Who Decides A

Nation?

You be the judge… When is it appropriate to decide a nation’s

sovereignty?

Student Guide Sheet Who has the right to decide a nation?

By Amber Booth

Parkway South High School

Directions: In 1948 a nation was born with the help of Great Britain, the United States and the

United Nations. Although the land was given a new name by the West, the territory within its borders had a very old history. Their history dates back to 2500 B.C.E. when Abraham first made a covenant with God marking the beginning of the monotheistic religions. This Holy Land for Christians, Jews and Muslims has been at the heart of many wars from the Crusades to the constant attacks committed today between the Israelis and the Arab Palestinians.

The modern Israel-Palestine conflict intensified after World War II when much of the world felt sympathetic for the Jewish Community. The tremendous atrocities committed on Jews by Nazi Germany ignited the Zionist movement in the West. In addition to the Zionist Movement during this post World War II era, world leaders were settling into a forty year political chill known as the Cold War. One of the first Western statements of dominance to the Eastern Communist bloc was made by creating a pro-western ally in the Middle East, now called Israel.

It is your turn to look at the evidence shown in these primary documents and decide who has the right to declare a nation’s sovereignty? Consider whether or not the U.N. was justified in their motives in declaring the Holy Land a Jewish Nation?

Please follow the steps listed below and fill out corresponding worksheet:

1. Define the words sovereignty, nation, monotheism, Zionism. 2. Skim the documents to get a feel of what the text is saying about the topic. 3. Read documents slowly. Fill out a document analysis for a document, map and

a picture or cartoon. In addition you need to record the main point of each document. 4. Brainstorm and organize the documents into 3-4 categories or themes. Record

the categories. (Example: Pro-Israel-Anti-Israel becoming a nation) 5. Who are three the key players? What are their opinions/motives? Be able to

clearly identify evidence by citing the documents. 6. Identify two major problems that are raised in these documents. 7. What is the final outcome of the documents? 8. You decide: Who has the right to create a sovereign nation? Write a summary

of your thoughts and feelings about the outcome. Cite three pieces of evidence to support your answer.

9. Socratic Seminar: Must express your thoughts, opinions or questions you have over this issue in a Socratic seminar.

Essential Question: Who has the right to decide a nation sovereign? Objectives: Students will define sovereignty, monotheism, Zionism and nation. Students will evaluate primary source documents by detecting bias, organizing information into categories, completing analysis forms and stating the main point of each document. Students will write a one to two paragraph constructed response with supporting evidence to the question “Who has the right to declare a nation sovereign? Students will effectively participate in a Socratic Seminar by asking leading questions, listening to others speak and stating their own thoughts and ideas over the question, “Who has the right to decide a nation sovereign?” Grade Level Expectations: 2a. Knowledge of continuity and change in the history of the United States D4.-Foreign and domestic policy developments 2b. Knowledge of continuity and change in the history of World History: A1.-Knowledge and contributions and interactions of the major world players 7G.-Causes, comparisons and result of major twentieth century wars 3. Knowledge of principles and processes of governance systems C3. – Process of governmental systems 5.Knowledge of major elements of geographical study and analysis and their relationship to changes in society and the environment

D4.-Understanding the concept of place (why different people may perceive the same place in varied ways) 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions E5.-Determine the cause, consequences and possible resolutions of cultural conflicts Students Prior Knowledge: Prior to this activity the students will have studied the beginning of the monotheistic religions in World History class. Students also will have studied WWII in Modern American History and reviewed the subject in World History. This DBQ activity will need to use prior knowledge by connecting the lessons to the beginning of the Cold War. This lesson will be used for opening up the Cold War unit (Why was the Cold War Cold?). The DBQ can aide in teaching the Cold War by identifying key players, motives of distrust and illustrating that the war was fought politically and not militarily. In addition the DBQ lesson can be reflected upon in future units in World History of the Middle Eastern conflicts today. Teacher Notes to the Lesson: To implement the DBQ lesson you will want to review the packet first. The lesson will take three ninety minute blocks. Class Prior to Lesson

Class prior to first lesson: Have students watch the news or read the newspaper and bring in a current event topic over a conflict in Israel today.

Day One: Begin class by discussing the students’ findings about the news in Israel.

(Most likely it will not be positive news). Ask the students what seems to be the problem in these conflicts (Arab-Jew relationships). What factors are creating this problem?

Introduce the DBQ to the students. Read the Directions/Background out loud. Break students into partners and begin. 45 minutes: students need to skim and read documents silently (take notes

independently such as the main point of each document) 30 minutes: Students work with partner and discuss the documents and

their main points. Students need to complete a map, document and cartoon analysis. Students also need to create categories (both partners need to take notes)

Homework: Complete an analysis over a map, document or cartoon over modern day news topic in Israel.

Day 2: Students turn in homework. 10 Minutes: Quiz over definition words: Zionism, Monotheism, Nation,

Arab, Palestinian sovereignty. (grade and review) 15 minutes: Have students write on the board different categories on the

board and place documents in categories. As a class you are reviewing main points, key players, with the class etc. (Don’t let the students state opinions yet on the question, you are just stating facts at this point)

20-30 minutes: Students continue where they left off last class in completing the steps to the DBQ.

30-40 minutes: Introduce writing a 2 paragraph constructive response to the question, “Who has the right to decide a nation”. Students will work on their constructed response. Homework finished assignment.

Day Three: Students will sit in the Socratic seminar seating arrangement. 5 minutes: Allow students to review paragraph (walk around and give

credit for being prepared (see rubric)) 10 minutes: Explain Rules to Socratic Seminar Socratic Seminar Questions: What role does religion play in the conflict,

who are the key players and what was their motive in the creating conflict, which had the right to decide Israel a nation? Was it justified? How does this incident promote the Cold War, could this happen again?

At the end of the seminar have students complete the Socratic Exit Slip. Lesson Complete!!

Assessment: Students will be assessed in a four tiered grading scale. First students will receive points for definitions and the completing the 9 steps of the DBQ. Total points 25 for completing DBQ worksheet. Second the students will be given 25 points for their constructed response (see Constructed Response Rubric). Third, students will be graded in their participation in the Socratic Seminar (See Socratic Seminar Rubric) Fourth, Self grade: Socratic Seminar

Documents: Document A: Declaration of Israel’s Independence Document B: Jerusalem

Document C: “Attitude of American Government Palestine” Letter from Roosevelt to King Saud, 1945

Document D: “Palestine and Its Inhabitants” Document E: “Who is an Arab?”

Document F: Picture: Truman and Israeli President Document G: Political Cartoon: Palestinian State or Swiss Cheese Document H: World Factbook: Israel Map Document I: Map: Israel bordering countries: Arab Nations Document J: Chart: Arab v. Israel Document K: Urgent: Letter to Truman, 25, July 1946 Document L: Letter to President, Nov. 7, 1948 Document M: Confidential: “The Palestine Problem” Also Included: Written Document Analysis Worksheet, Map Analysis

n o Decides A Nation? DBQ WWorIrsheet

k Define iu your owu words: 1. Sovereiguty

2. Nation

B. Analysk I filled out an analysis (cl~eck for those that apply)

17 Maphalysis: 17 Document Analysis:

Politid Cartoon : Pichme::

C . Record Maiu l w h t of documeuts: \

1 Example: I

D. Brainstom Categories: Brablstom 34 Categories to orgnnize your d m e u t s . Record

your documents iu the categories.

E. I d e u w three key players ul your packet. Be able to state their ophrioll

Categories Doc~une~~ts

F. List two major problems that are raised ul the documeuts. 1.

or motive and prove your argument wi th a documeut.

6: What is the tind o n b m e of the documeuts? Expltliu iu oue paragraph the eud result.

Key Player Opiuio~r Evideuce

You Decide!!

Using the 8.U.R.E formula, write a three p a r w p h response to the following questions:

1. Who gets to decide a nation sovereign? 2. Was the U.N. justified in declaring the Holy Laud a Jewish Nation?

S: Restate the question in opening paragraph (3 points) U: Use three documents to support your answer (6 points) R: Refereace at least three documents in your response (6 points) E: Answer dl parts of the question 00 points)

4id you state an opinion -

4id you provide evidence supporting your opinion 4id you use the 8.U.R.E formula did you respond in at least three paragraphs

Socratic Seminar Self Assessment

Name B I o c k D a r e Subject of the Seminar

, - Self Assessment: Please score your performance on this socratic seminar using the foUowing scale and descriptors: 4=Beyond Expeetation; 3+d; 2=Pwr; l=Unsatisfactory

I studied the required reading in advance. - I participated in the seminar and made relevant comments.

I general referenced my comments to text. - -1 explicitly related my comments and questions to previous comments or questions.

I remained logical in my responses and Listened to others finish before I spoke. - I questioned the relevance of comments or questions. - - I responded to questions proposed by my classmates.

I used the art of conversation in the seminar and did not interrupt and yielded and took turns. -

A d d the Above Scores and Divide by 8

Overall Score ( C i d e One)

How would you rate the seminar? (Check One)

Excellent (Everyone listened, participated, had good ideas, did not interrupt) - Good (Generally, everyone participated but the seminar could have had hetter ideas and - behavior)

Fair (Side talk, interruptions, students distracted) - Poor @ts of side talk, interruptions, rude behavior) -

What was the most luteresting thing you learned from the seminar?

$

\

What could you do to improve your participation in the next seminar?

Two specific goals you have for our next seminar are:

1)

Socratic Seminar - Class Period Title

Socratic Seminar Self Assessment

Self AtsmmenC PI- score your performance on this swraiic seminar using the f o U o ~ g s d e and dwdptors: 4=Beyond Erpectation; 3Good; Z=Poor; l=Unsalisfactory

I studied the required reading in advance - Iparticipated in the seminar and made relevant comments. - I genA referenced my comments to text. - I explicitly related my mmments and queshns to previous comments or questions. -

-1 remained logical in my responses and Ustenad to 0th- finish before I spoke. Iquestioned the relevalnce of comments or questions. - Iresponded to questions proposed by my classmates. -

-1 Used the art of mnversation in the seminar and did not interrupt and yielded and took turns.

A d d the Above Scores and Divide by 8

-- Overall Score (Cirde One)

HOW would you rate the seminar? (Checkone)

- Excdleat (Eveqone h e 4 participated, hld good Ideas, did not interrupt) Good (Weral ly , everyone participated but the seminar could have had better ideas and - behavior) Pair (Side talk, interruptions, students distracted) -

-Poor (Lots of side t a w interruptions, rude behavior)

What was the most interesting thing you learned from the seminar?

L \

What a u l d you do to improve your participation in the nert seminar?

Two specific goals you have for our next seminar are:

1)

Items in the Top Secret Packet: Do Not Ulrite On Papers

A: "Declaration of Israel's Independence" 1948

B: "Jerusalem"

C: "Attitude of American Government Palestine" Letter from Roosevelt to King

Saud, 1945

D: "Palestine and Its Inhabitants"

E: "Who is an Arab"

F: Picture: Truman and Israeli President

G : Political Cartoon: Palestinian State or Swiss Cheese

H : World Factbook: Israel Map

I : Map: Israel bordering countries: Arab Nations

J: Chart: Arab v. lsrael

K: Urgent: Letter to Truman, 25. July 1946 \

L: Letter to the PResident, Nov. 7, 1948

M : Confidential: "The Palestine Problem"

Also Included: Written Document Analysis Worksheet Map Analysis Worksheet

The Avalon Project at Yale Law School

Declaration of Israel's Independence 1948

1

Issued at Tel Aviv on May 14,1948 (5th of Iyar, 5708)

The land of Israel was the birthplace of the Jewish people. Here their spiritual, religious and national identity was formed. Here they achieved independence and created a culture of national and universal significance. Here they wrote and gave the Bible to the world.

Exiled &om Palestine, the Jewish people remained faithfil to it in all the countries of their dispersion, never ceasing to pray and hope for their return and the restoration of their national freedom.

Impelled by this historic association, Jews strove throughout the centuries to go back to the land of their fathers and regain their statehood. In recent decades they returned in masses. They reclaimed the wilderness, revived their language, built cities and villages and established a vigorous and ever-growing c o b u n i t y with its own economic and cultural life. They sought peace yet were ever prepared to defend themselves. They brought the blessing of progress to all inhabitants of the country.

In the year 1897 the First Zionist Congress, inspired by Theodor Herzl's vision of the Jewish State, proclaimed the right of the Jewish people to national revival in their own country.

This right was acknowledged by the Balfour Declaration of November 2, 1917, and re-affirmed by the Mandate of the League of Nations, which gave explicit international recognition to the historic connection of the Jewish people with Palestine and their right to reconstitute their National Home.

Page I of 4

- The Nazi h o l o c a u s t ~ c h engulfed milllonsof Jews in Europe, p-ed anew the , - urgency of the re-establishment of the Jewish state, which would solve the problem of -

-wish homelessness bppming the g m c d t J e ~ s and lifting theJewlsniople to equality in in the family of nations.

.@? I ' The survivors of the European catastrophe, as well as Jews ffom other lands,

proclaiming their right to a life of dignity, freedom and labor, and undeterred by hazards, hardships and obstacles, have tried uncea&mgly to enter Palestine.

In the Second World War the Jewish people in Palestine made a full contribution in the struggle of the freedom-loving nations against the Nazi evil. The sacrifices of their soldiers and the efforts of their workers gained them title to rank with the peoples who founded the United Nations.

On November 29, 1947, the General Assembly of the United Nations adopted a Resolution for the establishment of an independent Jewish State in Palestine, and called upon the inhabitants of the country to take such steps as may be necessary on their part to put the plan into effect.

This recognition by the United Nations of the right of the Jewish people to establish their independent State may not be revoked. It is, moreover, the self-evident right of the Jewish people to be a nation, as all other nations, in its own sovereign State.

F B

ACCORDINGLY, WE, the members of the National Council, representing the Jewish people in Palestine and the Zionist movement of the world, met together in solemn assembly today, the day of the texmination of the British mandate for Palestine, by virtue of the natural and historic right of the Jewish a!~d of the Resolution of the General Assembly of the United Nations,

HEREBY PROCLAIM the establishment of the Jewish State in Palestine, to be called ISRAEL.

WE HEREBY DECLARE that as from the termination of the Mandate at midnight, this night of the 14th and 15th May, 1948, and until the setting up of the duly elected bodies of the State in accordance with a Constitution, to be drawn up by a Constituent Assembly not later than the first day of October, 1948, the present National Council shall act as the provisional administration, shall constitute the Provisional Government of the State of Israel.

THE STATE OF ISRAEL-Xl be open to the h i i s t i o n of Jews f iom~coun t r i e s oT their dispersion; will promote the development of the country for the benefit of all its i n h a b i t a n i l l % based meprecepts of liberty, justlce and peace taught by the Hebrew Prophets; will uphold the full social and political equality of all its citizens, without distinction of race, creed or sex; will guarantee full fieedom of conscience, worship, education and culture; will safeguard the sanctity and inviolability of the shrines and Holy Places of all religions; and will dedicate itself to the principles of the Charter of the United Nations.

THE STATE OF ISRAEL will be ready to cooperate with the organs and representatives of the United Nations in the implementation of the Resolution of the Assembly of November 29,1947, and will take steps to bring about the Economic Union over the whole of Palestine.

We appeal to the United Nations to assistthe Jewish people in the building of its State and to admit Israel into the family of nations.

In the midst of wanton aggression, we yet call upon the Arab inhabitants of the State of Israel to return to the ways of peace and play their part in the development of the State, with full and equal citizenship and due representation in its bodies and institutions - provisional or permanent.

We offer peace and unity to all the neighboring states and their peoples, and invite them to cooperate with the independent Jewish nation for the common good of all.

Our call goes out the the Jewish people all over the world to rally to our side in the task of immigration and development and to st&d by us in the great struggle for the fulfillment of the dream of generations - the redemption of Israel.

With trust in Almighty God, we set our hand to this Declaration, at this Session of the Provisional State Council, in the city of Tel Aviv, on this Sabbath eve, the fifth of Iyar, 5708, the fourteenth day of May, 1948.

2 page(s) will be printed.

Record: 1 m e : J e ~ ~ a h . (cover Story)

Subjeeqs): PEACE treaties: JERUSALEM -Social wndrtions

Author@): BUCHSBAUM. HERBERT. PRUSHER IENE R.

Source: Scholasbc Update. 12/14/98. Vol. 131 Issue 7, ~ 2 . 4 ~ . Zc. Ibw

~bstract: Examines the impad of the Miik East peace tales between I& and Palestine to Jervsalem V I horn several Jews; li~story of the city, Social conditions of the Palesllnians living in Jecusalem.

AN: 1371391

ISSN: 0745-7065

Database: Academic Search €Tie

Notes: This 6th is not held locally

Section: COVER STORY

JERUSALEM

THE ULTIMATE OUESTK>N One of the last obstacles to Mideast peace may be the most d i f f i l t yet

'RUSALEM-From the outside. Jerusalem's amascus Galelooks more like a medieval fortress Ulan the a a t m to modem capital city. 8ut this n&ive stone structure on the mxtheq;edge of ~&safem% %.City gives$aY <a .

teemins =ad h W W . VIlFthinik cobblestone a o c u t y a i d ; ~ . ~ ~ . ~ j . & a i + + . ~ o g a ~ +r&.on cob& . . woven bbnkets. An e . l \ r a b m a n o f f + : ~ * e c q ? . S o f ; $ ~ ~ * * < p i h i i # * m @srsrgel* pitcher he carries on his M... Muslii meci in long white @J& a d h g r i n g s p;raYyerb&&~&&~eir~ to'@ mue. CPoss.na a Chrislian *'w&; a,6vrmd ~ : ~ ~ h h P P a a & ~ a & j e sw& head; to church -h 0&x Jew. in a bng blackboat and wid&rned hat steps carefully around the Bedwin woman in her embroidered robe sating on the gmund. seUlnq bs~-hecbs and spices.

It's all business as usual rn Jerrrsdem. a city. like few places on earU~. that lie% at the cmssrds of continents and &res. And R e no oMer place on earth. this ancient city is the sacred heart of three mafor relgions and their Wlions d fdbwexs around the wodd It is this splrftual attachmenl that has made Jecusrlem a prize nations have fought over for thousands d years.

Today. the battle for Jerusalem is the t h d i t obstacle mthe path to Middle East peace. Since Israeli Prime Minister Benjamin Netanyahu and Palestinhn leader Yasir Arafat signed a peace agreement in Odober, negotiaths are scheduled to begin on the $rial status' issues, those that were saved foittelast step of the on going peace pnx;ess (see atlide, page 6). Of.#hose. thequestion of who gets-Jerusalem is seen as the most d i n to resdve. Both Israelis and Pdlestinians daih it as meir histoiic and ahtful capital. and on this issue moce than any 0 t h ~ . ndher side is willing to dive an inch. Th6 Mure of Jerusalem is now on the table-and with ii the prospects of lasting peace.

A Stranger at Home

lyad WerfUhh is push'i his way through the crowds at the Dama& Gate, when an Israeli police ofticer stops him and asks far identifmh In his Mue jeans and oxlord shii the lS-year4-4 Palestinian would blend in at any P - .rican high sdrool. But his 'blue card.' issued by the Ci of Jeiusalem, ma& him as an Arab.

He is told to move on. The blue card identifies him as a Jecusalem resident and. unlike Arabs from other areas, free to wander its ancient streets. &rt the stop makes him feel like a susped in his awn city 'They stop you and searctr you if they see that you' re an Arab.' he complains. 'Somethnes, thefre stopping Ids d people and you feel kke irs nd safe to go ord d the house.'

c -- :: i

AlUlough the scene at Ute Oamasars Gate looks like a colorful melting pot, on doser inspedon. this vision of % '

Jecusalem vanishes like a mirage in the desert. Arabs and. Jews cross paths. but tend to lead very separate lives. Most Arabs live in East Jerusalem. Most Jews live in the west. The Arabs speak Arabic. the Jews. Hebrew. They pradice different religions, and attenddifferent schook. They even have different names for the cily-the Jews call it Yerushdayin, the Arabs call it alauds. 'the hdy.'

To lyad (eeyahd). Jerusalem is nd only home. but the spifitual heart of his rebgii. 'Jecusalem is a My dy to Muslims and we cant aocept that ano(hec state has a capital here.' he says. 'Even if our leaders sign an a g m t to share Jerusalem with the Jews. I can only reject it. There's no diffe~ence behveen East and West Jecusdemit's all PalesMan land.'

