2014 Geography of the Middle East Lesson Plan
Dates:
Academic A:
Day One:
1. Quiet Question: Type Two Prompt----In the Age of Enlightenment Unit, we discussed the
Natural Rights that should be extended to all human beings no matter gender, race, ethnicity,
or socio-economic status. Let’s review them:
Class List of Human Rights:
In the Middle East, a new issue is being raised that is the cause of conflict----access to drinking water.
As we examine the primary source quotes and the included reading, consider whether this should be a
basic human right extended to everyone. And if so, how to enforce it?
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We will read aloud the primary source quotes and a newspaper article together as a class.
You should be using Active Reading Strategies.
Then you and your partner will answer the three Reflection Questions.
Reflection Questions:
a)How is water as or more precious than oil? Give examples of situations where this could be the
case?
b)Where do you think wars will break out over water rights? Give examples and explain why.
c)Should fair access to clean fresh water be considered a basic human right? Why or why not?
Primary Source Quotes:
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“The next war in the Middle East will be over water and not politics.”---Boutros Boutros-Ghali,
the Secretary General of the United Nations
“The only matter that could take Egypt to war again is water.”---Anwar Sadat, Former
President of Egypt
“Many of the wars in this century (20th century) were about oil, but wars of the next century
(21st century) will be about water.”---Ismail Serageldin, Vice President of the World Bank
“Water is a human right issue and shouldn’t be kept hostage of the conflict.”---Nader Al
Khateeb with Friends of the Middle East
Newspaper Article:
Water in the Middle East
Water security has always been an issue in the arid environment that characterizes most of the
Middle East. Not until recently, however, has it been so serious. Although the Nile, Euphrates, Tigris
and Jordan Rivers provide substantial agricultural, industrial and commercial support, the longevity of
this scarce resource is being tested daily. The rich landscape that was once referred to as the Fertile
Crescent and the "breadbasket of the Roman Empire" is experiencing a variety of effects brought on
by development and modernization. It is unclear what the future has in store, but what is certain, is
that the politics of water is a turbulent issue that needs attention and support.
The River Nile is the mother of Egyptian civilization. In ancient times its waters could only be diverted
through precise irrigation techniques. In modern times the larger scale of distribution has both
positive and negative effects. For example, the building of the Aswan Dam in Upper Egypt stopped the
annual flood from inundating the land. At the same time, however, preventing flood waters from
reaching their usual plain inhibits the fertilization of the soil. This is because the nutrient rich waters
of the Nile were once deposited as far as flood waters would reach. Presently, it is necessary to use
artificial fertilization techniques that have detrimental effects on the Nile's water quality and
ecosystems. The construction of Aswan also had a negative impact on Egyptian society and history.
During the construction and immediately after its completion, 10,000 Nubians were displaced because
of flooding. In addition: the temples at Abu Simbel had to be moved; and 15% of the water in Lake
Nasser is lost annually due to evaporation or poor Dam conditions. On the positive side, Aswan High
Dam provides electric power for many Egyptians that otherwise would be left in the dark.
The Jordan River has religious, ecological and socioeconomic importance and is also in the midst of a
crisis. Overuse, damming and diversion of its waters have polluted and shrunk the river to only about
5% of its historical flow. This particular crisis represents the difficulty- and necessity- of interregional
cooperation between Jordan, Syria, Israel and the Palestinian territories. The minimum intake of
water per person, per year in an efficient, moderately industrialized nation is about 1,000 cubic
meters. The crisis of the Jordan River is clear: in Jordan, average intake in 1990 was 260 cubic meters
per person annually; 2025 estimates predict an intake of less than 100 cubic meters. Similarly, the
average Israeli had an intake of 470 cubic meters per person annually; 2025 estimates predict an
intake of 310 cubic meters. Compounding the issue of water scarcity stemming from the Jordan River
is the fact that 70% of Israeli water use is allocated to water intensive agriculture; with 25-40% of
Israel's water coming from an aquifer under the West Bank. Israel is pushing for green water
initiatives, like less water intensive crop choices, water conservation and desalination, that could
dampen the crisis situation. Not only does the River constitute an environmental and commercial
crisis, but a human security situation is also present.
The Euphrates and Tigris Rivers are central to Turkey's economic stability, providing hydroelectric
power and improving irrigation techniques. The Southwest Anatolia Project is a series of dams on
both rivers that have proven very successful. However, relocation of Kurdish populations, similar to
what the Nubians experienced in Egypt, was required and caused resentment of the Turkish regime.
Iraq and Syria both lay downriver from Turkey and experience the effects of water projects originating
there. For example, the initial stages of construction for the Atatürk Dam cut the flow of the
Euphrates to Syria and Iraq entirely for a month. This impacted regional relations so much that Syria
began supporting the Kurdistan Workers Party (PKK), which is now labeled by some as a terrorist
organization! Iraq was also affected by the project, facing problems ranging from reduced water flow
to desertification and salinization of the soil.
Iraq's water problems were exacerbated when Saddam Hussain embarked on a project to drain the
marshes that housed Shi'a Arabs known as the Ma'dan, or Marsh Arabs, that had been living there for
over 5,000 years. The Prosperity River was an artificial canal built to drain the water and that is
responsible for destroying 93% of Iraq's marshland and the livelihood of the Marsh Arabs. In 2004 the
process was reversed and life is beginning to return to the marshes.
Saudi Arabia is the largest desalinated water producer in the world, contributing to 30% of global
production. Water problems have been largely averted due to Saudi Arabia's investment in research
and development in large-scale desalination projects. These projects are funded by the Kingdom's oil
wealth. The Saudi government transports its desalinated water via a 2,500 kilometer pipeline
network, 21 pumping stations, 131 depots and 10 stations for mixing the desalinated water with
underground water. The desalination plant in Jubail is one of the largest of the 29 plants in Saudi
Arabia. The finished product is used as drinking water, and for agricultural projects like the circular
irrigated fields at Buraidah. These agricultural fields can be up to two miles across and are comprised
of a variety of agricultural commodities.
The Great Man-made River is a project that the Qaddafi government in Libya has set out to
accomplish. Libya may sit on the edge of the Sahara, but below its sands sits the freshwater Nubian
Sandstone Aquifer System. Enormous pipes spanning thousands of miles are laid to bring the water
from the aquifer to the population above.
It is clear that the scarcity of water has made life more difficult for many actors in the Middle East.
Therefore, it is crucial that the region, coupled with outside support, analyze the lessons learned from
the past, and agree on certain objectives and long term goals in order to employ the proper
techniques in dealing with the politics of water and human security.
2. Class: Some pairs will share their final analysis. This theme of water issues will be examined
further within this unit and come back to in each of the following units. We are now going to
begin to study the geography of the Middle East.
3. Class: The teacher is going to begin the Geography of the Middle East Powerpoint, and you
should be taking notes in the provided graphic organizer in EITHER PENCIL, BLACK, OR BLUE
PEN.
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The information for the graphic organizer will be coming from three different sources: class
powerpoint lecture and the two National Geographic Chapters in pdf format uploaded on the
teacher page.
You are to take the reading notes in EITHER RED, ORANGE, PINK, OR PURPLE.
Content of the Notes:
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Description/Key Characteristics---What are the broad, general statements that describe this
feature in the region.
Examples/Historical Evidence----What are the specific examples to support the characteristics?
This is where you would give names and descriptions of examples, statistics, and include
primary source quotes.
Impact/Effects---What impact does this geographic feature have on the region? How does it
affect the people, economics, politics, diet, etc….
Visuals---This can be a printed picture from the powerpoint or a drawing to help you
remember this feature as a memory-study technique.
Academic A Supplemental Readings for Notes:
Chapter 17 National Geographic Chapter: Graphic Organizer Topics Identified
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Religions-pdf pages 15-16
Seas, Peninsulas, and Rivers-pdf pages 18-21
Highlands and Mountains-pdf pages 21-22
Natural Resources-pdf page 23
Water Precious Resource-pdf page 24
Deserts-pdf pages 25-26
Chapter 18 National Geographic Chapter: Graphic Organizer Topics Identified
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Peoples and Ethnic Diversity-pdf pages 2-5
Water Precious Resource-pdf page 5
Oil Black Gold-pdf pages 7-8
Religions-pdf pages 11-13 and 16-17
4. Homework: Begin the chunked reading and note-taking. Following the Chunking Timeline
below. You are to take the reading notes in EITHER RED, ORANGE, PINK, OR PURPLE PEN. This
will be checked for Class Participation Points in three days.
Chunking Timeline
Night One:
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Go to Chapter 17 and do pages 15-21 stopping at Highlands/Mountains.
Night Two:
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Go to Chapter 17 and do pages 21-26.
Night Three:
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Go to Chapter 18 and do pages 2-5 and 7-8.
Night Four:
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Go to Chapter 18 and do pages 11-13 and 16-17.
Day Two:
5. Class: The teacher is going to continue the powerpoint on the Geography of the Middle East.
You are to take the notes in EITHER PENCIL, BLACK, OR BLUE PEN.
6. Homework: Continue the chunked reading and note-taking in EITEHR RED, ORANGE, PINK, OR
PURPLE PEN.
Day Three:
7. Class: The teacher is going to finish the Geography of the Middle East Powerpoint and that
part of the graphic organizer notes. Remember this should be in EITHER PENCIL, BLACK, OR
BLUE PEN.
8. Homework: Continue the chunked reading and note-taking doing it in EITHER RED, ORANGE,
PINK, OR PURPLE PEN. This will be checked for Class Participation Points in the next class
period.
Day Four-Five:
9. Class: The National Geographic Chapters Reading Notes will be checked for Class Participation
Points.
10. Groups: Summative Assessment--- You will be working in your groups examining a specific
Water Scarcity Issue in the Middle East. Think of Basic Human Rights!
Materials to be Used:
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Sections of the Water Issues Powerpoint on YOUR TOPIC
Sections of the Water Wars of the Middle East Supplemental Reading on YOUR TOPIC
Tasks:
Work Day One:
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In your small groups, you will be examining the two sides of the specific water conflict in the
Middle East and breakdown the major arguments and evidence for both sides in the provided
graphic organizer.
To do this, the sections of the Water Issues Powerpoint and sections of the Water Wars of the
Middle East Supplemental Reading that apply need to be broken up and assigned to the
different groups members to read and take notes on.
Work Day Two:
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Each group member will present their information to the group and the group members will
add to their notes in the graphic organizer.
Then after examining both sides of the issues, your group will act as an United Nations
Peacekeeping Group and make a final decision on the conflict and what steps should be taken.
The completed activity handout will be collected at the end of the period.
Water Conflicts Areas:
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C.
D.
Jordan River Basin---Jordan and Israel
Tigris-Euphrates Basin----Turkey and Syria
West Bank Aquifers---Israel and Palestinians
Gaza Strip---Israel and Palestinians
11. Homework: Label and color-code the Political and Physical Maps of the Middle East.
Chunking of Maps:
Night One/Day Four of Lesson:
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Label and color-code the cities and countries on the Political Map.
Cross off the items as you label them.
This map will be worth 25 points as part of your Middle East Unit Notebook Grade.
Night Two/Day Five of Lesson:
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Label and color-code the bodies of water, rivers, deserts, and mountains on the Physical Map.
Cross off the items as you label them.
This map will be worth 25 points as part of your Middle East Unit Notebook Grade.