Students learn about the governments of Tunisia, Egypt, and Libya before and after the Arab Spring demonstrations in 2010-11. They interpret results of a survey of Arab youth comparing their situation today to that prior to the Arab Spring. They also reflect on the role of social media in protest movements.
Students read an introduction to the Arab Spring and how protest movements in 2010–11 affected Tunisia, Egypt, and Libya. They then respond to a word cloud prompt by listing one or more things they can do with social media using single words or short phrases.
Teacher MovesPreview the experience focus and objectives, explaining that students will work in small groups for upcoming scenes. After students post to and review the word cloud, prompt them to consider how social media might be connected to the Arab Spring, accept all reasonable ideas, and explain that they will explore this connection throughout the lesson. Organize students into small groups before unlocking the next scene.
In small groups, students are assigned one country—Tunisia, Egypt, or Libya—to investigate. Using online resources, they complete a graphic organizer that records the country’s name and year of independence, its government type in 2009 (pre–Arab Spring), and its current government type (post–Arab Spring). Groups then use resources such as country background and government summaries to learn about Arab Spring events in their assigned country and post a summary of those events to a shared wall. Finally, students read other groups’ posts about the remaining countries and respond with at least one sentence describing something they learned.
Teacher MovesAssign each small group a specific country and, if desired, expand the activity to additional countries by directing students to appropriate resources. Clarify expectations for the graphic organizer and, as needed, model or share sample responses that highlight changes in government types before and after the Arab Spring, noting that some countries remain in transition and that timelines may end around 2013. Monitor group research and wall posts, prompting students to clearly summarize key events and governmental changes. Encourage students to read and respond thoughtfully to other groups’ posts, then unlock the next scene when all groups are ready.
Students are introduced to the 2021 Burson-Marsteller Arab Youth Survey and learn how it groups countries into three regions. They review the survey document, focusing on sections #1 “Outlook” and #4 “Role of Government,” and use the charts to answer two individual poll questions about overall optimism among Arab youth and which region is least optimistic. Students then discuss the survey results in their small groups and collaboratively post an explanation to a shared wall about whether the survey participants would likely consider the Arab Spring a success, using data from the charts as evidence.
Teacher MovesExplain the purpose and structure of the Arab Youth Survey and direct students to focus on the specified sections. Ensure students understand how to interpret the charts before they answer the polls. Facilitate small-group discussion by prompting students to connect survey findings to earlier learning about the Arab Spring and to support their claims with specific data. When reviewing group posts, accept varied interpretations as long as they are evidence-based, and, if appropriate, highlight how changing conditions (such as the COVID-19 pandemic) may influence youth outlook. Unlock the next scene when students have completed their analyses.
Students watch the video Social Media and the Arab Spring to explore how social media influenced protest movements. In small groups, they discuss how social media contributed to the Arab Spring, how it may have helped organizers of anti-government demonstrations, and how governments might use or control social media for their own purposes. A group note taker summarizes the discussion on a shared wall, and students then review other groups’ posts and respond to at least two with a question or positive comment.
Teacher MovesIntroduce the video and set a purpose for viewing by asking students to focus on the role of social media in organizing and responding to protests. After viewing, prompt groups to consider both how activists can use social media (for rapid communication, fundraising, and drawing international attention) and how governments might restrict or manipulate it, including blocking platforms or news sites. Share real-world examples, such as countries that have blocked major social media and news outlets, and ask why a government might do so. Encourage students to engage respectfully with other groups’ posts and deepen the discussion through questions and feedback before moving to the evaluation.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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