918

Africa and theMiddle East

1945–Present

Key EventsAs you read this chapter, look for the key events in the development of Africa and the

Middle East.• From the 1950s to the 1970s, most African nations gained independence from colonial

powers.• Israel declared statehood on May 14, 1948, creating conflict and struggle between the

new state and its neighbors.

The Impact TodayThe events that occurred during this time period still impact our lives today.

• Many African nations struggle with political and economic stability.• The United States continues to work with the Israelis and Palestinians to find a peace-

ful solution to their territorial disputes.

World History Video The Chapter 30 video, “Apartheid,” chroniclessegregation and its demise in South Africa.

1945 1950 1955 1960 1965 1970

1957First Africancolony gainsindependence

1964PalestineLiberationOrganizationformed

1962NelsonMandelaarrested andimprisoned

1967Six-DayWar begins

1963Organizationof AfricanUnity formed

1948Israel declaresstatehood

Israeli flag

919

Kwame Nkrumah celebrates independence. Ghana gained its independence from Great Britain in 1957.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 30–ChapterOverview to preview chapter information.

1975 1980 1985 1990 1995 2000

1994Nelson Mandelabecomes SouthAfrica’s first blackpresident

1989Chinua Achebewins Nobel Prizein literature

1979Israel and Egyptsign the CampDavid Accords

1990Iraqi attack onKuwait leads toPersian Gulf crisis

Leaders of Camp David Accords

U.S. military planes during Gulf War

Inauguration ofNelson Mandela

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920

Revolution in Irann the 1970s, many Iranians began to grow dissatisfiedwith their ruler, Mohammad Reza Pahlavi, the shah of

Iran. An opposition movement, led by the Muslim clergyunder the guidance of the Ayatollah Ruhollah Khomeini,grew in strength. (An ayatollah is a major religious leader.The word means “the sign of God.”)

One observer described a political rally in the capital city ofTehran in 1978: “On Sunday, December 11, hundreds of thou-sands of people held a procession in the center of Tehran. . . .Slogans against the shah rippled in the wind—‘Death to theShah!’ ‘Death to the Americans!’ ‘Khomeini is our leader,’ andso on. People from all walks of life could be found in thecrowd.”

In January 1979, the shah left Iran, officially for a “period ofrest and holiday.” Three weeks later, the Ayatollah Khomeinireturned to Iran from exile in Paris. On April 1, his forcesseized control and proclaimed Iran to be an Islamic republic.Included in the new government’s program was an attack onthe United States, viewed by Khomeini as the “Great Satan.”

On November 4, after the shah had gone to the UnitedStates for medical treatment, Iranian revolutionaries seizedthe United States Embassy in Tehran, taking 52 Americanshostage. Not until the inauguration of a new American presi-dent, Ronald Reagan, in January 1981 did the Iranians freetheir American captives.

I

Anti-American protesters in Iran

Mohammad Reza Pahlavi

Why It MattersThese revolutionary events in Iranare examples of the upheavals thatchanged both Africa and the MiddleEast after 1945. In both these areasof the world, Europeans were forcedto give up their control and allowindependent states to emerge. Thechange from colony to free nationwas not easy. In Africa, the legacy ofcolonialism left arbitrary bound-aries, political inexperience, andcontinued European economic dom-ination. In the Middle East, ethnicand religious disputes persist.

History and You The Arab-Israeli war is not one war but a con-tinual series of struggles. Using yourtextbook and outside resources,make a time line of the conflict.Choose three points on your timeline to highlight, then describe theevents that led to those specificepisodes.

Independence in AfricaGuide to Reading

Main Ideas• People hoped that independence would

bring democratic governments, butmany African nations fell victim to mili-tary regimes and one-party states.

• Culturally and economically, Africannations struggled to resolve the tensionbetween the modern and the traditional.

Key Termsapartheid, Pan-Africanism

People to IdentifyKwame Nkrumah, Nelson Mandela, JuliusNyerere, Desmond Tutu, Chinua Achebe

Places to LocateSouth Africa, Kenya, Liberia, Nigeria

Preview Questions1. What economic problems did inde-

pendent African nations face?2. How have social tensions impacted

African culture?

Reading StrategyCategorizing Information As you readthis section, complete a chart like the onebelow identifying the problems in Africaduring its first stages of independence.

Africa

Economic

Social

Political

✦1960 ✦1962 ✦1964 ✦1966 ✦1968 ✦1970 ✦1972

1963Organization ofAfrican Unity forms

1960Blacks massacredin Sharpeville

1962Arrest of ANC leaderNelson Mandela

1971Idi Amin seizescontrol of Uganda

Preview of Events

CHAPTER 30 Africa and the Middle East 921

On March 21, 1960, Humphrey Taylor, a reporter, described a peaceful march byblack South Africans against white rule:

“We went into Sharpeville the back way, around lunch time last Monday, drivingalong behind a big grey police car and three armoured cars. As we went through thefringes of the township many people were shouting the Pan-Africanist slogan ‘OurLand.’ They were grinning and cheerful. . . . Then the shooting started. We heard thechatter of a machine gun, then another, then another. . . . One woman was hit aboutten yards from our car. . . . Hundreds of kids were running, too. Some of the children,hardly as tall as the grass, were leaping like rabbits. Some of them were shot, too.”

Z Jon E. Lewis, 2000

The Sharpeville massacre was a stunning example of the white government’soppression of the black majority in South Africa.

The Transition to IndependenceEuropean rule had been imposed on nearly all of Africa by 1900. However, after

World War II, Europeans realized that colonial rule in Africa would have to end.When both Great Britain and France decided to let go of their colonial empires inthe late 1950s and 1960s, most black African nations achieved their independence.

In 1957, the Gold Coast, renamed Ghana and under the guidance of KwameNkrumah, was the first former British colony to gain independence. Nigeria, theBelgian Congo (renamed Zaire, now the Democratic Republic of Congo), Kenya,and others soon followed. Seventeen new African nations emerged in 1960.

Voices from the Past

Demonstration against white rule

1967Civil war inNigeria

Another 11 nations followed between 1961 and 1965.After a series of brutal guerrilla wars, the Portuguesefinally surrendered their colonies of Mozambiqueand Angola in the 1970s.

In North Africa, the French granted full independ-ence to Morocco and Tunisia in 1956. Because Algeriawas home to two million French settlers, Francechose to keep control there. Meanwhile, however,Algerian nationalists had organized the NationalLiberation Front (FLN) and in 1954 initiated a guer-rilla war to liberate their homeland. The Frenchleader, Charles de Gaulle, granted Algeria its inde-pendence in 1962.

In South Africa, where the political system wasdominated by European settlers, the process wasmore complicated. Political activity on the part oflocal blacks had begun with the formation of theAfrican National Congress (ANC) in 1912. Its goal

was economic and political reform. The ANC’sefforts, however, met with little success.

At the same time, by the 1950s, South Africanwhites (descendants of the Dutch, known as Afrikan-ers) had strengthened the laws separating whites andblacks. The result was a system of racial segregationknown as apartheid (“apartness”).

Blacks demonstrated against the apartheid laws,but the white government brutally repressed thedemonstrators. In 1960, police opened fire on peoplewho were leading a peaceful march in Sharpeville,killing 69, two-thirds of whom were shot in the back.After the arrest of ANC leader Nelson Mandela in1962, members of the ANC called for armed resist-ance to the white government.

Describing How did Algeria gainindependence from France?

Reading Check

N

S

EW

Lambert Azimuthal Equal-Area projection1,000 kilometers0

1,000 miles0

20°W 10°W 0° 10°E 20°E 30°E 40°E 50°E

30°S

20°S

10°S

0°

10°N

20°N

30°N

AtlanticOcean

IndianOcean

Mediterranean Sea

RedSea

SUDAN1956

EGYPT1922

LIBYA1951

TUNISIA1956

ALGERIA1962

MOROCCO1956

WESTERNSAHARA

Mor.

MAURITANIA1960 MALI

1960 NIGER1960 CHAD

1960

NIGERIA1960

DEMOCRATICREPUBLIC OF

CONGO1960

ETHIOPIA1941

ERITREA1993

SOMALIA1960

CENTRAL AFRICANREPUBLIC

1960CAMEROON1960

TANZANIA1961

KENYA1963

UGANDA1962

COMOROS1975

MADAGASCAR1960

SOUTHAFRICA

1910

ANGOLA1975

NAMIBIA1990 BOTSWANA

1966

ZIMBABWE1980

MALAWI1963

MOZAMBIQUE1975

ZAMBIA1964

RWANDA1962BURUNDI

1962

EQUATORIALGUINEA

1968

S�AO TOME ´́&PRÍNCIPE

1975

CONGO1960

GABON1960

BURKINA FASO1960 BENIN

1960

TOGO1960

GHANA1957IVORY

COAST1960

SENEGAL1960

GAMBIA1965

GUINEA1958

GUINEA-BISSAU

1974SIERRALEONE

1961

LIBERIA

DJIBOUTI1977

SWAZILAND1968

LESOTHO1966

After World War II, mostAfrican countries gainedindependence.

1. Interpreting MapsWhich countries became independent by 1957?

2. Interpreting MapsWhich countries became independent after 1965?

3. Applying GeographySkills Is there a patternto the chronology inwhich independenceoccurred in the differentcountries of Africa? Whatcan you infer from thepresence or absence of a pattern?

Dependency

Country that was nevera colony

By 19571957–19601961–1965After 1965

Countries that gained independencewith date of independence:

Independent Africa

The New NationsThe African states that achieved independence

in the 1950s, 1960s, and 1970s still faced many problems. The leaders of these states, as well as theircitizens, dreamed of stable governments and eco-nomic prosperity. Many of these dreams have yet tobe realized.

New African Leaders Most of the leaders of thenewly independent African states came from theurban middle class and had studied in either Europeor the United States. They spoke and read Europeanlanguages and believed in using the Western demo-cratic model in Africa.

The views of these African leaders on economicswere somewhat more diverse. Some, such as JomoKenyatta of Kenya and General Mobutu Sese Seko ofthe present-day Democratic Republic of Congo,believed in Western-style capitalism. Others, such asJulius Nyerere of Tanzania, Kwame Nkrumah ofGhana, and Sékou Touré of Guinea, preferred an“African form of socialism.”

The African form of socialism was not like thatpracticed in the Soviet Union or Eastern Europe.Instead, it was based on African traditions of commu-nity in which ownership of the country’s wealth

would be put into the hands of the people. As Nyereredeclared in 1967, “The basis of socialism is a belief inthe oneness of man and the common historical des-tiny of mankind. Its basis . . . is human equality.”

Some African leaders believed in the dream ofPan-Africanism—the unity of all black Africans,regardless of national boundaries. In the view of Pan-Africanists, all black African peoples shared a com-mon identity. Pan-Africanism was supported byseveral of the new African leaders, includingLéopold Senghor of Senegal, Kwame Nkrumah, andJomo Kenyatta.

Nkrumah in particular hoped that a Pan-Africanunion would join all of the new countries of the con-tinent in a broader community. Although his dreamnever became a reality, the Organization of AfricanUnity (OAU), founded by the leaders of 32 Africanstates in 1963, was a concrete result of the belief inPan-Africanism. The OAU has contributed toAfrican unity through such activities as settling bor-der disputes.

Economic Problems Independence did not bringeconomic prosperity to the new African nations.Most still relied on the export of a single crop or nat-ural resource. Liberia, for example, depended on the

Nelson Mandela1918–South African leader

Nelson Mandela was the first blackpresident of South Africa. Mandelawas trained to be a leader of theThembu people, and, later, hereceived a Western education.

In 1949, Mandela became one ofthe leaders of the African National Congress (ANC). TheANC at first advocated a policy of passive resistance towhite rule in South Africa. Later, it supported more vio-lent methods. The result was a sentence of life imprison-ment for Mandela.

During his stay in prison, Mandela’s reputation grewthroughout Africa and the world. Finally, the SouthAfrican government released Mandela and agreed tohold free elections. In 1994, he became president.

Desmond Tutu1931–South African activist

Head of the Anglican Church inSouth Africa, Archbishop DesmondTutu became a leader of the nonvio-lent movement against apartheid.Raised in Johannesburg, he studiedtheology and was ordained an Angli-can priest in 1961. He rose quickly through the ranks andbecame an archbishop and head of the Anglican Churchin South Africa in 1986. As a passionate believer in non-violence, he supported a policy of economic sanctionsagainst his own country in order to break the system ofapartheid peacefully. He wrote: “If we cannot consider allpeaceful means then people are in effect saying thatthere are no peaceful means.” For his efforts, he wasawarded the Nobel Peace Prize in 1984.

CHAPTER 30 Africa and the Middle East 923

export of rubber; Nigeria, on oil. When pricesdropped, their economies suffered. To make mattersworse, most African states had to import technologyand manufactured goods from the West.

The new states also sometimes created their ownproblems. Scarce national resources were spent onmilitary equipment or expensive consumer goodsrather than on building the foundations for an indus-trial economy. In addition, corruption and briberybecame common.

Population growth also crippled efforts to createmodern economies. By the 1980s, population growthaveraged nearly 3 percent throughout Africa, thehighest rate of any continent.

Drought conditions led to widespread hunger andstarvation, first in West African countries such asNiger and Mali and then in Ethiopia, Somalia, and theSudan. Millions fled to neighboring countries insearch of food.

In recent years, the spread of acquired immuno-deficiency syndrome (AIDS) in Africa has reachedepidemic proportions. According to one estimate,one-third of the entire population of sub-SaharanAfrica is infected with the virus that causes AIDS.

As a result of all these problems, poverty is wide-spread in Africa, especially among the three-quartersof the population still living off the land. Cities havegrown tremendously and are often surrounded bymassive slums populated by rural people who cameto the cities looking for employment. The growth of

the cities has overwhelmed sanitation and trans-portation systems. Pollution and perpetual trafficjams are the result.

Millions live without water and electricity in theirhomes. In the meantime, the fortunate few enjoy lav-ish lifestyles. The rich in many East African countriesare known as the wabenzi, or Mercedes-Benz people.

Political Challenges Many people had hoped thatindependence would lead to stable political orderbased on “one person, one vote.” They were soondisappointed as democratic governments gave wayto military regimes and one-party states. Between1957 and 1982, over 70 leaders of African countrieswere overthrown by violence. In 1984, 34 of the 41major African states were under single-party regimesor were ruled by the military.

Within many African nations, the concept ofnationhood was undermined by warring ethnicgroups. This is not surprising, since the boundariesof African nations had generally been arbitrarilydrawn by colonial powers. Virtually all of these statesincluded widely different ethnic, linguistic, and terri-torial groups.

During the late 1960s, civil war tore Nigeria apart.When northerners began to kill the Ibo people, thou-sands of Ibo fled to their home region in the easternpart of Nigeria. There, Lieutenant Colonel OdumeguOjukwu organized the Ibo in a rebellion and declaredthe eastern region of Nigeria an independent state

924 CHAPTER 30 Africa and the Middle East

This shantytown is in CapeTown, South Africa. Tremen-dous urban growth has led tothe rise of slums outside manyAfrican cities. What factorscontribute to the spread ofpoverty in Africa?

History

called Biafra. After three years of bloody civil war,Biafra finally surrendered and accepted the authorityof the central government of Nigeria.

Conflicts also broke out among ethnic groups inZimbabwe. In central Africa, fighting between theHutu and Tutsi created unstable governments in bothBurundi and Rwanda. In 1994, a Hutu rampage leftsome five hundred thousand Tutsi dead in Rwanda.

Explaining Why was the Organiza-tion of African Unity formed?

New HopesAs you will learn, worldwide pres-

sure on the South African government led to the end ofapartheid and the election of that country’s first blackpresident in 1994.Not all the news in Africa has been bad. In recent

years, popular demonstrations have led to the col-lapse of one-party regimes and the emergence ofdemocracies in several countries. One case was thatof Idi Amin of Uganda. After ruling by terror andbrutal repression throughout the 1970s, Amin wasdeposed in 1979. Dictatorships also came to an end inEthiopia, Liberia, and Somalia. In these cases, how-ever, the fall of the regime was later followed bybloody civil war.

One of the most remarkable events of recentAfrican history was the election of Nelson Mandela to the presidency of the Republic of South Africa.

Reading Check

Mandela had been sentenced to life imprisonment in1962 for his activities with the African National Con-gress. He spent 27 years of his life in the maximum-security prison on Robben Island in South Africa. Forall those years, Mandela never wavered from hisdetermination to secure the liberation of his country.In January 1985, he was offered his freedom, givencertain conditions, from then President Botha. At thispoint, Mandela had served over 21 years of a life sen-tence and had passed his 70th birthday. Yet, he refusedto accept a conditional freedom: “Only free men cannegotiate; prisoners cannot enter into contracts. Yourfreedom and mine cannot be separated.” Over theyears, Nobel Peace prize winner (1984) BishopDesmond Tutu and others worked to free him and toend apartheid in South Africa. Worldwide pressure onthe white South African government led to reformsand the gradual dismantling of apartheid laws. In1990, Mandela was finally released from prison.

In 1993, the governmentof President F. W. de Klerkagreed to hold democraticnational elections—thefirst in South Africa’shistory. In 1994, NelsonMandela became SouthAfrica’s first black presi-dent. In his presidentialinaugural address, heexpressed his hopes forunity: “We shall build a

925CHAPTER 30 Africa and the Middle East

President F. W. de Klerk agreed to hold South Africa’sfirst democratic national elections in 1993. Here yousee people waiting to vote for the first time. Who wasthe first freely elected president of South Africa?

History

HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site at

andclick on Chapter 30–Student Web Activity to learn more aboutAfrican independence.

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society in which all South Africans, both black andwhite, will be able to walk tall, without any fear intheir hearts, assured of their inalienable right tohuman dignity—a rainbow nation at peace withitself and the world.” ; (See page 1001 to read excerptsfrom Nelson Mandela’s An Ideal for Which I am Prepared to Die inThe Primary Sources Library.)

Identifying Which African countriesoverthrew dictatorships?

Society and Culture in Modern Africa

Africa is a study in contrasts. Old and new, nativeand foreign live side by side. One result is a constanttension between traditional ways and Western culture.

City and Countryside In general, the impact of theWest has been greater in the cities than in the coun-tryside. After all, the colonial presence was first andmost firmly established in the cities. Many cities,including Dakar, Lagos, Cape Town, Brazzaville, andNairobi, are direct products of colonial rule. MostAfrican cities today look like cities elsewhere in theworld. They have high-rise apartments, wide boule-vards, neon lights, movie theaters, and, of course,traffic jams.

Reading Check

Outside the major cities, where about three-quarters of the inhabitants of Africa live, moderninfluence has had less of an impact. Millions of peoplethroughout Africa live much as their ancestors did, inthatched dwellings without modern plumbing andelectricity. They farm, hunt, or raise livestock by tra-ditional methods, wear traditional clothing, and prac-tice traditional beliefs. Conditions such as drought orflooding affect the ability of rural Africans to growcrops or tend herds. Migration to the cities for work isone solution. This can be very disruptive to familiesand villages. Many urban people view rural people asbackward. Rural dwellers view the cities as corrupt-ing and destructive to traditional African values andcustoms.

Women’s Roles Independence from colonial powershad a significant impact on women’s roles in Africansociety. Almost without exception women wereallowed to vote and run for political office. Fewwomen hold political offices. Although women domi-nate some professions, such as teaching, child care,and clerical work, they do not have the range of careeropportunities available to men. Most African womenare employed in low-paid positions such as farmlaborers, factory workers, and servants. Furthermore,in many rural areas, traditional attitudes towardwomen, including arranged marriages, still prevail.

926

� Modern office buildings and contemporary art in Pretoria, South Africa, demonstrate theWesternization of Africa’s cities.

� Tea pickers on a plantation in Kenya

The contrast between modern and traditional lifestylesoften creates tension in African society. About whatpercentage of the African people live in cities?

History

African Culture The tension between traditionaland modern and between native and foreign alsoaffects African culture. Africans have kept theirnative artistic traditions while adapting them to for-eign influences. A dilemma for many contemporaryAfrican artists is the need to find a balance betweenWestern techniques and training on the one hand,and the rich heritage of traditional African art formson the other.

In some countries, governments make the artists’decisions for them. Artists are told to depict scenes oftraditional African life. These works are designed toserve the tourist industry.

African writers have often addressed the tensionsand dilemmas that modern Africans face. The con-flicting demands of town versus country and nativeversus foreign were the themes of most of the best-known works of the 1960s and 1970s.

These themes certainly characterize the work ofChinua Achebe, a Nigerian novelist and winner ofthe Nobel Prize for literature in 1989. Achebe’s fournovels show the problems of Africans caught up inthe conflict between traditional and Western values.Most famous of Achebe’s four novels is Things FallApart, in which the author portrays the simple dig-nity of traditional African village life.

Summarizing What themes arecharacterized in the work of Chinua Achebe?

Reading Check

927CHAPTER 30 Africa and the Middle East

Checking for Understanding1. Define apartheid, Pan-Africanism.

2. Identify Kwame Nkrumah, NelsonMandela, Julius Nyerere, DesmondTutu, Chinua Achebe.

3. Locate South Africa, Kenya, Liberia,Nigeria.

4. Explain how population growth hascrippled the efforts of African nations tocreate stable, modern economies. Iden-tify at least two other recent obstaclesto an improved economy.

5. Describe the relationship between theHutu and the Tutsi. Identify othernations in the news today with ethnicor religious conflict.

Critical Thinking6. Explain Why was the idea of Pan-

Africanism never realized?

7. Organizing Information Create achart comparing the characteristics of the modern African city and ruralareas.

Analyzing Visuals8. Examine the photograph of Kwame

Nkrumah shown on page 919 of yourtext. How does this photograph reflectthe pride that Kwame Nkrumah and hiscompanions feel about Ghana’s newlywon independence? Use specific visualevidence from the photograph to sup-port your answer.

9. Persuasive Writing Assume therole of an African leader of a newlyindependent nation. Write a speechto your citizens in which you explainPan-Africanism and convince themthat Pan-Africanism will benefit boththe nation and the people.

City

Countryside

A Nigerian craftsman is in the processof carving a wooden drum. How doyou think tourism has affected tradi-tional African art forms?

History

928

Interpreting StatisticsWhy Learn This Skill?

A news report comes out that statistical evidencefrom a recent scientific study proves that chocolatecan prevent cancer. The next day, a doctor is inter-viewed saying that the statistics are misleading.What are you to believe?

Statistics are used to support a claim or an opin-ion. They can be used to support opposing sides ofan issue. To avoid being misled, it is important tounderstand how to interpret statistics.

Learning the SkillStatistics are sets of tabulated information that

may be gathered through surveys and other sources.When studying statistics, consider each of the following:

• Biased sample The sample may affect the results.A sample that does not represent the entire popu-lation is called a biased sample. An unbiasedsample is called a representative sample.

• Correlation Two sets of data may be related orunrelated. If they are related, we say that there isa correlation between them. For example, there isa positive correlation between academic achieve-ment and wages. There is a negative correlation,however, between smoking and life expectancy.

• Statistical Significance Researchers determinewhether the data support a generalization orwhether the results are due to chance. If the proba-bility that the results were due to chance is lessthan 5 percent, researchers say that the result isstatistically significant.

Practicing the SkillThe table at the top of the next column rates

countries according to economic freedom, that is the fewest restrictions on trade, property rights, and monetary policies. The scores are on a scalefrom 1 to 5, with 1 being the greatest economic freedom. Study the table. Then answer the questionsthat follow.

1 Which category or categories show a positivecorrelation with economic freedom?

2 Which category or categories show a negativecorrelation with economic freedom?

Applying the Skill

Create a two-question survey that will generateanswers that can be correlated. For example, ask: “Howmany hours of television do you watch per day?” and“How many hours of homework do you do per day?”Gather responses, then develop a correlation betweenthe topics addressed by the two questions.

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

Nation(rank)

Hong Kong (1)

United States (5)

United ArabEmirates (14)

Israel (54)

Lebanon (59)

Botswana (68)

Cameroon (90)

Syria (141)

Zimbabwe (146)

Trade

1.0

2.0

2.0

2.0

3.0

3.0

4.0

5.0

5.0

Gov‘t Inter-vention

2.0

2.0

3.0

3.5

3.0

4.0

2.0

3.0

2.5

Wages/Prices

2.0

2.0

3.0

2.0

2.0

2.0

3.0

4.0

4.0

OverallScore

1.30

1.75

2.05

2.75

2.85

2.95

3.20

4.00

4.25

2001 Index of Economic Freedom

Source: The Heritage Foundation.

1956Suez War begins

1964Egypt forms the PLOwith Yasir Arafat

1979Khomeini seizescontrol of Iran

Guide to Reading

Conflict in the Middle East

Preview of Events

1981Iran frees American hostages

✦1955 ✦1960 ✦1965 ✦1970 ✦1975 ✦1980 ✦1985

On May 14, 1948, David Ben-Gurion stood in Museum Hall in Tel Aviv andannounced to the people assembled there:

“The land of Israel was the birthplace of the Jewish people. Here their spiritual, reli-gious and national identity was formed. In their exile from the land of Israel the Jewsremained faithful to it in all the countries of their dispersal, never ceasing to hope andpray for the restoration of their national freedom. Therefore by virtue of the naturaland historic right of the Jewish people to be a nation as other nations, and of the Reso-lution of the General Assembly of the United Nations, we hereby proclaim the estab-lishment of the Jewish nation in Palestine, to be called the State of Israel.”

—Jon E. Lewis, The Mammoth Book of Eyewitness History, 2000

The creation of the state of Israel made Arab-Israeli conflict a certainty.

The Question of PalestineAs you will learn, in 1948, Palestine was divided into two states:

an Arab state and a Jewish state.In the Middle East, as in other areas of Asia, World War II led to the emergence

of new independent states. Syria and Lebanon gained their independence near theend of World War II. Jordan achieved complete self-rule soon after the war. Thesenew states were predominantly Muslim.

Voices from the Past

Main Ideas• Instability in various parts of the Middle

East has led to armed conflict and medi-ation attempts from countries outsidethe region.

• In many Middle Eastern countries, anIslamic revival has influenced politicaland social life.

Key TermsPan-Arabism, intifada

People to IdentifyGamal Abdel Nasser, Anwar el-Sadat,Yasir Arafat, Ayatollah Ruhollah Khome-ini, Saddam Hussein, Naguib Mahfouz

Places to LocateIsrael, Egypt, Sinai Peninsula, West Bank,Iran, Iraq, Kuwait, Persian Gulf

Preview Questions1. How was the state of Israel created?2. How did the Islamic revival affect Mid-

dle Eastern Society?

Reading StrategyCategorizing Information As you read this section, fill in the importantevents in the history of Arab-Israeli conflicts.

CHAPTER 30 Africa and the Middle East 929

David Ben-Gurion

EVENTYEAR

Global MigrationsSince 1945, tens of millions of people have migrated

from one part of the world to another. There are manyreasons for these migrations. Persecution for politicalreasons caused many people from Pakistan,Bangladesh, Sri Lanka, Eastern Europe, and East Ger-many to seek refuge in Western European countries.Brutal civil wars in Asia, Africa, the Middle East, andEurope led millions of refugees to seek safety in neigh-boring countries. A devastating famine in Africa in

1984–1985 drove hun-dreds of thousands ofAfricans to relief campsthroughout the conti-nent to find food.

Most people who have migrated, however, havedone so to find jobs. Latin Americans seeking a betterlife have migrated to the United States. Guest workersfrom Turkey, southern and Eastern Europe, North Africa,and South Asia have entered more prosperous WesternEuropean lands. In the 1980s, about fifteen millionguest workers worked and lived in Europe.

Many host countries allowed guest workers to stayfor several years. In the 1980s and 1990s, however, foreign workers often became scapegoats when coun-tries faced economic problems. Political parties inFrance and Norway, for example, called for the removalof blacks and Arabs.

� Mobile clinic inSomalia, Africa

In the years between the two world wars, manyJews had immigrated to Palestine, believing this areato be their promised land. Tensions between Jewsand Arabs had intensified during the 1930s. GreatBritain, which governed Palestine under a UnitedNations (UN) mandate, had limited Jewish immigra-tion into the area and had rejected proposals for anindependent Jewish state in Palestine. The Muslimstates agreed with this position.

The Zionists who wanted Palestine as a home forJews were not to be denied, however. Many peoplehad been shocked at the end of World War II whenthey learned about the Holocaust, the deliberatekilling of six million European Jews in Nazi deathcamps. As a result, sympathy for the Jewish causegrew. In 1948, a United Nations resolution dividedPalestine into a Jewish state and an Arab state. TheJews in Palestine proclaimed the state of Israel onMay 14, 1948.

Its Arab neighbors saw the new state as a betrayalof the Palestinian people, most of whom were Mus-lim. Outraged, several Arab countries invaded thenew Jewish state. The invasion failed, but the Arabstates still refused to recognize Israel’s right to exist.

As a result of the division of Palestine, hundredsof thousands of Palestinians fled to neighboring Arabcountries, where they lived in refugee camps. OtherPalestinians came under Israeli rule. The issue of ahomeland and self-governance for the Palestiniansremains a problem today.

Identifying Why was there interna-tional support for Palestine to serve as a home for Jews?

Nasser and Pan-ArabismIn Egypt, a new leader arose who would play an

important role in the Arab world. Colonel GamalAbdel Nasser took control of the Egyptian govern-ment in the early 1950s. On July 26, 1956, Nasserseized the Suez Canal Company, which had beenunder British and French administration.

Concerned over this threat to their route to theIndian Ocean, Great Britain and France decided tostrike back. They were quickly joined by Israel. Theforces of the three nations launched a joint attack onEgypt, starting the Suez War of 1956. The United Statesand the Soviet Union supported Nasser and forcedBritain, France, and Israel to withdraw their troops

Reading Check

Are there immigrant populations where you live?Describe some of the attitudes your friends andfamilies have toward foreign workers. Think of sev-eral reasons why foreign populations havemigrated to the United States.

500 kilometers

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Ismailiya

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from Egypt. These Cold War enemies were opposed toFrench and British influence in the Middle East.

Nasser emerged from the conflict as a powerfulleader. He now began to promote Pan-Arabism, orArab unity. In March 1958, Egypt formally united withSyria in the United Arab Republic (UAR). Nasser wasnamed the first president of the new state. Egypt andSyria hoped that the union would eventually includeall the Arab states. Many other Arab leaders were sus-picious of Pan-Arabism, however. Oil-rich Arab stateswere concerned they would have to share revenueswith poorer states in the Middle East. Indeed, inNasser’s view, Arab unity meant that wealth derivedfrom oil, which currently flowed into a few Arab statesor to foreign interests, could be used to improve thestandard of living throughout the Middle East.

In 1961, military leaders took over Syria and with-drew the country from its union with Egypt. Nassercontinued to work on behalf of Arab interests.

Evaluating Why were France andGreat Britain threatened when Nasser seized the Suez Canal?

Reading Check

The Arab-Israeli DisputeDuring the late 1950s and 1960s, the dispute

between Israel and other states in the Middle Eastbecame more heated. In 1967, Nasser imposed ablockade against Israeli shipping through the Gulf ofAqaba. He declared: “Now we are ready to confrontIsrael. We are ready to deal with the entire Palestinequestion.”

Fearing attack, on June 5, 1967, Israel launched airstrikes against Egypt and several of its Arab neigh-bors. Israeli warplanes wiped out most of the Egypt-ian air force. Israeli armies broke the blockade andoccupied the Sinai Peninsula. Israel seized territoryon the West Bank of the Jordan River, occupiedJerusalem, and took control of the Golan Heights. Dur-ing this Six-Day War, Israel tripled the size of its terri-tory. Another million Palestinians now lived insideIsrael’s new borders, most of them on the West Bank.

Over the next few years, Arab states continued to demand the return of the occupied territories.Nasser died in 1970 and was succeeded in office by

931CHAPTER 30 Africa and the Middle East

Modern Middle East and Palestinian Conflict

Much of the Middle East isdependent on revenue from oil.

1. Interpreting MapsWhat Arab states borderIsrael? Has Israelexpanded its territoriesor lost territory since1947?

2. Applying GeographySkills Which coun-tries contain major oil-producing areas?

Disputed/undefined boundaryMajor oil-producing areas

Proposed Jewish state,UN partition, 1947Other Israeli-occupiedareas, 1948–1949Israeli-occupied areas,1967Area of Palestinian autonomy allowed under Israel-PLOagreement, 1993

The PLO and the IntifadaIn 1964, the Egyptians took the lead in forming the

Palestine Liberation Organization (PLO) to representthe interests of the Palestinians. ThePLO believed that only the Pales-tinian peoples had the right tocreate a state in Palestine. At thesame time, a guerrilla move-ment called al-Fatah, headed bythe PLO political leader YasirArafat, began to launch terroristattacks on Israeli territory. Ter-rorist actions against Israel con-tinued for decades.

During the early 1980s, Palestinian Arabs, frus-trated by their failure to achieve self-rule, became evenmore militant. This militancy led to a movement calledthe intifada (“uprising”) among PLO supporters liv-ing inside Israel. The intifada was marked by proteststhroughout the nation. A second intifada began in Sep-tember 2000 and continued for over a year.

As the 1990s began, U.S.-sponsored peace talks toaddress the Palestinian issue opened between Israeland a number of its Arab neighbors. Finally, in 1993,Israel and the PLO reached an agreement calling forPalestinian autonomy in certain areas of Israel. Inreturn, the PLO recognized the Israeli state. YasirArafat became the head of the semi-independent areaknown as the Palestinian Authority. Progress in mak-ing this agreement work, however, has been slow.

Summarizing What were the termsof the agreement reached in 1993?

Revolution in IranThe leadership of Shah Mohammad Reza Pahlavi

and revenue from oil helped Iran to become a richcountry. Iran was also the chief ally of the UnitedStates in the Middle East in the 1950s and 1960s.

However, there was much opposition to the shah inIran. Millions of devout Muslims looked with distasteat the new Iranian civilization. In theireyes, it was based on greed andmaterialism, which they identifiedwith American influence.

Leading the opposition to theshah was the Ayatollah Ruhol-lah Khomeini (ko•MAY•nee), amember of the Muslim clergy. Bythe late 1970s, large numbers ofIranians had begun to respond to

Reading Check

Anwar el-Sadat. In 1973, Arab forces led by Sadatlaunched a new attack against Israel. This conflictwas ended in 1974 by a cease-fire agreement negoti-ated by the UN.

Meanwhile, however, the war was having indirectresults in Western nations. A number of Arab oil-producing states had formed the Organization ofPetroleum Exporting Countries (OPEC) in 1960 togain control over oil prices. During the 1973 war,some OPEC nations announced large increases in theprice of oil to foreign countries. The price hikes, cou-pled with cuts in oil production, led to oil shortagesand serious economic problems in the United Statesand Europe.

In 1977, U.S. president Jimmy Carter began topress for a compromise peace between Arabs andIsraelis. In September 1978, Carter met with Presi-dent Sadat of Egypt and Israeli Prime Minister Men-achem Begin (BAY•gihn) at Camp David in theUnited States. The result was the Camp DavidAccords, an agreement to sign an Israeli-Egyptianpeace treaty. The treaty, signed by Sadat and Begin inMarch 1979, ended the state of war between Egyptand Israel. Many Arab countries continued to refuseto recognize Israel, however.

Identifying What are the CampDavid Accords?

Reading Check

932 CHAPTER 30 Africa and the Middle East

Palestinians clash with Israeli soldiers.

Yasir Arafat

Ayatollah Khomeini

933CHAPTER 30 Africa and the Middle East

and children were used to clear minefields. A cease-fire was finally arranged in 1988.

In 1990, Iraqi troops moved across the border andoccupied the small neighboring country of Kuwait,at the head of the Persian Gulf. The invasion sparkedan international outcry. The United States led aninternational force that freed Kuwait and destroyed alarge part of Iraq’s armed forces. The allies hoped thatan internal revolt would overthrow Hussein, but heremained in power.

Describing Describe why Iran andIraq have been in conflict for many years.

Afghanistan and the TalibanAfter World War II, the king of Afghanistan, in

search of economic assistance for his country, devel-oped close ties with the Soviet Union. In 1973, theking was overthrown by his cousin, who himself wasremoved during a pro-Soviet coup in 1978. The newleaders, Noor Taraki and Babrak Karmal, attemptedto create a Communist government but wereopposed by groups wanting to create an Islamicstate. Karmal called for aid from the Soviets, wholaunched a full-scale invasion of Afghanistan in 1979.

The Soviets occupied Afghanistan for 10 years butwere forced to withdraw by anti-Communist forcessupported by the United States and Pakistan.Though a pro-Soviet government was left in the capital at Kabul, various Islamic rebel groups beganto fight for control. One of these, the Taliban, seizedKabul in 1996. By the fall of 1998, the Taliban controlled more than two-thirds of the country.Opposing factions controlled northern Afghanistan.

Condemned for its human rights abuses andimposition of harsh social policies, the Taliban wasalso suspected of sheltering Osama bin Laden andhis al-Qaeda organization. In 1999 and 2000, theUnited Nations Security Council demanded the Tal-iban hand over bin Laden for trial, but it refused. In2001, the Taliban was driven out of Kabul by rebelforces and American bombers.

Explaining What was the political situation in Afghanistan in 1996?

Society and Culture In recent years, conservative religious forces have

tried to replace foreign culture and values withIslamic forms of belief and behavior. This movementis called Islamic revivalism or Islamic activism. For

Reading Check

Reading Check

Khomeini’s words. In 1979, the shah’s governmentcollapsed and was replaced by an Islamic republic.

The new government, led by the Ayatollah Kho-meini, moved to restore Islamic law. Supporters of theshah were executed or fled the country. Anti-American sentiments erupted when militants seized52 Americans in the United States embassy in Tehranand held them hostage for over a year.

After the death of Khomeini in 1989, a new government, under President Hashemi Rafsanjani,began to loosen control over personal expression andsocial activities. Rising criticism of official corruptionand a high rate of inflation, however, sparked a newwave of government repression in the mid-1990s.

Summarizing List the reasons thatthe shah’s government collapsed.

Iraq’s AggressionTo the west of Iran was a militant and hostile Iraq,

under the leadership of Saddam Hussein since 1979.Iraq and Iran have long had an uneasy relationship,fueled by religious differences. Both are Muslimnations. The Iranians, however, are largely Shiites,whereas most Iraqi leaders are Sunnis. Iran and Iraqhave engaged for years in disputes over territory,especially the Strait of Hormuz, which connects thePersian Gulf and the Gulf of Oman.

In 1980, President Saddam Hussein launched anattack on Iran. Poison gas was used against civilians,

Reading Check

In 1990, SaddamHussein’s troops set many ofKuwait’s oil fieldson fire as theyretreated from the country.

934 CHAPTER 30 Africa and the Middle East

Checking for Understanding1. Define Pan-Arabism, intifada.

2. Identify Zionists, Gamal Abdel Nasser,Anwar el-Sadat, Yasir Arafat, AyatollahRuhollah Khomeini, OPEC, Saddam Hussein, Naguib Mahfouz.

3. Locate Israel, Egypt, Sinai Peninsula,West Bank, Iran, Iraq, Kuwait, PersianGulf.

4. Explain the meaning and purpose ofOPEC. What control does it have?

5. Summarize the events that led to theSix-Day War. What gains and lossesresulted from the war?

Critical Thinking6. Explain Why do some people believe

it was a mistake for the UN and theUnited States not to occupy Iraq afterthe Persian Gulf crisis? What did theAllies hope would happen in Iraq afterthe Iraqi forces were defeated?

7. Taking Notes Organize the informa-tion presented in this section in outlineform, following the model below.

I. PalestineA. Great Britain limits Jewish

immigration.B. Zionists want Jewish homeland.

II. Nasser takes control of Egypt

Analyzing Visuals8. Examine the photograph of Kuwait

shown on page 933. Why do you thinkthe Iraqi troops decided to set fire tothe oil fields as they retreated fromKuwait? Do you think that they set thefires for military, political, or economicreasons, or for all three?

9. Persuasive Writing Choose therole of either an Arab Palestinian ora Jewish settler. Write a letter to theUnited Nations General Assemblyarguing your position on the Pales-tine issue. What do you think shouldbe done in Palestine and why?

in society. Many argued for the need to rethink outdated interpretations and cultural practices thatprevented women from realizing their potential. Thishad an impact on a number of societies, includingTurkey and Iran.

Until the 1970s, the general trend in urban areaswas toward a greater role for women. Beginning inthe 1970s, however, there was a shift toward moretraditional roles for women. This trend was especiallynoticeable in Iran.

Middle Eastern Culture The literature of the Mid-dle East since 1945 has reflected a rise in nationalawareness, which encouraged interest in historicaltraditions. Writers also began to deal more with secu-lar themes. Literature is no longer the preserve of theelite but is increasingly written for broader audiences.

The most famous contemporary Egyptian writer isNaguib Mahfouz. He was the first writer in Arabic towin the Nobel Prize for literature (in 1988). His CairoTrilogy, published in 1952, is considered the finestwriting in Arabic since World War II. The story fol-lows a merchant family in Egypt in the 1920s. Thechanges in the family parallel the changes in Egypt.

The artists of the Middle East at first tended to imi-tate Western models. Later, however, they began toexperiment with national styles and returned to earlierforms for inspiration.

Identifying Which Arabic writer wonthe Nobel Prize for literature?

Reading Check

most Muslims, the Islamic revival is a reassertion ofcultural identity, formal religious observance, familyvalues, and morality.

Islamic Militants Actions of militants have oftenbeen fueled by hostility to the culture of the West. Inthe eyes of some Islamic leaders, Western values andculture are based on materialism, greed, andimmorality. The goal of extremists is to remove allWestern influence in Muslim countries.

The movement to return to the pure ideals of Islambegan in Iran under the Ayatollah Khomeini. In revo-lutionary Iran, traditional Muslim beliefs reached intoclothing styles, social practices, and the legal system.These ideas and practices spread to other Muslimcountries. In Egypt, for example, militant Muslimsassassinated President Sadat in 1981. Unfortunatelyfor Islam, the extreme and militant movementsreceived much media exposure, giving many peoplean unfavorable impression of Islam.

Women’s Roles At the beginning of the twentiethcentury, women’s place in Middle Eastern society hadchanged little for hundreds of years. Early Muslimwomen had participated in the political life of societyand had extensive legal, political, and social rights.Cultural practices in many countries had over-shadowed those rights, however.

In the nineteenth and twentieth centuries, Muslimscholars debated issues surrounding women’s roles

935

The Suez Canal Belongs to EgyptTHE SUEZ CANAL WASbuilt between 1854 and 1869, using mainlyFrench money and Egyp-tian labor. It was managedby a Paris-based corpora-tion called the Suez CanalCompany. In this excerptfrom a speech, Egyptianpresident Gamal AbdelNasser declared that it was time for the canal to be owned and managed by Egyptians.

“The Suez Canal is anEgyptian canal built as aresult of great sacrifices. The Suez Canal Company is an Egyptian company that was expropriated[taken away] from Egypt by the British who, sincethe canal was dug, have been obtaining the profitsof the Company. . . . And yet the Suez Canal Com-pany is an Egyptian limited liability company. Theannual Canal revenue is 35 million Egyptian pounds.From this sum Egypt–which lost 120,000 workers indigging the Canal–takes one million pounds fromthe Company.

It is a shame when the blood of people issucked, and it is no shame that we should borrowfor construction. We will not allow the past to berepeated again, but we will cancel the past byrestoring our rights in the Suez Canal. . . .

The Suez Canal Company was a state within astate, depending on the conspiracies of imperialismand its supporters. The Canal was built for the sakeof Egypt, but it was a source of exploitation. There isno shame in being poor, but it is a shame to suckblood. Today we restore these rights, and I declarein the name of the Egyptian people that we will pro-tect these rights with our blood and soul. . . .

The people will stand united as one man to resistimperialist acts of treachery. We shall do whateverwe like. When we restore all our rights, we shallbecome stronger and our production will increase.At this moment, some of your brethren, the sons ofEgypt, are now taking over the Egyptian Suez Canaland directing it. We have taken this decision torestore part of the glories of the past and to safe-guard our national dignity and pride. May God blessyou and guide you in the path of righteousness.”

—Nasser’s Speech Nationalizing the Suez Canal Company

Freighters in the Suez Canal

Analyzing Primary Sources

1. What problem was President Nasser addressing?

2. According to Nasser, why does the Suez Canal rightfully belong to Egypt?

CHAPTER 30 Africa and the Middle East

Using Key Terms1. The former South African policy of separating the races was

called .

2. The belief in Arab unity has been called .3. The uprising to protest Israeli domination of Palestine was

called the .

4. The Organization of African Unity was a result of the beliefin .

Reviewing Key Facts5. Government Why did France grant independence to

Morocco and Tunisia in 1956, but not to Algeria?

6. Government What was the philosophy behind Africansocialism?

7. History Why was Nelson Mandela imprisoned by the whiteSouth African government?

8. Citizenship What did Nelson Mandela achieve in 1994?9. Government Why is Desmond Tutu an important interna-

tional leader?

10. Economy Why has Israel allocated a large part of itsnational production to maintaining highly trained and well-equipped military forces?

11. Government Why did Shah Mohammad Reza Pahlavi ofIran lose the support of his people despite rapid growth inIran’s economy and standard of living?

12. Culture What problems resulted from the migration ofAfricans from rural areas into cities?

13. Culture How has the literature of the Middle East dealt withtraditional versus modern values?

14. History How was Israel created and which factors con-tributed to its founding?

15. History What effect did the Six-Day War have on the rela-tionship between Arabs and Israelis?

16. Government Name some major accomplishments of Egyptian leader Gamal Abdel Nasser that elevated his status as a leader in the Arab world.

17. History How was the concept of nationhood undermined inmany African countries?

18. Economy How did price increases and production cuts byOPEC nations in 1973 affect the United States and Europe?

19. History Give two reasons for the war that broke out in1980 between Iran and Iraq.

Critical Thinking20. Evaluating Why have English and French been used as offi-

cial languages of government in many African nations?

21. Analyzing Could a lasting peace have been establishedbetween Iraq and its neighbors even if UN forces had cap-tured Saddam Hussein? Explain your answer.

22. Evaluating Compare the legacy of European colonialism inAfrica and the Middle East. Discuss the consequences ofcolonialism still being felt in these areas.

23. Analyzing Why do you think Israel was able to seize somuch territory during the Six-Day War?

Writing About History24. Expository Writing Compare and contrast the role of

women and their positions and rights in the Middle East and Africa.

In the postwar period, Africa and the Middle East faced manychallenges that threatened their stability.

• Many new nations are undermined by civil war.• Democracy is threatened by military regimes.• Democratic national elections are held in

South Africa.

• Palestine is divided into two states.• Arab-Israeli dispute results in war and peace

treaties.• Israel and PLO reach agreement about autonomy.

• Most new nations rely on the exportof a single crop or resource.

• Population growth cripples efforts tocreate modern economies.

• Poverty is widespread.

• Much of the Middle East is dependenton oil revenue.

• OPEC is formed to gain control overoil prices.

• Tension betweentraditional ways andWestern culturecontinues.

• Islamic revival reassertscultural identity andvalues over foreign,Western influences.

Africa

MiddleEast

Government Economy Society

936

Applying Technology Skills32. Using the Internet Use the Internet to create a bibliogra-

phy of resource materials about Nelson Mandela andDesmond Tutu. Design a Web page to organize the links.

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 30–Self-CheckQuiz to prepare for the Chapter Test.

HISTORY

Directions: Use the time line and yourknowledge of world history to answer thefollowing question.

Which of the following events resulted from the events onthis time line?

F Shock over the Holocaust helped Jews realize their goalsfor a homeland.

G Nasser imposed a blockade against Israeli shipping.H Iraq launched an attack on its enemy, Iran.J The Balfour Declaration gave support to Zionist Jews.

Test-Taking Tip: Time lines show chronology, or theorder in which events happened. You can use your knowl-edge of chronology to get rid of incorrect answer choices.Think about what events happened before this time linebegins. Those answer choices must be wrong.

CHAPTER 30 Africa and the Middle East 937

Analyzing SourcesRead the following quote describing a political rally in Tehran in 1978.

“On Sunday, December 11, hundreds of thousandsof people held a procession in the center of Tehran . . . .Slogans against the shah rippled in the wind—‘Deathto the Shah!’ ‘Death to the Americans!’ ‘Khomeini is ourleader,’ and so on. People from all walks of life couldbe found in the crowd.”

25. What is meant by the phrase “people from all walks of life?”26. Why were the people protesting the shah? Why were anti-

American slogans included in the protest? What resultedwhen the shah left Iran and the Ayatollah Khomeini becamethe leader? Who are the leaders of Iran today? Does thequote above reflect current sentiments?

Making Decisions27. Create a new peace accord for Israel and the Palestinians.

Why do the Israelis and the Palestinians need a peaceaccord? What do you need to consider in creating the termsof the agreement? What country would both parties agree to accept as an intermediary to help them settle their prob-lems? What resistance to your accord might you face fromeither party? How do you get both Israelis and Palestiniansto accept the accord? Once it is accepted, how would youenforce this agreement?

28. You have been elected South Africa's first president after theend of apartheid. What challenges will you face now thatapartheid is over? How will you try to solve these problems?What are your hopes for South Africa?

Analyzing Maps and ChartsRefer to the map on page 931 of your textbook to answer the following questions.

29. What do you think Iraq hoped to gain by invading the coun-try of Kuwait?

30. How far is Tehran from Baghdad?31. How important is access to the Persian Gulf and the Strait

of Hormuz for oil-producing countries?

1948Jews in Palestine proclaimthe new state of Israel

1954Colonel Gamal Abdel Nassertakes control of Egypt

1956Colonel Nasser seizes theSuez Canal Company,sparking the Suez War

1958Egypt creates a short-lived unionwith Syria called the United Arab Republic

Selected Events in Middle Eastern Politics

1948

1950

1949

1951

1952

1953

1954

1955

1956

1957

1958

tx.wh.glencoe.com

http://www.glencoe.com/qe/qe34tx.php?&st=764&pt=3&bk=22

Glencoe World History—Texas EditionTable of ContentsWhat Is History?Reading for InformationGeography's Impact on HistoryTEKS & TAKS Preview: A Guide for Students and ParentsNational Geographic Reference AtlasWorld: PoliticalWorld: PhysicalNorth America: PoliticalNorth America: PhysicalSouth America: PoliticalSouth America: PhysicalEurope: PoliticalEurope: PhysicalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalMiddle East: Physical/PoliticalPacific Rim: Physical/PoliticalWorld Land UseWorld Population CartogramWorld Gross Domestic Product CartogramWorld's People: Religions, Economy, Languages, and Population DensityWorld Historical ErasArctic Ocean: PhysicalAntarctica: Physical

National Geographic Geography HandbookHow Do I Study Geography?Globes and MapsCommon Map ProjectionsUnderstanding Latitude and LongitudeTypes of MapsGeographic Dictionary

Unit 1: The First Civilizations and Empires, Prehistory–A.D. 500Chapter 1: The First Humans, Prehistory–3500 B.C.Section 1: Early HumansSection 2: The Neolithic Revolution and the Rise of CivilizationChapter 1 Assessment and Activities

Chapter 2: Western Asia and Egypt, 3500–500 B.C.Section 1: Civilization Begins in MesopotamiaSection 2: Egyptian Civilization: "The Gift of the Nile"Section 3: New Centers of CivilizationSection 4: The Rise of New EmpiresChapter 2 Assessment and Activities

Chapter 3: India and China, 3000 B.C.–A.D. 500Section 1: Early Civilization in IndiaSection 2: New Empires in IndiaSection 3: Early Chinese CivilizationsSection 4: Rise and Fall of Chinese EmpiresChapter 3 Assessment and Activities

Chapter 4: Ancient Greece, 1900–133 B.C.Section 1: The First Greek CivilizationsSection 2: The Greek City-StatesSection 3: Classical GreeceSection 4: The Culture of Classical GreeceSection 5: Alexander and the Hellenistic KingdomsChapter 4 Assessment and Activities

Chapter 5: Rome and the Rise of Christianity, 600 B.C.–A.D. 500Section 1: The Rise of RomeSection 2: From Republic to EmpireSection 3: Culture and Society in the Roman WorldSection 4: The Development of ChristianitySection 5: Decline and FallChapter 5 Assessment and Activities

Unit 2: New Patterns of Civilization, 400–1500Chapter 6: The World of Islam, 600–1500Section 1: The Rise of IslamSection 2: The Arab Empire and Its SuccessorsSection 3: Islamic CivilizationSection 4: The Culture of IslamChapter 6 Assessment and Activities

Special Feature: World ReligionsChapter 7: Early African Civilizations, 2000 B.C.–A.D. 1500Section 1: The Development of Civilizations in AfricaSection 2: Kingdoms and States of AfricaSection 3: African Society and CultureChapter 7 Assessment and Activities

Chapter 8: The Asian World, 400–1500Section 1: China ReunifiedSection 2: The Mongols and ChinaSection 3: Early Japan and KoreaSection 4: India after the GuptasSection 5: Civilization in Southeast AsiaChapter 8 Assessment and Activities

Chapter 9: Emerging Europe and the Byzantine Empire, 400–1300Section 1: Transforming the Roman WorldSection 2: FeudalismSection 3: The Growth of European KingdomsSection 4: The Byzantine Empire and the CrusadesChapter 9 Assessment and Activities

Chapter 10: Europe in the Middle Ages, 1000–1500Section 1: Peasants, Trade, and CitiesSection 2: Christianity and Medieval CivilizationSection 3: The Culture of the High Middle AgesSection 4: The Late Middle AgesChapter 10 Assessment and Activities

Chapter 11: The Americas, 400–1500Section 1: The Peoples of North AmericaSection 2: Early Civilizations in MesoamericaSection 3: Early Civilizations in South AmericaChapter 11 Assessment and Activities

Unit 3: The Early Modern World, 1400–1800Chapter 12: Renaissance and Reformation, 1350–1600Section 1: The RenaissanceSection 2: The Intellectual and Artistic RenaissanceSection 3: The Protestant ReformationSection 4: The Spread of Protestantism and the Catholic ResponseChapter 12 Assessment and Activities

Chapter 13: The Age of Exploration, 1500–1800Section 1: Exploration and ExpansionSection 2: Africa in an Age of TransitionSection 3: Southeast Asia in the Era of the Spice TradeChapter 13 Assessment and Activities

Chapter 14: Crisis and Absolutism in Europe, 1550–1715Section 1: Europe in Crisis: The Wars of ReligionSection 2: Social Crises, War, and RevolutionSection 3: Response to Crisis: AbsolutismSection 4: The World of European CultureChapter 14 Assessment and Activities

Chapter 15: The Muslim Empires, 1450–1800Section 1: The Ottoman EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of the MogulsChapter 15 Assessment and Activities

Chapter 16: The East Asian World, 1400–1800Section 1: China at Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa Japan and KoreaChapter 16 Assessment and Activities

Special Feature: World LanguagesChapter 17: Revolution and Enlightenment, 1550–1800Section 1: The Scientific RevolutionSection 2: The EnlightenmentSection 3: The Impact of the EnlightenmentSection 4: Colonial Empires and the American RevolutionChapter 17 Assessment and Activities

Chapter 18: The French Revolution and Napoleon, 1789–1815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of NapoleonChapter 18 Assessment and Activities

Unit 4: An Era of European Imperialism, 1800–1914Chapter 19: Industrialization and Nationalism, 1800–1870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and RealismChapter 19 Assessment and Activities

Chapter 20: Mass Society and Democracy, 1870–1914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern ConsciousnessChapter 20 Assessment and Activities

Chapter 21: The Height of Imperialism, 1800–1914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin AmericaChapter 21 Assessment and Activities

Chapter 22: East Asia Under Challenge, 1800–1914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern JapanChapter 22 Assessment and Activities

Unit 5: The Twentieth-Century Crisis, 1914–1945Chapter 23: War and Revolution, 1914–1919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the WarChapter 23 Assessment and Activities

Chapter 24: The West Between the Wars, 1919–1939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual TrendsChapter 24 Assessment and Activities

Chapter 25: Nationalism Around the World, 1919–1939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin AmericaChapter 25 Assessment and Activities

Chapter 26: World War II, 1939–1945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the WarChapter 26 Assessment and Activities

Unit 6: Toward a Global Civilization, 1945–PresentChapter 27: Cold War and Postwar Changes, 1945–1970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North AmericaChapter 27 Assessment and Activities

Chapter 28: The Contemporary Western World, 1970–PresentSection 1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3: Europe and North AmericaSection 4: Western Society and CultureChapter 28 Assessment and Activities

Chapter 29: Latin America, 1945–PresentSection 1: General Trends in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection 3: The Nations of South AmericaChapter 29 Assessment and Activities

Chapter 30: Africa and the Middle East, 1945–PresentSection 1: Independence in AfricaSection 2: Conflict in the Middle EastChapter 30 Assessment and Activities

Chapter 31: Asia and the Pacific, 1945–PresentSection 1: Communist ChinaSection 2: Independent States in South and Southeast AsiaSection 3: Japan and the PacificChapter 31 Assessment and Activities

Chapter 32: Challenges and Hopes for the FutureSection 1: The Challenges of Our WorldSection 2: Global VisionsChapter 32 Assessment and Activities

AppendixTAKS Preparation HandbookMini AlmanacPrimary Sources LibraryHonoring AmericaGlossarySpanish GlossaryIndexAcknowledgements and Photo Credits

Feature ContentsPrimary Sources LibraryScience, Technology & SocietyThe Way It WasYoung People In…Sports & ContestsFocus on Everyday Life

Fact Fiction FolkloreOpposing ViewpointsConnectionsAround the WorldPast to Present

What If…Eyewitness to HistoryWorld LiteratureNational Geographic Special ReportA Story That MattersPeople In HistorySkillBuilderSocial StudiesCritical ThinkingTechnologyStudy & Writing

Looking Back…to See AheadPrimary Source QuotesCharts, Graphs, & TablesNational Geographic Maps

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