Download Discovering History 20th Century Biographies

Discovering History
20th Century Biographies
Leaders of the Middle East
Teacher’s Guide
Grade Level: 5–8
Curriculum Focus: Social Studies
Lesson Duration: 5 class periods
Program Description
David Ben-Gurion (5 min.)—Discusses the basis of the Zionist movement and David Ben-Gurion’s role
in the creation of a Jewish homeland in Palestine. Gamal Abdel Nasser (5 min.)—Reveals the objectives
of Pan-Arabism and Egyptian President Nasser’s efforts to achieve these objectives within the Middle
East. Chaim Weizmann (4 min.)—Analyzes the diplomatic efforts and leadership of Israel’s first
president and the many challenges of building and safeguarding the new nation of Israel.
Discussion Questions
•
Upon what belief was a Jewish homeland in the region of Palestine established? What was
unique about the democratic nature of the Israeli government in 1948?
•
By what means did Gamal Abdel Nasser come to power in the early 1950s? When he seized
military control of the Suez Canal, how did he hope to use the money collected from tolls?
•
What was Chaim Weizmann’s role in the newly established state of Israel? What special
challenge did Weizmann and David Ben-Gurion face as leaders of an ancient people in a
modern technological world?
•
What was the Balfour Declaration? Why was there a growing need and desire for a Jewish
homeland?
Lesson Plan
Student Objectives
•
Identify and discuss the accomplishments of Middle East leaders David Ben-Gurion, Gamal
Abdel Nasser, and Chaim Weizmann.
•
Examine the role of each leader in the history and development of their respective countries.
•
Explore the historical context of their leadership.
•
Analyze and discuss the short- and long-term impact of their leadership on Middle Eastern
affairs.
20th Century Biographies: Leaders of the Middle East
Teacher’s Guide
2
•
Research the historical origins of contemporary conflicts in the Middle East region called
Palestine.
•
Research and discuss the historical origins of the Zionist and Pan-Arabism movements.
•
Research and report on the history of the Suez Canal, in particular the canal’s importance to the
Middle East and the struggle for control of the canal.
•
Examine the purpose, benefits, and environmental impact of Egypt’s Aswan High Dam.
•
Discuss the legacy of each of these three Middle East leaders.
Materials
•
20th Century Biographies: Leaders of the Middle East video
•
Computer with Internet access
•
Large map of the Middle East
•
Print resources about Middle East leaders David Ben-Gurion, Gamal Abdel Nasser, and Chaim
Weizmann
Procedures
1. Prior to viewing the program, have students identify and locate the various countries in the
Middle East on a map, especially Egypt, Israel, and neighboring countries. Ask students to
share what they know about the conflicts that arose from the 1948 establishment of a Jewish
homeland in the region. On the board print the names David Ben-Gurion, Gamal Abdel Nasser,
and Chaim Weizmann. Ask students if they are familiar with any of these leaders. Explain that
they will be viewing a program about these former heads of state in the Middle East. Ask
students to consider the following question as they watch the program: How did the leadership
of these individuals help shape the Middle East of today?
2. After viewing the program, review the information presented: Who were the leaders presented
in the program? What country did each serve? What were their leadership positions? When did
they serve? What were their hopes for their respective countries? What did each accomplish?
How did their countries come into conflict with one another? As leaders, how were these three
individuals similar? How were they different? What changes did their leadership bring to the
Middle East?
3. Have students share questions that they have about Israel, Egypt, Palestine, and the Middle
East. Write these on the board; then use any that are appropriate as topics of student research
and further discussion. If the Internet is to be used as a research tool, caution students to limit
their research to trustworthy sources, such as online encyclopedias. Explain that there is a great
deal of misinformation and bias associated with Middle Eastern topics and that seeing
something in print or online does not necessarily mean it is an accurate portrayal of the facts.
4. Map work: Provide students with blank political maps of the Middle East. Ask students to
identify the following on their maps:
•
Israel
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20th Century Biographies: Leaders of the Middle East
Teacher’s Guide
•
Egypt
•
Red Sea
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Mediterranean Sea
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Gulf of Suez
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Suez Canal
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Indian Ocean
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Lebanon
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Jordan
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Syria
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Saudi Arabia
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Nile River
3
Use the completed maps to discuss shared borders and waterways. How might these lead to
alliances and conflicts among the countries of the Middle East?
