The Modern Middle East By the High School Modern World History Development Team OQ Uv = Teachers’ Curriculum Institute ‘Teachers creating a dynamic, comprehensive curriculum for all learners. ag93168 02848 7363, Pe i; High School Modem d if “on World History Development Team is predominately composed of tenth-grade World History teachers. These teachers met in the winter of 1994 to plan strategies and accompanying curricular materials for high school World ‘The High Schoo! Modom Word story Development Team History teachers. Each teacher ‘cludes (op sow, ffto righ) Bort Bower, Mike Warmer, Jn helped plan and develop the Lobdell, (second row) Jelf Goldstein, Lee Swenson, Loyal curriculum; many piloted Frazier, (third row) Tamar Dortman, Chametie Baker, portions of it in their own Herta Botcher, Rachol Yeo Qui, (boom row) Vem Cleary, classes. Some of these teachers ener teeter also serve as trainers for ‘TCI workshops. V——————— Stat ‘Bert Bower, Executive Director ‘Vern Cleary, Curriculum and Instruetion Consultant Amy F. Joseph, Curriculum Project Coordinator Sim Lobdelt, Senior Director ‘Anne Maloney, Director of Curriculum Development Rachel Yee Quill, Curriculum Project Coordinator Pauny Rezal, Images Coordinator ‘Tim Stephenson, Art and Graphics Coordinator Contributors Kamran Aghaie, Doctoral Candidate in Middle Hast History, University of California, Los Angeles Betsy Barlow, Outreach Coordinator, Center for Middle Eastern and North African Studies, University of Michigan Joel Beinin, Professor of Middle East History, Stanford University Salwa Mikdadi Nashashibi, President and Curator, Intemational Couneil for Women in the Arts Abraham Marcus, Director, Center for Middle Haster Studies, University of Toxas at Austin, ‘Trish Morgan, Music Consultant Patrick MeCrystle, Researcher and Writer ‘Michal Migurski, Graphic Artist Glenn Perry, Professor of Political Science, Indiana State University ‘The High School Modern World History Development Team ‘Charnette Baker, San Leandro High School, San Leandro, California Herlinda Belcher, Calexico High School, Calexico, California ‘Tamar Dorfwnan, Castro Valley High School, Castro Valley, California, Loyal Frazier, Central High School, H Centro, California Jeff Goldstein, Castro Valley High School, Castro Valley, California Lee Swenson, Aragon High School, San Mateo, California Mike Wamer, Bast Bakersfield High School, Bakersfield, California Sco EE Tn Conti 1 Tang Se Nn Von CUO OTE ‘undus ny be repro witha emisiata vias thpubiker Péter of Ameren. Verio rimadon eye pape.Section Section Table of Contents Introduction to The Modern Middle East AN OVERVIEW OF THE MIDDLE EAST 1 1.2 1.3 STATE FORT Impressions of the Middle East In this Writing for Understanding activity students view and identify cultural clements in eight slides depicting various scenes in the Middle East. Then, they ‘write a posteard summarizing theic initial impressions of the cultural similarities and differences in the Middle East, Understanding Christianity, islam, and Judaism In this Social Studies Skill Builder activity students create spake diagrams depicting key aspects of Christianity, Islam, and Judaism. Then, in groups of threo, they create a Venn diagram showing similarities among and unique characteristics of the three major religions in the Middle Bast. Constructing a Timeline of Middle Eastern History In this Soctal Studies Skill Builder activity students match descriptions of eight key historical periods ‘maps and dates to complete & timeline of Middle Eastern history. IMATION IN THE MIDDLE EAST Determining Borders: The Legacy of Colonialism In this Experiential Exercise students examine maps of physiographic features, and ethnic, religious, and population distributions in the Midale Hast in 1918 to ‘determine where to draw borders for six new Middle Eastern nations. Afterward, they leam how the borders drawn by Britain and France after World War | affected the region PEE 2.2) Key events in the Formation of States 2.3 In this Interactive Side Lecture students explore six major events in the Formation of states in the modern Middle Bast—the full of the Ottoman Empire, the World War I peace settlement, the rise of Arab nationalism, the partition of Palestine, the partition of Syria and Lebanon, and the formation of Iraq and Kuwvait—and annotate visual metaphors depicting each event. In doing so, they Jeam how various groups influenced and state formation in the Middle East. Negotiating for Oil: Who Will Profit? In this Experiential Exercise students assume the role of a western or Middle ‘aster country to negotiate oil concessions. Afterward, they learn how westem ‘countries have influenced the production of oil and the role of a cartel in determining oil prices,