2013 Arab-Israeli Conflict Lesson Plan
Dates:
Essential and Guiding Questions for the Middle East Unit:
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5.
6.
7.
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10.
11.
12.
Why is it important to develop an appreciation of other cultures?
How does religion impact the development of cultures?
How has the process of “modernization” affected the Middle East?
How has conflict affected the Middle East?
How does the culture of the Middle East impact the global community?
What are the core beliefs of Judaism, Christianity and Islam?
How has Islam affected the development of culture in the Middle East?
What events, figures, and processes have impacted the Middle East?
What issues currently affect the Middle East?
What internal conflicts have shaped the development of the Middle East?
How have external conflicts affected perceptions of the Middle East?
What factors influence the Middle East’s position in the global community?
Textbook Pages: Arab-Israeli Conflict: pages 826-827, 998-100
Lesson:
Day One
1. Quiet Question: Type One Prompt---Working with your partner, you are to analyze the
political cartoons on the Arab-Israeli Conflict and answer the following Reflection Questions:
a) What is the common theme or position on the Arab-Israeli Conflict of the ten political
cartoons?
b) Provide evidence from AT LEAST THREE of the political cartoons to support your answer for
a).
2. Class: Pairs will share their analysis of the political cartoons.
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Use as transition into film from United Streaming” Israel and Palestine Roots of Conflict”-runs for 22 minutes and 29 seconds.
3. Homework: Begin to read and take notes from the supplemental reading “Israel-Palestinian
Conflict”. Be sure to take detailed notes in the provided graphic organizer.
Chunking of Supplemental Reading:
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Night One: Read and take notes from pages 1-4.
Night Two: Read and take notes from pages 5-8.
Night Three: Read and take notes from pages 9-12
Night Four: Read and take notes from pages 13-16.
Day Two:
4. Class: Ms. Barben is going to begin her Arab-Israeli Conflict Powerpoint Presentation, and you
should be taking and adding to your supplemental reading notes. She will be moving quickly
as this information was already covered in the film clip or is covered in the supplemental
reading.
5. Homework: Continue reading and note-taking.
Day Three:
6.
Class: Ms. Barben is going to continue her Arab-Israeli Conflict Powerpoint Presentation, and
you should continue to take and add to your supplemental reading notes.
7. Homework: Continue reading and note-taking.
Day Four:
8. Class: Ms. Barben is going to finish her Arab-Israeli Conflict Powerpoint Presentation, and
you should continue to take and add to your supplemental reading notes.
9. Homework: Finish reading and note-taking.
Day Five:
10. Groups: Summative Assessment: We are going to do a Role Play Activity to introduce us to
the Arab-Israeli or Palestinian-Israeli Conflict.
When Israel was established in 1948, over two thirds of the indigenous Palestinian population fled or
were expelled. These people and their descendants are refugees and have not been allowed to return
home. Their right to return home, known as the Right of Return is enshrined in international law. This
has become the basis for many of the wars between Israel and other Middle Eastern nations and for
the acts of terrorism committed by the PLO, Hezebollah, and Hamas. And the United Nations and the
Western powers have been caught in the middle of these struggles. This issue was thought to be
resolved by the Camp David and Oslo Peace Accords, but it continues to drive the conflict.
Words that come up: See Notes.
 Nakba—means ‘catastrophe’ in Arabic—this is the word Palestinians use to describe what
happened to them in 1948.
 Aliyah—means ‘going up’ in Hebrew. It refers to Jewish immigration to Israel. According to
Israeli law, any Jew in the world has the right to move to Israel and become a citizen.
Ongoing Issues:
 The Right to Self-Determination;
 The Illegal Settlements;
 The Siege of Gaza;
 The Right to Water;
 The Right of Return;
 The Cleansing of East Jerusalem;
 The Prisoners;
 The Right to Freedom of Movement;
 The Right to Health;
 The Wall;
 House Demolition;
 The Confiscation of Land
Your task is to put together a proposed peace plan that represents your assigned profile. What does
your group want? What are they willing to compromise on? Why? What are they not willing to
compromise on? Why?
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You are going to be broken up into FIVE different groups.
You are to use your completed graphic organizer notes from the films, powerpoint, and
supplemental reading in your analysis and answers.
Write down your proposed peace plan on the oaktag.
Today in class:
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Read your profile.
Check the events mentioned in your profile with your notes.
Begin to take down relevant information from your notes to support your profile’s
perspective.
Write down ideas for your Proposed Peace Plan.
Next Class:
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You will have half of the class period to finish your Proposed Peace Plan and write it on the
oaktag.
Then a spokesperson from each group will present their Proposed Peace Plan explaining their
reasons from their assigned profile.
This will act as a final review of the Arab-Israeli Conflict.
11. Homework: Summative Assessment: You are going to create a Propaganda Poster on ONE of
the identified issues from either the viewpoint of:
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Israelis
Palestinians
Possible Topics for Arab-Israeli Conflict Propaganda Poster:
 Second Intifada
 West Bank Barrier
 Demolition of Palestinian Homes
 Gaza Strip
 Operation Cast Lead 2008
Due Date:
Chunking of Propaganda Poster Assessment:
Night One:
 Decide on what issue you are going to do and on what viewpoint.
 Do a pre-write of the historical information on the topic and how you will use it.
 Decide on what TWO 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 two chosen Propaganda strategies.
 Do a rough draft or sketch of the art part.
Night Three:
 Do a 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.
2013 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
 Demolition of Palestinian Homes in Response to Second Intifada
 Gaza Strip
 Operation Cast Lead 2008
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 TWO DIFFERENT propaganda strategies appropriately in
the poster from the list below: Worth 30 Points
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Name-calling
Glittering Generalities
Transfer
Testimonial
Appeal to Authority
Bandwagon
Fear
Loaded or Emotional Words
Euphemisms
Snob Appeal
Plain Folks
Big Lie/Scapegoats
Logical Fallacies
Misery
Black and White
Cardstacking
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 cannot be drawn by hand.
They must be either a photo of a key figure, of an event or events, or a map.
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 sentences.
The sentences should either identify and define, explain and provide examples, or analyze the
content or historical relationships.
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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
Paragraph Three:
o Explained the first propaganda strategy used by defining it, how it was used in the
poster, and why it was chosen
o Explained the second propaganda strategy used by defining it, how it was used in the
poster, and why it was chosen
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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
Day Six:
12. Groups: Will continue the Summative Assessment Role Play work.
13. Homework: Continue to work on your Propaganda Poster due on: