|Introduction to Peace Studies (PAX 3001)
Spr 2013 [day] 0:00-0:00 AM/PM in [room]
Instructor: Associate Professor Doug McGetchin, Ph.D.
Contact: firstname.lastname@example.org [I check at least daily] (561) 799-8226
Office Hours: [days] 1-4 PM & by appointment
Office: FAU MacArthur Campus, SR 245, 5353 Parkside Drive, Jupiter, FL 33458
This is a web-assisted course. Syllabus, handouts and PowerPoint presentations will appear on Blackboard: http://bb9.fau.edu
This course provides an overview and in-depth analysis, from varying perspectives, of the conceptual and theoretical framework of modern peace. We will be examining not only the wars of the past century, but cases of nonviolent struggle. Wars and massacres gain much greater attention in the press (“If it bleeds, it leads”) and from scholars, as Mohandas Gandhi pointed out over century ago:
History, as we know it, is a record of the wars of the world….How kings played…how they murdered one another…if this were all that had happened in the world, it would have ended long ago….The fact that there are so many men still alive in the world shows that it is based not on the force of arms but on the force of truth or love….Hundreds of nations live in peace. History does not, and cannot, take notice of this fact. History is really a record of every interruption of the even working of the force of love or of the soul. Two brothers quarrel…the two again begin to live in peace; nobody takes note of this. But if the two brothers…take up arms…their doings would be immediately noticed in the press…and would probably go down to history….Soul-force, being natural, is not noted in history.1
This course will respond to Gandhi’s criticism of history above by examining past cases of nonviolent struggle such as the Indian Independence Movement in South Asia, the Civil Rights Struggle in the United States, the Velvet Revolution in 1989, the use of United Nations, and many more. Our aim is to understand the principles that led to the success and failures of past nonviolent struggles. Using these tools, you can build upon this knowledge to create a more peaceful and democratic world.
Upon completion of this course, you will know how to:
Demonstrate familiarity with the major themes of the course, a primarily historical analysis of the pursuit for peace, although you will gain awareness of political, religious, and social scientific approaches as well.
Produce a well-organized research paper that includes a strong and well-developed thesis
Exercise a foundation of non-violent approaches to conflict resolution
Course Readings (available at FAU bookstore)
Ackerman, Peter and Jack DuVall. A Force More Powerful: A Century of Nonviolent Conflict. New York: St. Martin's Press, 2000.
Barash, David. Approaches to Peace: A Reader in Peace Studies. New York: Oxford University Press, 2010.
Cortright, David. Gandhi and Beyond: Nonviolence for an Age of Terrorism. Boulder: Paradigm Publishers, 2007.
MacQueen, Norrie. The United Nations, Peace Operations and the Cold War. 2nd ed. New York: Longman, 2011.
Stoessinger, John G. Why Nations Go to War. 11th ed. Boston: Wadsworth, 2011.
Additional readings may occasionally be available on the course web site available through Blackboard. You are responsible for checking the web site to see if new readings are up, although I will announce these in class, through Blackboard, and via email.
Grading Event Possible Points
Reading Quizzes 100
Midterm Exam 200
Paper Prospectus 50
Final Paper 300
Final Exam 250
Total Possible Points 1000
Course Grade A = 930-1000; A- = 900-929;
B+ = 870-899; B = 830-869; B- = 800-829;
C+ = 770-799; C = 730-769; C- = 700-729;
D+ = 670-699; D = 630-669; D- = 600-629;
F = 599 or below
You must satisfy all course requirements to pass the course, including taking all exams and turning in all papers. If you have a schedule conflict, come and see me early. Assignments turned in late lose 1/3 of a grade per day (including weekends). Extensions and alternate exams without prior approval and without a reduction of your grade will be granted only in cases of documented illness or extreme crisis.
Your ability to express yourself precisely and thoughtfully when contributing to the class will be an important element in your course grade, whether in discussions, debates, exams, papers, or emails. All written work (except for in-class written exam essays) must be typed, double-spaced, and in 10 or 12 point font.
