- In this lesson, students will use historical maps to track the developments in the Middle East and the rise of the state of Israel.
- Students visually track the geographic developments in the Middle East and the creation of Israel using historical maps.
- Many students lack historical and geographic knowledge of the Middle East.
- For every unit that I cover, I always use maps and map activities to reinforce the information being covered and provide the opportunity for students to develop geographic knowledge of the world around them.
- The student will gain knowledge of the geography of the Middle East.
- The student will develop a brief understanding of the creation of Israel.
- The student will analyze primary sources and develop an educated opinion concerning the power struggles of the Middle Eastern history.
- CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
- CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
- CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Assessment of Israel
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Student Name: ________________________________________ |
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CATEGORY |
4 – Above Standards |
3 - Meets Standards |
2 – Approaching Standards |
1 – Below Standards |
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Attention Grabber |
The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. |
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. |
The author has an interesting introductory paragraph but the connection to the topic is not clear. |
The introductory paragraph is not interesting AND is not relevant to the topic. |
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Position Statement |
The position statement provides a clear, strong statement of the author\’s position on the topic. |
The position statement provides a clear statement of the author\’s position on the topic. |
A position statement is present, but does not make the author\’s position clear. |
There is no position statement. |
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Focus or Thesis Statement |
The thesis statement names the topic of the essay and outlines the main points to be discussed. |
The thesis statement names the topic of the essay. |
The thesis statement outlines some or all of the main points to be discussed but does not name the topic. |
The thesis statement does not name the topic AND does not preview what will be discussed. |
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Support for Position |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). |
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Evidence and Examples |
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\’s position. |
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\’s position. |
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\’s position. |
Evidence and examples are NOT relevant AND/OR are not explained. |
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Accuracy |
All supportive facts and statistics are reported accurately. |
Almost all supportive facts and statistics are reported accurately. |
Most supportive facts and statistics are reported accurately. |
Most supportive facts and statistics were inaccurately reported. |
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Sequencing |
Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\’s train of thought. |
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\’s train of thought. |
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. |
Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. |
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Sources |
All sources used for quotes, statistics and facts are credible and cited correctly. |
All sources used for quotes, statistics and facts are credible and most are cited correctly. |
Most sources used for quotes, statistics and facts are credible and cited correctly. |
Many sources are suspect (not credible) AND/OR are not cited correctly. |
History of the Middle East Map Activity STUDENT NAME
Directions: label the following locations on the various maps.
You may use the attached historical maps or you may refer to your textbook for help.