FUNDAMENTALISM & US FUNDAMENTALISM & US POLICY IN THE MIDDLE POLICY IN THE MIDDLE

EASTEAST

WARM UPWARM UP

• Identify current or historic Identify current or historic

examples of US involvement examples of US involvement

(activity) in Middle Eastern issues (activity) in Middle Eastern issues

or nations.or nations.

FUNDAMENTALISMFUNDAMENTALISM

• Political & social movement promoting a return to Political & social movement promoting a return to traditional, or fundamental, interpretation of traditional, or fundamental, interpretation of anyany religion.religion.

• Islamic Fundamentalism or “Political Islam”Islamic Fundamentalism or “Political Islam”• Est. Shari’a law as foundation of governmentEst. Shari’a law as foundation of government• Rid society of non-Islamic influenceRid society of non-Islamic influence

• Activity- ReadingActivity- Reading

RELIGIOUSLY MOTIVATED RELIGIOUSLY MOTIVATED TERRORISMTERRORISM

• World Gone WrongWorld Gone Wrong• Religion to cope & guideReligion to cope & guide

• Tool for social activism & Tool for social activism &

poly changepoly change

• Motivate & justify purposeMotivate & justify purpose

• No Other OptionNo Other Option• Tried traditional channels for Tried traditional channels for

change, failedchange, failed

• Lack power, voiceLack power, voice

• Hopeless & frustratedHopeless & frustrated

• Cosmic War Against Cosmic War Against

EnemyEnemy• Good vs Evil (God/Devil)Good vs Evil (God/Devil)

• Stakes so high, cause so Stakes so high, cause so

virtuous = any means virtuous = any means

justify endsjustify ends

• Symbolism & ViolenceSymbolism & Violence• Value to target & timingValue to target & timing

From “Responding to Terrorism: Challenges for Democracy” www.choices.edu

ORIGINSORIGINS

Islamic empire eclipsed, Islamic empire eclipsed,

dominated, and dominated, and

exploited by West. exploited by West.

Frustrated w/politics.Frustrated w/politics.

Frustration with rapid Frustration with rapid

social & economic social & economic

changes.changes.

Western presence in Western presence in

Holy Lands, ME politics, Holy Lands, ME politics,

perceived attack on perceived attack on

IslamIslam

ISLAMIC FUNDAMENTALISM & ISLAMIC FUNDAMENTALISM & VIOLENCEVIOLENCE

• Most DO NOT ADVOCATE Most DO NOT ADVOCATE violence! violence!

• Terrorism as form of jihadTerrorism as form of jihad

• Seek to overthrow secular Seek to overthrow secular regimes & rulers they regimes & rulers they regard as un-Islamicregard as un-Islamic

KEY FUNDAMENTALIST KEY FUNDAMENTALIST GROUPSGROUPS

• What terror What terror groups can you groups can you identify by name?identify by name?

• ChartChart

• Commonalities?Commonalities?

• Differences?Differences?

• Role in government?Role in government?

IMPACT ON FOREIGN POLICYIMPACT ON FOREIGN POLICY

US ConcernsUS Concerns Poly & econ stabiltyPoly & econ stabilty

Terror attacks against Terror attacks against Western InterestsWestern Interests

““Islamaphobia”- Anti-Islamaphobia”- Anti-Arab Anti-Muslim, Arab Anti-Muslim, sentiment born out of sentiment born out of fear and ignorancefear and ignorance

The Middle East and North Africa

CLICK TO VIEWCLICK TO VIEWMelani Cammett on Melani Cammett on

US Interests in the Middle US Interests in the Middle EastEast Jo-Anne Hart onJo-Anne Hart on

Iran’s role in the Middle EAstIran’s role in the Middle EAst

Lesson & Video Clips Courtesy : Choices “US Policy in the Middle East: Analyzing Political Cartoons” in

Teaching with the News

ACTIVITY: ANALYZING ACTIVITY: ANALYZING POLITICAL CARTOONSPOLITICAL CARTOONS

• Step 1: Discuss techniques cartoonists Step 1: Discuss techniques cartoonists use to convey an opinion on political, use to convey an opinion on political, social, economic issues.social, economic issues.

• Step 2: Individually, then collectively as a Step 2: Individually, then collectively as a class, analyze “Presidential Medals”class, analyze “Presidential Medals”

• What are the techniques being used?What are the techniques being used?• What is the message of the cartoon?What is the message of the cartoon?• How is this cartoon related to what the class knows about the How is this cartoon related to what the class knows about the

Middle East?Middle East?

ACTIVITY: ANALYZING ACTIVITY: ANALYZING POLITICAL CARTOONSPOLITICAL CARTOONS

• Step 3: In groups of 3, analyze two additional Step 3: In groups of 3, analyze two additional cartoons. Each group will present a cartoon to the cartoons. Each group will present a cartoon to the class.class.

• Answer all the questions on the form. For your presentation Answer all the questions on the form. For your presentation think about…think about…

• What are the techniques being used?What are the techniques being used?

• What is the message of the cartoon?What is the message of the cartoon?

• How is this cartoon related to what the class knows about How is this cartoon related to what the class knows about the Middle East?the Middle East?

• Retitle the political cartoon based on the messageRetitle the political cartoon based on the message

• Present each cartoon at the board, all cartoons follow Present each cartoon at the board, all cartoons follow in presentation.in presentation.

DRAW CONNECTIONSDRAW CONNECTIONS

Techniques:Techniques:

• How do cartoonists provide How do cartoonists provide

perspective on issues?perspective on issues?

• What techniques were used What techniques were used

in the cartoons?in the cartoons?

• Which were most effective Which were most effective

at getting point across?at getting point across?

• Were some easier to Were some easier to

identify than others?identify than others?

Message:Message:

• How do these relate to US How do these relate to US

policy in the region?policy in the region?

• Were we able to identify the Were we able to identify the

message of each?message of each?

• What were the cartoonists What were the cartoonists

trying to express?trying to express?

• Are these favorable of Are these favorable of

unfavorable views of US unfavorable views of US

foreign policy?foreign policy?

ACTIVITYACTIVITYOptionsOptions

•Look over the 4 options for US PolicyLook over the 4 options for US Policy

•Take the survey to assess your thoughts on the issuesTake the survey to assess your thoughts on the issues

•Discuss what these options look like in policyDiscuss what these options look like in policy

•Draft your own option for US policy in the MEDraft your own option for US policy in the ME• Draw from existing or create your own.Draw from existing or create your own.

• Be specificBe specific

• Examples available for viewing on tablesExamples available for viewing on tables

CLOSURECLOSURE

• What is your opinion on current US policy in What is your opinion on current US policy in the Middle East? the Middle East?

• Are there any current issues/events that Are there any current issues/events that you think are important for the US to you think are important for the US to address at this time?address at this time?

ACKNOWLEDGEMENTSACKNOWLEDGEMENTS

• This lesson was made possible in part by resources from This lesson was made possible in part by resources from

Brown University’s “Choices Program” – Teaching with Brown University’s “Choices Program” – Teaching with

the News Lessons the News Lessons Egypt’s Uprising Egypt’s Uprising and and After MubarakAfter Mubarak..