sign in sign up
<<
Home , Anita Shapira, History of Israel, History of Palestine

of and Prof. Lustig [email protected] Class: Tues/Thurs 11:00am-12:30pm Office Hours: Tues. 9-11am

The modern state of Israel was founded in a land known in modern times as Palestine, and this course examines the history of modern Israel and the Zionist project to create a state for the within the context of the land and those who have lived there. The class brings together the and the , the Zionist movement, Palestinian and Arab , modern , and the ’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 but all those who live there have an intertwined destiny.

Readings consist of two textbooks and primary sources from the time period. Lectures are posted online, providing basic historical frameworks and conceptual tools to discuss core issues. In-class time will examine the readings and lectures. In addition, there will be an online discussion board.

You should expect about 80 pages of reading weekly on average.

Students, over the course of the semester, will 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: Evaluate the historical record and scholarly interpretation through critical methods, viewing disputed events from a variety of angles.

3. Understanding Global Contexts: Situate the histories of Israel and Palestine in local, regional, and global contexts: world systems like 19th and 20th c. imperialism, colonization, and decolonialization; nationalism; the global economy; geopolitical strategy and the Cold ; 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, analyzing, and utilizing primary sources to gain first-hand perspectives on history: identifying the writer and his/her point of view; finding points and phrases indicating the argument; connecting individual perspectives with wider historical trends we are studying in class.

Required Books.

- 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/) Prof. Lustig – History of Israel and Palestine Page 2 of 11 University of Texas at Austin, Fall 2019

Course Requirements: Students are expected to watch the lectures and prepare all readings in advance of the week assigned. Active class participation is required.

Formal requirements and grade breakdown are summarized:

1. Map exercise - 5 points (Tues. 9/8) 2. Pre- and post-course quiz - 4 points total (ungraded, essentially free points) 3. Midterm short paper - 20 points (Due Tues. 10/20 at 11:59pm) 4. At-home final exam - 60 points (Due Thurs. 12/10 at 11:59pm) 5. Class participation – 80 points total, consisting of: a. 30 points for Zoom meeting participation b. 30 points for Online discussion board participation c. 20 points for weekly responses (Due Fridays at 11:59pm)

There is also an extra-credit opportunity of up to 6 additional points.

In addition, this semester I expect students to do a 10-minute introduction and mid-semester check-in meetings over Zoom which will help me to know you and see how everything is going. These will each count for 2 points (4 points total), and they are basically free points.

Important notes on Fall 2020 and COVID-19.

This semester is going to be a strange and difficult one. The main (and perhaps only) difference between now and the spring is that we know a little bit more about what we’re getting into. But so much remains the same: We are all trying to stay socially distanced, healthy, and safe. Also, many people are dealing with challenging situations including illness (or fear of getting sick), financial difficulties, family, or otherwise. I plan to be very flexible on many course requirements and deadlines. My official policy is to make reasonable accommodations to allow for student success. If you need extra time to complete an assignment, please let me know in advance if possible.

I also have made a number of specific adjustments to accommodate for our online format. This includes online lectures and the use of an online discussion board. However, education is not just about absorbing information, and this class in particular has a crucial learning objective that students will learn how to discuss these events and their ongoing importance. As a result, we will continue to have regularly scheduled Zoom meetings which will try to approximate the kinds of conversations we would have had at an in-person meeting on campus. I do expect all students to participate via the regularly scheduled zoom meetings, and to use video so we an approximate an in-person class meeting where we would all see each other. If you are unable to participate in the Zoom meetings, or cannot use video, please email me and we will reach an accommodation.

Please speak with me about requirements and policies if they are unclear. Please communicate with me if you are having any problems with the course or if a simple change could go a long way. Email is best. 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 and Lectures Please complete the assigned readings and watch the posted lectures prior to the week in which they will be discussed. Read and watch actively, prepare questions, and note when readings offer conflicting interpretations and descriptions, or where lectures present points of view that differ from the readings. Prof. Lustig – History of Israel and Palestine Page 3 of 11 University of Texas at Austin, Fall 2019

2. Written and Graded Work - Map exercise: An in-class exercise at the beginning of Week 2 (Tues. 9/8). 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. In this course, we are doing research on knowledge gained about Israel/Palestine. I have designed a short “quiz” to assess general knowledge, 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 participating in each survey (for a total of 4 points in your total grade). You are essentially getting 4 points for free!

