James Madison University – College of Education
Social Studies Lesson Plan Format
Name: ___Erinn Dinsmore_______
Date: _____July 14, 2011________
Subject/Class: _Honors World History II_____ Grade Level: __10___ Topic: _Conflict in the Middle East__
NCSS Theme #3: People, Places and Environments (see page 134, number corresponds to bullet)
Subthemes: # __Knowledge 7__ : “Factors that contribute to cooperation and conflict among people of
the nation and world, including language, religion, and political beliefs”; Processes 4 “Analyze different
interpretations of the causes/effects of migrations of people in various time and places”
Essential Questions/Big Ideas:
1. What is the origin of the conflict in the Middle East?
2. Why do we continue to see headlines today regarding violence in parts of Israel?
3. Can religious conflicts be solved using reason?
SOLs/Standards addressed:
WHII.14 The student will demonstrate knowledge of political, economic, social, and cultural aspects of
independence movements and development efforts by
c) Describing the end of the mandate system and the creation of states in the Middle East, including the roles
of Golda Meir and Gamal Abdul Nasser
WHII.16 The student will demonstrate knowledge of cultural, economic, and social conditions in developed and
developing nations of the contemporary world by
a) Identifying contemporary political issues, with emphasis on migrations of refugees and others,
ethnic/religious conflicts
Learning Outcomes/Objectives: (see chart below)
Assessment alignment chart: How will you know they know the objectives listed above?
Objective
U 1: SWBAT identify the causes of the
Arab-Israeli conflict
Assessment (formative and summative)
-end of unit test (summative)
-teacher questioning (formative)
-debate observation (formative)
U2: SWBAT explain the timeline of the
creation of Israel.
-end of unit test (summative)
-exit activity (formative)
U3: SWBAT identify key areas of the
conflict on a map of the Middle East
U4: SWBAT identify the
accomplishments and contributions of
key figures in the Middle East conflict
-map activity (formative)
-end of unit test (summative)
-end of unit test (summative)
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Background Content Outline:
This activity is the first activity of this mini-unit on Ethnic/Religious Conflicts. To give you a frame of
reference as to other information from which the students will build, I have included background content below
from other units that my students may utilize.
I.
World War I
a. Outcomes
i. Redrawing the map of Europe; eliminating empires (Ottoman Empire in particular)
ii. Mandate system created (Lebanon, Syria- French mandates, Transjordan, Iraq and
Palestine- British mandates)
II.
World War II
a. Outcomes
i. Colonial independence movement (India, Israel); Colonial powers cannot afford
colonies any longer
ii. Holocaust: cause of mass migration of Jews
iii. Increase in the Zionist movement
III.
Independence in India
a. Causes
i. Gandhi and Indian National Congress led years of protest (civil disobedience, Amritsar
Massacre, Salt March, etc.)
ii. British financially unable to oversee colonies post-WWII
b. Partition Issues
i. Religious conflict between Muslims and Hindus (W./E. Pakistan and India)
ii. Leads to later divide between Pakistan and Bangladesh
iii. Kashmir issues
-Students should use India as an example of what happens when arbitrary lines are formed by
the British between two groups, in this case religious, but in the case of Israel, it will be ethnic and
religious.
DEAN CHART
Concept word
D=define
E=examples
A=attributes
N=non-examples
Migration
Movement of
Ex: Diaspora,
-usually comes out -Empire builders
peoples
animal migrations of necessity
-Natives
depending on
-usually happens
season, nomads
en masse
looking for
food/water
Ethnic and
Division and even Ex: Armenian
-involves violence -Inclusion
Religious Conflict fighting between
Genocide, Arab-outside nations
-Tolerance
groups of people
Israeli conflict,
choose sides
-South Africa’s
that arises due to
Northern Ireland
-series of
aim of
issues of ethnic
conflict, apartheid negotiations yield
reconciliation after
heritage or
few results
apartheid
religious choice
Instructional Plan:
Warm Up
What the Teacher Will Do
-Pass out varying cards to students; some describe the
plight of the Jeds and the other cards describe the plight of
the Pads
-Give the following instructions: Students must read their
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
What the Students Will Do
-Individually read their card and
determine their right to the land of
Z
-Prepare to debate opponent to earn
Debate
Preparation
Debate
Debrief
card individually and prepare to debate their opponent.
They must then, as a group, convince the “Great Power”
(the teacher) why their group deserves the land of Z. For
every good point they make, the Great Power will grant
them one point. The group with the most points at the end
of the debate will win the land.
-Give the groups 5-7 min. to assemble an argument. Once
a student makes a comment, he cannot comment again so
every student must be prepared to speak.