You can do well in the participation portion of your course grade by showing up to class on time, doing the readings for that class beforehand, being prepared to talk about the readings with questions and observations about them, and taking active steps in class by joining in discussions. Attendance in class is required as we will cover material that is not in the readings but will be on the exams. I note attendance and participation for each class meeting. If you arrive late, it is your responsibility after class to make sure I note your presence.
I want us to create a mutually supportive intellectual environment where we can share ideas with spirited inquiry. I expect everyone to be attentive to and respectful of others’ questions and arguments. I will periodically give you feedback about your participation grade upon request and during in the course, such as with the midterm. I also strongly recommend going to office hours early in the course to discuss your paper topic.
Showing up to class earns a maximum of 6 points per week the class meets. Distinguished discussion participation earns up to 4 additional points a week (total extra points beyond maximum participation score listed above in requirement section are lost, but remember all strong participation not only helps to build a favorable impression but more importantly helps you to learn the material). If you are reluctant to participate in discussions, you may earn credit for participation purposes by turning in questions or discussion issues to me before class starts (emailing them to me and posting them on the Blackboard discussion board before class is also acceptable, but if you attend, bring a printout to hand to me). I hope to use your questions for discussion. My goal is to include everyone, so have questions or comments written down you can refer to so I can give you a chance to contribute.
We will have short reading quizzes frequently on the assigned readings (approximately ten quizzes over the course of the semester); do each week’s readings BEFORE that class. There will be no makeup quizzes and if you arrive too late to take the quiz, then you will not be able to make it up. Everyone will get a free bye/sick day/traffic/hangover/vacation/ won-the-lottery-celebration bonus (at least 10 points; I will adjust the actual amount towards the end of the class), so it will be possible for you to miss a quiz and still get 100% (100 points) on the quizzes.
The midterm and final examinations will consist of multiple-choice and/or short-answer questions and essay writing portions. They are both closed-book and the final exam will have cumulative section(s) covering the entire course.
Write a 1-2 page paper (typed, double-spaced, 10 or 12 point font), approximately 250-500 words, present an argument that answers a debatable question relating to the course or reviews a book or film related to the course. Write it out in sentences and paragraphs (not outline). The prospectus acts as a skeleton for your final paper, a short synopsis that you can flesh out and expand to form the final paper. You cannot prepare a successful prospectus without familiarizing yourself with the relevant sources in advance. It is critical that you complete a substantial amount of research on your topic well before you sit down to write the prospectus. Preparing the prospectus may show you where you need to do more research and more thinking about the response to your research question.
In a bibliography, list five sources (both primary and secondary) that you could possibly use for the final paper. These should be academic books or scholarly journal articles, not web sites.
The final paper will essentially be an expanded Paper Proposal, longer (10-12 pages, including notes and bibliography), more thorough, and polished. The main difference will be much more extensive use of evidence.
For all papers, make sure you follow this checklist below. Failing to follow these instructions will result in lower grade on the assignment.
Choose one of the options below.
1. Research paper: Pick an analytical question either from a list I provide (see end of syllabus) or one of interest to you. The question may emerge from the course readings, classroom discussion, office hours chats, or through your own further outside reading. For this question, propose a good answer—a thesis—based on your reading, thinking, and research. Your question should be answerable, but not definitively; there should be room for debate. You should evaluate the interpretive debates concerning the subject you choose and give your reasons for supporting one interpretation over another. I expect an analytical essay, not merely a descriptive narrative or a compare-and-contrast approach.
2. Book review: on a scholarly book I approve in advance. I want it to be an academic book, at least with footnotes or endnotes, and preferably from an academic press. Either bring it into class so I can see it, or email me the author/title (preferably with a URL link giving more details). A good way to find a suitable book is to look in the bibliographies of the course readings. Your assignment is to evaluate critically the book’s main arguments by comparing them with information in the course readings. I want you to analyze the strengths and weaknesses of the book’s treatment of the same material.
