Conflict in Palestine between the displaced Palestinian people and the idea of a Jewish homeland precedes my birth and may likely be unresolved until well after I pass away. It includes questions of national identity, self-representation, theological primacy, with both peoples claiming an ancient right to a ‘homeland.’
As the first nation to recognize ‘The State of Israel” the US bears special responsibility for resolving three generations of conflict and asymmetrical warfare and the conflict’s destabilizing repercussions throughout the Middle East. Moreover, the US provides billions of dollars yearly to Israel in aid for military security and economic development.
The “Good Friday Peace Accords” helped calm ‘The Troubles’ in ‘The North of Ireland” as opposed to “Northern Ireland” to which the English and the US refer. Tensions have been significantly reduced for decades, but the ‘underlying conflict’ of a wish for a single Irish state simmers beneath the surface.
Here is the plan as of 2023. Feel free to adapt it to personal or course needs, and update internet sources. As I write this, Israel continues it’s invasion of the Gaza Strip intent on eliminating Hamas one and for all. The obvious point that they are creating more future “terrorists” than they are killing seems lost to them. Estimates of over 30,000 Palestinian civilian casualties is probably an under count. United Nations condemnation of the incursion has made little difference. Meanwhile President Biden tries to restrain Israel and stem a Democratic voter rebellion by youth and US citizens in several ‘swing’ states.
The alternative is a second Donald Trump presidential term. Here is the plan as I last used it…
Palestinian – Israeli Peace Two State Talks. A Role-Playing Lesson for Students
Lesson plan is a role-playing exercise useful as a capstone to a unit of study regarding intractable issues in Palestine since the end of the British Mandate. It might also be used at the start of a unit, so that students can experience the kinds of difficulties in negotiating with other who have differing agendas from one’s own – a kind of pre-experience – before they break into research groups to study each point of conflict, resulting in the failure of every permanent peace settlement to date.
The United Nations has several websites with background necessary for a fairly thorough understanding for high school or college students. Teacher may also supply contemporary publications from the point of view of various interested parties; Israeli pro and con, Palestinian, Conservative US and Liberal US, Al Jazeera, British, French, Turkish, Egyptian, Jordanian, Saudi Arabian, etc.
Useful online sources from the UN include:
- https://www.un.org/unispal/history/
- https://www.un.org/unispal/permanent-status-issues/
- https://www.un.org/unispal/data-collection/security-council/
The role play starts with a slight deceit by the teacher – the whole game depends on students working out an agreeable solution to a series of problems, but with conflicting Victory Criteria – this is extremely common in actual role-playing games on the market. Teacher announces to entire class (after introductory studies have been concluded) that the grades each team receives for the project will depend on different negotiation objectives. The more objectives each team realizes in the final peace treaty, the higher the grade for that team. As such, it is in the self-interest of each team to keep most if not all of their objectives secret from other teams.
In fact, the teacher will not be using said grading standards. Rather, teacher will award a single “class grade” for all students at the end of the exercise. Grades might be an “A” for everyone for active participation, a “Pass” or “Fail” grade for the whole class, or simply reveal it was not a graded activity at all. Not everything in education needs to be graded. (Read essay on education earlier in this book.) Teacher should not consider the whether any team actually achieves any or all of he assigned negotiation goals.
It will soon become apparent, that the only way to achieve a permanent treaty is for all students to compromise and settle for a “B” for the team. At that point, I always explain that there was also a secret teacher negotiation objective, which they achieved through their negotiations. “Everyone gets an A!” is usually greeted with joy and surprise. The realization that sacrifice by each party is essential for the good of the whole classroom is an essential learning, and a metaphor for all nations on earth. Perceptive students may figure this out by the end of day one – and day two may result is a rather long “Cocktail Party,” or teacher can have students circle up for a seminar discussion on the Palestinian Question, and their role-playing experiences.
Teams role play as representatives from various nations interested in achieving peace and justice in Palestine. A minimum of three teams are needed, as many as seven may be practical in a typical classroom over a two-day period. Israel and Palestine are essential, the United States is an excellent third team, others might be the United Nations, Egypt, Jordan, Turkey, Russia, Syria, or other interested parties not in the area, like Japan or China. (Teacher would need to write the negotiation objects for these last two.)
Teacher may choose to have each team research the current foreign policy objectives regarding Palestine for the nations they represent. Representation may be done by having students draw country names out of a hat – thus insuring randomization of student abilities – and opportunity for class bonding and a realistic representation of who actually does represent countries at negotiations. Or the teacher may allow students to form their own groups of roughly equal number, then have the teams draw names from hat for their entire group to represent.
Students may choose to research current political dress for the countries they represent and come to class so attired. Teacher should take time to point out the difference between “traditional” dress for certain nations, versus what their political leaders actually wear for formal negotiations. Sensitivity by students is required here, so as not to offend, or undermine the seriousness of the learning experience.
I encourage the teacher to provide various refreshments each day for the “Cocktail Party,” – Step 5 of the actual negotiations – where students may relax, enjoy treats and speak, “off the record” with any or all parties present.
