1. Personal impact/Discussion: Imagine that you are the parent of one of the students at the school in Jubbet adh Dhib, looking forward to a new school and the educational opportunities it will offer to the children of village. News has spread of the threat of demolition by the Israelis, and then it happens on August 22. (p. 38-39).
2. Whole group: The group will screen two videos, Gaza in Context and Life Without Water in Gaza.
3. Personal impact: Think about what scenes or situations affected you most deeply.
*A haiku uses just a few words to capture a moment and create a picture in the reader's mind. It is like a condensed window into a scene much larger than itself. The first line has 5 syllables; the second line has seven syllables; the last line has 5 syllables.
(adapted from: Creative Writing Now)
4. Small group discussion: How are the political and human rights issues related to the status of East Jerusalem a case study in the application of Zionist settler-colonial dynamics, as Jonathan Kuttab analyzes them?
5. Small groups: In her article, Jennifer Bing cites the quotation from the World Health Organization that by 2020, “Gaza will be unliveable” (p. 41)
6. Small groups: Spend a few minutes reading the selections from We Are Not Numbers in Section 7.6.
7. Whole group: Draw upon the following sources for the discussions prompts: the writings about Gaza as a whole in Chapter 3; learnings from G.J. Tarazi’s piece, whose family is from Gaza, (Section 1.2); and Jonathan Kuttab’s definition of the siege of Gaza on p. 95.