Global Studies Honors



Global Studies Honors

Summer Reading Assignment – June 2012

Dear Student,

The Global Studies course focuses on four major elements in the study of the developing world (the Middle East, Sub-Saharan Africa, South Asia, China and Latin America). These four elements are history and politics, geography, economics and culture. In recent years, these regions have undergone rapid changes as a result of economic globalization, humanitarian conflicts, and resource access and utilization.

The packet of assignments included in this mailing is designed to have you work with some of the fundamental skills and information you will need to undertake the study of these five regions. It describes a series of different tasks for you to complete by the first day of school on Monday, August 27. In this way, we can move beyond the basics when we meet as a class. Your task is to complete all assignments, typed and printed, for submission on the first day of school. Please do not e-mail completed assignments to me.

For this course, we will be using a web-based course site which is located at . This site is currently under construction for use in August 2012 and will contain all assignments, tips and hints, hand-outs and other information pertinent to the course. I ask that you bookmark it on your computer for daily use once the school year begins.

Please be sure to read both the Course Expectations and Homework Standards documents located under Hand-outs on the course site (available August 1) for an in-depth explanation of course guidelines. Your very best effort is expected on each and every assignment. Please note that there are no re-takes or re-writes on assignments or extra credit work. All deadlines will be consistently enforced. Please ensure that all work is in your own words and not plagiarized from any source, including the work of other students. Please note that copying from a source and then changing one or two words still constitutes plagiarism.

I am generally not available for extra help during the summer as the summer assignments are designed to provide me with a ‘window’ into your academic skills, independence and willingness to successfully struggle through challenging assignments. However, if you are truly confounded, please e-mail me. I ask that you use a web address that clearly denotes who you are since I do not open e-mail from unknown sources.

Good luck on the assignments. I hope you find them to be both interesting and challenging. I look forward to meeting you on August 27!

Mr. Burgess

Social Studies Department

Regional District 8 – RHAM

85 Wall Street

Hebron, CT 06248

burgessbre@reg8.k12.ct.us

Global Studies Honors

Summer Reading Assignments – June 2012

The Global Studies course begins with an overview of five essential elements that will be used as a foundation to examine the developing world. These include: History & Politics, Geography, Economics and Culture. The deadline for all five assignments is: Monday, August 27.

Assignment #1: History & Politics Parts A. B. and C

In examining contemporary world conflicts, it is important to view them in the context of past events as well as the decision-making actions of leaders of nations. Philosophers spend time reflecting on and studying problems having to do with knowledge, values and beliefs, rational thought and action, existence – the complicated ideas that involve human life.

PART A

Many philosophers have attempted to make sense out of issues concerning power and decision-making, particularly as they relate to the types of governments that groups choose to follow. Complete the hand-out of primary sources written by philosophers who addressed ideas about power. The hand-out provides you with excerpts from: John Locke (England), Baron de Montesquieu (France), Niccolo Machiavelli (Italy), John Jacques Rousseau (France) and Thomas Hobbes (England). For each excerpt, identify the main idea that the author is espousing about the nature of humankind and the wielding of power and then use a short, quoted phrase from the excerpt which demonstrates that your identification of the main idea is valid. Academic Skill: Analysis of primary sources.

Primary Source Analysis: Ideas about Power

Directions: For each of the following excerpts, re-state the author’s main idea in your own words as it relates to human nature and the wielding of power. Then use a short quote or quotes from the excerpt to support your interpretation.

Excerpt #1: Niccolo Machiavelli from The Prince 1513

Machiavelli was a diplomat working for the Republic of Florence.

Source: The Medieval Sourcebook, Fordham University

Upon this a question arises: whether it is better to be loved than feared or feared than loved? It may be answered that one should wish to be both, but because it is difficult to unite them in one person, it is much safer to be feared than loved, when, of the two, either must be dispensed with. Because this is to be asserted in general of men, that they are ungrateful, fickle, false, cowardly, covetous, and as long as you succeed they are yours entirely; they will offer you their blood, property, life and children, as is said above, when the need is far distant; but when it approaches they turn against you. And that prince who, relying entirely on their promises, has neglected other precautions, is ruined; because friendships that are obtained by payments, and not by nobility or greatness of mind, may indeed be earned, but they are not secured, and in time of need cannot be relied upon; and men have less scruple in offending one who is beloved than one who is feared, for love is preserved by the link of obligation which, owing to the baseness of men, is broken at every opportunity for their advantage; but fear preserved you by a dread of punishment which never fails.

Nevertheless a prince ought to inspire fear in such a way that, if he does not win love, he avoids hatred; because he can endure very well being feared whilst he is not hated, which will always be as long as he abstains from the property of his citizens and subjects and from their women.

