THE AZTECS

 How much do you know about the Aztecs? Watch these videos from an earlier post to find out 

LET'S DEBATE (PART 5)- The Israel-Palestine Conflict: How can a solution be found?

 What is your opinion on this topic? 

Before discussing it with the rest of the class, let's watch these videos. 

Once we have watched the videos, let's divide the topic into different subtopics: 

1. History and Causes

• Who has the right to the land: Israelis or Palestinians? Why?

• Was it fair to create the State of Israel in 1948?

2. Security and Violence

• Can Israel justify strong military actions in the name of self-defense?

• Is violence ever acceptable for groups like Hamas to resist occupation?

• Should attacks on civilians always be called war crimes?

3. Humanitarian Issues

• Are living conditions in Gaza and the West Bank acceptable today?

• Should the international community do more to send humanitarian aid?

• Do missions like the Global Sumud Flotilla make a difference?

4. International Politics

• Has the United Nations been effective in this conflict?

• What role should the United States and the European Union play?

• Should Arab countries normalize relations with Israel?

5. Peace and Solutions

• Is the “two-state solution” still possible?

• Could one single state for both peoples ever work?

• Can there be peace without mutual recognition?

6. Media and Public Opinion

• Do international media show the conflict in a fair way?

• How do social media change young people’s views about the conflict?

• Should schools teach more about this issue?

7. Religion and Identity

• How important is religion in the Israel-Palestine conflict?

• Can Jews, Muslims and Christians share the same land peacefully?

8. Youth and the Future

• What future do young people in Israel and Palestine imagine for themselves

• Can cultural exchange and education between young Israelis and Palestinians help create peace?

9. Water and natural resources management

• How does control over water resources influence the balance of power between Israelis and Palestinians?

• Should access to shared resources like aquifers be governed by international law or bilateral agreements?

• Can water cooperation serve as a foundation for broader peace?

10. Jerusalem’s status

• Should Jerusalem be an international city under UN administration to resolve disputes?

• How do religious claims shape the political impasse over East Jerusalem?

• Is a shared capital a realistic solution for both Israel and Palestine?

11. Refugee rights and return

• Should Palestinian refugees have the right of return after more than 70 years?

• What are the political and demographic implications of recognizing this right?

• Can financial compensation replace the right of return?

12. Security and terrorism narratives

• How do both sides use “security” to justify their actions and policies?

• Is armed resistance ever legitimate in the context of occupation?

• How do definitions of “terrorism” differ in Israeli, Palestinian, and international discourse?

13. Checkpoints and freedom of movement

• Do checkpoints enhance security or deepen resentment and instability?

• How do mobility restrictions affect the Palestinian economy?

• Should international law intervene to regulate freedom of movement in occupied territories?

14. Role of regional powers

• How do Egypt and Jordan balance peace treaties with solidarity for Palestinians?

• What role does Iran play in escalating or supporting the conflict?

• Can Gulf states act as credible mediators after normalizing ties with Israel?

Together with other classmates, speak and explore about one of the following topics. You can look online to search for information and studies on the topic. Then, share your conclusions with the rest of the class. 

Vocabulary for the Israel–Palestine Conflict 

General conflict terms

• conflict

• peace process

• occupation

• ceasefire

• tensions

• protest

• negotiation

Political

• two-state solution

• human rights

• United Nations (UN)

• international community

• self-determination

• refugee camps

• settlements

Humanitarian

• civilian casualties

• blockade

• aid / humanitarian aid

• basic needs

• freedom of movement

Violence and security

• terrorist attack

• rocket strikes

• military response

• self-defense

• war crimes

Future and peace

• dialogue

• mutual recognition

• coexistence

• youth exchange

• education for peace

LET'S DEBATE (PART 4)

 Should cannabis and other drugs be legal?

What is your opinion on this topic?

Before discussing it with the rest of the class, let's watch these two videos:

Once we have watched these videos, let's divide the topic into several subtopics. 

1- Alcohol and tobacco: history of its illegalization

2- The history of cannabis

3- Cannabis for medical purposes

4- The use of cannabis in Spain

5- Negative side of cannabis

6- Negative and positive sides of alcohol and tobacco

7- Drug dealers: the business in Spain

8- Drug business around the world

9- Cannabis for private use: legal and illegal uses

10- Cannabis and advertisements

Together with other classmates, speak and explore about one of the following topics. You can look online to search for information and studies on the topic

Share your conclusions with the rest of the class. Next, divide the class into two groups and start writing arguments for and against.  

LET'S DEBATE (PART 3)

 

What is your opinion about the death penalty?

Before discussing it with the rest of the class, let's watch these two videos: 

Once we have watched these videos, let's divide the topic into several subtopics.  

1- Death penalty around the world: countries where it is still legal and reasons these countries argue to keep using death penalty.

2- Is death penalty a deterrent? Studies about the index of criminality in different countries related to the different punishments these countries use.  

3- Death row: why do people spend sometimes such a long time waiting? What happens in different countries?

4- Death penalty in Spain: historical facts and opinion polls nowadays

5- Global Organisations (UN, EU, WHO, etc...) and their opinion about death penalty

6- NGOs and their opinion and actions for/against death penalty

7- Examples of innocent people being executed.

8- Death penalty and religion: arguments of the different religions in favour or against the death penalty. 

 

Together with other classmates, speak and explore about one of the following topics. You can look online to search for information and studies on the topic.

Share your conclusions with the rest of the class. Next, divide the class into two groups and start writing arguments for and against  death penalty. 

 

LET'S DEBATE!

 In our 2nd batxillerat classes, we will start a debate. First of all, students have to choose a topic. 

Here you have a webpage to choose topics from.

WE CAN DO IT!

 

Are you familiar with this poster? Do you know who was Rosie the Riveter? Watch this video and find out!

HOROSCOPES

  Do you know what your zodiac sign is? Look at this chart to find out:

-What do you know about horoscopes? Do you believe in them? 

- Do you agree with the positive and negative traits described in your zodiac sign?

- Do you think that all the classmates sharing the same zodiac sign are similar/ have a lot in common?

- Watch this video and write down in your dossier the personality traits that your zodiac sign is supposed to have:

 Sit in groups with the students who share the same horoscope as you and ask each other questions to find out if you share the same personality traits: 

- Are you brave/ sensitive/ practical?

-What are your personality traits/ qualities?

- Do you agree with the positive and negative traits described in your zodiac sign?

- Do you think that all the classmates sharing the same zodiac sign are similar/ have a lot in common?

 

When you finish, write a small paragraph to share later with the rest of the class: 

- Our group thinks that we share / don't share the personality traits defined by our horoscope. We are   ............................... but we are not .............................. Some students in the group agree with the horoscope because  ............. and others don't because......

In conclusion, we think zodiac signs are/ are not .......................