692

Regional Conflicts

Vocabulary Builder

3

3

SECTION

Step-by-Step Instruction

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.

Prepare to Read

Build Background Knowledge

Review the key historical issues that affected the modern Middle East.

(inde-pendence from colonial powers, the forma-tion 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

■

WITNESS HISTORYWITNESS 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

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 Definition and Sample Sentence

diverse, p. 695

adj.

multiple, varied, differentBecause Molly keeps such a

diverse

mix of pets, friends tease that she runs a farm.

L3

L3

33

Objectives• Understand why Arabs and Israelis fought over

land.• Explain why civil war ravaged Lebanon.• Outline Iraq’s long history of conflict.

Conflicts in the Middle East

Terms, People, and Placesoccupied territoriesYasir ArafatintifadaYitzhak RabinJerusalemmilitia

Saddam Husseinno-fly zoneweapons of mass

destruction (WMDs)insurgent

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.

For decades, the Middle East has been the focus of conflicts thathave had a global impact. The Middle East commands vast oilresources and key waterways such as the Persian Gulf. During theCold War, both the United States and the Soviet Union wantedaccess to the oil and the waterways. Since the end of the Cold War,Western nations have acted to prevent regional powers from inter-fering with the region’s oil supply. Meanwhile, the persistent dis-pute between Israelis and Palestinian Arabs has added to tensions.

Arabs and Israelis Fight Over LandModern Israel was established in 1948 in accordance with theUnited Nations Partition Plan. The Palestinian Arabs regardedthe UN action as illegitimate and rejected the state offered tothem. Conflicting claims to this land led to repeated violence. Afterthe 1948 war that followed Israel’s founding, Israel and its Arabneighbors fought three more wars, in 1956, 1967, and 1973. Inthese 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, inresponse to hostility by its neighbors, Israeli forces took control ofterritories occupied by Jordan and Egypt since 1948, including theWest Bank, East Jerusalem, and the Gaza Strip. They also tookcontrol of the Sinai Peninsula from Egypt and the Golan Heightsfrom Syria. In 1973, these nations attacked Israel on Yom Kippur,one of the holiest days of the Jewish year.

An Israeli soldier and a Palestinian Arab pass each other in the street.

Two Peoples Claim the Same LandMany 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.

“On that day the LORD made a covenant with Abram, saying, ’To your descendants I give this land. . . .’”

—Genesis 15:18

“He [Allah] has chosen you and has placed no hardship on you in practicing your religion—the religion of your father Abraham.”

—Quran 22:78

Focus Question What are the causes of conflict in the Middle East?

WITNESS HISTORYWITNESS HISTORY AUDIO

Middle Eastern Conflicts

•

•

Iraq

•

•

Lebanon

• 1948: Israel is founded•

Arab-IsraeliConflict

_ _ _ _ g y, y ,

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Chapter 20 Section

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693

Solutions for All Learners

Teach

Arabs and Israelis Fight Over Land

Instruct

■

Introduce

Point out that the photo-graph 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 Mus-lims. Strong feelings of religious enti-tlement 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 Terri-tories.

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 circum-stances 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 Info-graphic on the next page. Have stu-dents complete the interactivity and then answer the questions in the text.

L1

Special Needs

Answer

Caption

Sample: Because people care deeply about their religion, they may be less likely to compromise on issues of claims to religious sites.

L2

Less Proficient Readers L2

English Language Learners

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.

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

L3

In the 1973 war, Arabs failed to regain the regions they had lost toIsrael, called by Palestinians the occupied territories. Israel’s govern-ment later helped Jewish settlers build homes in settlements in these ter-ritories, causing more bitterness among the Palestinians.

Palestinian Attacks Bring Israeli Response For decades, the Pales-tinian 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 homeand abroad. The PLO gained world attention with airplane hijackingsand the killing of Israeli athletes at the 1972 Olympic games.

In 1987, Palestinians in the occupied territories started to resist Israelwith intifadas, or uprisings. Demanding an end to Israeli occupation,young Palestinians stoned and fired on Israeli troops. Suicide bombersblew up buses, stores, and clubs in Israel, killing many civilians. Israelresponded by sealing off and raiding Palestinian towns and targeting ter-rorist leaders. Many Palestinian civilians lost their lives in these raids.

Seeking Peace Despite the violence, the United States, the UN, andother nations pushed for peace. Golda Meir, Israel’s first woman primeminister, was planning peace talks when Arab nations attacked in 1973.As you have read, Israel and Egypt signed a peace accord in 1979. Israelthen returned the Sinai Peninsula to Egypt. In 1994, Jordan’s King Hus-sein made peace with Israel. However, talks between Syria and Israelfailed over various issues, including control of the Golan Heights.

In 1993, Yasir Arafat and Israeli Prime Minister Yitzhak Rabin (rahBEEN) signed the Oslo Accords. This plan gave Palestinians in Gaza andthe West Bank limited self-rule under a Palestinian Authority. The PLOrecognized Israel’s right to exist and pledged to stop terrorist attacks onIsrael. Arafat led the Palestinian Authority until his death in 2004.

A City Sacred to ManyJerusalem 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?

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Regional Conflicts

Solutions for All Learners

Independent Practice

■

Have students fill in the Outline Map

Israel and the Occupied Territories

.

Teaching Resources, Unit 5,

p. 54

■

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 Cre-ation of the State of Israel

and complete the worksheet.

Teaching Resources, Unit 5,

p. 50

■

Primary Source

To provide students with one solution to the Israeli-Palestinian conflict, have them read the selection

Sowing “Seeds of Peace” by Sara Rimer

and complete the worksheet.

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 fill-ing in their Outline Maps accurately. Administer the Geography Quiz.

Teaching Resources, Unit 5,

p. 55

L4

Advanced Readers L4

Gifted and Talented

To challenge students to solve historical problems, have them conduct library or Internet research on Pal-estinian 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

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.

INFOGRAPHIC

Conflict has dragged on for years in the region. Palestinian Arabs resent 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.

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.

�

ISRAEL

EGYPT

JORDAN

SYRIA

LEBANON

WestBank

GazaStrip*

GolanHeights

Haifa

Gaza

Jericho

TelAviv

Jerusalem

Ramallah

BethlehemHebron

Elat

DeadSea

Sea ofGalilee

Jord

a nR

iver

Med

i te r

ran

e an

Se

a

Israel, 1949Occupied by Israel after 1967, some areas under Palestinian administration after 1994Israeli troops and civilianswithdrawn, 2005

*

Ongoing Violence Although Arafat’s successor, Mahmoud Abbas (ahBAHS), pledged to stop Palestinian attacks on Israel, violence continued.Fierce divisions split the Palestinian Authority between Fatah, the partyof Arafat and his successors, and Hamas, a radical Islamist group. Hamaswas funded by Iran and rejected Israel’s right to exist. After its impressivevictory in the 2006 Palestinian parliamentary election, Hamas seized con-trol of Gaza in 2007, ousting Fatah supporters.

In response, Israel imposed an economic blockade on Gaza, allowingonly humanitarian aid to enter. Hamas used Gaza as a launching groundfor rocket attacks on Israel. In early 2009, Israeli forces invaded the denselypopulated Gaza Strip to stop the attacks. A short destructive war resultedin high civilian casualties and ended in a shaky ceasefire.

Obstacles to Peace Decades of conflict and mistrust make peace hardto achieve. Many issues pose obstacles. One issue is land claims. Pales-tinians who were forced off their lands in earlier wars want the “right ofreturn,” or the right to resettle on their lands in Israel. Israelis opposethis right, which could overwhelm the Jewish state with large numbersof Palestinians.

A second obstacle to peace is the issue of Jewish settlements in theWest Bank, an area claimed by Palestinians. In the early 2000s, theIsraeli government forced Jewish settlers to leave Gaza. Palestiniansalso insist that Jewish settlers must leave the West Bank.

A third stumbling block is Jerusalem, a city sacred to Jews, Chris-tians, 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 holysites within the city. Palestinians, however, insist that East Jerusalemmust be the capital of any Palestinian state.

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Chapter 20 Section

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History Background

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 Israeli-Palestinian conflict affect the deli-cate balance of power in Lebanon?

(It added Palestinian Muslims to Leba-non, such that they outnumbered Chris-tians. 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 threat-ened Israel. Syria attacked in response.)

How is the Lebanese civil war simi-lar to others you have read about?

(People of different ethnicities and reli-gions 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.

Independent Practice

Ask students to find news articles describing the current situation in Leba-non. Have students write a paragraph comparing recent developments to the sit-uation described in the text. How has it changed? How has Lebanon’s situation remained the same?

Monitor Progress

Read aloud the red heading and the black headings that follow. Ask students to briefly summarize each subsection.

Answers

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 dis-trust and calls for vengeance toward the other side.

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 spiri-tual 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

the legitimate leaders of the Islamic world. Shiites num-ber 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.

L3

Israeli counterattacks in the occupied territories have killed Palestinians, includingsome civilians. Some 20,000 people attended this funeral for Palestinians killed in an Israeli attack.

Lack of development, years of conflict, and corruption have crippledthe economy of the West Bank and Gaza. Mean-while, Palestinian attackshave forced Israel to limit Palestinians’ access to jobs in Israel. Poverty in the West Bank and Gaza Strip has led to desperation among Palestinians.

Some Israelis and Palestinians, suchas 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. �

�

�Economic Output per Person

20,000

15,000

10,000

5,000

0

$19,800

$800 $600

Israel West Bank Gaza

Econ

omic

out

put

per

pers

on (U

.S. d

olla

rs)

SOURCE: CIA World Factbook, 2005

Over time, the Israeli-Palestinian conflict has fueled the anger of radi-cal Islamist groups around the world. The growing popularity of Hamasand Hezbollah, a radical Islamist group based in Lebanon, created moreconflict. These groups reject Israel’s right to exist and condemn its ally,the United States, as well as moderate Arab governments involved in thepeace process.

By the early 2000s, the United States, the European Union, Russia, andthe UN supported a plan known as the “road map” to peace in the MiddleEast. It supports a two-state solution, with peaceful coexistence betweenIsrael and a stable, democratic Palestinian state. To achieve this, it calledfor an end to violence and terrorism. Some Israeli and Palestinian leadersaccepted the plan, while Iran and radical Islamist groups rejected it.

What obstacles have prevented peace between Israel and the Palestinians?

Civil War Ravages LebanonHistorically, Lebanon was a thriving center of commerce. Its populationincluded diverse ethnic and religious groups. After Lebanon won indepen-dence, the government depended on a delicate balance among Arab Chris-tian sects, Sunni and Shiite Muslims, and Druze, people with a religionrelated to Islam. Arab Christians held the most power, but local strongmencontrolled their own districts with private armies.

Growing Tensions By the 1970s, the Arab-Israeli conflict was contrib-uting to problems in nearby Lebanon. As Palestinian refugees fled intoLebanon after each new conflict with Israel, Lebanon’s Muslim popula-tion grew to outnumber Christians. Tensions rose as PLO guerrillas dis-guised as refugees then crossed the border to attack Israel.

Vocabulary Builderdiverse—(dih VURS) adj. multiple, varied, different

Thinking Critically1. 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?

For: Interactive mapWeb Code: nap-3231

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Regional Conflicts

Solutions for All Learners

Iraq’s History of Conflict

Instruct

■

Introduce

Display a current newspa-per describing the situation in Iraq. Then ask students what they know about Iraqi history, including the time prior to Saddam Hussein and the Iran-Iraq 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 stu-dents’ 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.

■

Quick Activity

Display

Color Trans-parency 197: Ethnoreligious Groups in Iraq.

Use the lesson sug-gested in the transparency book to guide a discussion on the reasons that ethnoreligious distribution has contrib-uted 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.

Answer

It added Muslims, such that Muslims outnum-bered Christians. This upset the balance of power among Lebanon’s ethnic groups. It also led to conflict with Israel.

L1

Special Needs

L3

L2

Less Proficient Readers L2

English Language Learners

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

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 stu-dents add explanations in their first language to go with the flashcards. Pair students and have them quiz each other, using the flashcards.

Civil War and Conflict With Israel In 1975, Lebanon was plungedinto civil war. Christian and Muslim militias, or armed groups of citizensoldiers, battled each other. In 1982, Israel invaded southern Lebanon tostop cross-border attacks. Syria occupied eastern Lebanon. UN peace-keepers tried to end the fighting but withdrew after hundreds were killedby suicide bombers. After 16 years, Lebanese leaders finally restoredorder. Beirut, the ruined capital, was slowly rebuilt.

Deep divisions remained in Lebanon. Rival militias controlled differentregions. In 2006, Hezbollah attacked Israel from southern Lebanon, spark-ing a war that lasted just over a month. The war killed civilians in bothIsrael and Lebanon and caused widespread damage across Lebanon.Despite the costs, Hezbollah, backed by Syria and Iran, remained popularamong Lebanon’s Shiite Muslims. In 2008, a new power-sharing agreementwas reached in Lebanon. The agreement increased Hezbollah’s power, butcontained a pledge that no faction would use its weapons within Lebanon.

How did an influx of Palestinians contribute to conflict in Lebanon?

Iraq’s History of ConflictSince the 1950s, ethnic and religious divisions, oil resources, and borderdisputes have led to conflict in Iraq. During the Cold War, the UnitedStates and the Soviet Union competed for influence in Iraq, which hadvast oil reserves and was strategically located on the Persian Gulf.

Iraq was carved out of the Ottoman Empire after World War I. Its pop-ulation included Sunni and Shiite Arabs as well as Kurds. Although Shi-ites formed a majority in Iraq, Sunni Arabs controlled the government.Kurds, who lived in the north, distrusted the government and wantedself-rule. Divisions among these groups fed tensions in Iraq.

