2014 Religions of the Middle East Lesson Plan
Dates:
Academic A:
1.
Quiet Question: Type Two Prompt---As our final review of the impact of the geography of the
Middle East, we are going to do one more activity dealing with oil.
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We are going to read aloud the included PBS article on oil in the Middle East.
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As the teacher reads it aloud, you should be using Active Reading Strategies.
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Then you and your partner, using your Geography of the Middle East Graphic Organizer
Notes and the reading from today, you will answer the following Reflection Questions.
a)How has oil in the Middle East affected foreign policy? Explain and give a minimum of TWO supportive examples/evidence.
Effects:
Example One:
Example Two: b)What are the positives and negatives to being an oil-rich Middle Eastern country?
Positives:
Negatives:

PBS Article on Oil and the Middle East Excerpts
Like Oil and Water
The Middle East has always had a rich abundance of natural resources, although which natural resources are coveted and valued has changed over time. Today, abundant petroleum fields dominate the area’s economy. The Middle East is similarly disproportionately rich in natural gas with
32% of the world’s known natural gas reserves and phosphate with Morocco alone having more than
50% of the world’s reserves.
Early Western Control of Oil
In the 18 th and 19 th centuries, major European nations competed to establish and maintain colonies around the world. Superior military power and economic leverage allowed them to create new markets for their manufactured goods, and to exploit the natural resources of the African, American, and Asian continents.
Since the early part of the 19 th century, Europeans vied to control the Middle East. The Sykes-Picot
Agreement of 1916 divided the Ottoman lands between the British and the French, giving those nations control over any natural resources, most importantly oil.
Modern armies were thirsty for oil. The British navy was the first to switch from coal to oil in 1912, and other new technologies, like automobiles and airplanes, quickly and drastically increased the demand for fuel. The United States was becoming an important player in world affairs during the early 20 th century, and soon Americans found they, too, had a vested interest in developing and controlling oil reserves in the Middle East to supply their growing needs.
American Dependence on Middle Eastern Oil
After World War Two, Britain and France gave up control over much of the Middle East, as they could no longer afford to continue their imperialist strategies, either politically or economically. But a new world power, the United States, increased its presence in the region as American demands for oil were rapidly growing and outstripping domestic supply.
Standard Oil of California first discovered oil in Saudi Arabia in 1936. The huge deposits there and in the neighboring Persian Gulf countries of the U.A.E., Kuwait, and Bahrain established these countries as some of the richest in the world.
Continuing American military power and domestic lifestyles depend on available access to Middle
Eastern oil and reasonably low world petroleum prices. Thus, U.S. foreign policy initiatives work to support the stability of pro-U.S. governments, prevent anti-U.S. powers or blocs from forming, and reduce tension and potential armed conflict in the region.
Relations between the Saudi and U.S. governments have traditionally remained strong. Some
Americans have questioned that relationship since September 11, 2001, when Osama bin Laden and several other Saudis were involved in the attacks on the World Trade Center and the Pentagon. At the same time, many Saudis mistrust their government’s close ties to the U.S. and resent our policies in Israel and Iraq. Also, the presence of armed U.S. troops in Saudi Arabia is a basis for anti-American hostilities. Because the Middle East has the world’s largest deposits of oil with 55% of the world’s

