Topic: The historical motivations, perspectives, causes, historical events and

possible conclusions/solutions that can be made about The Arab – Israeli Conflict
(Since 1948)
Length: 6 weeks (equivalent to 21 hours or 18 x 70 minute lessons)
Year Level: Year 12 (Semester 2)
Rationale:
The study of the Arab – Israeli conflict (since 1948) is indeed a beneficial depth study to
engage with alongside Year 12 students, in order to address the new 2019 senior Modern
History syllabus’ “Unit 4: International experiences in the Modern World” unit of work and,
within this said unit, in addressing Topic 9’s clear historical content focus on the, “struggle for
peace in the Middle East since 1948 (Arab Israel War begins),” (Queensland Curriculum &
Assessment Authority, 2017, p.73-83). However, more than just installing historical
knowledge in a class of year 12 students, this depth study, as outlined in the below 6 week
unit plan, is also a very effective pedagogical opportunity to install key critical historical skills,
or historical literacy in students, to improve all of my said student’s learning outcomes
exponentially. Which is important, considering that, “teaching that focuses primarily on
comprehension and memorisation,” or in other words, teaching students proficiency in
historical knowledge alone, “centres on lower-order thinking;” meaning instead, my unit plan
acknowledges that skills are , “interpretations constitut[ing] the basis for [...] knowledge,”
(Australian Council for Education Leaders, 2017, p.1-2). In effect, my unit is a blend of
teaching both historical knowledge and, more importantly, historical/critical thinking skills, as,
“without [these] skills, knowledge is mere words on a page, stripped of meaning;” making
such critical thinking not only beneficial/relevant to students not only in Senior History and
other school subjects, but also long after they leave school in the wider working world that is
filled with fake news that needs to be deconstructed with a critical eye (Australian Council for
Education Leaders, 2017, p.2-3).
In this aim, the study of the Arab - Israeli conflict throughout the below unit allows student to
craft a ‘historical literacy’ by learning/applying key historical skills/concepts, as outlined in the
2019 syllabus, such as: events/narratives of the past; research skills; historical concepts
(such as the motivations of people of the past); moral judgement of the past; source
analysis; contestability; historical empathy; etc. (Queensland Curriculum & Assessment
Authority, 2017, p.83). This skills-focused approach, in the below unit plan, seeks to relate all
the historical knowledge/events, historical perspectives and eventually, the historical/moral
judgements that students may come up with about the Arab – Israeli conflict, in a empathetic
way that is relatable to the lived experiences of these same 21 st century students’ lives
(which promotes favourable learning outcomes for almost all students as they see how much
the lives of people of the past relate to their own lives). Which is clear when one considers
that, when we as teachers, asks students to walk empathetically in the shoes of these
people of the past (as this unit plan asks students to do), we are asking students to, “[draw]
an emotional or affective connection with the past so that [they] can be appropriately moved
by historical events,” which, “in [doing so]…help[s] students to understand unfamiliar
perspectives in the present,” (Davison, 2010, p.82). After all, it is of this unit plan’s design
that year 12 students undertaking this unit, “come to [empathetically] realise that people in
the past acted in a way that made sense at the time [and that] a failure to understand this is
problematic,” for students to realise all the different historical perspectives/controversy that
continue to surround this conflict (in both the historical people involved and in historians),
even to this day (Davison, 2010, p.83).
 Desired results at the end of this unit: Commented [JG1]: This self-devised Unit Plan for Year 12
Senior Modern History, (exploring the Arab-Israeli Conflict),
By the end of the unit students will be able to: through its overall learning outcomes, continued/sequenced
learning of historical content (week to week) and its
 Comprehend and use key historical concepts, terms and issues in relation to Arab – development of key historical skills (History-themed critical
Israeli conflict such as: ‘two-state solution,’ ‘primary and secondary sources,’ thinking skills) in students, is a prime example of effective
‘Zionism,’ ‘contestability’ and ‘accord’ content selection and organisation.

 Demonstrate knowledge of the chronology of the events, individuals, groups,

ideologies and ideas that are historically relevant to the Arab Israeli Conflict and the
relationships between them
 Evaluate/synthesize evidence from both primary and secondary sources to make a
historical judgement about the causes, events, motivations of groups, perspectives,
effects, continuities and changes, and significance of the Arab-Israeli conflict
 Devise historical questions and conduct research about the Arab-Israeli conflict, and
craft a response to these questions in a researched historical essay form
(Queensland Curriculum & Assessment Authority, 2017, p. 83)

W Key Key Skills Content (identify Pedagogies Resources Assessment

e Knowledge key concepts) (identify higher
e order thinking
k skills)

Learning Experience 1: The context/causes behind the Arab – Israeli conflict (AIC) – (pre 1938)

1 A brief  Primary The key concepts Collaborative PowerPoint Diagnostic:

chronological and that will be used in learning: lecture  Kahoot
overview of the secondary planning each  Students presentations pop quiz
contextual source lesson’s content build upon at start of
historical events analysis: includes: their own The Balfour unit to
behind the AIC meaning,  Directed knowledge Declaration's access
(1900 – 1938): accuracy, instructiona and impact, 100 student
 The role of bias, l contribute years on | backgrou
Zionism in validity and PowerPoint to others The nd
causing early representat lectures knowledge Economist [V knowledg
Jewish iveness (students to through ideo file]; e
immigration  Effective take notes) social (The Formative:
to the land note taking  Visual ICT learning in Economist,  Paper
we now  Efficiency maps a group 2017), (first 5 handout
know as in group showing: Historical empathy: mins) with
Israel and work the  Students comprehe
the learning/co migration are asked Balfour, A. J. nsion
movement ntributing to patterns of to imagine (1917). Balfo questions
patterns group Jewish themselves ur on the
European discussions settlers to in the Declaration [ visual
Jews  Critically Israel (pre shoes/worl primary sources
followed to reading/vie 1948), etc. dview of a source students
do so (1900- wing a  Analysis of Palestinian letter], watch in
1917) source of primary Jew or (Balfour, class
Arab at the 1917). (useful in
  The Balfour visual/writte sources in time, using determini
Declaration n regards to the Various ng who
(1917) information the Belforth historical maps of benefits
 Post WW1, Declaration perspective Palestine most from
League of , British s gained from 1900 to visual
Nations mandate, through 1948 (UN learning)
creates the etc. Primary partition  Teacher
Mandate of  Think, pair, and plan), (Firas vocal
Palestine share/ secondary Alkhateeb. questioni
(under UK group work sources. 2013). ng of
control), activities  Allows students
among other  Guided students to Various at the end
Russian, learning understand informational of each
French activities why the handouts independ
mandates such as Jews and from ent
(1920-1922) reading Arabs of textbook(s)/n learning
 Mass Jewish information Palestine ews activity on
migration to al handouts acted agencies, content
the land now with aggressivel etc. just learnt
known as comprehen y towards (with
Israel after sion the British answers
WW2/Holoca questions authority at on
ust (1933 – at the the time. whiteboar
1945) end/teache Visual Learning: d for
 Britain hands r vocal  For students
over ‘the questioning differentiati to copy
question of ng for the down)
the future of needs of  Marked
Palestine’ to visual source
UN (1947) learners deconstru
 UN partition ction
of land of response
Palestine s from
into separate students
Jewish and
Arab states
(1947)
Learning Experience 2: The events, motivations, causes, groups and perspectives behind the AIC
2 Key Historical  Evaluating Key concepts of  Directed PowerPoint Diagnostic:
Chronology of the historical lesson content: Instruction: presentations  The vocal
AIC from 1948 – sources for  Directed  Collaborati response
1967: their instruction ve learning: Informational s to
 Israel biases/cont lesson Allows handouts on learning
independenc estability component students to historical from
e  Empathetic involving both learn content – students
declaration/ ally PowerPoint from and with guided after
First Arab- understandi presentatio contribute learning and/or
Israeli war ng the ns to to others questions even
commences historical deliver learning attached overhead
(1948) motivations historical outcomes during
 Israel signs of peoples knowledge in a group Primary collaborat
an armistice of the past  Group work setting source ive/group
agreement  Moral Tasks in ------------------------ British work
with the judgement which  Historical newspaper activities
countries of of history – student Empathy – article: Formative:
Egypt, understandi groups which Israel claims  Written
Jordan, ng/ the each look relates land and air source
Lebanon and moral at 2 historical successes as deconstru
Syria (1949) issues that different events to Britain and ction/critic
  Crisis in the come with primary the US declare al
Suez/ explaining sources students’ neutrality, analysis
Second the events (i.e. The own lives, (The response
Arab-Israeli of the AIC Guardian hence a Guardian, s from
War (1956) 1967 article greater 1967). students
 Formation of and The historical  Pop quiz
the Khartoum understandi The at the
Palestine Resolution ng, as it is Khartoum start of
Liberation in one relatable to Resolutions each
Organization lesson) them pf 1967 - lesson on
(PLO),  Primary  Visual primary previous
(1964) and learning: source, lessons
 Six Day War secondary Provides English content
(1967) source successful translation,
 Arab visual learning (League of
neighbours historical outcomes Arab States,
of Israel information to a wider 1967).
declare al videos range of
Israel will not students Primary
be over solely source
recognised wrote British
(1967) learning newsreel:
Suez Canal
Crisis: Anglo-
French
Soldiers
March In
(1957), (War
Archives,
2015).
