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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Analyse the factors which led to the creation of the modern State of Israel

SAQA US ID	UNIT STANDARD TITLE
120271	Analyse the factors which led to the creation of the modern State of Israel
ORIGINATOR
SGB Jewish Studies
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 07 - Human and Social Studies			Religious and Ethical Foundations of Society
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 4	NQF Level 04	7
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2008-10-20	2011-10-20	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2012-10-20		2015-10-20

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

This Unit Standard will enable the learner to analyse the events that led to the establishment of the State of Israel and to assess its development and impact on Middle Eastern and International Affairs.

Learners credited with this Unit Standard are capable of:

Investigating the need for a Jewish Homeland and discussing the varieties of Zionism.

Analysing and explaining the factors leading to the establishment of the State of Israel.

Analysing the ongoing conflict between Israel and the Arab World post 1948.

Assessing the State of Israel's development and her contributions to the Modern World.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners are assumed to be competent in the Unit Standard Assess the impact of racism, prejudice and discrimination on twentieth century Jewry.

UNIT STANDARD RANGE

Includes the impact on the Middle East and global affairs from its inception to the present.

Concepts to be explored are to include but are not limited to:

Varieties of Zionism, e.g. Political, Religious, Labour, Revisionist, and Cultural Zionism.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Investigate the need for a Jewish Homeland and discuss the varieties of Zionism.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The varieties of Zionism are compared and assessed in terms of their differences and similarities.

ASSESSMENT CRITERION 2

Conditions of Jews in the late nineteenth century in Eastern Europe are investigated in terms of the factors that gave rise to Zionism.

ASSESSMENT CRITERION RANGE

'Conditions of Jews' includes but is not limited to socio-cultural, economic and political factors.

ASSESSMENT CRITERION 3

The Dreyfus Affair is investigated and explained in terms of its impact on Herzl's thinking and on the development of Political Zionism.

ASSESSMENT CRITERION RANGE

'Political Zionism' will include but is not limited to the Dreyfus Trial, the Zionist Congresses and the Uganda Project.

SPECIFIC OUTCOME 2

Analyse and explain the factors leading to the establishment of the State of Israel.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The factors leading to the publishing of the Balfour Declaration are investigated and explained in terms of the responses it elicited.

ASSESSMENT CRITERION 2

The competing nationalisms of Arabs and Jews in the 1920's and 1930's are assessed in terms of the resulting conflict.

ASSESSMENT CRITERION RANGE

In exploring the 'Competing Nationalisms' the following should be included: the Mandate for Palestine, Jewish Immigration (Aliyot), Riots (Arab), British Commissions of Inquiry, British White Papers and the consequences thereof.

ASSESSMENT CRITERION 3

The Jewish response to British and Arab policies is analysed in terms of the military resistance from 1920 to 1948.

ASSESSMENT CRITERION RANGE

'Jewish Resistance' includes but is not limited to: Policies and actions of: Haganah, Irgun (Etzel), Lechi (Sternists), Jewish Brigade, Palmach.

ASSESSMENT CRITERION 4

The immediate factors that led to the establishment of the State of Israel are investigated with illustrations from 1945-1948.

ASSESSMENT CRITERION RANGE

Immediate factors include but are not limited to: Displacement Camps, Harrison Report, UNSCOP and the Partition Vote.

SPECIFIC OUTCOME 3

Analyse the ongoing conflict between Israel and the Arab world post-1948.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The causes and consequences of the wars that occurred between 1948-1982 are analysed in terms of Israel's fight for survival.

ASSESSMENT CRITERION 2

Arab-Israeli peace negotiations are discussed and analysed in terms of their subsequent success/failure.

ASSESSMENT CRITERION RANGE

Discussions will include but will not be limited to: Camp David, Oslo, Geneva, Jordan.

ASSESSMENT CRITERION 3

The Israeli-Palestinian conflict is analysed with reference to its manifestation in Intifada 1 and Intifada 2.

SPECIFIC OUTCOME 4

Assess Israel's development and her contributions to the modern world.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Social, cultural, scientific and economic factors are investigated in terms of the progress of Israel.

ASSESSMENT CRITERION 2

Israel's contribution to the modern world is analysed with reference to specific examples.

ASSESSMENT CRITERION RANGE

'Israel's contribution' will include but not limited to: Agriculture (the kibbutz, irrigation and hydroponics), technology, (IT and medical technology) and military technology, Arts and Culture.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessors for this Unit Standard must be registered as an assessor with the appropriate ETQA or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.

Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate ETQA or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.

Moderation of assessment will be overseen by the appropriate ETQA according to the moderation guidelines and the agreed ETQA procedures.

Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

An expanded awareness of Zionism.

An understanding of and sensitivity towards the State of Israel.

Knowledge of the Arab-Israeli conflict.

General awareness of Israel's position in world history.

Understanding the process of cause and effect.

Investigative and research skills.

An awareness of the contribution Jews have made to the struggle for human rights and the progress of mankind.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made through analysing the effects of forces on Jewish life.

UNIT STANDARD CCFO WORKING

Collaborating

Working effectively with others as a member of a team and through group presentations.

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and one's activities responsibly and effectively through researching Jewish responses to historical issues.

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically analysing information relating to the creation of the modern State of Israel, through the use of a variety of sources.

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using visual, oral and/or written presentations.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating an understanding of the world as a set of related systems by comparing internal and external factors leading to the establishment of the State of Israel.

UNIT STANDARD CCFO CONTRIBUTING

Contributing to the full personal development of the learner by making the individual aware of the importance of:

Participating as responsible citizens in the life of local, national and global communities by understanding the impact of different groups on each other.

Being culturally and aesthetically sensitive across a range of social contexts by analysing different conflicts.

UNIT STANDARD ASSESSOR CRITERIA

N/A

UNIT STANDARD NOTES

This unit standard is intentionally not linked to any qualification.
Notes to assessors:

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to assure assessment is integrated rather than fragmented. Remember; we want to declare the learner competent in terms of the title.

Make sure evidence is gathered across the entire range, wherever it applies.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on the outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well-documented principles of assessment. Assessment must be: appropriate, fair, manageable, integrated into work or learning, valid, direct, authentic, sufficient, systematic, open and consistent.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

NONE