WORLD HISTORY – HIGH SCHOOL Middle East Conflicts Monday, – Friday,

PURPOSE

New Material

Grade Level Expectation: WH.7.6

• I can summarize the issues of the Middle East Conflicts in the Modern Era

WATCH

Tuesday: Watch the following videos and answer the questions provided. • What Happened in the Iran-Iraq War? o What was the cause of the Iran-Iraq War? o How long did it last? o Why was the Iran-Iraq War unique? • What Happened in the Persian Gulf War? o How does the video describe the rule of Saddam Hussein? o Why did Iraq invade Kuwait? How did Saddam Hussein justify the invasion? o What was the response of the United Nations? o Why do you think the Persian Gulf War was so short? Explain o What led to the Iraq War in 2003? What was the outcome?

PRACTICE

Monday: Read the articles: The Creation of 1948 (Document 1) and The Arab Israeli Conflict (Document 2). As you read, complete the Continuity and Change Chart.

Wednesday: Create a Timeline using the following events. Search the internet and provide a brief description about each event to better help you remember them. • First Arab-Israeli War (1948) • Baghdad Pact (1955) • Suez Crisis (1956-1957) • Pan-Arabianism and Islamic Fundamentalism (1958) • Six Day War (1967) • Yom Kippur War (1973) • Iranian Revolution (1979) • Iran-Iraq War (1980-1988) • 1st Palestinian Intifada (1987) • Persian Gulf War (1990-1991) • 2nd Palestinian Intifada (2000) • Iraq War (2003-2011) • Arab Spring (2011)

DISCUSS

Thursday: Discuss with a parent or grandparent about how the conflicts in the Middle East have affected the rest of the World.

Possible Interview/discussion Questions:

• Do you remember the start of the 1st Gulf War? • What impressions did you have as a result of this Conflict? • Did you know anyone that participated in the 1st gulf war? • Do you remember where you were and what you were doing during 9/11? • Do you remember the start of the Iraq War in 2003? • How did you feel about the USA being involved in this war?

Reflection:

At the conclusion of the interview answer the following questions:

• As a result of the discussion, has your opinion changed or strengthened as to the importance of better understanding the Middle East Conflicts? • What are some points that either strengthened or changed your opinion?

PRODUCT

Friday: Using the Claims, Evidence, and Reasoning (CER) Graphic Organizer, write a paragraph answering the following prompt: According to the information provided and your knowledge of social studies, how are the conflicts in the Middle East important factors in our Modern world?

• Claim - Start with a sentence Historical Set-up, followed by the comparison (similarity and difference), causes and/or effects, continuity and/or change, social/political/economic created category to answer question • Main Idea - Topic Sentence that explains the similarity/difference, cause/effect, continuity/change, social/political/economic for the created category of Body Paragraph A and the created category of Body Paragraph B (and Body Paragraph C if applicable). • Evidence - List in bullet form the similarity/difference, cause/effect, continuity/change, social/political/economic specific evidence support from text and background historical terms outside the text.

Screen Free Activity Week 9

Creation of Israel, 1948 On , 1948, David Ben-Gurion, the head of the Jewish Agency, proclaimed the establishment of the State of Israel. U.S. President Harry S. Truman recognized the new nation on the same day.

Eliahu Elath presenting ark to President Truman Although the supported the Balfour Declaration of 1917, which favored the establishment of a Jewish national home in Palestine, President Franklin D. Roosevelt had assured the Arabs in 1945 that the United States would not intervene without consulting both the Jews and the Arabs in that region. The British, who held a colonial until May 1948, opposed both the creation of a Jewish state and an Arab state in Palestine as well as unlimited immigration of Jewish refugees to the region. Great Britain wanted to preserve good relations with the Arabs to protect its vital political and economic interests in Palestine. Soon after President Truman took office, he appointed several experts to study the Palestinian issue. In the summer of 1946, Truman established a special cabinet committee under the chairmanship of Dr. Henry F. Grady, an Assistant Secretary of State, who entered into negotiations with a parallel British committee to discuss the future of Palestine. In , Truman announced his approval of a recommendation to admit 100,000 displaced persons into Palestine and in October publicly declared his support for the creation of a Jewish state. Throughout 1947, the United Nations Special Commission on Palestine examined the Palestinian question and recommended the partition of Palestine into a Jewish and an Arab state. On November 29, 1947 the United Nations adopted Resolution 181 (also known as the Partition Resolution) that would divide Great Britain’s former Palestinian mandate into Jewish and Arab states in May 1948 when the British mandate was scheduled to end. Under the resolution, the area of religious significance surrounding would remain a corpus separatum under international control administered by the United Nations. Although the United States backed Resolution 181, the U.S. Department of State recommended the creation of a United Nations trusteeship with limits on Jewish immigration and a division of Palestine into separate Jewish and Arab provinces but not states. The State Department, concerned about the possibility of an increasing Soviet role in the Arab world and the potential for restriction by Arab oil producing nations of oil supplies to the United States, advised against U.S. intervention on behalf of the Jews. Later, as the date for British departure from Palestine drew near, the Department of State grew concerned about the possibility of an all-out war in Palestine as Arab states threatened to attack almost as soon as the UN passed the partition resolution. Despite growing conflict between Palestinian Arabs and Palestinian Jews and despite the Department of State’s endorsement of a trusteeship, Truman ultimately decided to recognize the state Israel.

The Arab-Israeli War of 1948 The Arab-Israeli War of 1948 broke out when five Arab nations invaded territory in the former Palestinian mandate immediately following the announcement of the independence of the state of Israel on May 14, 1948. In 1947, and again on May 14, 1948, the United States had offered de facto recognition of the Israeli Provisional Government, but during the war, the United States maintained an arms embargo against all belligerents.

Raising the Flag signified the Conclusion of the Conflict On November 29, 1947, the United Nations General Assembly adopted Resolution 181 (also known as the Partition Resolution) that would divide Great Britain’s former Palestinian mandate into Jewish and Arab states in May 1948. Under the resolution, the area of religious significance surrounding Jerusalem would remain under international control administered by the United Nations. The Palestinian Arabs refused to recognize this arrangement, which they regarded as favorable to the Jews and unfair to the Arab population that would remain in Jewish territory under the partition. The United States sought a middle way by supporting the United Nations resolution, but also encouraging negotiations between Arabs and Jews in the Middle East. The United Nations resolution sparked conflict between Jewish and Arab groups within Palestine. Fighting began with attacks by irregular bands of Palestinian Arabs attached to local units of the Arab Liberation Army composed of volunteers from Palestine and neighboring Arab countries. These groups launched their attacks against Jewish cities, settlements, and armed forces. The Jewish forces were composed of the , the underground militia of the Jewish community in Palestine, and two small irregular groups, the Irgun, and LEHI. The goal of the Arabs was initially to block the Partition Resolution and to prevent the establishment of the Jewish state. The Jews, on the other hand, hoped to gain control over the territory allotted to them under the Partition Plan. After Israel declared its independence on May 14, 1948, the fighting intensified with other Arab forces joining the Palestinian Arabs in attacking territory in the former Palestinian mandate. On the eve of May 14, the Arabs launched an air attack on Tel Aviv, which the Israelis resisted. This action was followed by the invasion of the former Palestinian mandate by Arab armies from Lebanon, Syria, Iraq, and Egypt. Saudi Arabia sent a formation that fought under the Egyptian command. British trained forces from Transjordan eventually intervened in the conflict, but only in areas that had been designated as part of the Arab state under the United Nations Partition Plan and the corpus separatum of Jerusalem. After tense early fighting, Israeli forces, now under joint command, were able to gain the offensive. Though the United Nations brokered two cease-fires during the conflict, fighting continued into 1949. Israel and the Arab states did not reach any formal armistice agreements until February. Under separate agreements between Israel and the neighboring states of Egypt, Lebanon, Transjordan, and Syria, these bordering nations agreed to formal armistice lines. Israel gained some territory formerly granted to Palestinian Arabs under the United Nations resolution in 1947. Egypt and Jordan retained control over the Gaza Strip and the West Bank respectively. These armistice lines held until 1967. The United States did not become directly involved with the armistice negotiations, but hoped that instability in the Middle East would not interfere with the international balance of power between the and the United States.

Continuity and Change Chart Inquiry Question:

Text Continuity Change Source • When applicable label as social (S), • When applicable label as social (S), political and political (P) or economic (E) and define (P) or economic (E) and define terms when terms when necessary necessary Paragraph

Directions: 1. Look at the various items in one column of the chart (social or cause or similarity or continuity) and create a broader (but not vague) category that would include most if not all of these items. Repeat for the other columns in the chart (political or effect or differences or changes) so that you have two or three broader categories in total. These will become your claim and the subject of your topic sentences for each body paragraph. The specific items in the chart will become the evidence to support your claim in the body paragraphs

Category 1: ______(Social or cause or similarity or continuity)

Category 2: ______(Political or effect or difference or change)

Category 3: ______(Economic)

CER Graphic Organizer

Screen Free Activity Week 9 Federalism • Background: In the early years of our country, leaders had deep disagreements about how power should be balanced between the states and the national government. Because of this, two political parties emerged - one that favored a strong central government and one that distrusted a strong central government and felt most power should reside with the states. Before the Constitution was ratified, these groups were known as the Federalists and Anti- federalists. A federalism system emerged to create a compromise between the two parties. In the United States, federalism is a type of government in which the power is divided between the national government and the states’ governmental units. Although the federal system seems to strike a perfect balance of power between national and local needs, federations still have internal power struggles. Conflicts between national and state governments are common. In the case of the United States, the argument of state vs. federal power was a major underlying factor that led to the CIVIL WAR. (See the 10th Amendment from the Bill of Rights Lesson).

• Federalism Documents o The Tenth Amendment - gives all powers not specifically given to the United States government in the Constitution, to either the states or to the people (See Table below).

Exclusive federal powers Concurrent powers (Shared Exclusive state powers (Reserved (Delegated Powers) Powers) Powers) Coining money Taxation Conducting elections Regulating interstate and foreign commerce Lawmaking and enforcement Establishing local governments Providing for public safety, health, Regulating the mail Chartering banks and corporations welfare Taking land for public use (eminent Declaring war domain) Maintaining militia Raising armies Establishing courts Ratifying Constitutional amendments Conducting foreign affairs Borrowing money Regulating intrastate commerce

Establishing inferior courts

Establishing rules of naturalization o The Supremacy Clause: Before the Constitution, the United States tried another government that was very weak. It wasn’t able to get much done because states could just ignore all the laws it passed—and they did! The Constitution has some very important language to prevent this: This Constitution, and the laws of the United States which shall be made in pursuance thereof… shall be the supreme law of the land. That means federal laws passed by Congress are supreme—they are superior to state laws. The Founders of our country learned from experience that this was necessary in order for the federal government to keep the power the Constitution gives it. o Today’s Federalism Debate: Just as when the nation was born, many people today are concerned about a powerful federal government. They worry that their freedom will be limited if the federal government makes decisions that should be made by local governments. At the same time, others worry that some issues need one decision that applies to everyone. They believe it isn’t fair when some states do more or less to address a problem than other states do.

• Read and interpret the Federalism documents above and reflect on the following questions. o How does federalism support democracy? o What is the role of state government under federalism? o How does federalism keep government closer to the people? o Is state government necessarily more responsive to the people than the federal government? o What is the difference between state and federal power? • Read/Watch news stories to see if there is a connection between the content of the story and the concept of federalism. o If you follow the news, the concept of federalism is being debated. o What role does the federal, state, and local governments have in managing the current health crisis? o Make a list of federalism examples found in the news. • Interview two adults about their knowledge of federalism. o Are they familiar with federalism? If so, ask them to list and explain some examples. If not, explain the concept of federalism. o How do they see federalism working in our society today? Ask them to explain. o Discuss the connections you made between federalism and current events.

• Write an Essay: Using the sources and your knowledge of social studies, write an essay that evaluates whether the state or federal government should have the most power during a time of national crisis. Support your answer with evidence. o Examples of Crises: natural disasters, economic depression, disease, social upheaval, etc… o Use the Claims, Evidence, and Reasoning (CER) strategy to provide written answers to the prompt. (Refer to the ELA Screen Free Activities section for guidance).