Panopto will be used to record the rules of simulation so that students would refer to them during the exercise.

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POLS 4030: The Future of The Palestinian-Israeli Conflict in the Shadow of the Deal of the Century

Summer 2020 (Online Course)

School of Humanities and Social Sciences, Department of Political Science, 3 cr.

No Prerequisite,

Instructor: Dr. Walid Kazziha E-mail: [email protected]

Online Office Hours: Monday and Wednesday, 1:00- 2:00 pm (in Zoom)

Methods of communication in this course:

Since this is an online course several methods of contact will be employed:

a) Zoom meetings for the purpose of all class discussions and instructor’s lectures.

b) Panopto will be used to record the rules of simulation so that students would refer to them during the exercise.

c) Discussion board and discussion threads in blackboard for group caucusing.

d) Email messaging between students and instructor. Instructor will respond within 24 hours to messages received from students.

Who can take this course?

This special topic course is designed for undergraduate students in all majors, including those majoring in Political Science. Students may take it as a

capstone requirement, or as an elective course. It is also recommended for graduate and international students. It does not require a political science background nor a particular knowledge in Middle East Affairs. Similarly, no pre-requisite is assigned to register in this course.

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Course Description:

It has been noticed recently, especially after the “Arab Spring” that an increasing number of Arab countries and ruling elites have become more concerned with their own domestic problems, more particularly after the ongoing Corona crisis, rather than with Palestine or any other external issue.

Consequently, a decline in interest among peoples and governments of the Arab world in the future of the Palestinians prevailed. The vacuum created left Israel and its American allies under the administration of Donald Trump with a considerable measure of freedom to seek the liquidation of Palestinian

historical rights, and undermine Palestinian national identity, under the title of the “Deal of the Century”. The seminar will be evaluating the possible practical impact of the “Deal” on the Palestinians, as well as its ultimate feasibility.

Course Learning Outcomes

Students taking this seminar will seek to understand in depth the main components of the conflict and its consequences on the Middle East.

However, more specifically:

1. A main outcome of the course is to train students in the field of conflict management, by using simulation methodology.

2. A second expected outcome is to prepare students for possible internships, and even employment in the League of Arab States, and the Egyptian Foreign service.

3. A third more general outcome is to develop the negotiating skills of our students in the field of political compromises, agreements, and

settlements.

4. Enable students to construct arguments, evaluate political issues, critique actions, and synthesize political situations in a real live simulation exercise.

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Course Material:

1) Document: Deal of the Century available online and will be included in the students reading list.

2) Books: all assigned readings from the first 6 books will be made

available to students by email, under the heading “assigned readings in Pol.Sci.4030”

a) Theodore Hertzel, The Jewish State b) Abraham Leon, The Jewish Question c) Avi Shlaim, The Iron War

d) Edward Said, The Question of Palestine e) Rashid Khalidi, Palestinian Identity

f) Rosemary Sayegh, palestinians: From Peasant’s to Revolutionaries.

3) Recommended Books

a) Ilan Pappe, and Naom Chomsky, On Palestine

b) The Politics of Palestinian Nationalism, William Quandt, Ann Lesch, Fuad Jabber

c) Israel, a Colonial Settler State, MaximeRodinson 4) Videos, Documentaries, and Recorded Lectures.

Course Content

The duration of the seminar will extend for six weeks, and the period of study will be divided broadly into two parts:

Part A: In this part which covers the first four weeks, students will examine some of the essential texts related to the topic. A primary goal of the assigned readings in this part of the course is to construct a comprehensive definition of what is meant by the Palestinian-Israeli Conflict. Once the two parties are defined, attention will turn to the study of the various attempts that were suggested to reconcile the two protagonists in the conflict. Finally, the course will examine the updated version of Trump’s Deal of the Century and the reaction of the regional and international powers to it.

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Calendar for Part A:

WEEK 1: June 9-16: Topics of Study: Judaism, Zionism, and the State of Israel.

Lecture 1 June 9, 2020:

Opening lecture by Instructor (via Zoom): Zionism, Colonialism, and the Rise of Arab Nationalism

Lecture 2: June 10, 2020:

John Romer, lecture online, Jews and the Old Testament

Student presentations and discussion (via Zoom) of the readings in the Jewish State

Recorded lecture by Avi Shlaim, online, the Iron Wall

Student presentations of the Readings (via Zoom) in Israel and the Arabs

Sources: Readings:

• Extracts from The Jewish State by Theodore Hertzel, pages 53-153

• The Iron Wall (Prologue and Foundations of Zionism)) by Avi Shlaim;

• The Jewish Question, by Abraham Leon, pages 100-129

WEEK 2: June 17-23: Topic of Study: Palestinians from Arab Politics to the Politics of Palestinian Nationalism

