Occupied Palestinian Territories
Using the Palestinian territories as a case study, participants considered the role of hip hop as social protest. To view the full agenda, click here.
BBC gives their overview of the occupied territories.
Facts and figures related to Palestinian geography.
A quick fact sheet providing clear information about Gaza Strip.
Articles about Hip Hop in the Middle East
- Arab League of Hip Hop
- Hip Hop on the Front Line
- Hip Hop Singer Conveys Hope Under Occupation
- How Phat Conquered Palestine
- Levantine Hip Hop 101
- Ramallah Underground: More Than Just Hip Hop
- Rap the Casbah
- Two Sworn Enemies and a Microphone
BBC gives interactive maps on Israel and Palestine.
This gives a good chunk of facts about Palestine and other resources.
The state department offers key facts and maps about the area.
This article talks about the impact of rap on the Arab spring. It ends with an interview with Tunisian Rap star Hamada Ben Amor, also known as El General (see also: Rap Songs of the Arab Spring)
Cheryl Rubenberg reviews The Balfour Declaration, by Jonathan Schneer, a book which provides an in-depth look at the process by which the document that birthed the State of Israel came about and situates it in the whole of British Middle East policy during World War I.
UN displays their plans and thoughts on the conflict.
Interactive map of the separation barrier.
Literature resource for younger readers.
A collection of articles about Palestine posted on Jadaliyya
After a year of research and preparation, the giant screen film JERUSALEM advanced into production with an unprecedented aerial shoot throughout Israel and the West Bank. Scheduled for worldwide release in 2013, the film will take audiences on a spectacular tour of the Holy Land and the city once believed to lie at the center of the world.
Just Vision recently launched a new multimedia resources hub, with tools in Arabic, Hebrew and English for educators, faith leaders, students and organizers to learn more and bring these stories back to their family, friends, campuses and communities
Assistant Professor of Modern Middle Eastern History, Laura Robson speaks at a workshop for educators which focused on the use of hip hop music and art to teach about social and political protest in the Occupied Palestinian Territories
This NPR story features YouTube videos of musicians who have been responding to—and provoking—the protests in countries like Egypt and Tunisia. Some of these songs have played a direct role in popular uprisings, while others have helped galvanize international support. Songs are rapped in both English and Arabic, and international collaborations have helped to spread the music over the Internet, via Facebook and YouTube.
Poet Suheir Hammad performs two spine-tingling spoken-word pieces: “What I Will” and “break (clustered)” — meditations on war and peace, on women and power. Wait for the astonishing line: “Do not fear what has blown up. If you must, fear the unexploded.”
In her poems and plays, Suheir Hammad blends the stories and sounds of her Palestinian-American heritage with the vibrant language of Brooklyn to create a passionately modern voice.
The Arab-Israeli Conflict / Middle East Simulation (AIC) is a political and diplomatic character-playing simulation run by Interactive Communications & Simulations (ICS) at the University of Michigan. Its purpose is to immerse participants in the dynamics of national and international politics — and thereby help them to become aware of the complex nature of political reality.
This lesson plan is designed to be used with the film This Way Up, which follows the lives of people in and around a nursing home near the Israeli security barrier in East Jerusalem. Classrooms can use this film and its companion website resources to examine the impact of the security barrier on everyday life and to deepen their understanding of the Israeli-Palestinian conflict.
This lesson provides the materials for a comparison of three songs: “Dedication,” by DAM; “My Mother” by Mahmoud Darwish, sung by Marcele Khalife; and “As I Walk” by Samih al-Qasim, sung by Marcele Khalife and explores how DAM’s hip hop music fits into the Palestinian poetic tradition. Because of some violent imagery, these would be most appropriate for discussion in a high school classroom.
Narrative based history of the Arab-Israeli conflict.
The occupied Palestinian territories have not taken part in the waves of unrest that marked the Arab Spring in other parts of the Middle East. Nonetheless, the music of Palestinian Hip Hop artist DAM, produced several years ago, provides one window into the feelings of frustration that many Arabs—Palestinian and otherwise—have felt even before the Arab spring. In fact, it is this emotional state that I think many American students find difficult to understand: what does it feel like to live in an oppressive political system that seems like it will never change? Post-Arab spring songs, by contrast, express some of the ebullience and pride that came with proving that change, indeed, was possible.
A teachers guide on how to discuss the palestine and Israel conflict.
Discussion questions and resources for teaching with the 2008 documentary, Slingshot Hip Hop.
Comprehensive lesson unit for teaching the Israeli-Palestinian conflict.
The workshop provids attendees with insights into the challenges of teaching the Israeli-Palestinian Conflict, suggestions for how to present the historical context and current situation using essential and unit questions, and methodology for teaching peace attempts and barriers to peace. Dr. Shoman provides attending educators with sample lessons, assessment tools, background readings, maps, and website links that can be used in the classroom.
Produced by Dr. Samia Shoman and distributed by the University of Chicago
One of the most difficult issues that Israelis and Palestinians must solve in order to work out a peace agreement is the issue of the Palestinian “right of return.” When the state of Israel was declared in 1947, a war broke out between Israel and its Arab neighbors. Many of the Arab residents who lived in what became Israel fled their homes. Many more fled during the Arab-Israeli war in 1967. Now, many Palestinians are asking for the right to return to their homes in what is now Israel proper. This is an issue that is very emotional for people on both sides of this conflict. Students will consider the reasons for and against the Palestinian ‘right of return.’
A lesson from the Understanding Migration Curriculum Resources for the Classroom Unit Plan from the University of Texas at Austin.