World War I and the Balfour Declaration

Discover how Chaim Weizmann, following Theodor Herzl's death and amid the turmoil of World War I, garnered international support for a Jewish homeland in Palestine, culminating in the British Parliament's endorsement through the Balfour Declaration.

Essential Questions

How did World War I and global politics influence the development of the Zionist movement?
What were the motivations behind the Balfour Declaration, and how did it affect the relationship between Jews, Arabs, and the British Empire?
What does the story of Zionism and the Balfour Declaration reveal about the tension between hope, diplomacy, and real-world consequences?

Big Ideas

Zionism and Global Politics: The early Zionist movement emerged in response to antisemitism, but its progress was shaped by global alliances, wartime diplomacy, and competing national interests.
Power and Promises: The Balfour Declaration was one of many wartime promises made by world powers—revealing how Jews and Arabs were both caught in conflicting imperial agendas.
Agency and Accountability: While international support played a role, the path to Jewish statehood ultimately required leadership, persistence, and the refusal to leave Jewish fate in others’ hands.

After the death of Theodor Herzl in 1904, British-Jewish biochemist Chaim Weizmann was determined to carry out Herzl’s vision of international support for a Jewish homeland in what was then Palestine. With World War I raging and the Jews of the Land of Israel suffering greatly under Ottoman rule, Weizmann petitioned the British and persuaded many, including Winston Churchill, of the urgency to declare Israel as the Jewish homeland. On October 31, 1917, Herzl’s dream came closer to realization when the British Parliament expressed Britain’s official support of a Jewish homeland in Palestine through the Balfour Declaration.

How to use this guide
This guide is designed to enhance your students’ engagement with the video. You can explore the video together or utilize a flipped classroom approach, assigning the video (in full or in segments) for students to watch at home, then using class time to unpack ideas together through reflection, discussion, or hands-on activities. Choose the approach that best fits your students and classroom setting.

Discussion Questions

Securing Global Support: Chaim Weizmann worked tirelessly to gain international support for the establishment of a Jewish homeland in Palestine. Why was it so important for Zionist leaders to secure backing from major world powers like Britain? How did this international support influence the eventual creation of the State of Israel?
Reactions to Balfour: The Balfour Declaration was a significant political milestone for the Zionist movement. How do you think the Jewish community interpreted this declaration? Conversely, how do you think Palestinian Arabs, who were already living in the region, might have viewed the Balfour Declaration? What were the potential implications of this document for both groups?
Science and Diplomacy: Chaim Weizmann’s discovery of the acetone production process played a crucial role in his ability to influence British policy. How did his scientific contributions bolster his diplomatic efforts? Would Weizmann have had the same level of influence with the British if his discovery of acetone hadn’t been so useful? Does the access he gained with his discovery make his diplomatic work with the British more impressive or less impressive? Why?

Learning Activities

Text Study: Have students read the text of the Balfour Declaration and engage in a critical analysis of its language and implications. Use some guiding questions to facilitate analysis and discussion:
- What information is missing from the text? What questions do you have after reading it?
- Is there any language that jumps out at you as particularly significant or problematic?
- How do you think the Jewish community interpreted and reacted to this document at the time? How do you think Palestinian Arabs interpreted and reacted to the declaration?
Interviews: Ask your students to research groups or individuals who are involved in lobbying and advocating for causes that they are passionate about. Then, students should come up with a list of questions to conduct an interview in person or on Zoom.
- What makes them a successful advocate for their cause?
- How do they gain access to the people they want to lobby?
- Why is advocacy or lobbying important? Does it actually make a difference?
- What made them want to go into this field?
- Ask students to compare the person or group they interviewed with the actions of Chaim Weizmann. What made him a successful advocate for the establishment of a future Jewish state? What can we learn from his experience today?