3. Film review: pick two or three films relating to the course and analyze their approaches. If the film is three hours or more, it counts as two. If it is a long (6+ hours) documentary series, you can just do that one series. How does the film reconstruct aspects of the course and cast it in a particular light? On what issue(s) do the films focus, and why? What message(s) do they promote? How accurate are the films? What are some reasons for the films’ focus (or fabrications)? I expect a critical review that draws connections between the film and course themes. Be sensitive to when the film was made and how contemporary events influenced its production.
Length: Prospectus is 1-2 pages (c. 100-500 words; you may use what you write in the prospectus again for the final exam). Final paper is 10-12 pages (approximately 2500-3000 words) (typed, double-spaced, 10 or 12 point font). Page length includes the bibliography page(s) and footnotes or endnotes.
Format: Put your name and a page number on every page. Use the computer’s header function and number pagination to let it automatically do this for you.
Structure: Make sure you include all the following elements:
(1) Topic and Question: The topic of your paper and the precise research question that your paper will answer. I strongly recommend seeking approval for the topic well before this assignment is due. The more detailed and specific the topic, the better.
(2) Thesis. Present a question and propose a good answer to it (a thesis) based on your research. Your question should be answerable, but not definitively. The questions could come from the course readings or class, or through your own further outside reading for the class. You should evaluate the interpretive debates concerning the subject you choose and give your reasons for supporting one interpretation over another. I expect an analytical essay, not merely a descriptive narrative or a compare-and-contrast approach.
(3) Evidence that you will use to argue for your thesis. I expect you to make use the course readings as well as at least five outside sources for the prospectus and three for the final paper. If you are doing a book or film review, these can be other reviews.
(4) Counter-argument. Include a plausible counter-argument and your tentative response to that counter-argument. You may do this at the beginning or end of the paper, although usually it makes sense to do so at the beginning of the paper.
Editing: I expect your writing to be clear and grammatically correct. Write using your own words and avoid close paraphrasing. Plagiarism will result in automatic failure of the paper and most likely the course as well. Clarity, concision, careful editing, intelligent argument, and convincing use of evidence are more important than length.
Evidence: Be sure to include citations (in footnotes or endnotes) when you introduce facts, ideas, and arguments drawn from sources you have read. Do not use lengthy quotations. To cite your sources you must use Chicago/Turabian style. For details about how to cite properly, see Blackboard and http://library.osu.edu/sites/guides/turabiangd.html.
Sources: Make use of the course readings as well as at least three outside scholarly, non-internet sources, unless you are doing a review, in which case you only need the book you are reviewing and at least two book reviews, preferably from academic journals. See the FAU library databases and web site for links to obtain book reviews: http://www.library.fau.edu/npb/reviews.htm.
Composition: I expect your writing to be clear and grammatically correct. Clarity, concision, careful editing, intelligent argument, and convincing use of evidence are even more important than length.
Honest Work: Write using your own words and avoid close paraphrasing. Plagiarism will result in automatic failure of the paper and most likely the course as well. Your paper is subject to Turnitin.com screening to check for plagiarism; see separate section further below for details. If clear, I will then make comments and turn your paper back to you electronically on Blackboard, where you will be able to download a copy of your graded paper after I notify you it is ready.
Pick a Topic Early: I look forward to discussing your project with you. If you are unsure of what topic you would like to examine, review the syllabus, course readings including their bibliographies, and your instructor.
Turn in on Time: Completing assignments requires uploading an electronic version on Blackboard on or before the day the paper is due (it is due before the beginning of class; at one minute past the start of class, the assignment is already late, so do not miss class to complete the assignment). I do not require a hard copy of the paper (let’s save a tree). If you turn in an assignment late, you will lose one grade per day or fraction thereof (including weekends). I will break each 24-hour period into thirds, so if the paper is due at 4 PM, then if you get it in 4:01-11:59 PM, it will be 1/3 off; 12:00 to 7:59 AM, 2/3 off; 8:00 AM to 3:59 PM the next day, a full grade off, and so on. I will grant extensions and alternate exams without prior approval and without a reduction of your grade only in cases of severe, documented illness or extreme crisis in one’s immediate family. While I sympathize about various life challenges, you still have responsibilities to school that I expect you to fulfill.
