Modern Middle East

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timer Asked: Jan 6th, 2018
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Question description

I need help with some assignments, there are: 8 Discussion post and 8 Essay. I will proved you with the syllabus to help get the assignments completed. The first discussion is due on Thursday 1/11/2018 and the first essay is due Sunday 1/14/2018. All discussion posts are due on Thursdays of every week and essays are on Sundays. The course starts on Monday 1/8/2018.

Discussions Post a response (2 paragraphs minimum, about 400 words) to the discussion question in each module. A good response must be completed on time and provide a well-thought-out response which adds content to the discussion (information from other sources, examples, questions to other students, etc.) (3200 words total) Module 1 What are two of the most important current political, economic, or social issues affecting the Greater Middle East/Gulf? Why? Module 2 Describe the early influence of Muhammad on the Middle East, as well as the problems of choosing his successor. Also, discuss the history of the Umayyad Dynasty and the Abbasid Caliphate. Module 3 How was Islam affected by the invasions of the Crusaders and the Mongols? Describe the rise of the Ottoman Empire. Why did it succeed? Module 4 Describe the interaction between the Ottoman Empire and the European powers during the age of imperialism. How did Muslim Westernization help Egypt and the Ottoman Empire deal with the West? Take into account the rise of nationalism in Egypt and Turkey, as well as the Pan-Islam movement. Module 5 Discuss the rise of Arab nationalism and the role of Arab countries in World War I. How did the Paris Peace Conference affect the Middle East? Describe the rise of modern Turkey, Iran, and Saudi Arabia in the postwar era. Module 6 Discuss Egypt's struggle for independence and the creation of new states in the Fertile Crescent. Describe the contest for Palestine and the role of Zionism in the early twentieth century. Discussions Module 7 Israel fought major wars against the Arabs in 1948, 1956, 1967, and 1973. Describe each of these wars in detail. Which of these four wars do you consider to have been the most important? Module 8 During the first Gulf War, named Desert Storm, some people thought that the ceasefire at Aswan was premature and that the Coalition forces should have marched on to Baghdad. During the second Gulf War, named Operation Iraqi Freedom, that actually happened. Compare the two wars from an operational and political perspective. Why did the Arab Spring follow these wars?
Essay Assignments Each essay should be 500+ words, single-spaced in a 12-point font, and conform in style to include parenthetical citations and footnoted references. (5000 words total) Essays should demonstrate understanding and thoughtful reflection on a topic that speaks to the mission of this course. That is, it should reflect your ability to place the topic into the context of daily life. Module 1 The Greater Middle East/Gulf region is traditionally considered one of the most important geostrategic areas of the world. Please briefly summarize the region’s global importance by answering only 1 of the following 2 points: 1. Explain how the Greater Middle East/Gulf is shaped by its various regional geographies (Middle East vs. Gulf vs. North Africa, Fertile Crescent vs. deserts), and its geo-economic importance (oil vs. international trade routes or nomadism and agriculture vs. urbanism and industrialization). 2. Explain the key historical-political factors that shape the Greater Middle East/Gulf (Muhammad’s Islamic religion; Arab unity under 3 empires from 700 to 1918 A.D.; Arab divisiveness and political rivalry under national governments since the 1930s; the Super-Powers’ influence in the region during the Cold War; and the reasons for the 50 years-long Arab-Israeli conflict). Module 2 Explain, in detail, the following: What are the religious roots Muhammad used to craft Islam? How did Muhammad obtain religious and political success in uniting the factional Arab tribes? How did Muhammad convert non-Arabs to Islam? Module 3 Explain, in detail, the following: Why did Islam and the Arabs succeed in spreading throughout the Greater Middle-East/Gulf against the Byzantines and Persians? What were the military successes of the Omayyad and Abbasids Arab Empires? Module 4 – Midterm Exam Explain, in detail, the following: Why did the Abbasids Arab Empire collapse and the Greater