Arab-Israeli Conflict

Block Day 1:  Background information on the crisis in the Middle East and President Truman’s decision to recognize the state of Israel.

1.  Activate prior learning – Think, pair, share

            a.  Imperialism – colonies in North Africa and Asia

            b. Treaty of Versailles – Mandates in the Middle East

            c.  Holocaust – from this unit, reaction of the world

            d.  Vocabulary:  Sikes- Picot Agreement, Balfour Declaration, Zionism, immigration in 1930s

            e. Short readings on early immigrations and problems with Jewish and Arab groups from

                        late 19th through 1920’s – jigsaw readings, pairs share

f.  Reading on background information – teacher created graphic organizer based on the reading you have chosen. Stand up and share with a group of three. Review – add any additional notes to organizer – review as a class.

2.  You are President Truman – what should you do?

a.   Review – World and Domestic Problems Facing President Harry Truman after World War II 

– What problems must President Truman deal with from the end of World War II until May 1948? How do you think the knowledge of the Holocaust atrocities would affect the American public? What kind of problems might a country fact after being at war for four years?

b.  With younger students/less time – Teacher will prepare a summary of the two sides on the recognition of Israel a short packet of materials to read. Do not include the President recognizing Israel. Include these with a document packet including graphic organizers, questions, or a document analysis sheet (National Archives, Simple 5 W’s, AAPARTS) to help analyze the sources more easily. If time is short, edit the length of sources or have the students jigsaw the information but make sure every student has an opportunity to read a primary and a secondary source.

3. Secondary Sources:

• Truman Library – Background Material (Do not include information after Israel proclaimed their new country is born). 
• Truman Library Chronology (Up to but not including President Truman recognizing the state of Israel.)- Have students note what the State Department says and what President Truman does/says.
• State Department – Article on creation of Israel – leave out the last part – Truman’s decision (show that later)

4. Primary Sources

• Memo supporting a Statement by Truman recognizing Israel, May 9, 1948 (8 pages).  Harry S. Truman Library and Museum.
• Memo of conversation with Dean Rusk. May 8, 1948. Harry S. Truman Library and Museum. Showing the State Departments Point of View. 2 pages
• Department of State to Harry S. Truman. May 11, 1948. Summary of their position on trusteeship. Harry S. Truman Library and Museum.
• An excerpt from Holbrooke’s description of the “Shakedown at the Oval Office.”

5. Do you think the President will recognize Israel as he promised Dr. Weismann or agree with the State Department’s idea for trusteeship?  Have students find evidence from their readings that might help them predict what will happen.

6. Teacher provides the “rest of the story” from the Holbrooke article. 

7.  What International Baccalaureate learning profile attributes did President Truman show in making his decision to recognize Israel?

8. Diversification:

1. For advanced students – additional readings
   1.                                                   i.    Letter from Eddie Jacobson to Josef Cohen.  Provide background information on Eddie Jacobson (check the information on his oral history page in the Truman Library and Museum), friend and former business partner of President Truman.  Ask the students if they think a friend could have a big influence on a President Truman.  They can hear President Truman talk Eddie Jacobsen by listening to the audio file (above) from the library. Have them share their ideas with the class.  The copy of the letter, probably a carbon copy, is hard to read – you might want to retype it or enlarge it.
   2.                                                 ii.    Clark Clifford’s account of the “Showdown at the Oval Office.”

1. For students with reading difficulties –
   1.                                                   i.    Create shorter versions of the readings in larger print.
   2.                                                 ii.    Create roles of reader, speaker, leader/taskmaster so one person reads the selection out loud and everyone can read along. Make sure you have one strong reader per group.

9. Have the students write a paragraph or writing frame explaining why they agree or disagree with President Truman’s decision.  Student’s opinions need to be supported with three or four reasons, based on facts as known in 1948, explaining why their decision is the right one.

Block Days 2 and 3: Past Conflicts and Present Day Problems and Issues

1A.  Reading – Using your textbook, Choices, or reading materials that summarize the wars between the Arabs and Israel and the attempts for peace between the Arab worlds and Israel and the Palestinians and Israel.

            Or

1 B. – Create a power point but do not give a lecture. Make a paper copy of your slide show - large slides- and put two or three slides (putting them in plastic page savers is a great idea) at each station, covering for the war of 1948-49, the Six Day War, the Yom Kippur War, Camp David Accords, Oslo Accords, etc. students complete a graphic organizer, take notes in notebooks, fill in the blanks to notes, or answer questions.  Try to have them move every 5 – six minutes.

2.  Using the Arab Israeli Conflict Pro Con site or Points of View sites from a database from an area education agency or public library – identify five issues the students can view from present day Israeli and Palestinian viewpoints. Create two person teams to study both sides of one issue.  Have each team member help one another define both side’s views on the issue. Then have each team decide who will present the Israeli and who will present the Palestinian point of view to the class. Have each team create an 8.5 x 11 inch mini poster representing the two views.

Options:

a. Gallery Walk: Have each team put their points of view mini-posters on an issue poster (there may be more than one team who has the same issue). Have the students walk around the room – taking notes on a graphic organizer listing the issues (2 columns).

b.  Have students give oral presentations of mini posers n front of the class

c.  Have students move to share information from experts on different issues until their graphic organizers are completed.  (Rotate students five times for 5 issues).  Each student would have a two-column sheet with their issue viewed from both perspectives to share.

3.  Create a peace proposal for the Middle East.

            a.  Arrange groups of five with one expert from each issue in each group.

b.  Have students assume that both sides would like to have peace for their families after over sixty years of conflict.

c.  Using the notes from their issue and their notes on all of the issues have students discuss each issues to see if there is a possibility of any compromises that would be possible on that particular issue.

d.  Create a peace proposal by working out the compromises.

e.  Create a group poster of your peace proposal.

f.  Have a gallery walk to share ideas.

4.  Reflection:  Have students write a paragraph that gives their opinion on what would be the best idea for a peace proposal for the Israeli – Palestinian conflict.  Include possible agreements least three of the five issues and give reasons, with evidence of why you feel this agreement could bring peace.

World and Domestic Problems Facing President Harry Truman after World War II