Description
no ai, answer the questions with 7th to 8th grade writing.
Unformatted Attachment Preview
Rev. 10/22/19
Student Name______________________________
The Contemporary World
Credit at a Glance
Lesson
Title/Credit Goals
Assignments
Africa
1
Pages 4-13
1.
I can evaluate the consequences of past decisions to
determine what lessons can be learned for the future.
2.
I can analyze the ideas and influence of a government
on its people (and vice versa).
3.
I can take on the role of an individual/group and
interpret how they might view events, ideas, and/or
conflicts.
The Middle East
2
Pages 14-23
1.
I can evaluate the consequences of past decisions to
determine what lessons can be learned for the future.
2.
I can analyze the ideas and influence of a government
on its people (and vice versa).
3.
I can take on the role of an individual/group and
interpret how they might view events, ideas, and/or
conflicts.
Case Study: Mexico and China
3
Pages 24-32
1.
I can evaluate the consequences of past decisions to
determine what lessons can be learned for the future.
2.
I can analyze the ideas and influence of a government
on its people (and vice versa).
3.
I can take on the role of an individual/group and
interpret how they might view events, ideas, and/or
conflicts.
Technology and the Global Economy
4
5
Pages 33-37
1.
I can analyze how the spread of ideas through
interaction can lead to revolution and change.
2.
I can analyze the ideas and influence of a government
on its people (and vice versa).
3.
I can take on the role of an individual/group and
interpret how they might view events, ideas, and/or
conflicts.
Performance Task—Fear in the Contemporary World
Pages 38-65
1.
I can demonstrate my understanding of complex ideas
through writing, speaking, and/or presentations.
2.
I can research a topic or a question to find valid
information for my assignment/performance task.
World History B
Credit 5
□ Lesson 1 Engagement
□ Map of Africa
□ New Nations in Africa
□ New Nations in Africa Chart Activity
□ Democracy in Africa
□ Primary Source Note Taking Guides
□ Lesson 1 Evaluation
□ Lesson 2 Engagement
□ The Creation of the Israeli State
□ Israeli and Palestinian Relations
□ Different Perspectives Map Activity
□ Recent Violence in Israel
□ Lesson 2 Evaluation
□ Warm-Up Activity
□ Challenges in Modern Nation Building
□ Recent Regional Histories
□ China and Mexico Comparison Activity
□ Conditions for Democracy
□ Lesson 3 Evaluation
□ Warm-Up Activity
□ The Rise of a Global Economy
□ Lesson 4 Evaluation
□ Performance Task Introduction
□ Performance Task: Background Information
□ Performance Task: Resources
□ Performance Task: News Article
□ Performance Task: Directions
□ Performance Task: Sample Formats
L4L-World History B (2017)
Page 1
Student Name______________________________
Rev. 10/22/19
Introduction
Directions: Read “Nation Building, Regional Conflict and Global Connections.” This information will
help you complete the Essential Question below.
Nation Building, Regional Conflict and Global Connections
The 20th and 21st centuries have seen rapid and exciting changes around the globe. Communications and
technology are connecting people and places like never before. Governments and economies are working and
growing together, developing a deeper global connection. This means that cultures, religions, human rights,
and improvements in health and medicine are affecting people across continents. Some of these changes like
new science and health care are fantastic, but others, like religious battles or easily spreadable diseases, can
cause complicated conflicts. This lesson will focus you on four regions of the globe: Africa, China, the Middle
East, and Mexico. As you study each region, you will learn the recent history, the specific struggles that the
region is experiencing, how each area is trying to build thriving nations, and the democratic rights and
freedoms that the people of these regions experience. You will also see that many nations around the world
struggle to provide basic human rights for their citizens like religious freedom, the right to vote, or even safety
from terrorism.
Essential Question: What happens to the citizens of a nation when their gover nment str uggles to
protect their basic rights, and how do these citizens respond?
(You may write, draw, or create a mind map in the space below to answer this question.)
World History B
Credit 5
L4L-World History B (2017)
Page 1
Rev. 10/22/19
Performance Task Preview
At the end of this credit, you will be asked to complete a Performance Task. Performance
Tasks are designed to evaluate how much you learned while working on your packet. Unlike
a test or essay, a Performance Task can be done in multiple ways, depending on what you
have learned, or on additional directions from your teacher. If you have an idea about how
you want your Performance Task to look, discuss it with your teacher.