Daily Schedule of Negotiations
Step one: Each delegation offered opportunity to address all assembled parties formally.
Step two: Each delegation meets to consider situations, offers and counter-offers. Plan as a delegation next steps to take.
Step three: Bi-lateral talks. Israeli and Palestine delegates enter into “face to face” negotiations with any or all other delegations present at negotiations to share ideas, options and possible steps to take next.
Step four: Each delegation meets to consider results of bi-lateral talks and to plan next offers and “off the record” things they may consider saying at the “Cocktail Party to follow.”
Step five: All members of all delegations may communicate informally with all parties involved at the evening’s cocktail party. “Off the record” communication is possible.
Negotiating Objectives for Each National’s Delegation
Palestinian Liberation Organization’s Objectives:
Grade = A Palestinian homeland is founded in the West Bank, with East Jerusalem as its capital. Massive financial aid is received from other nations.
Grade = B Palestine obtains some form of acceptable self-rule from Israel, which will in time – and with guarantees – to a Palestinian homeland. Sign peace treaty with Israel.
Grade = C Israel is seen by all delegations as intentionally blocking progress and Palestine is perceived to be reasonable and cooperative. All parties agree to continue talks in the future.
Grade = D Arab brother sell you out. Peace treaties are signed and the Palestinians have no homeland. Or some delegation members become radicalized during negotiations – disrupting the peace negotiations – and remaining members cannot control them.
Grade = F Delegation votes to end negotiations, and calls for a Palestinian uprising against Israel, advocates terrorist activities or calls for another Infatada.
Israel’s Negotiation Objectives:
Grade = A Sign peace treaty, with Syria, Lebanon and maybe others. Keep all territories. Talk Palestinians to accepting Israeli rule.
Grade = B An arrangement to continue talks about Palestinians and a peace treaty with either Syria or Palestine.
Grade = C Talks have no concrete gain but all parties agree to continue talks in the future.
Grade = D A walkout by any delegation end talks on a hostile note – delegation do not commit to future talks.
Grade = F Palestinian delegation call for renewed terrorist attacks or an Intafada.
United States, Russian, United Nations, and Other Nations Negotiation Objectives (But not Lebanon, Egypt, Syria, or Jordan who have their own)
Grade = A All Arab countries sign peace treaties with Israel. Some acceptable phased-in treaty signed by Israel and Palestine, leading to Palestinian self-rule in time.
Grade = B An arrangement to continue talks about Palestinians and a peace treaty from either Jordan or Syria with Israel.
Grade = C Talks have not concrete gains, but all parties agree to continue talks in the future.
Grade = D A walkout by any delegation ends talks with no promise to continue.
Grade = F War is declared by any delegation against Israel, or other delegation(s) call for terrorism against Israel.
Egypt’s Negotiating Objectives
Grade = A Regain Gaza Strip or receive suitable compensation for it. Lead Arab brothers into signing peace treaties with Israel.
Grade = B Lead Arab brothers into signing peace treaties with Israel and receive praise from US, Russian and UN for doing so.
Grade = C Keep talks on track and help schedule future talks.
Grade = D Peace talks fail and no new talks are scheduled.
Grade = F Cause a war against Israel, call for terrorist attacks, or cause US or UN to impose economic sanctions on Egypt.
Lebanon’s Negotiating Objectives
Grade = A Obtain assistance in removing Hezzbollah fights from country, eliminating Iranian political manipulation from national politics. Sign mutual defense treaty with Israel and gain finance assistance pledges from other nations to rebuild national economy. Obtain support from other nations to pressure Syria to stop interfering in Lebanese self-determination.
Grade = B Sign a mutual defense peace treaty with Israel. Obtain their military support to eliminate Hezzbollah military forces.
Grade = C Do not sign a treaty but agree to further talks.
Grade = D Peace talks fail and no new talks are scheduled.
Grade = F Cause a war with Israel or bring US or UN sanctions against Lebanon.
Syrian Negotiation Objectives
Grade = A Return of Golan Heights from Israel. Maintain control over Lebanon’s politics and continue support of Hezzbollah military is attacks on Israel. Sign peace treaty with Israel.
Grade = B Get West Bank into a Palestinian homeland and be compensated in billions of dollars from Israel for the Golan Heights.
Grade = C No treaty, but preserve things as they are and agree to future talks.
Grade = D Sign treaty with Israel without gaining any objectives.
Grade = F Cause a war against Israel, advocate for terrorism, or walk out of negotiation without promise of further talks.
Teachers: One final note. This is a massively easy two-day lesson plan based on actual conditions on the ground as of this publication. It is perfect for any high school or college course dealing with international politics, Middle East studies, International Diplomacy, or as a high school social studies unit. Caution, it is not a good substitute plan – as most substitutes lack the necessary historical background, classroom control, familiarity with students in the course, or concern whether the lesson plan succeeds or not, and they are not going to invest any money in class treats for the Cocktail Party.
It is, however, a most fantastic lesson plan for when receiving a formal evaluation by your supervisor. It ticks all the necessary boxes for an “Outstanding Teacher” rating. It always worked for me.
James Sawatzki Publications 