The Iran-Iraq War In 1980, Iraqi dictator, Saddam Hussein, tookadvantage of turmoil in neighboring Iran following its Islamic revolutionby seizing a disputed border region. His action sparked a long, costly war.

Iraq used superior weapons and poison gas to stop waves of Iraniansoldiers. After both sides attacked foreign oil tankers and oil fields in thePersian Gulf, the United States sent naval forces to protect shippinglanes. The war ended in a stalemate in 1988. For both Iran and Iraq, thehuman and economic toll was enormous.

During the war, Saddam Hussein brutally repressed a Kurdish revoltin the north. He also used chemical weapons on Kurdish civilians. Hisactions 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 Per-sian Gulf.

The United States saw Saddam’s move not only as illegal, but also as athreat to its ally, Saudi Arabia, and to the oil resources of the region. Itformed an international coalition to drive Iraq out of Kuwait. In the 1991Gulf War, the U.S.-led coalition operated under the UN banner. It quicklycrushed Iraqi forces and freed Kuwait.

Saddam Hussein’s DictatorshipSaddam Hussein, shown here in a propaganda poster in 1982, turned Iraq into a brutal police state, in which critics were tortured and killed.

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697

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 5,

p. 45

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

139

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 213

Adapted Reading and Note Taking Study Guide,

p. 213

Spanish Reading and Note Taking Study Guide,

p. 213

Extend

See this Chapter’s Professional Develop-ment pages for the Extend Online activity on the Israeli-Palestinian Conflict.

Answer

Some Iraqis resented foreign occupation and attacked occupying forces and those cooperat-ing with them; ethnic and religious tensions between Shite Muslims, Sunni Muslims, and Kurds added to the unrest.

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

3.

Both sides feel committed to their land claims.

4.

Arabs and Israelis both consider Jerusa-lem a holy city, and both want to control it.

5.

An influx of Muslim Palestinian refugees upset Lebanon’s ethnic and religious bal-ance 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.

L3

L1 L2

L2

L4

L3

33

Despite defeat, Saddam Hussein remained in power. He brutally crushedrevolts by Shiite Muslims and the minority Kurds. He used torture and ter-ror to impose his will.

Saddam Defies the UN To protect the Shiites and Kurds, the UN setup no-fly zones, or areas where Iraqi aircraft were banned. The UN alsotried to discover if Saddam Hussein was building weapons of massdestruction (WMDs), or nuclear, biological, and chemical weapons. Itimposed economic sanctions on Iraq to limit its oil sales and its use of oilprofits. For years, Saddam Hussein defied the UN.

U.S. Forces Invade After the 2001 terrorist attacks, theUnited States claimed that Saddam Hussein had weapons ofmass destruction and was supporting terrorists. It formed acoalition that invaded Iraq in 2003. Coalition forces toppledSaddam, who was later tried and executed for war crimes bya new Iraqi government.

Backed by U.S. and coalition forces, Shiite, Kurdish, andSunni leaders wrote a constitution and held national elec-tions in 2005. Efforts to rebuild Iraq were hampered by guer-rilla attacks and suicide bombings. Insurgents, or rebels,from rival Shiite and Sunni groups targeted civilians andgovernment workers.

Civil War Threatens Iraq By 2005, ethnic and religiousdivisions had pushed the country to the brink of civil war. TheUnited States and Britain worked to train the Iraqi military and police. In2007, the United States increased troop levels in a “surge” to end the fight-ing. The violence and death tolls declined.

Iraq’s Shiite-led government faced many obstacles. It needed to pro-mote reconciliation among bitterly divided factions. Sunnis claimed thatthe new government failed to represent their interests. Kurds in thenorth still sought autonomy. Much of the country’s oil industry had beendestroyed. An estimated 2 million Iraqi refugees remained outside thecountry.

Despite the troubles, Iraqi leaders grew more confident. They expandedtheir security forces and agreed to a withdrawal of all U.S. troops by 2011.

Why has conflict persisted in Iraq since the defeat of Saddam Hussein?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-3231

Terms, People, and Places

1. What do each of the terms, people, and places listed at the beginning of the sec-tion 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?

Comprehension and Critical Thinking

3. Draw Conclusions Why has the Arab-Israeli 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?

● Writing About History

Quick Write: Make an Outline To write a research report, you need to make an out-line that organizes information that you have gathered. Suppose that you are writ-ing a research report on the Arab-Israeli conflict. Make an outline that organizes the information in this section about that conflict.

Urban Warfare in IraqIraqi 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.

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