5. Historic Palestine: There is often confusion over terms such as “Palestine” and “Palestinian” as
well as the origin of claims by both Jewish and Arab people to the region called Palestine. Have
students use print and Web resources to research historic Palestine, then summarize their
research in a report. Reports should discuss the origins of the word “Palestine,” describe the
geographical area of ancient Palestine, summarize the ancient history of the area, and discuss
modern usage of the word “Palestine” as a geographical area and a prospective state as well as
what makes a person a “Palestinian.” The following Web sites provide reliable information:
•
Palestine
www.infoplease.com/ce6/world/A0837349.html
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Definitions of Palestine
http://en.wikipedia.org/wiki/Definitions_of_Palestine
•
Palestine
www.britannica.com/ebc/article?tocId=9374416&query=palestine&ct
•
The term ”Palestinian”
www.britannica.com/eb/article?tocId=45075
6. The Zionist Movement: Ask students to use print and Web resources to learn more about
Zionism in preparation for a general discussion. Have them keep in mind the following topics:
Historically, what is Zion? What is the Jewish Diaspora? What is the Zionist movement? What
are its origins? How did anti-Semitism contribute to the need to establish a permanent
homeland for Jewish people? Why did the Zionist movement intensify after World War II? Why
was the region of Palestine chosen to establish a Jewish homeland? What are the main objectives
of the Zionist movement today? The following Web site is a good source of information:
•
Zionism (concise four-part article)
www.infoplease.com/ce6/history/A0853449.html
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20th Century Biographies: Leaders of the Middle East
Teacher’s Guide
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7. Pan-Arabism: Have students use print and Web resources to discover more about the pan-Arab
movement. Once research is complete, lead a discussion on this topic: What was the pan-Arab
movement? What were the roots of this movement? Who was the first Arab leader to encourage
the cause? When did the movement find official expression? What part did Gamal Abdel Nasser
play in promoting pan-Arabism? What success did he have? What major events set back the
cause of pan-Arabism? The following Web sites provide relevant information:
•
Pan-Arabism
www.answers.com/topic/pan-arabism
•
Gamal Abdel Nasser
www.historycentral.com/Bio/people/Nasser.html
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Nasserist rule (1956–1970)
www.arab.net/egypt/et_nasser.htm
8. The Aswan High Dam: Have students research the Aswan High Dam in preparation for a
general discussion on the topic. As they conduct their research, ask them to keep the following
questions in mind: Where is the Aswan High Dam located? Why was the dam necessary? Was
this the first dam on the Nile? Why was a new dam needed? Who proposed the project? Who
financed it? Why? How has the dam benefited the country? What environmental issues have
arisen from its construction? On the whole do you feel the dam has been a benefit or a
detriment to the country? The following Web sites are a good starting point:
•
Aswan High Dam
www.arab.net/egypt/et_nasser.htm
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The High Dam
http://touregypt.net/highdam.htm
•
Aswan Dam
http://en.wikipedia.org/wiki/Aswan_High_Dam
9. The Suez Canal: Have students use print and Web resources to research the history of the Suez
Canal, its importance to international shipping and transportation, and the struggle to control
the canal. Ask students to summarize their findings in a report with a final opinion paragraph
that responds to this question: Should one country alone be permitted to control an important
international shipping and transportation waterway such as the Suez Canal? Why, or why not?
•
Suez Canal
http://en.wikipedia.org/wiki/Suez_Canal
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1869 Opening of the Suez Canal at Port Said (Picture)
www.canalmuseum.com/documents/panamacanalhistory023.htm
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Views of the Canal
http://commons.wikimedia.org/wiki/Suez_Canal
10. Discuss the legacy of each of the three leaders introduced in this program. Discuss why
understanding the history of the Middle East and its leaders helps us understand the present
issues and events. How are these issues and events relevant to America and the daily lives of
Americans?
Published by Discovery Education. © 2006. All rights reserved.
