Lesson plan of Conflicts in the Middle East: Review

Objectives (5 - 7 minutes)

1. Understand the historical and political context that led to the emergence of conflicts in the Middle East, focusing on the causes and consequences of these disputes.
2. Analyze and discuss the main events and people involved in the region's conflicts, with an emphasis on the formation of armed groups and resistance movements.
3. Develop critical thinking and investigative skills by evaluating different perspectives and interpretations of conflicts in the Middle East.

Secondary Objectives:

• Promote respect and appreciation for cultural and ethnic diversity in addressing the complexities of conflicts in the Middle East.
• Encourage reflection on the importance of peace and the peaceful resolution of conflicts, through the study of tensions and wars in the region.
• Stimulate research and argumentative text production through group work and seminar presentations.

At this stage, the teacher must clearly present the objectives of the class, explaining the importance of each one and how they will be achieved. It is also essential that students understand what is expected of them at the end of the class. The teacher can use practical examples and everyday situations to illustrate the relevance of the topic.

Students should be encouraged to ask questions and express their expectations and interests in relation to the subject. The teacher must be open to listening and incorporating these contributions into the lesson plan whenever possible.

Introduction (10 - 15 minutes)

1. Reviewing Content: The teacher begins the class with a quick review of previous content that is fundamental to understanding the conflicts in the Middle East, such as the formation of the State of Israel and the decolonization of the Arab world. To do this, the teacher can use a map to locate the region, highlighting the countries involved in the conflicts. They can also ask students to recall what they have already learned about these topics, promoting active participation and interaction among them.

2. Problem Situations: Students are presented with two problem situations that triggered different conflicts in the region: the United States' support for Israel in the Yom Kippur War (1973) and the US invasion of Iraq (2003). The teacher asks students to reflect on the possible consequences of these events and how they contributed to the intensification of conflicts in the Middle East.

3. Contextualization: The teacher contextualizes the importance of the subject, highlighting the relevance of the Middle East in world geopolitics due to its strategic position and the wealth of its natural resources, such as oil. The teacher can also mention the influence of these conflicts on the global economy and the migration of refugees to other countries, including Brazil.

4. Grabbing Students' Attention: To pique students' interest in the topic, the teacher can share two interesting facts about the Middle East. The first is that the region is considered the cradle of three of the world's largest monotheistic religions: Judaism, Christianity, and Islam. The second is that, despite being a region rich in oil, many of its inhabitants live in poverty, which has been one of the causes of conflicts in the region.

5. Introducing the Topic: Finally, the teacher introduces the topic of the class, explaining that students will deepen their understanding of conflicts in the Middle East by analyzing their causes, consequences, and different perspectives. They will be challenged to think critically, based on varied sources, and to develop argumentation and debate skills.

At this stage, it is essential that the teacher creates a welcoming and stimulating environment for learning, promoting active student participation and valuing their contributions. The use of visual resources, such as maps and images, and problem situations, curiosities, and interesting stories can help capture students' attention and make the subject more accessible and relevant to them.

Development (20 - 25 minutes)

1. Activity 1: Simulation of an International Conference (10 - 12 minutes)

   • Preparation: The teacher divides the class into groups of up to six students and assigns each of them the role of a country or organization involved in the Middle East conflicts (for example, Israel, Palestine, USA, UN, Al-Qaeda, ISIS, etc.). Students have a few minutes to research the role they have been assigned to, focusing on their vision of the conflicts, their strategies, and their demands.

   • Simulation: Each group must present a brief position statement, explaining their reasons for being involved in the conflicts and what they expect from the international community. Then, the groups should enter a round of negotiations, where they must try to reach an agreement or, at least, a mutual understanding. The teacher acts as a mediator, ensuring that all groups have the opportunity to speak and that discussions remain respectful and productive.

   • Reflection: At the end of the simulation, the teacher leads a short discussion to reflect on the difficulties and challenges of reaching a consensus in complex conflicts such as those in the Middle East. Students are encouraged to relate the experience of the simulation to what they have learned about the conflicts in the region.

2. Activity 2: Board Game "Paths of Conflict" (10 - 12 minutes)

   • Preparation: The teacher presents students with a board game that they created themselves, called "Paths of Conflict". The board represents a map of the Middle East, with different locations associated with events and people from the conflicts. Students are divided into groups and each group receives a set of pieces to play with.

   • Simulation: The groups play in turns, moving their pieces across the board and facing challenges related to the conflicts. The challenges can be questions about historical events, puzzles to solve, or ethical dilemmas to consider. The groups earn points by overcoming the challenges and advancing on the board.

   • Reflection: At the end of the game, the teacher facilitates a classroom discussion about the groups' strategies, the challenges they faced, and what they learned from the activity. The teacher also takes advantage of the discussion to reinforce the concepts and important information about the conflicts in the Middle East.

