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SECTION
4
Standards-Based
Instruction
Standards-at-a-Glance
• History-Social Science
Students understand how the forces of
nationalism developed in the Middle East
and how the Holocaust affected world
opinion regarding the need for a Jewish
state; and students discuss whether recent
trends in the region serve the cause of
individual freedom and democracy.
• Analysis Skills
CS1 Students compare the present with the
past, evaluating the consequences of past
events and decisions and determining the
lessons that were learned.
• English-Language Arts
Writing 2.3
L3
L3
WITNESS HISTORY Read the selection
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 4 Assessment answers.)
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
Have students read this
section using the Structured Read
Aloud strategy (TE, p. T21). As they
read, have students fill in the concept
web summarizing events connected to
wars in Southeast Asia.
Reading and Note Taking
Study Guide, p. 148
568 New Nations Emerge
Remembering Nasser
As a young boy in Syria, Nasser Rabbat recalls
seeing the Arab leader, Gamal Abdel Nasser.
of my earliest memories dates back to
“ One
the winter of 1960 when I was almost four
years old. I remember . . . screaming with the
crowd around us ‘Nasser, Nasser.’ . . . I had
been taught . . . to be proud of . . . Nasser,
‘the unifier of the Arabs’ and ‘the leader of
our new renaissance.’
—Nasser Rabbat, “On being named Nasser”
The Modern Middle East
Ask What is the main idea of Nasser
Rabat’s comment? (He admired
Gamal Abdel Nasser and remembers
people’s excitement at his leadership.)
■
AUDIO
Focus Question What are the main similarities
and differences among Middle Eastern nations?
aloud or play the audio.
AUDIO Witness History Audio CD,
Remembering Nasser
■
WITNESS HISTORY
Gamal Abdel Nasser’s Arab nationalism and
other forms of nationalism were among the most
important forces to shape the Middle East in the
decades after World War II.
Set a Purpose
■
Egypt’s leader, Gamal Abdel
Nasser, greets children in
1956.
”
Ask students to recall the differences
between those seeking modern democracies and those who favored tradition and
religion in Pakistan and elsewhere. Then
ask them to predict how the tension
between religion and modernity might
affect the mainly Muslim Middle East.
■
Islamic ornamental writing
from a mosque in Iran
4
Prepare to Read
Build Background Knowledge
Page 568 Monday, July 25, 2005 1:40 PM
Standards Preview
H-SS 10.9.6 Understand how the forces of nationalism
developed in the Middle East, how the Holocaust affected
world opinion regarding the need for a Jewish state, and the
significance and effects of the location and establishment of
Israel on world affairs.
H-SS 10.10.3 Discuss the important trends in the
regions today and whether they appear to serve the cause of
individual freedom and democracy.
Terms, People, and Places
Anwar Sadat
Mohammad Mosaddeq
Ruhollah Khomeini
theocracy
kibbutz
secular
hejab
Suez Canal
Gamal Abdel Nasser
Reading Skill: Identify Causes and Effects Fill
in a concept web like this one to keep track of
events in the Middle East since 1945.
Causes
Effects
568
Kurds Seek
Freedom
The Modern
Middle East
Leaders of Nasser’s generation tried to build strong nations across
the Middle East. Despite rich reserves of oil and natural gas in
some parts of the region, however, internal divisions and autocratic
governments hindered progress throughout the Middle East.
Diversity Brings Challenges
The Middle East, as we use the term in this chapter, is the region
stretching from Egypt in the west to Iran in the east and from
Turkey in the north to the Arabian Peninsula in the south. Though
most people in the region today are Muslims, there are also Christian communities and the predominantly Jewish nation of Israel.
Most countries have large ethnic or religious minorities.
Kurds Seek Freedom An ethnic group called the Kurds lives in
the northern Middle East. Borders drawn by Europeans and others divided their homeland among Iran, Iraq, Syria, and Turkey.
In each country, the Kurds are a minority and have faced discrimination, particularly in Iraq and Turkey.
During the decades after World War II, the Turkish government
harshly ruled the Kurdish minority in the east. For example, it
became illegal for Kurds to speak their language in public. Beginning in the 1970s, Kurdish rebels fought Turkish forces. During
the 1980s and 1990s, thousands of Kurds died in the fighting.
New Nations Emerge
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 4, p. 27; Teaching Resources, Skills Handbook, p. 3
High-Use Word
doctrine, p. 571
Definition and Sample Sentence
n. teachings, principles, or beliefs
People around the world have adopted Gandhi’s doctrine of nonviolence.
