Students watch an introductory video and guess how large the state of Israel is by comparing it to a U.S. state. Then they watch another video about the British mandate period. Next they study a series of maps of proposed partitions and observe the problems of dividing the territory between two nations. Finally they learn about the Palestinian refugees displaced since 1948.
Students read an introduction explaining the Middle East as a strategic land bridge and the religious significance of the area that includes Israel, the West Bank, and Gaza. They view an image of ancient olive groves and watch Land Matters to consider how both Israelis and Palestinians see the same land as their homeland. Students then respond to a word cloud prompt by naming a U.S. state they think is approximately the same size as Israel.
Teacher MovesClarify the small physical size of Israel and the Palestinian territories by sharing comparative area and distance data, and use student word cloud responses to surface and address misconceptions about the region’s geography.
Students are introduced to a map showing European agreements to divide control of the Middle East and read background text about the fall of the Ottoman Empire and the creation of British and French mandates after World War I. They watch Promises, Promises to learn how British commitments to different groups shaped the region, then complete an inline-choice activity to check understanding. Finally, they read about the Sykes–Picot Agreement and its contradictions with the Hussein-McMahon Correspondence and the Balfour Agreement, focusing on how broken promises contributed to long-term mistrust.
Teacher MovesRemind students of the Scramble for Africa and how artificial borders disrupted African societies, prompting them to draw parallels with British and French control in the Middle East. Highlight how repeated broken promises by Western powers, historically and in more recent events, have undermined trust in the region.
Students examine a 2010 map of the Middle East and read an excerpt from the League of Nations covenant explaining the mandate system and its stated consideration of local communities’ wishes. They watch A Place to Belong to learn about the British Mandate for Palestine and competing Jewish and Arab claims to the land. Students then study a series of maps showing the Peel Commission Plan (1937), the UN Partition Plan (1947), and the Armistice Line (1949–1967), and consider how different proposals attempted to divide the territory. They respond on a class wall to describe problems revealed by the maps in creating two independent nations, one for Palestinian Arabs and one for Jews.
Teacher MovesHave students briefly discuss the maps with an elbow partner before posting to the wall. Explain how maps can be used to support political agendas, using the “Palestinian Loss of Land 1946 to 2011” posters as an example of misleading cartography. Share selected student responses with the class and guide discussion toward key challenges such as interspersed populations, access to fresh water and ports, and control of Jerusalem.
Students view an image of a West Bank refugee camp and read about the outcomes of the 1948 war, including the displacement of about 700,000 Palestinians, the establishment of refugee camps in Gaza and the West Bank, and the status of Palestinians who remained in Israel. They examine current demographic data on Israel’s population and revisit a quotation from the previous video contrasting the treatment of Jewish and Palestinian refugees. In small groups, students divide and read United Nations Relief and Works Agency for Palestine Refugees in the Near East, Why Palestinians Still Live in Refugee Camps, and What Are Palestinian Refugee Camp Conditions Like?, noting author perspectives and potential bias. Group members then discuss and synthesize their findings, and a designated note taker posts a summary of the group discussion to a small-group wall.
Teacher MovesPrompt students to consider how the UN’s handling of Palestinian refugees has affected the continuation of the Israeli-Arab conflict, including the view that failure to resettle refugees has prolonged their suffering. Use group summaries and discussion to surface differing interpretations and emphasize the role of international organizations in long-term refugee situations.
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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