Target Curriculum: World History, World Geography, U.S. History
Target Grades: 9, 10, and 11
SOLs: : HSS 9.6, HSS 10.4, HSS 10.14, HSS 11.12, C/T 8.4
Time: 2 to 3 days
Objective and Goals:
Students will understand the history of the conflict in the Middle East and why the peace process is so complex.
Purpose:
This activity requires students to step out of their "comfort zone" and examine both the Palestinian and Israeli perspectives of the conflict with an open mind.
Materials:
Library access and computer lab with Internet access
Procedure:
- This activity is NOT an introductory activity. On the contrary, this activity should be conducted after the teacher has taught the basic facts about the history, geography, and religions in the Middle East region.
- Have students write a short paragraph stating their opinion of the ongoing peace process. Ask the students to support either the Palestinians or the Israelis based on their perceptions and their present level of knowledge of the facts.
- After the students have chosen to support either the Israeli or Palestinian side, assign them to the library to conduct the following research.
- Each student will be required to research the opposite viewpoint that they originally supported. This will force the students to attempt to see both sides of the issue.
- Students are to conduct research based on the guide sheet, which follows. They may use resources in the library in addition to computers with Internet access. Useful and appropriate Internet Web pages are included in the "For Your Information" section.
- Students will probably need one to two days to thoroughly research the topics. After completing the research phase, require students to write a persuasive paragraph stating why their assigned party has the correct viewpoint. This will be graded.
- Conduct discussion session with the listed discussion questions.
Guide Sheet: The Israeli Perspective
Directions: This is for guidance only. Your research should not be limited only only these questions.
- What is the religion of the majority of Israel's population?
- Give a brief history of the religion.
- Explain the importance of Jerusalem to their religion.
- Is their claim to the land only religion-based?
- If no, on what is the claim to the land based?
- What was the Diaspora?
- How has this affected the present situation in Israel?
- Who occupied the land after the Diaspora?
- Throughout history various groups of people/countries controlled the land in Israel. Name them.
- What are the other names present-day Israel has been called?
- Throughout history certain ethnic groups referred have referred to this land as home. Name them.
- Explain what happened in the Middle East region after WWI.
- Explain the Zionist movement.
- Name Israel's major allies. Name Israel's major enemies.
- When were the last peace talks held? What was accomplished?
Guide Sheet: The Palestinian Perspective
Directions: This is for guidance only. Your research should not be limited to only these questions.
- What is the religion of most of the Palestinians?
- Give a brief history of the religion.
- Explain the importance of Jerusalem to their religion.
- Is their claim to the land only religion-based?
- If no, on what is the claim to the land based?
- What was the Diaspora?
- How has this affected the present situation in Israel?
- Who occupied the land after the Diaspora?
- Throughout history various groups of people/countries controlled the land in Israel. Name them.
- What are the other names present day Israel has been called?
- Throughout history certain ethnic groups referred have referred to this land as home. Name them.
- Explain what happened in the Middle East region after WWI.
- What happened in the Middle East region after WWII?
- Explain the Islamic Resistance Movement.
- Name the Palestinian's major allies. Name their enemies.
- When were the last peace talks held? What was accomplished?
Observation:
Students may initially complain when you assign them to research the opposite perspective. However, this activity will help teach them to fully research all aspects of an issue before committing to an opinion.
Conclusions:
Students will have a deeper understanding of both the Israeli and Palestinian views of the peace process.
For Your Information:
The following are excellent Internet sites to research for information on the peace process:
Extension:
- 1. Divide the class into two teams, Palestinians and Israelis. Conduct debates based on their research.
- Conduct current event updates as the peace process continues.
- Expand the lesson to include the Israeli-Syria peace talks.
Class Discussion Questions:
- Which side of the conflict has been more favorably presented by the U.S. media?
- Why do you think this is the case?
- How would you describe the way the Israelis have been portrayed in the U.S. media?
- How would you describe the way Palestinians have been portrayed in the U.S. media?
- Do you agree or disagree with your initial opinion regarding the peace process?
- Explain how both the Palestinians and the Israelis are correct in some assumptions and incorrect in others.
- Describe reasons why the peace process is so complicated.
Cautions and Concerns:
You may not have an even number researching both the Israeli and the Palestinian viewpoints. You may have to allow some students to further research their original opinion. Use your discretion. While students are in the library and while they are working on the Internet, the teacher should be closely monitoring and guiding their research.
Comments from the Author:
This activity works well with high school students or mature middle school students.
Written By: Karen Cross
Submitted By: Karen Cross
Grade Taught:
School: E.B. Stanley Middle School (http://ebsms.wcs.k12.va.us)
Division: Washington County Public Schools (http://www.wcs.k12.va.us)