March 6, 2002

A RAY OF HOPE?
Examining the Saudi Plan for Peace in the Middle East

Grades:  6-8,9-12

Subjects:  Current Events, Global History, Social Studies

Related New York Times Article
"Mubarak, on Visit to U.S., Urges Meeting of Mideast Rivals, By TODD S. PURDUM", March 6, 2002

Overview of Lesson Plan: In this lesson, students examine the roles of different leaders in the Middle East, the United Nations Security Proposal 242 and recognition of Israel by its Arab neighbors, and then debate the current Saudi proposal for peace in the Middle East by taking part in a mock "Sharm El Sheik Summit."

SUGGESTED TIME ALLOWANCE:   45 minutes- 1 hour

OBJECTIVES:
Students will:

  1. Demonstrate and expand their knowledge of the geography of the Middle East.
  2. Explore Egypt's role in the current peace initiative by reading and discussing "Mubarak, on Visit to U.S., Urges Meeting of Mideast Rivals."
  3. Examine the history of conflict in the Middle East and the Saudi plan for peace by investigating post-1967 Occupation, United Nations Resolution 242, and recognition of Israel by its neighbors.
  4. Synthesize their knowledge of the stances of Egyptian, Israeli, Palestinian, and Saudi leaders by participating in a mock "Sharm el Sheik summit."

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Students respond to the following prompt, written on the board prior to class: "How do you define 'the Middle East'? List as many countries within this region as you can." Have students briefly share responses and identify the countries on a classroom map or globe. Point out that most dictionaries define the Middle East as the region between Libya in North Africa and Afghanistan in Central Asia. Is this "dictionary definition" of the boundaries of the Middle East widely held? Students' responses may provide an opportunity to discuss the seemingly arbitrary nature of geographic regions, meaning that not all geographers would define the "Middle East" in the same way. Depending on your curriculum, you may also wish to connect present-day geography to the geography of this region throughout history (i.e. Phoenicia, the Kingdoms of Israel and Judah, etc.).
  2. As a class, read and discuss the article "Mubarak, on Visit to U.S., Urges Meeting of Mideast Rivals," focusing on the following questions:
    1. Who is Hosni Mubarak?
    2. According to the article, why is Mubarak visiting the United States?
    3. Who are Yasir Arafat and Ariel Sharon?
    4. What has Sharon asked of Mr. Mubarak?
    5. What has Mubarak proposed to Sharon and Arafat?
    6. Why does the possibility of Mubarak's plan succeeding seem unlikely?
    7. How has the United States responded to Mubarak's plan?
    8. According to the article, what was the Israeli response to Mubarak's proposal?
    9. Does the article offer a Palestinian response to Mubarak's proposal?
    10. What is Prince Abdullah's Saudi plan for peace?
    11. What does Mubarak believe must happen before Saudi Prince Abdullah will meet with Sharon?
    12. What do you think is meant by the quote, "We've got to do something"?
  3. Due to the sensitive nature of this topic, it is important to cover as much background information as possible before this exercise. If you have not addressed the Middle East or the Israeli-Palestinian conflict in class prior to this lesson, it is suggested that you review the basic facts with students as they relate to the current crisis. See the "Background" and "Related Web Sites" sections of this lesson for more information, or consult past Learning Network lessons on the Middle East.
    Explain to students that they will be simulating the potential Sharm el Sheik summit mentioned in the article. In order to prepare for the summit, they will be researching the various perspectives of the Middle Eastern leaders who would have integral roles in such a summit. Divide students into four groups, and each group will select a slip of paper or index card containing the name of a Middle Eastern leader who will be present at the summit (Crown Prince Abdullah, Yasir Arafat, Hosni Mubarak, and Ariel Sharon). Using all available classroom resources (and resources provided in the "Background" section), each group will be responsible for researching:
    • a general biography of the leader
    • the leader's domestic record (support or approval by his constituents)
    • the leader's past relationship with the other three government leaders present
    • the leader's stance on the Occupied Territories and UN Resolution 242
    • the leader's recognition of Israel (for non-Israeli leaders)
    • the leader's official stance on the Saudi plan for peace (for non-Saudi leaders)
    After each group researches the background of the four leaders, they should speculate about each leader's potential goals for attending the summit by asking the following questions:
    • What does the leader wish to accomplish at the Sharm el Sheik summit?
    • What persuasive arguments could the leader present at the Sharm el Sheik summit?
  4. WRAP-UP/ HOMEWORK: Each student writes an opening statement for their group's leader to present at the Sharm el Sheik summit. In a future class, students convene at the mock Sharm el Sheik summit. These opening statements can be edited and combined for presentation at the summit. Each group chooses a representative to act as the leader, and the remaining group members serve as delegates who will pose questions to the other leaders. Will the leaders choose to adopt the Saudi plan for peace, or will they seek other options?

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on their journal entries, participation in class discussion, group research and written statements, and participation in the mock Sharm el Sheik summit.

VOCABULARY:
broker, overture, resort, confined, forums, stabilize, cease-fire, ministerial, initiative, momentum

EXTENSION ACTIVITIES:

  1. Before the twentieth century, territories of the Middle East existed for several centuries under Ottoman, British, and French imperial rule. Create a timeline, illustrated by changing maps, of the "Imperial Middle East, 1500-1900."
  2. The year 2002 has brought about continued, if not increased, violence and bloodshed in Israel and the Occupied Territories. Chart the number of casualties from this conflict from January 1, 2002 to the present, based on all available resources.
  3. One often forgets concepts of non-violent resistance or civil disobedience in the midst of terrorism and military aggression. Research and write a brief history of non-violence, using famous figures such as Martin Luther King and Mahatma Gandhi.
  4. Compare maps of Israel from every decade from the 1940's to the present. How have borders changed over the years? How has land been lost or gained? Create a visual representation of the geographic changes while noting key facts and events from each decade.

INTERDISCIPLINARY CONNECTIONS:
Economics- Make a graph (or two pie charts) to compare the economies of Israel and the Occupied Territories. Be sure to note median income, foreign aid, employment rates, and GNP.

Fine Arts- Design and artistically render a banner that could be displayed at the mock Sharm el Sheik summit your class will be hosting. The banner could include symbols of peace and of the four nations present.

Journalism- How has the Saudi peace proposal been portrayed in media sources around the world? Choose English language sources from five different countries (be sure to include Israeli and Arab sources), read them, and then write an editorial expressing your own position.

Language Arts- Write a poem or a series of song lyrics to promote peace and understanding in the Middle East. Present your composition in class, or display it in your school.

Copyright 2002
The New York Times Company

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