Gaza's Economy (A Think)

The top headline on the New York Times' website is titled "Cut Off, Gazan Economy Nears Collapse." The article reports:

Hamas promised security in its victorious election campaign. But it has failed at that, said Hamdi Shaqqura of the Palestinian Center for Human Rights. “There is security chaos and no respect for law,” he said, and a prime reason is the involvement of the police and security forces, many of them from Fatah, in the lawlessness, and the constant clashes with militia and gunmen affiliated with Hamas.

I've got to be honest, as a strong supporter of Israel I feel a little awkward posting this entry this morning. Not because I blame the Israelis for what is happening in Gaza. I know that while Israel has recognized the right of the Palestinian Authority to exist, Hamas is bent on destroying the Israeli nation. At the same time, I fear that many people will blame Israel for what is happening in Gaza. But alas, I felt like I was weaseling out if I didn't post the article that most caught my attention this morning.

Lesson Ideas:
1. Tell students to pretend that they are a living in Gaza. Ask them to write a journal entry, perhaps a blog entry, of what their life might be like.
2. Tell students that many people blame the situation in Gaza on the Israelis. After either explaining the article to them or having them read it, ask who they think is to blame for the economic unrest in Gaza. Encourage them to explain thier positions. They might even blog on this.
3. Show students the map pasted at the top of this blog. Ask them to explain what they see. Be sure to tell them to pay attention to the insert as well as the larger map. You might ask them to work in groups of two or three to make notes on what they see. Then reconvene the class and compare notes.
4. The people of Gaza (and the people of the West Bank) are going to have to establish their own nation and support themselves, if they are to ever live at a higher socio-economic status. Ask students what it would take to establish a nation. Have them work in groups to consider what the people of Gaza should do to lift themselves out of poverty. (Tell students that their plan has to have at least four different parts.) They might present their thoughts back to the class, or to the larger community, in a podcast. After students have had a chance to consider these ideas and present them back to the class, discuss them.
5. What else could a teacher do to effectively use this article in teaching?

You could learn more about Gaza at Wikipedia

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