Section Section Opener STATE FORMATION IN THE MIDDLE EAST | Introduction In this section students learn about state formation in the modern Middle East and western colonialism’s influence on it. First, in an Experiential Exercise, students draw borders for six Middle Eastern nations and then learn how the borders drawn by Europeans after World Wer I affected the region. Next, in an Interactive Slide Lecture, students are introducted to key events in Middle Eastern state formation, In an Experiential Exercise activity, students represent a western or Middle Eastern country to negotiate oil concessions. ‘Then, in a Social Studies Skill Builder activity, students examine Iranian propaganda posters to leam about goals of the 1979 revolution and how it, changed Iranian society. Finally, ina Writing for Understanding activity, students analyze demographic data from nine Middle Eastern countries and write a regional handbook entry on one country. Objectives Students will be able to + understand colonialism’ effect on state formation in the Middle East; + analyze key events in Middle Eastern state formation; + explain the importance of oil in the Middle East; * identify the goals of the 1979 Iranian revolution; + compare and contrast demographic data on nine Middle Eastern countries, Student Reading + In World History: Patterns of Civilization (Prentice-Hall), students should read Section 5 in Chapter 30: World War I, Section 5 in Chapter 31: ‘The Aftermath of War, and Chapter 36: The Middle East. + In History of the World (Houghton Mifflin), students should read Section 1 in Chapter 28: The Expansion of the Western World, Section 3 in Chapter 33: The World Between the Wars, and Section 2 in Chapter 37: Challenges for the Middle East. Materials In addition to the slides and student handouts (which you will copy for the students) provided in this section, you will need a slide projector, an overhead projector, a cassette player, butcher paper, highlighters, scissors, candy, and tape.En) Determining Borders: The Legacy of Colonialism Experiential Exercise Overview In this Experiential Exercise students determine where to draw borders for six new Middle Eastern nations to learn how western European colonial powers shaped the Middle East after World War I, Fist, students are briefly introduced to the Ottoman Empire and its fall. Then, working in groups of four, they analyze World War Tera maps of the Middle East—showing its physiography and ethnic, religious, and population distributions—and determine where to place borders for six new Middle Eastern nations. Afterward, groups analyze the strengths and weaknesses of each other’s maps by identifying potential areas of conflict. Finally, the teacher debriefs the experience and gives students information about British and French colonialism in the Middle East after World War I. Procedures at a Glance Tell students they will work in groups of four to draw a map of the Middle East after the fall of the Ottoman Empire. Pass out and have students read Student Handout 2.14. Then project Slide 2.1A, and introduce students to the Ottoman Empire and its fall at the end of World War I. Next, divide the class into groups of four. Pass out Student Handouts 2.1B and 2.4C and a large sheet of paper. Project Overhead Transparency 2.1D, and review the directions for drawing borders for six new Middle Eastern nations. After students have finished sketching the borders on Student Handout 2.1C, have them create their maps on large sheets of paper and post them on the wall. Then have groups examine each other’s maps and analyze their strengths and weaknesses by identifying potential areas of conflict. Afterward, debrief the experience, project Slide 2.1B, and give students further information about British and French colonialism in the Middle East after World War I. WH.10.6, Activity 2, Page 1E21) Procedures in Detail 1, This activity is designed to allow students to learn how western European colonial powers shaped the borders of modern nations in the Middle East. By determining where to draw borders for six new nations after the fall of the Ottoman Empire, students will be better prepared to understand how the borders drawn by Britain and France after World War I affected the region. (Note: This activity provides general historical connections between students’ experience and the drawing of colonial borders, Activity 2.2 features more in-depth treatment of colonialism’s legacy in the Middle East.) 2, To introduce students to the Ottoman Empire, pass out and have students read Student Handout 2.14: The Ottoman Empire and Its Fall. Then project Slide 2.1A, which shows a busy street scene in Damascus on October 2, 1918, the day after units of the Arab and Allied forces entered the city at the end of World War I, and review the information on the handout with students, Tell students they will lea how nations were formed in the Middle Bast after the fall of the Ottoman Empire. E Idea for Student Response: After students have read about the Ottoman Empire on Student Handout 2.1A, have them write, on the left side of their notebooks, a eulogy praising its accomplishments. Explain that a eulogy is a speech honoring a person or thing. The eulogy should contain the following words: millet system, Islam, sultan, diversity, and peace. Afterward, allow several students to share their responses. 3. Place students into heterogeneous groups of four. Give each group a copy of Student Handout 2,1B: Maps of the Middle East Circa World War I, Student Handout 2.1C: Sketching a New Map of the Middle East, and a large sheet of paper. Project Overhead ‘Transparency 2.1: Directions for Creating a Map of the Middle East. Review with students the steps they should follow to create their borders. Project the transparency for the duration of the activity. (Optioni: You may want to make Overhead Transparency 2.4 into a handout for each group.) Tell students that their goal is to design borders for six new nations in such a way that there will be as little conflict as possible within each nation and throughout the region, To determine the best borders, students must consider the physiographic features and the ethnic, religious, and population distributions shown on Student Handout 2.1B. (Note: Explain to students that For instance, students will have to decide whether they think each new nation should have access to a river or an ocean. They will also decide whether they want to draw borders based on ethnic identity, physiography, or some combination of criteria. WH10-6, Activity 2.1, Page 2