20th Century Biographies: Leaders of the Middle East
Teacher’s Guide
5
Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
•
3 points: Students clearly identified and effectively discussed the accomplishments and
legacies of the three leaders and the political movements requested, as well as the required
aspects of the Aswan High Dam; produced a complete report about historic Palestine,
including all of the requested information; produced a well-researched report on the Suez
Canal, with a thoughtful concluding opinion paragraph.
•
2 points: Students identified and adequately discussed the accomplishments and legacies of
the three leaders and the political movements requested, as well as the most of the required
aspects of the Aswan High Dam; produced a satisfactory report about historic Palestine,
including most of the requested information; produced an acceptable report on the Suez
Canal, with a satisfactory concluding opinion paragraph.
•
1 point: Students did not identify or adequately discuss the accomplishments and legacies of
the three leaders or the political movements requested, nor the required aspects of the
Aswan High Dam; produced an unsatisfactory report about historic Palestine; produced an
unacceptable report on the Suez Canal.
Vocabulary
advocate
Definition: Somebody who supports or speaks in favor of something
Context: David Ben-Gurion was an early and determined advocate of Zionism.
Aswan Dam
Definition: One of the world’s largest dams on the Nile River in southern Egypt; completed in
1970
Context: One major purpose for building the Aswan Dam was to control the floodwaters of the
Nile, thus protecting farmland.
Balfour Declaration
Definition: A letter from the British foreign secretary to Lord Rothschild written on November 2,
1917, that stated a decision of the British Cabinet favoring the establishment in Palestine of a
national home for the Jews but without prejudice to the civil and religious rights of existing
non-Jewish communities in Palestine
Context: Through his meetings with British Foreign Secretary Balfour, Zionist spokesman Chaim
Weizmann greatly influenced the Balfour Declaration.
diplomacy
Definition: The management of communication and relationships between nations by members
and employees of each nation’s government
Context: Through persistent diplomacy, Chaim Weizmann gained support for the founding of
the state of Israel in the ancient land of Palestine.
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20th Century Biographies: Leaders of the Middle East
Teacher’s Guide
6
Palestine
Definition: Area in the Middle East between the Jordan River and the eastern coast of the
Mediterranean Sea; during biblical times, the Jewish homeland, comprising the kingdoms of
Israel and Judah, later successively occupied by the Romans, Arabs, and Ottoman Turks
Context: In 1947 Palestine was partitioned (divided) between the new states of Israel and Jordan.
prime minister
Definition: The chief minister appointed by the ruler of a country
Context: Gamal Abdel Nasser served first as Egypt’s prime minister, then as its president.
Suez Canal
Definition: Canal in northeastern Egypt connecting the Mediterranean and the Red Sea; opened
in 1869
Context: The president of Egypt, Gamal Abdel Nasser, took military control of the Suez Canal in
1956.
United Nations
Definition: The organization of nations formed in 1945 to promote peace, security, and
international cooperation
Context: In 1967 the United Nations stepped in to end the Six-Day War, in which Egypt cut off
Israel’s only supply route with Asia and stopped the flow of oil from its main supplier, Iran.
Zionism
Definition: Worldwide movement, originating in the 19th century, that sought to establish and
develop a Jewish nation in Palestine
Context: Since 1948 the function of Zionism has been to sustain the state of Israel.
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL’s Content Knowledge: A Compendium of Standards and Benchmarks for K–12 Education
addresses 14 content areas. To view the standards and benchmarks, visit
http://www.mcrel.org/compendium/browse.asp.
This lesson plan addresses the following national standards:
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History—Historical Understanding: Understands and knows how to analyze chronological
relationships and patterns; Understands the historical perspective
•
World History: Era 8—A Half-Century of Crisis and Achievement, 1900–1945: Understands
the search for peace and stability throughout the world in the 1920s and 1930s; Understands
major global trends from 1900 to the end of World War II
Published by Discovery Education. © 2006. All rights reserved.
20th Century Biographies: Leaders of the Middle East
Teacher’s Guide
7
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World History: Era 9—The 20th Century Since 1945: Understands how post-World War II
reconstruction occurred, new international power relations took shape, and colonial empires
broke up; Understands the search for community, stability, and peace in an interdependent
world; Understands major global trends since World War II
•
World History—World History Across the Eras: Understands long-term changes and
recurring patterns in world history
•
Geography—The World in Spatial Terms: Knows the location of places, geographic features,
and patterns of the environment
•
Geography—Places and Regions: Understands the physical and human characteristics of
place
•
Geography— Human Systems: Understands the nature, distribution, and migration of
human populations on Earth’s surface
National Council for the Social Studies (NCSS)
NCSS has developed national guidelines for teaching social studies. To become a member of NCSS
or to view the standards online, go to http://www.socialstudies.org.
