Objectives (5 - 7 minutes)

1. Understand the Context of the Middle East After World War I: Students will be able to explain the historical background that led to the division of the Middle East after World War I, including the decline of the Ottoman Empire and the influence of European powers.

2. Identify the Impact of the Treaty of Versailles on the Middle East: Students will be able to describe the effects of the Treaty of Versailles on the Middle East, focusing on the creation of new nation-states and the redrawing of borders.

3. Analyze the Long-term Consequences of the Division of the Middle East: Students will be able to identify and discuss the long-term consequences of the division of the Middle East, including the creation of modern-day conflicts and geopolitical tensions.

Secondary Objectives:

• Develop Critical Thinking Skills: Through the analysis of historical events and their consequences, students will improve their ability to think critically and make connections between past and present.

• Enhance Collaborative Learning: The hands-on nature of the lesson will promote collaborative learning, encouraging students to work together and share their ideas and findings with the class.

• Promote Engaging Learning: By engaging in a practical activity, students will be more actively involved in the learning process, making the lesson more enjoyable and memorable.

Introduction (10 - 15 minutes)

1. Review Previous Knowledge: The teacher begins by reminding the students about the major events of World War I, emphasizing the role of the Ottoman Empire and the European powers in the conflict. This is important as it lays the foundation for understanding the subsequent division of the Middle East. (3 minutes)

2. Problem Situations: The teacher then presents two problem situations that will serve as the starting point for the lesson:

   • Situation 1: "Imagine you and your friends have to divide a pizza into equal slices. Each one of you wants a fair share of the pizza. How would you decide how many slices to cut and what size each slice should be?"

   • Situation 2: "Now, let's imagine you are leaders of different countries after a war. You have to decide how to divide the defeated nation's territory among yourselves and create new countries. What factors would you consider and what challenges might you face?" (5 minutes)

3. Real-world Contextualization: The teacher then explains the importance of the Middle East in today's world, highlighting its rich history, diverse cultures, and geopolitical significance. They also discuss how the decisions made after World War I still influence the region's politics and conflicts. (2 minutes)

4. Introduction of Topic and Curiosities: The teacher introduces the topic of the division of the Middle East after World War I, explaining that the decisions made during this time still shape the region's political landscape today. They share two curiosities to spark the students' interest:

   • Curiosity 1: "Did you know that many of the borders in the Middle East were drawn up by European powers, often without considering the ethnic, religious, and tribal divisions in the region? This has led to many of the conflicts we see today."

   • Curiosity 2: "After the war, a secret agreement called the Sykes-Picot Agreement was made between Britain and France, which divided much of the Middle East into British and French 'spheres of influence.' This agreement is still seen by many in the region as a symbol of Western imperialism." (5 minutes)

Development (20 - 25 minutes)

1. Activity 1: Divide the Middle East Map

   • Materials: Large map of the Middle East, colored pencils or markers, sticky notes.

   • Method: The teacher divides the students into small groups and gives each group a large map of the Middle East. The map is divided into blank territories without any markings showing the current countries, cities, or borders. Each group is given colored pencils or markers and sticky notes.

   • Procedure: The teacher instructs the students to imagine they are the leaders of the Allied Powers after World War I, tasked with dividing the territories of the defeated Ottoman Empire. They must redraw the borders and create new nation-states, considering factors such as ethnic groups, religious divisions, and strategic resources.

   • Task: Each group must work together to redraw the borders on the map, using the sticky notes to label each new nation-state with a unique name. They should also use the colored pencils or markers to color-code the map, representing different ethnic or religious groups.

   • Discussion and Connection: After the groups complete their maps, the teacher leads a class discussion. Each group presents their map, explaining their decisions and the factors they considered. The teacher then connects the activity to the real-world context, discussing how the decisions made in the classroom activity reflect the challenges faced by the real-world leaders after World War I.

2. Activity 2: Implications and Consequences

   • Materials: Handout with guiding questions, colored pencils or markers.

   • Method: The teacher continues with the small groups formed in the previous activity. Each group is given a handout with questions about the implications and consequences of the division of the Middle East.

   • Procedure: The students discuss the questions within their groups, using their maps as a visual aid. The questions might include:

     1. "How did you decide to divide the resources such as oil and water?"

     2. "What challenges might arise from the division of the region based on religious or ethnic lines?"

     3. "How might the borders you drew contribute to or prevent future conflicts?"

   • Task: Each group must answer the questions on their handout, using the colored pencils or markers to underline or highlight specific areas on their maps that relate to their answers.

