Israel Teacher Resources

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Young researchers explore the history of the peace process in the Middle East. They write a paper about the Israeli-Palestinian conflict and view the video Israel and Palestine: The Fight for Peace. They discuss the events leading up to the current violence in the Middle East.
In this Israeli/Palestinian conflict worksheet, students complete a timeline that features claims of land ownership in Israel.
Students explore Hanukkah and its origins. In this Hanukkah lesson, students discover the history of Hanukkah and its traditions. Students locate Israel on map, hear the story of the menorah and create their own dreidel. Students sing traditional Hanukkah songs.
Students explore the connection between World War II and Jewish immigration to Israel after the War.  In this World History lesson, students discuss the details of what it might have been like to live through the Holocaust.  After the class discussion, they divide into small groups to research details on the topic then complete several activities to share their findings.
Young scholars describe the reliance of the Land of Israel on rainfall as opposed to other countries. They describe the connection between rainfall and the Yamim HaNoraim, specifically Sukkot and explain why God chose the Land of Israel to be the Promised Land
Students examine the causes of the Israeli-Palestinian conflict. In this world conflict lesson, students research print and Internet sources about the roots of the conflict and the status of the conflict today. Students use their findings to write personal accounts of the conflict from the perspective of an Israeli or Palestinian student.
Students develop an understanding of how Jewish people all over the world celebrate. They identify Israel on a world map and four Hebrew symbols and their meaning. Students then listen to the story of Hanukkah and create a dreidel of their own. Finally, students play the game of dreidel and sing the song "I have a Little Dreidel."
Here are 11 questions intended to guide learners as they read a New York Times article about the violence and conflict between Israel and Palestine. They can review the questions and then read the article to help answer them. A link to a related lesson is included. An excellent lesson!
Students research the Israeli-Palestinian conflict. They write a personal account from the point of view of an Israeli or a Palestinian student. Students view a video on Israeli-Palestinian conflict. They conduct research on the conflict of the Israeli-Palestinian conflict.
Examine how the 'safe passage' for Palestinians between the Gaza Strip and the West Bank affects those living in Israel and reflects both conflict and cooperation between the Israelis and Palestinians. The class compares the perspective of each group and engages in a class discussion.
Students explore the conflict between Israel and Hezbollah. They research various perspectives, discuss the events in context, and write statements from the perspective of a country or organization involved.
Learners research the positions of different interested parties regarding the current escalation of violence in Israel and the Occupied Territories. They formulate proposals to take part in a "Stop All Violence" emergency intervention.
Students discuss the historical conflicts in Israel and the Middle East after reading an article from The New York Times as a class. Students are divided into groups after the discussion and research parties of interest in the Middle East peace process.
Students examine the historic and present conflict between Israel and Syria over the Golan Heights. In groups students present the class with information on the Golan Heights. They write an essay defending his or her view on the future of this area.
Learners gain a deeper knowledge of the current crisis in Israel by reading primary documents from various sources, formulating problem and solution lists for both sides of the conflict, and proposing what they feel to be the strongest solution.
Students investigate the cease-fire between Israel and Lebanon in August of 2006. The geographic region known as the Middle East is examined and maps created with information on border and territory disputes.
Students examine the roles of different leaders in the Middle East, the United Nations Security Proposal 242 and recognition of Israel by its Arab neighbors, and then debate the current Saudi proposal for peace in the Middle East.
Students study primary source document that describe the beginnings of the Middle East conflict. They survey the connections that Judaism, Christianity, and Islam have to Israel.
Students discover how culture, geography and history affect how someone views an area of the world. They role play the role of a Palestinian, Jew or Briton and examine how they felt about Israel during its formation. To end the lesson, they discover how people feel about the area today and how and if it has changed over time.
Students create a three dimensional map of Israel and mark the travels of the Ark as indicated by the text in 1 Samuel. They create graphic symbols to represent how the Ark was treated in each of the cities it visited.