Teacher Notes G8b:

The intent of this element is not for students to understand in detail the specifics of each religion of each ethnic group, but rather to grasp the wide diversity of religious beliefs within selected ethnic groups in Southwest Asia. Students should know the type of or name of the religion(s) practiced by each ethnic group. Detailed comparisons are not necessary; they will do some of this in element c. The Southern Center for International Studies, World in Transition, The Middle East in Transitionhas a very good section on the Kurds, see pages 203-206.

VI The Middle East TodayPart One: The People

What are some of the cultures in the Middle East?

G8b. How do the religion of the Arabs, Persians, and Kurds compare?

Arabs consider themselves to be the descendants of Abraham through his son Ishmael. Most

Arabs are Sunni Muslim. Muhammad was himself Arab and Arabic is the language of the

Quran.

Persians live in the present-day country of Iran. Their ancestors were Indo-European, from

central Europe and southern Russia. Most Persians are Shia Muslims. Their language is Farsi.

Recurring Theme – Ethnicity and Religion – know the difference. A religion is a system of belief in a god, gods or other supernatural elements with its

own history, rituals and (usually) literature. An ethnic group is made up of people who share cultural characteristics such as

language, history, religions, types of food, holidays, etc.Remember, people who have the same religion may come from many ethnic groups. People of the same ethnic group almost always have the same religion.

These study guides are intended to cover the standards completely. I cannot guarantee that all the information on the test is included, but I have had very good students through the years tell me that everything on the test was covered in these booklets.

I have gleaned everything possible from the different resources that Georgia provides including the frameworks, content description and teacher notes. I have condensed everything I could find that might give insight into what Georgia expects us to cover and how that information might be presented on the CRCT. Most of this information is in the text boxes.

Some of the information goes beyond what the standards require but I have included it for the sake of background and possible enrichment for your students. As always, it is up to you, the teacher, to adjust the content you deliver based on your students prior knowledge, interests and ability.

Feel free to cut and paste sections of these notes to create handouts for your students. You may consider editing them in order to differentiate for the students in your class. Turning these notes into a slotted worksheet can also be effective.

Other resources such as an overview and my themes for this course can be found at ccgps7socialstudies@pbworks.com.

The Kurds are an ethnic group living in the mountainous region of Kurdistan which lies between

four countries, Turkey, Syria, Iraq and Iran. They speak Kurdish. Most Kurds are Sunni

Muslim.

Teacher Notes G7b:

This element focuses on the impact of Southwest Asia’s physical features on the population (where people live). Students should use a variety of maps (population distribution, natural resource distribution, climate, and physical-political) to explain population distribution in relationship to the deserts and rivers of the region. Students should use different types of maps found in atlases to learn this element. The second essential aspect of this element is the impact of deserts and rivers on the type of work and modes of transportation available for the region’s population. Students should be able to explain how the factors in elements “a” and “b” affect the type of work available for the people of this region and the methods of transportation used.

Sample Question:

For the CRCT, students may be provided a thematic political-physical map, political map, and/or a chart. Students will be tasked to make connections between the location of deserts and rivers and where people live within Southwest Asia. Students may also be asked to explain why people do not live in certain areas of the region.

VI The Middle East TodayPart Two: The Environment (SS7G6 & 7)

How does their environment affect the people of the Middle East? G7b. How have the deserts and rivers of the Middle East affected the population in terms of where people live, the type of work they do, and how they travel?

The Middle East is surrounded by large bodies of water, but mountainous regions and wind

patterns prevent precipitation in the region. Much of the Middle East has an arid or semi-arid

climate. (Climate means the pattern of weather over a long period of time.) Yet, civilization

began in the region and many people still live there. Throughout history the Middle East’s location

has made it important to the world. It is at the crossroads between Europe and Asia. Traders have

traveled across the region for thousands of years.

The river systems of the Middle East, as elsewhere, provide drinking water, water for irrigation,

and water for industry. They are also important as trade routes and boundaries between nations.

When rivers flood they leave behind sediment in the river’s valley. Over many years this process

forms an alluvial plain which is excellent farmland, since the sediment was topsoil that washed

downstream. Farmers in alluvial plains are able to produce enough food to sustain large

populations.

The region between the Tigris and Euphrates River valleys is called Mesopotamia or “Land

between the Rivers.” This was the site of the earliest civilization, Sumer. Mesopotamia is a part

of the Fertile Crescent, a region that arcs from Mesopotamia to the Jordan River valley, through

present-day Syria, Lebanon and Israel.

It is much easier to ship large amount of goods on ships rather than overland. Caravans of

animals cannot carry many goods, especially in the rugged, mountainous terrain of the Middle

East. Pack animals must also carry food and water in order for the caravan to survive the journey,

especially through the deserts. Overland journeys are dangerous and expensive, as the caravans are

taxed throughout the route and there is always the danger of bandits.

Because the climate is so dry, farmers must rely on irrigation in order to grow crops. Often

farmers can only grow enough to feed their families with nothing left to sell. This is subsistence

farming. These farmers are very vulnerable because any crop failure can lead to starvation.

The best and most efficient way to ship large quantities of goods is on a ship. However, ships

traveling between Europe and Asia had to go all the way around Africa. Although it was more

profitable than overland transportation, it was still a long and dangerous trip. The Suez Canal was

built in the late 1900’s to create a shorter shipping route between Europe and Asia. Cut across

Egypt, it connects the Mediterranean Sea and the Red Sea. It is especially important to European

countries like Great Britain and France. Struggles over control of the Suez Canal have created

conflict in the region.

Deserts, on the other hand, are barriers to trade. The Syrian Desert, between Iraq and Syria, the

Rub al-Khali (Empty Quarter) in Saudi Arabia are large deserts in the region. Few people live

in these deserts, but those that do live nomadic lifestyles. They have no permanent homes. Instead

they live in tents and move with their herds of animals from oasis to oasis. These nomads are

known in the Middle East and North Africa as Bedouins. They live by trading animals and

homemade items.

Teacher Notes G7a:

In this element, development refers to population and population distribution, changes in standard of living, and overall economic development. This element should be taught in conjunction with SS7E7. For this element, students need to determine where oil fields are located in Southwest Asia, and which countries do not have access to oil fields. As part of their learning, students should note the differing development of countries that do and do not have access to oil. They should compare indicators of the standard of living, literacy rates, and other measures of development to assess the impact the distribution of oil has had on Southwest Asia. The students should be able to use maps, graphs, and charts to draw conclusions about the impact of oil on Southwest Asian development.

Description of question format:

For the CRCT, students may be provided a thematic, political-physical, or political map showing oil distribution. They may also have charts or graphs with data about population, GDP and/or other indicators of development. Students will need to make connections between the distribution of oil and various aspects of development

Teacher Notes, G6a : In this element, the student is asked to explain the impact of two significant issues surrounding water in the region. The first is the issue of unequal distribution of water. A limited amount of time, perhaps a small part of a class period, should be spent helping students understand the importance of water to the region. Students should be able to discuss the impact of water shortages in the region and problems associated with the control of water resources, such as building dams, and potential consequences of such actions. The second issue is that of pollution. Students should be able to explain the reasons for water pollution, the extent of the pollution, and the consequences for the region economically (agriculture, irrigation) and for the population (drinking water). To extend this element, students may examine ways these two issues are being resolved by some countries.

SS7G6a. How do water pollution and the unequal distribution of water impact water use?

Water is an extremely important resource in the Middle East, but it is unequally distributed in

the region. Countries like Turkey, Iraq, Israel and Jordan have rivers flowing through them. Other

countries like Saudi Arabia have almost no water and are almost completely desert. Other

countries like Iran have some deserts and some access to water. In climates with little rainfall

irrigation is important. Farmers can divert water from rivers or from underground aquifers (water

that has seeped into gaps in the underground layers of rock). Efforts have been made at

desalinization. However the process of removing salt from seawater is expensive and requires a

lot of energy and complex technology.

In a region where water is so important, water pollution is an especially important issue. When

farmers use chemical fertilizers, salt builds up in the soil and water runoff carries salt and

chemicals into surrounding bodies of water. Rapid growth of cities and towns sometimes creates

problems as garbage and raw sewage makes its way into the water supply. Another problem is that

dams built along rivers for hydroelectric power reduces the flow downstream. This can create

conflict between countries who share water from the same river.

G7a. How has the distribution of oil affected the development of SW Asia?

Natural gas and oil are two important resources in the Middle East. There is much demand for

these resources throughout the world and they have brought much wealth into the region. Oil was

first discovered in the region in the early 1900’s. Companies from the United States and Europe

controlled the drilling and refining of the oil for many years, but these operations are now

controlled by the countries themselves. Over half of the world’s oil reserves are in this region.

This has made several of these countries extremely rich and allows them to have a lot of control

over the world’s economy.

Saudi Arabia, Iraq, Iran and Kuwait have large reserves of oil as well as some of the smaller

countries lining the Persian Gulf. These countries, along with other oil-rich countries from around

the world formed the Organization of Petroleum Exporting Countries (OPEC). OPEC controls

the worldwide price of oil by controlling the production of its member countries. If they reduce the

supply it raises the price of oil. If they increase production it lowers the price of oil. It has used

this power over oil prices to influence other governments’ decisions.

Like water, oil is unequally distributed in the Middle East. As a result, some countries in the

region are extremely rich while others are very poor. This difference has often been the source of

conflict in the region.

Israel

Israel is a unitary system with a parliamentary democracy. The president is head of state and serves in a primarily ceremonial role. The prime minister is the head of government. Citizens over 18 can vote for members of the unicameral legislature called the Knesset.

Teacher Notes, CG5a : In comparing the listed governments, only the type of leadership and the roles of the citizen are assessable. In identifying the type of leadership, students should know the type of leader (monarch, president, prime minister, etc.) and how this person becomes the country’s leader. To identify the role of the citizen, students should look at SSCG1b and determine what role the citizen actually plays in the government. For personal freedoms, students should understand those freedoms in terms of such things as freedom of speech and freedom of the press as understood in the United States.

Assessment questions should not focus on discrete fact-related questions, such as which country has a monarch; rather, they should focus on how a leader of specific country becomes its leader, and what impact that has on the role of the citizen. The following descriptions come from the CIA World Factbook and/or the State Department’s Background Notes (http://www.state.gov/countries/).

Note:

Chief of state includes the name and title of the titular leader of the country who represents the state at official and ceremonial functions but who may not be involved with the day-to-day activities of the government.

Head of government includes the name and title of the top administrative leader who is designated to manage the day-to-day activities of the government. {In the US, the president is both the chief of state and the head of government.}

VI The Middle East TodayPart Three: The Governments

What are governments like in modern in the Middle East? Structures of Modern Governments (SS7CG4 and CG5)

CG5a. How do the governments of Israel, Saudi Arabia, Iran, compare in their form of leadership and the role of the citizen in terms of voting rights and personal freedoms.

The State of Israel is a parliamentary democracy. Citizens over the age of 18 elect

representatives to their legislature called the Knesset. These representatives belong to political

Recurring Theme – Forms of government Power distribution: (UFC) Unitary, Federal and Confederate Citizen participation: (AOD) Autocracy, Oligarchy, Democracy Two basic forms of democracy: Presidential and Parliamentary.

Also, remember that a republic is a term than can have different meanings. It may simply mean that the government is not a monarchy. It may mean that the government is a representative democracy.

Iran

Iran is a theocratic republic with a presidential system. The government of Iran is based on Islamic law. The Supreme Leader of Iran, who is a religious leader, is chief of state and has final say on all matters. The

Supreme Leader is selected by the Council of Experts. The Council of Experts, as well as the legislature and president, are elected by popular vote. There is universal suffrage for everyone over 18. While the president is head of government, he may be removed by the Supreme Leader at any time. The Supreme Leader maintains control over some key executive powers, including the role of commander-in-chief of the armed forces.

Three is a flow of power chart available at: http://en.wikipedia.org/wiki/File:Government_structure_of_Persia.png

Saudi Arabia

Saudi Arabia is a monarchy. The right of succession is hereditary, but there is a newly established council whose duty it is to select a successor among the crown princes of the Saudi royal family. The King’s power is limited by Islamic law and he must build consensus among religious leaders and other influential Saudis. There are no voting rights or official political parties in this country.

parties. Whichever political party has the most power in the Knesset forms a government. The

leader is called the Prime Minister. Israel’s government is considered to be secular which means

the laws are not based on religious beliefs. However, many laws are influenced by Jewish belief.

Elections are held every four years unless the government loses the support of the Knesset and

new elections are called.

The Kingdom of Saudi Arabia is a hereditary monarchy. The government is led by a king who

comes from the al-Saud family. They have led Saudi Arabia for several generations. There is no

constitution. The King and his advisors make laws as they wish. Much of Saudi law is Shariah

Law, based on the Quran.

The Islamic Republic of Iran is an Islamic Republic. It is an Islamic theocracy which means

that Allah is understood to be the true leader of the government. It is also a representative

government with a legislature and a president. Citizens older than age 16 can vote in all elections.

Most Iranians are Shia Muslim. The Shia believe that religious leaders should be involved in

politics. Many religious leaders take the title of Ayatollah which is recognition of their

scholarship and understanding of Islamic law.

Teacher Notes, E5c (Economic systems):

Using the information learned in elements “a” and “b” students should compare how the economies in each listed country answer the basic questions of economics from element “a.” They should also be able to explain from their answers the basic questions of economics and approximately where on the continuum between pure market and pure command each economy falls. They should also be able to explain why the country is in that position on the continuum. The following information is based on material found in the U.S. State Department’s Background Notes.

Teacher Notes, E7c (Oil): Student should first identify whether or not each country has access to oil fields. Once that is determined, students should research to determine the percentage of GDP that results from the production of oil in that country. Students should then compare GDPs of the selected countries and determine the impact of the presence of absence of oil on GDP. On the CRCT students will not be held accountable for the specific countries, but rather for their ability to explain how the presence or absence of oil affects economic development. Charts or graphs may be used to compare selected examples for students to draw conclusions.

VI The Middle East TodayPart Four: The Economies

How do the economies of the Middle East function? Economic Systems in SW Asia (SS7E5, 6 & 7)

E5c. What are the differences and similarities between the economic systems in Israel, Saudi Arabia, Iran and Turkey?

E7c. What is the importance of oil in these economies?

E7d. Describe the role of entrepreneurship

Recurring Theme – Economic SystemsSocieties must put their limited (scarce) resources to use in order to provide goods and services to its people. Economists like to think of the three basic economic questions: 1. What to produce? 2. How to produce? 3. For whom to produce?

The answer to these questions defines the type of economic system: Traditional (“It’s always been done this way!) Command (Government) Market (Individuals and businesses) Mixed (Most are on a continuum between Command and Market)

Recurring Theme – Importance of TradeFree voluntary trade is good. It allows for specialization which increases productivity. Trade also promotes the spread of ideas. Barriers to trade hurt economies. Physical barriers like deserts and mountains make trade expensive or impossible. Political trade barriers can be intentional, such as tariffs, quotas, embargoes and subsidies or unintentional, such as war.

Recurring Theme – Importance of Entrepreneurship and CompetitionStarting a business can involve substantial risk. Competition can force a company out of business and result in the loss of investment. Yet it produces innovation which leads to an increase of productivity, quality and a better use of limited resources.

Recurring Theme – Importance of Investing in Human CapitalSocieties that invest in human capital have more successful economies. Higher literacy rates and better health care systems lead to higher standards of living.

Israel occupies a small area along the eastern coast of the Mediterranean Sea. The land has few

natural resources. It was founded in 1948 as a homeland for the Jews. This caused resentment

among the Arab neighbors and has led to much conflict. Israel has good relations with European

countries and especially the United States. With Western aid, Israel has created an economy

based on advanced technology.

Saudi Arabia

(1) What to produce?

Saudi Arabia is the world’s leading producer of oil. The Saudi government continues to invest in industrial production. They are a leader in petrochemicals, mining, and refining.

(2) How to produce?

Over 95% of the oil industry in the country is operated by the government. Most other major industries have significant government involvement.

Saudi Arabia relies heavily on specialized labor from other countries. Estimates are that a third of the labor force falls in this category.

Since the 1980s, the Saudi government has been trying to increase private ownership of business and encourage more joint ventures with private foreign companies.

(3) For whom to produce?

One third of Saudi Arabia’s GDP is based on exports to other countries. (This is due to the economy’s reliance on the oil sector.)

Place on the continuum: Saudi Arabia would fall to the command side of center on the continuum.

Entrepreneurship: Based on information from the Economic Freedom Index (EFI), Saudi Arabia is increasingly open to entrepreneurship. The government makes opening, operating, and closing a business easy compared to the world average. There is good protection of private property rights and foreign investment is encouraged, although some investors must have Saudi citizens as partners to operate legally. To view the EFI for Saudi Arabia go to: http://www.heritage.org/Index/Country/Saudiarabia.

Saudi Arabia is one of the largest countries in the region. Much of the land is desert. It is the

home of Mecca and Medina which make it very important to Muslims throughout the world.

Muslims believe they should make a pilgrimage to Mecca at least once in their lifetime. Saudi

Arabia has the largest oil reserves in the world. They have invested much of the wealth from oil in

technology that allows them to produce goods that would normally be impossible in a desert

environment. Saudi Arabia’s is a command economy because the king and his advisors make

decisions about how to use the profits from oil.

Iran and Oil

GDP— $852.6 billion (2008 est.) Oil – The economy relies primarily on the oil industry. Over 85% of government revenues come from

this sector. Over 80% of exports are petroleum and petroleum products.

Entrepreneurship:

Based on information from the Economic Freedom Index (EFI), Iran is not very open to entrepreneurship. The economy of Iran is highly centralized and regulations make it difficult for individuals to open, operate, and close businesses. There is little protection of private property rights, and the government allows very little foreign direct investment. To view the EFI for Iran go to: http://www.heritage.org/Index/Country/Iran.

Turkey

(1) What to produce?

Turkey has a diversified economy with large service, manufacturing, and agricultural sectors.

(2) How to produce?

Since the late 1980s, Turkey has gradually moved from a government directed economy to more private enterprise.

(3) For whom to produce?

One fifth of Turkey’s production is exported. The remainder is consumed by domestic consumers and the government.

Place on the continuum: Turkey would fall between Saudi Arabia and Israel on the market side of the continuum.

Iran also has great oil wealth but has more of a mixed economy than Saudi Arabia. The

government has not been efficient in running the economy and many Iranians do not share in the

wealth.

Turkey is in the northwestern corner of the Middle East. In fact, part of Turkey is in Asia. The city of Istanbul, previously known as Byzantium and then Constantinople, was known as the gateway to Asia. For thousands of years traders crossed through Turkey as they traveled between Asia and Europe. Turkey’s government has controlled many major industries such as airlines and railroads. In recent years, the government has loosened control and the economy has become more mixed.

Teacher Notes E6c:

Students should understand OPEC’s role in the world oil market. While they do not need to know the members of OPEC, they should understand that not all oil producing nations are OPEC members, nor are all OPEC members Middle Eastern countries. Students may be asked about the function of OPEC, and should be able to answer questions about its role in the global oil market.

E6c. What is the primary function of the Organization of Petroleum Exporting Countries (OPEC)?

The Organization of Petroleum Exporting Countries (OPEC) is a cartel formed in 1960. Oil

supplying countries wanted to control the price of oil by regulating the supply. Kuwait, Saudi

Arabia, Iraq, Iran and Venezuela were the first countries to join. OPEC dictates the production

levels for each member country. The law of supply and demand then forces the price up or

down. Lower supply means higher prices. Greater supply means lower prices.