Jewish control of hi dty has made him bitter. During the intifada the Palestinian protest movement begun in the bte 1980s. had joined other kids throwing stones at Israeli s d d i i . Even now. he has no J k h friends. and doesn't want any. l'he Jews should leave the cwntry, or stay here and pay j i i a for protedbn.' he says. J i is a @I tax that nxl-MusIims have to pay to live in some Muslim countries

He shoves his 10 back into hi jeans, and goes on his way. OVemead, an Israeli soldier stationed at the lookaJ( point wer the gate watches. a hand on hi automatic riRe.

Sacred Ground -

Some 600.000 people live in Jemsalem, making it about the size d Toledo, Ohio. About hvo thirds are Jews. Although the dy sprawls over 41 square miles of hilly tdn, the pant that everyone is so attached to is tiny. This is the walled Old Ci4, on the sCe of ancient Jecusalern. In this diirid d aban half a square mile, the re(igions omlap. with one holy site offen litecaw on top d anoIher.

1 \

For Jews. the hoGesl landmark is the Western Wall. a retainii wall that is all lhat mains d the Second Temple. mephcedMshwashipinthebibCicalemAboveit.wherethe templeaselfoncestood arethealAqsa Mosque and the gold-leafpd Dane d the Roc%. the third-t site in the Mudim wad. The dome shellers the rodr where. acwrdhg to lsbmic belie$, the prophet Muhammad ascended to heaven. The same rock. acundtng to Jewish hadSon, is where God asked Abraham to sacrifice his son Isaac.

s

Just a few blocks away stands theChurch of the Holy d. on the hill where. according to Christianity. Jesus was uudied and buried. To aet there. vou iust walk down the worn stone alkwtavs of the V i OdOCosa. the LWUI . . believed to be the am? ~esuskok to h& 4m.

The d f s ancien( histocy is w e d into the Old City. It was here in 1000 B.C. that King David set up a Jewish c a ~ ~ h l . Later. the citv was armuered m mm bv the Babvbnins. the Persians. the Greeks. the Eavotians. the ~yhans. and .the ~ o & n s . ~hr&n -sad& capturdTit in 1099. ~usl ims r-turer~ the city Gii87. The Ottoman Tucks, who seized control in the 1500s. buitI the city walls w h ' i remain today.

In the 1800s. the dty began to outgrow its walls. as Arab and Jewrsh natimabsrn drew more and more people. As conRcts grew. the United Nalims voted, in 1947. to divide the land equally between Arabs and Jews and make Jecusalem an intemabnal dy under UN control

That idea neve~ happemd. The Arabs rejected 4 the Jews dedared an independent Israel in 1948. and war Woke out When a cza&re took hold. Jerusalem was spP in two. East Jerusalem. i n d u d i the Old City. now belonged to Jordan. Barbed %re and mine fields d i~ded the city.

In 1967s SaOay War, Israel recaptured East Jerusalem and declared the entire city its capital Israel expanded public secvices to the east building schools. roads. and modem water and power systems. But today, wh'i M s h neighborhoods in the west are marked by dean streets and modem amenities, many Arab neighbohoods remain

wndown and underdeveloped, the streets unpaved, and gaIbage wlledion negleded

Arabs resent the fact that the city spends a small fradion of its budget on them. But part of the reason is that Arabs have chsen not to participate in lsraeli p o l i i . Because most Arabs don't want to recognize Israeli control over the city. they don't vote in local electi is and rarely have any representation on cjty uwncil.

The Enemv Next Door

'I don't trust them: says Israeli Yael Tapoohi. 17. 'Them' means the Arabs. Three summers ago. when Yael (yahel) and her bmther were walking to a swimming pool near their home. an Arab boy began pelting them with stones. She wasn't hurt but the altadc kR its mark 'They see me as the enemy,' she says. 'The only Arabs I know are the ones waking on the building next door, and I'm scared d them.'

S i that summer. several of her acquaintances have been killed in bomb attadcs by Palestinian exlremists. 'I don7 thinkanyone in Israel doesn't know someone who d i d in a terturist attack. It can7 stop me from going ouf but il's M s . like. right here.' she says, tapping the badc d her head.

Like most Israelis. Yael bel ies Je~salem should remain lsraels united capital. 'I feel bad saving no, we shouldn't d W e Jerusalem. because I know they also want to l i e here.' she says. 'But I'm afraid. ~ a y b e if; no( fair, but that% hnv life is. Swneone has to win and someone has to lose. Ldonl think i f we aive awav Jerusalem. it will be the end of the m R i . Sometimes. I just want to wake up and have them disappear. in wder tb get peace; we're always supposed to gwe them something else Why can't we just have peace?'

Going the Distance

Some Israelis and Palestinians think there is a way to share Jerusalem. and to make it the capRal of two adjoining c o u ~ . Many Israelis and Palestinians do manage lo coexist. working side by side. and. in some cases, forging hiendships. A few diabgue groups have sprung up. in which people who are interested in getting to k m the other side can discuss their diierences. There is even one preschod dass where Jewish and Arab children learn together.

st these efforts are the exception rather than the rule. The distance between ordinary Israelis and Palestinians is much wider than the two-lane hiahwav that divides east and west Schools on both sides. for eram~le. have almost no lessons on each other's hist* anb culture. They even use diierent maps. which don't show all'of each o t M s tsuns. I

An a g m e n t alone can't bring. lasting peace. e-rts warn. Only people learning to like together can do that On that hont. the Israelis and Palestinians have a long way to go. *

\

'The problem.' says Yael. 'is that we don7 know them and they don't know us.'

