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by Thandi Center
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Since the fall of 2000, when the second intifada (or "shaking off" of Israeli control) began, the Israeli-Palestinian conflict has been very much in the public eye. While violence and bloodshed have characterized the region for more than half a century, this second uprising has brought with it more intense and widespread violence on both sides than before. Palestinian violence has been met by more aggression on the part of the Israeli military, leading to more Palestinian violence, followed by more Israeli aggression and so forth. Since September 28, 2000, more than 1,400 Palestinians and nearly 450 Israelis have been killed in this cycle of violence, most of them civilians and many of them children and youth.
This lesson provides students an opportunity to explore some of the different perspectives on the Israeli-Palestinian conflict and to examine examples of violent and non-violent responses to that conflict. Students will study and understand four different points of view, and will role-play their group's assigned perspective in a Fishbowl activity at the end of the lesson. The four perspectives represented in the Fishbowl are: Palestinian militant, Palestinian peace activist, Israeli settler, and Israeli refusenik (soldier or soon-to-be soldier refusing to serve in the occupied territories).
Grade Level: 9-12
Time Allotment: Four to Five 45-minute class periods
Subject Matter: Conflict, Society, Religion, Politics
Students Will
Research and create fact sheets highlighting the key events, players, and issues surrounding the Israeli-Palestinian conflict.
Explore examples of violent and non-violent responses to conflict in general, and to the Israeli-Palestinian conflict in particular.
Investigate and understand one particular point of view, and prepare "talking points" for a Fishbowl activity.
Work cooperatively in small groups.
Synthesize the information they gather during the unit and through group work in a role-playing Fishbowl activity.
Understand the following terms and concepts: Palestinian militant, refusenik, settler, conflict resolution, extremism, extremist, militant, martyr, disputed territories, occupation.
Behavioral Studies
Standard 4
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=20&StandardID=4
Understands conflict, cooperation, and interdependence among individuals, groups, and institutions.
Benchmarks: Understands that conflict between people or groups may arise from competition over ideas, resources, power, and/or status.
Understands that conflicts are especially difficult to resolve in situations in which there are few choices and little room for compromise.
Geography
Standard 1
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=8&StandardID=1
Understands the characteristics and uses of maps, globes, and other geographic tools and technologies.
Historical Understanding
Standard 1
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=3&StandardID=1
Understands and knows how to analyze chronological relationships and patterns.
Benchmark: Understands historical continuity and change related to a particular development or theme.
World History
Standard 44
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=6&StandardID=44
Understands the search for community, stability, and peace in an interdependent world.
Benchmark: Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe.
Language Arts
Standard 4
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=4
Gathers and uses information for research purposes.
Benchmarks: Synthesizes information from multiple research studies to draw conclusions that go beyond those found in any of the individual studies.
Uses systematic strategies (e.g. learning logs, notes, outlines) to organize and record information.
Standard 8
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=8
Uses listening and speaking strategies for different purposes.
Benchmark: Adjusts message wording and delivery to particular audiences and for particular purposes (e.g. to defend a position, to entertain, to inform, to persuade).
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