Unit Title: Modern Middle EastSubject/Topic Areas: World HistoryKey Words: Monotheism, Islam, Christianity, Judaism, conflict, war, terrorism, jihad, natural resources, dictatorship, caliph, Zionism, protectorate, territory, occupied territory, HolocaustTime Frame: Designed by: Megan Miller and Lisa ArmstrongSchool District: Idaho Falls School District #91

Brief Summary of Unit (including curricular context and unit goals):

Unit Cover Page

Unit design status: Completed template pages—Stages 1, 2, and 3

Completed blueprint for each performance task Completed rubrics

Directions to students and teachers Materials and resources listed

Suggested accommodations Suggested extensions

Status: Initial draft (date: ) Revised draft (date: )

Peer reviewed Content reviewed Field tested Validated Anchored

Established Goals (state standards): 6-9.WHC.1.9.4Describe why different religious beliefs were sources of conflict. 6-9.WHC.2.5.1Explain how the resources of an area can be the source of conflict between competing

groups. 6-9.WHC.3.1.2List examples that show how economic opportunity and a higher standard of living are

important factors in the migration of people 6-9.WHC.4.4.3Analyze and evaluate the global expansion of liberty and democracy through revolution

and reform movements in challenging authoritarian or despotic regimes 6-9.WHC.5.1.1Explain common reasons and consequences for the breakdown of order among nation-

states, such as conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law.

What understandings are desired? Students will understand that . . .

Governments differ in their origin, structure, expansion, and breakdown. Sources of conflict are often rooted in disputes over resources, ideology, or land Students are connected with the world historically, politically, economically, technologically, socially,

linguistically, and environmentally. Dominant belief or religion, philosophical interest, and technical and artistic approaches influence society.

What essential questions will be considered? When striving to understand others, how can it illuminate your own condition? Do values impact society, or does society impact values? Are the effects of sharing religious ideas positive, negative, or both? What motivates groups to conquer other lands and people? What story about the world can you learn from studying immigration patterns? What would cause people to want a revolution? How much control should a government have over the governed?

What key knowledge and skills will students acquire as a result of this unit?

Students will . . . Students will be able to . . . Identify common reasons/rationale for the United

States taking action in Middle Eastern conflicts Categorize motivations for the US getting involved in

conflicts in the Middle East Understand the role of religion in the Middle East

(e.g. paradox of Jerusalem as a unifier and a divider of peoples, Sharia Laws)

Discuss religion in the Middle East from multiple points of view

Know that post-World War I European-imposed boundaries in the Middle East were based on European and secular interests as opposed to Middle Eastern religious or ethnic differences, e.g.,

Analyze how European imposed boundaries effected the development of the modern Middle East.

Desired Results

boundaries for Iraq, Lebanon, and Palestine. Understand the historical story of the creation of

Israel, the tensions created by the establishment of Israel and subsequent war between Arabs and Israelis in 1948, to now.

Evaluate information, pursue significant questions, distinguish fact from opinion, judge quality and quantity of information, identify supporting information, and distinguish between primary and secondary documents.

Evaluate the rationale for Palestinian and Israeli points of view and land claims in Palestine

compare and evaluate the Palestinian and Israeli points of view

Understand the major elements of the historical story of Iraq since World War I and why Iraq decided to attack its neighbors in the 1970s, 1980s, and 1990s.

Determine how Iraq’s invasions of neighboring countries relate to their political and religious beliefs.

Understand Middle East oil production as a resource that drives the world economy

Identify the multiple effects of fluctuations in oil production, distribution, and consumption.

Understand why terrorism is used as a tactic by individuals, organizations, and governments.

Explain why individuals, organizations, and governments resort to terrorist tactics

Know the reasons for the democratic changes in government in Egypt, Iraq, etc.

compare and contrast the driving factors for democratic changes in the modern Middle East to historic revolutions (e.g. Egypt compared to French Revolution)

What evidence will show that students understand?Performance Tasks (summary in GRASPS form): (student example)

When striving to understand others, how can it illuminate your own condition?Goal:

Your goal is to help the Secretary of State identify why the United States has previously been involved in Middle Eastern conflicts and advise her on options for future involvement.

Role: You are an intern at the Department of State

Audience: The audience is the Secretary of State and your fellow Advisors.

Situation: The challenge includes reading accounts of historic involvement, summarizing the accounts, creating a chart

of motivations, and writing your own recommendation for future US involvement in the Middle East.Product/Performance:

You will prepare a chart summarizing US involvement in Middle Eastern conflicts and motivations for getting involved in order to provide the secretary with a recommendation to assist her in determining future involvement.