For your Performance Task for this credit, you will be focusing current issues being
faced by other nations. As nations develop, they must deal with certain issues, such as
building an economy or making sure their people are safe. Not all nations have
governments that are able to keep their citizens safe. In this credit, you will look at one
example of this from Mexico, where 43 students were kidnapped.
For Part 1, you will read the background information that describes the kidnapping and
murder of 43 students in Mexico in September 2014. You will use this background information to brainstorm
ideas on how we live in a world of fear when governments struggle to protect basic rights of their citizens.
For Part 2 of your Performance Task, you will write a letter to the editor where you will:
Address a human rights problem (either the example from Mexico or one you have spoken to your teacher
about).
Describe how this creates a world of fear where the government struggles to protect basic rights of its
citizens.
Describe how people navigate/live in a world of fear.
Describe how you live in a world of fear.
Discuss whether you agree or disagree with actions that are being taken to meet these challenges.
Discuss ways that you and others might address these challenges at a local, national, and global view.
You may want to reference how the issue you chose violates the Universal Declaration of Human Rights
(UDHR). Some articles to consider would be: Article 3, 5, 9, 18, 19 and 20 of the UDHR which can be
found at http://www.un.org/en/documents/udhr
World History B
Credit 5
L4L-World History B (2017)
Page 2
Rev. 10/22/19
Frayer Model: Global Interdependence
EXPLORE
Directions: You will use the Frayer Model below to help you better understand the definition,
characteristics, and examples of global interdependence.
Definition
Characteristics
Your definition of global interdependence in your own words.
Examples/Models
Global Interdependence
Examples of global interdependence.
World History B
Key ideas or features that makes up global interdependence.
Non-Examples
Circle the statement that you agree with most then explain
your choice.
Credit 5
1.
I understand this term
2.
I understand the basic idea, but can know more.
3.
I am having a hard time understanding this term right
now.
L4L-World History B (2017)
Page 3
Rev. 10/22/19
Lesson 1: Africa
ENGAGE
Performance Task
Tie-In
This lesson will teach you how nations in Africa have struggled to
provide basic human rights to their citizens such as the right to vote
and freedom from violence.
Lesson Goals
I can analyze recent examples of nation-building in Africa.
I can explain the political, cultural, military, economic, and international
relationship challenges facing Africa.
I can explain the recent history of Africa.
I can explain the condition of individual freedom and democracy in
Africa.
Lesson Activities
□ Lesson 1 Engagement
□ Map of Africa
□ New Nations in Africa
□ New Nations in Africa Chart Activity
□ Democracy in Africa
□ Primary Source Note Taking Guides
□ Lesson 1 Evaluation
Lesson Vocabulary
The meaning of the words in bold can be found in the Vocabulary
Glossary at the end of this credit.
Mau Mau
Background
Apartheid
This lesson teaches you about the struggles that African nations
experienced as they received their independence from European rule. It
also teaches you about the state of democracy in Africa.
Additional Video Resource
YouTube search: Congo and Africa’s World War: Crash
Course World History 221
OR follow the link:
World History B
Credit 5
L4L-World History B (2017)
Page 4
Rev. 10/22/19
Lesson 1 Engagement
ENGAGE
Directions: Read the text box below, then answer the Engagement Questions in the box that follows.
Imagine that you are a political leader of a former African colony (a nation that was being
ruled by another country). You watch with pride as your country gains independence, but you
are aware of the challenges that lay ahead. You want peace and prosperity for your nation and
you know you need to create a solid government and a strong economy. In addition, food and
adequate health care are scarce and most people in your country have little education. These
and other challenges need your immediate attention. How would you build this new nation?
Education
Healthcare
Food
Engagement Questions:
1. What are the first steps you would take and why?
2. What might be the most difficult challenge to overcome?
(You may write, draw, or create a mind map in the space below to answer the questions.)
Activity is sourced from Modern World History: Patterns of Interaction © 2012 by Houghton Mifflin Harcourt Publishing Company.
World History B
Credit 5
L4L-World History B (2017)
Page 5
Rev. 10/22/19
EXPLORE
Map of Africa
Directions: Study the map below to get a feel for the geographical locations of the countries that you will be
learning about in this lesson.
Algeria
Nigeria
Ghana
Kenya
DR Congo
Algeria
Angola
Democratic Republic of the Congo
Ghana
Angola
Kenya
Nigeria
South Africa
You will learn about the countries
listed above during this lesson.
