestoftv/2011/02/27/exp.fareed.zakaria.unrest.thetake.cnn.html (3:04)
Gives a broader background of the situation – tracing the situation back to the 1100’s when Arab countries were
controlled by Mongols, Ottomans and Persians – and later European powers. Current decisions by the US means that
local autocrats and monarchs no longer have the support of outside powers.
-orWhat caused the Arab Spring? [Melani Cammett – 3:06]
Narrative by academic from Brown University, discusses the specific reasons that led to the uprisings, interspersed with
video from scenes on the ground,
-orhttp://www.bbc.co.uk/news/world-middle-east-16212447 (3:01)
From 16 December 2011, a follow up a year after the beginning of the uprising, looks at Tunisia, Egypt, Libya, Yemen,
Bahrain, Syria, Narrative over video from the countries in question
Witnesses report rioting in Tunisian town
http://www.reuters.com/article/2010/12/19/ozatp-tunisia-riot-idAFJOE6BI06U20101219
Personal Accounts http://www.bbc.co.uk/news/world-middle-east-16275176
All of the pictures in this presentation were taken from the website BuzzFeed.com.
Sherffius.com
Other Sources
News about Egypt News — Revolution and Aftermath, including commentary and archival articles published in
The New York Times.
http://topics.nytimes.com/top/news/international/countriesandterritories/egypt/index.html
News about Tunisia, including commentary and archival articles published in The New York Times
http://topics.nytimes.com/top/news/international/countriesandterritories/tunisia/index.html?scp=1spot&sq=tunisia&st=cse
Arab spring: an interactive timeline of Middle East protests
http://www.theguardian.com/world/interactive/2011/mar/22/middle-east-protest-interactive-timeline
The Arab Spring and the Future of U.S. Interests and Cooperative Security in the Arab World
http://www.strategicstudiesinstitute.army.mil/index.cfm/articles/The-Arab-Spring-and-the-Future-of-USInterests/2011/8/2
Arab Spring, Fall, and After
An update on the leaders and countries where protests have turned violent.
http://www.nytimes.com/interactive/2011/11/23/world/middleeast/Arab-Spring-andFall.html?scp=5&sq=arab%20spring&st=cse
Arab uprising: Country by country http://www.bbc.co.uk/news/world-12482315