"Introduction to the Middle East and Central Asia"

Spring 2003

 

Last Updated 4/7/03

 

Mon, Fri 11:15-12:40 . . . . .103 Brower

Reading the Assignments

Class Attendance

Exams

Class Assignment Journal (CAJ)

Critical Analysis of Reading (CAR)

Reflective Essay

Web Critique

Extra Credit Options

Purpose of Course

This is a cross cultural core course highlighting major themes in the academic study of the Middle East and Central Asia. This course draws on approaches and methods applied in the humanities and social sciences for interpreting culture history and change in the region. The course will be framed by the ongoing debate over the history of "Orientalism" as a Western style for interpreting the region's cultures alongside presentation of indigenous voices and the contemporary postcolonial critique of Western academic analysis of the region. A major goal of the course is to foster appreciation for the region's cultural diversity as well as its continuing relevance in global society. The course prepares students for more discipline-specific courses on the region and serves as foundational for the MECA minor.

Required Course Texts

• MECA Reader (This must be purchased from Sir Speedy (794-1234) at 2039 Hempstead Turnpike, across from Home Depot, about a mile east of campus).

• Edwards, David (2002) Before Taliban: Genealogies of the Afghan Jihad. Berkeley: U. of California Press.

• Lunde, Paul (2002) Islam. London: DK Publishing.

• Steet, Linda (2000) Veils and Daggers: A Century of National Geographic's Representation of the Arab World. Philadelphia: Temple University Press.

Course Schedule

1/27 Introduction to Course

 

I. An Overview of the Region

 

[This part of the course will introduce the student to the overall historical background of the Middle East and Central Asia as culture areas. The emphasis will be on religion, languages and legal systems.]

 

1/31 The Middle East and Central Asia: A Whirlwind Tour

• slide show

READ: Lunde (2002:7-12)

 

2/3 Ancient Near Eastern Religion: The Idea of the Afterlife

READ: Saggs (1989:267-301) and Plutarch (1938:29-32) in MECA 1 Reader

 

2/7 Hammurabi's Revenge: Ancient Systems of Law

READ: Kramer (1959:51-59) and Thomas (1961:27-37), "Hittite Laws" and Exodus 21-22 in MECA 1 Reader

CAJ#1: Was Ancient Law Just?

 

2/10 Ancient Languages

READ: Walker (1987:7-12) and Rossini (1989:5-11) in MECA 1 Reader

 

2/14 Islam: A Basic Introduction

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: Islam: Empire of Faith (2001) V-5169

READ: Lunde (2002:15-45, 94-98)

 

2/17 No school

 

2/21 History of the Islamic World

READ: Lunde (2002:47-79, 170-185)

 

2/24 The Art of Central Asia (Guest Lecture, Prof. Naymark)

 

 

II. Contemporary Issues: The Case of Afghanistan

 

 

[The issue emphasized here will be the events in Afghanistan during the 20th century, culminating in the Taliban regime. The main perspective will be that of an ethnographer, David Edwards.]

 

2/27 European Imperialism and the Rise of Secular States

READ: Lunde (2002:102-108) and Edwards (2002xi-xxii, 1-21)

• CAJ#2: Analyzing Amir Amanullah

 

3/3 The Sauer Revolution

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: Naim and Jabbar ?

READ: Edwards (2002:25-92)

 

3/7 The Pech Uprising

READ: Edwards (2002:95-173)

 

3/10 The Islamic Jihad

READ: Edwards (2002:175-177-308)

 

3/14 Afghanistan Today

READ: Nawa (2002:26-29) and Shadid (2002) in MECA Reader

 

3/17 Midterm Exam

 

III. Veils and Daggers: Orientalism and Stereotypes

 

[This part of the course will look at how the West represents cultures in the so-called "Orient,"with an emphasis on the American magazine, National Geographic.]

 

3/21 Orientalism

READ: Steet (2000: 1-31) and Said (1979:1-9) in MECA 1 Reader

 

3/24 "The Arab is an Anachronism"

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: The Sheikh (1921, silent film)

READ: Steet (2000: 32-77)

 

3/28 National Geographic's Stereotypes: Part 1

READ: Steet (2000: 78-128)

• CAJ#3: Gendering Arab Women in National Geographic

 

3/31 National Geographic's Stereotypes: Part 2

READ: Steet (2000: 129-156)

 

IV. Conflict in the Region: An Exploration through Film

 

[If a picture is worth a thousand words, how many lectures is an entire film worth? Major conflict in the region will be explored through indigenous films on "terrorism," the civil war in Lebanon and the Arab-Israeli crisis.]

 

4/1 Framing the Middle East

READ: McCalister (2001:xi-xv, 29-35, 187-197) in MECA 1 Reader

 

4/7 Imaging "Terrorism": Part I

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: Terrorism and the Kebab (1992, Egypt)

READ: Armbrust (2002:922-931) in MECA 1 Reader

 

4/11 Imaging "Terrorism": Part I

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: Terrorism and the Kebab (1992, Egypt) continued

- Reflective Essay Parts 1-3 Draft due today.

