Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm

1. Course prefix and number: 2. Date:

2.3. Requested action:

x New Course

Revision of Active Course

Revision & Unbanking of a Banked CourseRenumbering of an Existing Course from from # to #Required X Elective

4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):

Current or Expected Proposed Delivery Future Delivery Method(s): Method(s):

x On-campus (face to face) x

Distance Course (face to face off campus)

x Online (delivery of 50% or more of the instruction is offered online) x

5. Justification. Identify the committee or group (e.g., Graduate faculty of the Department of English) that conducted the assessment of curriculum and student learning. Explain why the unit wishes to offer or revise the course. Include specific results from the unit assessment that led to the development or modification of the course. If applicable, cite any accrediting agency/ies and reference the specific standard/s.

The Graduate Committee and Curriculum committees of the history department have determined the viability of a non-thesis option for the MA in history. One target audience is teachers seeking a Masters in history, many of whom lack confidence in non-Western subject matter. Discussions with Allen Guidry in teacher education has confirmed the demand for non-Western history by means of online teaching. In keeping with ECU’s Strategic Direction, an Education for a New Century, this course will help students prepare to compete in a global economy by helping them to understand and

Approved by GCC April 2012; posted summer of 2012

HIST 6570 08/20/13

Graduate Curriculum Committee Course Proposal Formfor Courses Numbered 5000 and Higher

Note: Before completing this form, please carefully read the accompanying instructions.

appreciate the similarities and differences in the customs, values, and beliefs of another culture by understanding the development of Middle Eastern history over the course of the nineteenth and twentieth centuries. Furthermore, they will recognize the global interdependence of economies and societies by better understanding the origins of the current crises in the Middle East and the role played by powers around the world, including Britain, France, Russia, and the United States.

6. Course description exactly as it should appear in the next catalog: HIST 6570 - The Modern Middle East: The Nineteenth & Twentieth Centuries(3)The nineteenth and twentieth century history of the Middle East, concentrating on the Fertile Crescent, Egypt, Turkey, Iran, and the Arabian Peninsula.

7. If this is a course revision, briefly describe the requested change:

8. Course credit:Lecture Hours Weekly OR Per Term Credit Hours 3 s.h.

Lab Weekly OR Per Term Credit Hours s.h.

Studio Weekly OR Per Term Credit Hours s.h.

Practicum Weekly OR Per Term Credit Hours s.h.

Internship Weekly OR Per Term Credit Hours s.h.

Other (e.g., independent study) Please explain. s.h.

Total Credit Hours 3 s.h.

9. Anticipated annual student enrollment:

10. Changes in degree hours of your programs:Degree(s)/Program(s) Changes in Degree HoursMA HIST n/a

11. Affected degrees or academic programs, other than your programs:Degree(s)/Program(s) Changes in Degree Hoursn/a

12. Overlapping or duplication with affected units or programs:x Not applicable

Documentation of notification to the affected academic degree programs is attached.

13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):

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20

x Not applicable

Applicable and CTE has given their approval.

14. University Service-Learning Committee (USLC) approval:x Not applicable

Applicable and USLC has given their approval.

15. Statements of support: a. Staff

x Current staff is adequateAdditional staff is needed (describe needs in the box below):

b. Facilities

x Current facilities are adequateAdditional facilities are needed (describe needs in the box below):

c. Library

x Initial library resources are adequateInitial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Unit computer resources

x Unit computer resources are adequateAdditional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):

e. ITCS resources

x ITCS resources are not neededThe following ITCS resources are needed (put a check beside each need):

Mainframe computer system

Statistical services

Network connections

Computer lab for students

SoftwareApproval from the Director of ITCS attached

16. Course information (see: Graduate Curriculum and Program Development Manual for instructions):

a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country. Include ISBN (when applicable).

For Purchase James Gelvin, The Modern Middle East, A History, Second Edition, Oxford University

Press, 2008. [Textbook] 0199766053

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Ghassan Kanafani, Palestine’s Children: Return to Haifa & Other Stories. Boulder: Lynne Rienner, 2000. 0894108905

Stephen Kinzer, All the Shah’s Men, An American Coup and the Roots of Middle East Terror. NY: Wiley & Sons, 2008 (second edition). 047018549X

Benny Morris, Righteous Victims: A History of the Zionist-Arab Conflict 1881-2001, Vintage Books-Random House, 2001. 0679744754

Hanan al-Shaykh, The Story of Zahra. NY: Anchor Books, 1986. 0385472064 Sonallah Ibrahim, The Committee: A Novel , Trans. by Mary St. Germain and Charlene

Constable, Syracuse University Press, 2001. 0815607261 Fawaz Gerges, Journey of the Jihadist, Harcourt, 2006. 0156031701 Ofra Bengio, Saddam’s Word: Political Discourse in Iraq, Oxford, 2002. 0195151852O

On Reserve or Bb Nikke Keddie, Women in the Middle East: Past and Present, Princeton, 2007, pp, 61-

170 on Bb 0691128634 Selections from Muhammad al-Muwaylihi’s A Period of Time. Trans. Roger Allen,

(London: Ithaca Press, 1992), 171-222. 0863721656 Karen Barkey, “Changing Modalities of Empire: A Comparative Study of Ottoman and

Habsburg Decline” and Resat Kesaba, “Dreams of Empire, Dreams of Nation” both from Esherick, et. al, Empire to Nation. NY: Rowman & Littlefield, 2006. 0742540308

Çag ̌ aptay, Soner , Islam, Secularism, and Nationalism in Modern Turkey: Who Is a Turk?(NY: Routledge, 2006) [e-book accessed via Joyner library] 0415567769

Chapters by Sluglett, H. Watenpaugh, Dodge, Fischbach, Saliba, and Hanna in Meouchy & Sluglett, eds. The British & French Mandates in Comparative Perspectives. Leiden: Brill, 2004. 9004133135

Keith Watenpaugh, “Middle Class Modernity and the Persistence of the Politics of the Nobles in Inter-War Syria,” International Journal of Middle East Studies 35 (2003): 257-286. [Accessible through e-journal portal at Joyner library].

Lisa Pollard, “The Family Politics of Colonizing and Liberating Egypt, 1882-1919,” Social Politics: International Studies in Gender, State & Society, Volume 7, Number 1, pp. 47-79. [Accessible through Joyner library].

Gamal Abdul Nasser, Philosophy of the Revolution. Buffalo: Smith, Keynes, & Marshall, 1959. B004Z0KC7W

Bob Vitalis, “Black Gold, White Crude: An Essay on American Exceptionalism, Hierarchy and Hegemony in the Gulf,” Diplomatic History, Vol. 26, No. 2 (Spring 2002):185-223).

Judith Tucker, “Problems in the Historiography of Women of the Middle East: The Case of Nineteenth Century Egypt,” International Journal of Middle East Studies 15 (1983): 321-336. [accessible through e-journal portal at Joyner Library].

b. Course objectives for the course (student – centered, behavioral focus)If this is a 5000-level course that is populated by undergraduate and graduate students, there must be differentiation in the learning objectives expected.

Upon completion of this course, students will be able to:1. Evaluate decline, modernization, and dependency theory as paradigms in

modern Middle East history.2. Analyze the development of the nation-state in the Middle East, and

evaluate the Islamic critique of the nation-state.3. Examine the Palestinian-Arab-Israeli conflict in the context of imperialism

and competing nationalisms.4. Trace the development of imperialism in the Middle East.5. Understand the diversity of culture within the Middle East by reading

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literature and watching films.6. Research and write a paper based on at least one primary source. Students

in the Greenville area will be encouraged to use Special Collections.

c. Course topic outlineThe list of topics should reflect the stated objectives.

Week One

Introduction to course; Introduction to Islam and Islamic empires

Reading: Gelvin, 1-26

Week Two

Ottoman Empire; Modernity & Defensive Developmentalism; Imperialism, Secularism, Islamic Reformism, & Constitutionalism

Reading: Gelvin, 27-170

Reaction paper #1

Week Three

Discussion of Muwaylihi; End of Empire; World War One,

Reading: Allen/Muwaylihi, A Period of Time—Bb

Gelvin, 171-222

Barkey, “Changing Modalities…”—Bb

Kasaba, “Dreams of Empire …”Bb

Reaction paper #2

Week Four

Turkey to multi-party system; oil, the beginnings

Reading: Çag ̌ aptay, Soner , Islam, Secularism, and Nationalism in Modern Turkey: Who Is a Turk? [e-book accessed via Joyner library]

Gelvin, 223-257

Reaction paper #3

Week Five

Iran to 1979; Court simulation

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Reading: Kinzer, All the Shah’s Men

Gelvin, 278-290

Week Six

Syria, Iraq, & Lebanon to 1967; British v. French mandates

Reading: Chapters from Sluggett & Meouchy, The British & French Mandates in Comparative Perspectives—in regular reserve at the library [prohibitively expensive]

Sluggett, p. 103 H. Watenpaugh, p. 185 Dodge, 143 Saliba, p.203 Hanna, p 457Keith Watenpaugh, “Middle Class Modernity and the Persistence of the Politics of the Nobles in Inter-War Syria,” International Journal of Middle East Studies 35 (2003): 257-286. [Accessible through e-journal portal at Joyner library]

Reaction paper #5

Week Seven

1919 Revolution in Egypt; Interwar Period; Film Everything is Fine

Reading: Lisa Pollard, “The Family Politics of Colonizing and Liberating Egypt, 1882-1919,” Social Politics: International Studies in Gender, State & Society, Volume 7, Number 1, pp. 47-79. [Accessible through Joyner library].

Morris, start reading—as much as possible.

Reaction paper #6

Week Eight

Palestinian/Arab/Israeli Conflict to 1967; Jordan to 1967

Reading: Morris, up to 346

Sluggett & Meouchy, British &French Mandates in Comparative Perspectives—in library [chapter by Michael Fischbach on Transjordan, p. 477].

Kanafani, Return to Haifa (just the novella + any one short story)

Reaction paper #7

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Week Nine

Military Revolutions of the Middle East; Suez Crisis; Competing Dictators

Reading: Nasser, Philosophy of the Revolution—on ordinary reserve in the library

Watch Nasser 56 in the history lab and compare it with ANY historical account (European, American, or Middle Eastern) of the event.

Reaction paper #7

Week Ten

Arab-Israeli Conflict 1967-Annapolis

Reading: Finish Morris

Start Gerges

Reaction paper #8

Week Eleven

Oil, Arms, & Fundamentalism

Reading: Bob Vitalis, “Black Gold, White Crude: An Essay on American Exceptionalism, Hierarchy and Hegemony in the Gulf,” Diplomatic History, Vol. 26, No. 2 (Spring 2002):185-223).

Gerges, Journey of a Jihadist

Reaction paper #9

Week Twelve

Women in the 20th-Century

Reading: Keddie, pp. 61-170

Judith Tucker, “Problems in the Historiography of Women of the Middle East: The Case of Nineteenth Century Egypt,” International Journal of Middle East Studies 15 (1983): 321-336. [accessible through e-journal portal at Joyner Library].

al-Shaykh, Story of Zahra

Reaction paper #10

Week Thirteen

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Authoritarian Regimes of the late-20th-Century; Disc. of Committee; Film A Citizen, A Detective, & A Thief

Reading: Ibrahim,. The Committee

Reaction paper #11

Week Fourteen

Late-20th century conflicts

Reading: Bengio, Saddam’s Word; View Waltz with Bashir

Reaction paper #12

PRESENTATIONS

d. List of course assignments, weighting of each assignment, and grading/evaluation system for determining a grade

Participation: Students must be prepared to discuss weekly readings coherently. After week one, there will be discussion facilitators that will be in charge of the discussion for that week. This does not mean that no one else will be reading—everyone is graded on his/her participation—both quantity and quality matters. Writing weekly reaction papers (see below) should help facilitate participation. I also anticipate that students will have varying viewpoints that they should be ready to defend with substantive arguments and evidence from readings, not hot air and empty rhetoric. 25%

Weekly Reaction Papers: Students are expected to analyze the weekly readings in reaction papers that address not only readings of the week, but also the larger themes of the course. Student papers are expected to progress over the course of the semester. These papers should help thoughts for discussion. There will be a total of 12 papers. There will be no paper during the week of the court simulation and students will be allowed two skips at any point; however, at no point will students be allowed to turn in a reaction paper late. 25%

Court Simulation: During week one, students will be assigned a side (defense or prosecution) for the trial of the US role in the 1953 Iranian coup. Students will have no choice; it is simply the luck of the draw. During week five students will present their case. Depending upon the size of the class, students may role play, or simply turn in lists of potential witnesses and

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depositions of their “testimony”. Groups will be graded on the merit of the group case, and if the groups are large, information will be gathered from a group leader about participant contributions. Extra points will also be awarded to the team that presents the more convincing case. 25%

Research paper: Students are expected to carry out a primary source research project: a paper of 25-35 pages. Special collections in Joyner Library contains material from missionaries, tobacco merchants, and other items pertinent to the Middle East in this era, e.g. the sinking of the Zam Zam. While students are not limited to materials housed in special collections, lack of facility in Middle Eastern languages (for most students) and lack of access to other types of materials makes this collection accessible on many levels. 25%

Grading ScaleA=90-100 B=80-89 C=70-79 F=69 and below

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