Standards for Success: Your product will be judged by whether or not summary Statements are clear and include facts, data, ideas,

and textual evidence to form new ideas/understandings. Information is accurate; all names and facts were precise and explicit. Overall recommendation presents powerful arguments to support recommendation. Students provide evidence to create a consistent and convincing perspective on the issue

What evidence will show that students understand?Performance Tasks (summary in GRASPS form): (student example)

Do values impact society, or does society impact values?Are the effects of sharing religious ideas positive, negative, or both?

Goals: The goal is to understand the role of religion in the Middle East The challenge is to analyze post-World War I European-imposed boundaries in the Middle East.

Role of Student: You are a representative of __________________. You are attending a conference where the new

boundaries for the Middle Eastern countries will be determined. Your job is to present your arguments to persuade the others that your interests should determine the boundaries in the Middle East.

Audience: Your target audience are the French and British post WWI

Situation: The challenge involves explaining religious and ethnic boundaries with a group that is only focused on their

secular interestsProduct/Performance:

You will develop an argument for the debates including evidence to support your ideas.Standards and criteria for success:

I provide an accurate and complete explanation of key concepts, ideas, terminology or events drawing upon relevant sources.

My research uses multiple and varied sources I combine facts, data, ideas, and textual evidence to form new ideas/understandings. My presentation has a compelling thesis that skillfully appeals to the audience. My debate goes well beyond

the obvious. My debate presents powerful arguments to support thesis. I’ve used well-documented evidence to provide a

consistent and convincing perspective on the issue My debate effectively addresses opposing viewpoints and provides strong counter-arguments. I’ve built a

convincing and well-focused argument.

What evidence will show that students understand?Performance Tasks (summary in GRASPS form):

What motivates groups to conquer other lands and people? What story about the world can you learn from studying immigration patterns?

Goal: Your goal is to understand the historical story of the creation of Israel, the tensions created by the

establishment of Israel and subsequent war between Arabs and Israelis in 1948, to now. You will need to evaluate the rationale for Palestinian and Israeli points of view and land claims in

Palestine Your task is to write a newspaper article from an Arab, Israeli, Palestinian, European, or American point of

view.Role of Student:

You are a newspaper journalist who will evaluate information, pursue significant questions, distinguish fact from opinion, judge quality and quantity of information, and identify supporting information.

Audience: Your audience is the United Nations

Situation: The challenge involves persuading world leaders to accept your opinion on land claims in Palestine.

Product/Performance: You will create a newspaper article from your selected point of view in order to persuade the United

Nations’ policies in Palestine.Standards for Success: Read different points of view of the Palestinian conflict.Your product must

I compare and evaluate the Palestinian and Israeli points of view before writing my own opinion I provide an accurate and complete explanation of key concepts, ideas, terminology or events drawing upon

relevant sources. My research uses multiple and varied sources I combine facts, data, ideas, and textual evidence to form new ideas/understandings.

My article has a compelling thesis that skillfully appeals to the audience. My article goes well beyond the obvious.

My article presents powerful arguments to support thesis. I’ve used well-documented evidence to provide a consistent and convincing perspective on the issue

My article effectively addresses opposing viewpoints and provides strong counter-arguments. I’ve built a convincing and well-focused argument.

I provide an accurate and complete explanation of key concepts, ideas, terminology or events drawing upon relevant sources.

What evidence will show that students understand?Performance Tasks (summary in GRASPS form):

What motivates groups to conquer other lands and people?Goal:

Your goal is to understand why Iraq decided to attack its neighbors following WWI. Determine how Iraq’s invasions of neighboring countries relate to their political and religious beliefs.

Role of Student: You are a web-site designer who is creating a flow chart for a new world history website.

Audience: 9th grade students

Situation: You have been asked to develop a web site that illustrates the main events of Iraq history following WWI

and how these events led to conflicts.Product/Performance:

o You need to create a non-electronic flow chart that includes a chronological list of events as well as the effects of those events. You will organize this in a way that will help web-site visitors negotiate the information

o This may look like a time line that analyzes the cause and effect relationship between events.

Standards for Success:

Flowchart must include the religious, territorial, economic and political reasons for the invasions.

My flowchart shows connections between Iraqi history and resulting conflicts

I provide an accurate and complete explanation of key concepts, ideas, terminology or events drawing upon relevant sources.

I combine facts, data, ideas, and textual evidence to form new understandings.