3 Key Historical  Empathetic Key components of  Direct Numerous Diagnostic:
Chronology of the ally lesson content: Instruction PowerPoint  Asking
AIC from 1968 to understandi  Directed  Collaborati presentations questions
1992: ng the instruction ve learning of
 Yasser perspective PowerPoint activities Historical students
Arafat of the component  Inquiry- information to what
becomes peoples of s with based handouts they
chairman of the past visual learning with already
the PLO through sources  Historical comprehensi know
(1969) study of  Visual empathy on questions before
 War of sources sources  Activities covering
attrition  Synthesize that that Political each
between evidence highlight promote cartoon on historical
Israel and from the the critical the Yom event
Egypt (Mar historical perspective skill of Kippur War: Formative:
1969 – Aug sources to s of deconstruct describes  Group
1970) develop a different ing sources US- Soviet work
 Palestinian historical groups for their influence on collaborat
Black argument during the meaning, the conflict ion allows
September events of accuracy/bi (The Daily students
members the AIC as, Telegraph, to revise
murder (group representat 1973) their own
Israeli work iveness, and add
athletes at opportunitie validity, etc. Secondary to other
Munich s)  Visual/vide source news students’
Olympics  Students o article: knowledg
(1972) look at resources/a Munich e
 Yom Kippur historical ctivities for massacre  Response
War (1973) sources students remembered to
presented with more (CNN, 2012) historical
  Arab League to them diverse stimulus
recognises and then learning Primary task
the PLO as write a needs source news provides
the historical report: good
legislative response/a Munich learning
leader of the nswer to a Massacre – practice
Palestinian historical 1972 for
people question (Associated students
(1974) proposed Press in
 UN to them in Archive, preparatio
Resolution class 1972) n for
labelling (using summativ
Zionism as those e
racism (1975 sources as assessme
– 1991 when evidence) nt
resolution
revoked)
 Israel-Egypt
peace: Sinai
Peninsula
reverts to
Egypt (1979)
 First
Palestinian
Intifada
(1987)
 Palestine
National
Council
(PNC)
declares
Palestine as
an
independent
state (1988)
4 Key Historical  Deconstruc Key components of  Direct Numerous Formative:
Chronology of the ting primary lesson content: instruction PowerPoint  Student
AIC from 1993 – and  Group work  Group presentations ICT
2000: secondary ICT work/collab research
 Oslo Peace sources: research orative Informational task in to
Accord meaning, for activities handouts on answer a
(1993) accuracy, historical  ICT the AIC with historical
 Paris and representat sources in proficiency comprehensi question
Cairo iveness, order to in assisting on/historical  Group
agreements validity, etc. answer a students questions to work/colla
signed  Making teacher in – with answer borative
between connection class learning task
Israel and with events question on  Historical Primary discussio
PLO (1994) of the covered empathy source ns/respon
 Oslo II past/AIC to historical  Source political ses
accords reality knowledge analysis carton (The Diagnostic:
signed today  Direct  Inquiry Guardian):  Teacher
(1995)  Researchin instruction based Proposed verbal
 Ramification g for PowerPoint learning state (Hirst, questioni
s of historical presentatio 2000) ng of
assignation sources to ns class
of Prime answer  Collaborati Primary during
Minister of short ve ‘master source Inquiry
Israel response of content’ political learning
question(s) activities cartoon:
 Yitzhak (practice (each Accord
Rabin (1995) task in student [dealing the
 Sharm al- class) brings/teac confliction of
Sheikh hes unique Arafat and
Agreement knowledge Rabin’s
(1999) to other political
 Camp David students in agreements
II summit a group on at the Oslo
(2000) similar accords]
 Second broad (Newman,
Intifada study) 1996)
starts (2000)
5 Key Historical  Synthesizin Key Components of  Collaborati PowerPoint Diagnostic:
chronology of the g evidence the lesson content: ve learning presentations  Questioni
AIC from 2001 to from  PowerPoint activities ng of
present (some historical presentatio  Direct Historical students
historical sources to ns instruction informational during
knowledge may make an  first person PowerPoint handouts inquiry
need to be taught in historical empathic lectures with based
following week): argument/j diary  Visual comprehensi learning
 Taba udgement entry/1st learning on questions opportunit
Negotiations about the person activities ies
(2001) past task,  Inquiry Primary Formative:
 Mitchell  Critically writing as if based source  Student
Report: deconstruct students learning political diary
releases ing sources were the approaches cartoon: writing/firs
findings on  Practising people of  Historical Roadmap to t person
causes of historical the AIC empathy Peace task to
the intifada empathy  Practice  Critical (Plante, gauge
(2nd one), using thinking 2003) their
(2001) historical about ability to
 US sponsors sources, sources/inf Primary empatheti
UN historical ormation source cally
