Materials

• Internet access
• A copy of the mandate system notes for each student.

Instructional Activities

NOTE: The following Web resource may be helpful with this session:

• “Zionism and Arab Nationalism.” Two Peoples, One Land. <http://seattletimes.nwsource.com/news/nation-world/mideast/revolts/>.

1. Finish lesson on African independence.
   
   
2. Present the outlined notes below on the “Middle Eastern Mandate System.” Go over the notes with students, asking the following questions to focus discussion:
   •What does the phrase “to the victor go the spoils” mean? What effect could that attitude have had on the Ottoman Empire?
   •Who were the two main European Powers that wanted to gain more land? Which of United States President Woodrow Wilson’s 14 Points did this contradict?
   •What religious conflicts could and would arise with the mandate system?
   
   Middle East Mandate System
   
   •Ottoman Empire
     – Since the 1400s, Islamic Ottomans dominated the area of Asia Minor and South West Asia (Middle East).
     – For many years different Islamic groups struggled for independence from Ottomans, but rebellions were put down.
     – Ottomans sided with the Central Powers (Germany and Austria-Hungary) during World War I.
   • Creation of the Mandate System
     – The mandate system was created by the League of Nations to administer to areas of the defeated Central Powers.
     – Two main powers benefiting from the mandate systema.
        a. French mandates
            i. Syria
            ii. Lebanon
        b. English mandates
            i. Jordan
            ii. Palestine (later to become Israel)
   • Religious conflicts
     – Christian nations controlling Islamic peoples
     – Israeli Jews v. Palestinian Muslims
   
   
3. To help students see how European imperialism still affects the modern world, organize them to research the Palestinian question.
   • Have students go to the computer lab and access the Web site Two Peoples, One Land at http://seattletimes.nwsource.com/news/nation-world/mideast/revolts/.
   • Divide up students to tell the story of the strife in Israel, using the different sections of the outline.
   • Have students read their section then create a short summary of the information in their own words. (This step is designed to help them paraphrase and rethink the meaning of information.)
   • Once everyone has completed that task, have students stand in front of the class to outline the strife in the Middle East in their own words.
   
   
4. Present a concluding activity to sum up the unit.
   • Go back to Session 1.
   • Ask the class the same assignment questions that they answered in Session 1.
   • As a class, discuss whether the answers have changed.
   • Discuss the effects of independence movements on the world today.