reserves in an easily extracted form, Middle Eastern oil continues to be necessary for the United
States to function.
The Positive and Negative Faces of Oil
Oil money has created both opportunities and problems for the region. Middle Eastern nations have learned to manipulate their production of oil as an international strategy with the formation of OPEC.
After the unsuccessful Yom Kippur War with Israel in 1973, and OPEC oil embargo by Arab nations demonstrated a new way to influence European and American policy. Oil prices quadrupled from $3 a barrel in 1972 to $12 a barrel in 1974. In the U.S., the era of cheap gas came to an end.
Uneven distribution of petroleum deposits has created a disparity of wealth and power in the Middle
East. Gulf countries with relatively small populations have the most oil. When workers from countries with the large and poor populations like Egypt come to a Gulf region for work, they are often treated as second-class citizens. Meanwhile, wealthy Saudis and Kuwaitis may vacation in
Egypt, openly drinking alcohol and demonstrating other behaviors that violate the Islamic religion and would not be permitted in their home country. Even within oil-rich nations themselves, there is a large gap between rich and poor.
In Gulf countries, because they get their income directly from selling oil, there is no need to tax their citizens. But since the citizens do not pay taxes, the governments then see no need to give the citizens a voice in running the country. This is why Middle East countries usually have a strong autocratic government where they buy off political dissent by distributing wealth earned from oil through extensive social programs.
And because the oil money is so plentiful, there is little incentive to increase efficiency or to diversity their sources of wealth. The state bureaucracy and public oil industries become bloated. The populations may develop unrealistic social expectations, and since they have no say in the government, they have no way to express opposition peacefully.
Other Article Excerpt on Middle East Oil
The Middle East has roughly two thirds of the world’s proven oil reserves. Proven oil reserve is oil in the ground, still down there to be pumped. Saudi Arabia has the most, with roughly 260 billion barrels. Iraq is second with about 100 billion barrels. Three other Middle Eastern states, Kuwait, Iran, and the United Arab Emirates, have over 90 million barrels of proven oil reserves. For comparison,
North America, including Canada, the United States, and Mexico, has a total proven oil reserve of 80 billion barrels. This is the second biggest reserve after the Middle East.
The Middle East sells oil to Japan, Western Europe, the United States, Canada, Australia, and some other countries. Oil is a vital commodity to each of these buyers. Since oil is often the most important export, the price of oil is a major concern to the Middle Eastern countries. OPEC, the
Organization of Petroleum Exporting Countries, has most of its members in the Middle East. OPEC membership includes Algeria, Iraq, Kuwait, Libya, Qatar, Saudi Arabia, United Arab Emirates, Gabon,
Indonesia, Iran, Nigeria, and Venezuela. The members have a variety of perspectives, but they try to control production to maintain stable prices.
Transporting oil is itself a major business in the Middle East. Pipelines cross the area, passing through some countries that are not major producers themselves. There is a pipeline from Saudi Arabia through Jordan, Syria, and Lebanon to the eastern Mediterranean Sea. There is one from Iraq through

Turkey to the eastern Mediterranean. Each producing country has its internal pipelines taking oil to ports or refineries. The waters around the Middle East are major oil transport routes. The Strait of
Hormuz at the mouth of the Persian Gulf has about a quarter of the world’s oil passing through it.
Some oil going to Europe from the Persian Gulf is shipped through the Red Sea and Suez Canal into the
Mediterranean. These pipelines and waterways are vital supply lines to major oil importers.
Charts and Maps

2.
Class: When Americans think of the Middle East and conflict, they usually think it is due to religious differences. But what most Americans do not realize is that the three Middle
Eastern religions actually have more in common than differences. And this is what we will be examining with this lesson.
3.
Class: The teacher is going to begin the Three Middle Eastern Faiths Overview Powerpoint, and you should take notes in the provided comparative graphic organizer. This should be done in EITHER PENCIL, BLACK, OR BLUE PEN.
4.
Homework: You are to begin reading and taking additional more detailed notes on the three religions of the Middle East in the provided graphic organizer. This should be done in EITHER
RED, ORANGE, PINK, OR PURPLE PEN. This will be checked for Class Participation Points in three days.
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It is very important that you do this reading and note-taking, because you will be using this material for: o The Summative Assessment Religious Caricature, o The Summative Assessment Comparing and Contrasting the Three Religions, o The Summative Assessment First Middle East Unit Test.
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The teacher’s Overview Powerpoint will not be as detailed as the information covered in the supplemental reading.---YOU CANNOT RELY JUST ON POWERPOINT NOTES!

Night One:
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Read and take notes on pages 1-4 stopping at “Practices of Worship”.
Night Two:
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Read and take notes on pages 4 starting at “Practices of Worship” – 7 stopping at
“Monotheistic Religions”.
Night Three:

Read and take notes on pages 7 starting at “Monotheistic Religions” -9.
5.
Class: The teacher is going to continue her Three Religions Overview Powerpoint, and you should be adding to your graphic organizer notes.
6.
Homework: Continue reading and note-taking from the supplemental reading. Follow the chunking, and do it in EITHER RED, ORANGE, PINK, OR PURPLE PEN.
7.
Class: The teacher is going to finish her Three Religions Overview Powerpoint, and you should finish adding to your graphic organizer notes.
8.
Class: Finish reading and note-taking from the supplemental reading. Do it in EITHER RED,
ORANGE, PINK, OR PURPLE PEN. It will be checked the next class period for Class
Participation Points.
9.
Groups: Summative Assessment: You will be broken up into groups and assigned one of the three religions of the Middle East to do additional research on and to create a Historical
Caricature on.
The resources are as follows: a)Textbook Pages:
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Judaism: pages 49-51, 169, and 226-227
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Christianity: pages 170-176, 218-219, 412-423 “Protestant Reformation and Catholicism”, and
427-Flowchart
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Islam: pages 188-191, 224-225, and 192-209

