Section Section Opener A CASE STUDY OF THE ARAB-ISRAELI CONFLICT Le Introduction In this section students learn about the development and the various stages of the Arab-Israeli conflict in the land of Israel/Palestine. First, in an Experiential Exercise, students assume the roles of Jews and Palestinians to understand how Jewish migration into Palestine between 1918 and 1948 affected each group. Afterward, students learn about Jewish and Palestinian claims to the British Mandate of Palestine and draw parallels between their experience and history. Next, students assume the role of a United Nations representative to respond to key events in the Arab-Israeli conflict and to learn how the United Nations response affected the conflict and its outcomes in a Response Group activity. Finally, in a Problem Solving Groupwork activity, students leam about various perspectives on the Israeli-Palestinian conflict by atteriding a conference with eight Jewish Israeli and Palestinian groups. Objectives Students will be able to + compare the elements and emotions of a game with the effect that Jewish immigration into the British Mandate of Palestine had on Jews and Palestinians; * explain the effects and outcomes of the United Nations response to key events in the Arab-Israeli conflict; + understand the history of eight Jewish Israeli and Palestinian groups and their various perspectives on the Isracli-Palestinian conflict. Student Reading * In World History: Patterns of Civilization (Prentice-Hall), students should read Section 1 in Chapter 34; European Recovery and the Cold War, and Sections 2, 3, and 4 in Chapter 36: The Middle East. * In History of the World (Houghton Mifflin), students should read Section 1 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 stide projector, an overhead projector, butcher paper, scrap paper, scissors, tape, and candy.ES.) Jews and Palestinians: Two Claims to Palestine Experiential Exercise Overview In this Experiential Exercise students assume the roles of Jews and Palestinians to understand how Jewish immigration into Palestine between 1918 and 1948 affected each group. First, students are assigned to one of two groups, Jeds or Pads, representing Jews and Palestinians in the early twentieth century, Pads are positioned in the Land of Pad in the center of the class, while most Jeds are scattered throughout the room. Groups read background information abqut and create a slogan and symbol to represent their group. Then, they debate whether or not the Jeds should be allowed to immigrate to the Land of Pad. After each of three rounds of debate, the teacher—representing Britain—is convinced by the arguments of the Jeds and allows them to immigrate. Afterward, the teacher debrief the experience. Finally, students read an introduction to Jewish and Palestinian claims to the British Mandate of Palestine and draw parallels between their experience and history. ‘CO EE EEEEE e Procedures at a Glance Arrange the classroom as diagrammed above. Randomly assign students to one of two groups, Jeds or Pads and have them move into their respective areas. Then, pass out Student Handouts 3.1A (to the Jeds) and 3.1B (to the Pads). Next, place students in pairs and have them create posters to represent their group. Have students reconvene in their larger groups of Jeds or Pads, choose a group slogan, and chant their slogan. Then, hold a class debate on whether Jeds should be allowed to immigrate to the Land of Pad. During the debate, keep a tally of convincing arguments on the chalkboard, but favor the Jeds. Allow several Jeds to immigrate, Repeat this process several times, Afterward, debrief the experience. Finally, give students a copy of Student Handout 3.1C. Review the information on the handout to help students connect their experience to the history. WH.10.6, Acilty 3.1, Page| Activity ER Procedures in Detail 1, In this activity students assume the roles of Jeds and Pads—groups representing Jews and Palestinians—to understand how Jewish immigration into Palestine between 1918 and 1948 affected each group. By experiencing the emotions surrounding Jewish immigration into Palestine, students will be better able to understand the claims each group has to Palestine. (Note: In this activity you will unfairly favor one group of students over another, Expect that some students may feel uncertain, anxious, or upset by this, Make sure you reserve adequate time to debrief the activity.) 2. Before class, arrange your classroom according to the diagram on page 1. The rectangle formed by desks in the middle of the classroom should be just large enough that all the students representing the Pads and two Jeds can fit inside. Make 12 copies of Student Handout 3.1A: Role Card for Jeds and 24 copies of Student Handout 3.1B: Role Card for Pads, (Note: The number of student handouts for Pads and Jeds represents the two-to-one ratio of Palestinians to Jews in 1948 when the state of Israel was created, the approximate time at which this activity ends. With larger or smaller classes, increase or decrease the number of student handouts to maintain the two-to-one ratio of Pads to Jeds.) 3. As students enter the classroom, randomly give them each a copy of Student Handout 3.1A or 3.1B. Have students move into their designated areas: Pads should stay in the middle of the classroom inside the area enclosed by desks, and Jeds should stand around the walls of the classroom. Instruct two Jeds to start the activity inside the area of the desks. (Note: In 1918, the time at which this activity begins, approximately 10 percent of the population of Palestine was Jewish. Some Jews had lived in the region for centuries, and large numbers of Jews had been immigrating there since 1882.) Tell students to read the information on their handouts carefully. Review with students each group’s objective for the activity: The objective for the Jeds is to convince the Great Power to allow all Jeds to immigrate to the homeland and to make the Land of Z (the same as the Land of Pad) an independent state for all Jeds; the objective for the Pads is to convince the Great Power to make the Land of Pad an independent country and to stop Jeds from immigrating to Pad. 4, Answer any questions students have about their role cards, Then, divide the group of Pads and the group of Jeds into pairs. Give each pair a blank piece of paper and tell pairs to quickly create a poster with a slogan and a symbol that represents their group’s objective as outlined on their role card. Students from the Pad group might write, for example, “Independence for Pads in the Land of Pad!” while students from the Jed group might write, “Persecuted Jeds, return to the homeland, the Land of Z.” (Note: The purpose of having students create the posters is to foster a group identity within each group and to encourage students to become invested in their group's objective quickly.) Have students hang the posters around the classroom, Pad posters on one side and Jed posters on the other. WH10-6, Activity 3.1, Page2