3. Activity 3: Production of an Infographic (5 - 8 minutes)

   • Preparation: The teacher provides students with the necessary materials to produce an infographic about the conflicts in the Middle East. The infographic should include a map of the region, with the countries involved in the conflicts highlighted, and information on the causes, consequences, and main events and people involved in the conflicts.

   • Production: The students, still in their groups, work together to create the infographic, researching the necessary information and organizing it in a clear and attractive way. They can use images, graphs, colors, and different fonts to make the infographic more interesting and easier to understand.

   • Presentation: At the end of the activity, each group presents their infographic to the class, explaining their design choices and the information they included. The teacher and other students can ask questions and make comments, promoting reflection and discussion.

At this stage, it is important that the teacher circulate around the room, monitoring the progress of the groups, clarifying doubts, and providing guidance whenever necessary. The teacher should also ensure that all students are actively participating in the activities and that the learning environment is respectful and collaborative.

At the end of the Development, students should have deepened their understanding of the conflicts in the Middle East, in a fun and interactive way. They should be able to analyze the causes and consequences of these conflicts, evaluate different perspectives, and develop arguments based on evidence. In addition, they must have developed group work, research, argumentation, problem solving, and communication skills.

Debriefing (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher gathers all students for a large group discussion. Each group briefly shares the main conclusions of their activities and reflections. The teacher should ensure that all groups have the opportunity to speak and that the discussion is respectful and productive. This is an opportunity for students to learn from each other and for the teacher to make connections with the concepts and information presented in class.

2. Connection to Theory (2 - 3 minutes): Based on the groups' conclusions, the teacher summarizes the main ideas and connects them to the theory presented at the beginning of the class. For example, the teacher can highlight how the decisions made in the simulation and in the board game reflect the complexities and challenges of real conflicts in the Middle East. The teacher can also reinforce key concepts, such as the importance of oil in the region's geopolitics, the influence of the USA and regional powers, the issue of Zionism and Palestinian self-determination, etc. This stage is fundamental to consolidate learning and to show students the relevance of what they have learned.

3. Individual Reflection (2 - 3 minutes): The teacher suggests that students reflect individually on what they learned in class. The teacher asks questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?" Students have a minute to think and then can share their answers with the class, if they wish. This is an opportunity for students to consolidate their learning and for the teacher to evaluate the effectiveness of the class.

4. Feedback and Evaluation (1 minute): Finally, the teacher asks students to give quick feedback on the class, answering questions such as: "What did you like most about today's class?" and "What could be improved?" The teacher can also take this opportunity to assess students' progress, asking, for example: "Who feels more confident now to explain the conflicts in the Middle East?" Feedback from students is a valuable tool for improving future classes and for ensuring that the needs and interests of students are met.

At this stage, the teacher should ensure that all students have the opportunity to participate and express their opinions and reflections. The teacher should also reinforce the importance of respect and valuing different perspectives and opinions. In addition, the teacher should be open to listening to constructive criticism and to making necessary adjustments to the lesson plan based on student feedback.

At the end of the Debriefing, students should have consolidated their learning about the conflicts in the Middle East, reflected on the connections between theory and practice, and developed critical thinking and self-assessment skills. They should be more confident in their abilities and knowledge and prepared to apply them in other learning situations.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher begins the Conclusion by recapitulating the key points of the class. The teacher recalls the main events, people, and causes of the conflicts in the Middle East, highlighting the complexity and importance of these disputes. The teacher can also refer to the activities carried out, reinforcing the main conclusions and learnings of the students.

2. Connection of Theory to Practice (1 - 2 minutes): Next, the teacher emphasizes how the class connected theory to practice. The teacher explains how the activities, such as the simulation of an international conference and the board game "Paths of Conflict", allowed students to experience, in a fun and interactive way, the complexities and difficulties of the conflicts in the Middle East. The teacher can also highlight how the activity of producing an infographic developed practical skills, such as research, organization of information, and visual communication.

3. Supplementary Materials (1 minute): The teacher suggests some reading and viewing materials for students who wish to further deepen their understanding of the conflicts in the Middle East. The teacher can recommend books, documentaries, news websites, and websites of international organizations such as the UN and Amnesty International. The teacher can also indicate some educational online games on the subject.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher emphasizes the importance of the subject presented for the students' daily lives. The teacher explains how the conflicts in the Middle East affect world geopolitics, the global economy, the migration of refugees, and international security. The teacher also highlights the relevance of studying these conflicts for the development of important skills, such as critical thinking, argumentation, negotiation, and peaceful conflict resolution.

At this stage, it is important that the teacher make a clear and concise summary of the main points of the class, reinforcing the most important concepts and information. The teacher should also ensure that students know where to find more materials and resources on the subject, so that they can continue learning autonomously.

In addition, the teacher should make the connection between the class and real life, showing students the relevance of what they have learned for their daily lives and for society in general. This can help motivate students and spark their interest and curiosity in the topic.