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Who should get the land? Palestinian/Israeli Crisis

Who should get the land? Palestinian/Israeli Crisis

Author: susan fisher

The focus of this lesson is to identify and understand the motivations and connections that both the Israelis and the Palestinians have for the modern day land of Israel through the use of a compare and contrast model.

Enduring Understanding(s)

At the end of this lesson the student will understand that

Land and religion are reasons for continuing conflict.
Historical reasons for the establishment of the modern state of Israel
The difficulties that exist in this region of the world today stem from a long history of ethnic and religious tensions between these two groups and are not easily solved.

Essential Question(s)

Why is conflict more likely when two or more religious factions occupy the same region and both have historical claim?

Concept(s) to Maintain




Evidence of Learning

What students should know:

The history of the region as it specifically pertains to the land that is presently known as modern day Israel and Palestine.
There are similarities and differences in the reactions and motivations of Palestinians and Israelis when confronting the dispute over the land.
Both groups have valid arguments as to why they should possess this land today.

What students should be able to do:

a. Conduct comparisons using criteria.

b. Examine an issue from more than one point of view.

c. Identify stereotypes, biases, and prejudices in one’s own reasoning and that of others.

Suggested Vocabulary



1. Instructor will discuss lead in – Whose house is it anyway? Instructor will tell the story of three siblings who all grew up in the family home and must decide when their parents die, who should inherit the house. Kids contribute their opinions on which sibling has the best argument to obtain ownership. Instructor then distributes the Hook, Who Gets the Land?

2. Divide the class into 2 different topic groups: Zionists, and Palestinians

3. Distribute the hook. Activate prior knowledge of the students by having them reflect on how they felt about the siblings and the house. Have them
jot down the differences perceived when comparing the arguments of the Israelis to the Palestinians with others.

Phase 1: Description

4. Distribute the specific background readings from Opposing Positions to each of the three groups. Each group will read their assigned piece and complete the criteria organizer.

5. Pair groups with like assignments to discuss criteria organizer.

6. Students will then pair with someone who completed the opposite reading (i.e., each Israeli pairs with a Palestinian). Each student will teach his/her partner what s/he knows.

Phase 2: Comparison

7. Distribute Visual Organizer. Groups of four will work together to complete a visual organizer (i.e., two Palestinian and two Israeli).

Phase 3: Conclusion

8. In a class discussion, groups will share general statements about the positions of the Palestinians and the Israelis. Instructor will record class

Phase 4: Application

9. Distribute Think-Tac-Toe. Each student will select and complete three of the activities.

Summarizing Activity



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