Arab-Palestinian-Israeli Conflict (POLI 474)
Arab-Palestinian-Israeli Conflict (POLI 474)
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Intro (Jan 9–11)
Intro (Jan 9–11)
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Welcome to my class! I organize everything in the modules you see below. They are your "home" page in Canvas. For the syllabus, see the "Syllabus" tab. Assignments are listed throughout the modules, but you can also view them on the "Assignments" tab (select "view by type" in the upper-right corner to group by type). To make navigation easier, you can expand or minimize the modules using the downward-pointing arrows on the left side of each module header.
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Jan 9 - Introduction & Syllabus
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We'll set the stage for the class and discuss common misconceptions about the conflict. My main goal in the course is to make you deeply engage with a variety of perspectives on the conflict, not to persuade.
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Jan 11 - Reflections and Framing the Conflict
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For our second day, we have a set of easy readings. There is no assessment for the day, but the readings below are tied into your reflection assignment. The readings chosen are meant to show you a variety of viewpoints, so some of them are extreme; the purpose is NOT to focus on who is right or wrong, but rather on the *frames* each uses to discuss the conflict or Jews/Arabs/Palestinians. By frames, I mean: By what metric does each source evaluate the conflict or Jewish/Palestinian claims to the land of Israel/Palestine? What does each reading consider the most important considerations for understanding the conflict? Below is more information for guiding your reading.
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The first three readings are meant to highlight some of the frames that are more common on the Palestinian side of the conflict. (1) The first link will take you to the Human Rights Watch page on Israel/Palestine. On that page, you should read what's at the link for the 2021 news release titled "Abusive Israeli Policies Constitute Crimes of Apartheid, Persecution." You could also skim the 2022 World Report for Israel/Palestine if you have time. (2) The second link will take you to the website for the BDS movement; you should read the sections titled "Summary," "The Origins of Israel: Zionism and Settler Colonialism," and "Settler Colonialism." (3) The third link is is the charter for Hamas, an Islamist group that came to prominence in the late 80s and early 90s and plays an important role in the Gaza strip to this day.
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The second three readings highlight frames more common on the Israeli side of the conflict. (1) This link is to a filtered set of blog posts from the Anti-Defamation League. The filtered posts are focused on instances they view as anti-semitic in nature, some related to Israel and others not. (2) The second link will take you to an article in the Atlantic by Yossi Klein Halevi, an American-Israeli author and journalist. The article highlights an Israeli perspective on what stands in the way of peace. (3) The third link will take you excerpts from a chapter of the book "Uncomfortable Questions for Comfortable Jews" by Meir Kahane. Although Kahane did not have a huge following during his lifetime, he has inspired important instances of political violence in the past and his legacy continues to influence political groups in Israel today, in particular the political party Otzma Yehudit.
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External UrlHuman Rights Watch on Israel/Palestine Links to an external site. Human Rights Watch on Israel/PalestineScore at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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External UrlBDS Movement on Apartheid and Settler Colonialism Links to an external site. BDS Movement on Apartheid and Settler ColonialismScore at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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External UrlADL Blog Articles on anti-semitism/anti-Israeli sentiment Links to an external site. ADL Blog Articles on anti-semitism/anti-Israeli sentimentScore at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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External UrlAtlantic 2018 Article (Open in Incognito Window to View w/o Subscription) Links to an external site. Atlantic 2018 Article (Open in Incognito Window to View w/o Subscription)Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
1. Nationalism and Zionism, Mandatory Palestine, and the 1948 War (Jan 18–Feb 1)
1. Nationalism and Zionism, Mandatory Palestine, and the 1948 War (Jan 18–Feb 1)
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Jan 18 - 1.1 - Early Zionism, Arab and Nascent Palestinian Nationalism, and World War I
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When were the foundations of the conflict set? Most point to this time period—the late 1800s and early 1900s—as the fall of the Ottoman Empire, modernization, and nationalist movements led to increasing tension in historic Palestine. These readings provide detail on Arab/Palestinian Nationalism and Zionism prior to WWI, the state of Palestinians and the broader Arab World during the same time period, and a few important primary sources.
