Lesson Plan | Active Learning | Conflicts in the Middle East

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objective-setting stage is fundamental to guide both the teacher and the students on what is expected by the end of the lesson. In this section, the purpose is clearly established, focusing on the development of the ability to identify and analyze the various facets of Middle Eastern conflicts. By the end of the class, students should be able to apply these skills in critical discussions and analyses of current news, demonstrating a thorough and contextual understanding of the topics covered.

Main Objectives:

1. Enable students to identify and describe the main issues involved in Middle Eastern conflicts, including religious, economic, commercial, and border aspects.

2. Develop students' analytical skills to understand the relationships between different conflicting issues and how they influence regional and global dynamics.

Side Objectives:

1. Encourage debate and exchange of ideas among students to deepen mutual understanding of different perspectives on conflicts.
2. Encourage independent research and the use of varied sources to enrich knowledge about the Middle East.

Introduction

Duration: (15 - 20 minutes)

The introduction stage serves to engage students with the topic of the lesson, using problem situations that revisit prior knowledge and apply it in current and relevant contexts. Furthermore, the contextualization seeks to reinforce the importance of studying the Middle East, connecting the past and the present, and preparing the ground for the critical analysis that will take place during the activities.

Problem-Based Situations

1. Consider the current situation in Syria: how the tensions between different ethnic and religious groups have influenced the civil war and what are the implications for the balance of power in the region?

2. Analyze the impact of oil discoveries in the Middle East after World War I. How did this contribute to the formation of states and the current territorial disputes?

Contextualization

The Middle East is a region of great global importance due to its natural wealth, especially oil, and its historical and current conflicts. From the partition of the Ottoman Empire after World War I to recent conflicts in Syria, Iraq, and Israel, the tensions are complex and have deep roots. In addition, the region has an ethnic, religious, and cultural diversity that directly influences its conflict and cooperation dynamics. This contextualization helps to understand the urgency of studying and understanding the region.

Development

Duration: (75 - 80 minutes)

The development stage is designed to allow students to apply and deepen the knowledge acquired about the conflicts in the Middle East. Through practical and playful activities, students will explore different perspectives and aspects of the conflicts, such as diplomacy, borders, and journalistic coverage. This approach not only reinforces active and collaborative learning but also prepares students for critical analyses and informed debates about global issues.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Diplomacy in Crisis: The UN Security Council and the Middle East

> Duration: (60 - 70 minutes)

- Objective: Develop negotiation and diplomacy skills, as well as understand the complexities of conflicts in the Middle East.

- Description: In this activity, students will simulate a UN Security Council meeting, where each group will represent a country involved in the Middle Eastern conflicts. They will receive specific information about their countries' policies and interests and will need to negotiate actions to resolve a hypothetical conflict proposed by the teacher.

- Instructions:

• Divide the class into groups of up to 5 students, each representing a different country in the Middle East (e.g., Israel, Palestine, Iran, Saudi Arabia, Syria).

• Provide each group with a briefing containing information about the country's position in the conflict, its interests, and possible diplomatic actions that can be taken.

• Present a crisis scenario in which all countries are involved and ask the groups to negotiate solutions during the UN Security Council simulation.

• Conduct the simulation, allowing each group to present their proposals and argue their positions.

• At the end, discuss the proposed solutions and analyze how different approaches could impact the resolution of the conflict.

Activity 2 - Interactive Map: Borders in Motion

> Duration: (60 - 70 minutes)

- Objective: Analyze the evolution of borders in the Middle East and understand how historical territorial changes contribute to contemporary conflicts.

- Description: Students will use interactive mapping software to explore changes in the borders of the Middle East over time, from the post-World War I period to the present day. They will identify the causes of changes and discuss the impact of these territorial alterations on current conflicts.

- Instructions:

• Organize the class into workstations, each equipped with a computer or tablet with access to the mapping software.

• Divide the students into groups and assign each group a specific period in Middle Eastern history to research.

• Instruct students to use the software to visualize and map the changes in borders, identifying the political, social, and economic causes involved.

• Ask each group to prepare a brief presentation on the changes and their implications for current conflicts.

• Hold a class discussion where each group shares their findings and discusses the connections between past and present.

Activity 3 - Guerrilla Journalism: Reporting Conflicts

> Duration: (60 - 70 minutes)

- Objective: Develop research, journalistic writing, and critical news analysis skills related to conflicts in the Middle East.

- Description: Students will act as journalists in a simulated newsroom, where they must cover a specific conflict in the Middle East. They will need to research, write, and present news, analyzing the impact of the conflict on local populations and global geopolitics.

- Instructions:

• Divide the class into groups of 'reporters' and 'editors.' Each group will be responsible for different aspects of news production.

• Assign each group a specific conflict in the Middle East to research and cover.

• Reporters must research the conflict, interview 'sources' (another group simulating a political leader or NGO), and write their articles.

• Editors review and approve the articles, helping to ensure factual accuracy and impartiality.

• Each group presents their articles to the class, followed by a question and answer session to assess the depth of the coverage.

Feedback

Duration: (15 - 20 minutes)

The purpose of this feedback stage is to allow students to articulate and reflect on the knowledge acquired during the practical activities. Through group discussions, students can share different perspectives and insights, enriching the collective understanding of the topics addressed. Furthermore, by answering the key questions, students have the opportunity to demonstrate the application of analytical and critical skills essential for understanding conflicts in the Middle East.

Group Discussion

After completing the practical activities, organize a group discussion with all students. Start the discussion with a brief introduction: 'Today we explored different aspects of the conflicts in the Middle East. Each of you had the opportunity to put yourselves in the shoes of different actors and analyze how decisions and actions can influence the global landscape. Let's now share the main findings and reflections from each group.'

Key Questions

1. What were the main challenges your group faced in trying to resolve the conflict during the UN Security Council simulation?

2. How do changes in the borders of the Middle East throughout history affect current conflicts in the region?

3. How can journalistic coverage influence the perception and understanding of conflicts in the Middle East?

Conclusion

Duration: (5 - 10 minutes)

The conclusion stage serves to consolidate learning and ensure that students can clearly articulate the knowledge acquired. Revisiting the main topics reinforces students' memory and understanding, while the discussion about the interconnection between theory and practice and the importance of the topic strengthens the understanding of the relevance of conflicts in the Middle East in real and academic contexts.

Summary

In conclusion, the teacher should summarize the key points discussed during the lesson, reinforcing the religious, economic, commercial, and border issues that influence conflicts in the Middle East. It is important to recap the proposed scenarios and negotiated solutions, as well as the discoveries regarding territorial changes and the impact of media on the perception of conflicts.

Theory Connection

Today's lesson was structured to connect theory and practice in an integrated manner. Through diplomatic simulations, interactive map analyses, and journalism exercises, students were able to apply the concepts learned at home about the conflicts in the Middle East, allowing for a deeper and contextualized understanding of the content.

Closing

Finally, it is crucial to highlight the relevance of studying conflicts in the Middle East. This region is a focal point of global issues, whose understanding is vital for informed citizenship and for professionals in various fields, from diplomacy to journalism and international business.