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4371-001: POLITICS AND FOREIGN POLICY OF ISRAEL

UNIVERSITY OF TEXAS AT ARLINGTON, DEPARTMENT OF POLITICAL SCIENCE SPRING SEMESTER 2013 COURSE OUTLINE

Professor: Brent E. Sasley Office: 412 University Hall Phone: 817-272-3980 E-mail: bsasley@uta.edu

Class location: 254 Business Building (COBA) Class time: Mon/Wed/Fri, 10:00-10:50am

Office hours: Wednesdays, 11:00-12:00, or by appointment Please note: The best and fastest way to reach me is by email.

COURSE CONTENT AND DESCRIPTION: Albert Einstein argued that the purpose of a university education is not to teach students just facts, but to teach them to think. Within this framework, this course will introduce students to the domestic politics and foreign policy of Israel. To this end it is divided into five sections: Section A focuses on the historical ideas and processes, particularly Zionism, that led to the creation of Israel in 1948. Section B explores Israeli society and the various social groups that interact and contest with each other. Section C examines the main structures and processes in Israeli politics, including its political institutions. Section D considers the shape and objectives of Israeli foreign policy. Section E delves into questions about what it means to be Israel, and how Israel is interpreted. Students will note that the underlying thread tying all these sections together is the question of identity: What is Israeli identity (or, what is Israel)? Where does this identity come from? How do different groups perceive and interpret Israeli identity? How do they work to make their preference the dominant one? It is advisable that students keep up with current developments in Israeli politics. Although this is not a course on current events per se, these will of necessity be part of the class discussions. Students should follow developments by reading on-line Israeli newspaperssuch as Haaretz, The Jerusalem Post, and ynetnews.com. All can be found in English. Other on-line media sources include: The New York Times, the BBC, and CNN.

2 COURSE OBJECTIVES: By the end of the course students will be familiar with the various processes and the norms of interaction within Israeli politics. To meet these goals the course has the following objectives: Identify key concepts used for investigating Israeli society and politics. These will equip us with the appropriate tools for a deeper exploration of contemporary Israel. Describe the historical and contemporary structures, processes, and important actors in Israel. This will provide us with the necessary foundation to develop the rest of the discussion. Explain why current political, security, social, and economic interactions play out the way they do. Building on the previous objective, this takes us into a more in-depth understanding of modern Israel. Think critically about Israeli politics and policy. It is easy to take a stance on a given issue, but more difficult to defend that stance in a logical manner that rests on a judicious, nuanced, and open-minded foundation of understanding. Learning to think critically allows us to do so. Connect this knowledge to a better understanding of politics in general, in any region of the world. By sharpening our critical thinking and analytical skills, we can more effectively take on the problems faced by societies everywhere. FORMAT: The course is conducted within a lecture framework. But class time will be used for general discussions, in order to give students more time to discuss their own ideas and to understand the material through dialogue. Because this is a university course, students are expected to actively participate in class discussions, and are encouraged to question and debate with the instructor and each other on the various issues. This must be done in a productive and civil manner. Personal attacks and polemics will not be tolerated. The purpose of a freer flow of dialogue is to better understand and absorb the materials covered in class, and offensive actions and ideological or political agendas impede this process. Students who engage in such activities will have to leave the class. PowerPoint will be used, but only to provide a skeletal outline of the lectures; students must pay attention to and take notes on what is discussed in class. Otherwise, they will not learn what is necessary for the course and the assignments. The lectures are based in part on the readings, but will not necessarily directly discuss them; it will be assumed that students have done the readings. Both the professor and the students have obligations and responsibilities in this course.