Palestinians in Western Political consciousness. Lecture by instructor (via Zoom)

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Student presentations and discussions (via Zoom) of readings from Edward Said, the Question of Palestine

Presentations (via Zoom) of extracts from Rashid Khalidi, Palestinian Identity,

Concluding lecture by Instructor (via Zoom), The PLO, Fateh, and the PFLP,

Sources: Readings:

• The Question of Palestine, Edward Said, pages 3-46

• Palestinian Identity, Rashid Khalidi, pages 177-210; and Rosemary Sayegh

• Palestinians: From Peasants to Revolutionaries

• Forward and Introduction by Naom Chomsky, pages 1-23

June 23, 2020: Take home exam due in class

WEEK 3: June 24-29: Topic of Study: Reconciliation Plans and Initiatives

Johnston Plan, 1953, documentary, and student presentation, and discussion, (via Zoom)

Roger Plan, 1969, student presentation and discussion (via Zoom)

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Oslo Accord, 1993, documentary, student presentation and discussions (via Zoom)

Two state solution, the Roadmap, and the Arab Peace Plan. Student presentation (via Zoom)

Sources: Readings:

• Text of each plan is available online.

WEEK 4: July 1-8: Topic of Study: Deal of the Century

Lecture 15: July 1, 2020:

One state solution, lecture by instructor (via Zoom)

Israel Lobby, Lecture online by Stephen Walt

Student presentations of the Economic Part of the Deal of the Century (via Zoom)

Student presentations of the Political part of the Deal of the Century (via Zoom)

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Lecture by Instructor (via Zoom), The Reaction of the Arab Political Order to the Deal of the Century.

Sources: Reading:

• The full text of the Deal of the Century available online

• The Israel Lobby by Stephen Walt and John Mearsheimer. Available online.

Part B. In the second part of the seminar, the students will launch a simulation exercise, which will be performed in the last two weeks of the seminar. The nature of the simulation will be an open one, under conditions which would not enforce a peaceful settlement, but would explore scenarios of conflict. Solutions to the conflict will not be intentionally targeted, but students will use what they have learned to advocate various policies and procedures adopted by the major parties, and allow the parties to navigate into more practical conclusions determined by the more realistic logic of the conflict.

Calendar for Part B:

WEEK 5: July 9-15, Topic: Beginning of Simulation and Opening Statements

Simulation Session 1: July 9, 2020:

Lecture by Instructor (via Zoom) outlining the rules of simulation and

explaining the boundaries of the game as it applies to the Palestinian-Israeli Conflict. Each student will prepare as the representative of a state or a non- state actor a statement emphasizing the moral and political underlying considerations of the position of the party he/she are representing.

Discussion of opening statements and questions

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Caucusing in preparation for the formation of political alliances

Submission of collective concluding position paper for each group of students (Alliances)

WEEK 6: July 16-19, Topic: Conclusion of Simulation

Simulation Session 6: July 16, 2020

a) Statements and Formulation of Resolutions. Each group or alliance formulates its own policies and visions on how to conclude the conflict.

b) Debate followed by action oriented decisions and policy directives.

Lecture 21: July 19, 2020

a) Concluding lecture by Instructor (Zoom).

b) Final remarks and evaluation of the performance of each group in the simulation exercise

Requirements of the Course:

Students in the seminar are required to complete the following tasks:

1. During the first four weeks of the course, each student is required to deliver two presentations, 10-15 minutes duration each. Presentations are expected to summarize the reading assignments for that part of the course, and enable students to initiate intelligent discussions

throughout the course.

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2. A take home exam (midterm) scheduled at the end of the first two weeks of the course will be conducted in an essay format, and students will have choice from a selection of questions

3. During the second phase of the course, each student will participate in the simulation exercise and select a state or a non- state actor to represent in the exercise. Students will be evaluated on their

performance in the simulation and their success in formulating policies and positions that contribute to the conclusion of the exercise.

4. At the end of the 4th week, each student will submit a 1,000 word essay outlining the position of a party of his own choice in the conflict.

Assessment and Grading Scale:

Assessments # Of Instances % Of Overall Grade

Presentation 2 20% (10% each)

Take Home Midterm Exam 1 30%

Position Paper Essay 1 20%

Simulation Opening Statement 1 10%

Participation in Simulation and

Conclusion 1 20%

• Two presentations: 10% each, total 20%

• Take home exam (midterm) at the end of the first two weeks of the course: 30%. June 23

• Position Paper Essay (1000 words): 20%, Due: at the end of the 4th week. July 8

• Simulation (including well researched opening statement) 10%. Due July 9 and 12

• Participation in the simulation and contribution to the conclusion of the exercise: 20%

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Grading Scale:

A (95-100) A- (90-94) B+ (86-89) B (81-85) B- (78-80) C+ (75-77)

C (71-74) C- (68-70) D+ (63-67) D (60-62) F (0-59)

University Policies:

Attendance Policy:

Students are expected to attend all online lectures and interact. This will ensure that students have completed the relevant course lectures and readings. Students are also expected to engage with other students via the discussion threads and the online class sessions.