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Perspectives to consider for assessment: European Jews, Arabs living in historic Palestine.
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Set 1: The Aly et al. textbook reading (~7 pages) provides a succinct overview of this time period (up to the end of World War I). For this reading, consider the forces that led Jews to immigrate to historic Palestine, as well as the forces leading to enthusiasm for Arab nationalism and to changes in Palestinian society.
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Set 2: In the Farsoun and Aruri reading (~6 pages), consider the effect of Ottoman reforms (particularly land reforms), the connection between these reforms and immigration, and reactions to immigration in historic Palestine.
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Set 3: The Laqueur/Rubin and Khater readings (~25 pages total) are all primary texts from the time period. Three of these primary texts—the McMahon Letter, the Sykes-Picot Agreement, and the Balfour Declaration—highlight contradicting promises made by various British government officials to those with interests in historic Palestine and are the reason the area is known as the "thrice-promised land." In these texts, focus on what the promises were and what reasons the British may have had for making them. The remaining texts—by Herzl, Pinsker, and Ahad Ha-Am—highlight the diversity of opinions in the Zionist movement. In these texts, focus on the reasons they felt the Zionist movement was necessary and what they had disagreements over.
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Jan 23 - 1.2 - The British Mandate Period
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After WWI, the British take control of historic Palestine as part of a "British Mandate" (under the direction of the League of Nations, the precursor to the United Nations). They control Palestine from then until after the end of WWII, when they leave and the region subsequently erupts in war. This is a period that sees increasing Jewish immigration to mandatory Palestine as well as increasing opposition by the local Arab and Palestinian populations.
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Perspectives to consider for assessment: Jews in Europe, Jews living in the "Yishuv" in historic Palestine, Arabs in historic Palestine
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Set 1: The Aly et al. textbook readings (~28 pages) provide an overview of this period. Please pay particular attention to the reasons for increasing tensions between Jews and Palestinians as well as figures and institutions important to the Yishuv (the immigrant Jewish community in historic Palestine) and to Palestinians.
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Set 2: The Khalidi excerpt (~6 pages) provides a Palestinian perspective on the time period. Focus on what the author highlights as the reasons for the Palestinians' failure to promote their interests during the mandate period.
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Set 3: The primary sources for the day (~9 pages) include two texts. The first text establishes a British Mandate in historic Palestine—after WWI, world powers gather as part of the League of Nations to discuss what to do with territories of the former Ottoman Empire, and the British receive a "mandate" from them to administer Palestine, among other areas. The second text is the report of the Peel Commission and the response of the British government to that report. The Peel Commission is the group of British administrators assigned to review the reasons for the Great Arab Revolt (1936–39) in Palestine. The Peel Commission is important as the first time an international party recommends the partition of the land between Jews and Palestinians. As you read, consider the reasons (stated or otherwise) for the establishment of the Mandate as well as why partition began to be considered at this point in time.
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Jan 25 - 1.3 - Divisions and Institutions among Jews and Palestinians
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We are taking a pause from our chronological approach to consider the importance of the divisions and institutions on both sides of the conflict. Each side of the conflict is far from united, and it is important to understand the factions in each camp and their associated institutions during this time period.
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Perspectives to consider for assessment: Labor Zionists (and Haganah), Revisionist Zionists (and Irgun), Middle Eastern Jews, Palestinians.
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Set 1: The Sasley and Waller, Kook, and Sprinzak readings (~40 pages) all consider the ideological divisions among Zionists and their ramifications. The first is a summary of these divisions. The second considers an enigmatic figure (Hillel Kook) and his role in these divisions. The last considers the way these divisions came to a head at the outbreak of the 1948 War. In all of these, consider reasons for these ideological divisions and their importance to the conflict.
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Set 2: The Tamari reading (~12 pages) considers one figure (Ishaq Shami) and his identities as part of a Jewish community in historic Palestine that pre-existed the Zionist movement. As you read this chapter, consider the differing backgrounds of Jews from these pre-existent communities and European Jews.