3 My responsibilities include making clear the objectives and material of the course; training students to think critically; returning assignments within a reasonable period of time with adequate comments and suggestions for improvement; treating students with respect and a willingness to hear their opinions and ideas; and keeping my own personal politics out of the classroom. Students responsibilities include taking seriously the purposes and assignments of the course; preparing themselves adequately for the lectures; handing their assignments in on time; treating each other and the professor with respect and a willingness to hear other opinions and ideas; and a readiness to think about the material with an open mind while keeping their own personal politics out of the classroom. Students are also responsible for their own attendance and participation in class. Students who do miss class are responsible for obtaining the material discussed in class from their colleagues. I will not provide notes from lectures or discussions, but I am happy to discuss the material with a student who has already obtained the information. Poor attendance and poor participation will reflect on your final grade. All cell phones, gadgets for listening to music, playing games, or contacting other people, and all similar devices must be turned off prior to the beginning of class. Students who engage in such activities will have to leave the class. Laptops and other electronic devices are acceptable for taking notes, but I reserve the right to prohibit their use if I determine they are being used for other activities. Please note that the syllabus and course content may change, depending on unforeseen circumstances. Any such changes are at the instructors discretion. If there are any changes, they will be announced in class; students then are responsible for knowing whether and when any changes have been made. Communicating by E-mail: Outside of class, email is the best way to reach me. Note that students must use their UTA MavMail account when communicating by email with me. I will not respond to any correspondence sent by a non-UTA email account. Students are responsible for regularly checking their UTA accounts, for information and correspondence both from the university and from me regarding course matters. Please use standard polite greetings and address me not as a close friend but as your professor. Please note that one-line comments or questions are not enough for me to know what you are trying to say: be sure your email provides enough detail and explains the context of your comment or question, including which course you are emailing about.

4 Twitter and Blog Policy: The rapid expansion of social mediaincluding its use by instructors in the classroom has blurred the lines between public and privates lives of professors. Although I firmly believe in a strict separation between my personal preferences and what I teach in the classroom, I am active on Twitter and in blogging, two of the most prominent forms of social media. I consider it necessary, then, to set out a coherent guideline for these media. I use both primarily for analytical commentary, and students who are interested in more discussion and debate on issues related to international relations and Middle East politics are welcome, if they wish, to subscribe to my Twitter feed and blogs. Students are also welcome to respond to any tweets or blog posts. I expect respectful, reasoned responses or posts, without profanity; any violation of these guidelines will result in the student being blocked in the relevant method. I must emphasize that this is not mandatoryit is not even optional in the context of the course. I mention this as a general comment only, in the context of a public domain that now encompasses the university and the classroom. Students grades are not in any way connected to this. REQUIRED READINGS: There are four sources of mandatory readings for this course: Baruch Kimmerling, The Invention and Decline of Israeliness: State, Society, and the Military. Berkeley: University of California Press, 2001. This book is available at the Bookstore, on reserve at the library, and as an eBook through the library catalogue. Journal articles (in PDF form) available through the library catalogue. To access these, log in with your UTA NetID and password to the librarys website. You will have to search for the articles, either through the journal or directly by article title. Library catalogue readings will be referred to as (Library). Journal articles and book chapters available on e-reserve at the library. To access these, log in with your UTA NetID and password to the librarys website (Catalog, then Course Reserves). Library reserve readings will be referred to as (e-reserve).

Specific URLs available on the course Blackboard. To access these, log in with your
UTA NetID and password at <https://elearn.uta.edu/webapps/login/>. Blackboard readings will be referred to as (Blackboard). We will also read throughout the course excerpts from Amos Ozs autobiography, A Tale of Love and Darkness, trans. by Nicholas de Lange. Orlando, Florida: Harcourt, Inc., 2004. Students are not expected to read these ahead of class time.