- Short mid-term paper, an analysis of the two textbooks’ consideration of the 1948 war. You will analyze how the textbook two authors describe events differently as well as the significance of these distinctions. In addition, you will prepare a transcript of a mock “zoom interview” with the authors of the two textbooks discussing what they would say to each other. The short paper will be due on Tues. 10/20 at 11:59pm (week 8). The short paper will count for 20 points.

- Final exam: 60 Points There will be an at-home final exam during the final exam period. The final exam will be provided after our final class (Thurs. 12/3), and due on Thurs. 12/10 at 11:59pm. The exam will consist of essay questions, and will encompass the full scope of the course. Please consult the study guide posted on Canvas, which includes possible essay questions for the final exam. All exam questions will be drawn from this question bank. This list is meant to help you prepare for the exam and provide guidelines for the course’s learning objectives.

- Online Class Participation: 80 Total Points

Active participation is essential to success in this course. For the new online format, we will have both synchronous Zoom meetings which will take place every week on Tuesdays and Thursdays from 11am-12pm, and also asynchronous discussions which will be facilitated on an online discussion board. You are expected to participate in both formats. We will not be meeting synchronously in the final 30 minutes of our scheduled class block (12-12:30pm), in recognition of the fact you will also be watching online lectures as well as to offer time to participate in the online message board.

I have broken down participation into four components:

1. Active participation in Zoom meetings, 30 points.

Our class is scheduled for synchronous Zoom meetings on Tues/Thurs 11:00am-12pm. The final 30 minutes of scheduled class time (12-12:30) is dedicated so students can participate in the online message boards. In-class discussion on Zoom will focus on the readings and lecture material which you will have already read and watched.

Zoom etiquette is expected: Primarily that you are present for the call, that you do not do other activities while in class, and that you participate in chat and breakout sessions. It is required that you participate with video on, to approximate a face-to-face class session, unless we have otherwise discussed it.

Prof. Lustig – History of Israel and Palestine Page 4 of 11 University of Texas at Austin, Fall 2019 You will 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 show lack of respect for other students or the professor, including by interrupting or intimidating others.

2. Active Participation in the Online Discussion Board, 30 points

In addition to our synchronous class, we will also facilitate an online discussion board. One major learning objective for this class that students will be able to discuss these issues. Notably, many of these discussions take place today in an online format.

On the discussion board: a. I will post a weekly topic of conversation and invite you to respond. b. I invite you to post questions about the readings and lecture, or topics that you think are important to discuss. c. As a required assignment, at least once this semester you should select an online newspaper or magazine article related to the course and post: (a) a link to the article, (b) a brief quote that summarizes its point (1-2 paragraphs), (c) explain what you think about it in 1-2 sentences, and (d) pose a question or opinion to spark discussion. § I will post a Google doc where you can sign up for a week when you will post a relevant article. This is only to ensure that not everyone is trying to post on the same week. § Please note: As mentioned you must do this at least once in the semester. You can get 2 extra credit points for each post you share beyond the initial one, for up to 4 extra credit points (two additional articles, a total of three). § Good websites to check include: NY Times, Washington Post, Wall Street Journal, Jewish Currents, Tablet, (an Israeli newspaper in English), The Economist, etc.

Altogether, the discussion board is your forum to continue our conversations in class and relate the issues to what you are thinking about in the wider world.

3. Weekly summary responses, 20 points – Due Fridays at 11:59pm (10 times / Semester)

Ten times in the semester, you will summarize, review, and reflect on your observations from that week’s lectures, readings, and discussions. Write three brief paragraphs and one question – this should be less than 1 page.

1. SUMMARIZE what you learned: What is one thing you learned this week, or the most important thing you learned? 2. ANALYZE this week’s lecture and discussion: What do you think about what we covered and discussed this week? 3. SYNTHESIZE the material in the context of the course: How does the material discussed relate to previous lectures, readings, and course discussions? Prof. Lustig – History of Israel and Palestine Page 5 of 11 University of Texas at Austin, Fall 2019 4. Propose a QUESTION or topic for discussion: What is one thing that you don’t understand? Look over the syllabus and think, what is an issue that you think has come up this past week that will tie into the readings, lectures, and discussions in the next week or two?

- You are expected to write a response for 10 out of the 15 weeks of the course, and each one counts for up to 2 points (20 points total). Consequently, you have 5 “weeks off.”

- Bonus points: Normally, students can receive bonus points by attending relevant events outside of class and writing a short response (300–500 words) outlining what you learned and what it adds to what we’re discussing in class. However, there are no in-person events, so you may participate in an online event or even listen to a relevant podcast. Each event/podcast (up to three), 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; if the professor deems it not relevant you will not get extra points. If you have questions as to whether an event is relevant, please ask.

- Required office hours: 4 free points. Because we will not meet in person this semester I want to meet each of you individually. I am scheduling extra office hours in the first two weeks of class, and in the middle of the semester, to do 10-minute introductions and mid-semester check-in meetings over Zoom. These are required and will each count for 2 points (4 points total). They are basically free points. I will circulate an online calendar where you can choose a time that works for you.

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. Office hours

I recommend you visit my office hours, held virtually over zoom each Tuesday (9-11am). If you have a regular conflict, please email me to set up an appointment.

5. 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 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.

Sharing of Course Materials is Prohibited: No materials used in this class, including, but not limited to, hand-outs, videos, assessments (quizzes, exams, papers, projects, homework assignments), in-class Prof. Lustig – History of Israel and Palestine Page 6 of 11 University of Texas at Austin, Fall 2019 materials, or review sheets may be shared online or with anyone outside of the class unless you have my explicit, written permission. Unauthorized sharing of materials promotes cheating. It is a violation of the University’s Student Honor Code and an act of academic dishonesty. I am aware of the sites used for sharing materials, and any materials found online that are associated with you, or any suspected unauthorized sharing of materials, will be reported to Student Conduct and Academic Integrity in the Office of the Dean of Students. These reports can result in sanctions, including failure in the course.

Class Recordings: Class recordings are reserved only for students in this class for educational purposes and are protected under FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by a student could lead to Student Misconduct proceedings.

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. 8/31. 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: All readings except the textbooks will be posted online on the Canvas site.

Week 0: Introduction (Thurs. 8/27) Introduces students to core questions about Israel and Palestine in modern times and the twenty-first century. Presents major themes we will investigate, 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 , imperialism and decolonization, and modern conflicts.

Please note: There is no required reading for this first week. However, I expect you will familiarize yourself with the syllabus and these resources with basic factual information about Israel and Palestine:

- Maps of Israel and Palestine posted on Canvas - CIA World Factbook: Israel — https://www.cia.gov/library/publications/the-world-factbook/geos/is.html - 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

Week 1: Global and Historical Contexts (Tues. 9/1, Thurs. 9/3) 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. Prof. Lustig – History of Israel and Palestine Page 7 of 11 University of Texas at Austin, Fall 2019 Online Readings: a. Secondary Literature: - James Gelvin, The Israel-Palestinian Conflict, 1–12, “The Land and its Lure” b. Primary Sources - The 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)

Week 2: The Rise of Nationalisms (Tues. 9/8, Thurs. 9/10)

Unpacks the history of modern nationalism and its impact in the . We will look closely at the origins of and Jewish nationalism within the context of modern Jewish history, as well as the origins of Arab and . 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 Tues. 9/8.

Textbooks - Pappe, 14-42, “Fin de Siècle (1856-1900)” - Shapira, 3-27, “The Emergence of the Zionist Movement”

Online Readings a. Secondary Readings - James Gelvin, The Israel-Palestinian Conflict, 14-45, “Cultures of Nationalism” b. Primary Sources - Joseph II, “Edict of Tolerance” (Jan. 1782) - and the Jews (1806) - Leon Pinsker, “Auto-Emancipation” - Herzl, “The ” (1896) - Edward Said, “Zionism from the Perspective of its Victims” (selection)

Week 3: Zionism’s “Eastern Question”—Early Zionist Politics and Settlement in the Ottoman Period (Tues. 9/15, Thurs. 9/17) Dives into the politics and practicalities of the nascent Zionist movement from the 1870s to . 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 . Raises a hotly-debated and contested question: Is Zionism a form of colonialism?