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Set 3: The Lesch and Ghanem readings (~11 pages) look at the divisions among Palestinians and Arabs. Consider the reasons for and effects of these divisions during the mandate period.
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Jan 30 - 1.4 - The 1948 War
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The 1948 War is really a combination of two wars: A civil war that lasted for ~1 year prior to the British leaving, and a war lasting ~1 year between Israel and the surrounding Arab states after the British leave. The textbook reading goes into this war in great detail, while the two additional readings highlight atrocities carried out during the war.
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Perspectives to consider for assessment: Jews in historic Palestine, Palestinians, surrounding Arab countries.
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Set 1: The textbook reading (~27 pages) outlines the fighting that took place right before the British left, the fighting with surrounding Arab countries after they left, and the aftermath of the 1948 War. Pay attention to important incidents during the war, the factors causing Palestinians to flee, and the differing perspectives in the narratives section.
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Set 2: The articles from Haaretz and Tablet magazine (~12 pages) provide a deeper look at shameful incidents that occurred during the 1948 War and that still stick in the minds of people on both sides of the conflict. As you read about these incidents, try to consider the background we've covered already and how that might explain why people would engage in such violence.
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Feb 1 - 1.5 - Narratives of Independence and Nakba
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The 1948 War—considered the War of Independence by most Israeli Jews and the Nakba by most Palestinians and Arabs—is not interpreted in the same manner by each side of the conflict, to put it mildly. The readings for today are supposed to focus on the narratives each side uses to analyze the lasting meaning of this war.
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Perspectives to consider for assessment: Jews looking back on the 1948 War, Palestinians looking back on the 1948 War
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Set 1: The Kanafani reading (~40 pages) is a fictional short story by a famous Palestinian author. Written after both the 1948 and 1967 Wars, it uses the analogy of leaving behind a child to describe Palestinian feelings toward being refugees outside of the land of Palestine. Two things to consider as you read: who, or what, does the author seem to hold guilty for losing Dov? What is the conclusion Dov's biological parents come to at the end of the story?
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Set 2: The Shavit reading (~27 pages) comes from the author's famous book "My Promised Land" and covers the period immediately preceding the 1948 War rather than the war itself. The chapter uses the historic location of Masada to highlight the way many Israeli Jews would look back at this time period—one of Israel against the world, facing grave existential threat. Think through the reasons for those feelings and how the use of symbols (like Masada) can strengthen them.
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Set 3: The Tolan reading (~16 pages) comes from a book called "The Lemon Tree." It provides a semi-documentary description of the experiences of the family of Dalia, who immigrate to Israel from Bulgaria after the holocaust. As you read, consider how holocaust survivors might look back on the 1948 War.
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2. The Early Israeli State, Pan-Arabism, and the 1967 War (Feb 6–15)
2. The Early Israeli State, Pan-Arabism, and the 1967 War (Feb 6–15)
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Feb 6 - 2.1 - Aftermath of the 1948 War, early Israeli state, and the 1956 Sinai-Suez War
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Although the belligerents of the 1948 War entered into an armistice agreement in 1949, tension continued for those involved in the war. These readings discuss this period of tension.
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Perspectives to consider for assessment: Jews in the state of Israel, Jews immigrating to the state of Israel, Palestinians, Arabs from surrounding countries
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Set 1: The only reading for the day is the textbook chapter (~29 pages), which covers the trajectory of Israel and the surrounding Arab countries during the time period, the increasing importance of Egypt, the increasing importance of the Cold War, and the events leading to the Sinai-Suez War of 1956. Focus on getting a chronological overview of this time period for Israel/Palestine, for regional powers like Egypt, and for the international community's involvement in the conflict.
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Aly Et Al Chapter 3
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Feb 8 - 2.2 - Jewish and Arab Minorities in Israel's Early Years
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Israel's early years of state formation involved negotiating the nature of the new state and the status of a number of minority groups. For each of the readings, you should focus on what they have to say about the relationship between the Israeli state and the different groups that are highlighted in the readings.
