POL 225: Politics of the Middle East Spring 2018

MWF 9:30-10:20 AM; Johns Hall 201

Instructor, office, phone extension: Dr. Buket Oztas, JH 11N, 1227 Office hours: Mondays, 10:30 AM – Noon, or by appointment Email: buket.oztas@furman.edu Course website: Moodle – POL 225

Texts:

• Dare to Disappoint: Growing up in Turkey, by Ozge Samanci

• Persepolis: The Story of a Childhood, by Marjane Satrapi

• Recommended: Understanding Contemporary Middle East by Ed. Jillian Schwedler

Other materials and resources:

• There is no single textbook for this class, but a collection of book chapters and articles from scholarly journals. The course readings can be found through library sources or on Moodle.

• Remember the classes will not simply go over the readings but rather build on them through debates and discussions on the answers they provide and questions they raise.

Course description and learning objectives: This course offers an overview of modern Middle Eastern politics with the intention to create a more nuanced understanding and deeper knowledge of the current events in the region. Breaking away from the one-dimensional tradition of “Middle Eastern exceptionalism”; the course puts the states and societies of the Arab and non-Arab countries into a comparative perspective, and uses the concepts, methods and theories of the comparative politics to examine and explain the political institutions and practices of the region. After a brief introduction to the historical foundations of the Modern Middle East, the course first explores the identity-formation and state-formation in the region, with a particular emphasis on the clash of national identities with the ethnic, religious and tribal identities. The Arab-Israeli conflict, the role of major powers in this context and main obstacles to its resolution provide the link between the state-oriented theme of the course and the second, social movements-oriented, one. This second part of the course covers specific cases (such as Turkey and Iran) as well as a wide variety of topics, ranging from the rise of political Islam and ethnic and sectarian fragmentation in the region to the contested issues of secularism, socioeconomic inequality and political violence in a broader perspective. In the light of current political events and recent changes in political institutions, the third and final part of the course deals with the forces of –seemingly- resilient authoritarianism, prospects of regime change and democratization in the Middle East; and raises various questions on the compatibility of Islam and democracy as well as the future of the region after the 2011 uprisings.

This course will attempt to challenge and improve a number of your skills that are considered vital for students of Politics & International Affairs and Middle East & Islamic Studies minors (and Furman students more broadly) to master. These include:

• Contextualizing and analyzing artifacts, practices and perspectives from the cultures of the

Middle East (through the concept application paper assignments)

• Oral communication (through regular class participation and class discussions);

• Reading comprehension (through regular reading assignments that will provide the basis for many class discussions, as well as questions on the midterm exam);

• Critical thinking and analysis (through class reading, discussion of scholarly work about the region, simulation assignments, exam essays);

• Effective, concise writing and development of critical analysis (through exam essays and concept application assignments);

• Applying theories and concepts to new situations (through class discussions, concept application paper assignments and class exams);

• Research, including literature reviews, utilization of data bases and testing of specific propositions (through concept application assignments);

• Comprehending the views of others and articulating, defending one’s own position (through class readings, discussions and concept application paper assignments).

Major test and/or assignment due dates: Map Quiz January 17 Midterm Exam February 28 Research Proposal March 26 In-class Simulation April 20 Research Paper April 30, 8:30 AM Discussion Responses Every Friday, 3 PM

Final grade determination: 5 % Attendance 10 % Participation/Pop Quizzes 15 % Moodle Discussions 5 % Map Quiz 25 % Midterm Exam 10 % Simulation Exercise 10 % Research Proposal 20 % Research Paper

Descriptions of letter grades (from the Furman University Catalog):

Grade Description

A Excellent. The mark of highest distinction earned by those students whose work represents the best that can be expected of a student at Furman.

Grade Description B Good. The mark of distinction earned by those students whose work represents a high

degree of achievement in meeting the characteristic demands of the course.

C Satisfactory. The mark earned by those students who have attained such familiarity with the content of the course and such ability to apply this knowledge as may be expected of a student who gives to the course a reasonable amount of time, effort, and attention.

D Marginal. The lowest passing grade representing inferior work. It indicates that the student would be seriously handicapped in attempting subsequent courses for which this work is a prerequisite.

F Failure. The mark indicates unconditional failure. No credit earned.

Grading scale: A+ (99-100) A (94-98) A- (90-93) B+ (88-89) B (83-87) B- (80-82)

C+ (78-79) C (73-77) C- (70-72) D+ (68-69) D (63-67) D- (60-62)

Class participation:

Class participation is a vital component of this course and your active involvement in class sessions is therefore strongly encouraged. This requires you to come to class having read the assigned texts for that week and looked at any additional material (news, policy analyses etc.) relevant to that week’s readings. Having said that, simply showing up to class does not count as “participating” — indeed, that is the equivalent of not participating, of showing up to the ballot box and not voting. Showing up to class and not participating would represent a D grade for participation.

It is my duty to provide a comfortable environment for everyone to take a part in class discussions, but if you have problems expressing yourself in front of your classmates, please inform me so that we could find the most suitable learning methods for you.

Participation grading guide: Participation grades depend more on the quality than on the quantity of contributions to the learning environment, which involves the critical engagement with the class material. A subpar performance and lack of interest/preparation will substantially decrease your course grade.

● Excellent: Student arrives fully prepared with notes on readings, observations and questions. S/he demonstrates enthusiasm about the subject, listens carefully and respectfully and shares events/news articles that are relevant for the theme of the day. His/her understanding goes beyond the assigned texts in such a way that s/he challenges the commonly held assumptions, offers relevant, meaningful and different perspectives AND encourages his/her peers to think critically about the issues/scholars discussed in the class.

● Appropriate: Student raises questions about the readings and topics under discussion. His/her comments are relevant and reflect the understanding of the texts, previous remarks by other students and insights about assigned material. S/he actively participates at appropriate

times in a way to move conversation forward AND shows respect for his/her peers and their arguments rather than dominating the class discussion.

● Fair: Student sometimes arrives unprepared or with only superficial preparation. S/he usually offers comments, but sometimes they indicate lack of attention to previous remarks or draw unclear conclusions. Other times student is “tuned out” OR displays lack of interest in the material.

● Poor: Student projects lack of interest and/or disrespect for others, OR exhibits little evidence of having read or thought about assigned material. S/he seldom participates (or his/her remarks do not advance the conversation) AND/OR is generally not engaged.

Class preparation and assignments:

• Expected Workload: To successfully complete the work in this course, you will need to consistently spend two to three hours working outside of class for every hour you spend inside the classroom, and there may be occasional periods where more time is required. Students who are not committed to spending that kind of time studying and preparing for class should expect to struggle. It is important to note, as well, that time alone does not automatically ensure success — the kind of time you devote to studying and how you approach the endeavor may be just as critical. You can devote time to preparing and studying that is effective and ineffective. Please feel free to talk to me or your academic advisor, or consult the professionals in Center for Student Success if you ever wish to discuss these kinds of issues.

• Readings: It is important to underscore that lectures will not be a rehashing of the information in the assigned texts. Simply coming to class and digesting the material discussed will not insure your success in the course. You must read to succeed. o Each week’s readings are accompanied by a set of reading questions—inquiries to guide you

while you tackle the week’s topic. You will be expected to come to class prepared to discuss these questions. However, the lecture will not be duplicative of these questions, but will rather build on them. And the exams will be based both on readings and on classroom lectures (even if we don’t directly engage with a particular reading in class). Class will consist of a dynamic and vibrant mix of lecture and discussion. Your participation in such discussions is critical to your success in this course.

• Current Events: As a part of the class, you are expected to follow day-to day events and keep up with the political analyses about the region throughout the semester. Events and issues covered on the Middle East pages of respectable news outlets will appear on assignments and class discussions. Please be advised that every analysis or report you read may not fully reflect the reality, or may be biased towards one view or another. Since the class aims to develop a more sophisticated understanding of the events in the Middle East, it is your responsibility not to take them at the face value and evaluate them by using the concepts and tools you learn in your political science courses.

• Pop Quizzes: If it appears the class is insufficiently prepared, I reserve the right to give unannounced quizzes and the grades will be factored into your participation totals. However, quizzes waste everyone's time, so it will be a measure of our collective success if we manage to avoid them.

o Rubric for Quiz Grades:

√+

Student answers question correctly, showing complete understanding of the reading and offering additional insight or thought.

Helps participation grade.

√ Student has an adequate understanding of the reading.

Does not affect participation grade.

√-

There is some indication that reading might have been done, but the question is not answered sufficiently, or the student does not appear to fully understand the reading.

One of these will not harm participation but will lower it moderately if it happens more than once a month.

0 There is no evidence the student read. Answer is completely wrong.

Will result in 2-point deduction from participation grade for each zero on a quiz.

Note that is may not be possible to get a + on every quiz. Some quizzes will simply be a matter of a right or wrong answer.

Map Quiz: In the beginning of the semester, you will have an in-class closed-book/notes map quiz, in which you will be asked to identify various countries, regions and capitals on a blank map. The purpose of this exercise is to familiarize you with the geography and state boundaries in the region, so that our later discussions about conflicts and peace-processes will make more sense to you. Discussion Responses/Informal Writing: Each student will post a short response (1-2 paragraphs) to a discussion question on the course website each week. The discussion question is based on the course readings for the week, and may be further discussed in class. These postings should be thoughtful personal responses to the discussion question, which incorporate your learning from the weekly readings.

• To receive full credit, you are required to post 15 total responses to the course website, which then be marked with √+, √, or √-, based on their quality and relevance to the literature discussed in the lectures. Weekly writing assignments should be posted to the course website by 3PM Friday of each week.

Midterm Exam: A closed-book, in-class midterm examination will consist of short answer questions and essays. The short answer questions will evaluate your ability to identify the main arguments, and the essay questions aim to teach you to make an argument, support your argument with evidence and write concise and meaningful answers to complex questions. An optional review session will be held prior to exam outside of scheduled class time. Simulation Exercise: This exercise aims to engage you in a discussion on regime survival and democratization by asking you to play the roles of authority, explore different perspectives, see your own perspective from others’ viewpoint and to make well-informed decisions during a hypothetical country’s regime transition process. As you work with your peers to design a new regime, you will encounter a number of legal and constitutional problems that will force you to come up with creative solutions to a number of questions concerning rights, liberties and duties.

• After the fifth week, you will be given more information on convention procedures, as well as a role to play, so that you can prepare your responses according to the goals, motivations, constraints and opportunities of the character you are assigned.

• Before the assignment, you will turn in a two-page paper summarizing the main issues that your actor takes into consideration as s/he makes his/her decision on the topic of discussion.

• In groups, you will write a one-page position paper which outlines your group’s main decisions and justifications. Then we will have a debate among the different groups concerning the best way forward.

• Lastly, you will be required to write a two-page reflection paper, discussing whether (or to what extent) students have accomplished the objectives of this assignment. Your reflection papers should demonstrate the thought process that went into the completion of this project.

Research Project: As a part of the course, all students are supposed to produce a research paper on a topic chosen by you in consultation with me (the instructor). The paper is meant to be analytical in nature, not descriptive. In other words, it should analyze and/or explain a political development in the region. Each paper should be driven by a research question and ask “why” or “how” questions (not “what” questions).

• Research Proposal: Midway through the course, you will turn in a research proposal (3 to 5 pages), consisting of your research question, annotated bibliography, thesis statement and an outline. Bring two copies of the research design to class, as one will go to the professor and another will go to your assigned ‘writing partner’ (or group). Students will read each other’s research proposal and provide written comments (to be shared with the professor). Written comments on the research design will be graded for how thoughtful and helpful they are to your peers.

• Research Paper: The goal of the paper is to give you an opportunity to formulate and pursue independent research by reviewing the literature, translating your knowledge on the subject to persuasive arguments and supporting your argument through right research methods. Papers must be comparative in scope and focus on cases drawn from the themes covered in class. There is no expected length for research papers; however, 10 pages (Times New Roman, 12-font, 1- inch margins, double spaced) would be the average. Remember that grading will be based more on how argument has been developed than the length of the paper. The final draft, which will report your findings, must be analytical in nature, clearly written, well documented, and put forth a convincing argument. It must also respond to the professor’s comments on your proposal.

o Throughout the semester we will devote time to discuss research techniques as well as steps to write a scholarly comparative politics paper, yet please also consult “How to Write a BA Thesis: A Practical Guide from Your First Ideas to Your Finished Paper” by Charles Lipson if you want to polish your skills in this area.

o The research paper is due on the same day as the scheduled final examination for our class (April 30, 8:30 AM). Please do not ask for extensions, as any exceptions to this policy must be approved by the chair of the department and reviewed by the dean.

Assessment guidelines for class preparation and assignments: Please check the Moodle pages for grading rubrics and detailed guidelines for each assignment.

Additional course guidelines:

• As students in this class, you are responsible for reading the syllabus thoroughly so that you are familiar with all policies and the consequences for violating these policies.

• As the instructor, I reserve the right to make changes to the course and syllabus as deemed necessary. Remember that syllabus is a working document, and depending on the events and

ongoing issues we may have to change the topic and readings for particular weeks, or I may ask you to complete additional assignments.

• In constructing this class, I do not assume that students have previous knowledge of the Middle East region, even though some may have had other courses in Middle East history or politics. I do presume, however, that we all have some general familiarity with broad concepts in comparative politics and international relations, as well as some analytical and comparative skills. If you sense you need supplementary help in order to enhance your understanding and performance in this course, do not hesitate to come by and we can talk about your needs and how to meet them.

• My goals in this class are to provide assistance to every student in the class and to create the best learning environment, so I encourage you to make an appointment with me during the first few weeks to discuss how to best address your needs and interests. If you have any difficulty understanding the course material, or if you have questions or concerns in general, please come and visit me during my office hours or send me an e-mail. Remember I am here to help.

• I value the perspective of all students in my class and I look forward to the productive discussions we will have throughout the semester. As the course progresses, you will doubtlessly find that your ideas about Middle East politics do not always match the views of your fellow students, the authors of your texts, or your instructor. Yet, if this course is to prove rewarding for everyone (as it should), it is absolutely essential for each participant to respect and tolerate the ideas and opinions of others in the class. It is equally important for everyone to discuss issues on the basis of information and analysis rather than emotion and volume. By adopting such a posture, you will hopefully find the class to be a challenging and enlightening experience where you will have many opportunities to rethink what you know or believe to be true about Middle East politics.

• The interactive nature of the class can increase if you come prepared and are willing to take some initiative in this regard.

• It is your responsibility to check your e-mails and Moodle announcements regularly to receive updates on assignments and discussion questions sent before the class.

• The way in which you communicate and present yourself when writing to your professors is extremely important, as how you choose to interact conveys your level of seriousness and professionalism. Class policies, such as office hours, assignment details, writing guidelines, grading criteria, policies on missed classes and exams, etc. are almost always addressed in the syllabus. If something is still not clear, then by all means ask your question --- but first attempt to answer the question yourself and only write if you need further clarification.

o Do not email to ask what your current grade is, or how many points you need on the final to get a certain grade in the class: FERPA Regulations do not allow the professors to share/discuss grades via e-mail.

o Use the basic tips outlined in the following article for guidance: https://www.insidehighered.com/views/2015/04/16/advice-students-so-they-dont-sound-silly-emails-essay

o During the weekdays, I usually respond to your e-mails within 24 hours. However, do not assume I will respond to the lengthy questions posed the night before an assignment is due; plan in advance!

• Behavior such as arriving late, leaving early, browsing the Internet, texting, napping, etc. is considered rude to the extreme and not acceptable in this class.

• In keeping with courtesy, I will insist that all cell phones and other personal electronic devices must be turned off before class and remain OFF throughout the class session. Since research

indicates that it is almost impossible to multitask and that having an easy access to your e-mails and social media accounts distracts you from the class discussions, no electronic devices are allowed during class time (even to take notes) unless you obtain prior permission from me, the instructor. Students who disregard the policy will be considered absent that day.

• There are no make-ups for exams, pop quizzes, and other written assignments. The only possible exceptions are documented medical or family emergencies. Requests for taking the make-up exam must be submitted in writing and include documentation explaining and substantiating why the absence was legitimate. An approval to take the make-up exam will be based solely upon the professor’s evaluation of your request and any supporting documentation.

• On the egalitarian principle that a deadline for one is a deadline for all, late work will be severely penalized. Work that is turned in after the date and time due will lose ten points off the total automatically (i.e. a paper with a numerical grade of 75 becomes a 65) and an additional ten points will be deducted for every subsequent extra day. Please make sure to have my permission if you have to submit your work late for situations beyond your control and note that I will not accept more than one late paper.

• Opportunities for "extra credit" are not available.

Attendance policy: In order to comprehend the intricacies of the politics in the Middle East, it is important to follow the class material from beginning to the end. Attendance is critical, discussions are irreplaceable, and course sessions cannot be “made up.”

• Attendance will be taken during each class session using a sign-in sheet. It is your responsibility to ensure that you have signed in. Arriving late and/or leaving early (or leaving the classroom to use the bathroom, take a phone call, get some coffee UNLESS ABSOLUTELY NECESSARY) will negatively impact your attendance grade.

• You can miss no more than two class sessions for any reason without penalty. If you are going to miss the class for an excusable reason (i.e. health reasons, immediate family emergencies, school-related activities, religious observance) you must let me know in advance and provide proper documentation. o The only absences that will not be counted against students are those directly related to

school activities, religious observance, illness and emergencies when I am provided with a note from the appropriate department. Note that an emergency is not a trip, wedding, job interview, sports event, computer issues, a family/relationship problem, oversleeping or important assignment for some other class.

• Three and more absences will result in a reduction in your grade, and five and more absences mean you will lose all 5 points for attendance, in addition to 5 more points of your participation grade.

• Please remember that signing in a student who is not present or asking a student to sign you in when you are absent constitutes academic dishonesty.

NB: A freshman who exceeds six absences or an upperclassman who exceeds ten absences for any reason (excused or unexcused) will be in violation of the maximum established by the University (p. 40 of the Furman University Catalog) and will be dropped from the course with a grade of “F.”

NB: Requests to take the final exam at a time that differs from the University final exam schedule must be approved by the Associate Academic Dean. (“Any instructor who wishes to administer the final examination at a time other than the one specified on the final exam schedule must secure the approval of the department chair and the Associate Academic Dean,” from the Furman University Catalog.)

Academic integrity: Academic Integrity standards are important to our Furman community and will be upheld in this class. Students should review the Academic Integrity Pledge posted in the classroom and resources available on www.furman.edu/integrity. Cheating on exams or on papers will not be tolerated, and will be handled in accordance with Furman University policies on the issue. Your continued enrollment in this course constitutes an acknowledgement of the college policy on academic honesty, as well as a commitment to abide by it.

• All written assignments are to be submitted via Moodle to Turnitin.com, an online plagiarism prevention and detection service.

• Plagiarism charges are an extremely serious affair in the academic world. Your assignment grade (and in repeat offenses, your course grade) depend on the originality of your work. Please keep in mind that plagiarism may bring your academic education to a sudden end. If you are uncertain about what constitutes or does not constitute plagiarism, come and talk to me, or talk to a librarian or use the resources provided by the writing center to bring yourself up to date.

• The basic rule is simple enough- There is nothing wrong in academia with making use of other peoples’ work – as long as you fully disclose your sources and give credit where credit is due. Be aware that it doesn’t take undisclosed verbatim quotations to commit plagiarism. Paraphrases, too, constitute plagiarism if they remain undocumented.

Additional resources in the Center for Academic Success (CAS; LIB 002): The Writing & Media Lab (WML) is staffed by student Consultants who are trained to help you improve your writing and multimodal communication skills. The consultation process is non-directive and intended to allow students to maintain ownership of their work. In addition to helping with the nuts and bolts, WML Consultants also support you in developing your own ideas thoughtfully and critically, whether you’re writing an essay or planning a video or other multimedia project. You may drop into the WML during its regular hours (LIB 002; 9 AM to 10 PM) or visit the Writing and Media Lab website to make an appointment online. Peer Tutors are available free of charge for many classes and may be requested by dropping by CAS (LIB 002) or on the Center for Academic Success website. Tutors are typically recommended by faculty and have performed well in the class. Professional Academic Assistance Staff in CAS can provide students assistance with time management, study skills, and organizational skills. The Writing and ESL Specialist provides professional writing support as well as support for students whose primary language is not English.

Accommodation Requests: The Student Office for Accessibility Resources is committed to helping qualified students with disabilities achieve their academic goals by providing reasonable academic accommodations under appropriate circumstances. If you have a disability and anticipate the need for an accommodation in order to participate in this class, please register with the Student Office for Accessibility Resources. They will assist you in getting the resources you may need to participate fully in this class. You can contact the SOAR office at 864.294.2320 or at soar@furman.edu. You can find additional information and request academic accommodations at the SOAR webpage.

Course schedule:

Date Day of

Week Pre-class Activity/Assignments Class Focus/Assignments Due

1/8/18 M Syllabus Introductions & Syllabus Review

1/10/18 W Davis, E. (2009). 10 Conceptual Sins in Analyzing Middle East Politics. Retrieved from http://new-middle-east.blogspot.com/2009/01/10-conceptual-sins-in-analyzing-middle.html Recommended: Stewart, D. 2013. The Middle East and North Africa: Between Image and Reality. The Middle East Today: Political, Geographical and Cultural Perspectives (3-15). New York: Routledge.

How do common images of the Middle East typically represent the region? Where do many of these images come from? Why are many of these images distortions or oversimplifications? What do they potentially conceal about the region?

1/12/18 F Adelson, R. (2011). British and U.S. Use and Misuse of the Term, ‘Middle East. In M. E. Bonine, M. Gaspar & A. Amanat (Eds.), Is There a Middle East? The Evolution of a Geopolitical Concept (36-55). Stanford: Stanford University Press.

What do we mean by the “Middle East?” Where did the term “Middle East” come from? Why is the Middle East considered an area of geostrategic importance? What has made it so and continues to make it so?

1/15/18 M

*Martin Luther King Day (US holiday)

1/17/18 W Yom, S. L. 2017. Introduction: The Middle East and North Africa in Comparative Perspective. In M. Gasiorowski & S.L. Yom (Eds.), The Government and Politics of the Middle East and North Africa (1-41). Boulder, CO: Westview Press.

***Map Quiz*** Who are the peoples of the region? What political problems do the Middle Eastern countries face, and what

Recommended: Understanding the Contemporary Middle East, Chapter 2

solutions do they come up with to deal with these issues? Why is it particularly relevant to study this region at this moment?

1/19/18 F Understanding the Contemporary Middle East, Chapter 4: Middle Eastern Politics

How are the region and its member states classified politically and economically? Is the Middle East an “exceptional” region, or is it subject to the same social and political forces as any other?

1/22/18 M Cleveland, W. L. & Bunton, M. (2016). A History of the Modern Middle East, 6th Edition. Boulder, CO: Westview Press, pp. 1-18.

What are the origins of Islam? How did Islam respond to the prevailing conditions of the time in the Middle East?

1/24/18 W Cleveland, W. L. & Bunton, M. (2016). A History of the Modern Middle East, 6th Edition. Boulder, CO: Westview Press, pp. 19-34. Kapuscinski, R. (1992). Shah of Shahs, trans. William R. Brand and Katarzyna Mroczkowska-Brand (New York: Vintage, 1992), Excerpts.

What are the five pillars of Islam and why are they important? How do issues of political succession influence the direction of Islam? What are the key differences between Sunni and Shi’ite Muslims?

1/26/18 F Shadi, H. (2016). Is Islam “Exceptional”? Islamic Exceptionalism: How the Struggle over Islam is Reshaping the World. New York, NY: St. Martin’s Press, pp. 38-67. Recommended: Blaydes, L. & Chaney, E. (2013). The Feudal Revolution and Europe’s Rise: Political Divergence of the Christian West and the Muslim World before 1500 CE. American Political Science Review, 107 (1), 16-34.

What are the various sources of conflict between political Islam and the West? What is jihadist Islam’s view of the struggle between Islam and the West and what are the dangers of generalizing from that view?

1/29/18 M Quataert, D. (2005). The Ottoman Empire from Its Origins until 1683. The Ottoman Empire 1700-1922. New York, NY: Cambridge University Press, pp. 13-35.

What is specifically significant about the Ottoman Empire? How did it evolve? What factors precipitated its rise and decline?

1/31/18 W Barkey, K. (2005). Islam and toleration: Studying the Ottoman imperial model. International Journal of Politics, Culture, and Society, 19(1-2), 5-19.

To what extent is the Ottoman legacy visible in the region today?

2/2/18 F Cleveland, W. L. & Bunton, M. (2016). A History of the Modern Middle East, 6th Edition. Boulder, CO: Westview Press, pp. 96-110.

What are the residual economic legacies of colonialism still present in the region?

2/5/18 M Gelvin, J. L. (2008). The Modern Middle East: A History, Second Edition. New York: Oxford University Press, pp. 139-156.

What is modernization and how is this idea different from political development? What are the connections between the two concepts?

2/7/18 W Fraser, T. G., Mango, A., & McNamara, R. (2014). The Makers of the Modern Middle East. Gingko Library, pp. 1-43. Recommended: Wright, R. (2016, April 30). How the Curse of Sykes-Picot Still Haunts the Middle East. The New Yorker. Retrieved from https://www.newyorker.com/news/news-desk/how-the-curse-of-sykes-picot-still-haunts-the-middle-east

In what specific ways is Zionism akin to Arab nationalism or Turkish nationalism? Is Zionism unique among nationalisms?

2/9/18 F Fromkin, D. (1991). How the Modern Middle East Map Came to be Drawn. Smithsonian 22. Recommended: Khader, A. F. (2011). Sources in the History of the Modern Middle East. Boston: Wadsworth, pp. 104-118

Is the contemporary Middle East a victim of colonial policies and regimes? Are colonially imposed borders significant predictors of today’s conflicts? Is geography destiny?

2/12/18 M Anderson, L. (1987). The state in the Middle East and North Africa. Comparative Politics, 20(1), 1-18.

In what specific ways was the nation-state model of political organization that arose after World War I different from the imperial model of the Ottomans?

2/14/18 W Lustick, I. (1997). The Absence of Middle Eastern Great Powers: Political ‘Backwardness’ in Historical Perspective. International Organization, 51 (4), 653-683.

Who has ruled the modern Middle East for the last fifty years? Are these governing regimes all the same? How can they be compared and contrasted?

2/16/18 F Maddy-Weitzman, B. (2016). State-building and Nation-building in Adverse Circumstances. A Century of Arab Politics: From the Arab Revolt to the Arab Spring. Lanham, MD: Rowman & Littlefield, pp. 25-46.

How did the states that today compose the Middle East come to be formed? How can learning about the modern history of the Middle East help us navigate its contemporary politics?

2/19/18 M Migdal, J. (1988). Laying the Basis for a Strong State: The British and the Zionists in Palestine. Strong Societies and Weak States: State-Society Relations and State Capabilities in the Third World. Princeton: Princeton University Press. Recommended: Avishai, B. (1985). The Tragedy of Zionism. New York: Farrar Straus Giroux, pp. 135-204.

When did the Arab-Israeli conflict originate? How did it originate? What were the guiding principles behind British policy on Palestine after World War I? Were these principles consistent through the Mandate period? Were there guiding principles at all?

2/21/18 W Understanding the Contemporary Middle East, Chapter 6: The Israeli – Palestinian Conflict Recommended: Bunton, M. (2013). The Palestinian-Israeli Conflict: A Very Short Introduction. New York: Oxford University Press.

What have been the critical issues the conflict has been fought over? What are the central myths that surround the conflict and what are the facts that puncture these myths?

2/23/18 F Danin, R. M. (2011). A Third Way to Palestine: Fayyadism and Its Discontents. Foreign Affairs, 90 (1), 94-109.

What key issues divide Israel and the Palestinians? How are these similar to, different from the issues that divide Israel from other states in the Arab world? To what extent are these divisions reflected in the political divides within the Israeli state and the Palestinian Authority?

2/26/18 M Bickerton, I. L. (2009). Unfinished Business. The Arab-Israeli Conflict: A History. London: Reaktion Books.

How has the outside world played a part in fostering conflict among these parties? What impact has the domestic politics of Arab states had upon the Arab-Israeli conflict? Will the Arab rivalries of today hasten or delay a resolution to the Israeli- Palestinian conflict?

2/28/18 W Recommended: Study, Study and Study!

***Midterm***

3/2/18 F Mansbach, R. W., & Taylor, K. L. (2017). Is Israeli-Palestinian Peace Possible? Challenges for America in the Middle East. London: Sage Publications.

What are the cases for a one state solution vs. a two-state solution? Why are many more pessimistic outlooks on resolving the conflict being advanced among both Israelis and Palestinians and how does geography potentially inform these assessments?

3/5/18 M Spring Break (March 3-11)

3/7/18 W Spring Break (March 3-11)

3/9/18 F Spring Break (March 3-11)

3/12/18 M Samanci, O. (2015) Dare to Disappoint: Growing up in Turkey. Farrar, Straus and Giroux.

What role do women play in the politics of the Middle East? Does the status of women distinguish the Middle East from other regions of the world?

3/14/18 W Recommended: Heper, M. (2000). The Ottoman Legacy and Turkish Politics. Journal of International Affairs, 63-82. Bourguiba, H. (1965). The Tunisian Way. Foreign Affairs, 44 (3). 480-488.

What is the “Turkish model” and how has that influenced debates over the role of Islam in the region? Does Ataturk point the way forward for other Middle Eastern leaders? Is Tunisia the Arab world’s sole democracy despite –or because of- Bourguiba’s Legacy?

3/16/18 F Ozbudun, E. (1996). Turkey: How far from Consolidation? Journal of Democracy, 7(3), 123-138.

How have matters evolved over the last several years in Turkey and what has this changed about the idea of a “Turkish model”?

3/19/18 M Satrapi, M. (2004). Persepolis. Knopf Doubleday Publishing Group.

What happened in Iran in the early 1960’s? How did the Shah attempt to change the country? What were the results of his reform efforts?

3/21/18 W Arjomand, S. A. (1986). Iran's Islamic Revolution in Comparative Perspective. World Politics, 38 (3), 383-414. Recommended: Kurzman, C. (2004). The Unthinkable Revolution in Iran. Cambridge, MA: Harvard University Press. pp. 12-32; 163-172.

What ultimately led to the Shah’s ouster from power and the return of Khomeini to Iran? What role did the Islamic Revolutionary Guard Corps (IRGC) play in Iranian politics? How has their involvement in the political system changed the balance of power in the country and altered the course of political development?

3/23/18 F Mokhtari, S. (2016). “This Government is Neither Islamic nor a Republic”: Responses to the 2009 Postelection Crackdown. In D. Brumberg & F. Farhi (Eds), Power and Change in Iran: Politics of Contention and Conciliation. Bloomington, IN: Indiana University Press.

How have the factions within the Iranian political system evolved since 1979? How have matters of political economy, gender relations, culture and religion changed? What were the results of the 2009 presidential election and why are these results considered to be so important? Why might it be said that the Islamic Revolution has not yet ended?

3/26/18 M Thiel, T. (2013). The Middle East Despot’s 13-Point Guide to Longevity and Prosperity. Middle East Report, 269, 22-23.

**Research Proposals are Due** What arguments have political scientists put forth to explain the durability of authoritarianism in the Middle East?

3/28/18 W Yom, S. L. & Gause, F. G. (2012). Resilient Royals: How Arab Monarchies Hang On. Journal of Democracy, 23 (4), 74-88. Recommended: Diamond, Larry. 2010. “Why Are There No Arab Democracies?” Journal of Democracy, 21 (1): 93- 104.

What is the relationship between oil and democracy? Has the presence of oil doomed the modern Middle East? Why would it? Why would it not?

3/30/18 F *Good Friday (Catholic/Protestant Christian holiday) *Easter (celebrated March 30-April 2; Christian holiday) *Pesach/Passover (sundown on March 30-April 7; Jewish holiday)

4/2/18 M *Easter (celebrated March 30-April 2; Christian holiday) *Pesach/Passover (sundown on March 30-April 7; Jewish holiday)

Water Festival (various dates in April; many traditions in most Asian countries)

4/4/18 W Bellin, E. (2012). Reconsidering the Robustness of Authoritarianism in the Middle East: Lessons from the Arab Spring. Comparative Politics, 44(2), 127-149.

What is the “Arab Spring”? Why and how did the politics of the Middle East erupt in December 2010? What led authoritarian leaders to fall in the year(s) to follow?

4/6/18 F Anderson, L. (2011). Demystifying the Arab Spring: Parsing the Differences Between Tunisia, Egypt, and Libya. Foreign Affairs, 90 (3), 2-7.

In-class Movie: The Square

4/9/18 M Lynch, M. (2016). The New Arab Wars: Uprisings and Anarchy in the Middle East. New York, NY: Public Affairs, pp. 105-138; 189-224.

Which leaders fell? Why did some Arab autocrats fall and not all? Has everything changed? Has nothing really changed at all?

4/11/18 W Waterbury, J. (2003). Hate Your Policies, Love Your Institutions. Foreign Affairs, 82, 58‐68.

If democracy is hard to grow organically, can it be imposed from the outside?

4/13/18 F Fradkin, H. (2014) Arab Democracy or Islamist Revolution? In L. Diamond & M. F. Plattner (Eds.) Democratization and Authoritarianism in the Arab World. Baltimore: Johns Hopkins University Press.

What explains the emergence of political Islam or Islamism? How have such movements been politicized? What is theoretically and practically difficult about Islamist politicization in semi-authoritarian states? How have specific Islamist movements confronted these difficulties?

4/16/18 M Masoud, T. (2008). Islamist Parties: Are They Democrats? Does it Matter? Journal of Democracy, 19 (3), 19-24. Boduszyñski, M. P., Fabbe, K., & Lamont, C. (2015). After the Arab Spring Are Secular Parties the Answer? Journal of Democracy, 26(4), 125–139.

Does Islam or “Islamic orientations” hinder or help the emergence of democratic reform in the Middle East? What evidence have political scientists brought forward to suggest that Islam and democracy are compatible or incompatible?

4/18/18 W Shadi, H. (2016). ISIS: After the State Fails. Islamic Exceptionalism: How the Struggle over Islam is Reshaping the World. New York, NY: St. Martin’s Press,200-237.

What is the “ISIS model” and what explains its relative recent success? What makes religion matter in an era of secularization? How does all this

Khanani, A. (2016). The Failures of Radical Islam. In Evolving Methodologies in the Study of Islamism. POMEP Studies, 17.

influence how Arab political systems operate today ... and how they might operate in the future?

4/20/18 F *** Simulation Exercise***

4/23/18 M Lynch, M. (2016). Where Do We Go from Here? The New Arab Wars: Uprisings and Anarchy in the Middle East. New York, NY: Public Affairs.

How do we make sense of the future of Middle East Politics?

***Research Papers are due April 30, at 8:30 AM***