resolution terms/conc political understan
calling for a epts to cartoon: d the
two-state answer obstacles of perspecti
solution teacher Israeli ves of the
(2002) generated settlements AIC
 Israel historical on the literal  Marked
commences questions Road map to response
Operation (summative Peace that asks
Defensive assessmen (Wilkinson, students
Shield t prep.) 2003). to
(2002)  Visual deconstru
 US publishes source Primary cting
‘roadmap’ guided/inde source video: sources
towards pendent UN in order to
peace in the learning recognises answer a
middle east activities Palestine as historical
(2003) (for diverse non-member question
 Israel learners) state (Al on recent
constructs Jazeera knowledg
West Bank English, e
security 2012)
wall/fence
(later Primary
condemned source video:
by EU and US, Australia
UN), (2003) deny
Palestine
 Israel votes statehood at
to remove the UN (RT
settlements America,
in Gaza 2014)
(2004 –
2005)
 Yasser
Arafat dies in
Paris (2004)
 Hamas wins
parliamentar
y election
(2006)
 Annapolis
Peace
Conference
(2007)
 Hamas
Takes over
Gaza; Israel
blockades
Gaza (2007)
 Israel
withdraws
from Gaza
but only a
year after
Operation
Cast Lead
(2008-2009)
 US/Obama
calls for two
state solution
based on
1967 borders
(2011)
 Palestine
becomes
member of
UNESCO
(2011)
 United
Nations
recognises
Palestine as
a Non-
Member
Observer
state (2012)
 BRIEF/non
assessable
discussion
about recent
events
involving the
US Trump
administratio
n and the
AIC
(although
 warn to
students that
not enough
time has
elapsed for
these events
to be
depicted
objectively),
(2017-2018)
Learning Experience 3: Revision
6  Revision of  Synthesizin Key components of  Direct PowerPoint Diagnostic:
all historical g evidence the lesson content: instruction presentations  Kahoot/o
knowledge from  PowerPoint  Cooperativ nline
learnt historical presentatio e Reuse of quizzes
throughout sources to ns that learning/gr many of the  Questioni
the unit develop a briefly oup work visual/written ng of
(especially historical overview/to  Inquiry primary and students’
discussion argument uch on all based secondary knowledg
on last about the of the learning sources used e during
week’s AIC historical  Historical in previous inquiry
more  Critically knowledge empathy weeks of the based
contempora deconstruct learnt  Critical unit learning
ry historical ing throughout analysis of activities
knowledge) sources: the unit both visual Crashcourse Formative:
 Using meaning, (with visual and written world history  Kahoot/o
historical accuracy, sources sources video: nline quiz
evidence bias, throughout)  Visual Conflict in  Collabora
from sources representat  Collaborati learning Israel and tive
AND iveness ve/Indepen (for diverse Palestine learning
historical and validity dent ICT learner (CrashCours activities
knowledge  Forming research needs) e, 2015) (both
learnt historical tasks to learning
through the empathy/m search for Geography new and
unit, aking historical now video teaching
students are connection sources to (with a focus new
asked, “how with the use in a on the AIC): knowledg
can the AIC perspective historical Geography e to
be solved s of the argument Now! others in
(one state or past,  Practice in ISRAEL the class)
two state  Succinct making (Geography  Written
solution)?” – demonstrati historical Now, 2017) response
draft practice ng argument(s s to
for knowledge ) using Vox video: teacher
summative about the sources Why Israeli generated
assessment historical  Multiple settlements historical
terms, video don’t feel like questions
chronology activities a conflict using
and that cover a zone | historical
concepts of general Settlements sources
the AIC outline of Part II (Vox,
 Making the events 2016)
informed of the AIC
moral
judgement(
s) about
the past
Critical Reflection
Designing a Year 12 semester 2 Modern History unit plan, that fits inside the new 2019
Modern History Senior syllabus, has required strenuous thought in ensuring that the above
unit plan addresses teaching to students all of the success criteria they need to demonstrate,
in particular when it comes to Unit 4 – Topic 9: “Struggle for peace in the Middle East since
1948 (Arab-Israeli War begins),” inside the syllabus (Queensland Curriculum & Assessment
Authority, 2017, p. 83). Which is why, in the above unit plan, I have not only identified the
historical knowledge about the AIC that students need to successfully learn/demonstrate but
also key higher order thinking/historical skills that are critical to the development of a modern
world, 21st century student; especially considering these higher order skills have been
modified/adapted straight from the content descriptors in the syllabus itself (Queensland
Curriculum & Assessment Authority, 2017, p. 83). After all, in using this combination of
historical knowledge and higher order thinking skills (with an emphasis on the later
throughout all of the above plan), this unit plan acknowledges the fact that:
“The simple acceptance of one teacher’s (or textbook’s) account will not suffice… [meaning
that] the best way to learn [in History] is by doing[in that,] historical pedagogy means leading
