continuing conflicts in the
TRANSCRIPT
Presentation, Graphic Organizers, & Activities
Continuing Conflicts in the
STANDARDS:
SS7H2 Analyze continuity and change in Southwest Asia (Middle East). a. Explain how European partitioning in the Middle East following WWI led to regional conflict. c. Describe how land and religion plays a role in continuing conflicts in the Middle East (i.e. the Palestinian-Israeli conflict, the division between Sunni and Shia Muslims, and Kurdish nationalism).
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TEACHER INFO: CLOZE Notes
• The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink.)
• Check the answers as a class after the presentation.
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Otto
man
Emp
ire•
The O
ttom
an Tu
rks were kn
ow
n fo
r their ru
thless _
________________________
.•
At its h
eight, th
e Otto
man
Emp
ire was six tim
es the _
________________________
.•
Its land
s stretched
from
wh
at is no
w Tu
rkey and
parts o
f sou
theastern
Euro
pe,
no
rthern
Africa, an
d _
________________________
.
Co
llapse
•O
ver time, th
e Otto
man
sultan
s were n
ot very cap
able o
f rulin
g and
the em
pire
_________________________
.•
Du
ring W
orld
War I, th
e Otto
man
Emp
ire sided
with
the C
entral P
ow
ers, wh
o en
ded
up
_________________________
.•
Afterw
ards, th
e govern
men
t collap
sed an
d th
e land
of th
e form
er Otto
man
Emp
ire was
divid
ed am
on
g the _
________________________
.•
The Leagu
e of N
ation
s gave France an
d G
reat Britain
_________________________
the O
ttom
an territo
ry.
Partitio
nin
g•
After p
artition
ing, Fran
ce too
k con
trol o
f Syria, Leban
on
, Algeria,
_________________________
, and
Tun
isia.•
The B
ritish w
ere in ch
arge of Egyp
t, _________________________
, Palestin
e, Jo
rdan
, and
a chu
nk o
f Saud
i Arab
ia.•
Great B
ritain h
eavily _________________________
that w
ere pu
t in p
lace in th
e territo
ries it con
trolled
, and
for years, th
ese cou
ntries rem
ained
un
der B
ritish
sup
ervision
.•
The _
________________________
by th
is land
divisio
n h
ave persisted
in th
e M
idd
le East tod
ay.
Ne
w B
ord
ers
•G
reat Britain
and
France d
esired im
med
iate con
trol o
f the area in
ord
er to
_________________________
, so th
ey qu
ickly drew
up
new
bo
rders.
•U
nfo
rtun
ately, they d
rew b
ord
ers with
ou
t regard to
wh
ich trib
es, religiou
s grou
ps, an
d
ethn
ic grou
ps w
ou
ld b
e forced
_________________________ .
•A
rab co
un
tries _________________________
abo
ut th
e divisio
n o
f the territo
ry.
© B
rain W
rinkles
Land
Disp
ute
s•
As th
ey divid
ed th
e land
, they d
rew b
ord
ers that _
________________________
to
local cu
ltures.
•Th
is caused
som
e ethn
ic and
religiou
s grou
ps to
be sep
arated b
y bo
un
daries, w
hile
oth
er rival grou
ps w
ere _________________________ .
•C
laims o
ver land
led to
lon
g perio
ds o
f _________________________
in th
e region
.•
For exam
ple, fro
m 1
98
0 to
19
88
, Iran an
d Iraq
_________________________ o
ver d
ispu
ted o
il-rich territo
ry
Ku
rds
•A
no
ther p
rob
lem created
by th
e land
divisio
n h
as imp
acted
_________________________
, an eth
nic gro
up
that h
ave lived in
the regio
n fo
r cen
turies.
•D
espite th
eir large po
pu
lation
, Ku
rds d
id n
ot get th
eir _________________________
wh
en Eu
rop
eans p
artition
ed th
e Mid
dle East.
•Th
e Ku
rds w
ere divid
ed b
etween
_________________________
, Iran, Syria, an
d
Iraq.
•Th
ese cou
ntries are u
neasy w
ith th
e vibran
t ethn
ic grou
p an
d
_________________________
them
with
an iro
n fist.
•Th
e Ku
rds w
ere no
t given th
eir ow
n h
om
eland
, wh
ich h
as left the K
urd
ish p
eop
le vu
lnerab
le to _
________________________
.•
Thro
ugh
ou
t the last d
ecades o
f the 2
0th
centu
ry, Iraq’s fo
rmer d
ictator Sad
dam
Hu
ssein
_________________________
his co
un
try’s K
urd
ish po
pu
lation
.•
Tod
ay, Ku
rds are su
ffering greatly fro
m _
________________________ .
Re
ligion
•_________________________
also lie at th
e heart o
f the co
ntin
uin
g con
flict in th
e regio
n.
•So
me o
f the co
nflicts started
wh
en Eu
rop
eans to
ok co
ntro
l of th
e region
, wh
ile oth
ers _________________________
lon
g befo
re Euro
pean
s came.
•Th
e ho
stility betw
een _
________________________
, and
amo
ng d
ifferent Islam
ic factio
ns, fo
rms th
e basis o
f the regio
n’s m
od
ern h
istory.
© B
rain W
rinkles
Pale
stine
& Israe
l•
In 1
94
8, th
e Un
ited N
ation
s _________________________
into
the Jew
ish n
ation
o
f Israel and
the A
rab M
uslim
state of P
alestine.
•P
alestinian
s refused
to _
________________________
as a natio
n an
d as so
on
as it w
as establish
ed, figh
ting b
roke o
ut.
•P
alestine, w
ith h
elp fro
m th
e neigh
bo
ring A
rab co
un
tries of Leb
ano
n, Syria, Jo
rdan
, Egyp
t, and
Iraq, _
________________________ w
ith Israel th
at has lasted
for
decad
es.•
Arab
natio
ns d
o n
ot reco
gnize Israel as a n
ation
, and
Jewish
Israel lives in
_________________________
from
its neigh
bo
rs.•
There is co
nstan
t con
flict betw
een P
alestinian
s and
Israelis living in
the area called
the
_________________________
.•
The lan
d in
Israel is _________________________
Jews an
d M
uslim
s, so th
e two
gro
up
s are con
stantly figh
ting o
ver it.
Shia &
Sun
ni
•M
any co
nflicts also
occu
r with
in th
e _________________________
in So
uth
west
Asia.
•A
s a result o
f Euro
pean
partitio
nin
g after WW
I, Sun
ni an
d Sh
ia Mu
slims, w
ho
were
often
rivals, were n
ow
_________________________
togeth
er in o
ne co
un
try (Iraq
).•
The tw
o religio
us gro
up
s have fo
ugh
t for _
________________________ fo
r d
ecades.
•Th
e mo
re aggressive Iraqi Su
nn
is _________________________ w
ith th
e Iranian
Sh
iites.
•In
19
79
, fun
dam
entalist M
uslim
s _________________________ an
d im
po
sed a
strict interp
retation
of Islam
ic law o
n all o
f the co
un
try’s citizen
s.•
Since th
en, th
ey have w
orked
hard
to rem
ove all in
fluen
ces of
_________________________
.
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rain W
rinkles
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Continuing Conflicts in the
• The Ottoman Turks were known for their ruthless pursuit of land.
• At its height, the Ottoman Empire was six times the size of Texas.
• Its lands stretched from what is now Turkey and parts of southeastern Europe, northern Africa, and southwestern Asia.
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• Over time, the Ottoman sultans were not very capable of ruling and the empire began to decline.
• During World War I, the Ottoman Empire sided with the Central Powers, who ended up losing the war.• Afterwards, the government collapsed and the
land of the former Ottoman Empire was divided among the victorious European countries.
• The League of Nations gave France and Great Britain control of partitioning the Ottoman territory.
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• After partitioning, France took control of Syria, Lebanon, Algeria, Morocco, and Tunisia.