Map of OPEC countries (Wikipedia.com)

Teacher Notes H2, H2a: The intent of this standard is to provide the student with the historical background of the 20th century that led to the issues facing Southwest Asia today. It is not a complete history of the region. This standard links back to 6th grade SS6H6 and SS6H7. These two standards provide background on the European presence in Southwest Asia. A very short, one day review, of the information in those standards will help place the content in this standard in perspective. That background material is not assessable in 7th grade.

Students need to understand how the collapse of the Ottoman Empire has affected Southwest Asia’s development. This collapse created a lack of central authority in the region. When no regional power emerged, European countries stepped in to establish order in the region. The European countries established borders that did not exist previously.

Students need to understand that these boundaries, did not and do not necessarily reflect natural divisions within the region. The partitioning of the Middle East blended different groups. This artificial blending has served as another source of conflict both within parts of the region and between some countries in the region and western nations. It is not necessary for students to understand the intricacies of this situation nor do they need a history of the Ottoman Empire. Following from SS6H4 and SS6H7, students need to understand the involvement of European powers, the reasons for that involvement, and the consequences of that involvement.

VII A History of Turmoil (SS7H2)Part One: The Colonial Legacy

How did the colonial era lead to regional conflict?H2a. How did the European partitioning of the ME after the breakup of the Ottoman Empire lead to regional conflict?

The Ottoman Empire controlled the Middle Eastern region from the 1300’s until the end of

World War I. The empire’s capital was Istanbul in present-day Turkey. The height of the

Ottoman’s Empire was in the 1500’s. By the end of the 1800’s however, the European Empires

were much more powerful and the Ottoman Empire had grown so weak that it was known as the

“sick man of Europe.” In World War I, the Ottoman Empire allied itself with Germany and

Austria/Hungary against the Allies. The Central Powers lost WWI and the Ottoman Empire was

broken up into smaller countries. Like the Berlin Conference in which European countries

divided Africa, the San Remo Agreement divided the Middle East into countries. The European

politicians, primarily the French and British, drew the borders to their own benefit, without

taking into account the location of ethnic groups and the nationalism that already existed in some

groups. This partitioning continues to be a source of conflict in the region.

Teacher Notes H2c: This element is to be approached in the broad sense. Students should understand the basic issues surrounding the continuing conflicts in the Middle East as related to religion and land. The religious cause stems from basic differences between the three major religions in the region. The religious causes also stem from the historical antecedents of each religion. Students should be able to explain the connection between religious differences and rights to land as a consequence of each religion’s connection to specific holy places. In addition students should also be able to explain the conflict over land in terms of both military importance and the claims of other groups, such as Palestinians, to land in the Middle East. It is not required that students either locate or know the names of specific areas of land under conflict, but rather that they understand why land is significant.

Teacher Notes H2b:

Students should be able to explain the four reasons why the modern state of Israel was established. This does not mean a detailed lesson, but rather a general understanding of each reason. Teachers should share historical background on each reason. Students should understand the religious connection (SS7G8c) to the land (region). They should be able to explain what anti-Semitism and Zionism are and the role these played in the establishment of the State of Israel. Students studied the Holocaust in 6th grade (SS6H7b). This discussion of the Holocaust should be connected to the establishment of the State of Israel. To fully understand the reasons for the establishment of the State of Israel, some reference will most likely be made to the role of the United Nations, several European countries and the U.S. The CRCT will only assess the students understanding of the four aspects stated in the element. Some background information can be found in the Southern Center for International Studies World in Transition: The Middle East in Transition page 124.

VII A History of Turmoil (SS7H2)Part Two: The Israeli/Palestinian Conflict

How are land and religion responsible for the ongoing Israeli/Palestinian conflict?

H2c. How are land and religion responsible for continuing conflicts in the Middle East?

H2b. How did Jewish religious connection to the land, the Holocaust, anti-Semitism, and Zionism lead to the establishment of the modern State of Israel in 1948?

