FAYETTEVILLE STATE UNIVERSITY  College of Arts and Sciences  Department of Government and History

DIANNE W. OYLER, Ph.D.  TEACHING | Advising and Service | Research | Background | Links | Home

I. LOCATOR INFORMATION
 
 

II. COURSE DESCRIPTION:
 

History 352 is a SURVEY of the thousands of years of history of the Middle East and North Africa. This is clearly a formidable undertaking. This task is even more daunting when you realize that at various times peoples from this region have expanded into the Iberian peninsula (Spain and Portugal), a large area of southeastern Europe (e.g. the country formally known as Yugoslavia), and parts of sub-Saharan Africa. Therefore, I am setting certain chronological, geographical and thematic restrictions on what we are to cover. Some of these restrictions are as follows:

1. The Middle East extends eastward by most reckonings as far as Afghanistan. We will, however, not emphasize Persia (Iran), Afghanistan, and the Islamic states which were a part of the former Soviet Union.
2. We will begin our study with the 6^th century AD/CE, the century in which the Prophet Mohammed was born.

III. TEXTS:
 

Goldschmidt, Jr., Arthur. A Concise History of the Middle East, Westview Press,

Esposito, John. Islam: The Straight Path, Oxford University Press

Shipler, David. Arab and Jew: Wounded Spirits in a Promised Land, Penguin

Mahfouz, Naguib. Midaq Alley (A novel by the 1988 winner of the Nobel prize for Literature)

IV. BEHAVIORAL OBJECTIVES (and COMPETENCIES):
 

Upon completion of this course, a student will be able to analyze change and continuity overtime, organize historical evidence, and ask and answer critical questions about the past.  The student will also be able to demonstrate knowledge of people and events across time, to be used as building blocks for critical interpretation and understanding of the past.  In addition, a student will be able to identify the enduring themes of the historical experience and discuss history as a discipline.  Moreover, the student will be able to demonstrate an understanding of the historical role of both common and diverse cultural traditions that constitute Western Civilization.  Finally, the student will be able to illustrate the cultural products that past societies have regarded as aesthetically pleasing and the ways in which they were produced.

      In accordance with the University's Teacher Education Conceptual Framework which is aligned with NCATE Standards, upon completion of this course, the prospective facilitator of learning will:

Knowledge:

     --Demonstrate understanding of the subject matter, how it relates to other disciplines, and to their individual lives.

     --Demonstrate in-depth knowledge of Islam and how it relates to the social studies in general and history specifically.

Technology:

     --Apply new technologies to teaching, learning, and research

Reflection:

     ---Reflect upon his/her knowledge of the North Africa and the Middle East and demonstrate a commitment to ongoing professional development by keeping abreast of current affairs in the region.

SPECIFIC STUDENT OUTCOMES:

Apply critical and analytical skills through the study of North African and the Middle Eastern History (DPI 1.1, 1.2, 1.3, 1.4, 1.5), (NCSS 2.1);

Write critically and analytically (DPI 1.5) (NCSS 2.1);

Apply historical methodology by utilizing both primary and secondary sources including journals, monographs, internet sources, and revisionist history (DPI 1.5.), (NCSS 2.1);

Apply reflective decision-making skills to the medium of history (DPI 1.2, 1.5);

Interpret historical data and apply it to current events (DPI 1.1, 1.2, 1.3, 1.4, 1.5) (NCSS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,1.7, 1.8, 1.9)

Identify the cultures, environments, and political states contained in the region designated North Africa and Middle East (DPI 1.2, 1.3, 1.4), (NCSS 1.1, 1.4, 1.5, 1.6. 1.8, 1.9);

Discuss issues concerning multiculturalism in this region of widespread cultural diversity (DPI 1.3) (NCSS 1.1., 1.4, 1.5, 1.6, 1.8, 1.9)

Describe the scope and sequence of history in the region through sequenced course work (DPI 1.1, 1.4) (NCSS 1.2, 1.3, 1.6, 1.8, 1.9)

Analyze the interaction of economics and political systems that has shaped the history of the region (DPI 1.1, 1.4) (NCSS 1.6, 1.7, 1.9);

Discuss the religion-related issues that inform the politics of the region (DPI 1.1, 1.4) (NCSS 1.6, 1.7, 1.9).

V. EVALUATION CRITERIA/GRADING SCALE:
 

1. Grades will be based on three examinations, writing assignments, and class participation. Each exam will be based on the units of study immediately preceding it and will be written in a blue book which may be purchased in the book store. The class may determine the size of the blue book to be used.

NOTE: YOU SHOULD NEVER MISS A SCHEDULED EXAM. UNLESS THE ABSENCE IS EXCUSED WITH PROPER DOCUMENTATION, THE MAKE-UP EXAM GRADE WILL BE REDUCED BY ONE LETTER GRADE AS A PENALTY FOR ABSENCE. MAKE-UP EXAMS ARE AT THE SOLE DISCRETION OF THE INSTRUCTOR.

SPECIAL NOTE ON ACADEMIC HONESTY: Students should be aware that a university is a community of scholars committed to the discovery and dissemination of knowledge and truth. Without the freedom to investigate all materials, scrupulous honesty in reporting findings, and proper acknowledgment of credit, such a community can not survive. Students are expected to adhere to the highest traditions of scholarship. Any infractions of these traditions, such as plagiarism, are not tolerated. Though we do not anticipate any such occurrence, for the record, misrepresenting someone else's words or ideas as one's own, constitutes plagiarism. In cases where plagiarism occurs, the instructor has the right to penalize the student(s) as he or she thinks appropriate. One guide line holds that the first offence = failure of the assignment; the second offence = failure of the course.

Grades and their numerical equivalents are as follows:

2. INSTRUCTOR POLICIES
 
a. MAKE-UP WORK
1. EXAMS: Unless the absence is excused with proper documentation, the make-up exam grade with be reduced by one letter grade as a penalty for absence. Make-up exams are at the sole discretion of the instructor. Missed exams caused by an excused absence must be made up WITHIN ONE WEEK unless illness or emergency necessitates a longer absence from school.
2. Missed due date of the assignment. This applies to writing assignments--SUBTRACT ONE LETTER GRADE.
3. No make-up work will be accepted the last week of classes.
b. EXTRA CREDIT may be earned through cultural reaction papers turned in with the exam.     GUIDE

c. As a rule, I do not give an incomplete. If you choose not to complete the class please formally withdraw from it.

VI. COURSE REQUIREMENTS:

Assignments: Assignments for this class will include reading, writing, and special projects to include:
1. Short Paper/Oral component--Debate format--topics to be furnished separately
2. Current Events Notebook
3. Country Profile--Worldwide Islam

Attendance and Punctuality: Students are responsible for material covered and assignments.

Class Participation: All students are expected to come to class prepared to discuss the assigned material, so it is important to complete all the assigned readings before coming to class. Any student may, at any time, be called upon to recite or to write a short essay on the assigned material. Short quizzes may be given on assigned materials at any time. Students are expected to understand the material, or at least have identified those items that they do not yet understand in order to ask question in class. The instructor will assume that students know the material and are prepared to discuss it. Students are responsible for all work assigned in this class, whether or not they are present. Assignments must be completed on time.

Students are expected to observe normal courtesy in class. They are expected to pay attention to the instructor, to take detailed notes, to refrain from personal conversations, and to avoid any other behavior which is disruptive and disturbing to others. A student who does not observe these courtesies may be asked to leave the room.

This course is designed to help improve your proficiency in note-taking, library skills, logical and analytical thinking and writing, and critical evaluation.

VII. TEACHING STRATEGIES
 

The mode of presentation for the course will be lecture/student discussion. There will be opportunities for cooperative learning. I encourage peer teaching and recommend students to work together through study groups. I want to emphasize the critical analysis of data--information you read and see on film/video and the communication of your ideas supported by facts. While these skills are important to the course work at hand, they are most important in your life's work where you read, listen, evaluate, articulate, communicate your understanding, ideas, and opinions on a daily basis. These activities will give you practice in these areas.

VIII. DISCUSSION/LECTURE TOPICS AND READING/WRITING ASSIGNMENT DUE DATES: MONTHLY CALENDARS TO FOLLOW
 
 

IX. REFERENCES
 

• W.F. Abboushi. The Unmaking of Palestine, 1990
• Ammiel Alcaly, After Jews and ArabS, Remaking Levantine Culture, 1993
• Donna E. Arzt, Refugees into Citizens, Palestinians and the End of the Arab-Israeli Conflict, 1997
• Mordechai Bar-On, In Pursuit of Peace: A History of the Israeli Peace Movement, 1996
• Gad Barzilai, Wars, Internal Conflicts, and Political Order A Jewish Democarcy in the Middle East, 1996
• Meron Benvenisti, Conflicts and Contradictions, 1986
• Ian J. Bickerton, The Arab-Israeli Conflict: A History, 1991
• Ian Black, Israel's Secret Wars.- A History of Israel's Intelligence Services, 1991
• Moshe Dayan, Story of My Life, 1992 (autobiography by a famous Israeli army officer and politician)
• Abba Eban, Abba Eban, An Autobiography, 1977 (by a well known Israeli diplomat)
• John L. Esposito, Islam: The Straight Path, 1991
• Robert Fisk, Pity the Nation.~ The Abduction of Lebanon, 1990
• Thomas Friedman, From Beirut to Jerusalem, 1989
• Arthur Goldschmidt, Jr. A Concise History of the Middle East, 1996
• Andrew Gowers, Behind the Myth., Yasser Arafat and the Palestinian Revolution, 1990
• Sami Hadawi, Bitter Harvest: Palestine 1914-1988, 1990
• Alan Hart, Arafat: A Political Biography, 1989
• Israel, A Country Study, 1990 (published by the U.S. government, a comprehensive survey)
• Jordan, A Country Study, 1991 (published by the U.S. government, a comprehensive, survey)
• Fred J. Khouri, The Arab-Israeli Dilemma, 1985
• Marcia Kunstel, Their Promised Land: Arab versus Jews in History's Cauldron, 1990
•  Dan Kurzman, Ben-Gurion: Prophet of Fire, 1983 (about the head of the first independent Israeli government)
• David Lamb, The Arabs: A Journey Beyond the Mirage, 1987
• Bernard Lewis, The Arabs in History, 1993
• Anthony McDermott, Egypt from Nasser to Mubarak: A Flawed Revolution, 1988
• Benny Morris, The Birth of the Palestinian Refugee Problem, 1947-1949, 1987
• Margaret K. Nydell, Understanding Arabs: A Guide for Westerners, 1987
• Ritchie Ovendale, The Origins of the Arab-Israeli Wars, 2nd ed., 1992
• Amos Oz, Israel, Palestine and Peace. Essays, 1995
• Don Peretz, Palestinians, Refugees, and the Middle East Peace Process, 1993
• Itamar Rabinovich, The War for Lebanon, 1970-1983, 1984
• Danny Rubinstein, The Mystery of Arafat, 1995
• Edward W. Said, Orientalism, 1979 (ways Westerners look at Arabs),
• Kamal Salibi, Modem History of Jordan, 1993
• Robert Satloff, From Abdullah to Hussein: Jordan in Transition, 1994
• David Shipler, Arab and Jew: Wounded Spirits in a Promised Land, 1986
• Charles D. Smith, Palestine and the Arab-Israeli Conflict, 3rd edition, 1996
• John Waterbury, The Egypt of Nasser and Sadat, 1983.