Overview of Lesson		Materials
Connection to the Curriculum,Standards and Skills		Body of Lesson - Procedure & Assessment
Grade Level		Activity One and Assessment
Purpose of Lesson		Activity Two and Assessment
Primary Geographic Question		Assessment of Lesson
Secondary Questions		References

Overview of the Lesson

People have been disputing over land boundaries and territorial rights for centuries.  Understanding the causes of the conflicts and finding solutions are sometimes difficult if not almost impossible.

Geography Standards

Standard 4:  The physical and human characteristics of places.

Standard 12:  The processes, patterns, and functions of human settlement.

Standard 13:  How forces of cooperation and conflict among people influence the division and control of Earth's surface.

Alabama Course of Study:  Social Studies Content Standards (Grade 7)

Standard 2:  Illustrate spatial information using data, symbols, and colors to create thematic maps.

Standard 3:  Illustrate graphically and analyze the distribution.

Standard 6:  Identify physical and human criteria used to define regions at different spatial scales.

Standard 21:  Explain factors that contribute to conflict within and between countries.

Geographic Skills

Acquiring geographic information: analyze maps, use secondary sources (textbooks), create a map showing boundaries; write a narrative.

Grade 7

Purpose of the Lesson

To identify the origins and causes of territorial boundary disputes.  Example:  Personal disputes between people, between countries of Israel and Palestine.

Primary Geographic Question

What causes conflict between people or countries over land boundaries or territories?

Secondary Questions

How can territorial and boundary disputes be resolved?  Students will examine examples of disputes and compose possible solutions:

• Personal Scenario
• Disputes between Israel and Palestine over territorial boundary rights.

Materials

• Chart Paper
• Markers
• String
• Map of the Middle East
• Reference Books
• Textbooks
• Pencils
• Paper
• Chalk

Activity One

• The teacher will display and discuss the definitions of boundary and territory.
• Boundary:  something that marks or fixes a limit (as of territory) syn. border, frontier
• Territory:  a geographical area belonging to or under jurisdiction of a governmental authority; a region in which one feels at home; an assigned area; an area defended by one or a group of animals.
• The teacher will lead a class discussion on boundaries.  Example:  Brothers and sisters are not allowed into sibling rooms or to take belongings without permission - breaking the rules can cause conflict.
• After establishing some real life examples of boundaries and territories, the students will be instructed to get into their cooperative groups.
• Students will choose an area of the room.  They will physically mark the boundaries of their territory using materials from the materials table.  They may use string, chalk, rearrange the chairs to encircle their group, etc.
• The group will then write at least two reasons why they needed to establish boundaries to their territory.  Possible answers might be to have enough room to group or to keep others from interfering with their space.
• Each group must write one way they would deal with another person or group coming across their boundaries.

• Compromise (we will allow you to stay within our set boundaries, but don't bother us)
• Go get the teacher ( have someone else make the decision)
• Physically force the other person or group to leave the territory.

Assessing Student Learning: Activity One

Each group will share their reasons and possible solutions with the class.  The teacher will list the reasons and solutions on the board.  The class will discuss the reasons and solutions and come to a consensus on which are valid.

Activity Two

• The teacher will introduce a map on the overhead that shows the country of Israel and the surrounding area of Palestine.  She will lead the students in reading and discussing selected passages about the birth of Israel as a nation and the boundary dispute of territory with Palestine.  (textbook The World Past and Present, pages. 380-381 and pages 388-390).

Assessing Student Learning: Activity Two

After reading and discussion, the students will get into their groups.  Each group will research reasons for the dispute between Israel and Palestine.  (Reference books are on materials table).  The students will write three paragraphs stating:  Israel's argument in the dispute, Palestine's argument in the dispute, a solution to the dispute.

The groups must give valid reasons why they believe their solution will work.

Banks, James A. et al.  The World Past and Present.  New York, New York:  Macmillan/McGraw Hill School Publishing company, 1993

Jantzen, Steven L., et al.  World History:  Perspective on the Past.  Lexington, Massachusetts, D.C. Heath and Company, 1992.

National Council for Geographic Education

O'Connor, John, Schwartz, Melvin.  Exploring a Changing World.  Englewood Cliffs, New Jersey:  Globe Book Company, 1993.