South Africa
World History B
Credit 5
L4L-World History B (2017)
Page 6
Rev. 10/22/19
New Nations in Africa
EXPLORE
Directions: Read the following information about New Nations in Africa. This information will help you
answer the questions on page 13 of this packet.
Africans Want Their Independence
During World War II, many African nations were colonies of European countries. The European rulers forced
many Africans to fight as soldiers in the war. As a result, Africans were unwilling to suffer further domination
by colonial European powers after the war.
Ghana
After the war, the British began letting Africans take a greater part in the colonial government of its Gold
Coast colony. Kwame Nkrumah headed a peaceful movement using boycotts and demonstrations to push
for Britain to act more quickly. The effort succeeded, and in 1957 the colony became independent.
The new nation took the name Ghana. Nkrumah had ambitious plans for building the economy of Ghana.
These plans were very expensive, though, and opposition grew. Some people in Ghana also criticized him
for the time he spent trying to form a group of African leaders. Finally, the army seized power in 1966 and
ruled for many years.
Kenya
The strong leadership of nationalist Jomo Kenyatta helped Kenya achieve independence in 1963. So, too,
did an uprising of Africans called Mau Mau. The Mau Mau bullied and frightened the British settlers into
leaving.
Kenyatta became president of the new nation. He tried to unite the many different peoples in his country.
His successor, Daniel Arap Moi, had little success in governing the country. He stepped down in 2002, and
a new party gained power through free elections.
Democratic Republic of the Congo (Zaire)
Belgium controlled the Congo for many years. They took copper and rubber, but provided no services for
the people. Belgium granted independence to the Congo in 1960, but had not prepared the people for
independence.
In 1965, Mobutu Sese Seko took control. He renamed the country Zaire and ruled until 1997. Though
Zaire had rich mineral resources, Mobutu’s harsh and corrupt rule made it a poor country. He was
overthrown in 1997, when the country’s name was changed to the Democratic Republic of the Congo.
Algeria
A bloody conflict for independence took place in Algeria. About 1 million French settlers lived there.
They were unwilling to give up their control of the colonial government. Violence broke out in 1945 and
continued for many years.
In 1962, the French finally granted independence to Algeria. From 1965 until 1988, Algerians tried to
modernize their country and give it an industrial economy. These efforts failed, and an Islamic party won
elections in 1991. However, the government rejected the vote. Today, a deadly civil war between Islamic
militants and the government rages on.
Angola
The colonies of Portugal were the last to gain their independence. In the 1970s, Portuguese troops left
Angola—without putting any group in charge. Rebel groups fought a long civil war. The war stopped in
1989, but soon started again. A peace agreement in 2002 finally ended the conflict.
World History B
Credit 5
L4L-World History B (2017)
Page 7
Rev. 10/22/19
New Nations in Africa Chart Activity
EXPLAIN
Directions: Complete the chart below after completing your readings.
How Independence was Gained
African Self-rule
Created new roads, new
Organized nonviolent strikes
schools and new health
and boycotts against the British.
facilities.
World History B
Credit 5
Problems Facing New Nation
The new reforms were
expensive and crippled the
economy. This opened the door
to opposition and allowed the
army and police to seize power.
L4L-World History B (2017)
Page 8
Rev. 10/22/19
EXPLORE
Democracy in Africa
Directions: Read the following information about Democracy in Africa. This information will help you
answer the questions on page 13 of this packet.
Democracy in Africa
Nations have had a hard time setting up democracy in Africa because of colonial rule.
European powers drew up borders in Africa that paid no attention to ethnic groupings. They put people
who disliked each other in the same area, causing conflict.
European powers never developed the economies of their colonies. Most of the colonies lacked a middle
class or skilled workers. Both are needed for a strong democracy.
When Britain and France gave their African colonies independence, they gave them democratic
governments. Soon, though, problems arose between rival groups.
Nigeria
Nigeria is a great example of a country that struggled with independence.
In 1960, it became independent from Britain, but conflict broke out in just a few years. The people of one
ethnic group tried to break away from Nigeria but lost in a three-year civil war.
After a period of military rule, Nigeria finally got an elected government. Army officers said the
government was corrupt, though, and overthrew it. Once in power, they treated the people from other
ethnic groups harshly. They allowed elections in 1993 but did not accept the results.
