Lewis-Clark State College, Fall 2002
Social Sciences 492-01
September 11: Contexts and Consequences

Prof. Eric Martin
101 Spalding Hall (Office Hours: M/W: 12:30-1:30, T/Th: 2:45-3:45, or by appointment)
Phone: (208) 792-2281
Email: elmartin@lcsc.edu Website: www.whc.neu.edu/emartin/index.htm

Course Description
One year after the tragic events of September 11, 2001 many institutions, organizations and citizens are reflecting upon the changes we have seen in the world, the nation and our communities as a result. However,the need for basic knowledge and critical perspectives for understanding what happened, why it happened and what a democratic society should do to most effectively address the issues raised by Sept. 11 remain clear. This course is designed to provide students with 1) an intellectual atmosphere that promotes critical thinking in order to determine the most important issues raised by Sept. 11 2) a forum for discussion and informed debate on these issues.

Objectives/Goals
By the end of this course you will strengthen/develop your ability to:

• analyze information presented to you in written, oral, and visual forms
• identify the strengths/weaknesses of an argument
• write brief critical essays
• formally and informally present your ideas orally
• lead intellectual discussions
• support your ideas with evidence
• engage in informed debate
• educate yourself
• formulate relevant and productive questions relating to Sept. 11
  
• develop a set of basic issues you believe are connected to Sept. 11
• conceptualize the events of Sept. 11 at both the global and the local level
• understand the Sept. 11 from multiple cultural, geographic, political, economic, social and historical perspectives
• discuss Sept. 11 with classmates, friends, family in an informed and meaningful way

Required Readings

• Misha Klein and Adrian McIntyre Editors. September 11: Contexts and Consequences, An Anthology.
• Various Internet Readings and Class Handouts

Grading and Evaluation

• Class Participation 25%
• Leading Class Discussion 25%
• Weekly Thought Piece 25%
• "Conclusions" Essay 25%
  

Course Requirements

Attendance
Excessive absences will have a detrimental impact on your grade. It is your responsibility to make arrangements if an emergency prevents you from turning in an assignment on time or requires you to be away from class for an extended period. No assignment will be accepted late without a previous arrangement or a paperwork trail as indicated in the LCSC handbook. Additionally, be in class on time.

Classroom Participation (25% of overall grade)
This course is heavily based on discussion and depends upon your active participation. Twenty five percent of your overall grade will be based on your daily participation in our various classroom discussions and activities. Practically all of our discussions over the assigned readings this semester will be student led. The better prepared you are, the better our discussions will be.

You should be prepared to discuss each piece individually. In order to do this you should be able to summarize the main points of each reading and be able to demonstrate these points with selections from the readings. For any individual reading be sure that you are able to:

1) identify the author's argument
2) identify & critique the evidence used to support this argument
3) decide whether or not you were convinced
4) explain your position
5) present the class with at least one question that you think will be good for stimulating discussion.
6) identify information the reading brought up that you would like to know more about
7) connect this reading to other readings we have done (this may be difficult at first)

If after reading an individual selection you find yourself unable to do any of the above, that is o.k. In those cases (and there may be many of them) be sure you come to class with some questions about the reading. You will be expected to have written notes on each reading from which you can refer to during our discussions and I will ask to see them from time to time.

Leading Class Discussion 25%

Each week, you (and occasionally a partner) will be given one selection from our readings to be our formal class discussion leader(s). Be sure you are able to discuss the above aspects for individual readings. However, your primary objective is not to summarize the readings to the class, but rather to involve the class in a meaningful discussion of the material and what kinds of issues it raises connected to Sept. 11. In order to do this, you will prepare in advance a list of questions and mark important passages to serve as the basis for a class discussion. Remember, I'll be there to help you out. Keep in mind, if you don't understand aspects of your selection you should 1) do a little research on your own to see if you can clarify things 2) design a question for discussion that will address the matter.

This portion of your grade is not measured by your ability to dazzle the class with your understanding, but rather by your preparation and effort to lead the class in an intellectual discussion over a specific reading.

Because each week you will have responsibilities to the class for one of the readings, attendance is critical. If you miss more than three classes and make a habit of showing up unprepared, then expect a C at best as your final grade.

Weekly Thought Pieces (25% of overall grade)

Each week we will read several different pieces dealing with a similar issue connected to the contexts and consequences of Sept. 11. Understanding each reading as an individual piece is very important, however establishing connections among the weeks reading will develop a wide range of critical thinking skills. In order to encourage this kind of intellectual development, each week you will write a one page (typed, single-spaced) "thought piece" based on the assigned reading material. Your essays should be focused on 1) making an argument for what you believe is the most significant issue brought up by the weeks readings as a whole. 2) supporting your argument with direct reference to the readings 3) connecting the issue you chose to your life. Conclude your essay with a question that you think would be a good discussion question for the class over the assigned readings as a whole.

The care taken in writing/revising these assignments will be reflected in yourgrade. In other words, I expect them to be well-written, properly formatted and proofread. These pieces will be graded based on thoughtfulness and clarity; there are no right or wrong answers. You will receive one of four grades: excellent, thoughtful, fair, or weak. If you average "thoughtful" for the semester you will receive the full 25%. An "excellent" and a "fair" together average out as two "thoughtfuls." Late papers are not an option and your essays are due in class. Each thought piece should be dated and should identify which week of readings it covers. Also, don't forget your name.

You are to maintain your thoughtpieces in a paper pocket portfolio (no plastic please) and you are to bring your portfolio with you to class to use for discussions. You will also use these pieces to help you write your "conclusions" essay (described below). This portfolio will be turned in at the mid-term and again on the last day of class.

"Conclusions" Essay (25% of overall grade)
You will write a 7 page (typed-double spaced) essay that will serve as the basis for our final week of discussion. This essay will ask you to reflect upon the semester as a whole and critique your learning experience as it relates to the issues connected to Sept. 11. You will receive the details concerning this assignment as it approaches.

Academic Honesty
You are on your honor at all times and my presumption is that each of you is honest. However, the College does not tolerate academic dishonesty of any sort. All written work that you hand in -- essays and examinations -- must be exclusively your work. Contact me if you are not clear on this point.

Schedule

Week 1 (Aug. 26-30)

Optional Resources:

Hear Story the following stories on Democracy Now!

• ATTORNEY GENERAL JOHN ASHCROFT APPEALS A RULING BY THE FOREIGN INTELLIGENCE SURVEILLANCE COURT
• US Attorney General Ramsey Clark visits the Iraqi hospital where casualties from a recent US bombing raid were taken and debates the Pentagon: A discussion on bombing in so-called “no-fly zones,” civilian deaths, international law, sanctions, weapons of mass destruction, and terrorism.

Section I; Geographical, Historical, and Cultural Background

Week 2 (Sept 2-6, no class Sept. 2 -- Labor Day)

• Map of the Middle East and Central Asia: Political Boundaries, 1990, p. 9
• Ian Manners and Barbara Paramenter, "The Middle East: A Geographical Preface," 2000, p. 11.
• Gail Bensinger, "Muslims, Arabs and misconceptions," 2001, p. 25.
• San Francisco Chronicle, "Zones of Conflict: Central Asia and the Middle East at a Glance," 2001, p. 27.
• Excerpt from the Cambridge Encyclopedia of the Middle East and North Africa, 1998, p. 39.

Assignment: Essay: What are three interesting things learned from today's readings? What issues/topics were brought up by the readings that you would like to learn more about?

Week 3 (Sept. 9-13)

• Rosanne Klass, "The Great Game Revisited," 1987, p. 57.
• Fredrik Barth, "Cultural Wellsprings of Resistance in Afghanistan," 1987, p. 63.
• Ashraf Ghani, "Gulab: An Afghan Schoolteacher," 1993, p. 73.
• Ahmed Rashid, "High on Heroin: Drugs and the Taliban Economy," 2000, p. 81.
• Ahmed Rashid, "Dictators and Oil Barons: The Taliban and Central Asia, Russia, Turkey and Israel," 2000, p. 87.
  

Week 4 (Sept. 16-20)

• Elizabeth Fernea, "Islamic Civilization, A.D. 650-1600," 1996, p. 95.
• John Williams, "The Word of God: The Qur'an," 1994, p. 99.
• Mohammed Arkoun, selections from Rethinking Islam: Common Questions, Uncommon Answers, 1994, p. 117.
• Laura Nader, "Orientalism, Occidentalism and the Control of Women," 1989, p. 134.
• Elizabeth Fernea and Robert Fernea, "Behind the Veil," 1986, p. 167.
• Talal Asad, "The Idea of an Anthropology of Islam," 1986, p. 173.

Week 5 (Sept. 23-27)

• Joel Beinin and Joe Stork, "On the Modernity, Historical Specificity, and International Context of Political Islam," 1997, p. 185.
• Lisa Hajjar, Mouin Rabbani and Joel Beinin, "Palestine and the Arab-Israeli Conflict for Beginners," 1989, p. 197.
• Russel Schoch, "A Conversation with Beshara Doumani," 2001, p. 203.
• Edward Said, "The Formation of American Public Opinion on the Question of Palestine," 1982, p. 211.
  
  
  
  

Week 6 (Sept. 30-Oct. 4)

• Dwight Reynolds, "Language, Translation, Culture, Conflict," 1991, p. 219.
• Edward Said, "Ignorant Armies Clash by Night," 1991, p. 223.
• Thomas Nagy, "The Secret Behind the Sanctions: How the U.S. Intentionally Destroyed Iraq's Water Supply," 2001, p. 229.
• Marie-Aimee Helie-Lucas, "The Orignal Sin and Internationalism," 1995, p. 235.
• Noam Chomsky, Rogue States," 2000, p. 237.
• Pierre Bourdieu, "Abuse of Power by the Advocates of Reason," 1995, p. 249.
• Michael Sells, "Resource List for the General Reader, Student, and non-Specialist: Islamic Culture and Civilization and the Sept. 11 Tragedy," 2001, p. 251.
• Mikhail Gorbachev, "Open Letter to George W. Bush," 2000, p. 255.

Section II: Terrorism

Week 7(Oct. 7-11)

• Pablo Neruda, "Keeping Quiet," p. 259.
• David Whittaker, "Definition of Terrorism" and "Counter-terrorism: Ethical and Legal Considerations," 2001, p. 261.
• Mark LeVine, "10 Things to Know About Terrorism," 2001, p. 275.
• Chalmers Johnson, "Terrorism," 1982, p. 283.
• Edward Said, "The Essential Terrorist," 1988, p. 293.
• Ali Abunimah, "Terrorism's Real Locale," 2000, p. 299.
• Gore Vidal, "The Meaning of Timothy McVeigh," 2001, p. 301.

Week 8(Oct. 14-18) Porfolio and Mid-Term Draft of "Conclusions" Essay Due 10/16

• William Beeman, "Terrorism: Community Based or State Supported?" p. 315.
• World Islamic Front, "Jihad Against Jews and Crusaders," 1998, p. 323.
• Bernard Lewis, "License to Kill," 1998, p. 323.
• John Miller, "Interview with Osama bin Laden," 2000, p. 329.
• Mary Anne Weaver, "The Real bin Laden," 2000, p. 341.
• Reuel Marc Gerecht, "The Counterterrorist Myth," 2001, p. 353.

Section III: War and Violence

Week 9(Oct. 21-25)

• Edna St. Vincent Millay, "Apostrophe to Man," 1934, p. 359.
• David Riches, "The Phenomenon of Violence," 1986, p. 361.
• Hanna Arendt, excerpt from On Violence, 1969, p. 375.
• Carole Nagengast, "Violence, Terror, and the Crisis of the State," 1994, p. 387.
• Jane Margold, "From 'Cultures of Fear and Terror' to the Normalization of Violence: An Ethnographic Case," 1999, p. 403.
• Arthur Kleinman, "The Violences of Everyday Life: The Multiple Forms and Dynamics of Social Violence," 2000. p. 417.

