Assess the Middle East situation

Lesson Plans by subject

Overview: What is happening in the Middle East? For how long has this area been involved in violence and turmoil? How did the conflict originate? Use CNN articles and this lesson plan to assess the Middle East situation over the past 30 days and determine: has the situation improved or deteriorated.

Curriculum connections: Social Studies, World History, International Relations, Current Issues

Objectives
Students will be able to:

• Examine the origins of conflict in the Middle East.
• Identify key people and their positions on the conflict in the Middle East.
• Assess the situation in the Middle East and determine whether the situation has improved.

Standards
National Council for the Social Studies
IX Global connections, grades nine -12
High school students are able to think systematically about personal, national and global decisions, interactions and consequences, including addressing critical issues such as peace, human rights, trade and global ecology.

Mid-continent Research for Education and Learning
Level 4 (grades nine-12)
Students understand how politics enable a group of people with varying opinions and/or interests to reach collective decisions, influence decisions and accomplish goals that they could not reach as individuals (e.g., managing the distribution of resources, allocating benefits and burdens, managing conflicts).

Materials
CNNfyi.com article, "The Mideast explained"
Internet access
World map

Suggested time Two to three classroom periods

Procedure
1. Survey students about their knowledge of the conflict in the Middle East. Brainstorm with the students on the leaders and their positions on the Middle East conflict. Create a list of these on the board to use as a reference later. (This list may be updated throughout the lesson). Locate Israel on a world map and point out Jerusalem, Gaza and the West Bank. Help students identify other countries and parties that have an interest in the political map of the region.

2. Have students use their textbooks and online resources to answer the following questions: What action regarding the Middle East did the U.N. General Assembly take on November 29, 1947? Why did Israelis and Palestinians begin fighting each other? What agreement, almost 50 years later, gave hope for an end to this conflict? What are the Oslo Accords and what did each side agree to in them?

3. Direct students to examine the situation in the Occupied Territories. Assist them in consulting the Internet and other resources to learn more about the history of the lands known as the Occupied Territories. Both Israelis and Palestinians claim they have the right to these lands. What is the basis for each of their claims? Share student findings and discuss.

4. Have students work individually or in groups to research the history of the peace talks between the Israelis and Palestinians. Students can use the following questions to guide their research:

• How many summits have been held?
• Who have been the key players?
• What are the main issues?
• What is the political significance of the West Bank?
• What offers and concessions have the Israelis and the Palestinians each brought to the negotiating table?
• What promises have been made?
• Which promises have been kept?
• What obstacles have negotiators faced throughout the peace negotiations?

5. Have students generate group discussions about the sacrifices that will have to be made by Israelis and Palestinians if a lasting peace is to be achieved. Direct them to brainstorm about possible political repercussions in both countries if their efforts are unsuccessful.

Assessment
Direct students to recent articles about the Middle East. Have students write essays assessing the Middle East situation over the past 30 days and determine if the situation has improved or deteriorated.

Accommodations
Visual/spatial
To help students understand the history of the Middle East conflict, examine changes in the map of the region from 1920 to the present. Refer back to the maps as your students study the conflict, pointing out places often cited in the news such as the West Bank, Gaza and Jerusalem.

Challenge
Students can look at the role the United States has played in the Mideast conflict. Each student can create a two- to three-minute presentation about the U.S. influence in the conflict in the Middle East.

Extension
Point out to students that young Israeli men and women are required to dedicate a portion of their lives to their country's military. The men are required to serve for three years, the women, two. Is this service widely accepted among Israelis? Have students work in groups to learn more about Israel and its military, and share their findings. One Web site that solicits funding and support for Israeli soldiers states that, "The IDF [Israeli Defense Force] is more than just an army. It's a microcosm of Israeli society." Based on their findings, do students agree with this quote? Why is the military such an integral part of life in Israel? Would students support or oppose a similar approach to national service in their country? Discuss.