b)Powerpoints:
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Judaism Powerpoint
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Christianity Powerpoint
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Islam Powerpoints---Two of Them---The second one focuses only on the Five Pillars. c)Film Clips:
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United Streaming Film Clips Uploaded for Each Religion d)Supplemental Readings for each Religion:
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Judaism: o Sects Supplemental Reading o Prophets Supplemental Reading o Holy Days Supplemental Reading o History Supplemental Reading o Daily Life and Practices Supplemental Reading o Basic Beliefs Supplemental Reading

Christianity: o History One Supplemental Reading o History Two Supplemental Reading o Rites and Holidays Supplemental Reading o Beliefs One Supplemental Reading o Beliefs Two Supplemental Reading

Islam: o Texts and Practices Supplemental Reading o Sects Supplemental Reading o Laws Supplemental Reading o Holy Festivals and Days Supplemental Reading o Art and Architecture Supplemental Reading o History Supplemental Reading
How to Split Up Resources Between Group Members:
1) Group Member One: This group member should read and take the notes from the textbook pages and view all the United Streaming Film Clips for your assigned religion taking more notes from them.
2) Group Member Two: This group member should do the first half of the powerpoint presentation for your assigned religions and take notes on it. Print up two to four slides per copy page.
3) Group Member Three: This group member should do the second half of the powerpoint presentation for your assigned religions and take notes on it. Print up two to four slides per copy page.

4) Group Member Four: This group member should download and print up his assigned supplemental readings and take notes. Split the supplemental readings in half.
5) Group Member Five: This group member should download and print up his assigned supplemental readings and take notes. Do the other half of the supplemental readings.
6) Group Member Six (If There Is One): This group member will be assigned to the Islam Group.
So this group member should do the Five Pillars of Islam Powerpoint and take notes on it.
Print up two to four slides per page.
1.
Early Hebrews/Founders: Abraham and His Sons, Moses, King Saul, King David, and King
Solomon
2.
History/Diaspora and Creation of Israel
3.
Sacred Texts/Language: Ten Commandments, Torah and Talmud, Hebrew
4.
Teachings/Main Beliefs: Monotheism, Justice and Righteousness, Obedience to the Law,
Donations/Acts of Charity, Etc…
5.
Place of Worship and How Worship: Synagogues, Rabbis, Tallit, Kippur/Yarmulke, Menorah,
Holy Day (Sabbath) Shabbat, Prayer
6.
Symbol: Star of David---Explain Symbolism
7.
Kosher Foods and Fasting: Dietary Laws and Basis for Them
8.
Religious Coming of Age: Bar Mitzvah, Bah Mitzvah
9.
Important Holidays: Rosh Hashannah, Yom Kippur, Passover, Hanukkah
10.
Views on Afterlife and Salvation
11.
Views on Messiah and Jesus
12.
Holy Cities/Places: Jerusalem and Israel
13.
Religious Divisions/Sects: Orthodox, Conservative, and Reform
14.
Demographics: How Many Followers? Where?
1.
Origins/Founder: Abraham and His Sons, Jesus of Nazareth, Twelve Disciples
2.
Messiah: Life and Teachings of Jesus
3.
History/How It Spread
4.
Sacred Texts/Language: Ten Commandments, Old and New Testaments of the Bible, Latin and
English
5.
Teachings/Main Beliefs: Monotheism, Jesus Son of God, Holy Trinity, Original Sin,
Donations/Acts of Charity/Tithes, Etc…
6.
Places of Worship and How Worship: Churches and Cathedrals, Priests and Ministers, Holy
Day (Sabbath), Communion/Eucharist, Prayer, Sacraments
7.
Symbol: Cross and Explain Symbolism
8.
Religious Coming of Age: Baptism and Confirmations
9.
Important Holidays: Christmas, Good Friday, and Easter
10.
Views on Afterlife and Salvation

