History 394 - Palestine-Israel, 1936/2026: Revisiting the Past and Rethinking the Future

In this course students learn about the Palestine/Israel conflict by participating in two immersive simulation modules in which they read key texts and represent the positions of various parties to the conflict. In Part 1, The Struggle for Palestine, 1936 simulation, students present arguments to the British "Peel Commission" regarding the Arabs’ and Jews’ respective needs and demands as they saw them at the time and learn about the origins of the conflict, and the various contacts between the parties and attempts at mediation from the early 1900s till the late 1940s. In Part II, student delegations  examine proposals for a two-state solution beginning from the mid-seventies, as well as alternative visions of a one-state solution and/or other futuristic models. Different groups then put forward proposals based on these or their own ideas. "Integrative Simulations" are neither attempts at conflict resolution nor at finding an artificial middle ground between two asymmetric parties. They do not follow a "Model UN" or debate format. Rather, they are deep dives into the most difficult and intractable issues. Students will be asked to push beyond their comfort zones to develop an astute understanding of history and the political, strategic, and psychological underpinnings of the conflict. Students will engage in dynamic teamwork and be supported by the instructor as well as external "coaches."

Class meeting once per week. Fall semester. Co-taught by Natasha Gill and Ahmad Khalidi.
 

How to handle overenrollment: Students will be randomly selected.

Students who enroll in this course will likely encounter and be expected to engage in the following intellectual skills, modes of learning, and assessment: This course requires consistent attendance and in-class participation. Approximately 70% of the course will consist of the simulation modules, during which students will engage in dynamic teamwork/negotiations and give oral presentations. Papers will take the form of historically accurate memos, testimonials, political analyses, newspaper articles, negotiated documents. In addition to coursework, there are four principal expectations for this class: Pushing beyond comfort zones: Students should be ready to push beyond their comfort zones, sometimes even against their inclinations and beliefs, and to deal with this difficult subject. The simulation does not sanitize the conflict – it presents the real issues from the perspective of the actual parties, which means some perspectives will be appealing to students and others objectionable. While this is challenging, students should feel confident that personal one-on-one support is available from both instructors throughout the module, and the process has clear boundaries and an elaborate structure that draws students away from a conflictual perspective based on their own personal views. Discretion and trust: We ask that due to the sensitive nature of this topic and the high tensions around it on campuses around the country, students come to this class willing to keep to strict rules of confidentiality and conduct within the group. This means respecting (even if voicing disagreement with) the rights of students to express their views without being silenced or shamed; not sharing anything peers have said or done in class or in the simulation with anyone outside the class without their consent; not recording any of the process by audio or video; and never posting information about the process on social media or other online platforms. Written materials (in the form of "role packets" and simulation scenarios) should not be shared with anyone outside the class, either online or as hard copies. Class Participation: Class participation is special in this module because while the preparatory period includes typical class discussions/questions around the readings, during the simulations it takes a different form. Students will each have a particular role with its own set of readings and objectives in relation to their goals and those of their delegations. They will be making a variety of oral presentations: some will be prepared at home and others will arise spontaneously during the course of the module. Students will be expected represent whichever role they take on with integrity, responding to debates by putting forward ideas that authentically reflect their character. Teamwork: In an extended, multi-week simulation, students rely on each other a great deal for support, for three reasons: 1) each student holds a different “portfolio” and a cogent team position can only be devised if individuals combine their knowledge; 2) the simulation takes many twists and turns and participants need to be present as much as possible to respond to these; 3) delegation members will need consistent support thinking through morally (and sometimes emotionally) charged and intellectually challenging issues.