This lesson plan addresses the following thematic standards:
•
Culture
•
Time, Continuity, and Change
•
People, Places, and Environments
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Power, Authority, and Governance
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Global Connections
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the DiscoverySchool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more visit
http://school.discovery.com/teachingtools/teachingtools.html.
DVD Content
This program is available in an interactive DVD format. The following information and activities
are specific to the DVD version.
How to Use the DVD
The DVD starting screen has the following options:
Published by Discovery Education. © 2006. All rights reserved.
20th Century Biographies: Leaders of the Middle East
Teacher’s Guide
Play Video—This plays the video from start to finish. There are no programmed stops, except by
using a remote control. With a computer, depending on the particular software player, a pause
button is included with the other video controls.
Video Index—Here the video is divided into sections indicated by video thumbnail icons; brief
descriptions are noted for each one. Watching all parts in sequence is similar to watching the video
from start to finish. To play a particular segment, press Enter on the remote for TV playback; on a
computer, click once to highlight a thumbnail and read the accompanying text description and click
again to start the video.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
I. David Ben-Gurion (5 min.)
David Ben-Gurion played a key role in the creation of Israel. Learn about the basis of the Zionist
movement, and discover the issues Ben-Gurion struggled with as the nation’s first prime minister.
Pre-viewing question
Q: What was the Holocaust?
A: The Holocaust was the killing of at least 6 million European Jews by the Nazi government
during World War II. The term may also be used to refer to the total Nazi extermination program,
which included Jews, Roma (or Gypsies), Russians, Poles, other Slavs, homosexuals, Jehovah’s
Witnesses, among others, and totaled 10 to 14 million human deaths.
Post-viewing question
Q: The Zionists began advocating the establishment of a Jewish homeland as early as 1919. When
was the state of Israel finally established? What events made it clear that such a homeland was
needed?
A: The state of Israel was established in 1948. The Holocaust spotlighted the need for a Jewish
homeland. Those who might have escaped by leaving Europe had nowhere to go, and those who
survived were similarly without a country to call home.
II. Gamal Abdel Nasser (5 min.)
Egyptian President Gamal Abdel Nasser opposed the new nation of Israel. Discover how Nasser
gained the respect of the Arab world by taking a stand against European influence in the Middle
East.
Pre-viewing question
Q: As the leader of a developing nation, how would you try to improve the lifestyle of the poor in
your country?
A: Answers will vary.
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8
20th Century Biographies: Leaders of the Middle East
Teacher’s Guide
9
Post-viewing question
Q: How did Gamal Abdel Nasser help the Egyptian poor?
A: As the Egyptian president, Nasser instituted land reforms and new social policies that helped
many Egyptians escape the poverty in which they had been living. Completion of the Aswan High
Dam accelerated the modernization of Egypt, further raising the standard of living for many.
III. Chaim Weizmann (4 min.)
Teacher, scientist, and ardent Zionist Chaim Weizmann was Israel’s first president. Learn how he
employed peaceful diplomacy to create and safeguard the Jewish homeland and to guide his
people.
Pre-viewing question
Q: Discuss the challenges facing the leadership of a newly established country such as Israel in
1948. How would you establish order and begin to build your country?
A: Responses will vary.
Post-viewing question
Q: What challenges faced Chaim Weizmann as the first president of Israel?
A: The new Jewish homeland was established in the ancient land of Palestine amid numerous Arab
states that were openly hostile to such a nation. The only hope of survival for the fledgling state
was internal strength and influential allies. Chaim Weizmann worked to organize the country and
bring his people into the modern technological age while focusing his diplomatic efforts on gaining
recognition and support from powerful countries like the United States.
Credit
Patricia A. Peirson, freelance writer; former elementary school and adult ESL educator
Published by Discovery Education. © 2006. All rights reserved.