What evidence will show that students understand?Performance Tasks (summary in GRASPS form):

Oil as a resource that drives the world economyGoal:

Your goal is to understand Middle East oil production as a resource that drives the world economy by identifying the multiple effects of fluctuations in oil production, distribution, and consumption.

Role: You are part of a research firm doing a feasibility study for establishing a new oil field in a Middle Eastern

countryAudience:

Oil Company CEOSituation:

You find yourself analyzing a Middle Eastern country for a new oil plant so that you can convince the CEO that your location is worthwhile or not.

Product/Performance: You will create a feasibility report in order to persuade the CEO. As you analyze the impact of real life situations on your plan, you will need to develop solutions to protect

production and distribution.

Standards for Success: A successful report will clearly analyze the reasons for choosing your preferred site, taking into

consideration the best political and physical environment to encourage successful production and distribution.

I combine facts, data, ideas, and textual evidence to form new ideas/understandings. My report has a compelling idea that skillfully appeals to the audience. My report goes well beyond the

obvious. My report presents powerful arguments to support my plan. I’ve used evidence to provide a consistent and

convincing argument. My report effectively addresses opposing plans and provides strong counter-arguments.

What evidence will show that students understand?Performance Tasks (summary in GRASPS form):

What would cause people to want a revolution? How much control should a government have over the governed?

Goal: The challenge is to identify multiple reasons for the democratic changes in government in a specific

Middle Eastern country.Role of Student:

You are a journalist covering the movement that attempted to change the government. You are a witness to the movement. You are a government official. You are a leader of the movement.

Audience: Your target audience is made of broadcast viewers.

Situation: The context you find yourself in is the middle of the change of government. You are reporting the events as

they unfold.Product/Performance:

Your group will conduct a series of interviews with people involved in the event in order to provide viewers with multiple perspectives of the movement. These can be filmed and edited or performed live.

Standards for Success: Your performance needs to express multiple perspectives, include the major reasons for demanding

democratic change, and explain the success or non-success of the movement in your assigned country.

What evidence will show that students understand?Performance Tasks (summary in GRASPS form):

What would cause people to want a revolution? What motivates groups to conquer other lands and people?

Goal: You goal is to understand why terrorism is used as a tactic by individuals, organizations, and governments.

Role of Student: You are a biographer compiling a book on modern terrorists. Explain why individuals, organizations, and governments resort to terrorist tactics

Audience: Your audience is a publisher who is considering whether or not your book has merit.

Situation: The world has been plagued with terrorism, but there is a lack of understanding as to why terrorists resort to

these tactics. Product/Performance:

After reading a series of primary and secondary sources, you will create an abstract about a specific terrorist or group in order to convince a publisher to print your book.

Standards for Success:

Your synopsis must include: Terrorist mission statement (reasons for actions) List of activities Key members Terrorist tactics Targets (places and people)

All my items of importance are clearly labeled

All my graphics are related to the topic and make it easier to understand.

My presentation is exceptional in terms of design, layout, and neatness.

I have no grammatical and mechanical mistakes in my presentation.

I provide an accurate and complete explanation of key concepts, ideas, terminology or events drawing upon relevant sources.

I combine facts, data, ideas, and textual evidence to form new ideas/understandings.

My information is accurate; names and facts are precise and explicit

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples): Unit Test Vocab assignment or activity to ensure student understanding of key terms (e.g. four square vocab) Bell work, bell ringers, etc. (writing prompts)

Student Self-Assessment and Reflection: Unit pre and post paragraphs Possible portfolio compiling projects and students summarizing what they learned from each project

Outline a set of criteria for evaluating whether or not an action is an act of terrorism

Student Self-Assessment and Reflection:

What understandings and goals will be assessed through this task? Sources of conflict are often rooted in disputes over resources, ideology, or land Identify common reasons/rationale for the United States taking action in Middle Eastern conflicts.

Through what authentic performance task will students demonstrate understanding? Task Overview:

Jigsaw: Small groups to begin, and then big groups. As individuals they will read their accounts of the US involvements in the Middle East. As a small group they will identify the reasons for the United States’ actions.

Each individual will write a one sentence summary of the conflict they read about. As a group, they will compare their findings and then generate categories of motivations for the US getting

involved in conflicts in the Middle East. Then, break into large groups and each individual is responsible for sharing his/her group’s summary

statement. Each large group will generate a chart of conflicts, summary statements, motivations

Conflict Summary Statement Motivation

While groups are presenting, individual students will record their opinion as to whether or not the US involvement was justified and why.

What student products and performances will provide evidence of desired understandings? Individuals will present their summary statements to their groups. Groups will present their categories for motivations to the class. These will be placed on a class chart with

the conflicts, summaries, motivations, and recommendations. Class chart Individual written opinions on US involvement for each conflict. Individuals write an overall recommendation to the Secretary of State regarding future involvement in the

region.

By what criteria will student products and performance be evaluated? Summary Statements are clear and include facts, data, ideas, and textual evidence to form new

ideas/understandings. Information is accurate; all names and facts were precise and explicit. Overall recommendation presents powerful arguments to support recommendation. Students provide

evidence to create a consistent and convincing perspective on the issue

Student Self-Assessment and Reflection:

Performance Task Blueprint

Performance Task Blueprint

What understandings and goals will be assessed through this task? A dominant belief or religion, philosophical interest, and technical and artistic approaches influence society. Students will analyze the post-World War I European-imposed boundaries in the Middle East Students will understand the role of religion in the Middle East

Through what authentic performance task will students demonstrate understanding? Task Overview:

As a class review maps of the Middle East before World War I

Map 1880: Middle East Political Bordershttp://www.pbs.org/wgbh/globalconnections/mideast/maps/pol.html

Map Middle East Topographic Maphttp://www.pbs.org/wgbh/globalconnections/mideast/maps/topo.html

Map Middle East Religion, Ethnic Groups, and Language Distributionhttp://www.pbs.org/wgbh/globalconnections/mideast/maps/demo.html

Assign class members to be the British/French or Middle Eastern representatives at the meeting to create the Sykes- Picot Agreement. Each group should explain how and why they divided the map the way they did.

The French and British groups will present their ideas first. They should support their decision with political and economic reasons. Then each Middle Eastern representative will take turns offering their own suggestions paying special attention to the religious and ethnic groups. After each presentation, the French and British can determine if they agree or disagree with the Middle Eastern representatives. Using a projection of a map on a white board, the students can adjust the boundaries as they agree upon changes.

Compare the class’ final map with the map from 1920 and then 2002.

Map 1920: Middle East Political Bordershttp://www.pbs.org/wgbh/globalconnections/mideast/maps/pol.html

Map 2002: Middle East Political Bordershttp://www.pbs.org/wgbh/globalconnections/mideast/maps/pol.html

After the debate/conference, students should write a statement analyzing the European imposed boundaries.

What student products and performances will provide evidence of desired understandings? Class debate using key ideas and concepts Summary statement

By what criteria will student products and performance be evaluated?

See debate rubric for presentations For summary statement they should include how British and French points of view contrasted with the

Middle Eastern points of view.

What understandings and goals will be assessed through this task? Sources of conflict are often rooted in disputes over resources, ideology, or land Students are connected with the world historically, politically, economically, technologically, socially,

linguistically, and environmentally Understand the historical story of the creation of Israel, the tensions created by the establishment of Israel,

and subsequent wars between Arabs and Israelis in 1948-now ( e.g., the Zionist movement dating from the 1890s, the British Balfour Declaration of 1917, European Jewish immigration to Palestine in the post-World War I era, Jewish immigration in the post-World War II era, terrorist activities in the pre-1948 years, United Nations acceptance of an independent Israel in 1947, the 1948 Arab-Israel War.)

Students will evaluate the rationale for the Palestinian and Israeli points of view and land claims in Palestine.

Through what authentic performance task will students demonstrate understanding? Task Overview:

Students will read accounts of the Palestinian conflict from various perspectives, see: http://www.merip.org/palestine-israel_primer/toc-pal-isr-primer.html, http://www.pbs.org/newshour/extra/teachers/lessonplans/middle_east/,

Assign each student a point of view, e.g. Israeli, Palestinian, etc. from which to write their article Students need to research their point of view, developing and answering a significant question (who

deserves the land and why), differentiating between facts and opinions and include supporting information for the POV.

What student products and performances will provide evidence of desired understandings? An op-ed newspaper article from an Arab, Israeli, Palestinian, European or American point of view aimed

at persuading the United Nations to accept your views regarding land claims.

By what criteria will student products and performance be evaluated? See persuasive essay rubric

What understandings and goals will be assessed through this task? What motivates groups to conquer other lands and people? Understand why Iraq decided to attack their neighbors post WWI Determine how Iraq’s invasions of neighboring countries relate to political and religious beliefs

Through what authentic performance task will students demonstrate understanding? Task Overview:

http://arabic-media.com/coups.htm http://www.everyculture.com/Ge-It/Iraq.html http://www.al-bab.com/arab/countries/iraq/history.htm (use the Twentieth Century links) Students will need to understand the political, religious, territorial and economic reasons for the various

invasions; can be researched or taught through lecture/discussion Flow chart should show connections between events in Iraq’s history and the conflicts as well as facts

(names, dates), data and textual evidence.

