History of and HIST 306L / JS 311 / MES 310

Prof. Jason Lustig

The modern state of Israel was founded in a land known in modern times as Palestine, and this course examines the origins and history of modern Israel and the Zionist project to create a state for the Jews within the context of the land and the people who have lived there, of diverse faiths and ethnic backgrounds. The class brings together the history of Palestine and the land of Israel, the Zionist movement, Palestinian and Arab nationalism, modern Jewish history, and the history of Israel’s state and cultures. Students will gain a historical context to understand the complex movement of ideas, peoples, and polities across a small stretch of land which since ancient times has been a site of political and religious conflict. The course proceeds chronologically from the nineteenth century to the present, focusing on political, intellectual, and cultural history so that we can consider how one land has had so many histories but all those who live there have an intertwined destiny.

Readings will consist of two textbooks and a course reader compiling primary source material from a range of source books. In addition, some videos will be assigned. In-class time will primarily consist of lectures, and most Fridays will be dedicated to examining primary sources as a class. The idea is that the lectures will provide basic historical frameworks alongside intellectual and conceptual tools to analyze historical documents directly and discuss the core issues of the course.

Students, over the course of the semester, work to achieve the following goals:

1. Historical Literacy: Be familiar with major events, places, and personalities that shaped Israel/Palestine prior to Israeli statehood and since. Identify key turning points in history.

2. Critical Thinking: Apply historical methods to evaluate critically the record of the past and how historians and others have interpreted it, and why this all matters in terms of the present-day issues. Students will try to view disputed historical events from a variety of angles.

3. Understanding Global Contexts: Be able to situate the histories of Israel and Palestine within their local, regional, and global contexts: world systems including 19th and 20th c. imperialism, colonization, and decolonialization; nationalism; the global economy; geopolitical strategy and the Cold War; modern Jewish history.

4. Grasp the complexity of the Arab-Israeli conflict, its origins, and ongoing history.

5. Understand the internal complexities of Jewish and Arab politics and describe major ideological divisions within the Jewish and Zionist community and the Palestinian Arab community.

6. Learn how to discuss events or ideas about which many people disagree and which may be subject to multiple interpretations. This means taking a step back from one’s own beliefs or assumptions and describing other people’s views coherently and fairly.

7. Become comfortable reading, watching, analyzing, and utilizing primary sources in order to gain first-hand perspectives on historical events: identifying the writer and his or her point of view; finding points and phrases indicating the argument; connecting individual opinions and perspectives with wider historical trends we are studying in class. Prof. Lustig – History of Israel and Palestine Page 2 of 15 University of Texas at Austin, Fall 2019 Required Books, available at the COOP and through online retailers and local book shops. Readings from these books are starred on the syllabus. You should expect about 100 pages of reading per week, usually a combination of secondary readings (scholarly articles and textbooks), and primary sources (historical materials from the time period).

- Anita Shapira, Israel: A History (on Amazon: www.amazon.com/dp/1611686180/) - Ilan Pappe, A History of Modern Palestine: One Land, Two Peoples [2nd ed.] (on Amazon: www.amazon.com/dp/0521683157/) - Course packet, available from Paradigm Books at https://squareup.com/store/paradigmbooks/item/js-lustig. The course reader will include most of the primary sources as well as some secondary articles some maps we will read and discuss in class. These sources will not be available online. You are expected to bring the course packet to class each session.

Expect the total cost of books to be about $80.

Course Requirements: Students are expected to attend lectures and prepare reading assignments in a timely and careful fashion. Active class participation is encouraged. Formal requirements and grade breakdown are as follows: map exercise (5 points), pre- and post-course quiz (4 points total), short paper (20 points), take-home final exam (60 points), reading quizzes (34 points), notes summaries/responses (14 points), lecture attendance and participation (15 points). There is also an extra-credit opportunity of up to 6 additional points.

I encourage you to speak with me about course requirements and policies if they are not clear. Please communicate with me clearly if you are having any problems with the course or if a simple change could go a long way. Email is the best way. I am more than willing to work with you if you take the initiative to be in touch when appropriate. I am much less flexible when I hear about problems at the last minute or after the fact.

1. Reading Assignments Please complete the assigned readings before the beginning of the assigned week. Read actively, prepare questions, and note when readings offer conflicting interpretations and descriptions, or where lectures present points of view that differ from the readings.

2. Written and Graded Work - Map exercise: An in-class exercise at the beginning of Week 2 (Mon. 9/9). This will cover material from the first week of class, and will test you on basic familiarity with dates, locations, and historical maps. Having this straight will be helpful so you don’t get confused in the rest of the semester. The map exercise will count for 5 points in your total grade.

- Pre- and post-course knowledge quiz. As part of this course, we are doing research on knowledge gained about Israel/Palestine. Consequently we have designed a short “quiz” to assess general knowledge, which will be administered at the beginning of the course and at its end. Your individual responses will not be graded in any way, but you will get 2 “free” course points for doing the survey at the beginning and end of the class (for a total of 4 points in your total grade). So you are essentially getting 4 points for free!

- Short paper, an analysis of Israel’s Declaration of Independence. Identify two sections, one from each part of the document, and analyze why the writers would have presented it that way also identify and analyze omissions or oversights in the document, which either misrepresent or selectively represent the past, or ambiguities that could pose problems in the future. The short Prof. Lustig – History of Israel and Palestine Page 3 of 15 University of Texas at Austin, Fall 2019 paper will be due at the beginning of class on Mon. 10/21 (at the beginning of week 8). The short paper will count for 20 points.

- Final exam: There will be a take-home final exam during the final exam period. The final exam will be provided in class on the final day of class (Mon. 12/9), and due on Monday 12/16. The exam will consist of essay questions, and will encompass the full scope of the course. The syllabus includes several possible essay questions that will be asked on the final exam. It is intended to help you to prepare for the final exam, and provide a series of guidelines for the learning objectives of this course. The final exam will count for 60 points.

- Reading quizzes (in class): There will be at least one quiz question in each class session. They are open notes (so you are encouraged to take notes). Reading quizzes count for 34 points. Each quiz is 1 point, and the lowest 4 will be dropped. There will not be a quiz on the first and last day of class, but there will be one in every other session.

- Notes summaries/responses (approximately every other week—weeks 1, 3, 5, 7, 9, 11, 14). You will review and reflect on (not transcribe) your notes and observations from that week’s lecture and readings. In approximately 300 words (less than 1 page), summarize the following: What are the most important specific things you learned? What are key new terms or information you will remember? What was confusing? This assignment will be due Fridays via Canvas at 11:00am, and should synthesize what we have done since your last set of notes. Notes summaries will count for 14 points (2 points per assignment).

- Lecture Attendance and Participation: Attendance at lecture is essential to success in this course. We are covering a large sweep of history in a very short time, and absences will seriously impede your understanding of the material. Attendance will be taken each session, and it will be reflected in your grade. Attendance constitutes 15 points.

o IMPORTANT NOTE: Students with 8 or more absences will get a 0 on participation (you can’t be a meaningful participant if you are missing so many classes—see attendance policy.) Further, students with 10 or more absences (1/4 of our sessions over the course of the semester) will automatically fail the course.

You get full credit for attendance and participation by being a well-prepared, conscientious, regular, and helpful contributor to class discussions who consistently raises points that help push the discussion forward and remains open and receptive to others’ contributions. Participation includes raising your hand when the class is asked a question, and participating actively in group and partner activities. Students with occasional but not regular participation will get partial credit. This emphasis on participation is based on the fact that a major goal of this class is to develop skills to talk and converse meaningfully on complex historical topics.

Note: points will be deducted from participation grades if you: o Show lack of respect for other students or the professor, including by interrupting or intimidating others. o Use a phone in class.

- Bonus points: Students can receive bonus points by attending relevant events outside of class and writing a short paper (300–500 words) outlining what you learned or found particularly interesting, and what this adds to your knowledge of the topics we are discussing in class. You must also summarize one question from the Q&A session that you found to be of particular interest. My hope is that this will incentivize you to participate in the rich intellectual Prof. Lustig – History of Israel and Palestine Page 4 of 15 University of Texas at Austin, Fall 2019 environment and events at UT and in Austin. Each event attended up to three events, and the accompanying summary, will count for 2 additional bonus points each, up to a maximum of 6 points. Please note: Students will be informed in class about some events which provide opportunities for extra credit points. If you attend other events, that is excellent, but they must actually be relevant to the course; going to an event which the professor deems not relevant will not get you extra points. If you have questions as to whether an event is relevant, please ask.

Please note that late work cannot be accepted, except in the case of a documented medical or personal emergency.

3. Grading

Your final grade will be calculated by adding together and averaging all points you have gotten on assignments, on the following scale: A (94–100); A- (90-93.9); B+ (87-89.9); B (84-86.9); B- (80-83.9); C+ (77-79.9); C (74-76.9); C- (70- 73.9); D+ (67-69.9); D (64-66.9); D- (60-63.9); F (59.9 or lower).

4. Attendance Policy

Regular attendance in class is required, and you must be on time. Many of you have commutes, are working at real jobs, are involved in sports and other extracurricular activities, or have family and personal responsibilities that demand your attention. You are expected to arrange your schedule so you can attend class and complete all assignments. Please be in contact with the professor as early as possible if regular attendance problems are arising due to illness or any other serious issue.

I will keep track of attendance through quiz participation. You will lose points as follows: 0-4 absences: No effect on your grade (since lowest 4 quizzes are dropped) 5-7 absences: You will lose the points for the quizzes you have missed (you can’t make them up), with no further impact. 8-9 absences: you lose points for quizzes missed, and you get 0 on participation. You can theoretically still pass the course. 10+ absences (1/4 of the semester): you will automatically fail the course, regardless of any other work you have done

For all absences: a) Write me in advance to let me know that you will be absent b) If you would like to come to office hours, please come! I’m always happy to have students discuss class material. But please keep in mind that office hours are not meant to replace lecture attendance; visiting office hours will not constitute a make-up for attendance. c) Regardless for the reason of your absence, you are responsible for all class material.

5. Office hours

I recommend that you visit my office hours, normally be held each Monday 12:00 to 2:00pm, immediately after our class. If you have a regular conflict, please send me an email to set up an appointment. It is my hope that you will make it a regular practice to visit your professors’ office hours.

6. Letters of Recommendation

Along with most of my colleagues, I am asked to write many letters of recommendation, and I take this part of my job very seriously. If I agree to write a letter for you, it will normally be a detailed and strong Prof. Lustig – History of Israel and Palestine Page 5 of 15 University of Texas at Austin, Fall 2019 one. I encourage you to cultivate relationships with faculty members and get to know them, among many reasons so they will be able to write you strong letters as you pursue your aspirations. I am generally happy to write letters of recommendation, but require: (1) that you have taken at least two courses with me, (2) that you have met with me in office hours, and (3) that you provide me with enough lead-time to actually write the letter (usually 6 weeks ahead of the deadline). If you ask for a letter of recommendation, we will need to meet during office hours to discuss your plans so I can write a strong and detailed letter.

Academic integrity: Academic integrity is central to the mission of educational excellence. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use the words or ideas of another person–be it a world-class philosopher or your lab partner–without proper acknowledgment of that source. This means that you must use footnotes and quotation marks to indicate the source of any phrases, sentences, paragraphs, or ideas found in published volumes, on the internet, or created by another student. There is also a special one- time extra credit, equivalent to 2 points, that is available to students who send the professor one picture of a cat—any cat you deem worthy of attention—by 11:59pm on Mon. 9/2. Send the cat pic by email to the professor (to the professor’s UT email address, not through the Canvas email tool!), put “Feline extra credit – Israel/Palestine course” in the email’s subject line (you must follow these directions precisely to receive extra credit). All additional extra credit events will be posted in the Announcements and Assignments section of the Canvas site as they come up, so monitor our class site.

Disability: If you are a student with a documented disability on record and wish to have a reasonable accommodation made for you, please see me or have SSD contact me immediately.

Course Schedule

Please note: Readings noted with a star (*) are not in the course packet or the textbooks.

Some readings below included in the course packet list references, or a URL when appropriate. IME Israel in the Middle East, ed. Jehuda Reinharz and Itamar Rabinovich IAR The Israel-Arab Reader, ed. Walter Laqueur OOI The Origins of Israel, 1882–1948, ed. Eran Kaplan and Derek Penslar JMW The Jew in the Modern World, ed. Jehuda Reinharz and Paul Mendes-Flohr

Week 0: Introduction (Wed. 8/28; Fri. 8/30) Introduces students to core questions about Israel and Palestine in modern times and the twenty-first century. Presents major themes we will investigate in the course of the class, particularly how one land has so many histories and all those who live there have an intertwined destiny, and why the history of Israel/Palestine matters at a critical juncture of the history of nationalisms, imperialism and decolonization, and modern conflicts.

Please note: There is no required reading for this first week. However, I expect that you will take time to familiarize yourself with the following resources that will have basic factual information about Israel and Palestine:

Online Resources: - * CIA World Factbook: Israel — https://www.cia.gov/library/publications/the-world- factbook/geos/is.html Prof. Lustig – History of Israel and Palestine Page 6 of 15 University of Texas at Austin, Fall 2019 - * CIA World Factbook: — https://www.cia.gov/library/publications/the-world- factbook/geos/gz.html - * CIA World Factbook: — https://www.cia.gov/library/publications/the-world- factbook/geos/we.html

In Course Packet: - Maps in course packet

Week 1: Global and Historical Contexts (Wed. 9/4; Fr. 9/6) Explores the deep historical contexts of Israel and Palestine from ancient times to the present, with a focus on the Ottoman period (c. 1500–1917) and the interconnection of development, colonialism, and social change. Emphasizes the relationship of local politics and histories with global contexts.

Please Note: Class canceled Monday 9/2 for Labor Day

� Reminder: Notes summaries/responses are due via canvas on Fri. 9/6 at 11:00am.

Secondary Literature: - James Gelvin, The Israel-Palestinian Conflict, 1–12, “The Land and its Lure” - Beshara Doumani, Rediscovering Palestine: Merchants and Peasants in Jabal Nablus, 1700-1900, ch. 1, “The Meanings of Autonomy”

Primary Sources - The Merneptah stele, translation and analysis — https://claudemariottini.com/2019/01/09/the- merneptah-stele/ - “Treaty of Balta Liman,” (1838) “The Hatt-i Shari of Gulhane” (1839), “Islahat Fermani” (1856) [James Gelvin, The Modern Middle East (2011), pp. 158-164]

Week 2: The Rise of Nationalisms (Mon. 9/9–Fri. 9/13) Unpacks the history of nationalism in modern times, and the power of nationalism in the Ottoman Empire. We will look closely at the origins of Zionism and Jewish nationalism within the context of modern Jewish history, as well as the origins of Arab and Palestinian nationalism. In particular, emphasizes the relationship of these national movements to the broader development of nationalism as a powerful social force of modern times.

� Reminder: MAP QUIZ in class on Mon. 9/9.

