- In this lesson, students will use historical maps to track the developments in the Middle East and the rise of the state of Israel.
- Students visually track the geographic developments in the Middle East and the creation of Israel using historical maps.
- Many students lack historical and geographic knowledge of the Middle East.
- For every unit that I cover, I always use maps and map activities to reinforce the information being covered and provide the opportunity for students to develop geographic knowledge of the world around them.
- The student will gain knowledge of the geography of the Middle East.
- The student will develop a brief understanding of the creation of Israel.
- The student will analyze primary sources and develop an educated opinion concerning the power struggles of the Middle Eastern history.
- CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
- CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
- CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Assessment of Israel
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Student Name: ________________________________________ |
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CATEGORY |
4 – Above Standards |
3 - Meets Standards |
2 – Approaching Standards |
1 – Below Standards |
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Attention Grabber |
The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. |
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. |
The author has an interesting introductory paragraph but the connection to the topic is not clear. |
The introductory paragraph is not interesting AND is not relevant to the topic. |
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Position Statement |
The position statement provides a clear, strong statement of the author\’s position on the topic. |
The position statement provides a clear statement of the author\’s position on the topic. |
A position statement is present, but does not make the author\’s position clear. |
There is no position statement. |
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Focus or Thesis Statement |
The thesis statement names the topic of the essay and outlines the main points to be discussed. |
The thesis statement names the topic of the essay. |
The thesis statement outlines some or all of the main points to be discussed but does not name the topic. |
The thesis statement does not name the topic AND does not preview what will be discussed. |
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Support for Position |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). |
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Evidence and Examples |
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\’s position. |
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\’s position. |
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\’s position. |
Evidence and examples are NOT relevant AND/OR are not explained. |
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Accuracy |
All supportive facts and statistics are reported accurately. |
Almost all supportive facts and statistics are reported accurately. |
Most supportive facts and statistics are reported accurately. |
Most supportive facts and statistics were inaccurately reported. |
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Sequencing |
Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\’s train of thought. |
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\’s train of thought. |
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. |
Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. |
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Sources |
All sources used for quotes, statistics and facts are credible and cited correctly. |
All sources used for quotes, statistics and facts are credible and most are cited correctly. |
Most sources used for quotes, statistics and facts are credible and cited correctly. |
Many sources are suspect (not credible) AND/OR are not cited correctly. |
History of the Middle East Map Activity STUDENT NAME
Directions: label the following locations on the various maps.
You may use the attached historical maps or you may refer to your textbook for help.
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MAP #1: CURRENT MIDDLE EAST
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MAP #2: BIBLICAL MIDDLE EAST |
MAP #3-7: MIDDLE EAST IN ANCIENT EMPIRES
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MAP #10: MIDDLE EAST IN MANDATE SYSTEM |
MAP #11: MIDDLE EAST 1948 |
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Israel |
Jerusalem |
Map #3: Assyrian Empire Dates of |
British Mandate |
Israel |
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Egypt |
Shade in Kingdom of Israel |
Babylonian Empire Dates of |
French Mandate |
Palestine |
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Jordan |
Jericho |
Map #4: Persian Empire Date of |
Trans-Jordan |
Amman |
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Saudi Arabia |
River Jordan |
Map #5: Macedonian Empire Dates of |
Red Sea |
Ramallah |
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Lebanon |
Hebron |
Map #6: Roman Empire Date of |
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West Bank |
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Syria |
Damascus |
Map #7: Byzantine Empire Dates of |
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Gaza Strip |
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Iraq |
Dead Sea |
Map #8: Crusader Kingdoms Dates of |
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Arab State: Red Jewish State: Blue |
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Iran |
Sea of Galilee |
Map #9: Ottoman Empire Dates of |
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Hebron |
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Syria |
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Tel Aviv |
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Afghanistan |
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Golan Heights |
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Pakistan |
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Haifa |
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Turkey |
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Egypt |
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Beirut |
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Jordan |
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Cairo |
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Syria |
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Saudi Arabia |
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Lebanon |
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Mediterranean Sea |
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http://www.islamproject.org/images/Ottoman_Empire_b.jpg
http://www.mefacts.com/cached.asp?x_id=11911
- Begin the lesson by giving each of the student’s a blank map of the current Middle East and tell the students to point to Israel and other notable Middle Eastern countries. (Blank Map #1)
- Next, have the students used the attached maps to label the current countries of the Middle East on Blank Map #1
- Next, tell the students that they will look at the historical changes that have influenced the Middle East from biblical times to the establishment of Israel following World War II on Black maps #2-9.
- The students will recall and rely on prior knowledge as they label the historical changes of the Middle East.
- The students will have practiced and developed map skills and the tools of geography needed to label the maps.
- To finish up the lesson, I will have the students write a reflection on their impression what they labeled on the maps.
- If you were Israeli, why might you think you should live on the land that is now Israel?
- If you were Palestinian, why might you think you should live on the land that is now Israel?
- If you were Israeli, how might you feel about the creation of the state of Israel and the war that began the next day?
- If you were Palestinian, how might you feel about the creation of the state of Israel and the war that began the next day?
Assessment:
1. Credit given for completion modern European map with quiz to follow.
2. Credit given for completion and participation in worksheet and class discussion
3. Use the attached Assessment of Israel Rubric for scoring of written work