Summary Case Study Syria (Bsc Security Studies, Leiden University)
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Course
Case Study Syria (8911103)
Institution
Universiteit Leiden (UL)
A very comprehensive summary of the course Case Study Syria. This course provides an introduction into contemporary conflicts in the Middle East, exploring their dynamics and security implications.
I. IT’S YOUR TURN, DOCTOR: Naief Abazid (14), wrote this slogan on the wall of his school in Dara’a.
Bashar al-Assad was an eye surgeon. Governments’ reaction was fast and brutal. Abazid and 22 other
boys were arrested and tortured by authorities.
II. MOHAMMED BOUAZIZI: Tunisian fruit vender set himself on fire on the 17th of December 2010, as
a protest for unemployment. This became a catalyst for the Tunisian Revolution and the wider Arab
Spring.
III. FIRDOS SQUARE STATUTE DESTRUCTION: On the 9th of April 2003, a group of Iraqi civilians
started to attack the statue of Saddam Hussein. Took place after the invasion of Iraq in 2003, as the
symbolic end of the Battle of Baghdad.
IV. HAFEZ AL-ASSAD: Syrian politician and president of Syria from 1971 to 2000. Already a dictator,
but still treated Syrians with compassion. He did not use the military against them, seeing himself as
neutral.
V. SYKES-PICOT AGREEMENT: A secret agreement between the UK and France in 1916, for the
dismemberment of the Ottoman Empire. Final agreement took its name from the chief negotiators from
Britain and France, Sir Mark Sykes and François Georges-Picot.
What do we focus on?
I. HUMANITARIAN CONFLICT: Threatening events in terms of health/ safety of a large group of
people. People inside Syria are facing extremely difficult conditions including refugees. Is it a genocide?
II. INVOLVED PARTIES AND THEIR MOTIVATIONS: Political, military or operational support to
the parties involved (think of Russia, Iran, Hezbollah, Kurdistan, etc.).
III. INTERNATIONAL RELATIONS AND DIPLOMACY: The study of interconnectedness of politics
economics and law on a global level.
IV. ABU BAKR AL-BAGHDADI AND ISIS: Leader of the Salafi jihadist terrorist organisation ISIS.
V. LOCAL IMPLICATIONS: The Syrian conflict has damaged and destroyed about a third of the housing
stock and about half of medical and education facilities which led to huge economic losses.
VI. FOREIGN FIGHTERS AND RADICALIZATION: (in this context) A term denoting a foreign
warrior, jihadist, in the Syrian civil war.
VII. INTERNATIONAL SOLIDARITY: Other countries showing support: “Je suis Charlie”.
VIII. POLITICAL CONSEQUENCES: Think of refugees, Geldermalzen, Nigel Farage, Angela Merkel,
Alan Kurdi.
IX. DESTRUCTION OF BUILDINGS: Deliberate destruction of cultural heritage à Palmera.
X. RED LINE CRISIS: THE USE OF CHEMICAL WEAPONS: A phrase used to mean a figurative
point of no return.
XI. DIFFICULTY OF DECISION-MAKING: Think of non-lethal assistance, white helmets, international
dilemma
XII. DISEASES/ INFECTIONS/ HUNGER: Due to the war, basic needs can no longer be provided to the
people who need it the most.
LECTURE 2: TIMELINE SYRIA (AND IRAQ)
History is the analysis and interpretation of the human past. Historians use a wide variety of methods to evaluate
sources. Not all historians agree on the interpretation since they all differ. History helps looking at changes in a
nation. Politics affect history and vice versa.
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, Reconstructing a historical timeline:
I. OTTOMAN EMPIRE AND THE ARAB WORLD:
The Ottoman Empire spread from the Middle East to Europe. It was an autonomous rule but local governors were
allowed to have their own identity. Greater Syria (or Syria and the Levant) was, even though religious differences,
also an autonomy since 1516. The feeling of being an “Arab” was overarching. With Constantinople as its capital,
the Ottoman Empire was at the centre of interactions between the East and the West. However, the Ottoman
Empire lost power when they fought Europe. There were lots of rebels which made it almost impossible to fight
the wars. Since it lost a lot of power and with the rise of the VOC, it was then called “The Sick Man of Europe”.
There were two important men during this era: Sir Mark Sykes (Britain) and Francois Georges-Picot (France).
Sir Mark Sykes was a catholic English traveller. He was considered to be a specialist, since he had some
knowledge and working + living experience of the Ottoman Empire. In 1915, they were thinking: “What do we
want? How can we influence them before we lose control?” Afterwards, the focus of the UK was mainly on
imperialism and trade: Syria was geographically good located. Iraq was thought of to be the future due to oil. The
UK did not only want Syria and Iraq, but also the Holy Land.
Francois Georges-Picot was a catholic imperialistic French diplomat and lawyer. He was aware of colonisation.
He was also considered to be a specialist, since had worked and lived in Beirut. Historic civilizing mission: he
wanted to secure agribusiness and therefore wanted Syria as well. Due to the fact that he wanted to safeguard
investments, France also wanted the Holy Land. Continuing protecting the Maronite Christians in Lebanon (the
largest Christian denomination in the country).
II. THE SYKES-PICOT AGREEMENT
The Sykes–Picot Agreement was a secret 1916 agreement between the UK and France. Negotiations finished
quickly due to WWI. The agreement defined their mutually agreed spheres of influence and control in the Middle
East. According to this agreement, the British got control over the area surrounding the Persian Gulf, whereas
France got control of south-eastern Turkey, northern Iraq, Syria and Lebanon. It however did not include the
desires of the people living in the Middle East. The agreement had no focus on the local reality. In some way the
Russians and Italians became involved too. The Sykes-Picot Agreement divided the Middle East into nations and
created borders where previously none had existed. According to McMillan, this agreement can be seen as
groundwork for war.
III. ARAB WORLD IN 1917-1920
The Arab Revolt was initiated by Hussein bin Ali (Sharif of Mecca) on the 10th of June 1916, with the aim of
securing independence from the ruling Ottoman Turks and creating a single unified Arab state. The British were
afraid of the Germans and wanted the Arabs to fight with them. If they would do this, the UK promised to support
the Arab Independence. Therefore, in June 1916, the British sent out a number of officials to assist the revolt in
the Hejaz; officer Lawrence was sent to the Hejaz on an intelligence-gathering. Lawrence's most important
contributions were in the area of strategy and liaison with British armed forces but he also participated in several
military engagements. A French military mission was also sent out. In 1919, the Ottoman Empire was defeated
which caused problems, due to the fact that multiple promises were made. The first king afterwards of Iraq was
Faisal I.
IV. AFTER THE WAR
The Sykes-Picot Agreement has become a symbol for treason and untrustworthy. In 1919, they redrew they map
of Europe and in 1920 they redrew the map of the Middle East (San Remo conference and the Treaty of Sèvres).
The Treaty of Sèvres confirmed the Sykes-Picot agreement. The British and the French could secure their
objectives very easy, as other allies dropped out during the negotiations since they had other issues to worry about
(such as WWI). In this manner, UK had indirect rule in Iraq and Jordan.
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