Your Turn

What are the main poinls lyad and Yael make about their cily? Why does each believe as he or she does? How could they resolve their condids?

What advice wouM give these teenagers about living peacefully with each other?

By HERBERT BUCHSBAUM and ILENE R. PRUSHER

Copyright Of Scholastic Update is the propedy of Scholastic IN. and its content may not be copied or emailed to multiple sites or posted to a listsew withut the copyright holdds eqxess written permission. However. users may print. downbad. or email artides for individual use.

me: Scholastic Update. 12/14/98. Vol. 131 Issue 7. p2.4p. 2c. lbw.

The Avalon Pmjsd : Anihde of American Omcmment Tmvard Palntirr - Lc(tn Fmm Pmidmt Rmrnelt b King bn S a u l A w l 1. 1945

The Avalon Project at Yale Law School

Attitude o f American Government To ward Palestine(1) : Letter ~ r o m President Roosevelt to King Zbn Saud, April 5,

1945

GREAT AND GOODFRIEND:

I have received the communication which Your Majesty sent me under date of March 10, 1945, in which you refer to the question of Palestine and to the continuing interest of the Arabs in current developments affecting that country.

I am gratified that Your Majesty took this occasion to bring your views on this question to my attention and I have given the most careful attention to the statements which you make in your letter. I am also mind 1 of the memorable conversation which we had not so long ago and in the course of wh 'r ch I had an opportunity to obtain so vivid an impression of Your Majesty's sentiments on this question.

Your Majesty will recall that on previous occasions I communicated to you the attitude of the American Government toward Palestine and made clear our desire that no decision be taken with respect to the basic situation in that country without full consultation with both Arabs and Jews. Your Majesty will also doubtless recall that during our recent conversation I assured you that I would take no action, in my capacity as Chief of the Executive Branch of this Government, which might prove hostile to the Arab people.

It gives me pleasure to renew to Your Majesty the assurances which you have previously received regarding the attitude of my Government and my own, as Chief Executive, with regard to the question of Palestine and to inform you that the policy of this Government in this respect is unchanged.

W Avabn Pmjal : Attibdc ol American (iovsmmsll T o d Pdertinc - L&r Fmm k i d a t Rmocvell lo King h Saud. April 5, 1945 9R2.04 8 3 4 AM

I desire also at this time to send you my best wishes for Your Majesty's continued good health and for the welfare of your people.

Your Good Friend, FRANKLIN D. ROOSEVELT His Majesty ABDUL AZIZ IBN ABDUR RAHMAN AL FAISAL AL SAUD King of Saudi Arabia Riyadh

(1) Department of State Bulletin of October 21, 1945, p. 623. Back

Source: A Decade of American Foriegn Policy : Basic Documents, 1941-49 Prepared at the request of the Senate Committee on Foreign Relations By the Staff of the Committe and the Department of State. Washington, DC : Government Printing Office, 1950 w - 1 20 Century Page Avalon Home Page

O 1998 The Avalon Project.

1 6 O V E R V I E W O F THE M I D D L E E A S T

D I Palestine and Its Inhabitants Palahiao national idenlily chandtcizg the . . Pal&inian Anb pa0ple-s as Zooism chKIctaas

tbc Jewish population of Israel Both the Pala- tinians and Jews f a c d existential thrca(s and ~ n d c d b y f o n n i n g s t r o o g n a t i o n a l m w ~ t a reprsmt the aspirations of theu people, and, inthe c r s e o f t b c h r r k a s t , t o f i o d a h f m m h L ioriul pusccrdion d oppes%ioa Just as h h e l o p c d Zionism. or Jewish n a t i o d i in rcapoose to anti-Sdtiwo. the Pal*&, Arab people dmloped and pmmoted Paestioian nation-

- d i p a r t l V i n n . s ~ t o t b c ~ u l m t i o ~ 'plhony, altharghfocms of Pakstlaun

. . oatioa-

rlism existed bcfom tha d v m t o f Zioaisn It is the a w t l i a ~ t b ~ t l i a - ~ ~ s t h a t l i c s a t h e h a a o t t b c ~ . . .ad ict

F a ~ A R t n , P I I ~ t o d y r e ~ t o the wwld-be state that tbc Pekstinc. Librmion . . ~rganrz~hollbsrbes.trviogtocst~blihformor. than thicty ysys. Pale%& is a full d. of the AnbLeagucdhasobcavash(uJat&UNCiCP- a a l ~ . b u t i t E t i U l a d o t h c i n I m u t i o o a l s t a h r r o f ~ d e s p i h e ~ i n i 9 9 9 b y P L O chairman Yasu Anfat to dedarc a stat As of 1999. ranc~1~OfRI&indlewcsrEaakdOan w e n u n d a ~ ~ a m t d . b u t t h e m a j o r i l y o f i t nmrioedundccIsradi~oa