-Act as moderator for the debate showing preference for
Jeds; good Jed arguments are given one point but
reasonable Pad (Palestinian) arguments are ignored
showing that the Great Power (Great Britain) relates more
with the plight of the Jeds (Jews) **HA Activity**
Explain the comparison between the debate and the
conflict in the Middle East
Make a T-chart comparing the debate with the actual
issues; use readings to support
Lecture &
Discussion
PowerPoint outlining history of Arab-Israeli conflict
-stop at UN Proposal to partition and wait for student
partition
-Show actual partition and lead class discussion: Is this
fair?
Map Story
Activity
(adapted from Krista Owens presentation on map fill-inthe-blank stories at the CTA conference)
Hand students the map story, which includes information
on labeling countries in the Middle East, results of the 6Day war, accomplishments of Nasser and Meir (in the
text) and the current areas of conflict (Gaza Strip, West
Bank, Golan Heights)
-Walk around the room and check specific answers as
formative assessment, ask questions, check map
Ask for the two hardest things to find on the map; find on
the Smart Board together.
Tell students anything that they did not finish is
homework.
Tell students that they will learn more about the aftermath
of this map during the next class.
Smart Board Timeline of Middle East: ask students to
move the events or maps in the correct order without using
their maps/notes. A student representative will check the
timeline upon completion.
Lecture
Wrap Up
Exit
Materials Needed for the Lesson:
-History Alive: Modern Middle East Jed/Pad Readings
-PowerPoint on Middle East (teacher created)
-Honors World History II textbook
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
the land of Z
-Work in their teams to assemble
their argument
-Jeds/Pads argue
-Pads become easily frustrated with
the decisions of the Great Power
-answer questions of the teacher
activating prior knowledge about
the mandate system, the fall of the
Ottoman Empire and the Holocaust
as a factor of the creation of Israel
-Record T-chart
-take notes/answer teacherprompted questions
-Look at map of mandate of
Palestine and partition land “fairly”
-Record actual partition line;
discuss
-Use a map on p. 671 in the
textbook to complete the
assignment
-Use context clues, the map and the
surrounding text to complete the
story and map
-Check parts of the map
Random Number Generator on the
Smart board will choose a few
students to come up and put
events/maps in order.
-Map/Story worksheets (teacher created)
-Smart Board Timeline activity (teacher created)
Bibliography/Resources Used (using APA):
TCI History Alive: Modern Middle East Section 3: Activity 1 (Jed vs. Pad Debate)
Gaynor Ellis, E., & Esler, A. (2011). World History: The Modern Era (pp. 670-675). Boston, MA: Pearson
Education, Inc.
Adaption/Differentiation:
ELL/struggling
Instead of taking notes on a blank piece of notebook paper, I would give these
readers
students skeletal notes with accompanying definitions. In addition, their map
story would have fewer blanks and focus on the key knowledge.
ADHD
I would give these students an outline for the note-taking section and I would cut
their map story into parts. At the conclusion of each part, they would raise their
hand and earn the next portion.
Gifted
This is an honors level lesson.
Explanation of Instructional Strategies Used:
I used the debate as the “hook” because honors-level students love to debate anything you put before
them. In addition, I think it adds buy-in because the students feel a connection to their group during the debate
and can really relate to the plight of either the Jed or Pad. I then chose lecture with discussion because a lot of
this unit is information some of the students may have read about in the newspaper or learned in World History I
but other information is completely outside of their frame of reference. Therefore, question-based lecture works
best to give information while also allowing students to teach one another. For example, some bright Honors
students remember learning about the diaspora in WHI and remember that the Ottoman Empire collapsed after
WWI, a previous unit in WHII. Others do not. This is also a great way to assess the retention of previouslytaught knowledge. I am disturbed, when I teach this lesson, as to how many students forgot about the mandate
system as a result of WWI or do not remember the Ottomans at all. This unit serves as a good spot to reinforce
previous learning.
To break up the monotony of lecture, I introduce map skills for many reasons. First and foremost, this
conflict is based on a piece of land and has issues related to features of that land, best shown on a map. The
students should see that there was conflict over coastline, Jerusalem, the Sinai Peninsula, etc. The best way to
convey this is on a map. Also, the story allows students to incorporate text in the activity as well. They must
read to find the answers and can better understand the historical figures that relate to this unit: Golda Meir,
Gamal Abdul Nasser, the PLO, Yasser Arafat, etc. Lastly, the timeline check does not check for their
memorization of dates. There are few dates on most Smart Board activities I create. Instead, it tests the
students’ understanding of the cause-and-effect nature of the conflict. It takes WWI to create a mandate and the
financial issues of WWII to influence Britain into granting independence to Palestine. I would rather have my
students know that information than the years 1918 and 1947, though I would expect them to know the general
time period.
NOTE: I found the Jed/Pad readings online and attached them below. I could not find the rest of the
History Alive Activity electronically.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10