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Perspectives to consider for assessment: Israel's early leaders, Palestinians living in the state of Israel, Mizrahi Jews in Israel, the Haredim in Israel
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Set 1: The Kedar reading and the Peleg and Waxman reading (~31 pages) discuss the concerns among Israelis, either before or after independence, over what the nature of their new state should be. As you read, focus on the difficulties in deciding what role Judaism should play in the state.
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Set 2: The Lustick reading (~17 pages) looks at the position of what are sometimes called "1948 Arabs/Palestinians", also often referred to as Israeli Arabs or Palestinian Citizens of Israel. This is the group of Palestinians who remained within the green line (i.e. within the new state of Israel) at the end of the war. Consider the position of this group in Israeli society and politics during this time period and the reasons for that position.
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Set 3: The Khazzoom, Friedman, and Sasley and Waller readings (~31 pages) consider two Jewish groups who were minorities during this time period as well. The Khazzoom and Friedman readings (NOTE: choose just ONE of these readings to do, not both) focus on Mizrahi Jews, while the Sasley and Waller reading discusses the Haredim or Ultra-Orthodox. Consider the position of these groups in Israeli society and politics during this time period and the reason for that position.
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Feb 13 - 2.3 - Arab and Palestinian Resistance, From Sinai-Suez to the 1967 War
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The period between the Sinai-Suez War and the 1967 War saw continued involvement, particularly by Egypt, in the conflict. The readings look at this as well as at the slow (but important) growth of Palestinian groups during this time period.
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Perspectives to consider for assessment: Israeli Jews, Palestinians, Arabs from surrounding countries.
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Set 1: The textbook reading for the day (~34 pages) discusses regional events of importance, the growth of Nasser's pan-Arabism, and the 1967 War.
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Set 2: The Pearlman reading (~9 pages) discusses the rise of Palestinian organizations during the period between the wars of 1948 and 1967. Although these groups did not play the biggest role in the conflict during this time period, they take a much larger role later. Pay particular attention to the rise of Fatah and its takeover of the Palestinian Liberation Organization.
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Aly Et Al Chapter 4
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Feb 15 - 2.4 - Narratives of 1967
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The effects of the 1967 War were immediate and resounding for the conflict, a miracle for many on one side and a catastrophe for many on the other. The readings for today expose you to some of those narratives.
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Perspectives to consider for assessment: Israeli Jews, Palestinians within the state of Israel since 1948, Palestinians in the now-occupied territories.
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Set 1: The first reading (~23 pages) by Amos Oz, a famous Jewish author, is made up of interviews with Israelis in settlements established after 1967. This will highlight the attitudes of some religious settlers in response to the war.
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Set 2: The Grossman reading (~13 pages) highlights the differences between Palestinians in Israel and the territories, brought into stark relief because of the results of the war.
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Set 3: The Esposito reading (~8 pages) discusses the ramifications of the 1967 War and other developments in the Middle East on pan-Arabism and Islamism.
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3. Peace and War with Arab Neighbors (Feb 21–Mar 8)
3. Peace and War with Arab Neighbors (Feb 21–Mar 8)
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Feb 21 - 3.1 - War of Attrition and the 1973 War
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This day focuses on the period leading up to the 1973 War
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Perspectives to Consider: Israeli Jews, Palestinians in the occupied territories, Arabs in surrounding states
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For this day, we only have one reading assigned, focusing on continued conflict between Arabs, Palestinians, and Israelis from the 1967 War to the Yom Kippur War of 1973. For this reading, focus primarily on important instances of conflict during this period of time. In particular, focus on what made the 1973 War significant for Egyptians, the US, and Israel. Additionally, pay attention to the growing importance of Palestinian nationalist movements.
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Set 1: For this day, we only have the assigned textbook chapter. It focuses on the continued conflict between Arabs, Palestinians, and Israelis from the 1967 War to the Yom Kippur War of 1973. For this reading, focus primarily on important instances of conflict during this period of time. In particular, focus on what made the 1973 War significant for Egyptians, the US, and Israel. Additionally, pay attention to the growing importance of Palestinian nationalist movements.