• The British were in charge of Egypt, Iraq, Palestine, Jordan, and a chunk of Saudi Arabia.
• Great Britain heavily influenced the governmentsthat were put in place in the territories it controlled, and for years, these countries remained under British supervision.
• The problems created by this land division have persisted in the Middle East today.
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• Great Britain and France desired immediate control of the area in order to control oil profits, so they quickly drew up new borders.
• Unfortunately, they drew borders without regard to which tribes, religious groups, and ethnic groups would be forced under one government.
• Arab countries were not consulted about the division of the territory.
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• As they divided the land, they drew borders that paid no attention to local cultures.
• This caused some ethnic and religious groups to be separated by boundaries, while other rival groups were grouped together.
• Claims over land led to long periods of conflict and bloodshed in the region.
• For example, from 1980 to 1988, Iran and Iraq fought a war over disputed oil-rich territory.
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Iraqi soldiers pose in front of a bullet-riddled mural of the Iranian leader.
• Another problem created by the land division has impacted the Kurds, an ethnic group that have lived in the region for centuries.
• Despite their large population, Kurds did not get their own territory when Europeans partitioned the Middle East.
• The Kurds were divided between Turkey, Iran, Syria, and Iraq.
• These countries are uneasy with the vibrant ethnic group and attempt to rule them with an iron fist.
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Distribution of Kurdish People in Turkey, Iraq, Iran,
and Syria
• The Kurds were not given their own homeland, which has left the Kurdish people vulnerable to extreme persecution.
• Throughout the last decades of the 20th
century, Iraq’s former dictator Saddam Hussein attempted to eliminate his country’s Kurdish population.
• Today, Kurds are suffering greatly from civil war in Syria.
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Kurdish Refugees from Syria
• Disputes over religion also lie at the heart of the continuing conflict in the region.
• Some of the conflicts started when Europeans took control of the region, while others date back long before Europeans came.
• The hostility between Arabs and Jews, and among different Islamic factions, forms the basis of the region’s modern history.
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• In 1948, the United Nations partitioned Palestineinto the Jewish nation of Israel and the Arab Muslim state of Palestine.
• Palestinians refused to recognize Israel as a nation and as soon as it was established, fighting broke out.
• Palestine, with help from the neighboring Arab countries of Lebanon, Syria, Jordan, Egypt, and Iraq, engaged in conflict with Israel that has lasted for decades.
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• Arab nations do not recognize Israel as a nation, and Jewish Israel lives in virtual isolation from its neighbors.
• There is constant conflict between Palestinians and Israelis living in the area called the Gaza Strip.
• The land in Israel is sacred to both Jews and Muslims, so the two groups are constantly fighting over it.
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Gaza Airstrikes
• Many conflicts also occur within the Muslim sectsin Southwest Asia.
• As a result of European partitioning after WWI, Sunni and Shia Muslims, who were often rivals, were now forced to get along together in one country (Iraq).• The two religious groups have fought for power
in Iraq for decades.
• The more aggressive Iraqi Sunnis have also clashedwith the Iranian Shiites.
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• In 1979, fundamentalist Muslims overtook Iran’s government and imposed a strict interpretation of Islamic law on all of the country’s citizens.
• Since then, they have worked hard to remove all influences of western society.
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TEACHER INFO: Conflict in SW Asia Blog
• Print off the blank Computer Screen handout for each student and project the RED Directions slide (next page) onto the board.
• Have the students create a blog and write a blog post that explains how European partitioning in the Middle East following WWI led to regional conflict.
• In the blog post, the students will discuss why they think there is so much conflict in the region today.
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Write a blog post that explains how European
partitioning in the Middle East following WWI led to regional conflict. In your
opinion, why do you think there is so much conflict in
the region today?
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TEACHER INFO: Continuing Conflicts Snapchats
• Print off the Continuing Conflicts Snapchats handout for each student.
• Have the students create “snaps” of 3 continuing conflicts in the Middle East. The students will draw an illustration of the conflict inside of each cellphone.
