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Name of Project:
The ESPN of MENA: Economic, Social, Political, and Environmental Factors Creating
Conflict in Southwest Asia and North Africa
Subject/Course:
Pre-AP World Geography
Other Subject Areas:
World Geography
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Students will understand that the economic, social, political, and environmental factors behind various
conflicts in Southwest Asia and North Africa are universal in nature and similar conflicts can be found all
over the world.
Enduring
Understanding(s)
Global conflict is driven by economic, social, political, and environmental challenges.
Essential Question(s)
Why are groups fighting over the control of Jerusalem, a desert area lacking in resources?
How does religion cause conflict?
Teacher(s): Deborah Edmondson
Duration:
5-7 Days
Grade Level: 9
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
WG.7B—(Geography) explain how political, economic, social, and environmental push and pull factors and physical geography
affect the routes and flows of human migration
WG.13A—(Government) interpret maps to explain the division of land, including man-made and natural borders, into separate
political units such as cities, states, or countries
WG.14C—(Government) analyze the human and physical factors that influence the power to control territory and resources,
create conflict/war, and impact international political relations of sovereign nations and organized nation groups
WG.16C—(Culture) explain ways various groups of people perceive the characteristics of their own and other cultures, places,
and regions differently
WG.17A—(Culture) describe and compare patterns of culture
WG.17B—(Culture) describe major world religions
WG.17C—(Culture) compare economic, political, or social opportunities in different cultures for women, ethnic and religious
minorities, and other underrepresented populations
WG.17D—(Culture) evaluate the experiences and contributions of diverse groups to multicultural societies
Other Required Standards
to be taught and assessed:
(i.e. CCRS, Graduate
Expectations, Local
Objectives, etc.)
CCRSENGI.A5—Edit writing or proper voice, tense, and syntax, assuring that it conforms to standard English.
CCRSSSI.E4—Identify and evaluate the sources and consequences of social conflict.
CCRSSII.B3—Analyze diverse religious concepts, structures, and institutions around the world.
CCRSSSIV.B1—Use established research methodologies.
CCRSSSIV.D1—Construct a thesis that is supported by evidence.
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Authentic Learning
Elements to be integrated:
Check all that are targeted
in this unit.
Provide authentic context that
reflects the way the knowledge will
be used in real-life
Provide multiple roles and
X perspectives
Provide authentic activities
Support collaborative construction of
X knowledge
Provide access to expert
performances and the modeling of
processes
21st Century Skills/NETS
to be taught and assessed:
Promote reflection
Provide coaching and scaffolding
Provide for authentic assessment of
X learning within the tasks
Creativity and Innovation (NETS 1)
X
Information, Media, or ICT Literacy (NETS 3)
Communication and Collaboration (NETS 2)
X
Life and Career Skills
X
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
Critical Thinking/Problem Solving (NETS 4)
A S S E S S M E N T
Entry Event to
launch inquiry,
engage students:
Promote articulation
X
X
X
X
(STAGE 2)
Pre-Introductory Activities: The Three Religions of MENA—Judaism, Christianity, Islam; Students should be seated in groups of 4 (or a
number easily divisible by 3). In other words, you will need 2 or 3 groupings of 3 groups (one for each religion). I usually use 3 sets of
groups. You will need to organize your information in file folders. Separate the information by religion. You should have 3 Judaism
folders, 3 Christian folders, and 3 Muslim folders. Show students how they will rotate through each of the religions. Each grouping will
have their own path. Students will sit in their groups and fill in their blank table (WS Religions Table) with the information from the religion
handouts (Religions Information). Give about 8 minutes in each religious group then tell students to rotate. At the end of three rotations,
students can compile information from each other. Have a brief discussion about what they have learned about the religions then explain
that they will be watching a video about the city each of the three religions claims as holy. Then proceed to introduce either “Promises” or
“Secrets of Jerusalem’s Holiest Sites.”
“Promises” can take up to three class periods (non block schedule), but is very effective in getting students interested in Israel and the
problems associated with its creation. Students will talk about the teens shown in the video for the rest of the year. They also get their
first real taste of a conflict in which there is no solution that will make everyone happy and compromise seeming impossible.
Assessments
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Summative
Assessments:
Major Products
and/or
Performances
Portfolio of information collected over the course of the lesson.
Minor Products: Religions Table, WS Jerusalem’s Holiest Sites or WS Promises, Research Notes, WS
ESPN Gallery Walk, Twenty MENA Facts, Top 10 Facts About MENA, Brochure, “Other World” Conflict
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Formative
Assessments
(During Learning)
Resources Needed Materials:
Resources:
Reflection
Methods
Embedded in learning experiences to gauge student progress toward a deep understanding of the
Enduring Understanding
WS Religions Table
WS Religions Table Key
Video hook: “Promises” or “Jerusalem’s Holiest Sites”
“Promises” is available from Amazon.com or from www.promisesproject.org/dist-edu.html?order+home=
“Secrets of Jerusalem’s Holiest Sites” is available for purchase or via streaming from National Geographic
channel.nationalgeographic.com/channel/videos/secrets-of-jerusalems-holiest-sites/
WS Promises or WS Jerusalem’s Holiest Sites
WS Research Notes
WS ESPN for Gallery Walk
WS Twenty MENA Facts
WS Top Ten Facts About MENA
WS Brochure Notes 2nd Countries
Religions Information in Folders
Folders for individual countries in MENA with appropriate information
Handout: What Is ESPN?
Handout: Brochure Instructions
Handout: Template Instructions
Rubric for Portfolio
(Individual, Group, When students jigsaw their initial research information they will have the opportunity to reflect/discuss what they
and/or Whole Class) have learned.
Individual reflection will occur during the Gallery Walk.
When students find a partner to create their brochure, they will have another opportunity to reflect.
Students will have an opportunity to express their reflection in the final paragraph they write about the conflict
they studies.
L E A R N I N G
E X P E R I E N C E S ( S T A G E 3 )
This lesson is based on a CSCOPE Lesson about Southwest Asia and North Africa. I have adapted the worksheets and other
materials to meet my students’ needs.
(1 Day = 45 Minutes)
Day 1: Religions—Students fill in blank tables (WS Religions Table) with information about the three religions founded in MENA:
Judaism, Christianity, and Islam (Religions Information). Students will work in small groups and rotate within a larger small group. (I
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usually use at least 2 complete sets of information and 2 sets of stations so the groups are smaller and easier to manage.)
Day 2: Students watch Promises* or Secrets of Jerusalem’s Holiest Sites (National Geographic)— in order to understand the roots
of one of the core conflicts of the region. Students will need the appropriate worksheet to go with their video, either Promises
(character study to be filled out either while watching or afterward outside of class) or Jerusalem’s Holiest Sites (questions going
along with video to be filled out while watching).
Day 3: Library Research (groups of 4)—each group has a country; each person is finding one aspect of his country of ESPN
(Economic Characteristics, Social or Cultural Characteristics, Political Characteristics, and Environmental Characteristics.
Go over the WS Research Notes and review appropriate note-taking and research. Explain to students that the information in the left
column explains the type of information applicable to each characteristic. The left column of the WS Research Notes CIA is aligned
with information found in the CIA World Fact Book (https://www.cia.gov) and may be easier for students who lack research
experience or those who struggle with research. Each student will be responsible for a different portion of ESPN. The handout “What
Is ESPN?” can be placed in the center of each group’s work space.
Day 4: Each student will need a copy of the worksheet “ESPN Gallery Walk.” Students will copy all of the information from the four
pages of research onto new page (ESPN Gallery Walk—15 minutes). Students will trade papers within their groups to gather
information.
Groups will select the neatest worksheet ESPN Gallery Walk to display in the hall. Organizational note: it helped my students if I
put blank sticky notes where I wanted them to post their information, otherwise they placed everything next to each other. I spread
the pages out so we were using both sides of the hall. Students will need plenty of room to work.
Gallery Walk (5 minutes each stop)—30 minutes—Students write down two facts from each country that they think is interesting.
Students are doing this activity independent of their groups. Before beginning the Gallery Walk, students will need a copy of the
worksheet Twenty MENA Facts.
Top 10 Facts About MENA—15 minutes—On their list of 20 facts table, students rank the 10 items they think are the most
interesting. This can be a homework assignment if time in class does not allow for completion in class. Each student will need a copy
of the worksheet to compile their list.
Day 5: Select a new country (preferably bordering first country, but I allowed students to select their own comparisons)—trade notes
with another student. The notes should be the worksheet ESPN Gallery Walk. Students will copy their notes onto the worksheet
Brochure Notes Second Country.
Produce a tri-fold brochure using both sets of notes (ESPN Gallery Walk and Brochure Notes 2nd Country) and the Brochure
Instructions handout.
Homework: Students will use the internet to find a conflict in the world similar to the one they learned about in this lesson or a
conflict related to a conflict in MENA. Students will use their own paper to write a short paragraph explaining the conflicts. The
paragraph must be completed when students come to the next session of their class. (If this is block schedule, students can be
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given a chunk of time to write their paragraphs. The next step cannot be completed before finishing the paragraph.
Day 6: Students will assemble their portfolio of information on MENA using the handout on Portfolio Instructions. (The portfolio can
be a folder or just a packet of papers stapled together.) Students will decide what items to include in their template but will be
required to include their brochure and their conflict paragraph.
 WS Promises or WS Jerusalem’s Holiest Sites
 WS Research Notes
 WS ESPN Gallery Walk
 WS Twenty MENA Facts
 WS Top 10 Interesting Facts About MENA
 WS Brochure Notes 2nd Country
 Brochure (to be turned in “unfolded”)
 Paragraph about a conflict in the world similar to one in MENA or connected to a conflict in MENA**
*If students watch Promises their lesson will extend over 7 or 8 days if not on block schedule.
**Conflict comparison is not included in example portfolios; this was added after the lesson was completed in class, but will be a
good final activity.
D I F F E R E N T I A T I O N
Day 1—Sometimes it is difficult to get a copy of “Promises.” It is well worth the extra effort because of the impact it will have on
student learning. I am always amazed at how my students are affected by these children on the other side of the world. Most of the
video is subtitled, so I approach student work a little differently. Instead of questions to answer, I have students complete character
studies of each of the children interviewed for the documentary. Students are able to see how some of the children changed their
point of view and how others did not. The Epilogue following the documentary is very informative. This provides some of the best
information on point of view: Sanabel, a Palestinian Muslim, is shocked when the twins, secular Jews, become soldiers in the Israeli
army after they had become friends during the filming of the documentary; Faraj, the most vocal of the Palestinian children in his
hatred toward Jews, has changed the most and is living in Massachusetts. His final comments about how his tiny country making a
lot of noise about differences when he has seen different ethnic groups getting along in the United States and lived with a Jewish
host family when waiting on his status as a political refugee.
The alternative video is from National Geographic, “Secrets of Jerusalem’s Holiest Sites.” When my students watch a DVD in class, I
always provide a worksheet with questions pertaining to important content. Make sure you preview the material with your questions
so you can find the answers as well. Depending on the level of my students, I will provide help with the questions, by holding up my
fingers for the number of the questions or I’ll tell them to listen closely because an answer is approaching. When time allows, I go
over the answers with students after viewing. Or if time is short, I will go over the most important answers. If I know time is short for
class due to the length of the video, I will get their attention if there is a question I really want them to understand. The video I am
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using for this lesson is available on the National Geographic website and is listed under resources in a different area of this table.
Day 2—I have created special papers for my students to use for their research. Since each is assigned a portion of ESPN, I give
them a list of items that fall under their category of research. Students can be paired up for their research (one working the computer
and another writing the notes). Students who are paired up on one computer must be aware they are covering two parts of ESPN.
However, if some students need extra time, an extra person could be placed in the groups allowing for two to cover one area.
Monitor the students as they are on the computers so they keep working and are getting all of their information. My students have
access to the internet through their individual devices so they were required to use the World Fact Book at https://www.cia.gov. My
students also struggle in finding appropriate information while researching. I provided them a research template that used the
appropriate headings from the CIA World Fact Book so they could stay on track.
Days 3-6—When grouping students for activities, the teacher can put the groups together to mix ability levels or the students can be
allowed to choose their own groups.
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