THEME OR ESSENTIAL QUESTION:

• What are the effects of colonization?
• What is the role of nationalism as a force opposed to colonization?

TIME REQUIRED: Introduction (20-45 minutes)
Independent research.  (Allow 2 weeks, with 45-60 minutes of group work in class).

SUGGESTED GRADE LEVELS: 11/12

NJ CORE CONTENT STANDARDS: 6.3, 6.4, 6.5, 6.6, 6.7, 6.8 and 6.9

INSTRUCTIONAL OBJECTIVES:

Students will investigate critical historical issues through primary resources.
Students will gather and evaluate information regarding the Jewish and Arab claims to land in Israel.

STRATEGIES:

• Students should examine historical documents listed below.
• Students should be aware that several groups have claimed ownership and control of land in the present state of Israel.
• Divide class into five groups. Each group will be assigned a particular time frame. Groups will prepare detailed timelines for their period.  Timelines must include an explanation of events and the reactions of different communities.  (See attached assignment sheet).
• Students should present timelines in sequence.

MATERIALS:

• League of Nations Mandate System 1918 (Smuts)
• League of Nations Commissions (Peel, Woodhead)
• League of Nations Covenant Article 22
• Permanent Mandates Commission 1920
• British Alliance treaties with Iraq (1922, 1926, 1930)
• Balfour Declaration 1917
• World Zionist Organization
• British White Paper of 1939
• Anglo-American Committee of inquiry, April 1946
• League of Arab States 1945
• UN Special Commission on Palestine, May 1947
• UN General Assembly session on Palestine, June 1947
• All wars.

REFERENCES:

           
• INTERNET: http://www.fordham.edu
• TEXT: Microfiche New York Times for contemporary reactions.

ASSESSMENT:

Complete an accurate timeline with proper documentation and analysis.
A graded discussion may be held to examine possible solutions to the Israeli/Palestinian conflict.

Assignment Sheet

The Arab/Israeli Conflict

1. Each group will be assigned one of the following time periods in Palestinian/Israeli history:
   Time Periods:
   1. 1897 - 1919
   2. 1920 - 1945
   3. 1946 - 1969
   4. 1970 - 1980
   5. 1981 to present
2. Prepare a timeline to include all events, wars, treaties, laws, mandates, etc. that impacted the area.
   1. Explain each entry.
3. Examine primary source documents to determine, note on timeline and properly cite:
   1. Jewish reaction to entry.
   2. Arab reaction to entry.
   3. International reaction to entry, if any.
4. Draw a map of Palestine/Israel during the assigned time period that includes the following:
   1. Land divisions and natural feature.
   2. Jewish/Arab population during the time period.
   3. Arable land locations.
   4. Water supply sources.
   5. Oil and oil pipeline.

PRIMARY SOURCE RESEARCH

This is an excellent opportunity to expose students to primary source research in an engaging and manageable fashion.  Many students have a strong interest in the Arab/Israeli conflict and are immediately receptive to this assignment.  Others, at least, have some familiarity with the issue from news reports.

There are many historical documents that detail land claims in the Middle East.  Most are readily available on the web or can be easily gathered by the teacher, if necessary, to save time. There seems always to be that thrill of discovery when students are working with primary source documents.  Students also enjoy searching New York Times microfiche archives for contemporaneous reaction to events in the Middle East.  The lasting impact of colonialism on this region is there for the students to see in black and white and in plain English.

The timeline format allows for some creativity and enhanced visual impact, but this project may also be done on plain paper and assembled in a folder.  This lesson can also be adapted to a Jigsaw concept, with each study group examining a particular document and then reshuffling into work groups to prepare a simplified poster.  Do not miss the opportunity to conduct a focused discussion as a culminating activity for this project.