Students learn about the types of governments and economies in the region of the Arabian Peninsula. They examine the role oil plays in the region’s economies. Finally, they consider several solutions to U.S. dependence on foreign oil and make an argument for one solution.
Students are introduced to how the governments and economies of Iraq and the Arabian Peninsula are interconnected through oil. They view an image of Doha, Qatar and respond to a word cloud prompt about resources from Arabia or Iraq they might have used to get to school, then read a short explanation about global dependence on petroleum and the importance of oil from the Arabian Peninsula.
Teacher MovesPresent the lesson overview and objectives, highlighting that students will work in small groups and engage in discussion throughout the experience. Prompt students to identify the forms of energy used in their transportation to school and connect their responses to petroleum use and global oil dependence. Establish or reinforce norms for respectful group work and discussion, then divide students into small groups, assign each group one of the listed countries, and designate or have them choose a note taker and reporter before moving on.
In small groups, students act as representatives of an assigned country (Saudi Arabia, Kuwait, Bahrain, Qatar, United Arab Emirates, Oman, or Yemen). They read a brief country summary from the Arabs, Islam, and Oil set of resources to learn about their country’s economic activities, type of government, and key political history. Each group collaborates to prepare and post a short report describing these features, then reads the posted reports from other groups and discusses similarities and differences among the countries. Within their groups and as a class, they consider the connection between a country’s natural resources and its economy.
Teacher MovesGuide groups to their assigned country resources and clarify expectations for the brief report, including identifying the country, its economic activities, government type, and relevant political history. Monitor group work and support students in synthesizing information. After reports are posted, prompt students to compare and contrast the countries and lead a whole-class discussion about how natural resources, especially oil, shape national economies. Deepen the conversation by asking whether it is wise for a country to depend heavily on a single resource and what might happen if that resource is depleted or disrupted. Optionally, introduce recent events in Iraq, including the ouster of Saddam Hussein and subsequent conflict, and invite students—especially those who researched Kuwait—to connect these events to oil and regional politics.
Remaining in their country groups, students imagine preparing for a regional meeting of country representatives. They conduct additional research to identify their country’s current key political and economic concerns, with particular attention to the role of oil. Each group posts a summary describing these concerns and naming their country. Students then read the posts from all countries and participate in a class discussion about how to weigh the different national concerns when making decisions for the welfare of the entire region.
Teacher MovesSupport groups as they research up-to-date political and economic issues for their assigned country, prompting them to connect these concerns to oil production, revenue, and regional stability. Clarify expectations for the posted summaries and ensure each group clearly identifies its country and main concerns. During the whole-class discussion, encourage students to take the lead, referencing evidence from their country research as they debate how regional decisions might balance competing national interests. Prepare students for the next scene by assigning each group one of the two upcoming positions (Position 1 or Position 2) before advancing.
In their groups, students consider a hypothetical scenario in which conflict in parts of the Middle East threatens U.S. access to inexpensive oil at the start of the summer travel season. Each group is assigned one of two positions: either advocating that the United States reduce or eliminate dependence on Middle Eastern oil by developing alternative energy sources, or arguing that the United States should negotiate with Middle Eastern countries to maintain access to cheap oil because alternative energy will be costly to develop. Groups brainstorm and research their assigned position, then create a proposal that includes a statement of the problem, a clear position, and a framework for a preferred solution with justification. They post a summary of their proposal, present their arguments to the class, and participate in a discussion weighing the pros and cons of each solution. After all presentations, students vote in a poll on which approach the United States should take.
Teacher MovesExplain the hypothetical oil crisis scenario and clarify the two assigned positions, ensuring each group understands its stance and the required elements of the proposal. Encourage groups to research their position, develop evidence-based arguments, and clearly articulate the problem, position, and solution framework in their posted summaries and presentations. Facilitate a structured, respectful whole-class debate on the proposals, prompting students to consider economic, environmental, and geopolitical implications and to think about practical ways they can reduce personal oil consumption. Administer the poll at the end of the discussion and briefly debrief the class on the voting results before transitioning to the individual evaluation.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
©2026 Exploros. All rights reserved.