Middle-East/Gulf region fragment under the onslaught of internecine fights and invasions by Seljuk-Turks, Christian Crusaders and Essay Assignments especially the Mongols? Module 5 Explain the following: What were the reasons for the military successes of the Ottoman-Turks in creating a third (but non-Arab) Islamic empire re-uniting the Greater Middle-East/Gulf region, and what type of relations did the Turks have towards their non-Turkish subject populations and minorities (Arabs, Balkan and Middle-Eastern Christians, Armenian Christians, Jews, Kurds, Persians)? Module 6 Please answer only 1 of the following 2 points: 1. Describe the various geo-strategic, military and religious policies used by the European Great Powers (Austria, Russia, France, Great Britain, Italy) to annex key Turkish provinces and ultimately partition and destroy the declining Ottoman-Turkish Empire (1700s-1919). 2. Describe the Ottoman-Turkish Empire’s repression policies against secessionist minorities (Greek-Balkan Christians, Armenian Christians, Assyrian Christians) and non-Turkish subject Muslim populations (Arabs and Kurds) in the 1820s-1918. Module 7 Please answer only 1 of the following 2 points: 1. Briefly explain the key religious beliefs of Judaism, and how the Diaspora cast Jews in socio religious seclusion and persecution amidst their host Christian and Muslim countries throughout the centuries ending with the Holocaust. 2. Briefly explain Zionism as an ideology (with its five points from the 28th Zionist Congress in Jerusalem in 1968) and its role during World War I (1914-18) and World War II (1939-45) in helping create Israel as a Western state (combining kibbutz, secular vs. religious Jews and Jewish immigration). Module 8 – Final Exam Choose one topic below and write an essay (approximately 1500 words). 1) Define the term “Arabs” and its relationship to pan-Arabism (nationalism) by distinguishing between the Muslim world and the Arab world. Mention also Nasser and Saddam Hussein as nationalist pan-Arab leaders. 2) Explain the Jewish “Diaspora”, history of Zionism, its five points (adopted by the 28th Zionist Congress in Jerusalem in 1968) and impact of both World War I (1914-18) and World War II Essay Assignments with the Holocaust on the creation of Israel. 3) Describe the fall of the Ottoman Empire during World War I vs. Arab nationalism, the myth of an independent Arab state (Lawrence of Arabia) and rival Jewish-Arab claims on the Great Powers’ Mandate system of the League of Nations (Mandates A and Palestine). 4) Explain both Palestinian/Arab and Israeli views on the Middle East conflict and the key ArabIsraeli Wars: 1948 Independence of Israel, 1956 Suez Canal War, 1967 Six Days War and 1973 Yom Kippur War. 5) Describe Palestinian/Arab views on the Middle-East conflict, Jewish Settlements and ”Occupied Lands” (West Bank, Gaza, Golan, East Jerusalem) and how has Palestinian terrorism (from the revolutionary PLO to Islamist Hamas) shaped Israel’s domestic security vs. any ArabIsraeli Peace Process. Has the “Fence” stopped Palestinian terrorism and shaped the future borders in a “Two-States Solution” between Israel and Palestine? 6) Describe “Islamism” vs. Islamic Fundamentalism in relation to Iran’s 1979 Islamic Revolution and Islamic Terrorism/insurgencies (Afghanistan, Al-Qaeda) vs. Western security after the “9/11” terrorist attacks in the U.S. and later ones in Europe and Israel. Discuss the U.S./Coalition in the Gulf against Iran (1980s) in the Two Gulf Wars against Iraq (1990-91, 2003), Two Afghan Wars (1979-89, 2001-current) and the destabilization of Pakistan.
Saint Leo University HTY233 The Modern Middle East Course Description: A study of the social, political, religious and economic forces present in the modern Middle East, with emphasis on the period since World War I, Arab-Israeli conflict, and oil. Prerequisite(s): None Textbook: Goldschmidt Jr., A. and L. Davidson. A Concise History of the Middle East. 10th ed. Boulder: Westview Press, 2013. Print. ISBN: 978-0-8133-4821-6 Course Objectives: By the end of the course, the student should be able to:  Demonstrate an understanding of the history of the Greater Middle East from the time of Muhammad to the present;  Demonstrate an understanding of both sides of issues related to the Arab-Israeli conflict and the U.S. interventions in Iraq and Afghanistan, plus other controversial regional issues;  Demonstrate an understanding of the basic tenets of Islam as a religion;  Demonstrate an understanding of daily life in the Greater Middle East;  Develop skills in reading, plus oral and/or written communication on these issues. Core Values: Excellence: Saint Leo University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision and goals. In HTY233, students will develop accurate information about the Middle East and an ability to analyze this information with the highest standards. Respect: Animated in the spirit of Jesus Christ, we value all individuals' unique talents, respect their dignity and strive to foster their commitment to excellence in our work. Our community's strength depends on the unity and diversity of our people, on the free exchange of ideas and on learning, living and working harmoniously. In HTY233, students will learn respect for another culture and civilization that has become a critical part of the world. Evaluation: Grading will be evaluated in the following manner: Graded Assignments Essays (6 x 100 pts) Discussions (6 x 25 pts) Midterm essay exam Final essay exam Total Points 600 150 150 150 1050 1 Percent 60 20 10 10 100% Grade Distributions: Grade A AB+ B BC+ C CD+ D F Score 94-100% 90-93% 87-89% 84-86% 80-83% 77-79% 74-76% 70-73% 67-69% 60-66% <60% Assignments: a) Essays Saint Leo University is committed to a well-rounded liberal education for each student. A part of such training requires adequate writing skills; thus, students will be required to write essays on an instructorapproved topic of the student's choice. The essays should be 500+ words, single-spaced in a 12-point font, and conform in style to include parenthetical citations and footnoted references. The essays should demonstrate understanding and thoughtful reflection on a topic that speaks to the mission of this course. That is, it should reflect your ability to place the topic into the context of daily life. Essays will be graded on the basis of content, clarity and overall quality of work. Essays are the main component of this course. b) Midterm and Final Essays Essays are drawn from a selection of topics already discussed during the class (non-cumulative). c) Discussions Students are required to interact to one threaded discussion question posted in Modules 1-3 and 5-7.  Post a response (2 paragraphs minimum) to the discussion question in each module. A good response must be completed on time and provide a well-thought-out response which adds content to the discussion (information from other sources, examples, questions to other students, etc.)  Respond to a minimum of 2 classmates (minimum of 1 paragraph)  Most initial answers will be due by Thursday 11:59 pm EST/EDT, and most responses to others will be due by Sunday 11:59 pm EST/EDT (see the calendar for all due dates). In online courses, students seek interaction with other students and the instructor. Since there is no faceto-face meeting, this interaction impacts the effectiveness of learning online. As such, class participation is essential and will account for a significant part of your grade. Plan to contribute to every discussion topic with "quality" contributions to express clear thinking and demonstrate relevance to the discussion. This always involves more than just writing "I agree." In summary, three responses will be graded within each discussion. Each student must post one answer to the question, as well as responses to at least two other students in order to earn full points for that discussion. Three posts per discussion is only a minimum, but the instructor would really like to see more! The instructor also really likes to see students ask each other questions within the discussions (hint, hint!).  Due dates for the initial postings and responses to others will be strictly enforced.  No credit will be given to any responses posted after the next Module opens, unless authorized by the Instructor. 2 Turnitin.com: This is a writing-intensive course. All students must use the website www.Turnitin.com for submission of course work and assignments as directed by the instructor. Turnitin.com is a plagiarism identification service that can also assist students with term paper reference methodology. The Turnitin.com tool compares your writing against all published sources, and also checks against previous classes’ written works.  The course ID and password will be made available to you by the first week of class.  A plagiarized document will result in a minimum penalty of an “F” for the paper (zero points).  Please read the Academic Honesty information below. Late Policy: All work must be submitted on time. Exceptions must be documented and acceptance is at the discretion of the faculty member. Attendance Policy: Students are expected to view the course modules in the week they are offered, and to log onto the course often enough to remain abreast of any communications from the instructor. It is the student’s responsibility to be aware of what is happening in the class online. Students with Disabilities: Saint Leo University is committed to a policy which provides an equal opportunity for full participation of all qualified individuals with disabilities in accordance with the Americans with Disabilities Act. Appropriate academic accommodations and services are coordinated through the Office of Disability Services. Students with disabilities who require accommodation should contact the office as soon as possible via email: ADAOffice@saintleo.edu or telephone: (352) 588-8464. For additional information, students may access the Policy and Procedure Manual through the Saint Leo website. Academic Honor Code: The Academic Honor Code is published in its entirety in the Saint Leo University Catalog. The first paragraph is quoted below: Saint Leo University holds all students to the highest standards of honesty and personal integrity in every phase of their academic life. All students have a responsibility to uphold the Academic Honor Code by refraining from any form of academic misconduct, presenting only work that is genuinely their own, and reporting any observed instance of academic dishonesty to a faculty member. It is the responsibility of every member of the faculty and student body to cooperate in supporting the Honor Code. Academic misconduct includes but is not limited to the following categories: Cheating  Providing or receiving academic work to or from another student without the permission of the instructor/professor.  Buying or selling academic work.  Violating test conditions.  Forging academic documents.  Copying computer programs. Plagiarism  Stealing and passing off the ideas and words of another as one's own or using the work of another without crediting the source whether that source is authored by a professional or a peer.  Submitting an article or quoted material from a periodical or the internet as one’s own.  Retyping or re-titling another student's paper and handing it in as one’s own.  Intentionally or unintentionally failing to cite a source. 3 Complicity  Helping another student commit an act of academic dishonesty. Misrepresentation  Resubmitting previous work, in whole or in part, for a current assignment without the written consent of the current instructor(s).  Having another student complete one’s own assignments, quizzes, or exams.  Lying to a professor.  Fabricating a source. Please refer to the Saint Leo University Academic Catalog for more information on the Honor Code and procedures for adjudication. Protection of the Academic Environment: Disruption of academic process is the act or words of a student in a classroom or online environment which in the reasonable estimation of a faculty member (a) directs attention away from the academic matters at hand, such as distractions, persistent, disrespectful or abusive interruptions of academic discussions, or (b) presents a danger to the health, safety or well-being of the faculty member or students. Education is a cooperative endeavor, one that takes place within a context of basic interpersonal respect. We must therefore make the learning environment conducive to the purpose for which we are here. Disruption, intentional and unintentional, is an obstacle to that aim. We can all aid in creating the proper environment, in small ways and in more fundamental ways. So, when we speak in class, we can disagree without attacking each other and no one speaks in a manner or of off-topic content that disrupts the class. Any violation of this policy may result in disciplinary action. Please refer to the Student Handbook for further details. Cannon Memorial Library Resources for Center for Online Learning Courses: Cannon Memorial Library Librarians are available during reference hours to assist you. To contact the librarian on duty, please call 1.800.359.5945 or email reference.desk@saintleo.edu. Reference Hours** Monday to Thursday 9 AM—10 PM Friday 9 AM—5 PM Saturday/Sunday 10 AM—6 PM **Subject to change. Click the Ask a Librarian link on the Cannon Memorial Library homepage for current information. Web Address (URL) http://www.saintleo.edu/Academics/Library Online Catalog (All Books, eBooks, and Media) SLU students, faculty and staff may borrow books from Cannon Memorial Library through the online catalog. Use the Library Catalog link under Find Info on the library’s homepage to access the catalog. Books you can check-out have Location=Cannon Library, Second Floor and Status=Available. Use the Interlibrary Loan link under Services on the library’s homepage to place your request. Online Library Resources (Articles and eBooks) Saint Leo provides an array of online article databases and eBook collections that support your classes. Use the Databases link under Find Info on the Cannon Memorial Library homepage to access the online resources. CQ Researcher………………..…..….. (In-depth topical analysis by Congressional Quarterly) 4 Dissertations and Theses……..…..…. (A database of published Dissertations and Theses, including those from Saint Leo University) EBSCO ………………………………… (Comprehensive all-subject database, includes Business Source Premier, Academic Source Premier, ERIC, ATLA) Literature Resource Center……..….... (Comprehensive source for literary topics, includes Twayne Authors) Newsbank: America’s Newspapers…. (625 U.S. newspapers) ProQuest……………………………….. (Comprehensive all-subject database, includes ABI/Inform Global) PsycINFO………………………………. (APA abstracts and indexing for psychology subjects) Westlaw………………………………… (Comprehensive legal resource) Wilson…………………………………... (Includes Education, Science, Humanities, & Business indexes) Supplemental Library Resources Saint Leo encourages students to obtain a public library borrowing card at their earliest convenience. Many state libraries grant public library cardholders free remote access to multiple online databases containing full-text articles. For further information, contact your local public library. To find updated links to all state libraries, as well as public libraries, law libraries, and college libraries in your area, go to http://www.publiclibraries.com/. Library Tutorial The University strongly encourages all students to review the instructional tools. These tools can be accessed by clicking the links under Get Help. By learning to become more proficient researchers, students will also enhance their academic success. Please review the Library Tutorial by clicking the link under Get Help on the library’s homepage and complete the online test which will prepare you for utilizing the library's resources and services. A score of 70 or higher is necessary to pass. Please allow yourself 15-20 minutes to take the test. Additional Assistance: Technical questions concerning the course should be addressed to the eCollege Help Desk by clicking the Tech Support button in the upper right corner of the Course Home page. 5 MODULE 1 Modern Middle East: Lands of Contradictions, Violence and Faith Outcomes: After completing this module the student will be able to:  Define the historical and geographical background of the Greater Middle East/Gulf region compared to the economic impact of oil in world affairs.  Discuss the current political, economic and social realities of the Greater Middle East/Gulf, including its different types of governments.  Explain the historical and religious attachments of Jews to the “Holy Lands” once called “Palestine.”  Explain the historical and religious attachments of Christians to the “Holy Lands” once called “Palestine.”  Explain the historical and religious attachments of the Arabs and Muslims to the “Holy Lands” once called “Palestine.”  Explain how the World Powers were traditionally interested in the Middle East/Gulf from 1700s to today. Assignments: Items to be Completed: Post introduction to the Discussion Board Read Chapters 1 and 2 Post initial response to the discussion question Post responses to at least two classmates Submit essay assignment Due no later than: Thursday 11:59 PM EST/EDT Thursday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT MODULE 2 Middle Eastern History, Muhammad, Islam and the Religious Divides Outcomes: After completing this module the student will be able to:  Explain the historical origin of the Islamic faith, and its evolution.  Discuss the Prophet Muhammad’s life and politico-religious profile.  Explain the principles of the Islamic faith, five pillars, duties and prohibitions.  Briefly illustrate the historical background of the Islamic faith and the religious-ethnic divisions between Sunni Muslims and Shi’a Muslims vs. Arabs and Muslims.  Explain Pan-Arabism and Arab nationalism as secular political movements.  Analyze how Islam and Muslim world treated Christians, Jews and Infidels (Non-Muslims, Baha’i, Druze, Atheists and Converts). Assignments: Items to be Completed: Read Chapters 3 and 7 Post initial response to the discussion question Post responses to at least two classmates Submit essay assignment 6 Due no later than: Thursday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT MODULE 3 Islam’s Global Expansion: The Ommayad and Abbasid Empires Outcomes: After completing this module the student will be able to:  Illustrate the historical global spread of the Islamic faith and impact upon 1.2 billion people (Middle East, Gulf, North Africa, Western Africa, Central Asia, Balkans, Iberian Peninsula, Indian sub-continent, Southeast Asia and converts in Europe and North America).  Distinguish between the Muslim world and the Arab world.  Explain the cultural achievements of the “Golden Age” (750-1000 AD) in philosophy, mathematics, literature, architecture, sciences and geography.  Explain the historical roots of the politico-religious split between Sunni Islam and Shi’a Islam.  Describe the Kurds of Kurdistan (political division between Turkey, Iraq, Iran and Syria), Druze; 'Alawites; Assyrian/Chaldean/Syriacs and Baha’i.  Relate religious sectarianism to recent civil wars in Lebanon, Iraq, and Afghanistan. Assignments: Items to be Completed: Read Chapters 4, 5, and 6 Post initial response to the discussion question Post responses to at least two classmates Submit essay assignment Due no later than: Thursday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT MODULE 4 Islam’s Global Expansion: The Ottoman-Turkish Empire Outcomes: After completing this module the student will be able to:  Explain background origin, profile and meaning of Judaism.  Illustrate background, origin, profile and meaning of Christianity.  Describe background and meaning of the Muslim faith in relation to the politico-religious split between Sunni Islam and Shi’a Islam.  Describe the Kurds of Kurdistan (political division between Turkey, Iraq, Iran and Syria), Druze; 'Alawites; Assyrian/Chaldean/Syriacs and Baha’i.  Explain the liberation of Spain and Portugal from Arab rule (“Reconquista”) compared to the Christian Crusades to liberate the “Holy Lands” vs. the later Muslim reconquest under Suleiman the Great.  Explain the origins, rise and decline of the Ottoman-Turkish Empire (1300s-1918) in the “Greater Middle East/Gulf” and its system of government and relation with oppressed ethnic groups (Armenians, Balkan Christians). Assignments: Items to be Completed: Read Chapters 8 and 9 Submit Midterm essay Due no later than: Sunday 11:59 PM EST/EDT 7 MODULE 5 Europe’s Great Powers and a Declining Ottoman-Turkish Empire Outcomes: After completing this module the student will be able to:  Describe the decline of the Ottoman Empire (“Sick Man of Europe”).  Describe the Great Powers’ interventions against the Ottoman-Turkish Empire since the Greek Independence War (1820s-30), Crimean War (1854-56) and 1877 Russo-Turkish War and 1878 Congress of Berlin.  Describe Christian anti-Turkic secessionism in the Balkans (1920s-1913).  Explain the failed Westernization of the Ottoman Empire vs. Pan-Turkism.  Illustrate the rise of an independent Modern Egypt in relation to the Ottoman-Turkish Empire and the European Great Powers (1815-82).  Describe the rise of Modern Persia/Iran. Assignments: Items to be Completed: Read Chapters 10 and 11 Post initial response to the discussion question Post responses to at least two classmates Submit essay assignment Due no later than: Thursday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT MODULE 6 Zionism, Arab Nationalism, World War I and League of Nations Outcomes: After completing this module the student will be able to:  Explain the “Diaspora”, history of Zionism, its five points (adopted by the 28th Zionist Congress in Jerusalem in 1968) and impact of World War I (1914-18).  Explain the 1907 Young Turks’ Revolution, Pan-Turkism and German influence vs. the 1911 Italo-Libyan War and 1912-12 Balkan Wars.  Describe the fall of the Ottoman Empire during World War I vs. Arab nationalism, the myth of an independent Arab state (Lawrence of Arabia) and rival Jewish-Arab claims on Palestine.  Describe Turkey’s 1916 genocide of the Armenians and today’s Kurdish problem vs. the Greek-Turkish War (1920-21) and ethnic-cleansing of Greeks in the 1920s and 1950s.  Describe the Great Powers’ colonization plans during World War I and Mandate system of the League of Nations (Mandates A and Palestine).  