 

4/14-4/21 Spring Recess

 

4/23 Update on the Iraq Crisis (Dr. Magnus Berhardsson, History)

READ: handouts

- Reflective Essay Parts 1-3 Draft handed back for revisions.

[Note: This is conversion day; pretend it is Monday!]

 

4/25 The Impact of War in Lebanon: Part 1

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: In the Shadows of the City (2002, Lebanon)

 

4/28 The Impact of War in Lebanon: Part 2

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: In the Shadows of the City (2002, Lebanon) continued

 

5/2 Muslim-Jewish-Christian Relations: Part 1

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: A Summer in La Goulette (1996, Tunisia)

READ: Benin and Hajjar (2002) and Bard (2003) in MECA Reader

 

5/5 Muslim-Jewish-Christian Relations: Part 2

GO DIRECTLY TO 126 MONROE SCREENING ROOM

• Film: A Summer in La Goulette (1996, Tunisia) continued

READ: Lunde (2002:186)

 

5/9 Reflective Essay Final Copy due today in my office (205E Davison) from 9:30-11:30, 1-3:30

 

5/14 FINAL EXAM held in Brower 103 (10:30am - 12:30 pm)

 

 

Course Requirements

a. Demonstration that the information is understood

b. Critical analysis of key concepts and perspectives

c. Use of relevant and appropriate examples and cases from the course material

d. Synthesis and reformulation in your own words

e. Clarity and coherence of response

f. Completeness of response

Exams cannot be made up without advance notice for a legitimate reason.

 Each student is required to write a class assignment journal (CAJ) related to the assigned readings, and topics. Each CAJ must be 2-3 pages (500-750 words) in length. The idea of the assignment is to show how you interact with the material you are reading or seeing. You must relate your ideas and opinions directly to the assigned reading or topic. I will provide written comments to help you improve your writing in an essay format. Use this CAJ as an opportunity to develop an argument backed up with relevant examples from the course material.

 

The grading for each CAJ is "outcome based," which means that a particular assignment can be revised or expanded as necessary to meet the established criteria for full credit of 5 points per assignment, assuming the first is handed in on time. I will substract one point if the assignment is not handed in on the date due. All assignments must be revised within two weeks of being handed back. The criteria are:

• a. Level of effort (appropriate length and degree you interact with the material)

• b. Appropriate and relevant examples

• c. Synthesis and reformulation in your own words

• d. Coherent argument and clear presentation of points

• e. Handed in on time

 

The following are the 3 specific CAJs:

CAJ#1. (due 2/7) Was Ancient Law Just? Based on the readings for today, describe your reaction to the ancient law codes of Sumer, Hammurabi and the Hittites. How do you think these laws compare to the biblical laws in Exodus (chapters 21-22)? Do you find these ancient law codes "just? Find at least three specific examples that support your view. Also, what is the most shocking or surprising law that you found here?

 

CAJ#2. (due 2/27) Analyzing Amir Amanullah. David Edwards describes the visit of American journalist Lowell Thomas to the Afghan king, Amir Amanullah, 1922. Describe this king and compare him to what you know or have heard about rulers in the Middle East and Central Asia. Be specific.

 

CAJ#3. (due 3/28) Gendering Arab Women in National Geographic . Linda Steet discusses the gender roles represented for Arab and Muslim women in National Geographic. What does she say are the major stereotypes in the way National Geographic depicts women. Find 3 specific examples in her discussion. Then explain why you agree or do not agree with her conclusions. You are welcome to glance at National Geographic articles on your own. [Note: this essay will help you for your reflective essay.]

 

---

5 REFLECTIVE ESSAY:

 

Purpose: The purpose of this essay is twofold: to allow the student to do original research on a specific country in the region and to highlight a contemporary issue or problem relevant to that country. First, look at the brief country descriptions in Lunde (2002:110-169) and choose one country (other than Afghanistan or those in Africa).

 

Essay Components: This is a reflective essay rather than a term paper and the guidelines below must be followed. You are encouraged to be creative in writing this essay, but you must complete all 5 specific parts as discussed below.

 

 

1. Briefly describe the country you have chosen, and indicate why you selected it. Do not repeat the data in Lunde (2002), but sum up in one page what you think are the important things to know about the country (e.g., its ethnic makeup, recent history and present form of government, the country's relation to its neighbors and globally, the main economic issues and the role of religion). [Suggested length:1 page]

 

2. Pick one individual from this country and read about him or her (either a biography, autobiography or major biographical website). Explain the role this person played (or is playing) within the country. [Suggested length:2 pages]

 

3. Find and read an article dealing with your country in National Geographic Magazine (you may also use a relevant National Geographic video). Using the analysis in Steet (2000), explain the stereotypes or problems (at least three specific examples) that you see in the way the article portrays the country. [Suggested length:2 pages]

 

4. Pick one major problem facing the country and find out more about it in a journal article, the news media (e.g., Time Magazine) or on relevant websites. Explain how this problem affects the country and what you think might happen in the future. [Suggested length: 3 pages]

 

5. Bibliography of Sources: This must include at least 1 book (not from the class), 3 journal or magazine articles and 5 websites. Use the following format for your bibliography:

• Book: Steet, Linda (2000) Veils and Daggers: A Century of National Geographic's Representation of the Arab World. Philadelphia: Temple University Press.

• Article: Varisco, Daniel (2002) "September 11: Participant Webservation of the 'War on Terrorism," American Anthropologist 104:934-938.

• Website: xterror.com (2001) Bin Laden Liquors. Electronic Document, http://www.xterror.com. Accessed March 2002.

 

Essay Length: 8 full pages (2,000 words). If you have less than 8 pages, you probably have not done enough nor explained with sufficient examples to make a viable argument. I will not accept a paper over 10 pages.

 

Essay Due Dates:

April 11, 2003: A complete draft of parts 1-3 must be handed in for comments and suggestions. Any paper not handed in on this date will have 3 points deducted. I will hand back the drafts with comments on April 23 so you can continue working on them. You may come to see me in my office with your draft at any point after this.

May 9, 2003: The final reflective essay is due in my office by 3:30 pm on this study day. You are encouraged to hand in the essay on the last day of class, but take the extra time if you need it. For the final draft, remember to attach the essay cover sheet handed out by the professor.

 

Grading: This essay is worth 25 points. The criteria I will use to grade the essay are the following: (2 points for well done, 1 point for adequate)

a. meets Part 1 guidelines

b. meets Part 2 guidelines

c. meets Part 3 guidelines

d. meets Part 4 guidelines

e. meets bibliography guidelines

f. demonstration that the information presented is understood

g. uses relevant course material (esp. Steet)

h. inclusion of specific indigenous perspectives

i. coherent explanation of points made

j. clarity of writing (includes use of spell check and adequate grammar)

k. level of effort (including length)

l. originality and creativity

m. presence of cover sheet (1 point)

 

Rules for not Provoking the Professor's Wrath:

1. Under no circumstances may you copy (without attribution) or paraphrase (even by changing 2 or 3 words in a sentence) direct statements from the readings. Plagiarism, as defined in the Hofstra guidelines, will result in an automatic zero on this essay.

 

2. Do not cite quotes unless it is absolutely necessary (e.g., giving a statement you wish to respond to). I am not interested in your ability to string quotes together or paraphrase; develop an argument in your own words.

 

3. Use a spellcheck (and preferably a grammar check) before handing in the draft or the final copy. If you are unsure of a name or placename, look it up in the reading.

4. Be aware of my academic pet peeves:

• "there" is for a place (as in "here and there") while "their" (it has an "I" in it!) is for the plural possessive.

• Use complete sentences (subject and verb in each sentence, unless it is part of a dialogue or in rare cases for emphasis). Do not put a comma between the subject and the verb, unless there is an independent clause in between. If you need a grammar check-up, visit the Hofstra Writing Center, consult a basic grammar guide or see me for help.

 

6. EXTRA CREDIT:

You can earn extra credit points in this course in two ways. [NOTE: Doing the extra credit will almost always result in a higher grade for the course.]

 

First, I will give up to 3 points extra credit for your concept guide notes on each of the two exams (thus a possible 6 points), as explained in the handout.

 

Second, you may choose one of the following options for 3 points and write a 2 page (this can be handwritten) reaction paper to what you did. This is due no later than the day of the final exam.

• Tour the Metropolitan Museum of Art galleries (Islamic, Central Asian, Egyptian). Write a 2 page report on your experience, relating this to the course material.

• Any of the approved videos in the Media Center Collection (Monroe basement)

• "Atatürk, founder of modern Turkey" (1999) V-5093

• "Beyond the Veil" (1999) V-5085

• "Edward Said (1992) V-5594)

• "Islamic Knowledge" (1983) V-1426

• "Mosque" (1996) V-3817

• "Muslims" (2002) V-5485

• "Revolutionary Journey" (2000) V-4889

• "Shattered dreams of peace" (2002) V-5496

• "Soldiers of God, 1975-1988" (1998) V-4292

• "Storm from the East" (1994) V-5606-9

• "The Tears of Mesopotamia" (1998) V-5092

• "The Women of Hizbollah" (2000) V-5586

• "Women under siege" (1982) V-4937

• Any relevant television program on the Middle East or Central Asia (e.g., PBS Frontline, the History Channel).

• Any option announced or approved by the professor.

Grading in this course is based on a 100 point scale (although the student has the opportunity to earn 109 points in the course). In general, the "A" range will extend from 90-100, the "B" range from 80-89, the "C" range from 70-79, the D-range starting at 64. The point accumulation breaks down as follows:

 

ITEM . . . . . . . . . . . . . . . . . . . . . . . .TOTAL POINTS

Midterm Exam #1 . . . . . . . . . . . . . . . . . . . 30

Exam #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Class Assignment Journal (CAJ) . . . . . . . 15

Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Extra Credit . . . . . . . . . . . . . . . . . . . . . . . . . 9

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . .109