Curriculum Map
Lincoln High School
Subject: History of the Middle East: 19th & Early 20th Century
Grade: 12th
Title
Time
Standards
Content
Unit 1:
4 weeks HS.1: Evaluate
Napoleon in Egypt: The French
Imperialism &
(10 90m continuity and
Encounter
Reform: 19th
blocks)
change over the
 Why did France invade
Century
course of world and
Egypt?
United States history.
 How does Orientalism
influence our view of
HS.4: Investigate the
the Middle East?
historical
development and
impact of major
scientific and
technological
Change & Reform: Muhammad
innovations; political Ali’s Egypt & the Ottoman
thought; theory and
Tanzimat
actions; and art and
 What were the causes
literature on culture
and effects of reform in
and thought.
the 19th century
Ottoman
HS.10: Evaluate an
Empire/Egypt?
historical source for
 What were the costs
point of view and
and benefits of reform?
historical context.
 Are modernity and
developmentalism
proper frames of
analysis for the
Ottoman Empire?
Colonizing Egypt: The British
Encounter
 How did imperialism
affect Egypt?
 How does Orientalism
Jordan Sudermann (Units 1 & 4)
Scott Merrow (Units 2 & 3)
Skills/Goals
Activities
Students will
Image Analysis:
analyze and
Napoleon in Egypt (1)
evaluate
images and
Orientalism: Analyzing
texts by
Flaubert’s Descriptions
Europeans
of Egypt (1)
about the
Middle East.
Simulation Activity:
How to Run an Empire
(1)
Students will
analyze the
causes and
effects of
reform.
Lecture: Reform in
Egypt & the Ottoman
Empire (1)
Students will
critique and
challenge
historical
narratives.
Lecture: 19th Century
Imperialism in the
Middle East (1)
Challenging Historical
Narratives: Modernity
& Developmentalism
(1)
Assessment
Formative: Check for
student understanding via
targeted questions during
lectures, end of activity
reflections & student
sharing of reflections.
Formative: Students
answer key questions
(lower & higher order)
addressing content of unit
(based on required
readings).
Summative: Unit exam—
short answer. Analzye and
evaluate the interaction
between Europe and the
Middle East in the 19th
century. Assess the costs
and benefits of reform in
Egypt & the Ottoman
Empire. Evaluate
development theory as
applied to the Middle East.

influence our view of
the Middle East?
What where the costs
and benefits of
interactions with
Europe?
Students will
analyze and
evaluate
British
imperialism in
Egypt.
Primary Source
Analysis: Cromer,
Lane, etc. on Egypt (1)
The European
Encounter: Good, Bad,
or Neutral? (1)
Review Discussion (1)
Unit 2: Society &
Thought:
Transformations
3 weeks
(7 90m
blocks)
Unit Exam (1)
Mini-Lecture: Cultural
changes late 19th early
20th century Middle
East
HS.2. Analyze the
complexity and
investigate causes
and effects of
significant events in
world, U.S., and
Oregon history.
Changes in Society &
Developments in Religious
Thought
 What interior and
exterior forces affected
Middle Eastern Culture
in the late 19th century?
Students will
become
familiar with
reading
Vocabulary.
Formative:
Opener and Closer
questions
HS.10. Evaluate an
historical source for
point of view and
historical context.
Changing Life in the Middle East
 How did women’s roles
change?
 What effects did
diversity in cities have
on Middle Eastern
Culture?
 What costs and benefits
were brought about by
class stratification?
Students will
analyze
pictures and
documents
from the era.
Students analyze
documents and view
slide show (1)
Formative:
Students make a document
write up: who, what,
where, when, why.
HS.3. Explain the
historical
development and
impact of major
world religions and
philosophies.
Transforming in Religious
Society
 What religious/political
groups formed in this
era?
Students
analyze the
religious
movements
of the period:
New Muslim
Orthodoxy
Baha’i
Jigsaw: Compare and
Contrast activity (1)
Formative: assess
presentation and class
compare and contrast
discussion
Personal Vocab
Journals (1)
Salafis
Wahhabism
Islamic
Modernists.
HS.4. Investigate the
historical
development and
impact of major
scientific and
technological
innovations; political
thought, theory and
actions; and art and
literature on culture
and thought.
HS.60. Analyze an
event, issue,
problem, or
phenomenon from
varied or opposing
perspectives or
points of view.
Changes in Politics:
 What sparked demand
for reform in politics
and religion?
 Who were the leaders
of revolutionary
thought?
Students will
learn about
the political
reform
movement of
the period
and
summarize
the political
beliefs of Al
Afghani
through
primary
sources.
Mini-Lecture: Malkom
Khan, Al Afghani, the
Usulis, Abdu and
Zaghlul
Al Afghani
summarization paper
(1)
Formative:
Al Afghani summary
Students will
Pan-Islamism and Pan-Arabism
compare and
 How do Pan-Islamism
and Pan-Arabism differ? contrast the
Pan-Islamism
and PanArabism
ideologies.
Compare and contrast
discussion/graphic
organizer (1)
Formative:
Discussion and organizer
Review Discussion (1)
Unit Exam (1)
Summative: Unit exam—
short answer. Analyze the
social and political
/religious changes that
took place during the late
19th and early 20th century.
Write and defend a thesis:
Were the political and
social changes that took
place a response to
imperialism or a more of a
result of interior pressures
in the Middle East?
Unit 3: Turkey &
Iran: Early 20th
Century
4 weeks
(10 90m
blocks)
HS.4. Investigate the
historical
development and
impact of major
scientific and
technological
innovations; political
thought, theory and
actions; and art and
literature on culture
and thought.
The Young Turks:
Constitutionalism
 What circumstances
create a breeding
ground for revolution?
 How were the
constitutional
movements of the
Middle East Reactions
to Imperialism?
 Why did early Middle
Eastern Constitutions
fail?
Students will
practice
critical
listening, note
taking and
vocabulary
skills.
Mini-Lecture: Early
Middle East
revolutions
Vocabulary practice:
Word Wall (1)
Formative: Word Wall
participation
HS.12. Construct and
defend a written
historical argument
using relevant
primary and
secondary sources as
evidence.
Leaders of the Revolution
 Who were the leaders
of the Egyptian, Turkish
and Iranian revolutions
and what were their
political views?
 Which of these leaders
shows the most
promise for freeing
their counties from
Imperialism?
Students will
utilize
reading,
writing and
analyzing
skills.
Student’s will analyze
documents and use
the information to
write a short DBQ
essay (1)
Formative: Students write
DBQ
HS.10. Evaluate an
historical source for
point of view and
historical context.
Ataturk and the Founding of
Modern Turkey
 Why was Mustafa
Kemal such a pivotal
figure in Turkey and the
Middle East?
 Who influenced
Kemal’sl political ideas
for the new Turkish
nation?
Students will
use critical
listening, note
taking and
analyzing
skills.
Students will watch
the video Ataturk –
Republic of Turkiye,
take notes and answer
review questions (1)
Formative: Students review
questions
HS.5. Examine and
evaluate the origins
of fundamental
Economic Imperialism & Iran’s
Constitutional Revolution
Students will
use listening,
reading,
Lecture: Imperialism &
Iran. (1)
Formative: Students will
share out their “news
stories” from the
political debates and
how conflict,
compromise, and
cooperation have
shaped national unity
and diversity in
world, U.S., and
Oregon history.


How did Imperialism
affect the Iranian
Constitutional
Revolution?
What were the events
surrounding the
Constitutional
Revolution?
writing and
analyzing
skills.
Reporting the
Revolution roleplaying
simulation (1)
revolution
HS.57. Define,
research, and explain
an event, issue,
problem, or
phenomenon and its
significance to
society.
Revolution Project
 Who were the leaders
of the revolutions?
 What were the guiding
principles of the
revolutions?
 What changes were
enacted in each
country?
 What were the negative
aspects of the
revolutions?
Students will
use research
skills, analyze
documents,
synthesize
information
as well as
practice
public
speaking and
teamwork
skills.
Students will be
broken into three
groups then research,
write a report and
present to the class on
the features of the
Egyptian, Turkish and
Iranian revolutions (2)
Formative: Students will
present their research to
the class on a second class
period
HS.58. Gather,
analyze, use, and
document
information from
various sources,
distinguishing facts,
opinions, inferences,
biases, stereotypes,
and persuasive
appeals.
Middle Eastern Constitutions
 What common cultural
currents inspired the
constitutions of Turkey
and Iran?