Describe Modern Turkey under Kemal Atatürk, the independence of Modern Arab states (1930s-40s) and Persia/Iran under the Pahlavis Shahs. Assignments: Items to be Completed: Read Chapters 12, 13, and 14 Post initial response to the discussion question Post responses to at least two classmates Submit essay assignment 8 Due no later than: Thursday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT MODULE 7 World War II, Zionism, Holocaust, Israel Reborn and Arab-Israeli Wars Outcomes: After completing this module the student will be able to:  Analyze the creation of Israel as a Western state, kibbutz, secular vs. religious Jews and Jewish immigration (Ashkenazi, Sefardim, Russian Jews, Ethiopian Jews).  Explain key Arab-Israeli Wars and compare the 1948 Independence of Israel with the 1956 Suez Canal War.  Explain key Arab-Israeli Wars comparing the 1967 Six Days War and 1973 Yom Kippur War.  Describe both Palestinian/Arab and Israeli views on the Middle East conflict, Jewish Settlements and ”Occupied Lands” (West Bank, Gaza and Golan) and the role of Jerusalem for both communities.  Explain how Palestinian terrorism (from the revolutionary PLO to Islamist Hamas) shaped Israel’s domestic security vs. any Arab-Israeli Peace Process.  Explain how the “Fence” stopped Palestinian terrorism and shaped the future borders in a “Two-States Solution” between Israel and Palestine? Assignments: Items to be Completed: Read Chapters 15, 16, and 17 Post initial response to the discussion question Post responses to at least two classmates Submit essay assignment 9 Due no later than: Thursday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT Sunday 11:59 PM EST/EDT MODULE 8 Terrorism, Arab-Israeli Peace Initiatives, and Regional Wars in the Gulf and Afghanistan Outcomes: After completing this module the student will be able to:  Define the term “Arabs” and its relationship to pan-Arabism (nationalism).  Contrast Palestinian terrorism and political nationalism by the PLO (1950s– 90s), Islamic fundamentalists (Hamas and Islamic Jihad) and Palestinian authority (1990s–present) vs. Israel’s “Fence.”  Define “Land for Peace” and “Two-States Solution” in Arab-Israeli Peace Processes (Camp David I; the failed Camp David II; Oslo).  Define “Islamism” vs. Islamic Fundamentalism in relation to Iran’s 1979 Islamic Revolution and Islamic Terrorism/insurgencies (Afghanistan, AlQaeda).  Discuss the meaning for Western security of the “9/11” terrorist attacks in the U.S. and similar ones in Europe and Israel (the U.S., Great Britain, France and Israel have nuclear bombs) vs. an “Islamic” nuclear bomb (Iraq in 199091, Iran in 2000s and Pakistan since the 1990s).  Discuss the U.S./Coalition in the Gulf against Iran (1980s) in the Two Gulf Wars against Iraq (1990-91, 2003), Two Afghan Wars (1979-89, 2001current) and the destabilization of Pakistan. Assignments: Items to be completed: Read Chapters 18, 19, 20, and 21 Final essay Due no later than: Sunday 11:59 PM EST/EDT 10

Tutor Answer

ALWAYSORIGINAL
School: UCLA

Here is module 1 essay prompt 1 and I will upload the discussion for this week that is due tomorrow i believe today as well so you can get this weeks work posted and not have to worry about, again, when the time is up (because you can't withdraw before then) please place a withdraw for this question and get your money back (week 1 is complete) you only need to find help for remaining weeks (free of charge-1st weeks work) sorry for all of this but really do not want to be bothered with the whole book thing I didn't know you didn't have the book but i have the text for the other class so we are good together on that one :)

Module 1 Essay: Prompt 1

Instructor

Class

Date

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In the beginning, the Middle East was derived from a European perspective and was also
referred to regions that were known as Ottoman in which was from the control of the Balkans
towards the border of Iran. This term was presented in the earlier twentieth century and also
included the regions that surrounded the Persian Gulf (Davidson, 2013). Afterwards, the WWII
became the more dominant term utilized to coin the entire region. The Middle East is divided
into different zones, which includes the mountains and deserts. There are six zones in total, and
all zones are geographically diverse while having a significant impact on how the development
of cultural traditions came into rising (Davidson, 2013). Islam is the primary religion...

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Anonymous
Top quality work from this guy! I'll be back!

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