I expect you to have access to Blackboard. Important class announcements and materials will be available only through this medium. Blackboard: http://blackboard.fau.edu
Your Blackboard username is your FAUNet ID. If you do not know your FAUNet ID you should go to http://accounts.fau.edu (you will need to enter your social security # and PIN in order to obtain your FAUNet ID). Your initial password for Blackboard is your PIN (PINs are by default set to 2 zeros followed by the 2-digit DAY and 2-digit YEAR of birth). Your email address in Blackboard will be your FAU email address (to forward email to another account you should go to MyFAU email and select "auto forward" under “options”).
It is your responsibility to know and observe all the FAU rules concerning academic integrity. Plagiarizing even a small part of an assignment is grounds for failing that assignment and more extensive infractions have severe consequences such as failing the course and making a notation on your student record that could lead to your being suspended or expelled. Let’s avoid that unpleasantness if at all possible! If you have any questions about what constitutes plagiarism, how to credit the work and ideas of others properly, how to evaluate sources for quality and reliability, or any other related issues, please talk to me and/or refer to these resources:
By taking this course, you are agreeing to submit your assignments to an electronic screening program through Blackboard for textual similarity review to detect plagiarism. All submitted papers will be included as source documents in the reference database solely for the purpose of detecting plagiarism of such papers. For more information, see Blackboard.
Usually students who plagiarize do so out of last-minute desperation and/or sloppy note-taking skills. Start your work ahead of time and be neat. If all else fails, it is better to turn a paper in late with a penalty than to turn in plagiarized work and fail the entire class.
Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see the Code of Academic Integrity in the University Regulations at http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf.
Students with Disabilities
In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca, SU 133, (561) 297-3880, in Davie, MD I (954) 236-1222, or in Jupiter, Office of Diversity Services, SR 117 (561) 799-8585, and follow all OSD procedures.
Week 1 1. Approaches to War
Reading: Barash, Chapters 1-3
Week 2 2. Major Wars of the Twentieth Century
Reading: Stoessinger, Chapters 1-4
[date] ([day]) Last day to drop class without a W
Week 3 3. Conflicts around the Globe
Reading: Stoessinger, Chapters 5-6
Week 4 4. Middle East Conflict
Reading: Stoessinger, Chapters 7-10
Week 5 5. Building “Positive Peace”
Reading: Barash, Chapters 4-7
Week 6 6. Gandhian Nonviolence
Reading: Cortright, Chapters 1-4
Week 7 7. Midterm Exam
Week 8 8. Nonviolence and Global Justice
Reading: Cortright, Chapters 5-7
[date] (Fri) Last day to drop class without an F
Week 9 DUE: Prospectus
9. Nonviolence and Terrorism
Reading: Cortright, Chapters 8-9
Week 10 10. Movements to Power
Reading: Ackerman, Chapters 1-3
Week 11 11. Resistance to Tyranny
Reading: Ackerman, Chapters 4-7
Week 12 12. Campaigns for Rights
Reading: Ackerman, Chapters 8-12
Week 13 DUE: Final Paper
13. Power without Violence
Reading: Ackerman, Chapters 13-14, Conclusion
Week 14 14. Beginnings of the United Nations
Reading: MacQueen, Chapters 1-5
Week 15 15. The United Nations During the Cold War
Reading: MacQueen, Chapters 6-9
[date] ([day]) Final Exam 0:00-0:00 AM/PM
Questions to Consider
Get curious! This course provides a chance for you to explore and learn. Here is a list of questions to help you expand your mind. Make your own list as we go through the course, and share it with us.
Will contemporary societies, collectively or individually, figure out how to curb violence?
Do nonviolent techniques work even against extremely repressive regimes?
Does nonviolent resistance require a charismatic leader or a religious foundation for participants?
Is it possible to plan strategically for a campaign of nonviolent resistance?
What specific methods are useful in a nonviolent struggle?
How does the level of repression impact the effectiveness of nonviolent techniques?
Does the threat of violence enhance the effectiveness of nonviolent techniques?
What are the dynamics of nonviolent conflict?
Possible Paper Topics
Any of the conflicts discussed in Part Two of Gene Sharp’s Waging Nonviolent Struggle are possible. Please also feel free to look back further in history as Sharp focuses on the twentieth century, but there are no doubt many examples throughout the past around the world. Other possibilities include (but are not limited to):
Aristophanes, Lysistrata (411 BCE, ancient Greek women withhold sex to end the Peloponnesian War)
The Peace and Truce of God (Medieval Europe)
Investiture Controversy (Medieval Europe; Pope vs. Holy Roman Emperor, Frederick II)
The Abolition (of slavery) Movement [Amazing Grace (2006)]
Weavers’ Revolt (1844, German States) [Gerhart Hauptmann, The Weavers]
The Ilbert Bill (1883, India, protest by English)
Edmund Morel’s Congo Reform Association vs. the Congo Free State (1900-1912) [see Hochschild]
Swadeshi movement (1904-1908, Indian protest against British partition of Bengal)
The Pan-African Movement
Khilafat Movement (1919-1924, pan-Islamic campaign to influence British)
Ruhrkampf (1923, German resistance against French and Belgian occupation of Ruhr) [see Ackermann]
Nazi Boycott of Jewish Businesses (1933, 1935, Germany)
Dutch Resistance to the Nazis (1940-1945) [Ackermann 231-236]
German Resistance to the Holocaust [Schindler’s List; Gilbert’s The Righteous; Browning]
Equal Rights Amendment (1923, 1972-, U.S., women’s equality) http://www.equalrightsamendment.org
Weather Underground (1969-1981, U.S.)
Students for a Democratic Society (1962-1969, U.S.)
1968 Global Uprisings
Mexico City (1968 Olympics, Tommy Smith and John Carlos, Tlatelolco massacre)
Black Panther Party (1966-1982, U.S., organization for Black liberation)
GI Movement against the Vietnam War [Sir No Sir! (2005); Cortright]
Chile (1983, opposing dictator Pinochet) [Ackermann 279-302]
Dorothy Day and the Catholic Worker Movement
Mine Safety and Unionizing (Harlan County, USA (1976); Massey Energy, Upper Big Branch Mine)
Liberation Theology in Latin America
School of the Americas Watch (1990-, against training Latin American military; http://www.soaw.org/)
Daniel and Philip Berrigan, Plowshares (1980-, anti-nuclear weapons)
The Palestinian Intifada [Ackermann 397-420]
Whistleblowers (Corporate and/or Government) (http://en.wikipedia.org/wiki/List_of_whistleblowers)
Gay rights or anti-gay “family values” movements
Seattle Protests against the World Trade Organization (1999)
2000 Election in United States (Hanging chads, post-election activism)
Sarah Palin and the Tea Party Movement (2008-2011, U.S.)
Anti-Abortion / Pro-Life activism or Pro-Choice activism
Wisconsin Protests (2011, U.S., against Governor Scott Walker’s attacks on unions)
Arab Spring uprisings (2011, Tunisia, Egypt, Libya, Syria, Bahrain, Saudi Arabia, and ??)
Further Reading and Films
Especially Highly recommended
Ackerman, Peter and Jack DuVall. A Force More Powerful: A Century of Nonviolent Conflict.
A Force More Powerful (2000, DVD) http://www.aforcemorepowerful.org/films/afmp/index.php
Dalton, Dennis. Mahatma Gandhi: Nonviolent Power in Action.
Sharp, Gene. The Politics of Nonviolent Action: Part One Power and Struggle.
Sharp, Gene. The Politics of Nonviolent Action: Part Three The Dynamics of Nonviolent Action.
Sharp, Gene. The Politics of Nonviolent Action: Part Two The Methods of Nonviolent Action.
Sharp, Gene. Waging Nonviolent Struggle. Boston: Extending Horizons Books, 2005.
Michael Nagler, UC Berkeley http://academicearth.org/courses/nonviolence-from-gandhi-to-martin-luther-king
Ackerman, Peter and Christopher Kruegler. Strategic nonviolent Conflict: The Dynamics of People Power in the Twentieth Century.
Alford, Fred. Whistleblowers: Broken Lives and Organizational Power.
Arnold, David. Gandhi.
Ash, Timothy. The Magic Lantern: The Revolution of ’89 in Warsaw, Budapest, Berlin and Prague.
Barash, David P. Approaches to Peace: A Reader in Peace Studies, Second Edition.
Barbour, Floyd B. ed. The Black Power Revolt.
Barclay, David and Eric Weitz, eds. Between Reform and Revolution: German Socialism and Communism from 1840 to 1990.
Bar-On, Mordechai. In Pursuit of Peace: A History of the Israeli Peace Movement.
Bergfeldt, Lennart. Experiences of Civilian Resistance: The Case of Denmark, 1940-1945.
Bhagavan, Manu and Anne Feldhaus. Speaking Truth to Power: Religion, Caste and the Subaltern Question in India.
Bhagavan, Manu and Anne Feldhaus. Claiming Power from Below: Dalits and the Subaltern Question in India.
Bouvard, Marguerite Guzman. Revolutionizing Motherhood: The Mothers of the Plaza de Mayo.
Brown, Judith M. Gandhi and Civil Disobedience.
Brown, Judith M. Gandhi: Prisoner of Hope.
Brown, J. J. Surge to Freedom: The End of Communist Rule in Eastern Europe.
Browning, Christopher. Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland.
Brook, Timothy. Quelling the People: The Military Suppression of the Beijing Democracy Movement.
Brysac, Shareen Blair. Resisting Hitler: Mildred Harnack and the Red Orchestra.
Brysk, Alison. The Politics of Human Rights in Argentina: Protest, Change and Democratization.
Burton, Sandra. Impossible Dream: The Marcoses, the Aquinos, and the Unfinished Revolution.
Carsten, F. L. War Against War: British and German Radical Movements in the First World War.
Chandra, Bipan. India’s Struggle for Independence.
Clark, Robert P. Negotiating with ETA: Obstacles to Peace in the Basque Country, 1975-1988.
Cortright, David. Soldiers in Revolt: GI Resistance during the Vietnam War.
Ellsberg, Daniel. Secrets: A Memoir of Vietnam and the Pentagon Papers.
Erikson, Erik. Gandhi’s Truth: On the Origins of Militant Nonviolence.
Fanon, Frantz. The Wretched of the Earth.
Fisher, Jo. Mothers of the Disappeared.
Galtung, Johan. The Fall of the U.S. Empire.
Gandhi, Mohandas. An Autobiography: The Story of My Experiments with Truth.
Gandhi, Mohandas. Hind Swaraj. [Indian Self-Rule]
Gandhi, Mohandas. Non-Violent Resistance (Satyagraha).
Gilbert, Sir Martin. The Righteous: The Unsung Heroes of the Holocaust.
Ginbar, Yuval. Why Not Torture Terrorists? Moral, Practical, and Legal Aspects of the 'Ticking Bomb' Justification for Torture.
Hampton, Harry and Steve Fayer with Sarah Flynn. Voice of Freedom: An Oral History of the Civil Rights Movement from the 1950s through the 1980s.
Hawkes, Nigel, ed. Tearing Down the Iron Curtain: The People’s Revolution in Eastern Europe.
Hauptmann, Gerhart. The Weavers
Haurwas, Stanley. The Peacable Kingdom.
Havel, Vaclev. The Power of the Powerless.
Hochschild, Adam. King Leopold’s Ghost.
Hochschild, Adam. To End All Wars.
Hunter, Robert. The Palestinian Uprising.
Jack, Homer, ed. The Gandhi Reader.
Kornbluh, Peter. The Pinochet File: A Declassified Dossier on Atrocity and Accountability.
Kyi, Aung San Suu. Freedom from Fear.