 What were the
differences in the
governments
established in the
constitutions?
Students will
utilize
reading,
writing and
analyzing
skills.
Students will analyze
the constitutions and
legal documents of
Turkey and Iran guided
by a compare and
contrast graphic
organizer (1)
Formative: Students will
compare and contrast the
constitutions on the
graphic organizer
HS.11. Gather and
analyze historical
information,
including
contradictory data,
from a variety of
Nation Building
 Did the leaders or the
people gain the most
benefit from the
revolutions?
Students will
utilize
reading,
analyzing and
speaking
skills.
Students participate in
a Socratic seminar to
answer the question;
Did the leaders or the
people gain the most
benefit from the
Formative:
Students will be assessed
on participation
Unit Discussion Questions
primary and
secondary sources,
including sources
located on the
Internet, to support
or reject hypotheses.
Unit 4: 20th
Century
Imperialism
5 weeks
(13
blocks)
HS.1: Evaluate
continuity and
change over the
course of world and
United States history.
revolutions? (1)
WWI in the Middle East: End of
an Empire and its Fallout
 How did WWI affect the
Middle East?
HS.2: Analyze the
complexity and
investigate causes
and effects of
significant events in
world, U.S., and
Oregon history.
HS.14: Create and
use maps,
technology, imagery,
and other
geographical
representations to
extrapolate and
interpret geographic
data.
th
20 Century Imperialism after
WWI: Mandate System,
Independent Monarchies, &
Transformation in Egypt
 How did interwar forms
of Imperialism
transform the Middle
East?
Unit Exam (1)
Summative: Unit exam—
Using the work you have
competed during this unit
describe the nationalist
movement in either Turkey
or Iran. Include the leader,
their political/religious
influences, the events of
their revolutions and
details of their
constitutions.
Students will
assess the
impact of
World War I
on the Middle
East.
Lecture: WWI &
Fallout in the Middle
East (1)
Formative: Check for
student understanding via
targeted questions during
lectures, end of activity
reflections & student
sharing of reflections.
Students
analyze and
critique the
historical
basis of film
clips.
Film Analysis: Key
Scenes from Lawrence
of Arabia (1)
Students will
use maps to
analyze
political and
historical
developments
in the Middle
East.
Causes & Effects: WWI
from the Middle
Eastern Perspective (1)
Mapping the Middle
East: Explaining &
Evaluating National
Borders & the
Mandate System (1)
Primary Sources:
Narrating the
Experiences of 20th
Century Imperialism in
the Middle East (2)
Formative: Students
answer key questions
(lower & higher order)
addressing content of unit
(based on required
readings).
Formative: Discussion of
viewings of Lawrence of
Arabia & Battle of Algiers.
Summative: Unit exam—
short answer. How did the
events and fallout of WWI
impact the Middle East?
Evaluate the impact of
colonial geography on the
Middle East. Compare the
impact of colonialism on
Algeria: From Colonialism to
Independence
 How did French
colonialism transform
Algeria?
 How did the Algerian
Revolution influence
postcolonial history?
Students will
evaluate the
relationship
between
France and
colonial
Algeria.
Lecture: Algeria 18301962 (1)
Students will
assess the
influence of
Battle of
Algiers on the
US war in
Iraq.
Video: Battle of
Algiers; Discussion
Questions (2)
Primary & Secondary
Source Analysis:
Making Algeria French
(1)
Video: Battle of Algiers
Supplements –
Connections to Iraq
War (1)
Review Discussion (1)
Unit Exam (1)
Resources
Unit 1
Assigned Reading:
Gelvin, James L. The Modern Middle East: A History. New York: Oxford University Press, 2011.
 Chapters 5-6
Activity Use:
Cromer, Evelyn Baring. Modern Egypt. New York: Macmillan Co., 1908.
Flaubert, Gustave. Flaubert in Egypt: A Sensibility on Tour. Trans. Francis Steegmuller. New York: Penguin, 1996.
Lane, Edward W. Description of Egypt. Cairo: American University of Cairo Press, 2000.
Russell, Terrence M. The Napoleonic Survey of Egypt. Butlington: Ashgate, 2001.
Teacher Background Research:
Cleveland, William L., & Bunton, Martin. A History of the Modern Middle East, 5th ed. Boulder, CO: Westview Press, 2013.
Cole, Juan R. Napoleon’s Egypt: Invading the Middle East. New York: Palgrave Macmillan, 2008.
Algeria and the French
Mandate (Syria/Lebanon).
Mitchell, Timothy. Colonising Egypt. Berkeley, CA: University of California Press, 1991.
Quataert, Donald. The Ottoman Empire, 1700-1922. New York: Cambridge University Press, 2005.
Unit 2
Assigned Reading:
Gelvin, James L. The Modern Middle East: A History. New York: Oxford University Press, 2011.
 Chapters 7-8
Activity Use:
Algar, Hamid. Wahhabism: A Critical Essay. Oneonta, NY: Islamic Publications International, 2002.
Gettleman, Marvin E., and Stuart Schaar, eds. The Middle East and Islamic World Reader. Revised and Expanded ed. New York: Grove, 2012.
Keddie, Nikki R. Sayyid Jamal Ad-Din "Al-Afghani": A Political Biography. Los Angelas: University of California, 1972.
Kurzman, Charles. Modernist Islam, 1840-1940: A Sourcebook. Oxford: Oxford UP, 2002.
Muḥammad, Rashīd Riḍā., and Simon A. Wood. Christian Criticisms, Islamic Proofs: Rashid Rida's Modernist Defence of Islam. Oxford: Oneworld, 2006.
Teacher Background Research:
Doran, Michael Scott. Pan-Arabism before Nasser: Egyptian Power Politics and the Palestine Question. New York: Oxford UP, 1999.
Hamamsy, Chafika Soliman. Zamalek: The Changing Life of a Cairo Elite, 1850-1945. Cairo, Egypt: American University in Cairo, 2005.
Lockman, Zachary. Workers and Working Classes in the Middle East: Struggles, Histories, Historiographies. Albany: State University of New York, 1994.
Owen, Roger. The Middle East in the World Economy, 1800-1914. London: I.B. Tauris, 2011.
Unit 3
Assigned Reading:
Gelvin, James L. The Modern Middle East: A History. New York: Oxford University Press, 2011.
 Chapters 10, 12
Activity Use:
Afary, Janet. The Iranian Constitutional Revolution, 1906-1911: Grassroots Democracy, Social Democracy & the Origins of Feminism. New York: Columbia UP,
1996.
Ahmad, Feroz. The Young Turks; the Committee of Union and Progress in Turkish Politics, 1908-1914. Oxford: Clarendon, 1969.
Arjomand, Said Amir. Constitutional Politics in the Middle East: With Special Reference to Turkey, Iraq, Iran, and Afghanistan. Oxford, [England: Hart Pub., 2008.
Ghani, Cyrus. Iran and the Rise of Reza Shah. London: Tauris, 1998.
Mango, Andrew. Ataturk: The Biography of the Founder of Modern Turkey. Woodstock, NY: Overlook, 2000.
Shaw, Stanford J., and Ezel Kural. Shaw. History of the Ottoman Empire and Modern Turkey. Cambridge: Cambridge UP, 1977.
Teacher Background Research:
Cleveland, William L., & Bunton, Martin. A History of the Modern Middle East, 5th ed. Boulder, CO: Westview Press, 2013.
Kayalı, Hasan. Arabs and Young Turks: Ottomanism, Arabism, and Islamism in the Ottoman Empire, 1908-1918. Berkeley: University of California, 1997.
Pappé, Ilan. The Modern Middle East. New York: Routledge, 2010.
Unit 4
Assigned Reading:
Gelvin, James L. The Modern Middle East: A History. New York: Oxford University Press, 2011.
 Chapters 11-12
Activity Use:
The Battle of Algiers. Dir. Gillo Pontecorvo. Criterion, 2004. DVD.
Lawrence of Arabia. Dir. David Lean. Sony, 2001. DVD.
Teacher Background Research:
Caton, Steven C. Lawrence of Arabia: A Film’s Anthropology. Berkeley, CA: University of California Press, 1999.
Cleveland, William L., & Bunton, Martin. A History of the Modern Middle East, 5th ed. Boulder, CO: Westview Press, 2013.
Reudy, John. Modern Algeria: The Origins and Development of a Nation. Bloomington, IN: Indiana University Press, 2005.