Week 10 (Oct. 28-Nov. 1)

• Hanna Arendt, Preface to The Origins of Totalitarianism, 1st ed., 1951, p. 425.
• Ghaus Ansari, "The Role of Anthropology in the World Crises," 1975, p. 427.
• Margaret Mead, "Warfare is Only an Invention -- Not a Biological Necessity," 1940 p. 433.
• Robert Park, "The Social Function of War," 1941, p. 437.
• Sigmund Freud, "Why War?" 1932, p. 447.
• Stasa Zajovic, "Birth, Nationalism and War," 1995, p. 454.

Week 11 (Nov. 4-8)

• Reuven Firestone, "Islam and Holy War," 1999, p. 459.
• Hamid Algar, "The Problem of Retaliation in Modern Warfare from the Point of View of Fiqh," p. 463.
• Harumi Befu, "Demonizing the 'Other',"1999, p. 467.
• Yaaciv Schul and Henri Zukier, "Why Do Stereotypes Stick?" 1999, p. 474.
• George Lakoff, "Metaphor and War: The Metaphor System Used to Justify War in the Gulf," 1991, p. 481.
• Kurt Vonnegut, excerpt from Slaughterhouse Five, 1966, p. 489.
• W.H. Auden, "September 1, 1939," p. 494.
• Edna St. Vincent Millay, "Conscientious Objector," 1934, p. 491.

Section IV: Post-9/11 Commentaries

Week 12 ( Nov. 11-15)

• Paul Dosh, "September 11" and "No Such Thing as a Precision Bomb," p. 495.
• William Beeman, "Why Are We So Hated? Looking Beyond Osama Bin Laden," p. 497.
• Noam Chomsky, "On the Bombings," p. 499.
• Tamim Ansary, "Bomb Afghanistan to Stone Age? It's Been Done," p. 501.
• Chris Toensing, "The Harm Done to Innocents," p. 503.
• George Lakoff, "September 11, 2001," p. 507.
• Robert Fisk, "Bush is Walking into a Trap," p. 519.
• Fritz Utzeri, "Those Who Raise Wolves..." p. 523.
• George Monbiot, "The Need for Dissent," p. 527.
• Robin Morgan, "Ghosts and Echoes," p. 531.

Famous writing from former Major General of the United States Marine Corps, Smedley Darlington Butler "War is a Racket"

Week 13 (Nov. 18-22)

• Ariel Dorfman, "America Looks at Itself Through Humanity's Mirror," p. 535.
• Jacob Levich, "Happy New Year: it's 1984," p. 537.
• Susan Sontag, essay from The New Yorker, p. 539.
• David Talbot, "The Traitor' Fires Back,"p. 545.
• Tariq Ali, "The Kingdom of Corruption: The Saudi Connection," p. 549.
• Edward Said, "Collective Passion," p. 553.
• Edward Said, "Backlash and Backtrack," p. 557.
• Ashraf Ghani, "The Folly of Quick Action in Afghanistan," p. 562.
• Barbara Kingsolver, "Jingoism Isn't Patriotism," p. 564.

(Nov. 25-29, No Class Thanksgiving Break)

Week 14 (Dec. 2 - 6)

• Arudhati Roy, "The Algebra of Infinite Justice," p. 570.
• Barbara Lee, "Why I Voted Against War," p. 578.
• Robert Fisk, "Lost in the Rhetorical Fog of War," p. 580.
• William Beeman, "Why US Anti-Terrorist Message Won't Fly in Islamic World," p. 582.
• Chalmers Johnson, "Blowback," p. 584.
• Tariq Ali, "The Eichman Scenario: An Alternative to War," p. 590.
• John Pilger, "Hidden Agenda Behind War on Terror," p. 594.
• Suheir Hammad, "First Writing Since," p. 598.

Week 15 (Dec. 9-13) Dec. 11 "Conclusions" Essay Due

• Full text of Bush's National Security Strategy (what has become known as "The Bush Doctrine") from the New York Times.
• U.S. Military Bases and Empire by The Editors at Monthly Review