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 protests 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. After students post to and review the word cloud, prompt them to predict how social media might be connected to the Arab Spring, accepting all reasonable ideas and explaining that they will explore this connection in later scenes. Organize students into small groups for the remainder of the lesson.
In small groups, students are assigned one country—Tunisia, Egypt, or Libya—and use online sources to complete a graphic organizer with the country’s name and year of independence, its government type before the Arab Spring, and its current government type. Using additional resources on their assigned country, they summarize key Arab Spring events on a shared group wall. Students then read other groups’ posts about the remaining countries and respond with at least one sentence describing what they learned about those movements.
Teacher MovesAssign each group a country and, if desired, expand the set of countries studied. Guide students to appropriate online references and clarify that some timelines end around 2013, so later developments are not included. Circulate to support accurate completion of the graphic organizer and summaries, using sample answers as a reference. Encourage students to compare events and government types across countries as they read and respond to one another’s posts, then transition the class to the next scene when groups are ready.
Students examine findings from the Hope for the Future: Arab Youth Survey, focusing on the “Outlook” and “Role of Government” sections. Using the charts, they individually answer poll questions about how optimistic young Arabs feel and which region is least optimistic. In small groups, they discuss the survey results and then post a group explanation to a wall, stating whether the survey participants would likely view the Arab Spring as a success and supporting their claim with specific data from the charts.
Teacher MovesDirect students’ attention to the relevant sections of the survey and ensure they can interpret the charts. Monitor responses to the polls and facilitate group discussions that connect youth attitudes to the outcomes of the Arab Spring. When reviewing group explanations, accept varied interpretations as long as students cite evidence from the data, and help them consider factors such as changing optimism over time and the impact of events like the COVID-19 pandemic.
Students watch the video Social Media and the Arab Spring to learn how digital tools influenced protest movements. In small groups, they discuss how social media supported anti-government organizers, how governments might use or restrict social media for their own purposes, and then post a group summary of their discussion to a shared wall. Students read other groups’ posts and respond to at least two with a question or positive comment.
Teacher MovesIntroduce the video and prompt students to focus on the role of communication technology in organizing and responding to protests. After viewing, facilitate group discussions by highlighting ways social media can quickly spread information, raise funds, and attract international attention, as well as how governments may block or control platforms and news sites. Use examples such as widespread website blocking to deepen understanding, asking why a government might want to restrict access to certain information, and encourage thoughtful peer feedback on the shared posts.
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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