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My So-Called Enemy

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Peter Sabath

on 16 September 2016

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Transcript of My So-Called Enemy

My So-Called Enemy -
This lesson explores the choices a film director made to convey how discord and the violence of war shaped the lives of six teenagers on both sides of the Israeli-Palestinian conflict.

Warm-up: Homework check. Students share responses form Close Reading homework on The Wife’s Story. Volunteers share responses from assigned pages. Collect Close Reader journals.
Read “Background” to documentary (p. 13). Screen documentary trailer. See online textbook (p.13) for multimedia.

KEY QUESTION: What do you notice the girls doing and saying during the trailer? Jot down your notes.

AS YOU VIEW - Consider the choices the director makes about arranging shots and including media features such as music and on-screen text. Note any questions you generate during viewing.

COLLABORATIVE DISCUSSION - With the class, discuss the overall feeling or impression you take from the trailer. Identify how the director created this overall impression, citing specific shots or media techniques to support your ideas.

Analyzing the Media (p. 14)

Cite Text Evidence Support your responses with evidence from the selection. Put answers in Reader/Writer journals in portfolios. Work with a partner to answer these questions:

1. Interpret - Identify the ways the conflict and people are introduced and developed in the trailer. Which shots or scenes most help you understand the situation the girls face? Why?
2. Evaluate - List examples of media techniques used in the trailer, including news reports, music, and on-screen text. Which technique or example do you find most effective in achieving the director’s purpose? Why?
3. Analyze - Describe the shots that immediately follow Inas explaining her conflicted feelings about Jews. What is the effect of these shots, and how does this juxtaposition serve the director’s purpose?

Performance Task
: Think back to what we discussed today and earlier in the week concerning the conflict in Israel between Israelis (Jews) and Palestinians (Arabs).

How can face-to-face discussion help to resolve conflict? What do you see happening in this trailer between the girls from opposing sides? What can you do in your own life to resolve conflict you have with others? How does this trailer relate to our theme for this unit, Ourselves and Others? Do guns help or hinder this process in our country that is already filled with too much violence?

Write a short 1-3 minute speech arguing why face-to-face communication is or isn’t necessary for resolving conflicts. Use information from your own life story, the documentary, stories we’ve read so far, and/or news stories or research discussed in class to support your reasoning and logical argument. Use the C-REE-REE-C structure to help organize your argument.
What is an argument?

In order to make an argument, you have to make a
claim (the conclusion) and you have to give some
evidence for the claim (the premises).

“Bush tried to justify the war with Iraq by citing the
danger of WMDs. But now we’ve found out that
there were no WMDs. So, either Bush lied, or he
got bad intelligence. If Bush got bad intelligence,
then he made some really terrible appointments
to top posts in the CIA. Therefore, either Bush is
a liar, or he’s incompetent.”

Two components of an argument:
1. Claim (your conclusion about what you think)
2. Premises (evidence to support your idea)

Claim (Argument/Main Point)
: We believe that face-to-face communication is/isn't necessary for resolving conflict because...
Premises (Evidence to support claim):

Here you need to list
three reasons
to "back up" and support your claim/conclusion in your argument.

Your reasons should come from life examples or examples from the stories we've read and discussions we've had in class. You should have one example of
(an argument using logic, reasoning, or facts), one example of
(an argument using ethics/what is right and wrong), and one example of
(an argument using emotion - tell a story that pull on the audience's "heart strings") to back up the points in your short speech.

Example Speech:

Face-to-face communication is necessary for resolving conflict for many reasons. Without face-to-face communication, police officers and young teens are getting killed in the streets of America every day. Just turn on the TV or look at the statistics: Black teens are 21 times more likely to be killed by police officers than white teens (
).This is resulting from a lack of communication and jumping to violence and aggression to solve conflict. For example, the officer who shot Mike Brown could have used non-violent communication to resolve the conflict instead of shooting the unarmed kid six times.

In the documentary, My So-Called Enemy, we learned about teenagers from Israel and Palestine who come from families who've been fighting for years. However, the students in the film learn that they can rise above their historical differences and learn to be friends. They realize that the history of violence between their families is morally wrong (
). They learn how to communicate with one another despite their differences, empathizing with each other and their pasts. I believe it is possible for all enemies to become friends. If Israeli and Palestinian enemies can, anyone can - even Bloods and Crips; even teenagers in waring American neighborhoods.

Despite all that I believe, here's a story from my own life (
). Many years ago one of my friends died on U Street trying to resolve a conflict between two strangers fighting over a parking spot. He noticed two guys fighting over a spot and approached them to help them talk it out. One of the strangers pulled out a gun and shot my friend in the head. He died instantly while trying to help these guys use face-to-face communication to resolve their conflict. Perhaps this story should be a lesson. Perhaps people who witness conflict should just step back and let people fight. If my friend had not stepped in, he'd still be alive. Despite this sad story, it's people like my friend - along with non violent, peace activists like MLK and Gandi, who move humanity forward and get us to embrace a more non-violent approach to resolving conflict despite the risks.
Before we move on, here's an argument in the following video. What is the speaker's argument and how does he use LOGOS, ETHOS, and PATHOS, to strengthen his claim?
And for some comic relief, here's a humorous example of conflict between Key and Peele in an episode entitled "Turbulence":
Full transcript