In 1999, Nigerians elected their first civilian president in 20 years, Olusegun Obasanjo. He was re-elected
in 2003.
South Africa
In South Africa, the conflict was between races.
A white minority ruled a black majority. In 1948, the white leaders put in place a policy called apartheid—
the strict separation of blacks and whites. Black South Africans were denied many basic rights. Some
joined together in a group called the African National Congress (ANC) to fight for their rights. The
government cracked down, putting many ANC leaders in prison.
By the late 1980s, several riots had taken place, as blacks angrily struck back at the system. Also, many
nations would not buy goods produced in South Africa. They hoped to persuade the government to end
apartheid.
In 1990, new President F. W. de Klerk took that step. He made the ANC legal and released ANC leader
Nelson Mandela from prison. Parliament passed a law ending apartheid. In April 1994, all South Africans,
even blacks, were able to vote in an election for a new leader. The ANC and Mandela won easily.
In 1996, the new government approved a new constitution. It gave equal rights to all South Africans. In
1999, ANC official Thabo Mbeki won election as president.
World History B
Credit 5
L4L-World History B (2017)
Page 9
Rev. 10/22/19
Democracy in Africa Chart Activity
EXPLAIN
Directions: Complete the chart below using information from your readings.
Policies/Actions
Consequences
1. In drawing up colonial boundaries
in Africa, the colonial powers ignored
ethnic and cultural divisions.
Similar cultures were separated. Traditional enemies were
forced to live near each other leading to fighting,
instability, and violence. Independent African nations
struggled to deal with this lack of national identity.
2. The colonial powers developed
plantations and mines, but few
factories in Africa.
3. Civil War breaks out in ethnically
divided Nigeria.
4. The military overthrows Nigeria’s
civilian government.
5. The National Party gains power in
South Africa.
6. Riots break out in the black
township of Soweto.
7. South Africans elect F. W. de Klerk
president.
8. President de Klerk agrees to hold
universal elections.
World History B
Nelson Mandela became South Africa’s first black
president and a democratic government open to all
races was established.
Credit 5
L4L-World History B (2017)
Page 10
Rev. 10/22/19
Inaugural Address by Nelson Mandela, 1994 C.E.
EXPLORE
Directions: Read the following passage. Use the annotated guidelines on page 47 of this credit to help take
notes on the primary source document below. Find the author’s claim (main purpose) and the evidence
(support) used to back up the claim.
The Democratic Republic of South Africa’s first all-race elections, held in April 1994,
produced the nation’s first black president, Nelson Mandela. On May 10, Mandela delivered
his inauguration speech in the city of Pretoria. What does this excerpt from Mandela’s speech
reveal about his vision of South Africa’s future?
“Today, all of us do, by our presence here, and by our celebrations in other parts of our country
and the world, confer glory and hope to newborn liberty. Out of the experience of an
extraordinary human disaster that lasted too long, must be born a society of which all humanity
will be proud. Our daily deeds as ordinary South Africans must produce an actual South African
reality that will reinforce humanity’s belief in justice, strengthen its confidence in the nobility of
the human soul and sustain all our hopes for a glorious life for all. . . .
That spiritual and physical oneness we all share with this common homeland explains the depth
of the pain we all carried in our hearts as we saw our country tear itself apart in a terrible
conflict, and as we saw it spurned, outlawed and isolated by the peoples of the world, precisely
because it has become the universal base of the pernicious ideology and practice of racism and
racial oppression. . . .
The time for the healing of the wounds has come. The moment to bridge the chasms that divide
us has come. The time to build is upon us.
We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our
people from the continuing bondage of poverty, deprivation, suffering, gender and other
discrimination.
We succeeded to take our last steps to freedom in conditions of relative peace. We commit
ourselves to the construction of a complete, just and lasting peace. . . .
We dedicate this day to all the heroes and heroines in this country and the rest of the world, who
sacrificed in many ways and surrendered their lives so that we could be free. Their dreams have
become reality. Freedom is their reward.
We are both humbled and elevated by the honor and privilege that you, the people of South
Africa, have bestowed on us, as the first President of a united, democratic, non-racial and nonsexist South Africa, to lead our country out of the valley of darkness.
We understand it still that there is no easy road to freedom. We know it well that none of us
acting alone can achieve success. We must therefore act together as a united people, for national
reconciliation, for nation building, for the birth of a new world.
Let there be justice for all. Let there be peace for all. Let there be work, bread, water and salt for
all.
Let each know that for each the body, the mind and the soul have been freed to fulfill
themselves.
Never, never and never again shall it be that this beautiful land will again experience the
oppression of one by another and suffer the indignity of being the skunk of the world. The sun
shall never set on so glorious a human achievement!”
World History B
Credit 5
L4L-World History B (2017)
Page 11
Rev. 10/22/19
Primary Source Note Taking Guide
EXPLAIN
Directions: Please use the following Primary Source Note Taking Guide to analyze the previous page.
1.
What is the title of the document?
Who is the author?
What is the date of the document?
2.
Why was this document written?
What is the author’s bias or prejudice within this document?
3.
Document Information
A. How did Nelson Mandela try to heal the wounds of apartheid in his speech?
B. What did Nelson Mandela promise for the future?
World History B
Credit 5
L4L-World History B (2017)
Page 12
Rev. 10/22/19
EVALUATE
Lesson 1 Evaluation
Directions: Answer the following questions after you complete all of the activities in Lesson 1.
The answers to these questions will be found in Lesson 1 of this packet. You might
need to do additional research to answer Question 4.
1. What methods did the Mau Mau in Kenya use to reclaim farmland from British settlers?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. What basic rights and services have developing African Nations struggled to provide for their citizens?
Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. Why did so many former colonies in Africa struggle with independence after decolonization? How could
these issues been prevented?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Compare the lives of black Americans prior to the civil rights movement to the lives of black South
Africans living under apartheid. How were their experiences similar or different?
(You may write, draw or create a mind map in the space below to answer the question.)
World History B
Credit 5
L4L-World History B (2017)
Page 13
Rev. 10/22/19
Lesson 2: The Middle East
Performance Task
Tie-In
This lesson will teach you how conflicts in the Middle East have left the
Israeli people and the Palestinian people in danger and living under
threat of violence since the creation of the new nation of Israel in 1948.
Lesson Goals
I can analyze recent examples of nation-building in the Middle East.
I can explain the political, cultural, military, economic, and international
relationship challenges facing the Middle East.
I can explain the recent history of the Middle East.
I can explain the condition of individual freedom and democracy in the
Middle East.
I can explain how the Holocaust affected world opinion regarding the
need for a Jewish State, and the significance and effects of the location of
Israel on world affairs.
Lesson Activities
□ Lesson 2 Engagement
□ The Creation of the Israeli State
□ Israeli and Palestinian Relations
□ Different Perspectives Map Activity
□ Recent Violence in Israel
□ Lesson 2 Evaluation
Lesson Vocabulary
The meaning of the words in bold can be found in the Vocabulary
Glossary at the end of this credit.
Balfour Declaration
Background
Hamas
Intifada
Zionism
This lesson will teach you about the struggles that the new nation of
Israel has faced since its creation in 1948 and about the ongoing conflict
in the Middle East between Israelis and Palestinians.
Additional Video Resource
YouTube search: Conflict in Israel and Palestine: Crash
Course World History 223
OR follow the link:
World History B
Credit 5
L4L-World History B (2017)
Page 14
Rev. 10/22/19
Lesson 2 Engagement
ENGAGE
Directions: Read the text box and study the photo below. Then, answer the questions that follow.
The image below shows Jewish survivors of the Buchenwald Nazi concentration camp, some still
in their camp clothing, standing on the deck of a ship at Haifa port, in what would later become
the State of Israel. During World War II, millions of Jews tried to escape the Holocaust by fleeing
Germany. Many attempted to enter Palestine (which was controlled by Britain at the time), despite
tight restrictions on Jewish immigration established by the British in 1939. Many of these
would-be immigrants were caught and rounded up into detention camps. In 1947, Britain
announced plans to withdraw from the territory, and the United Nations approved the Partition
Plan for Palestine, establishing separate Jewish and Palestinian states in the country. On May 14,
1948, Israel declared independence and was immediately attacked by neighboring Arab states,
beginning the Arab-Israeli conflict which continues to this day.
1. Why do you think Jewish people wanted their own
state? What benefits did having their own nation offer?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. Why do you think the Holocaust helped to convince much of the world that Jews needed and deserved a
national homeland?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. In order to create the nation of Israel, Palestine was divided between the Jews and Arabs. What possible
consequences could arise by taking land away from one group of people and giving it to another?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
World History B
Credit 5
L4L-World History B (2017)
Page 15
Rev. 10/22/19
The Creation of the Israeli State
EXPLORE
Directions: Read the following information about Modern Nation Building in the Middle East. This
information will help you answer the questions on page 23 of this packet.