11.
Holy Cities/Places: Bethlehem and Jerusalem
12.
Religious Divisions/Sects: Catholics and Protestants: Baptists, Lutherans,
Anglicans/Episcopalians, Presbyterians, etc…
13.
Demographics: How Many Followers? Where?
1.
Origins/Founder: Abraham and His Sons, Mohammed
2.
History/How It Spread
3.
Sacred Texts/Language: Ten Commandments, Torah, Old and New Testaments of the Bible,
Quran/Koran, Sunnah, and Arabic
4.
Teachings/Main Beliefs: Monotheism, Allah, Role of Religion and Government, Five Pillars,
Donations/Acts of Charity/Zakat, Jihad, Shariah/Sharia
5.
Places of Worship and How Worship: Mosques, Minarets, Muezzins, Imans, Sabbath, Caliphs,
Prayer
6.
Symbols: Moon and Star and Explain Symbolism
7.
Foods and Fasting: Forbidden pork and alcohol, Dietary Laws
8.
Important Holidays: Ramadan
9.
Views on Afterlife and Salvation
10.
Views on Jesus
11.
Holy Cities/Places and Pilgrimages: Mecca, Medina, and Jerusalem and Hajj
12.
Religious Divisions/Sects: Sunni, Shiites, and Sufi
13.
Demographics: How Many Followers? Where?
Work Day One/Homework:
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You will be assigned groups and religion.
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Fill in the Contact Information on Group Responsibility Sheet.
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Break up the different resources for the project between the group members to take additional notes from.
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Update the Group Responsibility Sheet under Work Day One.
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Homework: Read and take notes from your assigned resources.

Work Day Two/Homework:
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Group members should share additional information found from each resource and add to the graphic organizer specifically for your assigned religion only.
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Make sure everyone has a fully completed graphic organizer.
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Then brainstorm and do a rough draft of your Religious Caricature on the blank piece of paper.
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Then assign the different art parts and corresponding written parts to the different group members.
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Update the Group Responsibility Sheet under Work Day Two.
Homework: Print up and/or draw your art parts. You must complete your art parts as homework to be done on time.
Work Day Three:
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Assemble the art part of the Religious Caricature on the oaktag.
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You should finish the art part by the end of the class period.
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Update the Group Responsibility Sheet.
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Homework: Write up, type up, and edit your written parts. Be sure to email to your group members and yourself, and also save on a flashdrive.
Work Day Four:

The group members should edit each other’s written parts. Make sure each follows and meets the minimum requirements. You can lose important points for careless mistakes and leaving out required information and components. Check against grade sheet.
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Print up the written part and attach to the bottom of your Religious Caricature.
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Update the Group Responsibility Sheet.
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Homework: Make sure all your Middle East Notes are complete up to this point.
2014 Middle East Religions Historical Caricature Grade Sheet Due on:
A)_________________ The caricature was a detailed drawing of a central historical figure.
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On the person were objects and details that realistically could be on him and represent key beliefs, characteristics, and events.
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

Must have a MINIMUM of SEVEN historical aspects addressed on the figure
You CANNOT REPEAT CONCEPTS OR INFORMATION! If you do, it will not be counted.
Each historical aspect is worth 6 Points for a total of 42 Points. o Suggestions o Enlarge the face of your actual historical figure from Ms. Barben’s Powerpoint or the
Internet ---for example use the face of Abraham for Judaism, the face of Jesus for
Christianity, and the face for Islam use a symbol of the religion, a picture of a mosque, etc…since Muslims do not depict religious figures under their faith, to use as your head to have an accurate visual o Thought Bubbles for important beliefs, prayers, a saying, etc… for the religion o Speaking Bubbles for famous quotes or beliefs for the religion o T-Shirt Design and Slogan for important beliefs and/or practices of the religion

o Items in each hand for important beliefs and impact on the religion---for example the different holy texts/books in each hand o Items under each foot for things they were against/forbidden to do under the religion o Wearing something on the head relating to important belief or practice of the religion o Wearing a piece of jewelry that ties in to the religion o USE HISTORICAL IMAGES WHENEVER YOU CAN TO BE ACCURATE AND SAVE TIME o DO IN COLOR
B)______________ In the background, there are additional supplementary images that are realistically and historically appropriate and represent additional key beliefs, characteristics, and events.
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Must have a Minimum of EIGHT historical aspects addressed in the background


Each historical aspect is worth 6 Points for a total of 48 Points.

