Overview and Background: Unit: The Middle East

 
Matt Gallagher : Cheney USD 268
Social Studies. : Geography : Geography
Cheney : Grades 9 - 9 : Aug. - Jun.

 
Title: The Middle East
Topics: Conflict in the Middle East
Start Date: -
Other Designers:

 
Summary:
Geographic regions are defined by their climate, land formations, and culture, which is influenced by historical and religious dynamics. In this unit, students will identify causes for the conflict in the Middle East and propose a solution.

 
Print Materials Needed:
geography textbook, articles explaining both Israeli and Arabic perspectives, articles/books detailing Jewish, Islamic, and Christian beliefs
Resources:
access to periodicals and current news services, historical accounts of the Arab/Israeli conflict, current maps of the Middle East

 
Resource Attachments:
Internet Resource Links:
Link 1:http://http://www.cheney268.com/SS/gallagher/projects/middleeastassessment.htm

 
Notes:

 
Stage 1: Identify Desired Results

 
State: KS       Benchmark 2
Title: Geography
Standard(s): Benchmark 2: Regions: The student analyzes the spatial organization of people, places, and environments that form regions on the earth*s surface.

Indicators:
The student:

1. demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

2. explains the factors that contribute to human and physical changes in regions (i.e., environmental changes expand or contract regions, technology alters perception and use of the place, migration changes cultural characteristics).

3. uses regions to analyze past and present geographic issues to answer geographic questions (illustrations: conflicts caused by overlapping regional identities, causes and impacts of regional alliances, changing regional identities).

4. explains why regions are important to individual and group identities as symbols for unifying or fragmenting society (e.g., Arab World, Bible Belt, Japanese during W.W. II, Chinatown).

5. analyzes the ways in which people*s perception and use of places and regions reflect individual perspective and cultural change (e.g., land use, property value, settlement patterns, job opportunities).
Understandings:
user The conflict found in a region is a product of its history and culture.
The reasons for conflict in the Middle East are many and complicated.

 
Essential Questions:
User What has motivated the conflict in the Middle East?
How has the culture of the Middle East forced its people to adapt?

 
Knowledge and Skills:
Identify the historical roots of the conflict.
Become familiar with the spatial arrangement of Middle Eastern countries.
Understand the core beliefs of the regions dominant religions.
Describe how inhabitants of the Middle East have had to adapt.

 
Stage 2: Determine Acceptable Evidence

 
Assessment Summary:
The student's job is to demonstrate understanding of the cultures and conflict in the Middle East.

 
Task/Prompt: Peace in the Middle East
Type:Performance Task
Topics: cultures and conflict in the Middle East
Summary:
The student's job is to demonstrate understanding of the cultures and conflict in the Middle East.
Print Materials Needed:
Resources:
Resource Attachments:
Internet Resource Links:
Link 1:
Link 2:
Link 3:
Link 4:
Link 5:
Notes:

Student Directions:
The student's job is to demonstrate understanding of the cultures and conflict in the Middle East.

Scenario 1: You are a negotiator from a neutral country. You have been sent to establish peace between two groups in conflict with one another. Your job is to write an official proposal outlining the underlying causes for their conflict, and a detailed plan for developing peace that will last in this region.

Scenario 2: You are a correspondent for a major news magazine. You have been sent to the Middle East to write an article that tells both sides of the story in Israel. Your assignment is to interview a Palestinian from the Gaza Strip, and an Israeli settler from the West Bank. Explain how conflict has changed their lives. Be sure to include quotes and pictures.

 
 
Rubric(s)
Rubric: Peace in the Middle East
Summary:
The student's job is to demonstrate understanding of the cultures and conflict in the Middle East.
Trait: Project Model
Performance Type: Display.
Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent    
No analysis of the conflict in the Middle East.

No detail used communicating ideas.
 Little analysis of the conflict in the Middle East.

Little detail used communicating ideas.
 General analysis of the conflict in the Middle East.

Some detail used communicating ideas.
 Clear and detailed analysis of the conflict in the Middle East.

Creative detail used communicating ideas.
    
Trait: Project Construction
Performance Type: Process.
Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent    
No organization.

Excessive spelling or grammatical errors.
 Lacking organization.

Many spelling or grammatical errors.
 Generally clean and organized.

Few spelling or grammatical errors.
 Very clean and organized.

No spelling or grammatical errors.
    
Trait: Oral Presentation
Performance Type: Oral.
Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent    
Delivery is generally unprepared and distracted.

Missing or unacceptable introduction or conclusion.

Delivery is not hindered by filler words or nervous gestures.

Lacking eye contact.
 Delivery is sometimes unclear or unprepared.

Rough or unclear introduction or conclusion.

Delivery is not hindered by filler words or nervous gestures.

Looks at notes often or one part of the audience.
 Delivery is generally clear and on target.

Clear introduction and conclusion.

Some use of filler words or nervous gestures.

Eye contact is generally consistent with the audience.
 Delivery is expressive and concise.

Creative use of introduction and conclusion.

Delivery is not hindered by filler words or nervous gestures.

Eye contact is consistent with entire audience.
    

 

 
Other assessment evidence to be collected:

 
Stage 3: Plan Learning Experiences and Instruction

 
Learning Activities:
W
Students will identify some of the many causes for conflict in the Middle East in hopes of becoming able to predict conflict.

H
Ask students to identify a time of conflict in their own lives.

E
Explore the history of Israel and Palestine- both ancient and modern. Identify what geographic features have contributed to conflict. Explore the tenets of Judaism, Islam, and Christianity.

R
Conduct debates and discussions about how conflict could be resolved in the Middle East. Have students brainstorm possible solutions and then troubleshoot those suggestions.

E
map quiz of the region, worksheets & graphic organizers analyzing the conflict and life in the region, reading quizzes from the text, unit test,
performance assessment located on previous link