Laba, Roman. The Roots of Solidarity: A Political Sociology of Poland’s Working-Class Democratization.
Lazerson, Joshua. Against the Tide: Whites in the Struggle Against Apartheid.
Lewis, John. Walking with the Wind: A Memoir of the Movement.
Lindenfield, Frank and J. Rothschild-Whitt, ed. Workplace Democracy and Social Change.
Marx, Anthony. Lessons of Struggle: South African Internal Opposition, 1960-1990.
McManus, Philip and Gerald Schlabach, eds. Relentless Persistence: Nonviolent Action in Latin America.
Mercada, Monina Allarey. People Power: An Eyewitness History, The Philippine Revolution of 1986.
Minzhu, Han [pseud.]. Cries for Democracy: Writings and Speeches from the 1989 Chinese Democracy Movement.
Mufson, Steven. Fighting Years: Black Resistance and the Struggle for a New South Africa.
Nagler, Michael. The Search for a Nonviolent Future: A Promise of Peace for Ourselves, Our Families, and Our World.
Nation, R. Craig. War on War: Lenin, the Zimmerwald Left, and the Origins of Communist Internationalism.
Norma Rae (1979)
Nepstad, Sharon Erickson. Nonviolent Revolutions: Civil Resistance in the Late 20th Century.
O’balance, Edgar. The Intifada.
Paige, Jeffrey M. Coffee and Power: Revolution and the Rise of Democracy in Central America.
Parkman, Patricia. Nonviolent Insurrection in El Salvador: The Fall of Maximiliano Hernandez Martinez.
Potel, Jean-Yves. The Promise of Solidarity: Inside the Polish Workers’ Struggle, 1980-82.
Rosenberg, Marshall. Nonviolent Communication: A Language of Compassion.
Schiff, Ze’ev and Edud Ya’ari. The Intifada: The Palestinian Uprising, Israel’s Third Front.
Sharp, Gene. Gandhi as a Political Strategist.
Sharp, Gene and Adam Roberts. Sharp's Dictionary of Power and Struggle: Language of Civil Resistance in Conflicts.
Sharp, Gene. Social Power and Political Freedom.
Sir No Sir! (2005)
Spooner, Mary Helen. Soldiers in a Narrow Land: The Pinochet Regime in Chile.
Stargardt, Nicholas. German Idea of Militarism: Radical and Socialist Critics.
Steger, Manfred and Nancy Lind, eds. Violence and its Alternatives.
Stoltzfus, Nathan. Resistance of the Heart: Intermarriage and the Rosenstrasse protest in Nazi Germany.
Thomas, John Orem. The Giant Killers: The Story of the Danish Resistance Movement.
Thoreau, Henry David. Walden, or Life in the Woods, and On the Duty of Civil Disobedience.
Warmbrunn, Werner. The Dutch Under German Occupation, 1940-1945.
Wheaton, Bernard and Zdenek Kavan. The Velvet Revolution.
Nonviolent Organizations [from http://www.aforcemorepowerful.org/resources/websites.php]
Albert Einstein Institution www.aeinstein.org
Human Rights Watch www.hrw.org
International Crisis Group (ICG) www.crisisgroup.org
Training For Change www.trainingforchange.org
Global Nonviolent Peace Force www.nonviolentpeaceforce.org
Fellowship of Reconciliation email@example.com
Freedom In The World www.angelfire.com/ma//maxcrc/freedom.html
Freedom House www.freedomhouse.org
The United Nations - Human Rights www.un.org/rights/
The United States Institute of Peace (USIP) www.usip.org
National Democratic Institute (NDI) firstname.lastname@example.org
National Endowment for Democracy (NED) www.ned.org
International Republican Institute (IRI) www.iri.org
The Life & Peace Institute (LPI) www.life-peace.org
Friends for a Non-Violent World www.fnvw.org
Democracy Now! http://www.democracynow.org
Thoreau on Civil Disobedience www.eserver.org/thoreau/civil.html
Nonviolence Web www.nonviolence.org
The National Association for the Advancement of Colored People (NAACP) www.naacp.org
SNCC, 1960-1966 www.ibiblio.org/sncc/
The King Center www.thekingcenter.org
The Southern Poverty Law Center www.splcenter.org
The Official Mahatma Gandhi Web Site http://web.mahatma.org.in/
Gandhi and South Africa 1914-1948 www.anc.org.za/ancdocs/history/people/gandhi/index.html
Internet Indian History Sourcebook www.fordham.edu/halsall/india/indiasbook.html
African National Congress www.anc.org.za
South African Truth and Reconciliation Commission (TRC) www.doj.gov.za/trc
Centre for the Study of Violence and Reconciliation www.wits.ac.za/csvr
The Simon Wiesenthal Center www.wiesenthal.com
CNN Cold War Profiles www.cnn.com/SPECIALS/cold.war/kbank/profiles/walesa/
Nobel Peace Prize 1983 [Lech Walesa] www.nobel.se/peace/laureates/1983/index.html
Colby Magazine www.colby.edu/colby.mag/issues/88n1/hill/2.html
Amnesty International (on Pinochet Case) www.amnesty.org/ailib/intcam/pinochet/index.html
Human Rights Watch www.hrw.org/hrw/campaigns/chile98/index.htm
B92 (independent radio and television in Belgrade) www.b92.net/english/
The International Criminal Tribunal of the former Yugoslavia www.un.org/icty
The Center for Free Elections and Democracy (CeSID) www.cesid.org
Economic and Social Policy Institute http://www.institutespi.org/DefaultEn.aspx
G17 Plus (Serbia) www.g17plus.org.yu
The Association for Civil Rights in Israel www.acri.org.il
Bat Shalom www.batshalom.org/
The Foundation for Middle East Peace (FMEP) www.fmep.org
The Palestinian Center for Rapprochement between People (PCR) www.rapprochement.org
Women in Black www.geocities.com/EndtheOccupation
Human Rights in China (HRIC) www.hrichina.org
Special Report: Nonviolent Struggle in China: An Eyewitness Account, Bruce Jenkins and Gene Sharp. www.aeinstein.org/organizations77a2.html
China Site.com: Democracy and Dissidents www.chinasite.com/dissident.html
UFW: The Official WebPage of the United Farm Workers of America www.ufw.org
Educators for Social Responsibility www.esrnational.org
Gandhi - Teaching with Movies www.teachwithmovies.org/guides/gandhi.html
Teaching Tolerance www.tolerance.org
Peace Research Institute, Oslo http://www.prio.no
FAU Peace Studies http://www.fau.edu/peacestudies
PoliSci has no objections to the revised syllabus for the PAX course.
From: Kenneth Keaton
Sent: Tuesday, January 24, 2012 3:04 PM
To: Aimee Arias
Subject: FW: Course proposal -- ENC 4930
Aimee, Any follow-up to PoliSci’s response to PAX 3001?
From: Eric Hanne
Sent: Tuesday, January 24, 2012 1:09 PM
To: Kenneth Keaton
Subject: RE: Course proposal -- ENC 4930
Is there any word regard the Peace Studies course that Political Science was going to look at? From what I recall we were going to revisit the course at our Feb meeting.
From: Kenneth Keaton
Sent: Tuesday, January 24, 2012 12:56 PM
To: Eric Hanne; Aimee Arias; Marina Banchetti; Mary Branaman; Paula Carabell; Sika Dagbovie-Mullins; Susan Brown; Ilaria Serra; Timothy Dial; Jane Caputi; William Trapani
Subject: FW: Course proposal -- ENC 4930
For the Feb. Agenda
From: Sika Dagbovie-Mullins
Sent: Monday, January 23, 2012 10:40 PM
To: Kenneth Keaton
Subject: Course proposal -- ENC 4930
Attaches is an English new course proposal -- ENC 4930: Writing for Nonprofits. Wendy Hinshaw contacted Public Administration regarding their existing minor in Nonprofit Management, and said that they are in support of including Writing for Nonprofit in this minor. Will an email of support suffice or do we need an official letter?
Department of English