Fall 2009
Tara Rana
Course Description: Global History 9
Conflict of Land versus Ideas
Pakistan
Why in the world am I talking about Pakistan?
Our news barely covers the wars in Iraq and Afghanistan, where we have over 172,000 troops, so
it is no surprise that you know nothing about it. But I thought I’d mention it today because
examples from its history can be used as examples of our theme for the semester: the conflict of
land versus ideas. It also allows me to show you how understanding the theme, through the
units we study in class this semester, can help you to understand a country which I predict, will
be more in the news in the future.
Historically, Pakistan, which means land of the pure, was created as a Muslim state on August
16, 1947 after Partition from India and independence from the Britain. It is 770,875 square
kilometers and shares borders with India to the southeast, Afghanistan to the far north, Iran to the
southwest and China to northeast.
Pakistan has had a long-term conflict with India over the state of Kashmir. Before
independence, Kashmir was given the opportunity to choose which country it would be a part
of--India or Pakistan. Kashmir, on the border between the two, had a large Muslim population
that was governed by a Hindu prince. The Hindu prince sided with India and remained an Indian
state. Ever since, fights have broken out at the border between both nations’ troops as well as
within the state with militants disenchanted with Indian governance and/or desirous of greater
Islamic affiliation. Meanwhile, Kashmir has grown in its Islamic population as Hindus, once
native to the area, have moved to other states for a safer living environment.
India, a nation with 80% Hindus versus 13.4% Muslims might wish to rid itself of its Kashmir
problem, but that would have the effect of putting the Pakistan border even closer to the Indian
capital—a capital which can now be reached by nuclear bombs. That new border would also
eliminate the buffer between India and China. China, another nation, which has nuclear power
but is more likely to seek greater access to resources and land for its people might be tempted to
make a land grab in India. Are the Indian (secular rule) and Pakistani (Islamic rule) governments
fighting over religious ideas and how they should impact the people or are they fighting over
who gets to control the land in question? What can the land be used for? Are there key resources
that could be used by the winner? These are the types of questions you will need to ask as we
study this theme. The situation in Kashmir is just one example of a conflict over land versus
ideas.
Another conflict over land versus ideas is taking place within Pakistan and its neighbor
Afghanistan today. This conflict may lead to the failure of the states of Pakistan and
Afghanistan and radical Islamists getting control of nuclear weapons in Pakistan. Since 2000/1,
the Taliban, a group of radical Islamists, have been moving into the Tribal areas and Northwest
provinces of Pakistan. Today, the Taliban controls these areas. In Afghanistan, the Taliban first
came to power to fight against warlords after Soviet withdrawal in 1989. Now, the US is
fighting a war in Afghanistan, which makes it even more relevant that you understand what’s
going on as billons of dollars are being spent on this war and August 2009 was the deadliest
month for US soldiers since the war began.
We will examine these events by trying to answer 3 main questions: Does radical Islam cause the
US military presence in Afghanistan? Does the US military presence in Afghanistan cause
radical Islam? How is the US’s relationship and efforts in Pakistan connected to events in
Afghanistan? [To learn more about Pakistan-India-Kashmir, you’ll just have to take my senior
history class.]
These are examples of conflicts over land and ideas and I teach about this theme historically
because if our leaders won’t make a difference, I want you to! You will be the next leaders
of the world. In order to succeed, you must understand the world not only today, but also
yesterday.
To that end, we will learn about more topics this semester, which will then prepare you for a
simulated Middle East Peace Conference in January. By exploring the theme, conflict over land
versus ideas, you will grapple with the issues, dilemmas and decisions that lie at the heart of the
conflict in the Middle East.
As we study each unit, think about the essential questions for the semester:
 How do ideas/beliefs unite and separate people?
 How do land and wealth unite and separate people?
 Why do cultures collide?
 Is it possible for people of different beliefs and values to co-exist peacefully within one
land? What needs to be done for that to happen?
 What is the historical and current connection between religion and conflict?
Throughout the course of the year, students will also do a series of geography projects. In June
2010, they will choose one hand drawn map and essay to revise and present for the first part of
their Beacon History Performance Based Assessment.
In addition, because the present day-to-day events of the world are as important and have
connections to the history we study, we will spend a significant amount of time discussing
current events. In order to facilitate that discussion, students will be required to read various
news articles and they will be assessed on their knowledge through quizzes, class discussion and
forum postings.
COURSE OUTLINE
Introduction: Unit 1: AfPak
Unit 2: The Early Empires of Ancient Greece, Rome and the Levant
 What are the main tenets of Greek and Roman philosophy and religion? To what extent
do those ideas influence other beliefs such as Judaism and Christianity?
 What is the difference between myth and faith?


What are the main tenets of Judaism and Christianity? To what extent have those tenets
been subverted/altered/differently interpreted over time and what has been the effect?
What accounts for the similarities and differences in these faiths?
How did people live in Athens and Jerusalem prior to and during Roman rule?
Unit 3: The Rise of Islam and the Spread of the Arab Empire
 What are the main tenets of Islam?
 How did Islam spread from Arabia?
 How did people live in al-Andalus and then in Spain during the reign of Ferdinand and
Isabella? Alternatively, how was life under Islamic rule versus other faiths?
 What lessons might be learned for current conflicts over land and religion today by
looking at these prior examples?
Unit 4: Byzantium, Christendom and the Crusades
 Were the Crusades motivated by religious fanaticism or by a desire for political and
economic power?
 Did Christianity or Islam change as it was practiced respectively, in the Byzantine
Empire, the Arab World and/or Europe?
 What lessons might the Crusades have for current conflicts over land and religion in the
Middle East?
Unit 5: The Ottoman Empire and the Modern Middle East
 How does the Ottoman Empire interact with the East and the West?
 What peoples lived under Ottoman rule? How did the Ottomans treat these people? How
did their treatment compare to other empires we studied or that you know about?
 What lessons might rule under the Ottoman Empire have for current conflicts over land
and religion in the Middle East?
 What makes the Palestinian-Israeli conflict so difficult to resolve?
 What lessons can we learn from the conflict in the Middle East for the future?
Academic Requirements
I respect hard work and honesty. All essays and projects in this class can and should be revised.
Theoretically, everyone should end up with a perfect grade.
25% Classwork and Participation
You are required to be in class every day, on time. You are NOT allowed to chew gum or eat
candy in class. If you do, I will assume that you are unprepared to participate in class and will
receive a 0 for class participation for the day.
25% Homework
Notebooks will be collected about every three weeks, but homework will be stamped on the day
that it is due at the beginning of class. If you are late, the homework is late!! It is only stamped if
the homework is COMPLETE! A homework rubric is available on my website. You are
responsible for every homework assignment, regardless of whether you were in class so get
a classmate’s telephone number and check the portal when you are sick. Homework
notebooks must be turned in on the day they are due.
35% Essays and Projects
To develop your writing abilities, each essay and paper must be revised at least twice. Group and
individual projects will be assigned. Like the essays, you can revise projects and are strongly
urged to do so. Late work is accepted but you will not be able to score higher than a B+.
15% Quizzes
Quizzes will take place frequently. IF YOU ARE LATE, YOU CANNOT TAKE THE QUIZ. If
you are absent, you can only take a make-up quiz if you have an absent note.
Behavioral Expectation
1. Students must respect themselves and their peers. Global History will have a lot of
presentation, debates and speeches. Students are expected to talk and turn to look at their
classmates when they are speaking. They should talk in a positive, respectful tone toward other
classmates. Put downs, comedy at the expense of another, and generally malicious interaction
WILL NOT BE TOLERATED!
2. I expect hard work and honesty. IF you don’t know or don’t understand something, it’s okay.
But I will NOT accept copied work or lies. Work found to be plagiarized will receive a 0 for
the assignment. Additionally, you will be required to re-do the assignment and that grade
will be averaged in with the 0. I will go over in detail throughout the year how to do your work
with integrity and avoid plagiarism.
3. Come to class mentally and physically prepared to learn. This means coming to class ready to
read, write, and discuss. (Bring a pen, notebook, books, your voice and your ears.) Effective
listening entails looking and listening to both your classmates and me. In most cases, the most
valuable insight presented in class will come from your fellow students.
4. Talk to me. Whereas I do my best to try to be aware of what’s going on with my students, I
am human. You are human as well. I understand that each one of you has many things going on
in your life and that you have family responsibilities. I am willing to work with you and your
families but you must communicate with me. Let me know ahead of time what’s going on.
Otherwise, I may assume that you are not taking this class seriously.
Supplies
Over the course of the school year, certain items are usually in short supply. To that end, I’m
requesting where financially possible that students contribute a ream of paper and/or a box of
tissues to the class.
Copies of this document and other important documents can be found at my website:
www.beaconschool.org/~trana
If your parents need to contact me, they can call me at school at (212) 245-2807 or contact me by
email at trana@beaconschool.org
RETURN THIS PAGE TO ME
Teacher/Student/Parent Agreement
The teacher will:
1. Provide an atmosphere conducive to learning
2. Establish attainable goals and fair, clear standards to achieving those goals
3. Give instruction and guidance towards those goals with timely feedback and final evaluation
4. Honor you with significant challenges
The student will:
1.
2.
3.
4.
____________________________________
Student’s Name (Print)
_____________________________
Tara Rana
____________________________________
Student’s Signature
I, _________________________________(parent/guardian), have gone through the course
overview for Global History with my child and believe that s/he understands what is expected in
this course.
If, at any time I have questions or concerns about my child’s progress, I will contact Tara Rana at
school at (212) 245-2807 or by email at trana@beaconschool.org
Should Tara Rana have any questions or concerns about my child’s performance, I can be
reached at:
Tele no.:__________________________
Email:_______________________________
_________________________________
Parent’s Signature
_______________________________
Date
COMMENTS: