Students are introduced to the physical geography of Israel, the Palestinian Territories, Jordan, Syria, and Lebanon. They identify significant geographical features, population density, primary population groups, and significant geographical challenges for three of the countries. Then they research and develop a video script for those of Lebanon.
Students are introduced to the focus countries and objective, view images (including a souq in Amman, Jordan), and respond to a word cloud prompt listing countries they think are part of the Middle East. They then examine a regional map, use a drawing tool to label any countries or bodies of water they recognize, and revise their map after comparing it with a provided reference map.
Teacher MovesPresent the lesson overview and objective, clarifying that the experience will focus on Israel and its neighbors and that the Palestinian Territories are not always shown on maps. Provide background on which countries are commonly considered part of the Middle East, and invite students to share prior knowledge, including awareness of regional conflicts. Guide students as they compare their labeled maps to the reference map, correcting misconceptions and highlighting the locations of Israel, the Palestinian Territories, Jordan, Syria, and Lebanon.
Students use the internet to research the total area (in square kilometers) of Israel, Syria, Jordan, Lebanon, the West Bank, and the Gaza Strip, and enter their findings into a graphic organizer, including calculating the total area of the region. They then answer multiple-choice questions identifying which country is largest and which is smallest, and compare the combined area of the five countries and territories to the area of a U.S. state using another multiple-choice item.
Teacher MovesSupport students in locating reliable geographic data and checking that they are using consistent units. After students respond to the comparison questions, prompt them to reflect on how the size of these countries compares to the rest of the Middle East and to their perceptions based on media attention. Use this discussion to set up the deeper examination of geographic challenges in the next scene and organize students into small groups with designated reporters for upcoming collaborative work.
Working in small groups, students watch three videos—Israel’s Geographic Challenge, Syria’s Geographic Challenge, and Jordan’s Geographic Challenge—to learn about each country’s significant physical features, where most people live, main population groups, and key geographic challenges. They record notes and then complete a graphic organizer summarizing the main geographic challenges for Israel, Syria, and Jordan. As a group, they choose one geographic challenge and post to a shared wall explaining how that challenge might affect a country in practice.
Teacher MovesFrame the viewing by emphasizing the note-taking focus areas (features, population distribution, population groups, and challenges). Circulate as groups watch and complete the organizer, checking that they identify themes such as limited natural resources (especially water) and diverse populations that can contribute to political conflict. Use the teacher note examples (e.g., water scarcity, desalinization, cross-border water agreements, and the political implications of diverse populations) to deepen understanding during discussion. Encourage groups to elaborate on their wall posts with concrete examples of how a chosen challenge could shape daily life, governance, or regional relations, and prepare students to continue group work in the next scene.
In their small groups, students shift focus to Lebanon, which did not have a video in the previous scene. Using internet research, including Lebanon Facts, they gather information on Lebanon’s significant geographical features, where most of the population lives, main people groups, and primary geographic challenges. They create a script for a short explanatory video about Lebanon, either posting the script directly to a discussion wall or sharing it via a presentation tool (such as Prezi or an online slide presentation). Groups then review other groups’ scripts on the wall, discuss what they learned, and compare Lebanon’s geography and challenges with those of Israel, Syria, and Jordan.
Teacher MovesGuide students toward credible geographic sources and help them organize their research into a clear, audience-appropriate video script that mirrors the structure of the earlier country videos. Encourage attention to both physical and human geography, including climate, population distribution, and sources of conflict or cooperation. During the sharing phase, facilitate a whole-class discussion that draws out similarities and differences among the four countries, highlighting the roles of climate, natural resources (especially water), and conflict across the region. Prompt students to synthesize patterns they see and to connect Lebanon’s situation to the broader regional context.
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.
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