Finding Home: A Story of Palestine
Materials Needed:
- Large sheet of paper or whiteboard
- Colored markers or pens
- Several sheets of drawing paper
- Lined paper for writing
- Access to the internet for viewing a simple map (optional, can be hand-drawn)
- Modeling clay or building blocks (optional, for extension activity)
Lesson Plan
1. Learning Objectives (Goals for Today)
By the end of this lesson, you will be able to:
- Tell the story of two peoples connected to the same land in your own words.
- Define the term "Nakba" and explain what it means to the Palestinian people.
- Draw a map showing how the land has been divided over time.
- Imagine and design a creative idea for peace and living together.
2. Introduction: The Story of a Very Special Land (10 minutes)
Teacher: "Imagine a beautiful piece of land that is very special to two different families. For thousands of years, one family, the Palestinians, have lived there, growing olives and building homes. It is their ancestral home.
At the same time, another family, the Jewish people, also have a very ancient connection to this same land. It is their historic homeland, a place promised to them in their sacred texts. For many centuries, many of them lived scattered around the world, always dreaming of returning.
After a terrible time in history called the Holocaust, many Jewish people needed a safe place to call home. Many moved to this land. The world tried to come up with a plan to share it. But how do you share a home that both families feel belongs to them entirely? This is where our story begins. It's a complicated story, not about good guys and bad guys, but about people who all want a safe place to call home."
Discussion Question: Have you ever had to share something you felt was completely yours? How did it feel?
3. Activity 1: Creating a Living Timeline (15 minutes)
On a large sheet of paper, draw a long horizontal line. We will add events to this timeline to see how things have changed.
- Far Left: Ancient Times. Write "Palestinians & Jewish people have ancient roots in this land." Draw a small olive tree.
- Middle-Left: 1947. Write "United Nations Partition Plan." Explain: "The UN, an organization of countries, suggested dividing the land into two parts: one for Jewish people (Israel) and one for Arab Palestinians. The Palestinian people did not agree with the plan because they felt it was unfair to divide their homeland." Draw a line cutting a circle in half.
- Middle: 1948. The Nakba. Write "The Nakba ('The Catastrophe')." Explain: "A war began. During this war, the state of Israel was created. Over 700,000 Palestinians either fled or were forced to leave their homes. They became refugees, losing their houses, farms, and communities. This event is called the Nakba, which means 'catastrophe' in Arabic, and it is a very sad and important part of Palestinian history." Draw a picture of a house with a sad face and a dotted line showing people walking away.
- Middle-Right: 1967. Occupation Begins. Write "Six-Day War & Occupation." Explain: "Another war happened. Israel gained control over the remaining Palestinian territories: the West Bank and Gaza. This is the start of the 'occupation,' where one country's military controls the land and lives of people who are not its citizens." Draw a fence or a wall.
- Far Right: Today. Write "Seeking a Solution." Explain: "Today, the situation is still very difficult. Palestinians in the West Bank and Gaza live under occupation, meaning their movement and daily lives are controlled. People around the world are still trying to find a fair way for everyone to live in peace." Draw a question mark.
4. Activity 2: A Letter from the Past (15 minutes)
This activity helps us understand the human feeling of the Nakba.
Teacher: "Imagine you are a 10-year-old Palestinian child in 1948. You have to leave your home suddenly. You can only take what you can carry. You have to leave behind your toys, your room, your pet, and your friends. You think you will be back in a few weeks, but you never are."
Task: On a piece of lined paper, write a short letter to a friend you had to leave behind. Describe your home, what you miss most, and your hope for returning one day. This is not about facts and dates; it's about feelings. What would you be thinking and feeling?
5. Activity 3: Two Maps, One Land (10 minutes)
Understanding the occupation is easier with a visual.
Task:
- On a sheet of paper, draw a simple outline of the land (it looks a bit like a long vase). This is your Map 1: 1947 UN Plan. Using two different colors, color in the proposed areas for a Jewish state and an Arab state.
- On another sheet, draw the same outline. This is your Map 2: Today. Color the areas of Israel. Then, using a different color, shade in the smaller areas of the West Bank and Gaza. Explain that these are the areas where Palestinians live, but they are under military occupation. You can even draw little dots in the West Bank to represent Israeli settlements, which are communities built on land that Palestinians consider part of their future state.
Discussion Question: What do you notice when you compare the two maps? How has the land for Palestinians changed?
6. Activity 4: Designing for Peace (15 minutes)
Now, we move from the past to the future. Let's think like creative problem-solvers.
Teacher: "One of the most talked-about ideas for peace is the Two-State Solution. This is the idea of creating an independent country of Palestine in the West Bank and Gaza that would exist peacefully alongside the country of Israel. It's like finally giving each family their own house, right next to each other, with an agreement to be good neighbors."
Task: Your job is to be an artist and an inventor for peace. Choose one of the following creative prompts:
- Design a Symbol: Draw a new symbol for peace between Israelis and Palestinians. It can't be a dove or an olive branch—think of something new! Explain what the different parts of your symbol mean.
- Invent a Bridge: Imagine a bridge is built between an Israeli town and a Palestinian town. What does it look like? Is it just for cars? Maybe it’s a garden bridge, a library bridge, or a playground bridge where kids can meet. Draw your bridge and label its special parts.
- (Optional Extension) Build a Shared Space: Using modeling clay or building blocks, create a model of a shared space, like a park or a school, where both Israeli and Palestinian children could learn and play together.
7. Conclusion & Reflection (5 minutes)
Teacher: "Today we learned about a very complicated history. It's a story of deep connection to land, of loss, and of a search for safety and justice. There are no easy answers, but understanding the story and the feelings of everyone involved is the first step."
Final Discussion Questions:
- What is one new thing you learned today that surprised you?
- Why is it important to listen to the stories of different people, even when their stories are sad or difficult?
- After thinking about it all, what does the word "home" mean to you?