December 5, 2001

PEACE OUT?
Using Problem Solving Strategies and Primary Sources to Address the Crisis in Israel

Grades:  6-8,9-12

Subjects:  Current Events, Global History, Social Studies

Related New York Times Article
"Israeli Missiles Hit Arafat Compound and Other Sites", By JAMES BENNET, December 5, 2001

Overview of Lesson Plan: In this lesson, students gain a deeper knowledge of the current crisis in Israel by reading primary documents from various sources, formulating problem and solution lists for both sides of the conflict, and proposing what they feel to be the strongest solutions for working towards peace.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

  1. Respond to quotations from Palestinians and Israelis regarding the violence in Israel in the first week of December 2001.
  2. Learn about the escalation in violence in Israel during that week by reading and discussing "Israel Strikes Palestinian Targets Near Arafat Offices."
  3. Explore primary documents that directly address the conflict; brainstorm a list of problems and solutions for both sides.
  4. Assess what they feel to be the best possible solutions for crisis intervention and peace in the Middle East.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Students consider and respond to the following quotations in their journals, written on the board prior to class:
    "He kills our children, women, men. He bulldozes our lands. Why doesn't the world condemn it when Palestinian people get killed?" (Palestinian mourner, quoted in The New York Times)
    "We represent the youth who want war, because, without war, this will never end." (17-year-old Israeli girl, quoted in Financial Times)
    "Sharon cannot expect to have flowers thrown at him and his soldiers." (anonymous Palestinian commentary, quoted in The Guardian)
    "A solution will only come through negotiations that lead to the division of this land into two independent states." (Israeli schoolteacher, quoted in Financial Times)
    After several minutes of writing, have students share their responses to the quotations, all which were recorded after the Palestinian suicide bombings and increased Israeli military aggression of the first week of December, 2001. Encourage students to share their understanding of these quotations in the context of those events, as well as their general reactions.
  2. As a class, read and discuss the article "Israel Strikes Palestinian Targets Near Arafat Offices," focusing on the following questions:
    1. Where, and at what and whom, did Israeli missiles strike on December 4, 2001?
    2. According to the article, to what are the Israeli attacks a response?
    3. What was Palestinian leader Yasir Arafat's response to the Israeli strikes?
    4. What was Israeli Prime Minister Ariel Sharon's response?
    5. Where was Mr. Arafat during the raids on his headquarters?
    6. What took place at the Gaza International Airport, according to the article?
    7. How does the Israeli Army respond to these accusations, according to the article?
    8. What is the response of current United States administration on these matters?
    9. What steps have Palestinian officials taken to prevent further action from "violent extremists"?
    10. What do Israeli officials mean by an "exaggerated, short-term attempt by Mr. Arafat"?
    11. What is the position of the Hamas organization?
    12. What are some expected results of arresting accused extremists, according to the article?
    13. How are the events of early December 2001 affecting Israeli party politics?
    14. How did mourner Mahmoud Ajoor describe the "jihad"?
    15. What was mourner Om Ibrahim's response to Palestinian attacks on Israeli civilians?
  3. Divide students into five groups and distribute copies of related primary documents suggested in the Resources section of the lesson. Members of each group should all have the same article. (Alternately, you may select other primary documents or choose to have groups read media coverage from around the world on this crisis). Explain to students that they will be using a problem-solving format to analyze the various positions outlined in their groups' assigned documents. Give each group a piece of poster board and a marker, and have them divide the poster board into quadrants, labeling the upper boxes "Problems" and "Solutions" at the top, the top left box "Israelis" (written on the left side), and the bottom left box "Palestinians" (written on the left side). (You may want to demonstrate this on the board or with a model poster.) Students should carefully read their documents and discuss them, and then, based on their prior knowledge and information gleaned from their primary source, each group should brainstorm a list of 10 to 20 problems related to the current conflict in Israel in the appropriate boxes on their poster board. Five to ten problems should represent Palestinian views, and five to ten problems should represent Israeli views. For example, Israeli civilians live in constant fear of suicide bombings, and Palestinians do not have freedom of movement. Once these lists are developed groups should brainstorm equal lists of solutions, and similarly fill out their poster board. For example: a written commitment from Palestinian leaders to arrest extremists, and a written commitment from Israeli officials to ensure freedom of movement for Palestinians
  4. WRAP-UP/HOMEWORK: Each student writes a brief response essay addressing two problems (one Palestinian and one Israeli) discussed in his or her group. What are the roots of these problems? Why do they continue to exist? How does each side perceive the other's problem? What do you feel are the best possible solutions for crisis intervention and peace in the Middle East? Students can share their writing in a future class.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on written journal entries, participation in class discussion and group problem-solving efforts, and individual response papers.

VOCABULARY:
casualties, militant, assets, provoking, banishing, bloodshed, extremists, legitimacy, anonymity, postponed, implicitly, dismantling, symbolic, substantial, exaggerated, salvage, contrary, democracy, delegation, anxious, left-leaning, entity, harbors, obstacle, jihad, unity, mourner, condemn

EXTENSION ACTIVITIES:

  1. The events of December 2 and 3, 2001 follow over one year of successive acts of violence in the Palestinian-Israeli conflict. Create a timeline of key events that took place during the year, focusing on bombings, attacks, occupation, discussions with outside leaders, and death toll figures.
  2. One doctor from a mental health project in the Gaza Strip has addressed the "martyr syndrome: (the willingness of so many young Palestinians to die for their cause) as a multi-layered psychological phenomenon. Research and write an informative paper on the "martyr syndrome" or on the mass psychology of peoples living in conflict, and present it to your class.
  3. Because the United States has often intervened in the Palestinian-Israeli conflict, it receives a lot of media coverage for this role. What roles have other countries played in facilitating the peace process? Find examples of three other countries' mediation or intervention attempts and compile case studies of their words and actions.

INTERDISCIPLINARY CONNECTIONS:
Language Arts- In response to recent world events, President Bush used the following metaphor regarding terror networks: "The net is closing. Today it just got tighter." What other metaphors have arisen since the administration's "war on terrorism" began? Compile a list of expressions you have heard in the news, on the radio, or have read in the print media, then analyze and explicate them.

Media Studies- Find editorials from English or foreign language news journals around the world responding to the events of early December, 2001 in Israel. How did different countries respond to the suicide bombings and military retaliation? Write a comparative report.

Teaching with The Times- Create a quotations journal based on quotations from Israelis and Palestinians reported in future New York Times coverage of the Middle East. Do quotations reflect changes in societal attitudes or opinions, or are they mostly direct responses to policy?

Copyright 2001
The New York Times Company

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