If necessary or desired, provide students with-or have them research--the history and present day status of the Middle East conflict, by referring to these (or other) Web sites for relevant information:

1) Write "Middle East" on chart paper or the chalkboard and ask students to make associations with the region within 15-20 seconds. (If desired, point out the region on a world map.) Document any items related to the Israeli/Palestinian conflict (much of the student feedback may reflect the crisis).

2) Point out to students that several or many of their associations highlight the ongoing conflict between the Israelis and the Palestinians. Engage students in a brief discussion about the Mid-East crisis, using a map of the region to show disputed territories. Distribute an index card to each student. Invite them to jot down the issues they understand to be associated with the crisis.

3) Divide students into small groups, in which they share and synthesize their notes, coming to consensus on and listing prevalent mid-East issues. Have each group share its list. Record students' overlapping issues on chart paper or the chalkboard. Provide relevant background information, and then invite students to conduct additional research on the crisis. As a class, have them discuss what is at the root of the conflict, how it has manifested over time, and what the overriding challenge is in establishing permanent peace.

4) Explain to students that over the years, several efforts-treaties, agreements, talks, accords, resolutions--to end the conflict between the Israelis and Palestinians have been established or undertaken; however, each has had minimal or no impact, judging by the region's continuing violence. These initiatives typically involve a number of concessions that each nation must make; in many instances, they will not adhere to them or will do so on a limited scale. Invite students to discuss, based on their understanding of the mid-East conflict, what might be at the core of a successful peace plan. Who should head such an effort? What types of agreements should Israelis and Palestinians make? Who would enforce the plan?

5) Divide students into small groups to research and review a past attempt at peace in the Middle East (one different effort per group). Included among these efforts are:

6) Have each group share its information in a visual format of its choice. As the groups present their findings, students should jot down similarities and differences among the peace plans. Post group findings around the class.

7) Engage the class in a discussion about the various efforts. What did and did not work? Why? Are the demands in the plans realistic? Explain. Should Palestinians and Israelis adhere to proposed concessions? Based on the success and/or failures of these attempts, what is the possibility of permanent peace in the Middle East?

8) Explain to students that President Bush has proposed the Road Map to Peace, a new attempt to stop the violence in the Middle East. Present key elements of the plan (or have students read the plan). Invite them to compare this effort to those made in the past and make a determination about its potential effectiveness, particularly in light of escalating violence since the plan was announced.

9) Instruct students to work in small groups to create an outline for a "workable" peace plan that realistically and practically benefits Palestine and Israel. Students should then assume the roles of international foreign policy advisors who present (and debate) proposed plans to a delegate of Israeli and Palestinian officials at a mock peace summit.

Informal assessment can center on level of student involvement in class discussion and group activities, contributions to group projects, and understanding of key issues and concepts related to the Mid-East crisis.

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