This is of course a notorious issue for one that sparks conflict between groups. These 3 resources: a powerpoint, Prezi and roleplay try to help students empathise and understand both sides of the conflict without siding specifically on either one. The lesson objectives are: What is the conflict in Israel and Palestine about? What are the different responses to it? What do you think is the best response and why? There are about 4 hour long lessons worth of activities here with varying levels of difficulty: from role plays, youtube clips of varying degrees of debate (the hardest being the 15 minute clip by John Pilger, Palestine is still the issue). It's really worth putting this into context with the history of the formation of Israel (which this clip is quite good at, but I don't think very accessible to KS4 but more KS5 level https://www.youtube.com/watch?v=1wo2TLlMhiw). There's a simplified version in the powerpoint. It's excellent for world politics, terrorism and extremism, SMSC, PHSE, Religious Studies. I really recommend you watching the clips first if you can, and getting the students to engage with them. I usually get the students to watch the clips and do the roleplay in one lesson and then do more research written work in the next. The roleplay has 24 separate individual roles (sorry, I ran out of steam, i nearly made it to 30!) which vary in nationality, religious belief and is a very useful way to get students to empathize. If you have more than 24 people I recommend you let students chose their relationship to the families (aunts/siblings/grandparents/friends etc.) It also really helps for me to remember to ask questions rather than tell students they are wrong if they bring in extreme(ish) opinions from home (of which Arab and Jewish families often do pass on to their children). Prezis, if you've never used them, work just like powerpoints: you make them full screen and then just press the right arrow on your keyboard. Good luck in teaching this lesson with informed sensitivity, kindness, and with hope for a peaceful resolution!

This lesson is designed to be adaptable to the needs of your class. It can build on previous knowledge of Gandhi, and works best if that is the case, but can also be used as an introduction to Gandhi’s teaching and life. (To this end, I’ve included a link of him burning the passes and his famous non violence speech that followed it, which are both short and excellent insights into his teaching and philosophy. On non violence: https://www.youtube.com/watch?v=HKzKj_8CO2g Burning of the passes (ahimsa):https://www.youtube.com/watch?v=50gNryy9JnA) It includes extension tasks for able and talented, and differentiated activities including ethical dilemmas, youtube videos, group discussions, treasure hunts as well as written tasks. A broad range of activities, in my experience, always bosters engagement. (there is a need to print 10 slides here) The lesson aims to remind students’ of Gandhi’s teachings and inform them of the Caste system. There is also a short video about Narayanan Krishnan, an inspirational Hindu who has disregarded his Brahmin caste to help untouchables or down and outs in Indian Society. 2 differently worded Learning Objectives here for lower and higher ability or age groups: To remember who Gandhi was. to explain what the caste system was. To know Gandhi’s opinion of the untouchables. To develop and evaluate my own opinion about the caste system. To empathise with people who are in the caste system. Or, for KS4, All will be able to explain what the caste system was, and why Gandhi was against it. Most will be able to relate the situation to contemporary issues re: jobs and status. Some will be able to explain why the caste system became a source of prejudice and discrimination.