You CANNOT REPEAT CONCEPTS OR INFORMATION! If you do, it will not be counted.
Suggestions: o Buildings relating to the religion like place of worship and unique architectural features to the faith o Other historical figures they influenced, contradicted, or agreed with religion o Places and events related to the religion---holy cities they make pilgrimages to or played a key part of the religion’s history o Practices of the religion o Bookshelves with important religious texts in background o Above the figure address the religion’s view of heaven and salvation o Below the figure address the religion’s view of afterlife and/or hell o Places around the world that this religion is a large majority of the population o Different religion sects o These should not be random or in collage style. o USE HISTORICAL IMAGES WHENEVER YOU CAN TO BE ACCURATE AND SAVE TIME. o DO IN COLOR.
C)_____________ At the bottom of the caricature, there is a detailed key explaining the symbolism.

Each key description is a minimum of THREE WELL-DEVELOPED SENTENCES that contains specific historical facts and explanations.

A well-developed sentence should define, explain, provide examples, or analyze.

DO NOT WRITE SHORT OR BRIEF SENTENCES. DO NOT WRITE VAGUE OR GENERAL
STATEMENTS.

DO NOT JUST KEEP REPEATING OR REWORDING THE HISTORICAL INFORMATION. If you do, it will not be counted.

DO NOT WRITE IN PARAGRAPH FORMAT! It makes it too hard to read and take notes from.
WRITE IN BULLET FORMAT.

This should be numbered and the numbers should match the images on the poster.
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This should be TYPED and in Calibri Bold Size 14 Font.
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It should be attached to the bottom of your poster to hang front-wise for students to read and look at the art part at the same time.

Each is worth 6 Points for a Total of 90 Points.

d)__________It was done neatly, in an organized manner, labeled with the title of the religion, and the key was spell-checked and grammar-checked. Worth 6 Points
Total: /186 Points
10.
Class: You will have the class period to go around the room and view the different Religious
Caricature on the Middle Eastern Religions and take more detailed notes in the different provided graphic organizers for each of the three religions.
11.
Homework: Begin to complete the Summative Assessment Take Home Part of the First Unit
Test Comparing and Contrasting the Middle Eastern Religions Graphic Organizer due the day of the unit test on:____________________________. Follow the Chunking Timeline attached to the grade sheet for the Summative Assessment.

Make sure the similarities and differences are genuine and not superficial. For example, a superficial similarity would be that they all have a Sabbath or holy day. A better example of a similarity would be they all share common beliefs on charity.

Make sure you explain what the overall similarity and difference is.

Then examine how each is found in each religion with specific terms, beliefs, practices, etc…explained and connected to the similarity.

Same applies for differences. But note that some of the differences may only be between one of the three religions. For example, two of the religions may have food restrictions, when one may not. This can still be considered a difference.
Chunking of 2014 Compare and Contrast Middle East Religions Take Home Test
Academic A:
Night One:

This is Day Eight of the Religions Lesson.

Go through your notes and identify the THREE similarities and the THREE differences.

Write them in the columns and explain them.
Night Two:

This is Day Nine of the Religions Lesson.

Do the examples and explanations for the first similarity for all three religions.

Night Three:

This is Day Ten of the Religions Lesson.

Do the examples and explanations for the second similarity for all three religions.
Night Four:

This is the day of the First Middle East Unit Objective Test.

Do the examples and explanations for the third similarity for all three religions.
Night Five:

This is Day One of the Islamic Fundamentalism Lesson.

Do the examples and explanations for the first difference for all three religions.
Night Six:

This is Day Two of the Islamic Fundamentalism Lesson.

Do the examples and explanations for the second difference for all three religions.
Night Seven:

This is Day Three of the Islamic Fundamentalism Lesson.

Do the examples and explanations for the third difference for all three religions.
Night Eight:

This is Day Four of the Islamic Fundamentalism Lesson.

Have a parent or sibling read over, question, and edit your work.

Make revisions. It is due the next class period.
12.
Class: We are going to watch the History Channel DVD “Inside Islam” and you are to take additional notes in the two Islam Graphic Organizers.
13.
Homework: Work on the Summative Assessment Take Home Part of the First Unit Test
Comparing and Contrasting the Middle Eastern Religions Graphic Organizer due on:______________. Follow the Chunking Timeline for this Summative Assessment attached to the directions and grade sheet.