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SECTION
3
Step-by-Step
Instruction
WITNESS HISTORY
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■
Understand why Arabs and Israelis
fought over land.
■
Explain why civil war ravaged
Lebanon.
■
Outline Iraq’s long history of conflict.
AUDIO
Two Peoples Claim the Same Land
3
Many Jewish Israelis believe that the quotation from the Bible, below,
promises Israel to the Jewish people as descendants of Abraham
(Abram). Many Muslims also believe that they are the spiritual heirs
to Abraham, as stated in the Quran. They too feel entitled to the land
as part of Abraham’s legacy. Representatives of both peoples have
lived in the land for centuries.
that day the LORD made a covenant with Abram, saying,
“ On’To your
descendants I give this land. . . .’
” —Genesis 15:18
[Allah] has chosen you and has placed no hardship on you in
“ Hepracticing
your religion—the religion of your father Abraham.
”
—Quran 22:78
Focus Question What are the causes of conflict in the Middle East?
An Israeli soldier and a Palestinian Arab
pass each other in the street.
Conflicts in the Middle East
Prepare to Read
Build Background Knowledge
Objectives
L3
Review the key historical issues that
affected the modern Middle East. (independence from colonial powers, the formation of Israel, the growing world demand
for oil, and conflicts between Islamists
and secularists) Ask students to predict
likely conflicts in the modern Middle East.
Set a Purpose
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Two Peoples Claim the Same Land
Ask What is the main idea of the
quotations? (Both groups descend
from Abraham.)
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 3 Assessment answers.)
■
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■
Have students read this
section using the Structured Read
Aloud strategy (TE, p. T20). As they
read, have students fill in the flowchart
sequencing events in Middle East
conflicts.
Reading and Note Taking
Study Guide, p. 212
692 Regional Conflicts
• Understand why Arabs and Israelis fought over
land.
• Explain why civil war ravaged Lebanon.
• Outline Iraq’s long history of conflict.
For decades, the Middle East has been the focus of conflicts that
have had a global impact. The Middle East commands vast oil
resources and key waterways such as the Persian Gulf. During the
Cold War, both the United States and the Soviet Union wanted
access to the oil and the waterways. Since the end of the Cold War,
Western nations have acted to prevent regional powers from interfering with the region’s oil supply. Meanwhile, the persistent dispute between Israelis and Palestinian Arabs has added to tensions.
Terms, People, and Places
Saddam Hussein
no-fly zone
weapons of mass
destruction (WMDs)
insurgent
occupied territories
Yasir Arafat
intifada
Yitzhak Rabin
Jerusalem
militia
Reading Skill: Recognize Sequence Keep track
of the sequence of events in the conflicts in the
Middle East with a flowchart like the one below.
Middle Eastern Conflicts
Arab-Israeli
Conflict
• 1948: Israel
is founded
•
Lebanon
Iraq
•
•
•
•
Arabs and Israelis Fight Over Land
Modern Israel was established in 1948 in accordance with the
United Nations Partition Plan. The Palestinian Arabs regarded
the UN action as illegitimate and rejected the state offered to
them. Conflicting claims to this land led to repeated violence. After
the 1948 war that followed Israel’s founding, Israel and its Arab
neighbors fought three more wars, in 1956, 1967, and 1973. In
these wars, Israel defeated Arab forces and gained more land.
Between the wars, Israel faced guerrilla and terrorist attacks.
Repeatedly, the United States tried to bring about peace.
Israel Controls the Occupied Territories In the 1967 war, in
response to hostility by its neighbors, Israeli forces took control of
territories occupied by Jordan and Egypt since 1948, including the
West Bank, East Jerusalem, and the Gaza Strip. They also took
control of the Sinai Peninsula from Egypt and the Golan Heights
from Syria. In 1973, these nations attacked Israel on Yom Kippur,
one of the holiest days of the Jewish year.
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 5, p. 46; Teaching Resources, Skills Handbook, p. 3
High-Use Word
diverse, p. 695
Definition and Sample Sentence
adj. multiple, varied, different
Because Molly keeps such a diverse mix of pets, friends tease that she runs
a farm.
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In the 1973 war, Arabs failed to regain the regions they had lost to
Israel, called by Palestinians the occupied territories. Israel’s government later helped Jewish settlers build homes in settlements in these territories, causing more bitterness among the Palestinians.
Teach
Arabs and Israelis Fight
Over Land
Palestinian Attacks Bring Israeli Response For decades, the Palestinian Liberation Organization (PLO) led the struggle against Israel.
Headed by Yasir Arafat, the PLO had deep support among Palestinians.
The PLO called for the destruction of Israel. It attacked Israelis at home
and abroad. The PLO gained world attention with airplane hijackings
and the killing of Israeli athletes at the 1972 Olympic games.
In 1987, Palestinians in the occupied territories started to resist Israel
with intifadas, or uprisings. Demanding an end to Israeli occupation,
young Palestinians stoned and fired on Israeli troops. Suicide bombers
blew up buses, stores, and clubs in Israel, killing many civilians. Israel
responded by sealing off and raiding Palestinian towns and targeting terrorist leaders. Many Palestinian civilians lost their lives in these raids.
Seeking Peace Despite the violence, the United States, the UN, and
other nations pushed for peace. Golda Meir, Israel’s first woman prime
minister, was planning peace talks when Arab nations attacked in 1973.
As you have read, Israel and Egypt signed a peace accord in 1979. Israel
then returned the Sinai Peninsula to Egypt. In 1994, Jordan’s King Hussein made peace with Israel. However, talks between Syria and Israel
failed over various issues, including control of the Golan Heights.
In 1993, Yasir Arafat and Israeli Prime Minister Yitzhak Rabin (rah
BEEN) signed the Oslo Accords. This plan gave Palestinians in Gaza and
the West Bank limited self-rule under a Palestinian Authority. The PLO
recognized Israel’s right to exist and pledged to stop terrorist attacks on
Israel. Arafat led the Palestinian Authority until his death in 2004.
L3
Instruct
■
Introduce Point out that the photograph on this page shows a place holy
to Jews in the foreground and one
holy to Muslims in the middle ground.
Remind students that Jerusalem is a
city holy to Jews, Christians, and Muslims. Strong feelings of religious entitlement have added to the conflict. Ask
students to predict how these feelings
would affect the conflict over land.
■
Teach Display Color Transparency
198: Israel and the Occupied Territories. Trace the factors influencing
ongoing conflict between Israelis and
Palestinians. Ask Why are Israelis
and Palestinians at odds? (Both
claim land in what is now Israel and the
occupied territories.) What circumstances might bring an end to the
cycle of violence? (Answers will vary
but could include an end to suicide
attacks, increased security so that people
feel safe, and elimination of poverty in
the region.)
Color Transparencies, 198
■
Quick Activity Web Code nbp-3231
will take students to an interactive
map based on the map in the Infographic on the next page. Have students complete the interactivity and
then answer the questions in the text.
A City Sacred to Many
Jerusalem is dotted with many places that
are sacred to the Jewish people, Christians,
and Muslims. This photograph shows the
Western Wall, a Jewish holy place. In the
background is the Dome of the Rock, an
important Islamic shrine. How might
Jerusalem’s sacred status make it harder
to resolve competing Israeli and
Palestinian Arab claims to the city?
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Have students create a timeline from 1947 to the
present. As they read the text, have them label the
appropriate year or span of years on the timeline with
the major events in the Arab-Israeli conflict, including
steps toward peace. Then have them write two or
three sentences that sum up the current situation.
L2 English Language Learners
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 212
■ Adapted Section Summary, p. 213
Answer
Caption Sample: Because people care deeply
about their religion, they may be less likely to
compromise on issues of claims to religious sites.
Chapter 20 Section 3 693
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INFOGRAPHIC
Independent Practice
Have students fill in the Outline Map
Israel and the Occupied Territories.
■
Viewpoints To help students better
understand the different views on the
creation of the state of Israel in 1948,
have them read the selection The Creation of the State of Israel and complete
the worksheet.
*
SYRIA
Golan
Heights
Teaching Resources, Unit 5, p. 49
Monitor Progress
■
■
As students fill in their flowcharts,
circulate to make sure they can trace
the sequence of events in Middle East
conflicts. For a completed version of
the flowchart, see
Note Taking Transparencies, 200
Circulate to make sure students are filling in their Outline Maps accurately.
Administer the Geography Quiz.
n S
ea
nea
rra
ite
Tel
Aviv
West
Bank
Ramallah
Jericho
Jerusalem
Bethlehem
Hebron
Gaza
ed
䉳 Palestinian suicide
bombers have set off
deadly explosions in
public places that have
killed Israeli civilians.
The bus in this photo
was torn apart by a
bomb carried by a
Palestinian terrorist.
Sea of
Galilee
Haifa
M
Primary Source To provide students
with one solution to the IsraeliPalestinian conflict, have them read
the selection Sowing “Seeds of Peace” by
Sara Rimer and complete the
worksheet.
the Israeli occupation. Some have responded with suicide bombings
targeting Israeli civilians. Israeli forces have responded with attacks on
Palestinian militants that have also killed some civilians. Hopes for peace
in the region center on ending this cycle of violence and retaliation.
LEBANON
Teaching Resources, Unit 5, p. 50
■
Conflict has dragged on for years in the region. Palestinian Arabs resent
Israel, 1949
Occupied by Israel after 1967,
some areas under Palestinian
administration after 1994
Israeli troops and civilians
withdrawn, 2005
Teaching Resources, Unit 5, p. 54
Jordan River
■
Dead
Sea
Gaza
Strip*
ISRAEL
Ongoing Violence Although Arafat’s successor, Mahmoud Abbas (ah
JORDAN
EGYPT
Elat
Teaching Resources, Unit 5, p. 55
BAHS), pledged to stop Palestinian attacks on Israel, violence continued.
Fierce divisions split the Palestinian Authority between Fatah, the party
of Arafat and his successors, and Hamas, a radical Islamist group. Hamas
was funded by Iran and rejected Israel’s right to exist. After its impressive
victory in the 2006 Palestinian parliamentary election, Hamas seized control of Gaza in 2007, ousting Fatah supporters.
In response, Israel imposed an economic blockade on Gaza, allowing
only humanitarian aid to enter. Hamas used Gaza as a launching ground
for rocket attacks on Israel. In early 2009, Israeli forces invaded the densely
populated Gaza Strip to stop the attacks. A short destructive war resulted
in high civilian casualties and ended in a shaky ceasefire.
Obstacles to Peace Decades of conflict and mistrust make peace hard
to achieve. Many issues pose obstacles. One issue is land claims. Palestinians who were forced off their lands in earlier wars want the “right of
return,” or the right to resettle on their lands in Israel. Israelis oppose
this right, which could overwhelm the Jewish state with large numbers
of Palestinians.
A second obstacle to peace is the issue of Jewish settlements in the
West Bank, an area claimed by Palestinians. In the early 2000s, the
Israeli government forced Jewish settlers to leave Gaza. Palestinians
also insist that Jewish settlers must leave the West Bank.
A third stumbling block is Jerusalem, a city sacred to Jews, Christians, and Muslims. Israel occupied Arab East Jerusalem in 1967. Later,
it added East Jerusalem to Israel and made the city the capital of Israel.
The government allowed Muslims and Christians to control their holy
sites within the city. Palestinians, however, insist that East Jerusalem
must be the capital of any Palestinian state.
Solutions for All Learners
L4 Advanced Readers
L4 Gifted and Talented
To challenge students to solve historical problems,
have them conduct library or Internet research on Palestinian claims to land within Israel and Israeli claims
to land within the disputed areas. Have them create a
list of arguments both for and against Palestinian
claims to a right of return. Then have them write a
694 Regional Conflicts
letter to the editor on this issue. Their letters should
propose a solution and use arguments based on their
research. For scoring rubrics for letters to the editor,
see Assessment Rubrics, p. 9.
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䉳 Israeli counterattacks in the
occupied territories have
killed Palestinians, including
some civilians. Some 20,000
people attended this funeral
for Palestinians killed in an
Israeli attack.
Some Israelis and Palestinians, such
as the men in this photograph, have
chosen peaceful dialogue rather
than violence as a way to bridge
their differences. Dialogue between
the two sides offers the best hope
for ending this regional conflict. 䉲
Civil War Ravages
Lebanon
Instruct
■
Introduce: Vocabulary Builder Have
students read the Vocabulary Builder
term and definition. Ask them to recall
the overflow of conflicts in the former
Yugoslavia. Ask students to speculate
why one conflict in a region with diverse
groups living in close contact can fuel
other conflicts so easily.
■
Teach Discuss the delicate political
balance among ethnic and religious
groups in independent Lebanon. Use
the Numbered Heads Strategy (TE,
p.T23) and ask How did the IsraeliPalestinian conflict affect the delicate balance of power in Lebanon?
(It added Palestinian Muslims to Lebanon, such that they outnumbered Christians. Attacks on Israel from Lebanon
brought Israeli counterattacks.) How
did Israel and Syria intervene in
the civil war in Lebanon? (Israel
invaded to destroy bases that threatened Israel. Syria attacked in response.)
How is the Lebanese civil war similar to others you have read about?
(People of different ethnicities and religions fought over access to power.)
■
Quick Activity Organize students to
debate the following statement: Israel
had the right to attack PLO bases in
Lebanon as a way of protecting itself.
For: Interactive map
Web Code: nap-3231
Economic output per
person (U.S. dollars)
Economic Output per Person
20,000
$19,800
15,000
10,000
5,000
0
$800
Israel West Bank
$600
Gaza
SOURCE: CIA World Factbook, 2005
䉳 Lack of development,
years of conflict, and
corruption have crippled
the economy of the West
Bank and Gaza. Meanwhile, Palestinian attacks
have forced Israel to limit
Palestinians’ access to jobs
in Israel. Poverty in the
West Bank and Gaza Strip
has led to desperation
among Palestinians.
Over time, the Israeli-Palestinian conflict has fueled the anger of radical Islamist groups around the world. The growing popularity of Hamas
and Hezbollah, a radical Islamist group based in Lebanon, created more
conflict. These groups reject Israel’s right to exist and condemn its ally,
the United States, as well as moderate Arab governments involved in the
peace process.
By the early 2000s, the United States, the European Union, Russia, and
the UN supported a plan known as the “road map” to peace in the Middle
East. It supports a two-state solution, with peaceful coexistence between
Israel and a stable, democratic Palestinian state. To achieve this, it called
for an end to violence and terrorism. Some Israeli and Palestinian leaders
accepted the plan, while Iran and radical Islamist groups rejected it.
Thinking Critically
1. Graph Skills How does economic
output in the West Bank and Gaza
Strip compare with that in Israel?
2. Draw Conclusions How might
violence by both sides tend to prolong
the Palestinian-Israeli conflict?
What obstacles have prevented peace between
Israel and the Palestinians?
L3
Independent Practice
Civil War Ravages Lebanon
Historically, Lebanon was a thriving center of commerce. Its population
included diverse ethnic and religious groups. After Lebanon won independence, the government depended on a delicate balance among Arab Christian sects, Sunni and Shiite Muslims, and Druze, people with a religion
related to Islam. Arab Christians held the most power, but local strongmen
controlled their own districts with private armies.