Excerpt #2: Thomas Hobbes from The Leviathan 1651

Hobbes was an English philosopher.

Source: Oregon State University

Again, men have no pleasure (but on the contrary a great deal of grief) in keeping company where there is no power able to overawe them all. For every man looks that his companion should value him at the same rate he sets upon himself, and upon all signs of contempt or undervaluing naturally endeavors, as far as he dares (which amongst them that have no common power to keep them in quiet is far enough to make them destroy each other), to extort a greater value from his condemners, by damage; and from others, by the example.

So that in the nature of man, we find three principal causes of quarrel. First, competition; secondly, diffidence; thirdly, glory.

The first makes men invade for gain; the second, for safety; and the third, for reputation. The first use violence, to make themselves masters of other men's persons, wives, children, and cattle; the second, to defend them; the third, for trifles, as a word, a smile, a different opinion, and any other sign of undervalue, either direct in their persons or by reflection in their kindred, their friends, their nation, their profession, or their name.

Hereby it is manifest that during the time men live without a common power to keep them all in awe, they are in that condition which is called war; and such a war as is of every man against every man. For war consistent not in battle only, or the act of fighting, but in a tract of time, wherein the will to contend by battle is sufficiently known: and therefore the notion of time is to be considered in the nature of war, as it is in the nature of weather. For as the nature of foul weather lies not in a shower or two of rain, but in an inclination thereto of many days together: so the nature of war consistent not in actual fighting, but in the known disposition thereto during all the time there is no assurance to the contrary. All other time is peace.

Whatsoever therefore is consequent to a time of war, where every man is enemy to every man, the same consequent to the time wherein men live without other security than what their own strength and their own invention shall furnish them with all. In such condition there is no place for industry, because the fruit thereof is uncertain: and consequently no culture of the earth; no navigation, nor use of the commodities that may be imported by sea; no commodious building; no instruments of moving and removing such things as require much force; no knowledge of the face of the earth; no account of time; no arts; no letters; no society; and which is worst of all, continual fear, and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short.

Excerpt #3: John Locke from Two Treatises of Government 1690- Book 2, Chapter 2, Sec. 6

John Locke was an English philosopher.

Source: Oregon State University

But though this be a state of liberty, yet it is not a state of license: though man in that state have an uncontrollable liberty to dispose of his person or possessions, yet he has not liberty to destroy himself, or so much as any creature in his possession, but where some nobler use than its bare preservation calls for it. The state of nature has a law of nature to govern it, which obliges every one: and reason, which is that law, teaches all mankind, who will but consult it, that being all equal and independent, no one ought to harm another in his life, health, liberty, or possessions: for men being all the workmanship of one omnipotent, and infinitely wise maker; all the servants of one sovereign master, sent into the world by his order, and about his business; they are his property, whose workmanship they are, made to last during his, not one another's pleasure: and being furnished with like faculties, sharing all in one community of nature, there cannot be supposed any such subordination among us, that may authorize us to destroy one another, as if we were made for one another's uses, as the inferior ranks of creatures are for ours. Every one, as he is bound to preserve himself, and not to quit his station willfully, so by the like reason, when his own preservation comes not in competition, ought he, as much as he can, to preserve the rest of mankind, and may not, unless it be to do justice on an offender, take away, or impair the life, or what tends to the preservation of the life, the liberty, health, limb, or goods of another.

Excerpt #4: Baron de Montesquieu from The Spirit of Laws 1748

Montesquieu was a French nobleman who later served as a judge.

Source: Institute of Learning Technologies, Columbia University

In every government there are three sorts of power: the legislative; the executive, in respect to things dependent on the law of nations; and the executive, in regard to things that depend on the civil law.

By virtue of the first, the prince or magistrate enacts temporary or perpetual laws, and amends or abrogates those that have been already enacted. By the second, he makes peace or war, sends or receives embassies; establishes the public security, and provides against invasions. By the third, he punishes criminals, or determines the disputes that arise between individuals. The latter we shall call the judiciary power, and the other simply the executive power of the state.

The political liberty of the subject is a tranquility of mind, arising from the opinion each person has of his safety. In order to have this liberty, it is requisite the government be constituted as one man need not be afraid of another.

When the legislative and executive powers are united in the same person, or in the same body of magistrates, there can be no liberty; because apprehensions may arise lest the same monarch or senate should enact tyrannical laws, to execute them in a tyrannical manner.

Again, there is no liberty, if the power of judging be not separated from the legislative and executive powers. Were it joined with the legislative, the life and liberty of the subject would be exposed to arbitrary control, for the judge would then be the legislator. Were it joined to the executive power, the judge might behave with all the violence of an oppressor.

Excerpt #5: Jean Jacques Rousseau from The Social Contract 1762

Rousseau was a French philosopher.

Source: The Internet Modern History Sourcebook, Fordham University

MAN is born free; and everywhere he is in chains. One thinks himself the master of others, and still remains a greater slave than they. How did this change come about? I do not know. What can make it legitimate? That question I think I can answer.

If I took into account only force, and the effects derived from it, I should say: "As long as a people is compelled to obey, and obeys, it does well; as soon as it can shake off the yoke, and shakes it off, it does still better; for, regaining its liberty by the same right as took it away, either it is justified in resuming it, or there was no justification for those who took it away." But the social order is a sacred right which is the basis of all other rights. Nevertheless, this right does not come from nature, and must therefore be founded on conventions. Before coming to that, I have to prove what I have just asserted.

PART B

All groups make rules as a means of providing stability and order in society. In this context, a government is seen as an organization whose prime function is to guide and control the actions of individuals in order for the society to function as a whole. For the following types of government, identify the number of people who hold decision-making power and their respective titles and the method by which people obtain power. The easiest way to organize this information is to create a table as shown below. Academic Skill: Active research and summarization of information.

|Type of Government |Power Held By |Power Based on |Historical Example |

|Monarchy |One person |Inheritance through the bloodline. |Saudi Arabia is ruled by King Abdullah bin |

| |King or Queen |Gender preference to oldest males. |Abdulaziz. He is a member of the Al Saud |

| | | |family, which has ruled Saudi Arabia since its|

| | | |founding as a nation. |

Using the example above as a model, complete the table with the remaining nine types of government:

1. monarchy

2. democracy

3. republic

4. parliamentary democracy

5. communism

6. socialism

7. oligarchy

8. dictatorship

9. theocracy

10. puppet government

PART C

Each specific academic discipline uses its own particular vocabulary to foster understanding of its ideas and concepts. It is important to begin using this vocabulary since terms will often appear in readings and historical references. Academic Skill: Building a content/discipline specific vocabulary.

Define the following 15 terms in your own words. Then, choose five of the terms, and research a specific historical example of the term from the Middle East, Africa, Asia, or Latin America. Please cite the source of your example in proper MLA format. The first has been done for you as a sample (you may not use this as one of your 5!):

1. imperialism

2. leverage

3. game theory

4. coup d'état

5. totalitarian

6. coercion

7. soft versus hard power

8. zero sum game

9. diplomacy

10. despot

11. tyranny

12. hegemony

13. human rights

14. autonomy

15. sovereign

Example:

1. imperialism: a country expanding its power by controlling territory and/or resources

imperialism: In 1884, European nations met at the Berlin Conference to divide the continent of Africa into colonies, to be used for Europe’s economic benefit.

Source:

David, Saul. “Slavery and the Scramble for Africa.” BBC British History. 17 February 2011. British Broadcasting Corporation. 18 May 2012.

Products to be submitted for Assignment 1:

• Part A: Primary source analysis work on philosophers and their ideas about power

• Part B: Types of government chart

• Part C:

o Definitions of the remaining 14 terms after the term, imperialism

o Specific historical examples of 5 political terms (with your sources cited.)

Assignment #2: Geography

Geography plays a critical role in terms of resource allocation and living conditions of people. In order to more effectively discuss nations of the world, it is important to have a fundamental understanding of nation placement and capital cities. Be prepared to take a quiz on the nations and capital cities of important nations from the four world regions that we will be studying. There are many interactive quizzes designed to help you master geographic placement such as and . You will be expected to know the following nations and their respective capital cities. Academic Skill: Memorization and application of key information.

|Middle East |Africa |Asia |Latin America |

|Israel |Egypt |China |Mexico |

|Iraq |Sudan |India |Panama |

|Iran |Libya |Pakistan |Colombia |

|Afghanistan |Chad |Bangladesh |Venezuela |

|Saudi Arabia |Central African Republic |Japan |Argentina |

|Lebanon |Somalia |Vietnam |Peru |

|Syria |Rwanda |Taiwan |Brazil |

|Kuwait |South Sudan |North Korea |Chile |

|Yemen |Botswana |South Korea |Bolivia |

|United Arab Emirates |Democratic Republic of Congo |Indonesia |Cuba |

Prepare for:

← Quiz on the nation placements and capital cities of the world hotspot map. Quiz date is scheduled for August 27.

Assignment #3: Economics Parts A and B______________________

With the onset of rapid globalization during the last few decades as well as the economic recession in the United States, economic issues have become critical. For this assignment, you will define some key economic terms that are often used to compare nations in terms of economic stability as well as global power and influence and then complete a chart of these statistics to gain insight into the five regions. Academic Skill: Organizing information and drawing conclusions using evidence.