5 / Select clips from Israeli films and specific videos/recordings of Israeli music will be viewed and listened to in class. ASSIGNMENTS AND GRADE DISTRIBUTION: Test. There will be one in-class test, worth 10% of the final grade, written on Wednesday, February 13. It will cover everything studied from the beginning of the course up to and including on February 11 (all lectures, class discussions, readings, and any other materials included in the course). The format of the test is a single essay section. Students are allowed to use four 3x5 note cards during the test, but no other devices, notes, books, or anything else. Students who are late to the test will not be given extra time to finish. There will be no make-up tests, barring a very serious development or illness. Common but invalid excuses include (but are not limited to): car troubles; visiting friends or relatives; having other work. If there is an illness, students will have to provide a medical notenot one in which a doctor writes that the student confirms he/she was sick, but a detailed note explaining that the doctor knows for a fact that the student was sick on the day of the test and could not be expected to write. Documentation must be provided for any missed test within three school days after the missed test, regardless of the reason, and is subject to verification. Any requests for a deferral must be made before the date of the test for a make-up to be considered, and are at the professors d iscretion. A missed test must be made up within three school days after the date of the original scheduled test. No make-up will be allowed after that, and a grade of zero will be assigned for that test. Writing assignments. Students will write three short papers, each worth 20% of the final grade. Papers are due on Friday, March 1, on Wednesday, April 10, and on Friday, May 3. Each paper is to be 5-8 pages in length, excluding title page and bibliography; going under or over this range will result in a penalty, as the purpose is to learn how to make an argument in a specified amount of space. Each paper will be based on a set of themes from the course: Historical ideas and developments, Israeli society and politics, and Israeli foreign policy. The specific nature of the assignments will be announced in class, well in advance of the due date. Examples of assignments could include: analysis of a reading or comparison of two readings; a particular question about a specific topic studied in a section; and so on. Papers must be typed or word-processed, with Times New Roman and 12-point font; double-spaced; and margins of 1 inch all around or 1 inch on top and bottom and 1.5 inches on left and right. Papers must have the standard format required of a university paper, including title page, proper and consistent citation style, bibliography, and page numbers. The only citation/bibliography style that will be accepted is MLA format . Citations and bibliography must include page numbers. Students should also be sure to keep a copy of their assignments for themselves. Papers must be emailed inhard copies will not be accepted. Papers will be returned to students UTA accounts by email, with comments in the text through the Track

6 Changes feature in Word as well as an attached page of remarks. Note that all papers will be reviewed by a plagiarism-detection program: this is not due to a presumption of guilt but rather is used as a teaching tool. All papers are due at the beginning of class; a paper that is emailed in after class begins will be considered late. Late papers will not be accepted without penalty, unless there is a valid medical excuse and doctors note or evidence of another serious and unavoidable reason. Common but invalid excuses include (but are not limited to): computer, printer, or car troubles; being sick the day the assignment is due; visiting friends or relatives; having other work. Documentation is always required and is subject to verification. Papers emailed in after class begins, but on the same day the assignment is due, will be penalized one percentage point per day off the mark received out of the total worth of the assignment, with an additional percentage point taken off for each additional day the report is late (i.e., 1% per day off whatever grade is given out of 20%). Any requests for an extension must be made before the due date of the assignment. Papers will not be accepted after 3 calendar days after the due date; students will then receive a zero on the assignment. These are research papers, and so research must be based on scholarly sources, which means journal articles, books, and academic reports from well-known research institutes (some of the latter are listed on the library guide for the course). Students must use at least two books and two journal articles in their research for each paper (none of which can be on the course reading list). Dictionaries, lecture notes, encyclopedias (including Wikipedia), and many websites are not acceptable; students are strongly advised to consult with the professor first to find out if a source is suitable or not. Sources containing basic background information (e.g., the CIA World Factbook) and media reports are not scholarly sources; but they are useful for providing empirical evidence for an argument. Students are expected to use proper format, structure, grammar, and citations in all of their assignments; how students make their arguments is as important as what they argue. If a student hands in an assignment that does not meet these standard university requirements, she will be asked to re-submit the assignment with the requisite changes and a penalty. For technical material, see Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertation (Chicago: University of Chicago Press), sixth edition or later; the course Blackboard and the library course guide also have links on citations and bibliographies. Students may also consult the professor for further help. Simulation prep paper. In order to prepare for the simulation that will be conducted in class, each student will submit, independently, a prep paper 4-6 pages in length. The prep paper is worth 10% of the final grade and is due at the beginning of class on Monday, March 25. Given the nature of this assignment, papers will not be accepted after class begins, and there will be no extensions on this assignment. The purpose of this paper is to prepare and familiarize students with their particular party/role. The prep papers will be discussed in greater detail in class.

7 Prep papers must be typed or word-processed, with Times New Roman and 12-point font; double-spaced; and margins of 1 inch all around or 1 inch on top and bottom and 1.5 inches on left and right. Papers must have the standard format required of a university paper, including title page, proper and consistent citation style, bibliography, and page numbers. The only citation/bibliography style that will be accepted is MLA format. Citations and bibliography must include page numbers. Students should also be sure to keep a copy of their assignments for themselves. Papers must be emailed inhard copies will not be accepted. Papers will be returned to students UTA accounts by email, with comments in the text through the Track Changes feature in Word as well as an attached page of remarks. Note that all papers will be reviewed by a plagiarism-detection program: this is not due to a presumption of guilt but rather is used as a teaching tool. These are research papers, and so research must be based on scholarly sources, which means journal articles, books, and academic reports from well-known research institutes (some of the latter are listed on the library guide for the course). Students must use at least two books and two journal articles in their research for each paper (none of which can be on the course reading list). Dictionaries, lecture notes, encyclopedias (including Wikipedia), and many websites are not acceptable; students are strongly advised to consult with the professor first to find out if a source is suitable or not. Sources containing basic background information (e.g., the CIA World Factbook) and media reports are not scholarly sources; but they are useful for providing empirical evidence for an argument. Simulation. In order to give students a more direct understanding of and experience with the politics and politicking of Israel, two classes will be devoted to a simulation of decision-making within and between actors in Israeli politics. These will take place on Monday, March 25 and Wednesday, March 27. Students will be divided into three to five groups, each representing a specific political party in Israel. Students will then engage in a process of discussion, debate, argument, and negotiation in order to construct a coalition government. Simulation details will be provided in class. A debriefing/discussion of the simulation and its results will take place on Friday, March 29. Students will be graded on their participation in the simulation; this activity is worth 10% of the final grade. Simulation activity consists of four elements: vigorous participation in ones group discussions (including the formulation and evaluation of policy options); peer evaluations; contributions to the de-briefing session; and simulation evaluations. Final exam. A final take-home exam, worth 20% of the final grade, will be written at the end of the course. Students will have one week to write the exam: It will be posted on the course Blackboard and accessible at the end of the final class on May 3, and due by Friday, May 10, 12:00pm. The exam will be cumulative, taking into account everything studied from the beginning of the course (class discussions, readings, and any other materials covered in the course). The format of the final exam is a single essay question. Students should not conduct any outside research; their focus should be on the course materials.

8 There will be no make-up exam, barring a very serious development or illness. Common but invalid excuses include (but are not limited to): computer, printer, or car troubles; visiting friends or relatives; having other work. If there is an illness, students will have to provide a medical notenot one in which a doctor writes that the student confirms he/she was sick, but a detailed note explaining that the doctor knows for a fact that the student was sick and could not be expected to write the exam. Documentation must be provided for a missed exam within three days after the missed exam, regardless of the reason, and is subject to verification. Any requests for a deferral must be made before the date of the exam in order to be considered, and are at the professors discretion. A missed exam must be made up within three school days after the date of the original scheduled exam. No make-up will be allowed after three school days, and a zero will be assigned for that grade. Please note that no extra credit work is provided or allowed, regardless of circumstances. Please also note that not completing an assignment and instead reweighting the worth of other course assignments is not an option. ACADEMIC DISHONESTY: Neither the professor nor the university has any tolerance for any form of academic dishonesty. Students who engage in such activities will face serious penalties, ranging from (among others) failure of the assignment, failure of the course, suspension, or expulsion from the university. According to the Regents Rules and Regulations, academic (scholastic) dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. AMERICANS WITH DISABILITIES ACT: The University of Texas at Arlington is committed to both the spirit and letter of federal equal opportunity legislation. As the professor I am required by law to provide reasonable accommodations to students with disabilities, so as not to discriminate on the basis of that disability. It is the students responsibility to inform me of their need for accommodation and to provide an authorized letter certified by the staff in the Office for Students with Disabilities, University Hall 102. Only those students who have officially documented a need for an accommodation will have their request honored. You may contact the Office for Students with Disabilities for more information: (817) 272-3364, or www.uta.edu/disability. DROPPING THE COURSE: Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way

9 through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for nonattendance. The last day For more information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/ses/fao). STUDENT SUPPORT SERVICES: UT Arlington supports a variety of resources and programs to help students develop academic skills, deal with personal situations, and better understand course material. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Maverick Resource Hotline at (817) 272-6107 or resources@uta.edu; or visit http://www.uta.edu/resources. ACADEMIC INTEGRITY: All students enrolled in this course are expected to adhere to the UT Arlington Honor Code: I pledge, on my honor, to uphold UT Arlingtons tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence. I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code. Violators will be disciplined in accordance with University policy, which may result in the students suspension or expulsion from the University. Test: Writing assignments (3): 10% (Wednesday, February 13, in class) 20% each (Due Friday, March 1; Wednesday, April 10; Friday, May 3) 10% (Due Monday, March 25) 10% (Monday, March 25 Friday, March 29) 10% (Due by Friday, May 10, 12:00pm)

Simulation prep paper: Simulation activity: Final exam: GRADING SCALE: A B C D F 80-100% 70-79% 60-69% 50-59% 0-49%

10 COURSE SCHEDULE: Monday, January 14: Introduction to course

Kimmerling, Introduction (pp. 1-15). Wednesday, January 16: Israel: Too unique for comparison?

Michael N. Barnett, The Politics of Uniqueness: The Status of the Israeli Case. In Israel in Comparative Perspective: Challenging the Conventional Wisdom, ed. Michael N. Barnett, 3-25. Albany, NY: SUNY Press, 1996. (e-reserves) Hadag Nahash, The Sticker Song, and Gabe Salgado, Israel from Bumper to Bumper: Stickers Rapped by Hadag Nachash, pp. 9-27. (Blackboard) Section A: Historical Ideas and Processes Friday, January 18: Precursors to Zionism

Rabbi Yehudah Alkalai, The Third Redemption (pp. 103-107) and Rabbi Zvi Hirsch Kalischer, Seeking Zion (pp. 109-114), in Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader. Philadelphia: The Jewish Publication Society, 1997. (e-reserves) Leon Pinsker, Auto-Emancipation (pp. 178-198), in Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader. Philadelphia: The Jewish Publication Society, 1997. (e-reserves) Monday, January 21: Wednesday, January 23: MLK, Jr., DayNo class Precursors to Zionism, cont.

Max Nordau, Speech to the First Zionist Congress (pp. 233-241), in Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader. Philadelphia: The Jewish Publication Society, 1997. (e-reserves) Theodor Herzl, The Jewish State (pp. 201-226), in Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader. Philadelphia: The Jewish Publication Society, 1997. (e-reserves) Friday, January 25: How to write a paper for this class

Purdue Online Writing Lab, Avoiding Plagiarism. (Read sections: Overview; Is it Plagiarism?; Safe Practices; Plagiarism Exercise; all linked on the left side of the page.) (Blackboard)

11 Monday, January 28: Labor Zionism

A.D. Gordon, People and Labor (pp. 369-371; 372-374) and Our Tasks Ahead (pp. 379-383), in Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader. Philadelphia: The Jewish Publication Society, 1997. (e-reserves) Wednesday, January 30: Cultural Zionism

Ahad Haam, The Jewish State and the Jewish Problem (pp. 249-251; 262269), in Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader. Philadelphia: The Jewish Publication Society, 1997. (e-reserves) Ahad Haam, This is Not the Way (The Wrong Way). (Blackboard) Friday, February 1: Revisionist Zionism

Vladimir Zeev Jabotinsky, Evidence Submitted to the Palestine Royal Commission (pp. 557-570), in Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader. Philadelphia: The Jewish Publication Society, 1997. (e-reserves) Vladimir Zeev Jabotinsky, The Iron Wall. (Blackboard) Monday, February 4: Kimmerling, pp. 89-107. Yael Zerubavel, Recovered Roots: Collective Memory and the Making of Israeli National Tradition. Chicago: University of Chicago Press, 1995: Chapter 2 (1336). (e-reserves) Wednesday, February 6: Myths of martyrdom and heroism Construction of a new identity

Dalia Ofer, The Past That Does Not Pass: Israelis and Holocaust Memory. Israel Studies 14, no.1 (Spring 2009): 1-35. (Library) Friday, February 8: Kimmerling, pp. 56-84. Gershon Shafir, Land, Labor and The Origins of the Israeli-Palestinian Conflict, 1882-1914, updated ed. Berkeley: University of California Press, 1996: 78-90. (ereserves) Politics in the Yishuv

12 Monday, February 11: After 1948: Building the state

The Declaration of the Establishment of the State of Israel (1948). (Blackboard) Law of Return 5710-1950. (Blackboard) Nathan Yanai, Ben-Gurions Concept of Mamlahtiut and the Forming Reality of the State of Israel. Jewish Political Studies Review 1, no.1-2 (Spring 1989): 151177. (e-reserves) Wednesday, February 13: Section B: Israeli Society Friday, February 15: Ethnicity in Israel Test (in class)

Kimmerling, Chapter pp. 112-121. Monday, February 18: Ethnicity in Israel, cont.

Sami Shalom Chetrit, Mizrahi Politics in Israel: Between Integration and Alternative. Journal of Palestine Studies 29, no.4 (Autumn 2000): 51-65. (Library) Wednesday, February 20: Kimmerling, pp. 136-172. Friday, February 22: Religion in Israel Ethnicity in Israel, cont.

Rabbi Abraham Isaac Kook, The Land of Israel (pp. 416-422) and Lights for Rebirth (pp. 427-431), in Arthur Hertzberg, ed., The Zionist Idea: A Historical Analysis and Reader. Philadelphia: The Jewish Publication Society, 1997. (ereserves) Chaim I. Waxman, Religion in the Israeli Public Square. In Jews in Israel: Contemporary Social and Cultural Patters, eds. Uzi Rebhun and Chaim I. Waxman, 221-239. Hanover: Brandeis University Press, 2004. (e-reserves) Monday, February 25: Religion in Israel, cont.

Kimmerling, pp. 121-129; 130-133; Chapter 6 (pp. 173-207). Wednesday, February 27: No class

13 Friday, March 1: Writing Assignment #1 due Religion in Israel, cont.

Kimmerling, pp. 107-111. Etta Bick, A Clash of Authority: Lay Leaders and Rabbis in the National Religious Party. Israel Affairs 13, no.2 (April 2007): 401-417. (Library) Monday, March 4: Kimmerling, pp. 133-136. Benyamin Neuberger, The Arab Minority in Israeli Politics 1948 -1992From Marginality to Influence. Asian and African Studies 27, no.1-2 (March-July 1993): 149-169. (e-reserves) Wednesday, March 6: Kimmerling, pp. 41-45. Adel Mana, Identity in Crisis: The Arabs in Israel and the Israel-PLO Agreement. Arab Politics in Israel at a Crossroads, ed. Elie Rekhess, 79-86. Syracuse: Syracuse University Press, 1997. (e-reserves) Friday, March 8: Nationality in Israel, cont. Nationality in Israel, cont. Nationality in Israel

Ilan Peleg and Dov Waxman, Israels Real Arab Problem. The Jewish Daily Forward, June 14, 2011. (Blackboard) The National Committee for the Heads of the Local Arab Authorities in Israel, The Future Vision of the Palestinian Arabs in Israel (2006). (Blackboard) Monday, March 11: Wednesday, March 13: Friday, March 15: Spring breakNo class Spring breakNo class Spring breakNo class

Section C: Political Institutions and Politics Monday, March 18: Political parties and elections

Yaacov N. Goldstein, Labour and Likud: Roots of their Ideological-Political Struggle for Hegemony over Zionism, 1925-35. Israel Affairs 8, no.1-2 (Autumn 2001-Winter 2002): 79-90. (Library)

14 Wednesday, March 20: Political parties and elections, cont.

Colin Shindler, Likud and the Search for Eretz Israel: From the Bible to the Twenty-First Century. Israel Affairs 8, no.1-2 (Autumn 2001-Winter 2002): 91117. (Library) David Koren, Arab Israeli Citizens in the 2009 Elections: Between Israeli Citizenship and Palestinian Arab Identity. Israel Affairs 16, no.1 (January 2010): 124-141. (Library) Friday, March 22: Political parties and elections, cont.

Brent Sasley, Of Phobias and White Knights. Open Zion, November 2, 2012. (Blackboard) Monday, March 25: Simulation prep paper due Simulation Simulation Simulation de-briefing and discussion Israel as a Jewish state (?)

Wednesday, March 27: Friday, March 29: Monday, April 1:

Sammy Smooha, The Model of Ethnic Democracy: Israel as a Jewish and Democratic State. Nations and Nationalism 8, no.4 (October 2002): 475-503. (Library) Section D: Israeli Foreign Policy Wednesday, April 3: Security policy as foreign policy

Kimmerling, Chapter 7 (208-228). Friday, April 5: Monday, April 8: No class Israeli perceptions of the Arab-Israeli conflict

Alan Dowty, Israel/Palestine. Cambridge, UK: Polity Press, 2005: Chapter 2 (2144). (e-reserve) Wednesday, April 10: Writing Assignment #2 due Israeli perceptions of the Arab-Israeli conflict, cont.

Alan Dowty, The Jewish State: A Century Later, updated. Berkeley: University of California Press, 2001: 85-94. (e-reserve)

15 Friday, April 12: Settlements: Imperialism or natural growth?

Oded Haklai, Religious-Nationalist Mobilization and State Penetration: Lessons From Jewish Settlers Activism in Israel and the West Bank. Comparative Political Studies 40, no.6 (June 2007): 713-739. (Library) Monday, April 15: Settlements: Imperialism or natural growth?, cont.

Dov Waxman, From Controversy to Consensus: Cultural Conflict and the Israeli Debate over Territorial Withdrawal. Israel Studies 13, no.2 (Summer 2008): 7396. (Library) Wednesday, April 17: Settlements: Imperialism or natural growth?, cont.

Jonathan Rynhold and Dov Waxman, Ideological Change and Israels Disengagement from Gaza. Political Science Quarterly 123, no.1 (Spring 2008): 11-37. (Library) Friday, April 19: Relations with the United States

Memorandum of Understanding between the Government of the United States and the Government of Israel on Strategic Cooperation (1981). (Blackboard) Shimon Stein, United States-Israel Relations: Is Anything Forever? INSS Insight No. 237 (January 12, 2011). (Blackboard) Monday, April 22: Relations with American Jews

Brent Sasley, What It Means To Be Pro-Israel. Open Zion, December 28, 2012. (Blackboard) Theodore Sasson, Mass Mobilization to Direct Engagement: American Jews Changing Relationship to Israel. Israel Studies 15, no.2 (Summer 2010): 173195. (Library) Wednesday, April 24: Current foreign policy challenges

Steven R. David, Existential Threats to Israel. In Contemporary Israel: Domestic Politics, Foreign Policy, and Security Challenges, ed. Robert O. Freedman, 299316. Boulder: Westview Press, 2009. (e-reserves) Friday, April 26: The role of the security community in decision-making

Amir Bar-Or, Political-Military Relations in Israel, 1996-2003. Israel Affairs 12, no.3 (July 2006): 365-376. (Library)

16 Section E: What is Israel? Monday, April 29: Historiography in Israel

Yaron Ezrahi, Rubber Bullets: Power and Conscience in Modern Israel. Berkeley: University of California Press, 1997: 1-7, 81-86. (e-reserves) Yoram Hazony, The Jewish State: The Struggle for Israels Soul. New York: Basic Books, 2001: xv-xix, 3-14. (e-reserves) Wednesday, May 1: Historiography in Israel, cont.

Laurence J. Silberstein, The Postzionism Debates: Knowledge and Power in Israeli Culture. New York: Routledge, 1999: Chapter 4 (89-126). (e-reserves) Friday, May 3: Writing Assignment #3 due What does it mean to be Israel?

Kimmerling, pp. 84-88; Conclusions (229-237).

Friday, May 10:

Final exam due by 12:00pm