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Feb 22 - 3.2 - The US and the Conflict
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The 1960s and the 1970s is the period of time when the US begins to play a much larger role in the conflict than it had before. For that reason, we're taking a break from our chronological coverage of the conflict to discuss the causes of the strong relationship between the US and Israel.
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Perspectives to Consider: NO PERSPECTIVES FOR ASSIGNMENT TODAY.
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Set 1: Our first reading comes from Mearsheimer and Walt, two renowned IR scholars. They wrote an article in 2006 and then a book in 2007, both of which were extremely controversial and both of which focused on the influence of what they call the Israel Lobby in the US. In the 2006 article, read the full text of the article (~20 pages). There's additional material in the form of comments on the article PDF (included at the end) and the transcript and video link to a debate held on the article. You should spend no more than 15-30 minutes watching or reading these additional sources to contextualize the debate. If you are watching the video, the debate really starts at around 5.5 minutes into it.
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Set 2: I've included three additional readings to provide critical counterpoints to the M&W article. This is a combined ~70 pages of reading, and I don't expect you to read all of it. Instead, I'd like you to pick one of the readings (Lieberman 2009, Roth 2009, Koplow 2011) to read and summarize. You should also *briefly* skim the other two articles. The Lieberman article is primarily a rejoinder to M&W, discussing issues the author sees with their argument. The Roth article, on the other hand, proposes that the US has legitimate strategic interests for its support of Israel, especially during the Cold War. The Koplow article provides an argument that a strong US-Israeli relation is rooted in public opinion.
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External UrlMearsheimer Walt Debate Links to an external site. Mearsheimer Walt DebateScore at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Feb 27 - 3.3 - The Palestinian National Movement and the Settlement Movement
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We are doing another non-chronological day to discuss two matters in depth: The growth of the Palestinian national movement on the one hand and the growth of the settler movement on the other.
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Perspectives to Consider: NO PERSPECTIVES FOR ASSIGNMENT TODAY.
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Set 1: The two Aljazeera documentaries provide an overview of the creation of the PLO, the rise in popularity for Fatah, other Palestinian groups like the PFLP and BSO, and the Black September incident. Please note the timestamps on the link text to know which portions you should watch.
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Set 2: The Sprinzak reading focuses on the early history of the settlement movement. Pay particular attention to discussions of Zvi Yehuda Kook, Meir Kahane, and Gush Emunim.
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External UrlAljazeera PLO Documentary Part I (Watch 3:50-11:20 and 18:30–24:00) Links to an external site. Aljazeera PLO Documentary Part I (Watch 3:50-11:20 and 18:30–24:00)Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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External UrlAljazeera PLO Documentary Part II (Watch 1:00–12:30 and 17:20–24:15) Links to an external site. Aljazeera PLO Documentary Part II (Watch 1:00–12:30 and 17:20–24:15)Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Mar 1 - 3.4 - Camp David and the Lebanon War
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We finish our third module (and all the material before the midterm) with a discussion of the Egyptian-Israeli peace agreement, Israeli involvement in Lebanon, and the Sabra and Shatila massacres.
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Perspectives to Consider: Israeli Jews and Palestinians.
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Set 1: The Aly et al chapter for the day focuses on armed activities by Palestinian nationalist groups, a peace agreement between Israel and Egypt as well as the prospect for peace with Jordan, and Israel's involvement in the Lebanon War.
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Set 2: The remaining two assignments are related to the Sabra and Shatila massacres. The first, excerpts from a report by the Kahan commission, discusses the findings of an Israeli investigation into the massacre at the camps. The second assignment is footage and a short report by the Associated Press discussing the massacre. ***NOTE***: The second assignment in this set is NOT required. I am including this video because some students will find it educational to know more about how the incident was reported. However, starting at 8 seconds into the video, there is graphic footage of the aftermath of the massacre. You will not be penalized if you decide you do not want to watch the video or write a summary of it.
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External UrlAssociated Press Footage and Reporting on Sabra and Shatila Links to an external site. Associated Press Footage and Reporting on Sabra and ShatilaScore at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Mar 6 - Midterm Review
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QuizMid-Course Evaluation Mid-Course EvaluationScore at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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MIDTERM EXAM Mar 7–10 (2.5 hours available, 1.25 hours likely, covers modules 1–3)
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This will be taken in the JFSB Computer Lab. See the Midterm Exam assignment below for additional information and the study guide.
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4. The Intifadas and the Peace Process (Mar 13–Apr 5)
4. The Intifadas and the Peace Process (Mar 13–Apr 5)
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Mar 13 - Discussion (Narratives of Conflict, Reflections)
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Mar 15 - SPRING BREAK - NO CLASS
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Mar 20 - 4.1 - The First Intifada
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Up to this point, Israel has mostly kept the conflict outside of territories under its control. That changes with the First Intifada, where sustained, (mostly) non-violent, mass protests by the Palestinian population abruptly disrupt the status quo.
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Perspectives to consider for assessment: Israeli Jews, Palestinians
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Set 1: The textbook reading covers this period as it leads into efforts for peace in Madrid and Oslo. It discusses the nature of the First Intifada and how the first Intifada was viewed globally
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Set 2: The Cabban reading provides additional details on the relationship between the PLO and the protests in the territories. This reading provides important insights into how mass protests were sustained during the First Intifada.
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Aly et al Ch 7
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Mar 22 - 4.2 - The Oslo Peace Process
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The Oslo Peace Process begins soon after the end of the First Intifada. The peace process period is characterized by high levels of optimism globally and fairly broad support locally. Many thought Israel and the Palestinians were close to achieving peace, and some important progress was made in that direction. The readings for today focus on this period.
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Perspectives to consider for assessment: Israeli Jews, Palestinians.
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Set 1: The textbook reading (~25 pages) provides details on the peace process in the years immediately after it begins and up to 1999. The primary source reading from Laqueur and Rubin (~10 pages) provides details on the Oslo Declaration of Principles (often called "Oslo I").
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Set 2: The Jamal reading (~14 pages) discusses the organization of the Palestinian National Authority, PNA or PA, that was created as a proto-governmental entitity for the Palestinians as a part of the Oslo Peace Process. Arafat and Fatah members from the PLO take command of this organization, which quickly turns in an authoritarian direction.
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Aly et al Ch 9
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Mar 27 - 4.3 - The Failure of Oslo
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Why did the Oslo peace process fail? Though the peace process had been in peril for a number of years, difficulties in finding a way forward really come to a head during the period covered by these readings, 1999 to the beginning of 2001.
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Perspectives to consider for assessment: Israeli Jews, Palestinians.
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Set 1: The textbook reading (~27 pages) considers this time period in great detail. Of particular importance to understanding this time period are the return of the Labor party to power and the lack of success at Camp David II.
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Set 2: Dennis Ross was special Middle East coordinator under President Bill Clinton and was centrally involved in the lead-up to and failure of Camp David II. In this chapter (~21 pages) from his book, he describes what he sees as the most important reasons for why things didn't go well at Camp David II.
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Aly et al Ch 10
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Mar 29 - 4.4 - Extremism and the Peace Process
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What motivates violent extremism? The mid-90s and early 2000s are characterized by extremism on both sides—incidents like the Ibrahimi/Cave of the Patriarchs Massacre and bus bombings. The readings for today discuss the reasons for violent extremism, both at an individual level as well as at an institutional one.
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Perspectives to consider for assessment: NO PERSPECTIVES FOR ASSIGNMENT TODAY.
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Set 1: Your first reading by Wendy Pearlman discusses one hypothesis for the change from non-violence to violence between the first and second intifadas. According to her argument, non-violence is only possible when a movement is politically cohesive. As you read, consider her argument and what potential other explanations there are for the difference between the tactics of the first and second intifadas.
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Set 2: The Araj and Feige readings both address individual participants in extremist violence. In Araj, the author provides information on two Hamas suicide bombers and their motivations. In Feige, the author discusses Yigal Amir, the Jewish Israeli who assassinated Yitzhak Rabin.
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Apr 3 - 4.5 - The Second Intifada
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After the failure of Camp David II, the situation in Israel and Palestine quickly devolves. Violence on both sides erupts, primarily between the Israeli Defense Forces on one side and a number of different armed Palestinian groups (as opposed to the centralized mass mobilization of the First Intifada) on the other. The readings will provide you with an overview of the time period from 2000 to 2005.
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Perspectives to consider for assessment: Israeli Jews, Palestinians
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Set 1: The textbook reading for the day provides an overview of the Second Intifada, from when it breaks out to the unilateral Israeli withdrawal from Gaza in 2005.
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Set 2: In April 2002, PBS Frontline produced a documentary called "Battle for the Holy Land," and I've provided a link to the interactive website for this documentary. This documentary came at the height of the violence of the Second Intifada—immediately after what Israelis call "Black March" and in the middle of Operation "Defensive Shield." You should read/skim the following sections, all accessible from the linked homepage: (1) "Introduction," which provides an overview of the material for the documentary; (2) "The Cycle of Violence," which provides a timeline of key events up to March 2002; and (3) "On the Ground," which provides firsthand interviews and video—you should focus on the interview with Shaul Mofaz, the IDF chief of staff, and the interviews with the three Palestinian militant leaders.
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Aly et al Ch 11
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External UrlPBS Frontline - Battle for the Holy Land Links to an external site. PBS Frontline - Battle for the Holy LandScore at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Apr 5 - 4.6 - Checkpoints and the Separation Barrier
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The most significant long-term real-world impact of the Second Intifada is the creation of a system of checkpoints and the separation barrier in the West Bank. Why were these instituted? How does it affect day-to-day life for Palestinians? Have they helped decrease violence?
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Perspectives to consider for assessment: Israeli Jews, Palestinians
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Set 1: The first assignment set comes from the Israeli Ministry of Foreign Affairs. There are two PDFs (combined ~5 pages), which provide Israel's perspective on the necessity of what they call the security fence, as well as their evidence for its effectiveness.
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Set 2: The second set consists of a single reading, Conover 2006. This article from the Atlantic (~13 pages) comes after over 200 miles of the separation barrier had been constructed and an elaborate system of checkpoints had been established in the West Bank. The reading focuses more on the Palestinian experience but tries to cover perspectives from both sides during this time period.
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Set 3: The final assignment set consists of a reading and an interactive activity, both of which are meant to let you see the long-term effects of the separation barrier. The reading, Ahituv 2018 (~6 pages) is an article from Haaretz that explores the effects of the separation barrier 15 years after construction on it began. For the interactive activity, I am providing a link to a map on B'tselem's website. B'tselem is an NGO that focuses on documenting Israeli activities in the occupied territories. Spend some time on the map exploring the route of the wall and the location of checkpoints; read some of the linked testimonials and incident reports (marked in red).
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External UrlB'Tselem Map Links to an external site. B'Tselem MapScore at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
5. The Conflict Continues (Apr 10–19)
5. The Conflict Continues (Apr 10–19)
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Apr 10 - 5.1 - Second Lebanon War to the Abraham Accords
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In this class period, we discuss the progression of the conflict from 2005 to the current date. Among other things, this time period includes the Second Lebanon War, a number of wars in Gaza, the Arab Spring, and the Abraham Accords.
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Perspectives to consider for assessment: Israeli Jews, Palestinians
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Set 1: The first reading, the textbook chapter for the day, provides an overview of the time period.
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Set 2: It is during this time period that people begin to more seriously discuss a potential one-state solution to the conflict. This is a solution that, at times, has support from unexpected parts of Israeli and Palestinian society. However, it is also a solution that raises serious questions. What would we call this single state? Would a single state just ensure permanent occupation without representation for Palestinians? Would a single state endanger the democratic and/or Jewish nature of the Israeli state? These are questions that, though not necessarily answered in this set of readings, are crucial to consider. As for the readings—there is one from Khalil Shikaki, one of the co-authors of your textbook, as well as an interview by Nir Baram with an Israeli settler who is supportive of a one-state solution.