PART A

Define the following terms in your own words:

1. infant mortality rate [per 1,000 live births]

2. Gross Domestic Product (GDP) per capita

3. population below the poverty line

4. export [in the chart, list the most significant export partner]

5. import [in the chart, list the most significant import partner]

6. revenue and expenditures [listed in World Fact Book under Budget]

7. inflation rate

8. population density

9. external debt

10. unemployment rate

11. literacy [total population]

12. life expectancy

13. Gross Domestic Product (GDP) occupation by sector

14. population

15. military expenditures [as a percentage of GDP]

PART B

Set a word document to “Landscape” (under “page layout ( orientation” in Microsoft word). Create a table that matches the one listed below. You may also choose to copy and paste this table from the electronic version of this assignment packet on the course website under “Handouts” for Global Honors. Using the Central Intelligence Agency’s (CIA) World Fact Book accessible at complete the chart. For the Middle East, Africa, and Latin America units please choose countries from the lists in Assignment #2. For South Asia, use Pakistan, Bangladesh or India. For East Asia, use China and either Japan, North Korea, or South Korea. Once you have completed the table, rank the five world regions from 1-5 (one being the highest) in terms of relative power and influence in the world. Provide five pieces of specific evidence from the chart to explain your ranking. The U.S. is merely listed to provide you with a reference point based on your familiarity with American lifestyles.

Economic Category |United States |Middle East |Africa |East Asia |South Asia |Latin America | | | |Country #1 |Country #2 |Country #1 |Country #2 |China |Country #2 |Country #1 |Country #2 |Country #1 |Country #2 | |Infant mortality rate |6.14 | | | | | | | | | | | |GDP per capita |$46,400 | | | | | | | | | | | |Population below the poverty line |12% | | | | | | | | | | | |

Products to be Submitted for Assignment 3:

← Part A: List of the fifteen economic term definitions in your own words.

← Part B: Comparison table of five regions plus the United States with three conclusions drawn from the information regarding economic stability and/or world power and influence.

Assignment #4: Culture Parts A and B

One of the areas of study in the course will be to look at and think about the values and beliefs as well as lifestyles of differing peoples. Once again, it is important to build a vocabulary in order to discuss aspects of culture. As a starting point to learn about and analyze other cultures, it is helpful to reflect on your own. Academic Skill: Building a content/discipline specific vocabulary and active engagement during reading.

PART A

Look up definitions to the following terms and provide an example of each term. Your examples should not include the definition. The first has been completed as a sample:

1. Bias – Mr. Smith was accused of being biased in his American government class by teaching only about the viewpoints of the Republican party.

2. racism

3. xenophobia

4. customs/traditions

5. ethnocentric

6. enculturation

7. acculturation

8. prejudice

9. culture

10. subculture

11. norm

12. stereotype

13. technology

14. cultural diffusion

PART B

Read the following article titled “U.S. Cultures and Values” from the Office of International Students and Scholars at Yale University. As you read the article, complete the following as a way to engage more closely with the reading:

1. Highlight any phrases, ideas or passages that you believe contain important information to remember about the fundamental ways that Americans live and work.

2. Place a question mark near any phrases, ideas or concepts that you do not understand in the article.

3. Place an exclamation point near any phrases, ideas or concepts that you would like to discuss further.

4. Write a short phrase in the margins next to each paragraph in which you summarize the key idea of that paragraph.

U.S. Culture & Values

Yale University

“It is difficult to define what an American is because there are so many kinds of Americans.” — Korean student at Yale

The U.S. is a vast and diverse nation, with many regions and subcultures that account for a wide spectrum of cultural norms.  While there is no simple answer to what makes an American tick, some generalizations about U.S. culture are possible, and this can be helpful along the path to deeper understanding and assimilation. A bit of advice though: as with all generalizations – apply this information carefully. Sometimes it will work and sometimes it won’t.

Individualism

One of the most pervasive values in U.S. American culture is individualism, and understanding its effects can help illuminate many aspects of the culture.  The lone cowboy on the endless prairie, riding strong and silent with his horse as his only companion, epitomizes the American ideal of self-fulfillment and self-reliance.   In American culture, in order to succeed and achieve your personal best, one must be strong and independent.

In more collective cultures, accomplishments and successes may be viewed foremost as an honor to the group, for example, how it reflects upon one’s family or hometown community.  In the US, a person’s success is more likely to be attributed primarily to the hard work and perseverance of the individual.

In an individualistic culture, decisions made to benefit the self, such as moving far from one’s parents to go to your preferred choice for college would not be as likely to be considered selfish, but would be supported. In fact, children’s independence is encouraged in American culture. Teenagers of all socioeconomic classes might be expected by their parents to have an after school job to promote autonomy and responsibility. After graduation from high school a child is considered a ‘young adult’ and could be asked to pay rent, or move out from the family home.

Time

Efficiency is a virtue in the U.S.  Americans are apt to become impatient with slow moving lines particularly when they are trying to conduct business, and expect rapid and efficient customer service.  Chatting with the customers at the expense of efficient service is not well tolerated.  To Americans time is money.   It should be valued, saved, and used wisely.

Americans also place considerable value on punctuality.  Different types of activities have different conventions.  You should arrive at the exact time specified for meals or appointment with professors, doctors, and other professionals. You can arrive anytime between the hours specified for informal parties, receptions, and cocktail parties.  Plan to arrive a few minutes before the specified time for public meetings, plays, concerts, movies, sports events, classes, church services, and weddings.  If you’re unable to keep an appointment, you should always call to advise them that you will be late or unable to arrive. For professional appointments, latecomers risk being turned away, and no shows who do not give adequate notice may be billed for the missed appointment – no matter what the excuse.  Don’t be surprised if, when you run into an American acquaintance who is late for an appointment, that individual doesn’t stop to say hello, but instead just rushes by.  The need for punctuality is respected.

Privacy

The right to privacy is a notion that runs deep in American culture.  It’s something to be both respected and defended, and is considered fundamental to a free society. Americans carry this right like a shield, and while often very warm and welcoming hosts, the home is considered a bastion of privacy.  “Alone time” is considered important for balancing mental and physical health.  It is inappropriate to visit even close friends without calling ahead, and although Americans often tell a guest, “Make yourself at home,” it is a friendly statement that must be carefully interpreted.

Because U.S. culture is rather informal, it is sometimes difficult to ascertain the boundaries. Three questions that seem to violate the privacy rule are: How old are you?, How much money do you make?, and How much do you weigh? Generally, Americans may even hesitate to ask these questions to close friends.  Stiff, uncomfortable body language is one way to tell when privacy boundaries have been crossed.

Directness/Openness

Although it may seem contradictory to the American sense of privacy, Americans are raised to be open and direct.  While defending the right to privacy, an American may assert that you must have something to hide if you aren’t willing to be open and honest.   Overall, they may be quite uncomfortable when faced with a more reserved, and less direct approach.  Directness equals trustworthiness in American culture.  One comforting aspect of the straightforwardness of Americans is that, unlike other cultures where what is said can be quite different from what is meant, in the U.S., no usually means no and yes usually means yes.

Americans, however, are not as open as they might like to believe in some areas, such as when they are compelled to criticize.  Constructive criticism is a term for delivering criticism in a way the other person will not find offensive or unacceptable.  When not speaking openly, Americans will often convey their reactions in nonverbal ways like facial expressions, body position, and gestures. Honesty is highly valued though, and it is expected that in close relationships, or with subjects that are perceived as very important, truth is more likely to be chosen over harmony.

Social Mobility

At the heart of the American dream lies the lure of ‘rags to riches’ – the belief that if one works hard enough, no matter what the circumstances, there are no limits to achievement.  In other words, success is based on personal effort and merit, and the harder you work and the more deserving you are will lead to a commensurate rise in achievement.   Indeed many come to the United States each year to seek prosperity and advancement, and there are those who do manage to thrive in the competitive economy.  Exceptional success stories such as high paid executives who grow up in poverty or college drop outs who become famous billionaires help to underscore this notion.  Statistically, however, socio-economic status, race, gender, and other factors can affect one’s chances for betterment.  In spite of antidiscrimination laws and other social policy tools designed to level opportunities, social mobility is not as fluid as the ‘Dream’ may suggest. 

Equality/Informality

“All men are created equal” is one of the most famous quotations from the Declaration of Independence, and the value of equality is considered fundamental to the American spirit.  This belief is more likely to lead to informality in general behavior than to fluidity between socio-economic classes.  The informality of American speech, especially the common use of first name, casual dress, and relaxed posture can be quite shocking to some international students and scholars.  Be careful not to confuse informal behavior with lack of hierarchy, respect or absolute informality.    The signs of respect, while often subtle, are important, and it is better to be too formal than too informal.  Wait to be asked to be on a first name basis with your professors, or supervisors for example.

Competition/Achievement

Because of the emphasis on the individual, Americans can be competitive, and to be called a high achiever in the U.S. is quite a compliment. 