students through those [higher order] processes[;] without such activities, there can be no
critical historical knowledge at all.” (Seixas, 1999, p. 332-333)
In effect, this process of changing historical knowledge into a different form that is relatable
to the understanding of students is an active learning process called translating knowledge
(Loughran, 2010, p.104), an integral part of this unit plan’s goal to install critical historical
skills in students. There are many opportunities throughout this unit plan for students to
translate their historical knowledge of the AIC, from my instructional practices, into other
forms that are more relatable to them after all; with clear source deconstruction tasks,
historical response tasks (using sources), collaborative learning tasks, historical empathy
tasks and tasks involving examining sources for contestability being outlined throughout the
unit. Although the student must make an active effort to translate historical knowledge from a
concrete understanding to an abstract one (through student’s application in the
aforementioned classroom tasks), said translation of historical knowledge is beneficial for
students because the paths between the end and beginning of an activity become, “directed
by the learner… [ensuring historical] meaning making becomes a much more personally
significant process” (Loughran, 2010, p. 106-107). Indeed, it is clear this unit plan’s inclusion
of translated learning ensures that the teacher is, “developing creative and engaging ways of
inviting students into learning [which, in turn,] is an important aspect of encouraging them to
accept responsibility for their own learning,” especially at a year 12 level in a content study
as controversial/contestable as the AIC (Loughran, 2010, p. 107).
It should also be noted though that, although teaching students critical historical skills is
important, so is the way in which the designed unit plan above caters for a diverse range of
learners as well. While clear differentiation strategies such as an emphasis on collaborative
learning, visual learning and historical empathy are all inclusions inside this unit plan that do
help to improve the successful learning outcomes of all students in the year 12 classroom,
inquiry- based learning (which is more prevalent in the later 4 weeks of the unit plan) is by
far a more key critical differentiation/pedagogical practice. Especially with a content study as
historically convoluted, biased, controversial and contestable as the AIC, inquiry based
learning is definitely ideal, as said learning tasks are tasks that are “driven by students [with
teachers acting] more as coaches, guides and facilitators who help learners arrive at their
‘true’ questions [they want to ask in class] – the things they really care about” (YouthLearn
Initiative, 2009, p. 2). Which means that students of all learning needs can actively engage
with content in a class in a way that is completely comfortable/effective for them, while still
learning about the historical knowledge and applying/learning the critical historical skills that
the teacher wants them to learn throughout the unit plan above (YouthLearn Initiative, 2009,
p. 2). What’s more, is that this differentiation inclusion of inquiry based learning in this unit
plan not only caters for though students that might otherwise not be involved in the learning
process through traditional instruction but also does not even interfere with other
pedagogical practices, such as collaborative learning which is also in this unit plan
(YouthLearn Initiative, 2009, p. 2). So indeed, this pedagogical approach along with other
differentiated action throughout this unit plan, such as even the inclusion of visual learning,
meets this said unit plan’s responsibility to cater for the learning needs of all students
seeking to learn about the AIC.
On a final note, the fact that this unit plan focuses on the Arab-Israeli Conflict (AIC) at all is
no accident. As, whether students, by the end of this unit, either side with Palestine or Israel
or even either a one-state solution or a two state solution, there is no escaping the fact that
students, in making a historical judgement about the AIC, have to empathetically look at the
perspectives of all historical stakeholders involved. Which is incredibly relevant as by having
such an empathetic understanding, students are able to then, through translation of this
understanding, “recognise the different reasoning patterns among his or her contemporaries
of the current world theatre” on the many problems/conflicts around the world today that the
AIC both has been and continues to be, to this day, representative of (Davison, 2010, p. 83).
Hence, in this way, the Arab-Israeli Conflict is a curricular must for any Senior Modern
History unit plan in year 12 semester 2, as this said conflict teaches critical historical
knowledge and critical historical skills that give students, “the capacity and willingness for
active citizenship,” in planning for the future, by learning from the past (Gilbert, 2011,
p. 250).
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