Secondary Readings - Pappe, 14-42, “Fin de Siècle (1856-1900)” - Shapira, 3-27, “The Emergence of the Zionist Movement” - James Gelvin, The Israel-Palestinian Conflict, 14-45, “Cultures of Nationalism”

Secondary Readings - Joseph II, “Edict of Tolerance” (Jan. 1782) [JMW 42-45] - Napoleon and the Jews (1806) [JMW 149-156] - Leon Pinsker, “Auto-Emancipation” [IME 12-15] - “Bilu Manifesto” (1882); Herzl, “The Jewish State” (1896); First Zionist Congress’ Basle Declaration (1897); Zegib Azouri, “Program of the League of the Arab Fatherland” (1906) [IAR 3-10] - Max Nordau, “Jewry of Muscle” [JMW 616-617] - George Antonius, “The Arab Awakening” (1938) [IME 46-48] - Edward Said, “Zionism from the Perspective of its Victims,” selection (pp. 10-18) Prof. Lustig – History of Israel and Palestine Page 7 of 15 University of Texas at Austin, Fall 2019 Week 3: Zionism’s “Eastern Question”—Early Zionist Politics and Settlement in the Ottoman Period (Mon. 9/16–Fri. 9/20) A deep dive into the politics and practicalities of the nascent Zionist movement from the 1870s to the outbreak of World War I. Considers the first Jewish settlements in Palestine, Herzl’s vision of a diplomatically-secured state for the Jews, and the central debate within the Zionist movement over the aims of the Jewish national project: where a Jewish polity should be established, if it should be a state, and what it might represent for modern Jewish politics and culture. Raises a hotly-debated and contested question about the nature of Jewish life in Palestine: is Zionism a form of colonialism?

� Reminder: Notes summaries/responses are due via canvas on Fri. 9/20 at 11:00 am.

Secondary Readings - Shapira, 27-65, “Jews, Turks, Arabs” - Ran Aaronsohn, “Baron Rothschild and the Initial Stage of Jewish Settlement in Palestine (1882- 1890): A Different Type of Colonization?” Journal of Historical Geography, 19/2 (1993): 142-156 - Gershon Shafir, “Zionism and colonialism: a comparative approach,” in Ilan Pappe, ed., The Israel/Palestine Question Rewriting Histories (London, 1999), pp. 81-96. - Lorenzo Veracini, Settler Colonialism: A Theoretical Overview, pp. 1-15

Primary Readings - Seventh Zionist Congress, “Anti-Uganda Resolution,” “Resolution on Palestine”; Israel Zangwill, “A Manifesto” [JMW 622-626] - Helsingfors Conference, “Gegenwartsarbeit” (Dec. 1906) [JMW 628–629] - Judah Leib Levin, “To America or to the Land of Israel” [JWM 393-394] - Mordechai Ben- Hillel Ha-Kohen, “The Rothschild Administration (1890); Ahad Ha-am, “Truth from the Land of Israel (1891)” [OOI 24–38]

Week 4: World War I and The British Mandate (Mon. 9/23–Fri. 9/27) Considers the impact of the Great War on Ottoman Palestine, and the creation of the Mandate system in its aftermath within the context of British and French imperialism. Overviews the growth of the Yishuv (the Jewish settlement in Palestine), its relationship with Mandate authorities, the development of Palestinian identity and institutions in this same period, as well as growing tensions over Jewish settlement and the British promise of a Jewish national home in Palestine.

Please note: On Mon. 9/23, class will be held in a location TBD, where we will hear a lecture from Dr. Shayna Weiss on the topic “Black is the New Black: Ultra-Orthodox Jews, Israel, and the Globalization of Television.”

Secondary Readings - Shapira, 67-102, “Palestine Under British Rule” - Pappe, 43–89, “Between Tyranny and War” and “The Mandatory State”

Primary Sources - Sir Henry McMahon, “The McMahon Letter” (Oct. 1915); Sykes-Picot Agreement (May 1916); Balfour Declaration (Nov. 1917); Weizmann-Feisal agreement (Jan. 1919) [IAR 11-18] - Churchill White Paper (1922); British Mandate (1922) [IAR 25-36] - Vladimir Jabotinsky, “The Iron Wall” [OOI 257-263]

Week 5: The 1930s—Growing Tensions in Global Conflict (Wed. 10/2; Fri. 10/4) Traces developments in Palestine from 1929 to 1939 within global context. Punctuated by outbreaks of violence (in 1929 and 1936–39), it also mirrored (and was closely related to) a global context of the great Prof. Lustig – History of Israel and Palestine Page 8 of 15 University of Texas at Austin, Fall 2019 depression and the lead-up to the outbreak of World War II, which included mass migration of Jews from Germany to Palestine. Considers the mass migration, its economic and social impacts, and its connection to violence and British policy in Palestine, setting the stage for the 1948 war.

Please note: Class will be canceled Mon. 9/30 due to Rosh Hashanah.

� Reminder: Notes summaries/responses are due via canvas on Fri. 10/4 at 11:00 am.

Secondary Readings - Pappe, 90–106 - Shapira, 119–154, “The Yishuv as an Emerging State” and “The Yishuv: Society, Culture, and Ethos”

Primary Sources - “Response to the Arab Riots” (1930) [OOI 218-228] - Peel Royal Commission Report, Preface (pp. ix-xii) and Conclusions (pp. 370-376, 380-396) [from https://unispal.un.org/pdfs/Cmd5479.pdf] - British Government, “Policy Statement Against Partition” (Nov. 1938); British Government White Paper” (May 1939); “Zionist Reaction to the White Paper” (1939) [IAR 43-51] - Mufti of Jerusalem, Fatwa against selling land to Jews [from http://www.muslim- lawyers.net/research/index.php3?aktion=show&number=58]

Week 6: The Second World War, the Holocaust, and Israel/Palestine (Mon. 10/7; Fri. 10/11) Overviews the impact of the Second World War and the Holocaust: the consolidation of world Jewish community around the need for a Jewish state; the development of British policy towards decolonization; and the eventual partition of Palestine under the watch of the UN.

Please Note: Class is cancelled Wed. 10/9 for Yom Kippur.

Secondary Readings - Hagit Lavsky, New Beginnings: Holocaust Survivors in Bergen-Belsen and the British Zone in Germany, pp. 189-203, “Zionist Party Politics” (ch. 11)

Primary Documents - David Ben-Gurion, “On the Defense of Palestine and the Jews” (1942) [OOI 289-292] - “German Chancellor Adolf Hitler and Grand Mufti Haj Amin al-Husseyni: Zionism and the Arab Cause” (Nov. 1941); “Biltmore program” (May 1942); “The Arab Office: The Arab Case for Palestine” (Mar. 1946) [IAR 51-62] - UN Special Committee on Palestine Summary Report (Aug. 1947); UN Resolution on Palestine (1947) [IAR 65-77] - “The Status Quo Agreements” (1947) [OOI 368-372] - American Council for Judaism, “Atlantic City Statement of Principles” (June 1942) - State of Israel, Declaration of independence [from http://www.mfa.gov.il/mfa/foreignpolicy/peace/ guide/pages/declaration%20of%20establishment%20of%20state%20of%20israel.aspx]

Week 7: The 1947-49 War (Mon. 10/14–Fr. 10/18) Examines the causes, course, and outcomes of the war following the November 29, 1947, UN resolution to partition Palestine. Considers the reasons for, and long-term ramifications of, the expulsion of .

� Reminder: Notes summaries/responses are due via canvas on Fri. 10/18 at 11:00 am. Prof. Lustig – History of Israel and Palestine Page 9 of 15 University of Texas at Austin, Fall 2019

� The short paper will be assigned in class on Mon. 10/14, due via canvas on Mon. 10/21 at 11am

Secondary Readings - Shapira, 155–178, “The War of Independence, 1947-1949” - Pappe, 122–140, “Between Nakbah and Independence: The 1948 War” - Benny Morris, The Birth of the Palestinian Refugee Problem Revisited, pp. 1-7, 588-600 - On the “new historians”: o Benny Morris, “The New Historiography: Israel Confronts Its Past,” Tikkun 3.6 (Nov/Dec 1988) o Avi Shlaim, “The Debate about 1948,” pp. 171-192

Primary Sources - David Ben-Gurion’s Visit to Haifa on May 1, 1948 and his reflections on why Arabs left the city (from his diary) [2pp] - S. Yizhar, “The Prisoner” - Ghassan Kanafani, “The Land of Sad Oranges” - League of Arab States, “Declaration of a Provisional Palestinian Civil Administration” (July 1948); UN Resolution 194 (Dec. 1948) [IME 87-91]

* Watch selections from Archive. www.nakba-archive.org (specific clips assigned: George Faraj; Ismail Shammout)

Week 8: 1948–1967 (Mon. 10/21–Fri. 10/25) Traces transformations in the first two decades of Israeli statehood: Mass migration swelled the Jewish population from 600,000 to almost 1.5 million, leading to a growing challenge of a heterogeneous population of minorities—both Jews as well as Palestinians living under an Israeli military government— as well as the wish of Palestinian expellees to return to their homes; resulting developments in Israeli culture and politics as Israel’s political leaders struggled to consolidate the state’s political and military position and as the Jewish population grappled with the reality of having a Jewish state; and Israel’s military activities within the shift from British and French imperialism to the new Cold War order.

� The short paper is due via canvas, at the beginning of class, on Mon. 10/21 11:00am

Secondary Readings (156pp) - Shapira, 179–294 - Pappe, 141-182

Primary Sources (9pp) - “Law of return” (Jul. 1950); “United Arab Republic: Manifesto” [IAR 87, 91-93] - Israel Supreme Court, “The Brother Daniel Case” (1962) [IME 172–174] - Charts: Immigration to Israel, 1948-1999; Immigrants to Israel from Arab Countries, 1948-2004; American Immigration to Israel, 1948-2004; Jewish Immigration to Israel from the Soviet Union and Former Soviet Union, 1968-2004 [IME 575-580] - “The Protocol of Sèvres,” in Israel Studies 1.2, pp. 133-134

* Watch film clip: “Saadia” - https://www.youtube.com/watch?v=R5VTgOUUKQA

Week 9: 1967, 1973, and Beyond—Remaking Political, Military, and Demographic Maps (Mon. 10/28– Fri. 11/1) Examines how the wars from 1967 to 1973 remade the maps of the Middle East in political, military, and Prof. Lustig – History of Israel and Palestine Page 10 of 15 University of Texas at Austin, Fall 2019 demographic terms: Israel’s conquest of the West Bank, Sinai Peninsula, and Golan Heights doubled the size of Israel and set the terms of the “land for peace” equation which would dominate attempts to make peace ever since. As a result, Israel found itself with a sizeable Palestinian population as well as a segment of the political leadership and general population that wanted to establish Jewish settlements in the occupied territories; at the same time, Palestinians outside Israel began developing new forms of nationalism. Then, the 1973 war severely destabilized Israel’s political landscape, compounding decades of mistreatment of non-Ashkenazi Jews, leading towards the 1977 “revolution” and the rise of Menachem Begin’s Likud.