?be word Palestine is of Roman origis refaring to tbe biblical I d of tbc PWiSks, w4+51 today ~ L R c l , ~ ~ ~ ~ O r q d p a a s of Jondan s c h d k l l Lebanoa -TIE talitory of Pal& uns - rscognized for cenhuia by Arab rulasdbytheOttomanT~,mehttsoPwbom . : . . ~ P a l s t i m 6 m m L c b a m q a l t h o u g h t h e . . n r i ~ ~ U o i L F d U c i n g t h e O Q o m r n a a somelimg ehaogad aams m.4 tmlm&cies, TIE Brit& mnhtahd tbc usc of AI&s& u m official d e s i i a n for the arcl that,&. League of Natiw m a I m i a t e d t o t b c i r ~ m i n I 9 2 o ; f o U ~ t h e WO* Wac t breakup of ttic ottoman @@s. On

J d y 24,1922, the Icaguc a p p d the terms ofthe mandate. including the commitment made by Britain in the I917 Balfonr Deflaratioa to view

"with hvor the establishment in Palatine of a Mtioaal home for the Jewish pwple."

The British mandate originally also applied to Tramjordan (now Jordan). T*j& Lay.a&dy to.& cast of tbc Jordan Rim and RlesQc ly a h d y t o t h e WtStofit e t h e k P g u c k m a n - dateappliedtobothrgionshowmr,~Prgumco( uns~tbat"Pakstinii-applialtoperwacc3sl asarc l las~of theJondanRivadthat thedes - ~mapptiedwtjusttottIeArabMMudirnlod axktian inhabitants but also to kws living in the fama-ura The Palestinian people today are an Arab m k

wbDs&cewithothcrArabstbcAnbictoqguo,ha- itagehistory, cultun. d g d Anb m.tiod aspimtiw.

in 1947 the Unitcd Natimr..had voted to partitioa R k r t i m i n t o A I a b a o d J ~ ~ t o s o l v e t b c p!ubkan of Utes6 gmups' cnmpding naIjondisms R k r t i m a s alegalentityccassdtocxisi h1948, w i l m Brirain, UMbIc to worn1 A,-db-Jcwirb hm- tilily 4 the me^^ of sewid, iL&i&,ts to Pal&-

t h ~ . w d I k Z i & ~ +.-a. mcat'dddred the Stale of hael oa May 14..Luge oumbas of ~alcs* f k d ~ ~ becvrse of meir~~evic t i~byz ionis t t roopsandfcat bmughtonbythewarwatheland.

During 194%1949 Lvrel inuuscd i& tutitoq intbcwarwithPalestioiausaadothaArabs,butit

diinottakccoobolofalloff%ktine.Ooercgi~ \the West Bank, came under tbc coatrol of m-

d i m later n0Qex.d the territory; motha area, G a n . c a m c u a d a E g y p b n m o l r o L ~ ~ t o - ria, hmma, wem subsequently Oaarpied by Iayl during the June 1967 wac In 1993 Ipncl and th6

PLO signed the Oslo aao& as the step id . . ~ m c ~ r t a h r r o f ( h e s c ~ c d t a r i - tocia d Palestinian sdf-lule.

Some Paleshiam continue to live. in Israel withinthe 1948 borders, wide others remain dis- pusod in the Palafiniaa diaspon e i k in rduga camps in the Middle East or in various communities rrrouad mc d d .

I 8 O V E R V I E W O F THE MIDDLE E A S T

Who Is an Arab? Itisnotcasytodctincacuualdy thebmnAmh

Tk British gmgnpha W 0 F i in ?Ire M i &art A Phys id Social and Rrgioncrl Geogmphy (1978) sgcc. hat. h m lo aathmpo@cal poiat of *, itisnotpnssibletoaccuntdyspeakofeima roAraboraSemiticpcopk.AmadiDgtohimbom tamcamnoiemirsdpoplk t i~~varywiddy urcbdr physidchu?baistics nndorigiar. He sug- gcar. ttaaefon. that these desriptiocu be usad plrcly u cultlaal and linguistic terms. respectidy. O o c c a a s a v . b O W M C . ~ d l e ~ Q U C d A n b ~ -

-

civilintioa ~ehasbcmacrucLLelemtdiatheooo-

stwxion of the Arab national idcntilv. h b i i rmuinr the o w hguage o f d ~~b-&ah ic r . NacmlydoARbsspulrthicnocicotScmiticlaII- ~,butthq.takepcideinthelrnbuagciawhicb God oommuaiated~with hhhammd It is. rfta 4 the h g u g c ofthe Qur'm.

&rslombcgansprcadinbhommeArabian ~ i a ~ ~ t h f r m u r ~ , b o m A n b i p t i o o and islrmizatioa--poasss Lhat ue doocly I-& kd not i d c n l a l d place among the m k s mquud kia Mansfield writes ia ?ice Am6 M- A Cmpdtmiu Kurory (1976) that Ara-

'bizatioa~bcguainthefourtbceolury.rome -hvr) amcurier C h c thc birth of the Propbet ~ ~ A R b t . h i b c s m o v C d i o t o s y r i a u i d t r a q l o d b c p n d ~ m r a & d i h f ~ a n d ~ d u r i n g ~ f i r s t t w u c m b v i s o f ~ AnMsbmic capire. which compckd the vast

Lodf(6rtu~ncMningundatheNkOfthenm n l i g i o a T k p m c c s s o f I s ~ a L a d e d m u c h long= aod rmtinues today. .Ipcit at r mucb s l a u a pscc&to thc f~nndaodyrLcofklam. ehpacirUy i. Africa - ~ h c ~ ~ r ~ ~ ~ r r b m t h e ~ - contincclt ace the bcmoms. Djibouti, E m S o n u l 4 ~ ~ d t h c ~ A F + a n m u n - tries oollactivdy how0 a$ thc t d a g h & - m Libya. hfaucim Maocoo, andTuotirTkhnb ~ i n t h c u ; r l o v m a r ~ I - n r , a t t & c u t c r n e o d o f t h e M e d i ~ S u o a t h e A s L n c m t i n c o S ~ ~ . l o r d r a . ~ P r k s t i n c , d l l d Syrir* i n ~ s i a , t h e A n b d o f & ~ r - siaaGulfueBahrain.Kuwait,OmaqQ.tazSaudi Arabia, the United Anb Emintcr, lod Y-

rsLmisthepradomiaantrcligiootodayindof lhcsc wunhiqbut Jubstaatial numbas of rdi- gious mimlitier sliu reside there, kludiog axis- tianSicw.Dnec.aodothcrr.Rcligiaa.mthis~ kkm, dm homvq deboe Arab nationhood Ear hsbce, Afgbaoistan. [Rdoosi Iran, Pak- &w. and Turl;y am Islamic M mt Arah'Simi-

dl Arabs m Mu~limF. Lcbama'. popula- " " Y . L tion close to a million h a b Christiaos. T h n ~ ~ h u a t A r a b ~ ~ . ..

ia scvdothahtiddleeastaneouol.icr. somcwith ~ - ~ m c M u * i m - ~ n n d 0th- wnvsrted .by misrionuies. Milions of Chidim Co@x sliU live ia Ebypf f a errmpk. Thn ate .lro sexual noa-hnb Mum mim+e i n l h e M i d d k E . s S i n d u d i n g t b c , ~ i n ~ o C Ins Irag, aad Tluirq. and the flczkt5.h North A W

President Harry S. T m and I d 1 Preded Dr. Chaii Weirmann T m n is hdding a blue vdvet mantle emMlislished ~ the Star of Cavid. The mantle was a gill s@xiizing 1si-d'~ grand r a A m e M n recognllion d and wppat for UE ne* nabn.

P-1 H a q S. Truman am braell Resident Dr. Chdm Webnaw. TNW is Wi a blue vdv& manU~ embet!ished uah Ule Star d Oava. The mane was a g l symborojng IvaePs gralitude for American recognition dand wppl for IJE new nalim.

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m e Arab nations are represented by 21 separate countties (see Tabiel. mere is only one Jewbh nation with a tiny country, Israel. The combined territories o f Arab countries ir 650 fold

greater than Israel (see map above comparing size of Israel versus those or nmo w~at,~,,.,.

mei r popuiation is 50 fold greater than Israel. The average per capita GDP in Arab counhies is $3,700 versus 518,000 for Israel. This despite the fact that many Arab countries have world's richest oil resources.

figurer in the fable w n e -piled horn me W o M F a k k .

. . , . -. - - i - - - . . . . . . . . . . . . . . . . . .:... . . - - . ..; ... . . . . . . . . . . . . ~ ~- ; = .~.* :

:-.<.:, - ..,r~~~>..'. ..= ....... i : *:\ .: ;-<

.::;DEAR MR PRESIDENT . . . . I T : ~ S . ~ ~ : S I N C & E BELIEF AND OPINION THAT THE :ix ~ . . - . . . .. . . . . . . . . . . . . . ..:. . . " '.<.~* + . . . . . . ,p ' . ' . < . . . ~ ...... BLOODYCONFLICT I N P ~ E S T I N E .. : SCHE~ULED TO ERUPT INTO FULL .. .: .. pf, . . .,: .*. .. , ... c . .. . ? .

. . . . , . i . .

W ~ T ~ O U T , ~ A ~ T ~ N G FOR MAY 15 WHEN THE JEWISH STATE WILL COME . ~

. . .. - p. ' .:..-: : .

INTO OFFICIALEXISTANCE PURSUANT TO THE STILL VALID DECISION ?$;.! r, !Z.. z

OF THE UNITED NATIONS O N PARTITIOF1 THE UNITED STATES MUST ... : . . . . .

., ~ . . ?. . . . . . . . . . . . :..

.. - i. . .

v-0- / - f A - L e / w x, -7(2- @ LX

- P " --.-"v : . .. .- - -- - d & - ~ .-

IMMEDIATELY EXTEND -'DEFACTOw RECOGNITION TO THE JEUISH

AGGRESSORS THAT THEY MUST NOT INVADE I T WOULD BE A FORMAL

NOTICE T O THE WORLD THAT OUR GOVERNMENT RECOG~UZES THAT JEVISH

GOVERNMENT H A 3 "ZQUITABLE" TITLE TO THE JEWISH AZEAS ON

PALESTINE WHICH "EQUITABLE" TITLE WILL BECOME FORMALIZED AT

THE END OF THIS VEEK THE PRESTIGE OF OUR BELOVED COUNTRY I S AT

STAXE ACT AND ACT N O ~ J BEEFRE THE BLOOD OF. MOEE INNOCENT SHALL -.. . /.;-.:--.. '

HAVE BEEN SPILLED VERY SINCERELY . , : /= c:;~;; ,,,:

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