Lesson: How It Began

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Lesson Objective

Students identify arguments and evidence regarding the beginning of the conflict in Israel-Palestine

Lesson Plan


Lesson Name: Israel-Palestine- the beginning            Course: High School Language Arts by Anke al-Bataineh

Objective:   Students identify arguments and evidence regarding the beginning of the conflict in Israel-Palestine


Excerpts of "The Origins of Palestinian Nationalism" http://books.google.com/books?id=OOsv1423_JYC&printsec=frontcover&dq=origins+of+palestinian+nationalism&source=bl&ots=T5rI0A9aVi&sig=hiNO2H6qnLrultiIm5IxFsrPj74&hl=en&ei=4PEGTdX6HsT48Aay1fmwCA&sa=X&oi=book_result&ct=result&resnum=5&ved=0CEsQ6AEwBA#v=onepage&q&f=false

Chapters 1-3 of "The Case for Israel" http://www.amazon.com/Case-Israel-Alan-Dershowitz/dp/047146502X

Since this unit seeks to apply similar patterns of thought and analysis to a wide selection of texts, I build a mini-structure for each day so that students are primarily working up to having a debate. Part of the day (20-30 min) can be given to reading the Lemon Tree if you have chosen to read the book. Then, I show students a brief YouTube video related to the topic, to start conversation.  Most of the hour is spent with partners reading, highlighting and gathering evidence on the relevant positions. If you want to finish the unit faster, you can watch the movie and devote each day fully to research and preparation. Increase the amount of guided reading if your students are predominantly ELLs or have reading impairments. An important goal here is to expose them to adult reading in manageable chunks and teach them to read only for specific purposes when the text is intimidating. I end each period with reviewing key terms and how they relate to the historical story.

Anticipatory Set:         (10 min)
What was Historic Palestine like before it became so disputed? http://www.youtube.com/watch?v=JGBoGKPZlQE



Topic and Position Frames:        

 AC=Affirmative Constructive

NC=Negative Constructive

X= Neutral Perspective (for guidance only)

NC = Negative Constructive

NR= Negative Rebuttal


AC: Jews fairly owned land that Arabs later tried to take away from them due to anti-Semitism.

AC: Jews have a historical right to the land and Arabs tried to drive them out.

AR: There was no organized state there when Jewish immigration began; it was just a part of the British empire. Land was bought fairly from owners.

X: There were periods of peaceful coexistence but some land sales were illegitimate and the rise in population threatened traditional Palestinian communities.

X: The Jews wanted to have a country but Arabs could have lived there peacefully if they hadn't tried to fight immigration.

NC: Jews came to Palestine as part of European colonialism and ran Arabs out of their homes.

NC: Jews came to Palestine with a plan to create a state there without regard for its residents.

NR: Jews had been a minority in that land for a long time but could have lived there peacefully if they hadn't run Arabs out.





Absentee landlords



Lesson Reflection:


What went well?

What would you change?

What needs explanation?

It takes my students a long time to read and I give them the topics for which they need to find evidence, but they find it.

It would be great to edit the pages down as much as possible without making it too easy. I work on this sort of continually.

Your students may have enough critical thinking skills to find the evidence without the arguments being provided. If you can, do it!





Lesson Resources

palbeginnings 2   Texts
Palthebeginning   Lesson Plan


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