� Reminder: Notes summaries/responses are due via canvas on Fri. 11/1 at 11:00am.

Secondary Readings - Shapira, 295–356 - Pappe, 183–204

Primary Sources - David Ben-Gurion’s Diary from the Six Day War, in Israel Studies 4.2, pp. 199-220 - Abba Eban, Speech at the Special Assembly of the United Nations (June 19, 1967); Gamal Abd el- Nasser “We Shall Triumph” (July 23, 1968) [IAR, 105-110, 113-116] - Ezer Weizman, “The War of Attrition” [IME 247-250] - “Agranat Commission Interim Report” (April 1974) [IME 278-283]

Week 10: Making Peace? Israel, Egypt, and the New Palestinian Nationalism (Mon. 11/4–Fri. 11/8) Considers efforts to make peace following the 1973 war following the land-for-peace formula, and the new Palestinian nationalism that emerged in the aftermath of 1967 and 1973, as Palestinian refugees tried to find their own way when peacemaking was organized around state entities.

Secondary Readings - Shapira, 357–422 - Pappe, 205–253

Primary Sources - UN Security Council Resolution 242 (Nov. 1967) [IAR 116] - PLO Charter (1963) [IAR 93-96] - Palestinian National Charter (July 1968) [from http://avalon.law.yale.edu/20th_century/plocov.asp] - Arafat Interview (August 1969) [IAR 135-139] - Popular Front for the Liberation of Palestine, Platform (1969) [IAR 139-142] - Charter (1988) [from http://avalon.law.yale.edu/20th_century/hamas.asp] - Camp David Summit Meeting (Sept. 1978); Egypt and Israel Peace Treaty (March 1979) [IAR 222– 228]

* Watch: Arafat speech at UN, http://www.youtube.com/watch?v=SQrbPhrPJ7I

Week 11: The 1980s and 1990s—Towards a Two-State Solution? (Mon. 11/11–Fri. 11/15) Considers efforts to make peace following the 1973 war following the land-for-peace formula, and the challenges of Palestinian refugees trying to find their own way when peacemaking was organized around state entities.

� Reminder: Notes summaries/responses are due via canvas on Fri. 11/15 at 11:00am. Prof. Lustig – History of Israel and Palestine Page 11 of 15 University of Texas at Austin, Fall 2019 Secondary Readings - Shapira, 422–476

Primary Sources - Hezbollah Program (Feb. 1985) [IME 423-428] - Hamas, “The Covenant of the Islamic Resistance Movement” (Aug. 1988) [IME 430-436] - Declaration of Principles on Interim Self Government Arrangements [from https://www.un.org/unispal/document/auto-insert-180015/] - Mahmoud Darwish, “The Appeal of the Palestinian People on the Fiftieth Anniversary of al-Naqba, 1948-1998” [IME 514-516] - Maps in course packet - * Newspaper articles written on the 20th anniversary of the signing of the Oslo accords (September 2013) read at least three, from different sources o Haaretz (Israeli, left-leaning): http://www.haaretz.com/opinion/oslo-is-dead-what-s- next.premium-1.512505; http://www.haaretz.com/weekend/magazine/.premium-1.547501 o Al-Ahram (Egypt) http://weekly.ahram.org.eg/News/4441/21/After----years-of-Oslo.aspx o Mondoweiss (American, Leftist): http://mondoweiss.net/forum-state-paradigm) o Jerusalem Post (Israeli, Right-leaning): http://www.jpost.com/Opinion/Columnists/Israel- Twenty-years-after-Oslo-325889 o Arutz Sheva (Israeli, right-leaning, religious): http://www.israelnationalnews.com/Articles/Article.aspx/13834#.Un0sIJR-SRM o Eulogy for Yitzhak Rabin by U.S. President Bill Clinton, http://mfa.gov.il/MFA/MFA- Archive/1995/Pages/Rabin%20Eulogy-%20President%20Clinton.aspx // watch here: http://www.youtube.com/watch?v=ip-vudR_WwY

Week 12: Minorities in Israel and Palestine (Mon. 11/18–Fri. 11/22) Looks at a series of prominent minority groups in Israel and Palestine: Immigrants from the former Soviet Union, ultra-Orthodox Jews (Haredim), and Palestinian Israelis.

Secondary Readings (31pp) - Stadler, Nurit, and Eyal Ben-Ari. “Other-worldly Soldiers? Ultra-Orthodox Views of Military Service in Contemporary Israel.” Israel Affairs. 9.4 (2003): 17-48.

Primary Sources - Anna Isakova, “A Russian Immigrant Looks at Israeli (or Jewish?) Culture, 1998” [IME 468-470] - Itamar Rabinovich, “From ‘Israeli Arabs’ to ‘Israel’s Palestinian Citizens,’ 1948-1996” [IME 183- 187]

* AP Photo Essay, “Ex-Soviet Immigrants Change Israel” https://news.yahoo.com/ap-photo-essay- ex-soviet-immigrants-change-israel-143918455.html

* Watch: Pilot of “Shtisel” (available on Netflix)

Week 13: A Contemporary History—Israel and Palestine in the 21st Century (Mon. 11/25) Traces developments in the last twenty years including the Second Intifada, disengagement from Gaza, and the ongoing struggles over settlements and refugees. Considers what it means to have a history that has not yet ended.

Please note: Class is cancelled on Wed. 11/27 and Fri. 11/29 for Thanksgiving.

� Please note: There are no notes summaries/responses due this week due to the Thanksgiving holiday. Prof. Lustig – History of Israel and Palestine Page 12 of 15 University of Texas at Austin, Fall 2019 Secondary Readings (42pp) - Pappe, 272–293 - Özlem Tür, “Turkey and Israel in the 2000s— From Cooperation to Conflict,” in Israel Studies 17.3 (Fall 2012), 45-66

Primary Sources - Selections from the Future Vision Documents formulated by Palestinian/Israeli intellectuals in 2007 [from https://www.adalah.org/uploads/oldfiles/newsletter/eng/dec06/tasawor-mostaqbali.pdf]

- “Second Intifada” (interview with Marwan Barghouti) and “The Intifada: Israel Government White Paper” [Israel/Palestine Reader 138-145] - 2014 Gaza War, Palestinian View and Israeli View [Israel/Palestine Reader 168-175]

Week 14: Conclusion—The Future of Israel and Palestine in a Globalized World (Mon. 12/2–Fri. 12/6) At the close of the nineteenth century, Theodor Herzl imagined a Jewish polity as a suzerain of the Ottoman Sultan, following the political and colonial frameworks of his time; and the Jewish state emerged following the First and Second World Wars when the dominant mode of political organization was the nation-state. Today, the role of nationalism and the nation-state is increasingly questioned. What is the future of nationalism, and of Jewish and Palestinian nationalism, in such a world? How does Israel see itself as part of a global economy, on one hand, and as the homeland of the Jewish people in particular? What is the future of Israel/Palestine—in an arid region with a densely populated coastal plain highly susceptible to flooding with predicted sea-level rise—in a world dominated by a changing climate? We conclude the course with discussions about the entangled histories and destinies of the Israeli and Palestinian peoples.

� Reminder: Notes summaries/responses are due via canvas on Fri. 12/6 at 11:00am.

- Dan Senor, “Start-Up Nation: The Story of Israel’s Economic Miracle,” 1-22 - Uri Ram, The globalization of Israel: McWorld in Tel Aviv, jihad in Jerusalem, pp. 1-30

- Samuel Moyn, “Fantasies of Federalism,” Dissent (Winter 2015), https://www.dissentmagazine.org/article/fantasies-of-federalism - Alexander B. Murphy, “The Sovereign State as Political-Territorial Ideal: Historical and Contemporary Considerations,” in State Sovereignty as a Social Construct, eds. Thomas J. Biersteker and Cynthia Weber (Cambridge: Cambrige University Press, 2006), pp. 81–120

- Michael Brenner, “A State Like Any Other State or a Light Unto the Nations?” in Israel Studies 23.3 (Fall 2018), 3-10

Primary Sources - “Basic Law: Israel–The Nation-State of the Jewish People,” July 2018 (in Defining Israel, pp. 121- 123)

Week 15: Final Exam Review (Mon. 12/9) In-class review for final exam. Students should come with questions relating to major themes of the course.

� Take-home final exam will be handed out in class Mon. 12/9, due next Mon. 12/16 5pm via Canvas. Prof. Lustig – History of Israel and Palestine Page 13 of 15 University of Texas at Austin, Fall 2019

History of Israel and Palestine: Final Exam Sample Questions. Note that the final exam may contain some but not all essay questions selected from this list of sample questions, which are provided as a study guide. The final exam will probably consist of 5-7 questions selected from this list.

1. What is the relationship between Zionism, modernization, antisemitism, and colonialism?

2. What is the relationship of the Zionist movement to the nineteenth- and twentieth-century world systems of empire and colonialism?

3. What are the “Eastern Question” and the “Jewish Question,” and how do they relate to the Ottoman empire and the Zionist movement?

4. What is the relationship between Zionism and the modern Jewish experience in Europe?

5. What is the relationship between cultural and political Zionism? How has this dynamic played out in the periods 1881–1904, the British Mandate, and also since 1948?

6. What is the relationship between Jewish and Palestinian nationalism?

7. Some have called Palestine “a land without a people for a people without a land.” Assess this claim. In what ways was it accurate or inaccurate, and what are the ramifications of this idea in terms of the history of Israel and Palestine?

8. What is the relationship between nineteenth century imperialism, the Cold War, and the 1956 Sinai Campaign?

9. Assess the “land for peace” formula and its repercussions. Trace its origins and application. Despite its simplicity, what were factors for its failure to be fully implemented?

10. Compare and contrast Pan-Arabism, Palestinian nationalism, and the nationalism of Arab states as it relates to the development of the history of the Palestinians, the Levant, and the Arab-Israeli conflict.

11. Compare and contrast the accords and agreements between Israel and , Egypt, and the Palestinians. In what ways have these agreements succeeded or failed?

12. Benny Morris famously unearthed the expulsions of the Palestinian in the 1947–49 war, and then later said that they should have done more of it. What was the purpose of expelling the Palestinians from Israel in 1948, and its long term repercussions?

13. In what ways might we call the period 1897–1933 a “golden age” of Jewish nationalism?

14. Is Zionism a form of colonialism? Why or why not?

15. What is the impact of the mass Jewish migration in 1948–53 in cultural, political, and social terms?

16. What is the legacy of the Ottoman millet system in the role of religion in contemporary Israel?

17. What is the relationship between Palestinians in Israel, in the territories occupied by Israel in 1967, and elsewhere around the world? Prof. Lustig – History of Israel and Palestine Page 14 of 15 University of Texas at Austin, Fall 2019 18. What is the role of the military in Israel as a social and political force?

19. What was the relationship between the Ottoman Empire, local urban notables in Palestine, and Palestinian peasants?

20. What was the long-term impact of the Tanzimat on Palestine, and Ottoman land reform in particular?

21. What is the relationship between the Holocaust and the formation of the state of Israel?

22. What is the relationship between Jewish and Palestinian nationalism?

23. Israel’s 1952 “Law of Return” guarantees the rights of Jews to immigrate to the state of Israel, but the state of Israel is firmly opposed to any return of Palestinian refugees. Explain this dynamic, its origins, and its ramifications.

24. In what ways was the Zionist project a kind of social engineering? How did this manifest itself in the Yishuv and then the state of Israel?

25. In what ways is the partition of Palestine part of a broader twentieth-century phenomenon?

26. Explain the growing tensions in Palestine from 1929 to 1939 within the global context of British imperialism, Jewish migration, the rise of Nazi Germany, and the economic crises of the great depression.

27. In what ways did the 1967 and 1973 wars remake the political, military, and demographic maps of Israel and Palestine? And why does this matter given the developments of the past fifty years?

28. What are the differences between the dynamics of the 1947–49 war prior to the establishment of the state of Israel in May 1948 and afterwards?

29. How did the PLO change and adapt from its founding in 1964 until the signing of the Oslo Accords in 1993?

30. What has been the role of various actors including the United States, Soviet Union, and the United Nations in the formation of the state of Israel and the dynamics of the Arab-Israeli conflict?

31. Israel’s 2018 law, “Israel as the Nation State of the Jewish People,” states:

A. The land of Israel is the historical homeland of the Jewish people, in which the State of Israel was established. B. The State of Israel is the national home of the Jewish people, in which it fulfills its natural, cultural, religious and historical right to self-determination. C. The right to exercise national self-determination in the State of Israel is unique to the Jewish people.

What is the relationship between the nation-state law and the historical aspirations of the Zionist movement? What are the implications of the idea that national self-determination is “unique to the Jewish people”?

32. What was the meaning and ramifications of the 1917 Balfour Declaration’s statement that the British government “view with favour the establishment in Palestine of a national home for the Jewish Prof. Lustig – History of Israel and Palestine Page 15 of 15 University of Texas at Austin, Fall 2019 people”? What is the meaning and ramifications of the fact that it protected the “civil and religious rights” of non-Jews, but not their political rights?

33. Compare and contrast the spirit of the Balfour declaration with British policies and white papers during the Mandate period.

Synthetic questions

1. Explain why this course is titled a history of Israel and Palestine. How might this course have been taught differently if it were just a history of Israel, or a history of Palestine?

2. Explain the ways in which studying and understanding the history of Israel/Palestine helps us understand the world at large.

3. Contextualize the history of Jewish and Palestinian nationalism within the wider trajectory of the history of nationalism and nation-states in modern times, and ongoing debates about nationalism in a globalized world.

4. In what ways would you say that the history of Israel/Palestine is a global history? Use specific examples.

5. Assess the strengths and weaknesses of the textbooks we read for the course, Anita Shapira’s Israel: A History and Ilan Pappe’s A History of Modern Palestine. Which are the best chapters? Why? How do the books complement each other, or are dissonant? How do you feel that reading the two books contributed to your understanding of this region, its histories, and its peoples?

Opinion

1. What is the most surprising thing you learned in this course? Why is it surprising and what is its significance for the understanding of Israel/Palestine?

2. What major topic of the history of Israel/Palestine do you feel was left out? What topic would you exclude to include it? Why?

3. Assess Edward Said’s essay “Zionism from the perspective of its victims.” Do you agree with him?

4. Assess Theodor Herzl’s essay “The Jewish State.” In your view, did he accurately assess the state of the Jewish people, and a way to resolve the issues that they faced?

5. Is history a zero-sum equation? Does one population need to suffer for another group’s political and national aspirations to be fulfilled? How have these dynamics played out, in your view, in the history of Israel and Palestine?