Vocabulary Builder
diverse—(dih VURS) adj. multiple,
varied, different
Growing Tensions By the 1970s, the Arab-Israeli conflict was contributing to problems in nearby Lebanon. As Palestinian refugees fled into
Lebanon after each new conflict with Israel, Lebanon’s Muslim population grew to outnumber Christians. Tensions rose as PLO guerrillas disguised as refugees then crossed the border to attack Israel.
Monitor Progress
Read aloud the red heading and the black
headings that follow. Ask students to
briefly summarize each subsection.
Answers
History Background
Shiites and Sunnis The split between Sunni and
Shiite Muslims dates back to the middle 600s A.D., just
a few decades after Islam first appeared. Muhammad’s
son-in-law, named Ali, was the fourth caliph, or spiritual and temporal ruler, of Islam after Muhammad. He
died in a struggle between his followers and others. The
Shiites believe that only Ali and his descendants are
Ask students to find news articles
describing the current situation in Lebanon. Have students write a paragraph
comparing recent developments to the situation described in the text. How has it
changed? How has Lebanon’s situation
remained the same?
the legitimate leaders of the Islamic world. Shiites number between 60 and 80 million people, which is about
one in every ten Muslims. They are a majority in Iran and
Iraq, though there are sizable Shiite communities in other
nations. Shiites have rarely had political power outside of
modern Iran. Shiite religious leaders have guided Iran’s
government since the Islamic revolution of 1979.
Obstacles included land claims by Palestinians
within Israel, Israeli settlements in the West
Bank, and conflicting claims to Jerusalem.
Thinking Critically
1. Economic output is much lower in the West Bank
and Gaza Strip.
2. Violence by each side would tend to increase distrust and calls for vengeance toward the other side.
Chapter 20 Section 3 695
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Iraq’s History of Conflict
L3
Civil War and Conflict With Israel In 1975, Lebanon was plunged
into civil war. Christian and Muslim militias, or armed groups of citizen
soldiers, battled each other. In 1982, Israel invaded southern Lebanon to
stop cross-border attacks. Syria occupied eastern Lebanon. UN peacekeepers tried to end the fighting but withdrew after hundreds were killed
by suicide bombers. After 16 years, Lebanese leaders finally restored
order. Beirut, the ruined capital, was slowly rebuilt.
Deep divisions remained in Lebanon. Rival militias controlled different
regions. In 2006, Hezbollah attacked Israel from southern Lebanon, sparking a war that lasted just over a month. The war killed civilians in both
Israel and Lebanon and caused widespread damage across Lebanon.
Despite the costs, Hezbollah, backed by Syria and Iran, remained popular
among Lebanon’s Shiite Muslims. In 2008, a new power-sharing agreement
was reached in Lebanon. The agreement increased Hezbollah’s power, but
contained a pledge that no faction would use its weapons within Lebanon.
Instruct
■
Introduce Display a current newspaper describing the situation in Iraq.
Then ask students what they know
about Iraqi history, including the time
prior to Saddam Hussein and the IranIraq War of the 1980s. Remind students
of Iraq’s oil wealth. Ask them to predict
how this might play a role in conflicts
in Iraq.
■
Teach Review Saddam Hussein’s rise to
power. Discuss why Saddam Hussein
seized land from Iran, invaded Kuwait,
and defied UN restrictions. Invite students’ thoughts on the U.S.-led invasion
of 2002, and on the events that have
followed in Iraq. Ask students what they
think will happen next in Iraq.
■
How did an influx of Palestinians contribute to conflict
in Lebanon?
Iraq’s History of Conflict
Since the 1950s, ethnic and religious divisions, oil resources, and border
disputes have led to conflict in Iraq. During the Cold War, the United
States and the Soviet Union competed for influence in Iraq, which had
vast oil reserves and was strategically located on the Persian Gulf.
Iraq was carved out of the Ottoman Empire after World War I. Its population included Sunni and Shiite Arabs as well as Kurds. Although Shiites formed a majority in Iraq, Sunni Arabs controlled the government.
Kurds, who lived in the north, distrusted the government and wanted
self-rule. Divisions among these groups fed tensions in Iraq.
Quick Activity Display Color Transparency 197: Ethnoreligious
Groups in Iraq. Use the lesson suggested in the transparency book to
guide a discussion on the reasons that
ethnoreligious distribution has contributed to Iraq’s history of conflict.
Color Transparencies, 197
Independent Practice
Direct students’ attention to the photos on
this page and the next. Have them write a
caption that could fit with the two pictures
if they were displayed together. Captions
should explain how Iraq’s situation
changed from one picture to the other.
Monitor Progress
Check Reading and Note Taking Study
Guide entries for student understanding.
Saddam Hussein’s Dictatorship
Saddam Hussein, shown here in a
propaganda poster in 1982, turned Iraq into
a brutal police state, in which critics were
tortured and killed.
The Iran-Iraq War In 1980, Iraqi dictator, Saddam Hussein, took
advantage of turmoil in neighboring Iran following its Islamic revolution
by seizing a disputed border region. His action sparked a long, costly war.
Iraq used superior weapons and poison gas to stop waves of Iranian
soldiers. After both sides attacked foreign oil tankers and oil fields in the
Persian Gulf, the United States sent naval forces to protect shipping
lanes. The war ended in a stalemate in 1988. For both Iran and Iraq, the
human and economic toll was enormous.
During the war, Saddam Hussein brutally repressed a Kurdish revolt
in the north. He also used chemical weapons on Kurdish civilians. His
actions sparked outrage and charges of genocide.
The 1991 Gulf War In 1990, Iraq invaded its oil-rich neighbor, Kuwait.
Saddam Hussein claimed that Kuwait was historically part of Iraq. In fact,
he wanted control of Kuwait’s vast oil fields and greater access to the Persian Gulf.
The United States saw Saddam’s move not only as illegal, but also as a
threat to its ally, Saudi Arabia, and to the oil resources of the region. It
formed an international coalition to drive Iraq out of Kuwait. In the 1991
Gulf War, the U.S.-led coalition operated under the UN banner. It quickly
crushed Iraqi forces and freed Kuwait.
Solutions for All Learners
L1 Special Needs
Answer
It added Muslims, such that Muslims outnumbered Christians. This upset the balance of
power among Lebanon’s ethnic groups. It also
led to conflict with Israel.
696 Regional Conflicts
L2 Less Proficient Readers
To help students master vocabulary, have them make
a list of this section’s Vocabulary Builder terms and
Key Terms and People. Encourage students to include
in the list additional terms and phrases that may be
new to them, such as guerrilla, prolong, radical, and
turmoil. Then have them create flashcards with the
L2 English Language Learners
term on one side and its definition (or, in the case of Key
People, an identifying statement) on the other. For
English Language Learners, you may wish to have students add explanations in their first language to go with
the flashcards. Pair students and have them quiz each
other, using the flashcards.
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Despite defeat, Saddam Hussein remained in power. He brutally crushed
revolts by Shiite Muslims and the minority Kurds. He used torture and terror to impose his will.
Assess and Reteach
Assess Progress
Saddam Defies the UN To protect the Shiites and Kurds, the UN set
up no-fly zones, or areas where Iraqi aircraft were banned. The UN also
tried to discover if Saddam Hussein was building weapons of mass
destruction (WMDs), or nuclear, biological, and chemical weapons. It
imposed economic sanctions on Iraq to limit its oil sales and its use of oil
profits. For years, Saddam Hussein defied the UN.
■
Have students complete the Section
Assessment.
■
Administer the Section Quiz.
■
To further assess student understanding, use
Progress Monitoring Transparencies,
139
Teaching Resources, Unit 5, p. 45
U.S. Forces Invade After the 2001 terrorist attacks, the
United States claimed that Saddam Hussein had weapons of
mass destruction and was supporting terrorists. It formed a
coalition that invaded Iraq in 2003. Coalition forces toppled
Saddam, who was later tried and executed for war crimes by
a new Iraqi government.
Backed by U.S. and coalition forces, Shiite, Kurdish, and
Sunni leaders wrote a constitution and held national elections in 2005. Efforts to rebuild Iraq were hampered by guerrilla attacks and suicide bombings. Insurgents, or rebels,
from rival Shiite and Sunni groups targeted civilians and
government workers.
Reteach
If students need more instruction, have
them read the section summary.
L3
Reading and Note Taking
Study Guide, p. 213
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 213
Civil War Threatens Iraq By 2005, ethnic and religious
divisions had pushed the country to the brink of civil war. The
United States and Britain worked to train the Iraqi military and police. In
2007, the United States increased troop levels in a “surge” to end the fighting. The violence and death tolls declined.
Iraq’s Shiite-led government faced many obstacles. It needed to promote reconciliation among bitterly divided factions. Sunnis claimed that
the new government failed to represent their interests. Kurds in the
north still sought autonomy. Much of the country’s oil industry had been
destroyed. An estimated 2 million Iraqi refugees remained outside the
country.
Despite the troubles, Iraqi leaders grew more confident. They expanded
their security forces and agreed to a withdrawal of all U.S. troops by 2011.
Urban Warfare in Iraq
Iraqi foot soldiers accompany a U.S. military
vehicle. They are patrolling a war-torn
neighborhood of Baghdad, Iraq’s capital, in
2007. U.S. and Iraqi forces worked together
to try to stop violence between Sunni and
Shiite forces.
Terms, People, and Places
1. What do each of the terms, people, and
places listed at the beginning of the section have in common? Explain.
2. Reading Skill: Recognize Sequence
Use your finished flowchart to answer
the Focus Question: What are the causes
of conflict in the Middle East?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: naa-3231
Comprehension and Critical Thinking
3. Draw Conclusions Why has the ArabIsraeli conflict been so difficult to
resolve?
4. Identify Central Issues What were
the causes of Lebanon’s civil war?
5. Synthesize Information Why did the
UN impose economic sanctions in Iraq
after the 1991 Gulf War?
Section 3 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. competing claims to land, especially holy
land; religious and ethnic differences;
competition for oil; defiance of Western
powers
L2
Spanish Reading and
Note Taking Study Guide, p. 213
Extend
L4
See this Chapter’s Professional Development pages for the Extend Online activity
on the Israeli-Palestinian Conflict.
Answer
Why has conflict persisted in Iraq since the defeat of
Saddam Hussein?
3
L3
Some Iraqis resented foreign occupation and
attacked occupying forces and those cooperating with them; ethnic and religious tensions
between Shite Muslims, Sunni Muslims, and
Kurds added to the unrest.
● Writing About History
Quick Write: Make an Outline To write a
research report, you need to make an outline that organizes information that you
have gathered. Suppose that you are writing a research report on the Arab-Israeli
conflict. Make an outline that organizes
the information in this section about that
conflict.
3. Both sides feel committed to their land
claims.
4. Arabs and Israelis both consider Jerusalem a holy city, and both want to control it.
5. An influx of Muslim Palestinian refugees
upset Lebanon’s ethnic and religious balance of power. This led to conflict.
6. to prevent Iraq from building weapons of
mass destruction
● Writing About History
Outlines should follow logical structures of
main ideas and supporting ideas. These
ideas should include the key causes for the
Arab-Israeli conflict, such as competing
claims to land.
For additional assessment, have students
access Progress Monitoring Online at
Web Code nba-3231.
Chapter 20 Section 3 697