PSC 2478:
International Relations of the Middle East
Fall2013
Class Meets in Monroe, Room 250
Monday: 7:10 to 9:40PM
FACULTY INSTRUCTOR
Christopher P. Dallas-Feeney, PhD
E-mail:
Office Hours: Monday 5 to 7PM, Room 427 Monroe.
COURSE DESCRIPTION
The purpose of this course is to provide you with a deeper appreciation for the complexity as well as the importance of the study of international relations in general and the Middle East in particular. I have designed this course to enable you to increase not only your domain expertise about the international relations of the Middle East but also to increase your analytic skills in explaining the underlying causal logic of important political phenomena including war, peace, non-state actors, legitimacy. We will cover individual states or actors from the perspective of these overarching political phenomena – so you will not see specific classes dedicated to an individual state per se.
COURSE OBJECTIVES
- Provideyou with an appreciation for the range of factors that influence the course of international relations in the Middle East (IR of the ME).
- Equip you with a set of analytic tools to assist him/her in the analysis and explanation of a set of fundamental and policy-relevant questions about the IR of the ME.
- Engage you actively and encourage you to confidently explore the complexities of the questions posed in this syllabus
- Deepen your interest in and awareness of the subject.
- Increase your critical thinking skills with regards to contemporary international politics.
- Strengthen your critical writing skills.
COURSE REQUIREMENTS, GRADING EXPECTATIONS
Readings and Participation
We will meet only once a week and each class is 2.5 hours long.You can expect approximately75 to 100pages of reading per class. I will make it clear when I want youto simply skim a reading for general understanding (a useful skill in general) so you can more efficiently use your reading time. There are two books required for this class plus additional readings on Blackboard (marked ‘bb’ on the syllabus). In addition to required readings I may also include some recommended readings and/or films, videos or websites which explore that week’s topics in more detail. Students are NOT required to read or watch these, though you may choose to for your personal enrichment.
I expect you to have completed the assigned readings prior to class. While we all learn and engage the material differently I expect you to make your best effort to participate in class discussion.I want you to learn to be confident that you can explore the material and use the public space in class to sharpen your critical thinking.
Part of class participation is submitting questions prior to each class (no later than Sunday night by 9PM) please send me an email with two questions you had about the readings for that week. The quality and thoughtfulness of your questions matters for purposes of how I will score the submission. I will select a subset of the questions for discussion in class (you will get credit if you submit thoughtful,high quality questions even though I may not use them in that class). Please also prepare a brief response to your own question in case I select your question – I will begin by asking you to share with the class your preliminary response. We will discuss what ‘thoughtful and high quality’ means in class. Participation is worth 15%of the final grade.
In addition, four times during the semester there will be an unannounced quiz on the readings for that class. The quiz will be handed out at the start of class and will feature two multiple-choice questions (each worth 2 points). Pop quizzes will be worth 10% of the final grade (meaning you can get three questions wrong over the duration of the course and still receive full marks).
Written Assignments
4Briefs (20% of final grade) - Students are expected to hand in fourbriefsover the course of the semester on readings assigned for a particular class. Each of thebriefs should be no more than 2 pages double-spaced and summarize that day’s readings briefly before discussing their significance for the international relations of the Middle East.To sharpen your evaluations, we will discuss in class how to structure and evaluate a reading’s significance for purposes of these memos.
Mid-term (25% of final grade) – Onthe date noted belowstudents will be required to take a mid-term exam in class. This mid-term will be a combination of short questions and an essay and will draw on all the content covered through that point.
Paper (30% of final grade)– A paper assignment will be handed out.The specific assignment will be distributed in lecture and posted online two weeks before the due date.The paper should be no longer than 8 to 10 pages, double-spaced, with standard font and margins. The paper is due no later than midnight four days after last day of class: December 6th.