Academic Integrity Policy:

AUC academic fraud and dishonesty includes, but is not limited to, the following categories:

• cheating, plagiarism, fabrication, multiple submissions, obtaining unfair advantage, unauthorized access to academic or administrative

systems, aiding and abetting, impersonation, threatening harm, and copyright infringement.

• For more elaboration about AUC academic integrity policy, please check the following link Academic Integrity:

o https://documents.aucegypt.edu/Docs/Policies/AUC%20Accepta ble%20Use%20Policy.pdf

o https://documents.aucegypt.edu/Docs/Policies/Code%20of%20 Ethics.pdf

o https://documents.aucegypt.edu/Docs/about_Policies/Reformatt ed%20disability%20policy.pdf

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Online Course Requirements:

Students are responsible for the following:

For students to do well in this course they must keep up to date with the online lectures, missing even one lecture can cause students to be confused in future lectures. This is not a self-paced course, students are expected to participate in the online discussion sessions via Blackboard and Zoom, as well as read other student’s responses. I strongly urge you to check

Blackboard and your emails on a daily bases. When a new discussion thread is created, students will be informed via email. Your contribution must be insightful and reflect a depth of understanding in the subject matter.

Online Course Components:

This course has several required online components. Students are

responsible for completing the reading material in a timely manner, listen to the lectures uploaded via Panopto, participate in class activities via

Blackboard, as well as attend the Zoom lectures.

Course Navigation:

All class material and relevant information will be available on Blackboard.

Upon opening the class page you will find the syllabus, reader, instructions for all class requirements, academic calendar for summer 2020. On the left panel of the class homepage, you will find several important links. In that panel, students will find the tools option whichwill direct them to the class discussion threads as well as the Panopto page where lectures will be uploaded.

Netiquette Guidelines:

Communication is very important in this online course. In order to maintain a positive online environment for our class, we all need to follow the netiquette guidelines summarized below.

All students are expected to:

1. Show respect for the instructors and for other students in the class.

2. Express differences of opinion in a polite and rational way.

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3. Maintain an environment of constructive criticism when commenting on the work of other students.

4. Stay on topic when involved in group discussions or other collaborative activities.

5. Be careful when using acronyms. If you use an acronym it is best to spell out its meaning first, and then put the acronym in parentheses afterward, for example: Frequently Asked Questions (FAQs). After that you can use the acronym freely throughout your message.

6. Use good grammar and spelling, and avoid using text messaging shortcuts.

Information and Technology Literacy:

Off-Campus library access:

The university library website is lib.aucegypt.edu. When you access one of our libraries' subscription databases from off-campus, you will be directed to a

"proxy- screen" which asks you for a username/password to identify you as an AUC Community member. Once you enter your AUC username and

password (details below) you will be directed to the database.

Technology requirements:

Students will need Internet access and a PC computer or a Macintosh with the latest version of a web browser. Students can access Blackboard/ Moodle anywhere Internet access is available. There are some guidelines to follow that will make the learning experience much more productive. Below are some recommendations:

• Firefox Web or Google Chrome browser are the browsers that work best with Blackboard and Moodle.

• If wireless connectivity problems are encountered, it is best to switch to a hardwired connection

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Services for students with disabilities:

If you are a student with a disability who requires accommodations, please contact the Office of Disabilities Services during the first few days of the semester. More information can be found at

https://www.aucegypt.edu/student/well-being/disability- services

Student Resources Centers University Writing Center:

Provides a place where all University students, faculty, and staff are welcome to discuss their writing with trained writing consultants. The AUC serves online students. More information can be found here,

https://www.aucegypt.edu/academics/mohamed-taymour-writing-and- communication-center/writing-center-reservation-system

University Career Center Services:

The American University in Cairo’s Career Center offers a variety of services to help students and graduates identify their career goals and paths, as well as gain work experience while studying at AUC.

https://caps.aucegypt.edu/students/index.htm

Other Elements to Consider

Expectations for Instructor Participation in Discussion Boards:

The discussion boards serve two main purposes. Students will be able to post questions regarding material, and participate in class activities. A discussion thread will be created for questions; students can view the questions of other students as well as my responses. These discussion boards allow students to engage with each other in an environment which fosters clear communication and collaboration.