Zionism
The political movement known as Zionism developed in the late
19th century. Zionists sought to unite Jews around the world and
settle them in a new Jewish nation-state. Zionists sought:
• to bring together Jews, who were scattered around the world.
• a nation-state where Jews could live free from persecution.
Community parade to commemorate
the Balfour Declaration, 1917
Most Zionists believed the new state should be created in Palestine, the
original homeland of the Jews before the Diaspora—a time when Jews were scattered into various nations
during the ancient Roman Empire. Jews believed that Palestine belonged to them because it was their home
5,000 years ago. Muslims had lived there for 1,300 years, however. By the turn of the 20th century,
communities of Zionists in Palestine were working to create a Jewish homeland. Palestine was then a British
mandate. In the Balfour Declaration (1917), the British promised to support the Zionists, but could not work
out a plan to create a Jewish state within Palestine. Great Britain suggested partitioning Palestine (dividing it
into parts).
The State of Israel
The World War II Holocaust, which resulted in the death of six million Jews, created broader international
support for Zionism. At the end of World War II, the United Nations divided Palestine in two. It left part for
the Palestinian people and set aside part for Jews. Islamic countries voted against the plan, and the
Palestinians opposed it. Many countries, seeing the suffering Jews had experienced in World War II, backed
the idea of a separate Jewish state. On May 14, 1948, Jews declared the existence of the Jewish nation of
Israel.
The next day, six Islamic neighbors invaded Israel. With strong support from the United States, Israel won the
war in a few months. It also won three later wars and seized much Palestinian land.
In 1977, Egyptian leader Anwar Sadat signed a peace agreement
with Israeli Prime Minister Menachem Begin. Egypt thus became
the first Islamic country to recognize Israel. This enraged many
Arabs, and Sadat was assassinated in 1981. His successor, though,
kept peace with Israel.
The Palestine Post—State of Israel is Born
© McDougal Littell/Houghton Mifflin Company
World History B
Credit 5
L4L-World History B (2017)
Page 16
Rev. 10/22/19
The Creation of the Israeli State
EXPLORE
Israel in the Middle East
Israel is surrounded by Muslim countries—all of which opposed its creation. It has been in a state of
near-constant war with its neighbors since the day it became a nation. The United States and Western Europe
remain Israel’s main supporters. Israel has also been of strategic interest because it was generally considered
the Middle East’s only democratic nation—and thus an ally of the West. Meanwhile, much of the Middle East
has experienced growing unrest between secular governments and Islamic tradition.
The Struggle For Peace Continues
Despite many efforts, Israeli and the Palestinian people have not made peace. Palestinians living in Israel
dislike Israeli rule. They want a nation of their own. The Palestinian Liberation Organization (PLO), led by
Yasir Arafat, became a leading group in the struggle for self-rule. During the 1970s and 1980s, the military
arm of the PLO made many attacks on Israel. That nation responded by invading Lebanon to attack bases of
the PLO. In the late 1980s, many Palestinian people in Israel began a revolt called the intifada, or “uprising.”
It lasted for years. In the early 1990s, the two sides made some progress toward peace. Israel agreed to give
Palestinians control of an area called the Gaza Strip and of the town of Jericho. The Israeli leader who signed
this agreement, Yitzhak Rabin, was assassinated by a Jewish extremist who opposed giving in to Palestinians.
Israeli-Palestinian conflict has caused increasing violence in recent years.
A 2012 map
showing Israeli
and Palestinian
controlled
portions of
Israel.
World History B
Credit 5
L4L-World History B (2017)
Page 17
Rev. 10/22/19
Israeli and Palestinian Relations
EXPLAIN
Directions: Use the information from pages 14-17 of this packet to complete the chart below.
Jewish nationalist movement gained
strength in the 19th and 20th
centuries. Zionists pushed hard to
re-establish a Jewish national
homeland. Many Jews and Arabs had
moved into Palestine but Arabs
opposed this.
World History B
Promoted idea of dividing Palestine
into a Jewish state and a separate
Arab state.
Credit 5
L4L-World History B (2017)
Page 18
Rev. 10/22/19
Different Perspectives Map Activity
EXPLAIN
Directions: Read the text box and study the ma