Textbooks - Shapira, 27-65, “Jews, Turks, ”

Online Readings a. Secondary Literature - 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 Prof. Lustig – History of Israel and Palestine Page 8 of 11 University of Texas at Austin, Fall 2019 Israel/Palestine Question Rewriting Histories (London, 1999), pp. 81-96. - Lorenzo Veracini, Settler Colonialism: A Theoretical Overview, pp. 1-15 b. Primary Sources - Seventh Zionist Congress, “Anti-Uganda Resolution,” “Resolution on Palestine” - Helsingfors Conference, “Gegenwartsarbeit” (Dec. 1906) - Judah Leib Levin, “To America or to the Land of Israel”

Week 4: World War I and The British Mandate (Tues. 9/22, Thurs. 9/24) 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 (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.

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

Online Readings - Primary Sources - Sir Henry McMahon, “The McMahon Letter” (Oct. 1915) - Sykes-Picot Agreement (May 1916) - (Nov. 1917) - Weizmann-Feisal agreement (Jan. 1919) - Churchill White Paper (1922) - British Mandate (1922)

Week 5: The 1930s—Growing Tensions in Global Conflict (Tues. 9/29, Thurs. 10/1) 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 depression and the lead-up to the outbreak of World War II, which included mass migration of Jews from 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.

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

Online Readings - Primary Sources - Peel Royal Commission Report, Preface (pp. ix-xii) and Conclusions (pp. 370-376, 380-396) - British Government, “Policy Statement Against Partition” (Nov. 1938) - British Government White Paper” (May 1939) - “Zionist Reaction to the White Paper” (1939) - Mufti of , 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, , and Israel/Palestine (Tues. 10/6, Thurs. 10/8) 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. Prof. Lustig – History of Israel and Palestine Page 9 of 11 University of Texas at Austin, Fall 2019 Online Readings a. Secondary Readings - Hagit Lavsky, New Beginnings: in Bergen-Belsen and the British Zone in Germany, pp. 189-203 b. Primary Documents - “Biltmore program” (May 1942); - American Council for , “Atlantic City Statement of Principles” (June 1942) - “The Arab Office: The Arab Case for Palestine” (Mar. 1946) - UN Special Committee on Palestine Summary Report (Aug. 1947); - 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 (Tues. 10/13, Thurs. 10/15) Examines the causes, course, and outcomes of the war following the November 29, 1947, UN resolution to partition Palestine. Considers reasons for, and long-term ramifications of, the expulsion of .

� The short paper will be assigned in class on Tues. 10/13, due via canvas on Tues. 10/20 at 11:59pm.

Textbooks: - Shapira, 155–178, “The War of Independence, 1947-1949” - Pappe, 122–140, “Between Nakbah and Independence: The 1948 War”

Online Readings a. Secondary Literature - , “The New : Israel Confronts Its Past,” Tikkun 3.6 (Nov/Dec 1988)

Primary Sources - Ben-Gurion’s Visit to on May 1, 1948 and his reflections on why Arabs left the city (from his diary) [2pp] - S. Yizhar, “Khirbet Khizeh” (selection) - Ghassan Kanafani, “The Land of Sad Oranges” - UN Resolution 194 (Dec. 1948)

Week 8: 1948–1967 (Tues. 10/20, Thurs. 10/22) 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 on Tues. 10/20 11:59pm.

Textbooks: - Shapira, 179–294 - Pappe, 141-182

Online Readings - Primary Sources - “: Manifesto” Prof. Lustig – History of Israel and Palestine Page 10 of 11 University of Texas at Austin, Fall 2019 - 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 and Former Soviet Union, 1968-2004 - “The Protocol of Sèvres,” in Israel Studies 1.2, pp. 133-134

Week 9: 1967, 1973, and Beyond—Remaking Political, Military, and Demographic Maps (Tues. 10/27, Thurs. 10/29) from 1967 to 1973 remade the in political, military, and demographic terms: Israel’s conquests doubled the country’s size and set the terms of the “” equation which would dominate peace attempts ever since. Israel thus found itself with a sizeable Palestinian population as well as a segment of the political leadership and wider population who wanted to build Jewish settlements in the occupied territories; Palestinians outside Israel also began developing a new nationalism. Then, the 1973 war severely destabilized Israel’s political landscape, compounding decades of mistreatment of non- , leading towards the 1977 “revolution” and the rise of ’s .