Palestine, the region between eastern coast of the Mediterranean Sea and the Jordan River, was

controlled by the Ottoman Empire until its breakup after WWI. The British were given the

mandate to govern the area until a permanent government could be established. Although most of

the inhabitants were Palestinian Muslims, it was home to many religious sites that are important

to Judaism, Christianity and Islam.

Since the late 1800’s Jews from around the world had immigrated to the region. Some of these

Jewish settlers wanted to create a homeland in Palestine. This movement was known as Zionism.

They believed that their return was a fulfillment of the original covenant with Yahweh and that

Zion (the Hebrew name for what today is known as Palestine) was rightfully theirs. Resentment

and conflict began to spring up as more and more Jews settled in the area.

During World War II European Jews suffered terribly at the hands of the Nazi’s. Adolf Hitler

promoted anti-Semitism (hatred of the Jews) and blamed them for Germany’s problems. The

Nazi’s “Final Solution” was genocide, a plan to eliminate the entire race. As a result, six million

Jews were killed in the Holocaust.

After the war, Jews wanted to be sure that nothing like the Holocaust would ever happen to the

Jews again. Many of them decided the answer was to establish a country of their own. Much of the

world felt guilty as they learned the details of what had happened in the German concentration

camps. Jews and Palestinians alike resented the British control of the region and both committed

acts of terror against the British. Finally, Great Britain turned over control to the new United

Nations.

In 1948, the UN voted to create a Jewish homeland in Palestine. The Jews in the region

immediately declared their independence and created the nation of Israel. This caused great

resentment among the Palestinian Arabs and the surrounding Arab countries. War immediately

broke out between Israel and its Arab neighbors. Israel won this war and then three more wars in

the following twenty years. As a result, Israel has acquired much additional land including the city

of Jerusalem.

Many Palestinians have since become refugees (people who were displaced from their homes).

Many of these Palestinians and their children have grown up in surrounding countries or in

refugee camps. Two areas in Palestine are predominantly Muslim, the Gaza Strip, a narrow strip

of land along the Mediterranean Sea where Israel borders with Egypt, and the West Bank, along

the western bank of the Jordan River.

The United States has been a strong supporter of Israel and has provided them with much

economic and military aid through the years. Arab states support the Palestinian Arabs and most

still refuse to acknowledge Israel’s right to exist. These countries and the Palestinians themselves

would like to see the establishment of an independent Palestinian state. Possession of Jerusalem is

especially controversial as it is home to some of the most important sites in the three Western

Religions, including the Western Wall, the Dome of the Rock, and the Church of the Holy

Sepulchre.

This conflict has played a major role in international politics for the last fifty years.

Teacher Notes, H2d : There is a presentation of the background behind the US presence in Southwest Asia in the World in Transition: Southwest Asia material. This provides a succinct overview of US interest beginning with the Shah’s return and can be done in 1 day. The focus of instruction should be the issues surrounding the 3 conflicts listed in the element. The intent of this element is to help students understand the rationale behind news events they hear or see regarding our involvement in Southwest Asia. Part of explaining U.S. presence and involvement includes the reasons for U.S. presence as well as the reasons for our interest in the region.

Background historical information related to U.S. interest in the region can be found in the Southern Center for International Studies World in Transition: The Middle East in Transition pages 27-53. This section contains more information than is required by this element. It does not address the recent conflicts in the region. Additional updated information can be found on the Southern Center’s web page under Education Updates.

VII A History of Turmoil (SS7H2)Part Three: Oil and Terror – The US in SW Asia

Why is the U.S. so politically, economically & militarily involved in Southwest Asia?H2d. Why is the Unites States interested in the area? What was the purpose behind the Persian Gulf conflict and invasions of Afghanistan and Iraq? H2c. How are land and religion responsible for continuing conflicts in the Middle East?

The Unites States’ interest in the region goes back to the 1800’s when merchants, missionaries and

tourists traveled the region. When enormous reserves of oil were discovered in the Middle East, the

United States had an interest in helping to exploit the resource. Although the US is the world’s

second largest producer of oil, it consumes far more than it produces. Its dependence on foreign oil

has made the stability of the Middle East extremely important to the United States strategic

interests. Although Israel is the United States most important ally in the region, The US has tried to

maintain good relations with Arab countries as well.

In 1990, the country of Iraq, led by Saddam Hussein invaded Kuwait. It claimed that Kuwait was

taking more oil from their shared oil fields then they were entitled to. Iraq had accumulated a large

war debt after its war with Iran and much of that money was owed to Kuwait. Saddam argued that

Kuwait should have been made a part of Iraq back when the European countries drew the Middle

East’s national boundaries after WWI.

The United States was concerned because much of its imported oil came from Kuwait and

neighboring Saudi Arabia. President George H.W. Bush enlisted the support of the U.N. and put

together an international coalition of 39 countries to contest Iraq’s invasion. When Saddam refused

to leave Kuwait, Coalition forces attacked the Iraqi Army, liberated Kuwait and invaded Iraq. This

became known as the Persian Gulf War or Operation Desert Storm. After three months Iraq

accepted a truce and agreed to relinquish its claims on Kuwait. President Bush decided to not press

the invasion further and left Saddam in power. U.N. sanctions on Saddam, however, limited his

power.

After the war, the United States left military bases in Saudi Arabia. This continued military presence

in a Muslim country, especially the home of Mecca, caused resentment in parts of the Muslim

world. An organization known as al-Qaeda began to threaten the United States with acts of terror.

Al-Qaeda had its beginnings with the mujahedeen in Afghanistan.

The mujahedeen had attracted Muslims from throughout the world with the intent to force the

Soviet Union leave the Muslim country of Afghanistan. At the time, the United States supported

the mujahedeen with military aid because the Soviets were America’s chief rival. After the Soviets

left Afghanistan, however, some of the mujahedeen formed al-Qaeda. Led by Osama bin Laden,

the son of wealthy Saudi Arabians, al-Qaeda embarked on a series of terrorist acts against the

United States. Their intention was to force the United States and other non-Muslim countries from

the Middle East. Finally, it succeeded on September 11, 2001 (9/11) in bringing down the Twin

Towers in New York City and attacking the Pentagon in Washington, D.C.

The United States responded by invading Afghanistan, the home of al-Qaeda. The Afghan

government was, at that time, controlled by a group known as the Taliban, a fundamentalist

Muslim sect. The Taliban had allowed al-Qaeda to use Afghanistan as their base of operations. In

a short time, the U.S. removed the Taliban and drove the remnants of that group and al-Qaeda into

the mountainous region between Afghanistan and Pakistan. The war in Afghanistan continues as

the United States tries to eliminate the Taliban and al-Qaeda.

After 9/11, the United States became increasingly concerned over the actions of Saddam Hussein

in Iraq. He was resisting the sanctions placed on him by the U.N. after the Persian Gulf War. The

U.S. believed he was developing weapons of mass destruction (nuclear, chemical, or biological

weapons that had the capability of killing large numbers of people at one blow). The U.S. also

believed that he was cruel to his people and that a democratically led Iraq would bring stability to

the entire region. In 2003, President George W. Bush, along with a smaller coalition of allies,

launched Operation Iraqi Freedom, an invasion of Iraq. In a short time, Saddam’s government

collapsed. Although Saddam went into hiding, he was eventually found, arrested, tried and

executed for crimes against humanity.

Many American’s believed that the invasion had been launched in retaliation for 9/11, even

though the American government has conceded that there was no connection between Saddam and

9/11. As it turns out Iraq had not been developing weapons of mass destruction either. Although

Iraq was easily conquered, the U.S. did not have a good plan for reorganizing Iraq’s government.

American forces have found themselves between three competing groups, the Sunni Muslims, the

Shia Muslims and Kurds. It also became a haven for members of al-Qaeda, who wanted to

undermine the United States’ efforts in the region.

The U.S. has worked hard to create a democratic government in Iraq that gives a voice to all three

groups. The U.S. has also worked to train the Iraqi Army. In 2008, Barack Obama was elected

President of the United States with the promise of pulling American forces from Iraq and

concentrating the military’s efforts on Afghanistan.