Modern History · Year 12 · Conflict in the Middle East · Term 4

The Six-Day War (1967)

Study the causes, course, and immediate territorial and political consequences of the 1967 Six-Day War.

• ACARA Content Descriptions
• AC9HI12K59

About This Topic

The Persian Gulf Wars examine the two major conflicts involving Iraq and a US-led coalition: the 1991 liberation of Kuwait and the 2003 invasion of Iraq. This topic covers the shift from the Cold War order to a 'New World Order' and the controversial doctrine of 'pre-emptive strike.' Students investigate the motivations of Saddam Hussein, the role of the UN, and the impact of these wars on regional and global security.

In the Year 12 Modern History curriculum, these wars are a vital study of international law and the use of military power in the 21st century. It aligns with ACARA's focus on the Middle East and the role of non-state actors. Students analyze the different justifications for each war, from defending international borders in 1991 to the search for 'Weapons of Mass Destruction' in 2003, and the long-term consequences for Iraq and the wider region.

This topic comes alive when students can physically model the debates over international law and the 'just war' theory through a collaborative mock trial.

Key Questions

1. Analyze the factors that led to the outbreak of the Six-Day War.
2. Explain how the 1967 war fundamentally altered the map of the Middle East.
3. Evaluate the impact of the war on the Palestinian question and the Israeli occupation of territories.

Learning Objectives

• Analyze the political and military factors contributing to the escalation of tensions between Israel and its Arab neighbors in the lead-up to the Six-Day War.
• Explain the key military strategies and significant events that characterized the course of the Six-Day War.
• Evaluate the immediate territorial changes in the Middle East resulting from the Six-Day War and their impact on future geopolitical dynamics.
• Critique the war's influence on the Palestinian national movement and the subsequent Israeli occupation of the West Bank, Gaza Strip, Golan Heights, and Sinai Peninsula.

Before You Start

The Cold War and Superpower Influence

Why: Understanding the global context of superpower rivalry is crucial for grasping the international dynamics and external influences on Middle Eastern conflicts during this period.

Post-WWII Decolonization and Nationalism

Why: Knowledge of the rise of independent Arab states and the emergence of nationalist movements is essential for understanding the political landscape and motivations of the actors involved.

Foundations of the Arab-Israeli Conflict

Why: Students need a basic understanding of the establishment of Israel and the initial Arab-Israeli wars to comprehend the specific tensions leading to the 1967 conflict.

Key Vocabulary

Suez Crisis (1956)	A prior conflict involving Egypt's nationalization of the Suez Canal, which led to military action by Israel, France, and the United Kingdom, and influenced subsequent regional security concerns.
Blockade of the Straits of Tiran	Egypt's closure of the vital shipping lane to Israel's port of Eilat, a key trigger for the war, interpreted by Israel as an act of war.
Preemptive Strike	A military action taken to prevent an imminent attack, in this case, Israel's air assault on Egyptian airfields, which crippled their air force.
Gaza Strip	A Palestinian territory on the eastern coast of the Mediterranean Sea, occupied by Israel following the Six-Day War.
West Bank	A landlocked territory in the Middle East, west of the Jordan River, which came under Israeli military occupation after the Six-Day War.
Golan Heights	A rocky plateau in southwestern Syria, captured and occupied by Israel during the Six-Day War.

Watch Out for These Misconceptions

Common Misconception

The 2003 war was a quick and easy victory.

What to Teach Instead

While the initial invasion was fast, the subsequent occupation led to a long and bloody insurgency and civil war. Peer discussion of the 'de-Ba'athification' policy helps students understand why the post-war planning failed so disastrously.

Common Misconception

Saddam Hussein was involved in the 9/11 attacks.

What to Teach Instead

There was no evidence linking Saddam to 9/11, though the US government often linked the two in its rhetoric. A collaborative investigation into the 'War on Terror' narrative helps students see how different threats were conflated to build public support for the invasion.

Active Learning Ideas

Formal Debate: 1991 vs. 2003

Divide the class to debate the legitimacy of the two wars. One side argues that the 1991 war was a clear case of defending international law, while the other defends or critiques the 2003 invasion based on the 'Bush Doctrine' of pre-emption.

60 min·Whole Class

Inquiry Circle: The 'WMD' Intelligence

Groups are given excerpts from the 2003 intelligence reports and the subsequent 'Chilcot' or 'Flood' reports. They must identify the failures in the intelligence process and discuss how this impacted the public's trust in government and the media.

50 min·Small Groups

Gallery Walk: The Human Cost of Conflict

Display images and data on the impact of the wars on Iraqi civilians, the rise of sectarian violence, and the displacement of millions. Students move in pairs to record the long-term social and economic consequences of the 'regime change' policy.

40 min·Pairs

Real-World Connections

• International relations analysts and diplomats at the United Nations continue to debate and negotiate resolutions concerning the occupied territories and the status of Jerusalem, directly stemming from the territorial changes of the 1967 war.
• Journalists and historians specializing in Middle Eastern affairs frequently reference the Six-Day War when analyzing ongoing conflicts, the Israeli-Palestinian peace process, and the strategic importance of the Golan Heights and Sinai Peninsula.

Assessment Ideas

Exit Ticket

Provide students with a map of the Middle East before and after the 1967 war. Ask them to identify three key territorial changes and write one sentence explaining the significance of each change for regional stability.

Discussion Prompt

Pose the question: 'To what extent was the Six-Day War an inevitable conflict given the political climate of the mid-1960s?' Facilitate a class discussion where students must support their arguments with specific historical evidence regarding the causes and triggers of the war.

Quick Check

Present students with a series of short statements about the war's course (e.g., 'Israel launched a surprise air attack on Egyptian airfields'). Ask students to label each statement as 'True' or 'False' and provide a brief justification for any 'False' statements.

Frequently Asked Questions

Why did Iraq invade Kuwait in 1990?

Saddam Hussein claimed that Kuwait was historically part of Iraq and accused it of 'slant-drilling' Iraqi oil and overproducing to keep prices low. He also hoped to cancel the massive debts Iraq owed Kuwait after the Iran-Iraq War.

What was the 'Bush Doctrine'?

The Bush Doctrine was the policy of 'pre-emptive strike,' which argued that the US had the right to attack a country that posed a potential future threat, even if it had not yet committed an act of aggression. This was the primary justification for the 2003 invasion of Iraq.

How did the 2003 war lead to the rise of ISIS?

The dismantling of the Iraqi state and military created a power vacuum and fueled sectarian resentment. Many former Iraqi soldiers joined insurgent groups, which eventually evolved into the Islamic State (ISIS), taking advantage of the chaos in both Iraq and Syria.

How can active learning help students understand the Gulf Wars?

Active learning strategies like 'analyzing wartime media' help students understand how information is used to shape public opinion. By comparing news coverage from different countries or different time periods, students can identify bias and the use of 'talking points.' This critical thinking is essential for understanding the complex political landscape of the modern Middle East.