“Standard font and margins” means that papers should be written in Times New Roman 12 point, 1” top/bottom, 1.25” left/right (these are the defaults on Word).Papers must conform to the GW Code of Academic Integrity. Students turning in papers containing plagiarism will fail the course. Students will be asked to upload all written work to Safe Assign on Blackboard before the relevant class deadline.
All late work will be docked 5% of the assignment grade per 24-period it is overdue unless excused by me.
Grading Event Summary
Readings and Participation – 15%
Unannounced Quizzes – 10%
Briefs – 20%
Midterm – 25%
Final Paper – 30%
Laptop Policy
I am not allowing laptops in class. I recognize that this policy will inconvenience some of you but I cannot effectively regulate laptop usage while class is underway. The few who browse unrelated material during class distract the many who are trying to remain attentive. I will, however, post the lecture slides before each class so you can prepare for class and annotate the slides during class (i.e., print a copy).
Additional Information
Students are also expected to comply with the George Washington University’s Code of Academic Conduct. Students who are found to violate the Code (for example by using notes during an exam or by plagiarizing a written assignment) will fail the course and be reported to the University’s Academic Integrity Process. All students should familiarize themselves with the GWU Code of Academic Integrity, available at and be sure that they understand how to cite sources correctly. Those who are uncertain of the boundaries between the correct use of work and plagiarism should consult me
Students who need accommodation based on the potential impact of a disability should contact the Dis-ability Support Services Offices in the Marvin Center, Suite 242. Please review more information. The University Counseling Center offers assistance with personal, social, career, and study skills problems, with services including crisis consultations and confidential assessments. For more information please review
REQUIRED COURSE BOOKS
Fawcett, International Relations of the Middle East. 2nd Edition.
Lynch, The Arab Uprising: The Unfinished Revolutions of the Middle East, Public Affairs, 2012
In addition to selected chapters from the required course books, I will also assign additional readings that will be posted on blackboard (bb noted next to reading if posted on the site). Though a low probability, course schedule or readings subject to change. Please pay attention to e-mail/blackboard announcements.
FOCUS FOR OUR MEETINGS AND READINGS/ASSIGNMENTS
Date / Subject/Question / Readings/AssignmentAug 26 / THE PLAN
Introduction to the Course /
- The Elephant and the Blind Men (bb)
- Fawcett, Introduction and Chapter 1
- Alternative Competing Hypotheses (
- Barnett & Duvall, Power in Global Governance (Chapter 1), in Barnett & Duvall
Sep 9 / HISTORY MATTERS
Why and how have certain historical facts shaped the course of IR in the ME? /
- Carr, What is History? (bb)
- Fawcett, Chapter 3
- Cleveland, The Iranian Revolution and the Resurgence of Islam(in Cleveland) (bb)
- Burg, The Holocaust Is Over – We Must Rise from the Ashes (bb)
- US Holocaust Museum, Introduction to the Holocaust (
- BBC, The Holocaust and Israeli Identity (
- Al Jazeera, Al-Nakba ( NOTE: videos are recommended but not required.
Sep 16 / MORE THAN STATES
Why and how have non-state actors and alliances shaped the course of IR in the ME? /
- Fawcett, Chapter 2 & 9
- Nathan J. Brown, AmrHamzawy, and Marina Ottaway, “Islamist Movements and the Democratic Process in the Arab World: Exploring the GreyZones,” Carnegie Paper, 2006,
- Dallas-Feeney, Hamas (extract from dissertation) (bb)
- Dallas-Feeney, Hezbollah (extract from dissertation) (bb)
- Council on Foreign Relations, Hamas (
- Council on Foreign Relations, Hezbollah (
Sep 23 / BIG IDEAS
Why and how have transcendent ideologies/big ideas (secular and religious) played a role in the course of IR of the ME? /
- Fawcett, Chapters 7 & 8
- Schwedler, Religion and Politics (bb)
- Shelef, Nationalism, Change & Evolution (in Shelef) (bb)
- Patel, Identity and Politics (in Angrist) (bb)
Sept 30 / WAR
What are the more plausible explanations for the frequency and nature of war in the region? /
- Fawcett, Chapter 12
- ICG, Gaza’s Unfinished Business (bb)
- ICG, Israel/Hezbollah/Lebanon: Avoiding Renewed Conflict (bb)
- Pillar, Gaza, Iron Walls and Mowed Lawns (bb)
- Film: “The Gatekeepers”; directed by DrorMoreh (
- MERIP, Palestine, Israel and the Arab-Israeli Conflict, (
- Council on Foreign Relations, Crisis Guide – The Israeli Palestinian Conflict (
- Dallas-Feeney, Jihad (bb)
- Dallas-Feeney, War with Hezbollah 2006 (bb)
- Dallas-Feeney, War with Hamas (Gaza) 2009 (bb)
Oct 7 / PEACE
What are the more plausible explanations for the failure to negotiate a lasting peace to settle the Arab-Israeli conflict? /
- Fawcett, Chapter 13
- ICG, “The Emperor Has No Clothes: Palestinians and the End of the Peace Process” (
- Middle East Quarterly, “Edward Said’s Anti-Oslo Writings” (
- History of Middle East Peace Talks
- The Arab-Israeli Peace Process: Why Its Failed Thus Far (including the video of the panel)
- Said, The End of the Peace Process: Oslo and After (
- Film: “The Gatekeepers”; directed by DrorMoreh (
- ICG, Israel’s Religious Right and the Question of Settlements (Middle East Report 39, July 2009)
Oct 14 / Midterm exam
Oct 21 / INTERNATIONAL ACTORS & EVENTS
How have international events and/or actors affected the course of IR in the ME? /
- Fawcett, Chapters 14, 15, 16
- Byman, “Iran and Lebanese Hezbollah” (bb)
- Lemann, “How It Came to be War” (bb)
- Haass, “The New Middle East” (bb)
- Understanding the Iran/Contra Affair (
Oct 28 / THE STREET
Is there a civil society? If so, why and how does it influence the course of IR in the ME? /
- Lynch, Chapters 1 and 2
- Al-Monitor, “Nude Feminism ChallengesIslamist Discourse” (bb)
- More readings TBD
- Lynch, State Interests and Public Spheres (
Nov 4 / REBELLION – PART I
Why and how have the rebellions in the ME influenced IR/been influenced by IR? /
- Fawcett, Chapter 4 & 6
- Lynch, Chapters 3, 4 and 5 (only pp. 124-130)
Nov 11 / REBELLION -PART II
Why and how have the rebellions in the ME influenced IR/been influenced by IR? /
- ICG, “Syria’s Mutating Conflict” (
- Crooke, The Culture of Resistance (bb)
- More readings TBD (Cedar Revolution in Lebanon)
- ICG, “Syria’s Metastasizing Conflict” (
- NPR, “Syrian Conflict Reaches Beyond the Borders” (
Nov 18 / NUCLEAR WEAPONS
Why and how has the pursuit of nuclear weapons affected the course of IR in the ME? /
- Waltz, “Why Iran Should Get the Bomb” (bb)
- Pillar et al, “Nuclear Negotiations with Iran” (bb)
- Pollack, “Spies, Lies and Weapons: What Went Wrong” (bb)
- Lieber & Press, “Why States Won’t Give Nuclear Weapons to Terrorists”, (bb)
Nov 25 / NATURAL RESOURCES
Why and how does Oil (and other natural resources) play a role in shaping the course of IR in the ME? /
- Fawcett, Chapter 5
- PBS, “A Struggle for Water Resources in the Middle East” (
- Additional Readings TBD
Dec 2 / WHAT’S NEXT?
Predicting the future course of IR in the ME (dangerous!) – selected topics and how to engage the subject. /
- Readings TBD
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