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In 1991, however, Turkey legalized the use of the Kurdish language, and
in 1999 the main Kurdish rebel force gave up the use of violence, though
tensions continue.
Kurds also faced brutal treatment in Iraq. After Iraq’s defeat in the
1991 Gulf War, Kurds in northern Iraq rebelled and set up their own governments with British and American military support.
Teach
Diversity Brings
Challenges H-SS 10.9.6
Israel Is Founded As you have learned, Britain supported a Jewish
national homeland in its mostly Arab mandate of Palestine. The horrific
experience of Jews in the Holocaust added to worldwide support for a
Jewish homeland. Jews, including many Holocaust survivors, migrated
to Palestine in large numbers after World War II. In 1947, the UN drew
up a plan to divide Palestine into an Arab and a Jewish state. Jews
accepted the plan, but Arabs rejected it. They felt that all of Palestine
should belong to its longtime Arab residents.
After Britain withdrew from Palestine in 1948, Jews proclaimed the
independent state of Israel. Arab states launched the first of several wars
against Israel but were defeated. Israel developed rapidly. A skilled and
educated work force built businesses. Kibbutzim produced crops for
export. A kibbutz (kih BOOTS) is a collective farm. Israel attracted Jews
from Europe, the United States, the Soviet Union, and Africa.
Instruct
Black Sea
Ankara
0
TURKEY
Caspian
Sea
SYRIA
Tigris
Beirut
Me d i t e r ra n e a n
LEBANON
Sea
West Bank
Miller Projection
200
400 mi
0
200
400 km
Tehran
Damascus
Baghdad R
ive
Golan Heights IRAQ
r
Amman
hra
t
es River
ISRAEL JORDAN
IRAN
Eup
Jerusalem
Gaza Strip
Cairo
Introduce Show students the map on
this page. Recall that most of these borders were drawn by European powers
after World War I without regard for
ethnic or religious divisions. Recall the
difficulties African nations faced
because national borders did not match
ethnic divisions. Ask students to predict how such borders might lead to difficulties in the Middle East.
■
Teach Discuss the challenges facing
Kurds in the region. Then trace the
development of Israel. Ask Where do
the Kurds live, and how does this
location affect their independence? (The Kurds live in an area
straddling Turkey, Iran, Iraq, and
Syria. As a result, they have no integral
or unified nation.) When was Israel
founded and why? (Israel was
founded after World War II to provide a
safe homeland for Jews who survived
the Holocaust.)
Map Skills Most Middle Eastern
countries have Arab majorities. The
exceptions are Turkey, Iran, and
Israel.
1. Locate (a) Iran (b) Iraq
(c) Israel (d) Turkey
2. Location Describe Israel’s
geographic and political
location.
3. Make Inferences How might
Israel’s location make it a
source of conflict?
■
Quick Activity Have students access
Web Code mzp-3141 to take the
Geography Interactive Audio
Guided Tour and then answer the
map skills questions in the text.
Kuwait
Pe
KUWAIT
ia
rs
le
Ni
EGYPT
■
For: Audio guided tour
Web Code: mzp-3141
The Middle East Today
30° E
Manama
BAHRAIN
n
Strait of
Hormuz
Gu
lf
River
Independent Practice
Doha
Riyadh
Abu
Dhabi
QATAR
SAUDI ARABIA
Re
UNITED ARAB
EMIRATES
Muscat
Have students fill in the Outline Map
Nations of the Middle East.
OMAN
e
dS
a
Arabian
Sea
Sanaa
N
YEMEN
15° N
W
E
Disputed territories
Teaching Resources, Unit 4, p. 35
Monitor Progress
■
S
45° E
L3
60° E
Circulate to make sure students are
filling in their Outline Maps accurately.
Administer the Geography Quiz.
Teaching Resources, Unit 4, p. 36
■
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Explain that the term diversity in the subheading
refers to a variety or a number of different kinds of
things—in this case a variety of ethnic and religious
backgrounds. Have students create a chart with two
columns. In the left column, have them list the names
of ethnic or religious groups. In the right column, have
them list the challenges each group has faced.
Check answers to map skills questions.
Answers
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. 148
■ Adapted Section Summary, p. 149
Map Skills
1. Review locations with students.
2. It is located in a narrow strip of land along the
Mediterranean Sea. It is bordered by disputed
territories.
3. Its small size and location next to disputed territories might make it a focus of conflicts with
surrounding nations.
