1. Essential Question:
What are the historical reasons for the establishment of the modern state of Israel?
SS7H2b. Explain the historical reasons for the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, the Holocaust, anti-Semitism, and Zionism in Europe. SS7H2c. Describe how land and religion are reasons for continuing conflicts in the Middle East.
Instructional Approach(s): The teacher should introduce the essential question and the standards that align to the essential question.

2. Compare the two maps from the previous lesson. Where is Israel?
Israel did not exist.
Instructional Approach(s): The teacher should pose the question to the class and briefly (1 minute or less) discuss it with the class. When ready, click the mouse to show the answer.

3. Still…no state of Israel???
In 1923, the British divided their mandated area of Palestine into two districts. Jews would only be permitted to settle in the area of Palestine.
Instructional Approach(s): The teacher should present the information on the slide.
Still…no state of Israel???

4. Finally, in 1947 the United Nations (UN) posed a Partition Plan for a Jewish state and an Arab state.
Instructional Approach(s): The teacher should present the information on the slide.

5. The United Nations is an international organization composed of most of the countries of the world (founded in 1945) to promote peace, security, and economic development.
Based on its logo below, how would you describe the United Nations (UN)?
The United Nations (UN) voted to divide Palestine into Jewish and Arab states.
Instructional Approach(s): Show the animated slide (view the slide show to see the actions on the slide) to reinforce the general information of when and how the state of Israel was formed.

6. The Establishment of Israel Timeline Activity
Instructional Approach(s): The teacher will facilitate the Establishment of Israel Timeline Activity [linked on the curriculum map]. The activity asks students to read statements/events and put them in what they consider the chronological order. Students then check the chronological order and use a corrected timeline to answer a few questions. The activity is not intended to take more than a maximum of 20 minutes. The intent is not for students to know all of the events that led to the establishment of the state of Israel. Rather, students should get a general understanding of the events that played a role in the big picture of the Middle East.

7. Let’s examine the general timeline of Jewish and Arab kingdoms.
(A.C./A.D./C.E.)
(B.C.E./B.C.)
11th century B.C.E. the kingdom of Israel is established in the region of Palestine. The kingdom enjoys its independence until it is captured in 586 B.C.E.
The Romans destroy the city of Jerusalem in 70 C.E. and Jews scatter across the world.
Ottoman Empire composed of mostly Arabs (Muslims) rules from
Instructional Approach(s): The teacher should use the timeline to show the changes in the Palestine area over long periods of time. B.C.E. (Before Christ Era) B.C. (Before Christ) A.C. (After Christ) A.D. (After Death) C.E. (Common Era, Current Era, Christian Era)
Based on the general timeline, why do both groups think they have the right to Palestine?

8. Use your graphic organizer to summarize important information from the lesson.
Instructional Approach(s): The teacher should give each student a copy of the Establishment of Israel Graphic Organizer [linked on the curriculum map] to record important information during the lesson.

9. The Establishment of Israel When? How?
Modern-day Israel was established May 14, 1948 by a vote from the United Nations (UN) to divide Palestine (former part of the Ottoman Empire) into Jewish and Arab states.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their graphic organizer.

10. The Establishment of Israel Why?
There are four reasons why the modern state of Israel was established:
Jewish religious connection to the land
Zionism
Anti-Semitism
Holocaust
Instructional Approach(s): The teacher should present the information on the slide.

11. Jewish Religious Connection to the Land
Instructional Approach(s): Transition slide to lead to the first concept of the reasons for the establishment of the state of Israel.

12. The Establishment of Israel: Religious Connection to Land
The Jewish religious connection to the land of Palestine spans several thousand years.
All of the Jewish sacred places are located in the area:
Remains of their ancient temple destroyed by the Romans (Temple Mound)
Jerusalem is the holiest city in Judaism
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the information on their graphic organizer.

13. The Temple Mound is the holiest site in Judaism, but it is restricted.
A retaining wall of the Temple Mound, the Western Wall (also called the Wailing Wall), is the holiest site accessible for Jews to pray.
The Temple Mound is located in Jerusalem.
Instructional Approach(s): The teacher should present the information on the slide. However, the students do not have to record the information on their graphic organizer.

14. Jerusalem is also significant in the religion of Islam
Jerusalem is also significant in the religion of Islam. Jerusalem’s holiness to Muslims comes from its strong association with Prophets of Islam whose stories have been told in the Qur’an (their holy book).
Instructional Approach(s): The teacher should present the information on the slide. However, the students do not have to record the information on their graphic organizer.

15. Think, Pair, Share:
Based on what you have learned so far, how does land and religion cause conflict in the Middle East?
Both religions, Judaism and Islam, have religious connection and significance to the land of Palestine.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. When ready, click the mouse to show the basic answer.

16. Zionism
Instructional Approach(s): Transition slide to lead to the second concept of the reasons for the establishment of the state of Israel.

17. The Establishment of Israel: Zionism
Zionism is the movement to unite displaced (moved) Jews and settle them in Palestine.
Zionism began as early as 586 B.C.E. when the Jews were first conquered and began to scatter throughout Europe and Asia.
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the information on their graphic organizer.

18. The Establishment of Israel: Zionism
In the late 1880s, Zionism emerged in Europe. During WWI, Britain worked with the Zionist movement. However, Britain had to back down from its support to calm the uneasy tensions with the Arabs.
What is Zionism? [2:44]
Instructional Approach(s): The teacher should present the information on the slide. The students do not have to record the information from this slide on their graphic organizer. Show the video clip describing zionism.

19. Identify the pros and cons of supporting zionism.
Think, Pair, Share:
Identify the pros and cons of supporting zionism.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. Possible responses: Possible Pros: supporting a group of displaced, persecuted people; Possible Cons: taking away from one group to give to another; causes conflict

20. Anti-Semitism
Instructional Approach(s): Transition slide to lead to the second concept of the reasons for the establishment of the state of Israel.

21. The Establishment of Israel: Anti-Semitism
Anti-Semitism is the prejudice or discrimination against the Jews
Europeans had been discriminating against Jews for centuries because many people believed the Jews were an inferior race
Some European countries put restrictions on the rights of Jews
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the information on their graphic organizer.

22. The Establishment of Israel: Anti-Semitism
Anti-Semitism grew when Hitler came to power. It spread throughout Europe as Germany forced other countries to persecute the Jews.
Adolf Hitler Talks About the Jews and Allies [3:17]
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the information on their graphic organizer. The teacher should then show the video clip

23. Holocaust
Instructional Approach(s): Transition slide to lead to the second concept of the reasons for the establishment of the state of Israel.

24. The Establishment of Israel: Holocaust
The Holocaust was the persecution and mass murder of close to six million Jews
Hitler and the Nazi party took Anti-Semitism to a horrifying level
The Nazis forced Jews into ghettos and concentration camps
Instructional Approach(s): The teacher should present the information on the slide while the students summarize the information on their graphic organizer.

25. Think, Pair, Share:
What if the Holocaust never happened? Would the Middle East be different today? How? Be ready to explain your answer.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

26. Summarizer:
Explain the historical reasons for the establishment of the modern State of Israel in 1948.
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.