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Aly et al Ch 12
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Apr 12 - 5.2 - Current-Day Divisions among Israelis and Palestinians
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Near the end of class, we return to a topic we have discussed several times during the semester: internal divisions among Israelis and Palestinians. I have assigned a varied set of fairly short readings to provide an understanding of the current status of these divisions.
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Perspectives to consider for assessment: NO PERSPECTIVES for this assignment.
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Set 1: In Israel, it is generally agreed that the traditional Mizrahi-Ashkenazi divide is becoming less important. Instead, the left-right and secular-religious divides in Israel increasingly consume political discussion and competition. Three readings (combined ~13 pages) look at this. Wootliff 2018 provides data showing the increasing importance of the left-right divide (note: the 2021 survey estimates 32% rating this divide as most important, so a slight decrease from this article). Adkins Sales 2019 discusses the reasons for why young voters in Israel increasingly identify as part of the political right. Friedman 2019 outlines the main areas of contention between secular and religious Jews in Israel.
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Set 2: Two readings (~11 pages) discuss Palestinian Citizens of Israel. The first, Ghanem 2016, provides a summary of their situation in modern Israel. The second, Smooha 2021, discusses the results of a survey of Palestinian Citizens of Israel after a period of unrest in 2021.
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Set 3: The final set of readings (~6 pages) discusses divisions among Palestinians in the territories, in particular the divide between Hamas and Fatah. The first, Al-Omari 2021, comments on these divisions after the end of the period of unrest in 2021. The other two readings, the Times of Israel article and Ibrahim 2022, briefly discuss the most recent (and unlikely to succeed) attempt at reconciliation between Hamas and Fatah.
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Apr 17 - 5.3 - Where Is the Conflict Now?
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What should we think about how the conflict is going to move forward in the future? These articles offer some parting thoughts
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Perspectives to consider for assessment: NO PERSPECTIVES for this assignment.
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Set 1: Last time we talked about the decline of the Israeli left. What does the most recent Israeli election mean for the left, and what role is the secular-religious divide likely to play moving forward? An article (~9 pages) by Gur addresses these questions.
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Set 2: Palestine is nearing a cross-roads—Mahmoud Abbas, the current president of the Palestinian National Authority, is 87 years old and a successor is likely in the relatively near future. Additionally, Palestinians are increasingly dissatisfied with the Palestinian National Authority. The provided readings touch on these issues. the PCPSR reading discusses the results of a recent survey of Palestinians in the territories (no need to read all the tables at the end). Hass 2022 discusses some recent changes by Abbas to Palestinian governing structures. Lastly, Brown and Pran 2022 analyzes the procedure for finding a successor in the Palestinian National Authority, the Palestinian Liberation Organization, and Fatah.
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Set 3: How should we think about US involvement in the Middle East moving forward? Are there prospects for peace? There are many opinions on this, but I provide two perspectives. The first, Indyk 2021, is supportive of the two-state solution and focuses on a vision for US policy supporting that solution. The second, by Husseini and Beilin (who was the Israeli who started the Oslo peace process), discusses a potential one-state solution in the form of a confederation—this, along with a solution involving a federation, are commonly discussed as potential one-state solutions.
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Apr 19 - Concluding Session—Reflections, Final Exam Review, and the Church in Israel/Palestine
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No readings for today! We will end by discussing our end-of-course reflections, studying for the final exam, as well as discussing the presence of the Church of Jesus Christ of Latter-day Saints in Israel/Palestine and attitudes of members of the church toward the conflict (compared to other Christian groups).
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FINAL EXAM Apr 21–22 and 24–26 (3 hours available, 1.5 hours likely, covers modules 1–5)
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This will be taken in the JFSB Computer Lab. See the Final Exam assignment below for additional information and the study guide.
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