• In the gray textbox, the students will write a caption that summarizes the conflict.
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Directions: Create Snapchats for 3 continuing conflicts in the Middle East. Each snap should include a picture of the conflict and a caption (in the gray textbox) so that your followers know what each picture is showing.
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KurdishNationalism
Palestinian-IsraeliConflict
Division of Sunni & Shia Muslims
TEACHER INFO: Create A Case
• Print off the Create A Case handout for each student.
• The students will design a phone case that could educate others about what is going on in the Middle East. The case should showcase how land and religion plays a role in continuing conflicts in the region.
• In the textbox below, they will write an explanation of why they chose this design for the phone case.
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Directions: Design a phone case that could educate others about what is going on in the Middle East. Be sure to showcase how land and religion plays a role in continuing conflicts in the region. In the textbox below, write an explanation of why you chose this design for your phone case.
Phone Case Description:
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TEACHER INFO: Two Viewpoints• Print off the Two Viewpoints printable for each student.
• The left lens will represent the perspective of the Jews. On the left lens of the glasses, the students will write reasons to support the creation of Israel. They will also include a small illustration that represents this viewpoint.
• The right lens will represent the perspective of Arabs in Palestine. On the right lens of the glasses, the students will write reasons that do NOT support the creation of Israel. They will also include a small illustration that represents this viewpoint.
• You can also have the students color & cut out the glasses when finished.
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Two Viewpoints
Jews
Creationof Israel
Directions: On the left lens, write reasons to support the creation of Israel (Jewish point of view). In the right lens, write reasons that do NOT support the creation of Israel (Arab point of view). Include a small illustration or symbol to summarize each viewpoint.
Arabs
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TEACHER INFO: Comprehension Check
• Print off the Comprehension Check for each student.
• After the lesson, have the students answer the questions. *This could also be used as a quiz.
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1. W
hat large territo
ry was p
artition
ed as a resu
lt of b
eing o
n th
e losin
g side in
W
orld
War I?
2. W
hich
Euro
pean
cou
ntries w
ere tasked w
ith d
rawin
g new
bo
rders fo
r Mid
dle
Eastern co
un
tries?
3. W
hich
Arab
cou
ntries w
ere con
sulted
in p
artition
ing th
e Otto
man
territory?
4. Fran
ce and
Great B
ritain w
eren’t th
inkin
g abo
ut eth
nic o
r religiou
s differen
ce w
hen
they created
the b
ord
ers. Wh
at were th
ey interested
in?
5. W
hat lies at th
e heart o
f con
flicts in th
e Mid
dle East?
6 W
hat h
as hap
pen
ed to
the K
urd
s as a result o
f the u
nfair p
artition
ing o
f their
ho
melan
d?
7. H
ow
do
Palestin
ians feel ab
ou
t the creatio
n o
f Israel?
8. W
hat is a site o
f con
tinu
al con
flict betw
een Israelis an
d P
alestinian
s?
9. H
ow
migh
t thin
gs be d
ifferent in
Iraq if th
e Sun
ni an
d Sh
ia Mu
slims w
ere each
given th
eir ow
n co
un
try?
10
. Wh
at hap
pen
ed to
Iran’s go
vernm
ent in
19
79
?
© B
rain
Wrinkles
TEACHER INFO: Ticket Out the Door
• Print off the Ticket Out the Door for each student (two-per-page).
• Have the students create a First Aid kit to send to Southwest Asia to help them solve one of their conflicts.
• They will draw symbols of things that are included in the kit.
• Below the kit, they will describe the significance of each item and how it will help with the issue.
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© Brain Wrinkles © Brain Wrinkles
Name: Name:
Create a First Aid kit to send to Southwest Asia to help them solve one of their conflicts. Draw symbols of things that are included in the kit. Below
the kit, describe the significance of each item and how it will help with the issue.
Create a First Aid kit to send to Southwest Asia to help them solve one of their conflicts. Draw symbols of things that are included in the kit. Below
the kit, describe the significance of each item and how it will help with the issue.
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