   • Discussion and Connection: The teacher leads a class discussion about the students' findings, connecting them to the real-world consequences of the division of the Middle East after World War I. This discussion should include examples of current conflicts and political issues in the region, showing how they are linked to the decisions made in the past.

3. Activity 3: Documentary Film and Reflection

   • Materials: Documentary film about the division of the Middle East.

   • Method: The teacher gathers the students in a comfortable area with a screen or projector for them to watch a documentary film about the division of the Middle East after World War I.

   • Procedure: As the students watch the film, they should pay attention to the key events, decisions, and consequences depicted. The teacher may provide a guiding question sheet for the students to complete as they watch the film. Examples of guiding questions might include:

     1. "What were the main factors that influenced the division of the Middle East?"

     2. "How did the division of the Middle East contribute to or cause current conflicts?"

   • Task: After the film ends, the students should take a moment to reflect on what they have learned. Each student writes a one- or two-sentence response to the question: "What was the most important thing you learned today?" The teacher collects these responses for review.

   • Discussion and Connection: The teacher leads a class discussion about the film, connecting the events depicted to the activities the students have completed. The teacher also incorporates the students' reflections into the discussion, reinforcing the key points of the lesson and addressing any lingering questions or misconceptions.

Feedback (8 - 10 minutes)

1. Assessment of Learning: The teacher begins the feedback stage by assessing what was learned during the lesson. This is done through a combination of group and individual assessments. The teacher asks each group to briefly summarize their map division decisions and the factors they considered. (3 minutes)

2. Connecting Theory and Practice: The teacher then leads a discussion on how the hands-on activities connect with the theoretical concepts of the division of the Middle East after World War I. They highlight how the activities allowed the students to practically apply the knowledge they learned about the historical events and their consequences. This helps the students to understand the subject matter in a more concrete and meaningful way. (2 minutes)

3. Reflection on Learning: The teacher encourages the students to reflect on what they have learned during the lesson. They ask the students to take a moment and think about the most important concept they learned and any questions that they still have. After a brief reflection period, the teacher invites a few students to share their thoughts. This helps to reinforce the key points of the lesson and to address any remaining questions or uncertainties. (2 minutes)

4. Feedback on Teaching: The teacher concludes the lesson by asking the students for feedback on the teaching methods used and the overall structure of the lesson. They can do this through a quick, anonymous poll or by having a short discussion as a class. The teacher emphasizes that this feedback is important for improving future lessons and ensuring that the students are getting the most out of their learning experience. (1 minute)

Conclusion (5 - 7 minutes)

1. Summarize the Main Points: The teacher begins the conclusion by summarizing the main points of the lesson. They remind the students that after World War I, the Middle East was divided into new nation-states by the Allied Powers, primarily Britain and France. These new borders often disregarded the existing ethnic, religious, and tribal divisions in the region, leading to many of the conflicts seen today. They also emphasize the importance of the Treaty of Versailles and the Sykes-Picot Agreement in shaping the Middle East's post-war division. (2 minutes)

2. Connect Theory and Practice: The teacher then explains how the lesson connected theory, practice, and applications. They highlight how the hands-on activities, such as the map division exercise and the documentary film, allowed the students to apply the theoretical knowledge they learned about the division of the Middle East after World War I. The teacher stresses that by engaging in these practical activities, the students were able to understand the historical events and their consequences in a more concrete and meaningful way. (2 minutes)

3. Suggest Additional Materials: The teacher suggests additional materials for the students to explore if they are interested in learning more about the topic. These materials could include:

   • Books: "A Peace to End All Peace: The Fall of the Ottoman Empire and the Creation of the Modern Middle East" by David Fromkin, "The Making of the Modern Middle East: A History" by Michael B. Oren.

   • Documentaries: "The Arab World After World War One: The Curse of the Sykes-Picot Agreement" by Al Jazeera, "The Ottoman Empire's Last Century" by The Ottoman History Podcast.

   • Online Articles: "The Middle East: The Impact of World War I and the End of the Ottoman Empire" by The British Library, "The Middle East After World War I" by Khan Academy.

   The teacher encourages the students to explore these materials at their own pace and to bring any questions or interesting findings to the next class. (1 minute)

4. Relevance to Everyday Life: Finally, the teacher concludes the lesson by explaining the importance of understanding the division of the Middle East after World War I in everyday life. They discuss how the decisions made during this time still influence the region's politics and conflicts today, and how understanding this history can help the students to make sense of current events in the Middle East. The teacher also emphasizes the broader importance of studying history, such as developing critical thinking skills, understanding different cultures, and being informed citizens of the world. (2 minutes)