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Israel: Growing Pains at 60
Viewpoints Special Edition Israel: Growing Pains at 60 The Middle East Institute Washington, DC Middle East Institute The mission of the Middle East Institute is to promote knowledge of the Middle East in Amer- ica and strengthen understanding of the United States by the people and governments of the region. For more than 60 years, MEI has dealt with the momentous events in the Middle East — from the birth of the state of Israel to the invasion of Iraq. Today, MEI is a foremost authority on contemporary Middle East issues. It pro- vides a vital forum for honest and open debate that attracts politicians, scholars, government officials, and policy experts from the US, Asia, Europe, and the Middle East. MEI enjoys wide access to political and business leaders in countries throughout the region. Along with information exchanges, facilities for research, objective analysis, and thoughtful commentary, MEI’s programs and publications help counter simplistic notions about the Middle East and America. We are at the forefront of private sector public diplomacy. Viewpoints are another MEI service to audiences interested in learning more about the complexities of issues affecting the Middle East and US rela- tions with the region. To learn more about the Middle East Institute, visit our website at http://www.mideasti.org The maps on pages 96-103 are copyright The Foundation for Middle East Peace. Our thanks to the Foundation for graciously allowing the inclusion of the maps in this publication. Cover photo in the top row, middle is © Tom Spender/IRIN, as is the photo in the bottom row, extreme left. -
Aliyah and Settlement Process?
Jewish Women in Pre-State Israel HBI SERIES ON JEWISH WOMEN Shulamit Reinharz, General Editor Joyce Antler, Associate Editor Sylvia Barack Fishman, Associate Editor The HBI Series on Jewish Women, created by the Hadassah-Brandeis Institute, pub- lishes a wide range of books by and about Jewish women in diverse contexts and time periods. Of interest to scholars and the educated public, the HBI Series on Jewish Women fills major gaps in Jewish Studies and in Women and Gender Studies as well as their intersection. For the complete list of books that are available in this series, please see www.upne.com and www.upne.com/series/BSJW.html. Ruth Kark, Margalit Shilo, and Galit Hasan-Rokem, editors, Jewish Women in Pre-State Israel: Life History, Politics, and Culture Tova Hartman, Feminism Encounters Traditional Judaism: Resistance and Accommodation Anne Lapidus Lerner, Eternally Eve: Images of Eve in the Hebrew Bible, Midrash, and Modern Jewish Poetry Margalit Shilo, Princess or Prisoner? Jewish Women in Jerusalem, 1840–1914 Marcia Falk, translator, The Song of Songs: Love Lyrics from the Bible Sylvia Barack Fishman, Double or Nothing? Jewish Families and Mixed Marriage Avraham Grossman, Pious and Rebellious: Jewish Women in Medieval Europe Iris Parush, Reading Jewish Women: Marginality and Modernization in Nineteenth-Century Eastern European Jewish Society Shulamit Reinharz and Mark A. Raider, editors, American Jewish Women and the Zionist Enterprise Tamar Ross, Expanding the Palace of Torah: Orthodoxy and Feminism Farideh Goldin, Wedding Song: Memoirs of an Iranian Jewish Woman Elizabeth Wyner Mark, editor, The Covenant of Circumcision: New Perspectives on an Ancient Jewish Rite Rochelle L. -
A2 Revision Guide British Empire 1914-1967 India
A2 Revision Guide British Empire 1914-1967 India 1906 All Muslim League founded- originally cooperated with Congress 1909 expressed belief in home rule, ‘Hind Swaraj’- favoured peaceful resistance based on satyagraha- insistence on the truth- rejecting violence to combat evil- appeal to moral conscience through strikes (hartals) and swadeshi (boycotts) Gandhi rejected caste system particularly against untouchables Wanted independent India- remain agricultural and rural and reject western industrialisation/ urbanisation Offered benefits of Western democracy/ liberalism whilst keeping Indian tradition. Non-violent methods were difficult for British- hit them economically and they couldn’t use violent oppression as it seemed disproportionate to methods used. Gandhi began career in S. Africa- campaigned against racism and segregation and challenged GB and Afrikaners from 1910 (dominant group after unification- descendants of Boers) 1913 Muhammad Ali Jinnah takes over Muslim League- originally favoured Hindu- Muslim co-op Approx. 1/3 of troops in Fr. In 1914 were Indian or GB soldiers who had served in India. Indian troops- major contributions to fight Middle East, and Africa (record less successful than Dominions). 1914 2/3 India’s imports came from GB but this began to fall- wartime disruption. India as capture domestic market more. After war desperate for £ to help control against nationalists GB put high taxes on Indian imports- 1917 11% to 1931 25%- protected Indian industry against competitors so there was growth. 1915 Gandhi returned to India, became President of Indian National Congress GB imports from India reduced from 7.3% to 6.1% 1925-29 but rose to 6.5% 1934-8. GB exports to India also reduced 11.9% 1909-13 to 8% 1934-8. -
National Identity Formation in Britain's Dominions and India William S
Southern Illinois University Carbondale OpenSIUC Research Papers Graduate School Spring 5-2011 Independent Personality: National Identity Formation in Britain's Dominions and India William S. Miller [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/gs_rp Recommended Citation Miller, William S., "Independent Personality: National Identity Formation in Britain's Dominions and India" (2011). Research Papers. Paper 93. http://opensiuc.lib.siu.edu/gs_rp/93 This Article is brought to you for free and open access by the Graduate School at OpenSIUC. It has been accepted for inclusion in Research Papers by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. INDEPENDENT PERSONALITY: NATIONAL IDENTITY FORMATION IN BRITAIN’S DOMINIONS AND INDIA by William S. Miller B.A., Illinois Wesleyan University, 2009 A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Arts. Department of History in the Graduate School Southern Illinois University Carbondale May 2011 RESEARCH PAPER APPROVAL “INDEPENDENT PERSONALITY: NATIONAL IDENTITY FORMATION IN BRITAIN’S DOMINIONS AND INDIA” By William S. Miller A Research Paper Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the field of History Approved by: Dr. Ras Michael Brown Graduate School Southern Illinois University Carbondale April 15, 2011 TABLE OF CONTENTS CHAPTER PAGE SECTIONS Introduction ........................................................................................................ -
The Story of Israel As Told by Banknotes
M NEY talks The Story of Israel as told by Banknotes Educational Resource FOR ISRAEL EDUCATION Developed, compiled and written by: Vavi Toran Edited by: Rachel Dorsey Money Talks was created by Jewish LearningWorks in partnership with The iCenter for Israel Education This educational resource draws from many sources that were compiled and edited for the sole use of educators, for educational purposes only. FOR ISRAEL EDUCATION Introduction National Identity in Your Wallet “There is always a story in any national banknote. Printed on a white sheet of paper, there is a tale expressed by images and text, that makes the difference between white paper and paper money.” Sebastián Guerrini, 2011 We handle money nearly every day. But how much do we really know about our banknotes? Which president is on the $50 bill? Which banknote showcases the White House? Which one includes the Statue of Liberty torch? Why were the symbols chosen? What stories do they tell? Banknotes can be examined and deciphered to understand Like other commemoration the history and politics of any nation. Having changed eight agents, such as street times between its establishment and 2017, Israel’s banknotes names or coins, banknotes offer an especially interesting opportunity to explore the have symbolic and political history of the Jewish state. significance. The messages 2017 marks the eighth time that the State of Israel changed the design of its means of payment. Israel is considered expressed on the notes are innovative in this regard, as opposed to other countries in inserted on a daily basis, in the world that maintain uniform design over many years. -
Israel “ a New Nation Is Born”
What we would like students to learn Included in this lesson: Each teachable lesson includes everything needed for the lesson. The teacher may need to make copies and/or supply pencils, crayons, scissors, glue, etc… Teacher will: Do some of all of the following: Read information page, copy, cut, provide scissors, paper, glue, etc… An activity to evoke student interest How to present the information included Creative ways to involve students in learning the material An opportunity to make the information meaningful to the individual student 1. Events from Biblical times to the First Zionist Congress; “From generation to generation” 2. Events during the establishment of the State of Israel “ A new nation is born” 3. Theodore Herzl “If you will it..” 4. Eliezer Ben Yehuda, Joseph Trumpeldor, Vladimer Jabotinsky: “Early Heroes of Israel” 5. Chaim Weitzmann, David Ben Gurion, Golda Meir “Profiles in Courage” 6. Rachel, Henrietta Szold, Rav Kook “Those who made a difference” 7. Mickey Marcus, Yigael Yadin, Abba Eban “Biographies of Bravery” 8. Moshe Dayan, Menachem Begin, Yitzchak Rabin “Modern Marvels” 9. Israel Geography Game “Find me on the Map” 10. Israel Heroes Bingo Game 11. Israel travel agency “Pack your bags…destination Israel” Israel: Lesson 1 To become familiar with the timeline events. Included in this lesson: Timeline Teacher will: Make a copy of the timeline for each group of students Provide scissors, string and 40 paperclips for each group How many people can we name in our history? List names on poster or board. Today we are going to see where they fit on our timeline. -
Dyarchy: Democracy, Autocracy and the Scalar Sovereignty of Interwar India
Dyarchy: Democracy, Autocracy and the Scalar Sovereignty of Interwar India Stephen Legg School of Geography University of Nottingham Nottingham NG72RD [email protected] Abstract The 1919 Government of India Act instituted sweeping constitutional reforms that were inspired by the concept of “dyarchy”. This innovation in constitutional history devolved powers to the provinces and then divided these roles of government into reserved and transferred subjects, the latter of which would be administered by elected Indian ministers. Recent scholarship has been reassessing the local biopolitical potential unleashed by the 1919 Act. In this paper I revisit dyarchy at the national scale to show how this “All-India” re- visioning of Indian sovereignty was actually negotiated in relation to its imperial and international outsides and the exigencies of retaining governmental control inside the provinces. This paper will propose a constitutional historical geography of dyarchy, focusing on three scales and the forms of comparison they allow. First, Lionel Curtis’s political geometries and the international genealogies of his federalist aspirations are explored. Secondly, the partially democratic level of the province is shown to have been rigorously penetrated by, and categorically subordinated to, the central tier of colonial autocracy, which orchestrated a political geography of exclusion and exception. Finally, rival conceptions of time and sequentiality will be used to examine the basis for nationalist criticisms and exploitations of dyarchy’s reconfigurations of democracy, biopolitics, and the vital mass of the people. 1 Dyarchy: Democracy, Autocracy and the Scalar Sovereignty of Interwar India1 “The myriad problems of India must be and can be solved only by the Indians in India. -
Bibliography
BIBLIOGRAPHY This biography aims to list the major sources of information about the history of the British Liberal, Social Democrat and Liberal Democrat parties. It concentrates on published books. Some references are made to archival sources for major figures but a guide to archive sources can be found elsewhere on the website and the books listed will guide towards collections of articles. It is organised in four sections: § The philosophic and policy background § The history of the party and Liberal governments § Elections § Biographies and autobiographies of leading party members The list does not attempt to be comprehensive but most of the major works included in this list will contain references to other relevant works. Those new to the subject are referred to our shorter reading list for an introduction to the subject. Unless otherwise indicated, the place of publication is usually London. THE PHILOSOPHIC AND POLICY BACKGROUND GENERAL R Bellamy, Liberalism and Modern Society: An Historic Argument, (Cambridge University Press, 1992) Duncan Brack and Tony Little (eds) Great Liberal Speeches (Politico’s Publishing, 2001) Duncan Brack & Robert Ingham (eds) Dictionary of Liberal Quotations (Politico’s Publishing, 1999) Alan Bullock (ed), The Liberal Tradition from Fox to Keynes, (Oxford University Press, 1967). Robert Eccleshall (ed) British Liberalism: Liberal thought from the 1640s to 1980s (Longman, 1986) S Maccoby (ed), The English Radical Tradition 1763-1914, (1952) Conrad Russell An Intelligent Person’s Guide to Liberalism (Duckworth, -
The Six Day War
LIMUN HS 2017 25TH – 26TH NOVEMBER 2017 CRISIS: THE SIX DAY WAR CONTENTS Introduction to the Directorate ......................................................................................... 3 Introduction to the Committee .......................................................................................... 2 The Six Day War ................................................................................................................ 5 Introduction .............................................................................................................................. 5 Background ................................................................................................................................ 6 Political Background ...................................................................................................................... 6 Economic Background ................................................................................................................... 8 Religious Background .................................................................................................................... 9 Current situation and aims ....................................................................................................... 10 Egyptian and Syrian cabinet ..................................................................................................... 11 Bibliography ............................................................................................................................ -
Levi Eshkol Fifty Years to the ': We ,Are, Enijtl,Ed a .Futll~E Flo,,!Ri~Ing: Pollde ,Iilpeace !Zed World Was Aghast and Infuri- Settle Everything
" • 1'· -,' . -'e. ~, , -' .~, .," ,.'.,'.. ,l , ftUrSday, February 20, 1969 Pag/!; Twelve T:tU!l J.luslll' POST "l' • ",I 'latillt pea~~ '~riiposa1s, If accepted, , :/iSm' de "Gaulle and KosygiIi are Mdf"e~~~"'Jl.fI"'t ~ LETTERS TO' THE EDITOI' ~., likely ciltitIidates for the Nttbel Pflace ,Priie. Dear ECiitor: ,:1 sands of ~~ties on hmocent~eo-Iafter 100,000 Jews served in' ,the Annria':lulJtheolJ '--'iMAtmlCE SAm . ' . 'Ntrs.· I. Kleinberg, pre~ilieni !If th:~ This is' a cciJ1d~tion. , pie with no condemnation. All over British army with distinction. The , " Herzlia ,Sisterhoo!i", ~,ounces the The United Nations condemnation the world juntas holti,: their nations I question arises,· where were the annJ¥11 !Herzlia M9the.r and Daugh- ot Israel, while!; overlooking the in ,bondage whilst torture chambers Arabs? Both the Grand Mufti and Dj!i\i Ecli$i'; tel' L~cheon to ~e beld 'On Sunday, ·atrocities th&~ brought about the flourish. Evety, day thousands ~ Nasser sojourned in Beilin. During 'We, hai;l~h:e@ri' grea~ydlsturbed ter , of, Isr,ael, F.II\!.,;,2:!',,~.. 1,2:l!O ,noon .at He~ia reprisai1 'has iowe:r;ed its prestige to Blafran children die in agony whilst the Second Word War the entire by thl! af;pateftta~~y,;ilf the .l;ew '~~e 'Academy, Brock at Fleet. !Mrs. that of a kangaroo court. If the a rotten world pours in armaments Arab world was pro-Axis, because iSli ctlrnl'fttliiily' 6£ ... /i!ftlpe~ iii the mourns, ,the p~sj!§:ijIg Harry Ginpil' is chainnan of, the same characters bad :been opera~g to the perpetrators of genOcide. -
The Struggle for the Jewish Legion
1 The Struggle for the Jewish Legion The Birth of the IDF 1 By Jerry Klinger If we defend ourselves, we are attacked. If we don’t defend ourselves we are attacked. What is worse? When those attacking Jews for defending themselves are the Jews themselves – Judith Rice A Father’s Blessing Go, my child, and prepare the way for the liberation of your unhappy people. Go, and let your courage make your people proud. As for you, O my child, my wish is that you may rise higher and higher, until you attain the heights of Judah Maccabee. May your name be perpetuated to the end of time as a source of pride to our family and our people. I thank you, my beloved son, for having brought me so much honor. May you be able before long to receive your mother and me in the land where the sun is so warm and bright. I also wish your comrades, the heroes of the Jewish Legion, who are leaving with you on February 28, 1918, that the Guardian of Israel may watch over them and you and protect all of you so that you may reach England safely. Then, I am sure, you will fulfill the holy mission you have undertaken. 1 A recruitment poster published in American Jewish magazines. Daughter of Zion (representing the Jewish people): 'Your Old New Land must have you! Join the Jewish regiment. 2 H. Gordon, New London, Connecticut2 Gordon’s son, 17 year old Maurice, was too young to serve in the American armed forces. -
Creation and Collapse: the British Indian Empire in Mesopotamia Before and After World War I
Creation and Collapse: The British Indian Empire in Mesopotamia Before and After World War I Austin McCleery Department of History Honors Thesis University of Colorado Boulder Defense: April 2nd, 2018 Committee: Primary Advisor: Susan Kingsley Kent, Department of History Outside Advisor: Nancy Billica, Department of Political Science Honors Representative: Matthew Gerber, Department of History 1 Acknowledgements First and foremost, I am deeply indebted to Professor Kent for her expertise, guidance, and willingness to work with my schedule. Her support and immense knowledge made this paper far less daunting and ultimately far more successful. I would also like to extend my deepest gratitude to Professor Gerber for leading me through the thesis process and helping me switch topics when my initial choice fell through. To Professor Billica, thank you for encouraging my interests beyond this topic and offering invaluable career advice and much appreciated edits. Finally, to all my friends and family who listened to me talk about this thesis for almost two years, your patience and support played a huge role in getting me to the end. To those who spent innumerable hours in the library with me, I greatly appreciated the company. 2 Abstract This paper explores British India and the Government of India’s involvement in Mesopotamia [modern-day Iraq] before, during, and after World War I. By bringing these regions together, this study challenges prior assumptions that India and the Middle East exist in entirely distinct historic spheres. Instead I show that the two regions share close, interrelated histories that link both the British Empire and the changing colonial standards.