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Conflicts Over Resources
and Religion H-SS 10.10.2
Page 570 Friday, July 8, 2005 1:38 PM
However, the Arab-Israeli conflicts of 1948 forced 700,000 Palestinian
Arabs from their homes in Israeli territory. The UN set up camps in
neighboring areas to house Palestinian refugees. Generations of Palestinians grew up bitter about the loss of their homes. The conflict between
the Israelis and Palestinians continues today.
L3
Instruct
■
■
■
Introduce: Key Terms Have students
find the key terms secular and hejab
(in blue) in the text and explain their
meanings. Point out that in many Middle Eastern nations, those advocating
secular government and law struggle
for control with those advocating traditions such as the hejab. Ask how each
of these approaches might appeal to
citizens of the Middle East.
Political Systems Limit Freedom Most Middle Eastern nations have
had autocratic governments. In some countries, nationalist military leaders seized power. In other countries, such as Jordan and Saudi Arabia,
hereditary monarchs remained in power. Only Israel and Turkey had
stable multiparty democratic systems by 2005.
Standards Check Why did many people around the world support a
Jewish homeland in Palestine? H-SS 10.9.6
Conflicts Over Resources and Religion
Teach Discuss the central conflicts in
the Middle East over resources and
religion. Have students identify views
on both sides of each issue. Ask What
resource plays a large role in Middle Eastern economies? (oil) Why is
this resource so important to the
balance of power in the region?
(There is a huge global demand for oil.
As a result, nations with control over oil
reserves can wield power regionally and
globally.)
Parts of the Middle East sit atop the world’s largest oil and gas reserves.
Oil-rich nations have prospered, but other Middle Eastern nations have
struggled economically. Meanwhile, Muslim Middle Easterners have disagreed over the role of Islam in a modern economy.
Supplying the World With Oil Because the Middle East commands
vital oil resources, it has strategic importance to the United States and
other powers. Nations with large oil reserves are Saudi Arabia, Iran,
Iraq, Kuwait, and the United Arab Emirates (UAE). These nations
are all members of the Organization of the Petroleum Exporting
Countries (OPEC), founded in 1960. In
1973, OPEC’s Arab members blocked oil
shipments to the United States to protest
U.S. support for Israel. This oil embargo
Analyzing the Visuals Discuss the
Infographic with students. Have them
review the images and read the captions. Ask students what it might be
like to live as a woman in an Islamic
society. Have them read the chart and
describe what it shows about access to
education and jobs in the Middle East.
Independent Practice
Stage a debate about paths to development in the Middle East. Have one team
present arguments in favor of westernization and modernization. Have the other
team present the opposing viewpoint in
favor of traditionalism.
Monitor Progress
As students fill in their concept webs, circulate to make sure they understand the
causes and effects of change in the Middle
East. For a completed version of the concept web, see
Note Taking Transparencies, p. 118
Answers
People supported a Jewish homeland because
centuries of persecution and genocide had
threatened Jewish survival.
Thinking Critically
1. women’s literacy
2. They combine elements of both traditions, as
shown by the women wearing athletic pants,
sneakers, and headscarves, and the artist using
Western influences in his art.
570 New Nations Emerge
INFOGRAPHIC
L
ike other religions, Islam faces the challenge of adapting its
traditions to a changing modern world. While religious traditions
remain important to Muslims, Western culture has gained influence.
Traditionally, in Islamic countries women were not expected to read
or write. Today, Muslim women are pursuing educations and
new career opportunities. While Islamists call for a return
to tradition, many Muslims embrace a mixture of traditional
and modern ways.
Thinking Critically
1. Graph Skills Which has risen faster since 1990 in Turkey
and Saudi Arabia, men’s literacy or women’s literacy?
2. Analyze Visuals How do these photos and art reflect a
mix of Islamic tradition and Western styles?
H-SS 10.10.2
The Iraqi artist 䉱
Hassan Massoudy
combines the Islamic
tradition of calligraphy, or ornamental
writing, with abstract
Western styles.
䉳 The basic principles of Islam, such as
pilgrimage and prayer,
remain important to modern
Muslims, such as the Iraqi
pilgrim to the left.
Connect to Our World
Connections to Today Many Westerners find it
difficult to understand hejab, or Islamic guidelines for
women’s dress. In recent decades, some educated
Muslim women have returned to wearing hejab as an
expression of their religious beliefs or as a refusal to
imitate Western culture. Westerners often see hejab as
representing the oppression of women, but some
Muslim women see it as a way of deemphasizing gen-
der. As one Egyptian student put it, “I think of Muslim
dress as a kind of uniform. I can sit in class with men
and there is no question of attraction and so on—we
are all involved in the same business of learning.”
Because Muslim women wear hejab as a way to avoid
calling attention to themselves, many find it very disturbing when people in the United States stare at
them and their garments.
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contributed to a worldwide recession. Since the 1970s, OPEC has focused
on regulating the price of oil rather than on taking political stands.
Building Nations in the
Middle East H-SS 10.10.2
Islam Confronts Modernization Some Middle Eastern nations
L3
Instruct
adopted Western forms of secular, or nonreligious, government and law,
keeping religion and government separate. Many Middle Eastern leaders
also adopted Western economic models in a quest for progress. In the
growing cities, people wore Western-style clothing, watched American
television programs, and bought foreign products. Yet life improved very
little for many people.
By the 1970s, some Muslim leaders were calling for a return to Sharia,
or Islamic law. These conservative reformers, often called Islamists,
blame social and economic ills on the following of Western models. Islamists argue that a renewed commitment to Islamic doctrine is the only
way to solve the region’s problems. The Islamist movement appeals to
many Muslims. Some have used violence to pursue their goals. However,
many Muslims oppose the extremism of the Islamists.
■
Introduce Write the word oil on the
board and ask students to describe its
importance in modern American society. Remind students that several
nations in the Middle East have large
oil reserves. Ask How might interest
in Middle East oil influence United
States actions and policies in the
region? (It might encourage the United
States to ensure its access to the region’s
large oil reserves.)
■
Teach Ask students to identify the various forces that are shaping the Middle
East today. List these on the board,
adding to students’ ideas if necessary.
(nationalism, Western influence, religious differences, vital resources,
Islamic reforms, and women’s roles)
Define and discuss each term as it
applies to individual nations in the
Middle East. Then, ask students to
rank these forces in the order of their
importance to the Middle East. Use the
Think-Write-Pair-Share strategy (TE,
p. T23) and have students share their
rankings with one another.
■
Quick Activity Have students, in
groups, create a chart comparing the
leadership of Gamal Abdel Nasser,
Ayatollah Khomeini, and the Saudi
royal family. What views did each
leader have about modernization and
about relations with the United States?
Vocabulary Builder
doctrine—(DAHK trin) n. teachings,
principles, or beliefs
Women’s Options Vary Conditions for women vary greatly from
country to country in the modern Middle East. Women in most countries
have won equality before the law. Some women have entered professions
such as law and medicine. In Turkey, Syria, and Egypt, many urban
women gave up the tradition of hejab, or wearing the traditional Muslim
headscarves and loose-fitting, ankle-length garments meant to conceal.
On the other hand, religiously conservative Saudi Arabia and Iran
require women to wear hejab. In Saudi Arabia, women are not allowed to
drive. In many Islamic countries, girls are less likely to attend school
than boys. This is because of a traditional belief that girls do not need an
education for their expected role as wives and mothers. Muslim women
have begun to challenge this belief.
Standards Check Why are Islamists opposed to secular government in
Islamic countries? H-SS 10.10.2
Rising Literacy
Percentage over age 15
able to read and write
100
87%
94%
79%
80
60
64%
85%
73%
71%
48%
40
20
0
These young Muslim women in Beirut,
Lebanon, balance Western fashions with the
Islamic tradition of wearing headscarves.
1990 2004
Turkey
Males
1990 2004
Saudi Arabia
Females
SOURCE: Encyclopaedia Britannica
History Background
Shirin Ebadi In 2003, Shirin Ebadi became the first
Iranian and the first Muslim woman to win the Nobel
Peace Prize. Born in 1947, Ebadi studied law, as her
father had done. In 1969, she became Iran’s first
female judge. In 1975, she became president of the
Tehran city court. After the 1979 Islamic revolution,
she was dismissed as a judge. Unable even to practice
law, Ebadi wrote books on civil rights and children’s
rights. In 1995, she obtained a law license and began
taking controversial civil rights and child abuse cases.
In 1997, Ebadi circulated evidence of the slaying of
dissidents by right-wing factions. She was jailed for
23 days in solitary confinement and barred from practicing law for five years. Ebadi believes “there is no
contradiction between an Islamic republic, Islam, and
human rights.”
Answer
Islamists feel that secular government has led
to social and economic ills that mirror problems
of the West. They believe that returning to
Islamic principles will solve these problems.
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Building Nations in the Middle East
Independent Practice
■
Biography To help students better
understand Egypt’s role as a leader
in the Arab world, have them read
Gamal Abdel Nasser and complete the
worksheet.
Teaching Resources, Unit 4, p. 31
■
Return to the Witness History quotation at the beginning of this section.
Ask students if the Middle East has
achieved the unity and renaissance
that Nasser Rabat mentioned.
Across the Middle East, leaders sought to build strong and prosperous
nations. However, in the years since World War II, each nation has faced
different challenges.
An Islamist Government
Iran’s political leaders, who are Muslim
clergymen, gather in 2003 to commemorate
the death of Ayatollah Khomeini, a religious
leader and the founder of Iran’s Islamist
government. The leaders are seated beneath
a giant portrait of Khomeini. How does
promoting the memory of Khomeini help to
justify rule by religious leaders?
Monitor Progress
Check Reading and Note Taking Study
Guide entries to confirm that students
have accurately identified causes and
effects of historical processes in the
Middle East.
Egypt, a Leader in the Arab World Egypt has the largest population of the Arab nations. While most of Egypt is desert, its large population is crammed into the narrow Nile River valley. Egypt’s location is
strategically important, because it shares a long border with Israel and
controls the Suez Canal, which links Europe with Asia and East Africa.
In 1952, Gamal Abdel Nasser seized power in Egypt. Determined to
modernize Egypt and stop Western domination, Nasser nationalized the
Suez Canal in 1956, ending British and French control. Although Britain
and France responded militarily, the United States and the Soviet Union
forced them to withdraw. Nasser’s Arab nationalism made
him popular throughout the Arab world. Nasser led two
unsuccessful wars against Israel. To counter U.S. support
for Israel, Egypt relied on Soviet aid. Egypt’s foreign relations thus took on Cold War significance.
In 1979, Nasser’s successor, Anwar Sadat, became the
first Arab leader to make peace with Israel. Sadat also
weakened ties with the Soviet Union and sought U.S. aid.
However, Islamists denounced the undemocratic government’s failure to end corruption and poverty. In 1981 Muslim fundamentalists assassinated Sadat. Under Sadat’s
appointed successor, Hosni Mubarak, extremists turned to
terrorist attacks, and harsh government crackdowns tended
to increase support for Islamists.
Iran’s Islamic Revolution Because of its vast oil fields,
Iran attracted British, Soviet, and American interest. In
1945, Iran’s monarch, Shah Mohammad Reza Pahlavi, had
Western backing but faced nationalist opponents at home, led
by Mohammad Mosaddeq (MAW sah dek). When Mosaddeq
was elected prime minister in 1951, he nationalized the
Western-owned oil industry. In 1953, the United States
helped the shah oust Mosaddeq, a move that outraged many
Iranians. The shah returned Iran’s oil industry to Western
control. For the next 25 years, American support helped the
shah stay in power.
To strengthen Iran and to quiet unrest, the shah used oil
wealth to build industries. He also redistributed land from
wealthy landlords and religious institutions to peasants,
and extended new rights to women. Opposition to the shah
came from landowners, merchants, students, and the
Islamic clergy. The shah’s secret police terrorized critics,
driving many into exile.
In the 1970s, the shah’s foes rallied behind one of these
exiles, Ayatollah Ruhollah Khomeini (ROO hoh lah koh
MAY nee). The ayatollah, a religious leader, condemned
Western influences and accused the shah of violating
Islamic law. In 1979, massive protests finally drove the shah
into exile. Khomeini returned to Iran, and his supporters
proclaimed an Islamic republic.
Solutions for All Learners
L4 Advanced Readers
Answer
Caption It enforces the idea that he was a successful leader and validates the religious-based
government.
572 New Nations Emerge
L4 Gifted and Talented
This section focuses on the tensions between Islamic
religious traditions and Western ideas and practices in
the Muslim Middle East. Using this section as a starting point, have students conduct research either online
or in the library on the dimensions of this tension in
Iran and Saudi Arabia. Encourage students to find
recent accounts of both nations in periodicals. Based
on their research, have compare these two oil-rich
Muslim nations. Have students answer the following
questions: What are the similarities and the differences
between these two nations? What are the relationships between their governments and fundamentalist
religious leaders? What tensions have arisen from their
governments’ relations with Western powers?
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The new government was a theocracy, or government ruled by religious leaders. They replaced secular courts with religious ones and abolished women’s rights. They also brutalized opponents, just as the shah
had. The government allowed Islamists to seize the American embassy in
1979 and hold 52 hostages for more than a year. In the early 2000s, concern grew that Iran might try to develop nuclear weapons.
Assess and Reteach
Assess Progress
Oil, Religion, and Threats to Stability Saudi Arabia, a vast desert
land, has the world’s largest oil reserves. It also includes Islam’s holy
land. Since the 1920s, kings from the Sa’ud (sah OOD) family have ruled
Saudi Arabia. They justify their rule by their commitment to the strict
Wahhabi sect of Sunni Islam.
However, Saudi Arabia’s economic development after World War II
depended on massive oil exports to the Western world. In return, Saudi
leaders relied on the military support of the United States. Although
Saudi Arabia joined the OPEC oil embargo in 1973, the nation’s rulers
quickly returned to their cooperative relationship with the West.
To build support within the country, the royal family backed fundamentalist religious leaders. However, some of these leaders and their followers criticized the kingdom’s close ties to the West. They also charged
that Western influence in the kingdom violated Islamic principles.
Increasingly, opponents of the kingdom’s Western ties adopted violent
or terrorist tactics. Attacks on western targets included an attack on a
U.S. military compound in 1996 and another on a U.S. consulate in 2004.
These attacks threatened to disrupt the Saudi oil industry, which
depends on Western expertise. Some feared that growing unrest could
threaten the country’s ability to supply oil vital to the world’s economy.
Other oil-rich monarchies along the Persian Gulf, such as Kuwait,
Bahrain, Qatar, and the United Arab Emirates, face similar threats. In
Kuwait, Qatar, and the UAE, foreign citizens are a majority of the population. In Bahrain, there has been growing opposition among the majority of the people, who follow Shiite Islam, toward Bahrain’s royal family,
who follow the Sunni branch of Islam.
Terms, People, and Places
1. For each term, person, or place listed in
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Identify Causes and
Effects Use your completed concept
web to answer the Focus Question:
What are the main similarities and differences among Middle Eastern
nations?
Have students complete the
Section Assessment.
■
Administer the Section Quiz.
■
To further assess student understanding, use
Progress Monitoring Transparencies, 70
Teaching Resources, Unit 4, p. 26
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 149
L1 L2
Adapted Reading and
Note Taking Study Guide, p. 149
L2
Spanish Reading and
Note Taking Study Guide, p. 149
Extend
L4
Primary Source To help students
understand Nasser’s views on Egypt’s
independence, have them read the
excerpt from Egypt’s Liberation: The Philosophy of the Revolution by Gamal Abdel
Nasser and complete the worksheet.
Standards Check What were Ayatollah Khomeini’s reasons for
opposing the shah? H-SS 10.10.2
4
L3
■
Teaching Resources, Unit 4, p. 33
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-3141
Comprehension and Critical Thinking
3. Summarize How was the Holocaust
connected to the birth of Israel?
4. Identify Central Issues What
changes in government policies did the
Islamists seek?
5. Draw Conclusions Why did Egypt
attract the interest of the superpowers
during the Cold War?
6. Synthesize Information How has the
Saudi royal family’s support for fundamentalism made their kingdom more
unstable in recent years?
Section 4 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. Answers should include the following:
Similarities include ethnic and religious
divisions and tensions between religion
and modernity. Differences include the
contrasts between mainly Jewish Israel
and a mainly Muslim region, and between
oil-rich nations and poorer nations.
●
Writing About History
Quick Write: Revise Your Writing When
you write a compare-and-contrast essay,
combining short sentences can improve
your writing. Write a short sentence that
states a fact about a Middle Eastern country. Write a second sentence stating a similar or different fact about another Middle
Eastern country. Revise your sentences by
joining them into a single sentence that
compares or contrasts these facts, using
conjunctions such as while, whereas, yet,
both, and, or also.
3. People around the world supported a Jewish homeland because of Jewish suffering
and loss in the Holocaust.
4. a shift to policies that conform to Islamic
doctrine rather than Western ideals
5. Egypt controlled the Suez Canal, a strategically important waterway. Also, Nasser
sought Soviet support to counter U.S. support for Israel.
6. Some Islamists now violently oppose the
royal family for its ties to the West.
Answer
He condemned Western influences and felt
that the Shah had violated Islamic law.
Standard
H-SS 10.9.6
H-SS 10.10.1
H-SS 10.10.2
H-SS 10.10.3
E-LA W 2.3
Assessment
3
5
2, 4, 6
6
Quick Write
● Writing About History
Responses should include three sentences.
There should be two short sentences stating
facts and a third sentence with a conjunction
that compares or contrasts these statements.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-3141.
Chapter 16 Section 4 573