While it is not always easy to transcend one’s circumstances, there is a more fluid class system in the U.S. than in some other more traditional cultures.  Hard work, when coupled with greater earnings, may be rewarded with a rise in social class. This also feeds the perception that it is possible to work one’s way to the top in America, and with the exception of entrance into the upper crust of society (also referred to as old money), it may be.  

Americans value action, and will generally keep a very busy schedule.  As the saying goes, “work is a virtue, and idleness is a sin”.   To not be busy could be considered strange.   Even routine, social or recreational activities are likely to be scheduled. As a result, Americans may seem hurried, running from one thing to the next — unable to relax and enjoy themselves. To a newcomer, the pace of life may seem very rushed at first.

The emphasis on achievement can lead to not only an over-scheduled life, but also not-so-friendly competition.  One of the good things about these high achieving Americans is that they can have a good sense of teamwork when cooperating with others toward a common goal.  In the school setting, this team spirit is perhaps best exemplified by the popularity of study groups where students work together on a project or exam preparation.

Taboos

Social protocols are quite relaxed in the U.S. so there are very few taboos. Here are some things that are unacceptable in American culture:

• Cover your mouth when you yawn, sneeze or cough. Americans are careful not to spread germs. It is considered unsanitary to not cover one’s mouth.

• Americans are offended by strong odors, and normally bathe daily (sometimes twice daily in hot weather), and use underarm deodorant. Strong smelling perfumes or colognes are applied sparingly because they may not be pleasant to others.

• Do not belch loudly in public. Flatulence should be controlled as discreetly as possible.

• Do not spit. You may see people spitting on the streets, but it is considered very rude.

• Do not pick your teeth or nose in public.

• Do not stare (gaze continuously) at someone you are talking to.

• Do not whistle at women.

Source: Yale University, Office of International Students and Scholars



Products to Be Submitted:

← Part A: List of examples of the 14 cultural terms above in your own words

← Part B: A print copy of the “U.S. Cultures and Values” article that has been labeled per instructions above.

Assignment #5: Current Events in the Middle East Parts A and B_

While the Global Studies course covers the histories of the developing world, a strong emphasis is placed on significant news stories taking place in contemporary times. Our first content region of study is the Middle East. A background reading is provided on the Arab-Israeli Conflict in order to give you a context to complete these assignments.

Arab-Israeli Conflict Background:

On the heels of bitter territorial disputes between Jews and Arabs living in Palestine, the United Nations implemented a partition plan – dividing the land between the two groups. The creation of the nation of Israel in 1948 brought into reality the long held dream of Jews to establish a homeland in Canaan, land they believed was promised to Abraham, the founder of Judaism, by God. Unfortunately, the creation of Israel angered Palestinian Arabs living in the area who felt that the land was legitimately theirs. Far from resolving the conflict, the partition plan resulted in a series of wars between Israel and the surrounding Arab nations [Syria, Lebanon, Jordan, Iraq and Egypt]. The 1948 war ended with Israel successfully repelling its Arab attackers and winning additional territory. The 1967 [Six Day] War began as a pre-emptive strike by Israel and resulted in Israel seizing the four occupied territories of Golan Heights in Syria, Gaza Strip within Israel, the West Bank within Israel and the holy city of Jerusalem. A third war occurred in 1973 when Egypt and Syria attacked Israel, ending in a stalemate. The frustration of the Palestinian Arab people resulted in the formation of various organizations which seek to destroy Israel in order to regain Arab control of Palestine. Due to the strength of Israel’s resolve and military victories, these organizations [Palestinian Liberation Organization, Hamas, and Hezbollah] have often resorted to terrorist methods. Despite peace agreements with Egypt in 1978 and Jordan in 1994, ongoing violence has become a way of life in the area. Most recently, the United States attempted to bring both the Israelis and the Palestinian Arabs together to negotiate a peace settlement. This plan was disrupted in March 2010 when Israel announced the building of 1,600 new Jewish settlement houses in East Jerusalem. Palestinian Arabs had hoped that East Jerusalem would one day become the capital city of a newly formed and independent Palestinian state.

PART A: Article Analysis

Complete the article analysis questions outlined below in complete sentences as you read the Foreign Policy magazine article titled Will Failure to Solve the Arab-Israeli Conflict Mean a New Cold War in the Middle East? The article is located after the analysis questions.

Article Analysis Questions

Step 1: Source

• ‘Google’ the author and briefly explain what his/her qualifications are to write about the subject discussed in the article.

Step 2: Analyze the Content

o What claims does the author make?

o What evidence does the author use to support his/her claims? Is the evidence valid?

o How does the author try to convince you that his/her claims are accurate? (Look for loaded words, provocative images, references to other works…)

o What counter-claims, or opposing arguments, are you aware of? How are these claims similar or different?

o What may account for these differences?

o Which claims do you find most valid or convincing?

Will failure to solve the Arab-Israeli conflict mean a new Cold War in the Middle East?

By Joshua Landis – Foreign Policy Magazine

Is a new Cold War taking shape in the Middle East? It is not hard to understand why skeptics believe it may be. President Dmitry Medvedev visited Syria on Monday, the first ever visit by a Russian or Soviet head of state. Syrians are excited. They are hoping that Russia will resume its old role as armorer and advocate of those states prepared to "defend Arab rights" and resist U.S. hegemony.

When Barack Obama first became U.S. president, Syrians were hopeful that he would break the mold of U.S. policy and carry through with his promise to finally end the Arab-Israeli conflict based on land for peace. To Syrians, this means they will get back the Golan Heights, which Israel captured in 1967; it means a two-state solution for the Palestinians. For the past several months, Syrian authorities have been telling anyone who will listen in Washington that the one thing they want from the United States is help getting back the Golan. If Syria gets back its land, it will modify its alliances and end its enmity toward Israel, allowing for a new relationship with the United States. Today, that hope seems to be all but dashed.

It is in this context that we can understand the events of the last few months that have ended with renewed threats of war between Israel and Syria, the rapid deterioration of U.S.-Syria relations, and Syria's effort to strengthen a system of alliances that it hopes will right the terrible imbalance in power between it and Israel -- an imbalance which the United States supports and which Syria blames for Israel's intransigence. Israeli Prime Minister Benjamin Netanyahu claims that "the Golan will remain in our hands." His refusal to stop expanding settlements in East Jerusalem and the West Bank in the face of U.S. urging suggests that the two-state solution for the Palestinians is doubtful.

Syrians are convinced that the Obama administration will cave into Israeli pressure to soft-pedal the peace process and put the best face on the status quo. With congressional electioneering in full swing and the presidential election not far behind, all signs are that Obama is feeling compelled to patch up frayed relations with Israel. This will be done at Syria's expense. Hence, Israel and the United States joined voices in accusing Syria of supplying long-range missiles to Hezbollah. Also last week, Washington renewed sanctions on Syria. Why? Because U.S. officials said Syria continues "to pose an unusual and extraordinary threat to the national security, foreign policy, and economy of the United States." The renewal of sanctions only reminded Syrians of how intractable U.S.-Syria enmity is and how dependent any improvement of relations will be on a Syria-Israel peace. This is why Syrian authorities have put so much hope in peace with Israel. They believe that if Syria can negotiate peace and get back the Golan, all other problems, such as the U.S.-Syria relationship and sanctions, will fix themselves with minimal tinkering.

So what are Damascus's options in the face of Obama's climb down and Israel's refusal to trade land for peace?

Damascus insists that it will not give up its claim to the Golan or its right to resist occupation. This means arming Hezbollah and Hamas. Getting Russia on board [with] Syria's efforts to resist will be key, as Russia is the most likely country to help with more sophisticated missiles and anti-tank weapons, as well as anti-aircraft defense. From Syria's point of view, it must improve its ability to defend against Israel's periodic incursions and raise the cost of Israeli refusal to return the Golan. 

Syria is doing everything it can to build up what it is calling a "northern alliance" between Turkey, Iran, Iraq, and Syria. This is the primary building block in Syria's strategy for countering Israel's overwhelming military superiority. Rapidly improving relations with Turkey are at the heart of the alliance and breaking out of Syria's narrow dependency on Iran. In the last two years, all visa requirements between the Turkey and Syria have been dropped, and trade has increased rapidly. In an effort to expand improving economic ties into the world of defense, Syria recently held military exercises with Turkey. It is no surprise that Medvedev will follow up his two-day Syria visit with a Turkey stopover. Assad has just concluded a tripartite summit in Istanbul with Prime Minister Reccep Tayyip Erdogan and the emir of Qatar. A spokesman at the Russian Embassy in Damascus told AFP, "We are seeking to recover lost ground with old friends." On the agenda of Russia-Syria talks are the Mideast peace process, Iran's nuclear program, and the bilateral arms trade between the two countries.

Russia is seeking to beef up its role in the region. It is helping rebuild the port of Tartus as a docking and repair station for the Russian fleet. It has also won contracts to play an expanded role in Syria's gas and oil industry. A bevy of Russian businessmen are accompanying Medvedev to Damascus.

Syria is looking to Russia for help in deterring the United States and Israel. "After the USSR collapsed and Moscow voluntarily left the Middle East, the balance of power shifted in favor of Israel and the United States," Samir Ismail, director of the Center for Strategic Studies at Damascus University, told the Russian news service, Ria Novosti. "The return of Russia, one of the poles of world policy, will bring balance, safety, and stability to the region," he insisted. "Russia is a key player" and it "should force Israel to resume the peace process," Samir added.

So where does this leave the United States? Syria must try to raise the cost of Washington's support for Israel. It can do this in two ways: by attacking regional governments that ally with America as traitors to the "Arab cause," and radicalizing their people by stressing the extent to which the United States is the enemy of Arabs and Muslims and sides unfairly with Israel. Syria will have to force the United States to decide as frequently as possible which side it is on. It will hang Israel around America's neck and work to isolate both in the region.

America's leading allies have been Saudi Arabia, Jordan, and Egypt. The Saudis have shown some signs of distancing themselves from Washington and have reached out to both Russia and China to hedge their bets. Saudi-Syrian relations reached a low point during Israel's invasion of Lebanon in 2006, when Syria accused Riyadh of supporting Israel against Hezbollah and called Saudi leaders "quasi-men." Since then, Syria and Saudi Arabia have patched up their relations by agreeing not to allow differences over Lebanon to come between them. Saudi Arabia has shifted its attention away from Lebanon and toward Iraq, where it can cooperate with Damascus on stabilizing a post-American government. Both governments stood together in favoring Ayad Allawi as leader of a new Iraqi government. Syria has supported Saudi actions in Yemen. Jordan has also worked to improve relations with Syria. King Abdullah has warned the United States that it must pressure Netanyahu to stop settlement expansion for fear that war will break out.

Russia will fish in the troubled waters of the Middle East. American isolation can only redound to its advantage. The Arabs and Iran will look to Russia for arms. Russia can also be gratified by the deterioration of Turkey's relations with both Israel and the United States. It will continue to look for ways to frustrate U.S. efforts to add teeth to its sanctions regime against Iran.

So long as America's No. 1 foreign-policy goal in the region is to hurt Iran and help Israel, Russia will be drawn back into the region and a new Cold War will take shape. Washington's failure to realign relations with Iran and Syria dooms it to repeat its past. But this time Israel will be more of a millstone around its neck as it thumbs its nose at international law and human rights. China also presents a new and potent challenge.

Gamal Abdul Nasser claimed that in the Middle East there was a role in search of a hero; he tried to fill it at great cost to Egypt. So long as the Arab-Israeli conflict remains unresolved, however, that role will exist. Iran and Syria are trying to fill it today. They claim to defend Arab and Muslim rights in the face of Israeli expansion and U.S. imperialism. If they are to have any success, they will need a larger power to champion their efforts. And Russia is the obvious candidate -- that is, until China is prepared to throw its weight behind Middle East peacemaking. Syria is well aware that neither Russia nor China can dare challenge the United States or Israel for at least a decade, but Syria and Iran seem prepared to play for time. The alternative to taking the long view for Syria is the loss of the Golan and national humiliation.

Joshua Landis is director of the Center for Middle East Studies and associate professor at the University of Oklahoma.

PART B: Current Events Tracking

Find three successive news stories [that occurred since January 2012] pertaining to one of the Arab-Israeli Conflict news trends listed below. For each of the news stories, write one paragraph summarizing the key points of the story – sequencing the news stories in chronological order. Please select stories of at least one page in length, and a print copy of the story must be attached to each summary. Remember, a summary is intended to provide the reader with an overview of the most important information in the story, not a re-worded version of the story.

After the summaries, include a section (one page maximum) in which you identify the major participants in your chosen news trend (individuals, countries, and/or trans-national organizations such as the United Nations) and track the evolving behavior of these participants through the development of the stories. Write about why their interests/motivations and behaviors might change or remain static as the events of the news stories develop.

Be sure to clearly identify the trend you have chosen to work with at the beginning of your analysis.

Middle East News Trends:

• Peace talks between Israelis and Palestinians

• The relationship between Iran and Israel due to Iran's nuclear program

• Anti-government "Arab Spring" protests/revolutions and their impact on the Arab conflict with Israel

o Note: The "Arab Spring" refers to the series of anti-government protests and/or revolutions that have taken place in countries such as Tunisia, Egypt, Libya, and Syria.

Possible News Sources for your use:

The Economist at

The New York Times at

The British Broadcasting Corporation at

Al Jazeera at

Cable News Network at

The Washington Post at

Products to be Submitted or Accomplished:

← Part A: Article Analysis of Foreign Policy article on the Arab-Israeli Conflict.

← Part B:

o Three summaries of significant news stories affecting the Middle East with the source noted in Modern Language Association (MLA) format.

o A print copy of each article must be attached to the summaries.

o One-page report on the evolution of major participants in the news trend you have chosen to work with.

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