HIST 492-01: Middle East Dr. Amanda Van Lanen Office: Spalding 109 Meets: TTh 10:30-11:45am Office Hours: MW 10:30-noon Phone: 208-792-2684 TTh 9:00-10:00am Email: alvanlanen@lcsc.edu Or by appointment Course Description: This course will examine the social, political, intellectual, and economic development of the Middle East from the Ottoman empire of the nineteenth century to the present. Over the course of the semester, we will be looking at how the region has been impacted by both internal and external events and ideologies, including the concepts of nationalism, colonialism, revolution, and Islamism. The Middle East is filled with hopes, promises, and frustrations. A land that has been torn with strife and wars, today, is no more stable than it was 100 years ago. At the end of WWI, Arabs, Jews, Armenians, Persians, Kurds, and Turks were all striving to gain independence from the west or from the long shadow of the Ottoman Empire. Only Turkey, under the charismatic leadership of Mustafa Kemal, arose as a few and independent republic without any European attachments. Middle Easterners had nationalistic hopes at the Treaty of Paris in 1919, hopes that Europe would live up to their promises made during the war and support independent states in the region These feelings for freedom came on the heels of the French Revolution and the rise of European nation state in the nineteenth century. Middle Easterners reacted by attempting reforms to either meet the demands of the west or attempt at competing with them on the battlefield. However, after the treaty was signed, the victors, especially the French and British, divided the Middle East. Now the hopes of a new found freedom would have to wait for another generation and another war. With the end of WWII and the rise of the Cold War, the Middle East began a new era of change. The newly established state of Israel, revolutions, independent Arab states, and the nationalization of Iranian oil all impacted the region and its relationship with the world. Today, the Middle East reveals deep resentment towards the west, whether it focuses on the continued Arab- Israeli conflict, the persistent US presence in Iraq, Saudi Arabia, and Qatar, or globalization, the people experience frustration with themselves and their societies. These frustrations have manifested themselves in the Iranian revolution, two wars with Iraq, the continued stalemate of the Israeli- Palestinian conflict, and increased acts of terrorism. Through readings and discussions the class will explore events and crises that have shaped the Middle East for more than 100 years. By studying the documents of the day, understanding the motives of personalities, and the impact of east- west relations, the 20th century Middle East will become clearer. Course Objectives: By the end of the course, students should be able to: Understand key developments in the history of the Middle East during the nineteenth and twentieth centuries. 1
Analyze primary source materials, place them within the context of larger historic trends, and develop critical interpretations of their significance. Conduct historic research. Required Textbooks: James Gelvin, The Middle East: A History, 3 rd edition (New York: Oxford University Press, 2011). Julia Clancy-Smith and Charles D. Smith, The Modern Middle East and North Africa: A History in Documents (New York: Oxford University Press, 2014). Other readings as assigned on Blackboard Course Requirements: Exams: There will be two exams for the course a midterm and a final. Exam material will center on material discussed in class and on assigned course readings. Map Quiz: Because it is important to be familiar with the geography of the area we are studying, there will be a map quiz that covers the major countries, cities, and geographic features of the Middle East. Quizzes: In order to make sure that everyone is keeping up with the course readings and lectures, there will be quizzes. Quizzes will be unannounced and based on the day s assigned readings or the previous day s lecture, and I will drop the two lowest quiz scores. Primary Source Analysis Papers: Over the course of the semester, we will focus on learning how to interpret primary sources documents. You will be required to write five 2-3 page analysis papers based on documents that we will be reading for class. Further instructions for these papers will be posted on Blackboard. Research Project: For this course, you will be required to write a 10-12 page research paper that uses both primary and secondary sources to construct an original historical argument. More detailed instructions will be posted on Blackboard. Paper Presentation: At the end of the semester, you will be expected to give a 10 minute presentation on your research project. Guidelines for the presentation will be posted on Blackboard. Participation: This course is a lecture/discussion hybrid. It is important that you come to class prepared to discuss the course readings and share your critical opinions. All course readings should be done in advance of the class period for which they are assigned. In an upper-division course, I expect a high degree of critical discussion from everyone, so read carefully and thoughtfully. On the Primary Source Discussion days listed on the schedule, your participation will be graded based on the rubric below. In addition, you are required to come to class with two discussion questions that I will collect. We will not have reading quizzes on discussion days unless it appears that students have not completed the assigned reading. 2
Grade Participation Criteria 0 (F) Absent 1.0 (D) Present, not disruptive. Tries to respond when called on but does not offer much. Demonstrates very infrequent involvement in discussion. 2.0 (C) Demonstrates adequate preparation: knows basic case or reading facts, but does not show evidence of trying to interpret or analyze them. Offers straightforward information (e.g., straight from the case or reading), without elaboration or very infrequently (perhaps once a class). Does not offer to contribute to discussion, but contributes to a moderate degree when called on. Demonstrates sporadic involvement. 3.0 (B) Demonstrates good preparation: knows case or reading facts well, has thought through implications of them. Offers interpretations and analysis of case material (more than just facts) to class. Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion. Demonstrates consistent ongoing involvement. 4.0 (A) Demonstrates excellent preparation: has analyzed case exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.). Offers analysis, synthesis, and evaluation of case material, e.g., puts together pieces of the discussion to develop new approaches that take the class further. Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc. Demonstrates ongoing very active involvement. *Rubric from Teaching Resource Center by Martha L. Maznevski Course Policies: Assignment Submission: Papers are due at the beginning of class on the dates specified in the syllabus, unless otherwise indicated. Email submissions are not accepted without my permission. Late papers will be assessed a 10% penalty for each day they are late unless prior arrangements have been made with the instructor. There are no make-ups for in-class activities such as discussion. Attendance: Attendance is critical to your success in this course. Please let me know if you are unable to attend class. Excused absences (sanctioned school events, illness) must be documented. 3
Classroom Decorum: Please be considerate during class; practice good classroom decorum (arrive on time, avoid private conversations) in considerations of the instructor and your fellow students. Cell phones should be on a silent setting and be kept out of sight in your bag or pocket. MP3 players should be turned off. Laptops and tablets may only be used to take notes. Use of computers and tablets for purposes not related to class (such as Facebook) will result in the loss of computer privileges. Email: I am always happy to meet and discuss any questions or concerns you may have. Email is the best way to reach me. Make sure you use the correct email address (alvanlanen@lcsc.edu). DO NOT rely on the auto-complete feature. I am not responsible for emails sent to the incorrect address. Additionally, you must use LCMail (youraddress@lcmail.edu) for all course email. This is the address that I will use to get in contact with you, and you are responsible for checking email sent to this address. I only check email during regular working hours (M-F 8-5pm). I will reply to your email within two working days. I will always respond to let you know I have received your message. If I have not replied within two working days, assume that I have not received your email. Do not send an email until you have used your resources wisely; always check the syllabus for clarification before asking when an assignment is due, for example. Grading guidelines: Since this is a history course, all papers must conform to typical academic writing standards for the discipline. All papers must be cited correctly with footnotes using Chicago/Turabian. You can access the Turabian guide online http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html Academic Honesty: Students in this course will abide by Lewis-Clark State College s policy on Academic Honesty. The policy can be found in the college catalog on-line at http://webdev.lcsc.edu/catalog/section.aspx?sectionid=69. The policy reads: --------------------------- Academic Dishonesty Cheating or plagiarism in any form is unacceptable. The College functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent his/her own ideas, concepts and current understanding. Academic Dishonesty includes: 1. Cheating - intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. The term academic exercise includes all forms of work submitted for credit hours. 2. Fabrication - intentional and/or unauthorized falsification or invention of any information or the source of any information in an academic exercise. 3. Collusion - facilitating academic dishonesty intentionally or knowingly helping or attempting to help another to commit an act of Academic Dishonesty. 4. Plagiarism - the deliberate adoption or reproduction of ideas or words or statement of another person as one s own without acknowledgment. The sanctions imposed for a violation of this section of the Code are independent of, and in addition to, any adverse academic evaluation which results from the student s conduct. The course instructor is responsible for academic evaluation of a student s work and shall make that evaluation without regard to 4
any disciplinary action which may, or may not, be taken against a student under the Student Code of Conduct. In this course, any assignment completed without total academic honesty will be grounds for failing the course and will be reported to the appropriate school officials. Additional LCSC information Consumer Information In 2008, the federal government required all post-secondary institutions offering federal financial aid programs to provide key data to both prospective and current students. To comply with this requirement, Lewis-Clark State College has developed a consumer information page, which may be accessed at http://www.lcsc.edu/student-consumer-information/ Disability Accommodations Students requiring special accommodations or course adaptations due to a disability and/or a healthrelated issue should consult their course instructors and the LCSC Student Counseling Center immediately (RCH 111, 792-2211). Official documentation may be required in order to provide an accommodation and/or adaptation. Student Rights and Responsibilities Students have the responsibility for knowing their program requirements, course requirements, and other information associated with their enrollment at LCSC. Students should review the LCSC General Catalog (http://webdev.lcsc.edu/catalog and the LCSC Student Handbook (http://www.lcsc.edu/media/1152314/13-14-student-handbook-revised.pdf) for more information. Accidents/Student Insurance Students participating in LCSC classes normally must look to their personal health insurance policy (Student Health Insurance Plan or comparable private coverage) should an accident occur. In the event of an accident, please seek medical help, if necessary, and report the incident to LCSC Security (792-2226). Fieldtrips or other special student activities may also require students to submit a signed participation waiver (forms can be obtained from the supporting Division Office). Enrollment Verification/Attendance Students who are not actively pursuing their classes may have to repay part or all of their financial aid awards depending upon the circumstances. Illegal File Sharing Students using LCSC s computers and/or computer network must comply with the college s appropriate use policies and are prohibited from illegally downloading or sharing data files of any kind. Specific information about the college s technology policies and its protocols for combating illegal file sharing may be found on the VP for Student Affairs web page (http://www.lcsc.edu/student-affairs/student-codeof-conduct/ ). Diversity Vision Statement Regardless of race, color, age, sex, religion, national origin, disability, veteran status, or sexual orientation, you will be treated and respected as a human being. Disclosures During this course, if you elect to discuss information with me that you consider to be sensitive or personal in nature and not to be shared with others, please state this clearly. Your confidentiality in these 5
circumstances will be respected unless upholding that confidentiality could reasonably put you, other students, other members of the campus community, or me in danger. In those cases or when I am bound by law to report what you have told me, such as incidents involving sexual assault or other violent acts, I will submit a report to appropriate campus authorities. Graded Assignments: Grading Scale: Midterm 10% A = 92%-100%; A- = 90%-91% Final 15% B+ = 88%-89%; B = 82%-87% Research Paper/Presentation 25% B- = 80-81% Quizzes 15% C+ =78%-79%; C = 72%-77% Source Analysis Papers 25% C- = 70%-71% Participation 10% D+ = 68%-69%; D = 60%-67% F = 59% and below Course Schedule: Week 1: Introductions Tuesday, January 20 Introduction Thursday, January 22 What is Islam? Read Gelvin Introduction and Chapter 1 Week 2: The Middle East and the World, 18 th and early 19 th centuries Tuesday, January 27 Read Gelvin chapters 2-3 Thursday, January 29 Read Gelvin chapters 3-4 Read Smith Introduction and pp. 19-29 Week 3: The Era of Reform Tuesday, February 3 Discussion Day Egypt from Mehmet Ali to Lord Cromer Read Gelvin, chapters 5-6, pp. 158-159 Read Smith, pp. 34-43, 51-54, 65-74 Thursday, February 5 Iranian Reforms Read Gelvin, chapters 5-6 Read Smith, pp. 54-57 Map Quiz 6
Week 4: Revolutions I Tuesday, February 10 Discussion Day - Social Reform and the Intellectual Response Read Gelvin, chapters 7-8, pp. 170-174 Read Smith pp. 57-59, 84-94, chapter 4 Thursday, February 12 Constitutional Revolutions Read Gelvin, chapter 9-10, pp. 174-175 Week 5: Nationalism and World War I Tuesday, February 17 Read Gelvin, chapter 13 Topic Proposal Due Thursday, February 19 Read Gelvin, chapter 11 Smith, pp. 97-113 Week 6: The Mandate Era Tuesday, February 24 Review Gelvin, chapter 11 Read Smith, pp. 113-118 Thursday, February 26 Discussion Day Dissolution of the Empire Read Gelvin, chapter 12, pp. 227-228 Read Smith, pp. 119-135, 153-175 Week 7: Origins of the Palestinian Conflict Tuesday, March 3 Discussion Day Read Gelvin, chapter 14, pp. 228-230 Read Smith, pp. 181-193 Thursday, March 5 Midterm Exam Week 8 Middle East in the Age of Nasser Tuesday, March 10 Read Gelvin, Part IV The Contemporary Era and chapter 15 Read Smith, 211-214 7
Thursday, March 12 Read Gelvin, chapter 17 Week 9 - The Rise of the State of Israel and the Arab Reaction Tuesday, March 17 Read Gelvin, chapter 18 Thursday, March 19 Revised Topic Proposal and Annotations due at midnight Week 10 Oil Tuesday, March 24 Discussion Day the Iranian Coup of 1953 Read Gelvin, chapter 16 Thursday, March 26 ****SPRING BREAK ****** Week 11 Revolutions II Tuesday, April 7 Discussion Day The Iranian Revolution Read Gelvin, chapter 19, pp. 333-334 Read Smith 235-237 Thursday, April 9 Week 12 Political Islam Tuesday, April 14 Read Gelvin, chapter 20 Thursday, April 16 8
Week 13 - Schedule Rough Draft Conference with Dr. Van Lanen. Rough Draft due 24 hours in advance of conference. Tuesday, April 21 Film: Offside Thursday, April 23 Finish film Discussion Day Culture, Gender, and Modernity in the Middle East Read Smith pp. 249-262 Week 14 Post 9/11 World Tuesday, April 28 Discussion Day 9/11 and the Global Response Read Gelvin, conclusion Read Smith, pp. 272-292 Thursday, April 30 Discussion Day Current Challenges in the Middle East Read Smith, pp. 241-249 Week 15 Tuesday, May 5 Student Presentations Final Papers Due at Midnight Thursday, May 7 Student Presentations Final Exam due Tuesday, May 12 at Midnight 9