2014 Arab-Israeli Conflict Lesson Plan
Dates:
Accelerated
Day One:
1. Quiet Question: Type Two Prompt---The teacher is going to read aloud the attached obituary
on Saddam Hussein from The Economist. You are to use Active Reading Strategies.
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You will now be working with your assigned partner.
Using your graphic organizer notes from the reading and PowerPoint in the last lesson and the
included obituary on Saddam Hussein, you and your partner are going to complete the
Character Map Organizer. Consider what Americans really need to know about him to
understand him.
You are to identify THREE main character traits about Saddam Hussein that capture the
essence of him as the former Iraqi leader and dictator for over two decades. Write them in
the Trait Circles.
o Ideas for Character Traits: Ambitious, Emotionally Damaged, Manipulative, Planner,
Brutal, Modern, Methodical, Strategic, Perceptive, etc…
Then in the Evidence Boxes identify THREE different and specific actions Saddam did that
illustrates the specific trait.
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2. Class: Have students share their reasoning. Now as we have seen in Islamic nations, just
because all practice a form of Islam, it does not mean there is no religious conflict. Well, we
are now going to examine the history of Israel and the complex causes and events of the ArabIsraeli Conflict. Please be aware that both sides have committed wrongs, and this conflict is
not black or white, but a very cloudy gray.
3. Class: We are going to watch an introduction film on the Arab-Israeli Conflict on You Tube.
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It is entitled “Discovery-Israel and Palestine: The Roots of the Conflict.” It runs for 22:29
minutes. Take notes in the appropriate categories in the provided graphic organizer.
4. Homework: The information for our notes on the Arab-Israeli Conflict are going to come from
multiple sources. The first source is the photocopied supplemental reading entitled “CAABU
Israeli-Palestinian Conflict.”
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This reading contains overview information and multiple Visual and Written Primary Sources
to enrich your understanding of the material.
You need to read and take notes in the provided graphic organizer from all the parts of the
reading.
This means reading and taking notes from the inset circles, boxes, and visuals.
You will be taking the reading notes in EITHER RED, PINK, ORANGE, OR PURPLE PEN.
This will be checked for Class Participation Points in three days.
Graphic Organizer Topics Found In Supplemental Reading:
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Palestinian Claims-page 2
Jewish/Zionist Claims-page 2
Zionism-page 2
Role of the British-page 3
1947 Partition Plan-page 4
1948 War of Independence-page 4
Palestinian Citizens versus Refugees and Right of Return-pages 5 and 6
1967 Six Day War-page 7
1987-1993 First Intifada-page 7
Oslo Peace Process-page 8
West Bank and Gaza Strip-pages 9 and 10
Second Intifada-page 11
Hamas and OCT-page 11
West Bank Barrier-pages 12-16
Chunking of Supplemental Reading:
Night One:
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Read and take notes on pages 1-5.
Night Two:
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Read and take notes on pages 6-10.
Night Three:
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Read and take notes on pages 11-16.
Day Two:
5. Class: The teacher is going to begin the Introduction to the Arab-Israeli Conflict PowerPoint
Lecture. You should take notes in EITHER PENCIL, BLACK, and OR BLUE PEN in the provided
graphic organizer you are using for your reading notes.
The PowerPoint Lecture Will Cover The Following Graphic Organizer Topics:
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Jewish Claims to Land----Day Two
Palestinian Claims to Land---Day Two
Anti-Semitism and Pogroms---Day Two
Zionism---Day Two
Role of the British---Day Two
Arab Riots and Violence Against Jews---Day Three
World War Two and Holocaust---Day Three
1947 UN Partition Plan---Day Three
1948 War of Independence---Day Three
Palestinian Refugees and Right of Return---Day Three
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Ongoing Issues and Obstacles to Peace (Last Category of Graphic Organizer)---Day Three
6. Homework: Continue the reading and note-taking from the photocopied supplemental
reading following the chunking.
Day Three:
7. Class: The teacher is going to finish the Introduction PowerPoint Lecture, and you should
continue to take additional notes in the graphic organizer.
8. Class: IF THERE IS TIME, we are going to watch one or more of the following from YouTube.
You will add notes to the graphic organizer.
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“The Wall: Pros and Cons of the Israeli Separation Barrier” published on March 22, 2011
that runs for 1:55 minutes.
“Journeyman The Dividing Wall-Israel and Palestine” by A and E published in June 2004
that runs for 25:11 minutes.
BBC “Paul Adams Why the Israel-Gaza Conflict Flared?” published on July 24, 2014 that
runs for 2:26 minutes.
9. Homework: Finish the chunked reading and note-taking from the photocopied supplemental
reading. This will be checked the next class period for Class Participation Points.
Day Four:
10. Pairs/Triads: Using the Jigsaw Method, you are going to be assigned one of the remaining
topics to research more in depth from the teacher’s Class Sets of the other Arab-Israeli
Conflict PowerPoints and the Class Set of the Timelines of the Arab-Israeli Conflict.
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You are going to take additional notes.
You will then be teaching this material to the class. You will only have FOUR minutes to do
this. So consider that when deciding what to include.
And from your oral summaries, your classmates will fill in the rest of their graphic organizers.