What student products and performances will provide evidence of desired understandings? A flow chart that includes a list of chronological events as well as the effects of the events (could look like a

time line analyzing cause and effect relationships)

By what criteria will student products and performance be evaluated? See visual presentation rubric

Performance Task Blueprint

What understandings and goals will be assessed through this task? Oil as a resource that drives the world economy Understand Middle East oil production as a resource that drives the world economy by identifying the

multiple effects of fluctuations in oil production, distribution and consumption.

Through what authentic performance task will students demonstrate understanding? Task Overview:

Students, either individually or in small groups, are given a Middle Eastern country in which to research and develop their plan. (Country should decent have oil reserves) https://www.cia.gov/library/publications/the-world-factbook/wfbExt/region_mde.html

Students will need to address issues such as availability of oil, in-country political and military stability, neighboring countries political and military stability, factors of price, availability of work force, geographic factors that affect production

Analyze availability of skilled and non-skilled workers based on education levels and unemployment rates and geography for possible logistical difficulties (e.g. building a pipeline over a mountain range)

Research key factors of oil pricing and effects/impacts of introducing a new supply source on the world’s production and distribution

Determine potential complications that could arise based on research (e.g. terrorist attacks, tension between ethnic groups, earthquakes)

What student products and performances will provide evidence of desired understandings? A feasibility report for developing a new oil field, including impacts on the world’s production and

distribution of oil. A plan to deal with consequences of real life situations that might negatively (or positively) affect

production and distribution.

By what criteria will student products and performances be evaluated?

See persuasive essay rubric

What understandings and goals will be assessed through this task? What would cause people to want a revolution? How much control should the government have over the governed? Identify multiple reasons for the dramatic changes in government in a specific Middle East country (e.g.

Egypt, Iraq)

Through what authentic performance task will students demonstrate understanding? Task Overview:

Divide students into groups of 4 (can also be groups of 3 or 5) Assign each student a role; newscaster, government official, witness to the movement or leader of

movement. Assign each group a country that has experienced a governmental change movement. Multiple approaches: 1. Groups work together to research their country’s movement (causes, effects, results, sides, key players,

points of view) and develop questions for the newscaster to ask the different individuals. They will also work together to craft the statement and answers that will be given by each individual being interviewed. Answers must address the individual’s position regarding the movement. 2. Groups work together to research their country’s movement. The newscaster will develop the questions they will ask the interviewees. Each individual will craft a statement to give the newscaster discussing their position on the movement. This statement will be the basis of the answers given to newscasters questions.

By what criteria will student products and performance be evaluated? See oral presentation rubric

What student products and performances will provide evidence of desired understandings? A news broadcast with a series of interviews with people involved in the event to provide viewers with

multiple perspectives on what is happening and why. (Can be performed live or video-taped)

What understandings and goals will be assessed through this task? What would cause people to want a revolution What motivates groups to conquer other lands and people Understand why terrorism is used as a tactic by individuals, organizations and governments

Through what authentic performance task will students demonstrate understanding? Task Overview:

Assign each student a recognized terrorist or terrorist group (Al Qaeda, Hezbollah, IRA, Hamas, Basque Separatists, PLO, etc.) and have them research the following:Mission statement (reasons for action)List of activities (protests, attacks)Key membersTerrorist tacticsTargets (places, people)

What student products and performances will provide evidence of desired understandings? An abstract discussing a specific terrorist or terrorist group including membership, mission statement,

attacks, targets.

By what criteria will student products and performance be evaluated? See expository essay rubric

Learning Experiences and Instruction

Be sure to begin with an activity to “hook” students into the unit. Also, be sure to include activities to specifically teach vocabulary and to provide direct instruction in how to debate, create an op-ed, etc..

Here are some “hook” options:Use current events.Use a visual aide that relates to your essential understanding and use questions of differing levels of difficulty to promote discussion of the ideas you are going to teach.Role play a situation.Here are some optional strategies for teaching vocabulary:Four Square vocabulary: word in the center, 1 square with teacher definition, 1 square with student definition, 1 square with a visual representation, 1 square with the word used in a sentence

Student generated visuals of each word representing the definitionWhenever the performance task requires a completed product be sure to review the appropriate rubric before the students begin work.