Textbooks - Shapira, 295–356 - Pappe, 183–204

Online Redings – 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 (June 19, 1967) - Gamal Abd el-Nasser “We Shall Triumph” (July 23, 1968) - “ Interim Report” (April 1974)

Week 10: Making Peace? Israel, Egypt, and the New Palestinian Nationalism (Tues. 11/3, Thurs. 11/5) Considers peace efforts after 1973 following a land-for-peace formula, and the Palestinian nationalism that emerged as tried to find their way when peacemaking was organized around state entities.

Textbooks - Shapira, 357–422 - Pappe, 205–253

Online Readings – Primary Sources - UN Security Council Resolution 242 (Nov. 1967) - Arafat Interview (August 1969) - Popular Front for the Liberation of Palestine, Platform (1969) - Summit Meeting (Sept. 1978) - Egypt and Israel Peace Treaty (March 1979)

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

Week 11: The 1980s and 1990s—Towards a Two-State Solution? (Tues. 11/10, Thurs. 11/12) Examines the Oslo peace process and its aftermath.

Textbooks - Shapira, 422–476

Online Readings – Primary Sources - Program (Feb. 1985) - , “The Covenant of the Islamic Resistance Movement” (Aug. 1988) Prof. Lustig – History of Israel and Palestine Page 11 of 11 University of Texas at Austin, Fall 2019 - Declaration of Principles on Interim Self Government Arrangements - Maps posted online

Week 12: Minorities in Israel and Palestine (Tues. 11/17, Thurs. 11/19) Looks at a series of prominent minority groups in Israel and Palestine: Immigrants from the former Soviet Union, ultra-Orthodox Jews (Haredim), and Palestinian .

Online Readings a. Secondary Literature - 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. b. Primary Sources - Anna Isakova, “A Russian Immigrant Looks at Israeli (or Jewish?) Culture, 1998” - , “From ‘Israeli Arabs’ to ‘Israel’s Palestinian Citizens,’ 1948-1996”

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

Week 13: A Contemporary History—Israel and Palestine in the 21st Century (Tues. 11/24) Traces developments since 2000 including the , disengagement from Gaza, and 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 Thurs. 11/26 for Thanksgiving.

� Please note: There are no notes summaries/responses due this week due to the Thanksgiving holiday.

Textbooks: - Pappe, 272–293

Online Readings – Primary Sources - Selections from the Future Vision Documents formulated by Palestinian/Israeli intellectuals in 2007 - “Second Intifada” (interview with Marwan Barghouti) - “The Intifada: Israel Government White Paper” - 2014 , Palestinian View and Israeli View

Week 14: Conclusion—The Future of Israel and Palestine (Tues. 12/1, Thurs. 12/3) In the 19th century, imagined a Jewish polity under Ottoman suzerainty; the Jewish state emerged after the First and Second World Wars when the nation-state was the dominant mode of political organization. Today, when the role of nationalism is increasingly questioned, what is the future of Jewish and Palestinian nationalism? How does Israel see itself as part of a global economy, and as the homeland of the Jewish people? What is the future of Israel/Palestine—an arid region with a densely populated coast highly susceptible to predicted sea-level rise—in a changing climate? We conclude with discussions about the entangled histories and destinies of the Israeli and Palestinian peoples.

Online Readings

- Dan Senor, “Start-Up Nation: The Story of Israel’s Economic Miracle,” 1-22 - Uri Ram, The globalization of Israel: McWorld in , in Jerusalem, pp. 1-30 - “Basic Law: Israel–The Nation-State of the Jewish People,” July 2018

� At-home final exam will be posted after class on Thurs. 12/3, due Thurs. 12/10 11:59pm via Canvas.