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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 Published by Discovery Education. © 2006. All rights reserved. 20th Century Biographies: Leaders of the Middle East Teacher’s Guide • Egypt • Red Sea • Mediterranean Sea • Gulf of Suez • Suez Canal • Indian Ocean • Lebanon • Jordan • Syria • Saudi Arabia • 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 • 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 Published by Discovery Education. © 2006. All rights reserved. 20th Century Biographies: Leaders of the Middle East Teacher’s Guide 4 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 • 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 • 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 • 1869 Opening of the Suez Canal at Port Said (Picture) www.canalmuseum.com/documents/panamacanalhistory023.htm • 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. Published by Discovery Education. © 2006. All rights reserved. 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: • 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 • 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 • Power, Authority, and Governance • 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. Published by Discovery Education. © 2006. All rights reserved. 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.