I

GEORGETOWN UNIVERSITY SPRING 2012 HIST 161 MODERN MIDDLE EAST

Professor: Judith E. Tucker tue kcrj e(i)georgetown edu office: ICC 610 Hours: T 3-5, R 2:30-3:30, and by appointment
.

Teaching Assistant: Elcin Arabaci elcin.arabaci(2gmail.corn office: Midnight Mug Hours: F. 2-4 Teaching Assistant: Chris Gratien crg32(dgeorgetown.edu Office: ICC 610 Hours: M 2-3, W 2-3 The course outlines the factors that have shaped the political and social features of the modern Middle East from 1700 to the present. Its geographic scope comprises the central provinces and territories of the former Ottoman and Safavid empires: Turkey, Iraq, Syria, Palestine, Israel, Egypt, the Arabian peninsula, and Iran. The syllabus emphasizes three analytical themes: first, the historical evolution of Middle Eastern polities from dynastic and religious empires in the 18th century to modern nation-states in the 20th; second, the impact of industrial capitalism and European imperial expansion on local societies and their modes of production; and third, the ideological and socio-cultural dimensions of these large-scale transformations, specifically the rise of mass ideologies of liberation and development (nationalism, socialism, political Islam), and the emergence of new issues in the areas of gender, identity, and popular culture. We end with some consideration of the convergence of these trends in the Arab Spring of 2011. READINGS Textbooks: William Cleveland and Martin Bunton, A History ofthe Modern Middle East, Akram Khater, Sources in the History ofthe Modern Middle East, 2 edition Novels: Tayeb Salih, Season ofMigration to the North Sahar Khalifah, Wild Thorns Alaa Al Aswany, The Yacoubian Building

th 4

edition

2 Blackboard: There are several additional readings available on the course blackboard (Bb) site. REQUIREMENTS 1) There are two written examinations: a midterm on February 28th worth 20% of your grade and a final in the exam period worth 30%. 2) There are two short (5 and 7 pages) term papers worth 30% (10% and 20% th respectively) of your grade, due on February 9 and April 12th. A hard copy is due in class and a second electronic copy should be submitted to the course Blackboard site. Paper due February 9: Source paper. You should choose one primary source related to Middle East history between 1700 and 1900. Please provide a photocopy of the source, unless it is an entire novel or another lengthy source in which case you may provide only the citation. You may use a source from the Khater book as long as it is one that is not part of our required reading. You present this source in your paper by answering the questions: What is the genre? Who is the author? When was it composed? Who is the intended reader? Why was it composed? The last question is the most important and should entail a discussion of the context in which this source was generated. Other than the source itself, no outside research is required. The paper is a presentation of the source, and therefore need not state a thesis and argue a particular position. Rather, the source itself is the subject of the paper and you want to provide the reader with the information necessary to understand the source and suggest how this information influences how we should interpret the source and what it adds to our historical understanding. The essay should be 5 double-spaced (12 pt. type) pages (not including the source itself), with endnotes fully citing any reading that you quote or to which you refer. A full citation includes for a book: author, title, place of publication, publisher, date of publication, and page number(s); for a journal article: author, title, name ofjoumal, volume and number, date, and page number(s). Any paper submitted late without an extension granted in advance (in cases of health and family emergency) will be penalized by half a grade for the first day late, and will lose half a grade every two days thereafter. Paper due April 12: Research paper Research paper of 7 pages on a topic in the field of modem Middle East history. The Steps: First, you must find a topic. You should be prepared to spend time investigating possible topics. Make sure it is a topic that is of interest to you, one that is relevant to the course, and one that raises a compelling question or problem. Part of the process of searching for a topic is reading relevant secondary literature, such as monographs and journal articles, to see what has been written on the subject that interests you and what questions have yet to be fully explored. This first step is very important and consists primarily of library research. You will need to search catalogs, access on-

3 line databases, and discuss your topic with reference librarians. You should also discuss the topic or possible topics with us, and we can help you with finding secondary literature and assessing the feasibility of the topic. You want to find a topic that is narrow enough to allow you to write a focused paper that makes a contribution. Second, having settled on a topic or question, you must be able to identify and access at least one primary source and several secondary sources that can actually help you address the question. Primary sources are those created during the period under investigation and could include documents, state papers, laws and legal treatises, speeches, travel accounts, census data, diaries, memoirs, autobiographies, literary works and other cultural artifacts. You will be reading the primary source closely, analyzing how it sheds light on your topic, and setting it in the historical context provided by your secondary sources. Third, you craft your paper, posing the problem or issue you are addressing and then offering a thesis in response. The title page is followed by an introduction in which you outline the topic, raising the questions that you hope to answer in the main body of the paper, as well as indicating the methods by which you intend to do so. The body of the paper pursues the thesis by making an argument or arguments supported by ample evidence from the primary materials. You may want to offer some background material at the outset that situates your topic in historical context. You will then work your way through arguments, matching evidence to argument, subordinating little ideas to big ones, and anticipating and pre-empting challenges to your argument. You may find that using sub-headings in the paper will help delineate the different points you are making. Be sure to include a conclusion in which you summarize your findings and clarify the contribution you have made to our understanding of the issue. The paper should be 7 double-spaced (12 Pt. type) pages, with endnotes fully citing any reading that you quote or to which you refer. Quotations: Students often wonder when to use direct quotations. When working with secondary accounts, limit your use of direct quotations. In general, your paper will flow better if you paraphrase the statement, putting it into your own words. Quote only when you wish to call attention to the authors precise phrasing. When using primary sources, you may want to use a few more direct quotations, to illustrate the mood, language, or flavor of your sources. A good rule of thumb is to quote only when you plan to analyze or interpret the passage; otherwise, paraphrase. Quotations of five or more lines need to be indented 5-8 spaces on each side and single spaced. When you use this format, do not use quotation marks (but do still give the reference in a note). Shorter quotations should be typed as part of the regular paragraph. If you leave out words from a quotation, to shorten it or to make it fit into the grammar of your own sentence, indicate the omission by using periods with a space between each one. For gaps in the middle of a sentence, use three periods; for omissions at the end of the sentence, use four periods. E.g., History can be fantastic . . . . If you insert a word into a quotation, to increase clarity or adjust it to your own presentation, put the insertion into square brackets. See William Strunk and E.B. White, Elements ofStyle, for more guidance here and on other style matters. Citations and Bibliography: Every time you make a statement that is not common knowledge, and every time you quote from a book or source, you must employ a footnote or endnote, giving the source of your information. In footnotes or endnotes, the authors first name goes first, then the last name, and the city, publisher, and year are

in parentheses, followed by a comma and the page number you are citing from. Indent the first line only. Here are some examples of footnotes. For a book: Rudolph Peters, Crime and Punishment in Islamic Law (Cambridge: Cambridge University Press, 2005), P. 25. For an article: Yossef Rapoport, Matrimonial Gifts in Early Islamic Egypt, Islamic Law and Society 7, no. 1 (2000), 29-30. For a website: Siddharth Srivastava, Triple Talaq on its last Legs? The Day After (July 2004), www.dayafterindia.com/july2004/societyhealth.htrnl, accessed 15 September 2004. Ibid is a Latin term, which loosely means the same book. For example, if you are citing a quote or using information directly from Peters book, you use the full citation the very first time you cite the book. But if you cite Peters book again, just a paragraph later, then you put Ibid., page #. Ibid is followed by a period, a comma, and then the page number (s) you use. You only use Ibid if you cite the very same book twice in a row, without using any other source in between. If you use a citation from a different book, then you list the full citation, and the next time you use a book you already cited, just use the authors last name, an abbreviated title, and page number, for example, Peters, Crime, p. 23. Note: if you cite more than one page, use pp. before the page numbers. The bibliography should be arranged alphabetically with the last name of the author first, then the first name, then the title of the book in italics, the city it was published in, the publisher, and the year it was published. Example: Authors last name, authors first name. Title of Book. City published in: Publishers name, year it was published. Be sure to include primary as well as secondary sources in your bibliography. Transliteration: Any foreign language words you use that are not found in a standard English dictionary should be italicized and transliterated if necessary, i.e. if the original uses a different alphabet. For Arabic, Ottoman Turkish, and Persian, see the transliteration guidelines of the International Journal ofMiddle East Studies: web.gc.cuny.edu/ij mes/pages/transliteration.htm. Any paper submitted late without an extension granted in advance (in cases of health and family emergency) will be penalized by half a grade for the first day late, and will lose half a grade every two days thereafter. 3) Attendance at lectures and discussions, and participation in class discussions, are worth 20% of your grade. In addition, each student will be responsible for a brief presentation on one weeks readings. The grade will reflect the students presentation, record of attendance, as well as degree of preparedness for and ability to participate in discussions of assigned readings each week. Students are responsible for all material covered in class and the readings. Every student is expected to understand and abide by the Georgetown University Honor System. Please review it in your Honor System booklet. Suspected violations of the Honor System will be reported to the Honor Council. If a student is found in violation ofthe Honor System I reserve the right to reduce the student s grade on the assignment and/or the course (in addition to any sanction the Honor Council may impose).

CLASS ORGANIZATION AND ETIQUETTE The class meets in two sessions each week. The scheduled Tuesday session is a lecture. The Thursday session is a smaller discussion group, which you attend at the time assigned to your section. Attendance is required at all class sessions. Unexcused absences, after the first one, will result in deductions of two class discussion points per absence. Laptops are permitted (although not encouraged) in the lecture sessions. You are not allowed to use laptops in the discussion sessions. All other electronic devices must be silenced and stowed away for the duration of the session.

CLASS SCHEDULE AND READINGS Jan. 12 Jan. 17 Introduction Lecture: Geo-historical Context Reading: Cleveland and Bunton, A History ofthe Modern Middle East, 135. Discussion: Concepts of the Middle East Reading: Khater, Sources in the History ofthe Modern Middle East, 1-6. Rashid Khalidi, The Middle East as Framework of Analysis, 74-80 (Bb) Zachary Lockman, Contending Visions of the Middle East: The History and Politics ofOrientalism (2010 edition), preface, x-xiii and Introduction, 1-7. (Bb) Lecture: The Gunpowder Empires Reading: Cleveland and Bunton, 37-56. Discussion: Ottomans and Safavids Readings: Mark L. Stein, A provincial treasurer reports, c. 1674, (Bb) George Bournoutian, An Armenian Account of the Ottoman Siege of Erevan, 1724, (Bb) Ernest Tucker, Letters from Nader Shah to the Ottoman Court, 1736, (Bb)

Jan. 19

Jan. 24 Jan. 26

Jan. 31 Feb. 2

Lecture: European Encroachments, Local Initiatives, 1778-1841 Readings: Cleveland and Bunton, 57-80. Discussion: Napoleon in Egypt Readings: Al-Jabarti, Chronicle ofFrench Occupation, 19-33; 83-97 (Bb) Godlewska, The Mentality of Enlightened Conquerors, 5-28 (Bb)

6 Feb. 7 Feb. 9 Lecture: Reforms and Responses Reading: Cleveland and Bunton, 81-102. Discussion: Perceptions of Europe Reading: Khater (Hatt-1-Serif, Ottoman Government Decree, Mirza Malkum Khan, Jamal al-Din al-Afghani), 10-31. Lecture: The Great Eastern Crisis State and Society Reading: Cleveland and Bunton, 103-132.

Feb. 14 Feb. 16

th Discussion: Social and Cultural Changes of the late 19 Century Reading: Khater (A Local Miners Life) 47-56, (Tahtawi, Qasim Amin) 58-65, (Articles in Iranian Magazines, Bahithat al-Badiya), 7 1-83.

Feb. 21 Feb. 23

Lecture: Young Turks, Constitutionalists, and Zionists, and the Great War Readings: Cleveland, 133-170. Discussion: Nationalisms Readings: Khater, (Pinsker; Ha-Am, Husayn-McMahon Correspondence) 89-107, (Antun Saadeh, Michel Aflaq) 125-135. Mid-term examination

Feb. 28 [Holiday] March 13 March 15 March 20 March 22

Lecture: Colonial Experiences Reading: Cleveland and Bunton, 17 1-237. Discussion: Legacies of Colonialism Reading: Tayeb Salih, Season ofMigration to the North, entire. Lecture: The Emergence of Independent States Reading: Cleveland and Bunton, 273-300. Discussion: Building the State Reading: Khater (Asadollah Alam, Saddam Hussein, Saudi Arabia) 200 -217, (Egyptian President, Sadiq alAzm) 220-228. Lecture: The Case of Palestine Reading: Cleveland and Bunton, 239-271, 345-367. Discussion: Palestine and Occupation Reading: Sahar Khalifa, Wild Thorns, entire. Lecture: The Cold War, the U.S. and Arab Socialism Reading: Cleveland and Bunton, 301-344.

March 27 March 29 April 3

April 10 April 12

Lecture: Political Islam Reading: Cleveland and Bunton, 423-450, 527-556. Discussion: Islam, Politics and Society Reading: Khater, (Hasan al-Banna) 136-141, (Sayyid Qutb, Ali Shaiati) 269-286, (Bin Laden) 293-300.
th Lecture: Social Movements of the 20 Century Reading: Cleveland and Bunton, 373-421.

April 17 April 19

Discussion: Subalterns and Social Movements Reading: Khater, (The Arab Womens Court, Internet Discussions) 309 -320, (Journalist Lilian Liang) 324-327, (Communist Party) 33 1-339, (Saudi Rap Band), 342-345. Lecture: The Arab Spring: Thoughts on the Future Reading: Cleveland and Bunton, 45 1-497, 527-556. Discussion: Society and Change Reading: Alaa Al Aswany, The Yacoubian Building, entire.

April 24 April 26