Resources:
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Two different Class Sets of Timelines on the Arab-Israeli Conflict:
o “Timeline of the Arab-Israeli Conflict and Peace Process” published by the Institute for
Curriculum Services
o and “POV History of the Israeli-Palestinian Conflict” published by American
Documentary.
Class Set of “Gaza Conflict Resources Packet” from BBC News
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Class Sets of the Teacher PowerPoints on:
o One: Begins with Suez Crisis
o Two: Begins with Palestinian Refugee Problem and Terrorism---PLO, Black September,
etc…
o Three: Begins with Second Intifada
Pairs/Triads Graphic Organizer Topics/Events:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
1956 Suez Crisis
1967 Six Days War
PLO, Arafat, Terrorism with Black September and Munich Olympics
1973 Yom Kippur War
1978 Camp David Peace Accords
Rise of Hezbollah/ War with Lebanon, and Hamas
First Intifada
Oslo Peace Process
Second Intifada
West Bank Barrier
Hama and War in Gaza Strip
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You have the class period today and tonight as homework to finish up your part.
The next class period the pairs will present their oral summaries.
Day Five:
11. Class: The Jigsaw Pairs/Triads will present their oral summaries, while the class takes
additional notes in the graphic organizer. We should get five done today.
12. Homework: Summative Assessment----One of the key Social Studies skills is the
understanding of propaganda strategies. As a citizen in America, we are constantly exposed
to different forms of propaganda in posters, commercials, bumper stickers, etc….So to be an
educated citizen who can make his own decisions and not be manipulated, it is important to
understand what the propaganda strategies are and how they are used.
2014 Summative Assessment Arab-Israeli Conflict Propaganda Poster Grade Sheet
1.__________It was turned in on time. For each day late, it is 10% off the value.______________
2.__________The student created the propaganda poster from either the Israeli or the Palestinian
viewpoint and appropriately represented their views on the specific contemporary issue of:
Possible Topics for Arab-Israeli Conflict Propaganda Poster: Worth 10 Points
 Second Intifada
 West Bank Barrier
 Violence with Hamas in Gaza Strip and West Bank
3._________The student had a clever and appropriate slogan that reflected the core of the issue from
the chosen viewpoint and used one of the following: Worth 10 Points
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Alliteration
Rhymes
Pun
Plays off a commonly known phrase
4._________The student used a MINIMUM of ONE of the DIFFERENT propaganda strategies
appropriately in the poster from the list below: Worth 30 Points
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
Name-Calling
Glittering or Sweeping Generalities
Testimonial
Bandwagon
Fear
Loaded or Emotional Words
Scapegoats
Black and White
Red Herring
Repetition
Appeal to Numbers, Facts, and Statistics
Circular Arguments
5.________The student used HISTORICAL IMAGES from the Arab-Israeli Conflict within the poster
effectively in support of the position taken. Worth 10 Points
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They should be in color.
They must be either a photo of a key figure, of an event or events, or a map.
The Historical Images can be combined with your own drawings.
6.________The student wrote a MINIMUM OF THREE WELL-DEVELOPED PARAGRAPHS. Worth 45
Points
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A well-developed paragraph consists of a minimum of SIX strong well-developed sentences.
The sentences should identify and define, explain and provide examples, or analyze the
content and historical relationships like cause and effect, etc.
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Paragraph One:
o Explained the core issue and answer the 5 Ws and How and Effects
o Explained the viewpoint of the issue from the Israeli and Palestinian point of view
o Explained why you chose to do the poster from the chosen viewpoint
Paragraph Two:
o Explained the thought process behind the slogan and how it represents the chosen
viewpoint on the issue
o Explained the choice of images used in the poster and how it supports the chosen
viewpoint on the issue
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Paragraph Three:
o Explained the chosen propaganda strategy used by defining it, how it was used in the
poster, and why it was chosen
7.__________The propaganda poster was done neatly, in color, typed, spell-checked, grammarchecked, and edited for capitalization errors. If not, it is 10% off the value.
Total:
/105 Points
Chunking of Propaganda Poster Assessment:
Night One:
 Decide on what issue you are going to do and on what viewpoint.
 Do the pre-write of the historical information on the topic and how you will use it.
 Decide on ONE DIFFERENT propaganda strategies you are going to use and write down in your
pre-write how and why.
Night Two:
 Come up with your slogan for the poster.
 Find or draw the historical images for the poster.
 Be sure you are using the chosen propaganda strategies.
 Do a rough draft or sketch of the art part.
Night Three:
 Do the pre-write for the three paragraphs making sure you are including the required
information.
 Do a rough draft of your three paragraphs.
Night Four:
 Create the final draft of the art part in color and making any necessary revisions.
 Print it up.
Night Five:
 Edit your paragraphs against the directions and the grade sheet.
 Print it up.
 Staple the grade sheet, the poster, and the written paragraphs together to turn in for next
class period.
Day Six:
13. Class: The remaining Pairs/Triads will present their oral summaries, while the class finishes
taking the additional notes in the graphic organizer.
14. Homework: Follow the chunking for the Summative Assessment Propaganda Poster on the
Arab-Israeli Conflict. This is due on:_________________________.