PSCI 3500
Peace Studies
Fall 2017
Prof. James Meernik
139 Wooten Hall
565-2684
Office Hours: Tuesdays 12:30 – 2:00; Wednesdays 8:15-10:00, and by appointment.
Course Objectives and Structure
We begin with the assumption that most people would prefer to live in a peaceful and secure environment than in one torn by conflict, violence, and war. This assumption must be tempered with the observation that war and other forms of violence are all too common features of politics within and between nations: since the end of World War II, there has not been a single day in which there was not a war of some sort going on somewhere in the world. This paradox defines the core purposes of this course: how do we understand the causes and forms of conflict and violence, and how do we understand the conditions and processes that contribute to the resolution of on-going conflicts and violence? Since this is a political science course, we will focus more on political questions such as the forms and causes of armed conflict, means of conflict resolution, and the conditions that contribute to a durable peace within and between nations. However, the field of peace studies and human security encompasses theories from sociology, anthropology, philosophy, and psychology as well as political science. Insights from these other disciplines will broaden our understanding of the conditions of peace.
This class will also be unique in one critical aspect—it is what many people call a “flipped course” where we will spend at least 50% of all classes engaged in in-class learning exercises and simulations so that you can learn to apply the knowledge you gain from the course materials and introductory lectures. I will typically begin each section of new course material with one or two traditional lecture/discussion format classes. Then we will do a variety of different exercises in class that will all be graded and form a major portion of your final grade. Therefore, it is critical that if you take this class you are prepared for the following: 1) reading materials in advance of class; 2) taking part in class exercises in a meaningful way (no hanging back or letting others do the work); and 3) be a self-motivated individual who wants to learn the material. If this description fits you, I’m sure you will find this course very educational and enjoyable.
Specifically, I expect that by the conclusion of this course you will be able to:
1)Explain the various problems affecting human security throughout the world and explain why some problems are more prevalent in some countries and under some circumstances than others.
2)Assess the relative impact of these human security problems and their potential for leading to long-term harm in the affected countries.
3)Assess the factors that explain why these problems occur and describe in written and oral form the most important findings from social science research on these problems.
4)Analyze and synthesize the various approaches that have been taken in conflict nations to sustain the peace, such as democracy and transitional justice, and determine which solutions work best under various conditions.
5)Devise solutions to address these problems.
6)Work appropriately on group and individual projects to demonstrate your ability to apply the terms and concepts related to peace studies in class.
Course Requirements
Your final grade will be based on two exams (a mid-term and a final), each worth 20% of your final grade; in class exercises worth 50% of your grade, and your clicker participation grade, which is worth 10% of your grade. There is one required book for this course—The Bottom Billion by Paul Collier.
Exams: (40% total)
There will be two exams during the course of the semester, and together they will determine 40% of your grade. The exams will be a combination of multiple choice and essays. I will distribute a study guide a week before the exam date. You can take make up exams only if you have an approved absence in advance and can provide documentation regarding the reason for your unavoidable absence (work, colds, flu’s, not waking up on time, forgetting there was a test and other similar problems are not acceptable reasons for absence from a test). You may not make up more than one exam even if you have an excused absence. Please bring photo identification, documentation for the absence, and a pen/pencil.
In Class Work (50% total)
Because this is what we call a “flipped class”, you will do a great deal of work in class to apply your knowledge of the concepts and tools you learn about through the readings, powerpoints and lectures. Your grades will be determined by 1) your level of participation and engagement in the exercises; and 2) the quality of the written or spoken work you contribute for the assignments. I will assess your work and I will also solicit feedback from your team members on group projects More information will be provided about exercises during the course of the semester.
Reef Polling (10%)
Reef polling is a free service to which all students are able to use without charge. This course relies on your use of the Reef polling system on your smart phone, tablet or computer (you must have a device that allows you to connect to Reef polling) to encourage dynamic interaction during class. The first clicker question is typically given within the first 10 minutes of class and the last one during the closing segment. Your grade is a percentage of times you “click” in, and if you get the questions right. If you snooze, you lose. See me if you have reason to believe the clicker is malfunctioning (especially if it happens during the middle of class, if it stops then come up immediately and see me-no excuses!). There are instructional videos online to register your clicker (it must be registered to accurately record your participation). BRING YOUR DEVICES TO CLASS BEGINNING THE FIRST DAY AND EVERY DAY! You will not be able to make up Reef points you missed due to absence from class unless: 1) you are attending a UNT extra-curricular event that day and you provide us with a note from your coach or faculty advisor prior to missing class; or 2) you are in the hospital for an extended period and can provide documentation from the hospital proving you were in the hospital for the days missed. If you forget your device you can write down your answers, but you will only have this opportunity once. If you forget your clicker more than once you will not be able to write your answers down instead. You cannot have other students use your clicker, and you must be physically present in the classroom to receive credit. All students involved in any such cheating will not receive any points for that class and for the next two if you are caught. Multiple warnings may result in dismissal from class.
Classroom Etiquette
All students must treat the instructor, the other students, and the classroom setting with respect. This includes arriving on time and staying for the entire class (or notifying the instructor in advance if this will not be possible), turning off cell phones and similar devices during class, and refraining from reading, passing notes, talking with friends, and any other potentially disruptive activities. This also means showing respect for alternative opinions and points of view, listening when either the instructor or a fellow student is speaking to the class, and refraining from insulting language and gestures. Repeated or egregious instances of classroom disruption will result in referral to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The Code of Student Conduct can be found at
Department Statement of ADA compliance
The University of North Texas makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the Office of Disability Accommodation website at You may also contact them by phone at 940.565.4323.
University of North Texas -- Department of Political Science POLICY ON CHEATING AND PLAGIARISM
The UNT Code of Student Conduct and Discipline defines cheating and plagiarism as the use of unauthorized books, notes, or otherwise securing help in a test; copying others' tests, assignments, reports, or term papers; representing the work of another as one's own; collaborating without authority with another student during an examination or in preparing academic work; or otherwise practicing scholastic dishonesty. Normally, the minimum penalty for cheating or plagiarism is a grade of "F" in the course. In the case of graduate departmental exams, the minimum penalty shall be failure of all fields of the exam. Determination of cheating or plagiarism shall be made by the instructor in the course, or by the field faculty in the case of departmental exams. Cases of cheating or plagiarism in ordinary coursework may, at the discretion of the instructor, be referred to the Undergraduate Studies Committee in the case of undergraduate students. These committees, acting as agents of the department Chair, shall impose further penalties, or recommend further penalties to the Dean of Students, if they determine that the case warrants it. In all cases, the Dean of Students shall be informed in writing of the case. Students may appeal any decision under this policy by following the procedures laid down in the UNT Code of Student Conduct and Discipline.
CLASS SCHEDULE
August 29 & 31:Peace and Conflict in the Post-Cold War Era
After going over the course requirements and the outline of the course, we begin with a brief overview of the patterns of conflict in the last half century. The big changes that have occurred are 1) wars within nations have replaced wars between nations as the predominant conflict modality, 2) the locus of most conflict has shifted from the major power system (Europe, North America, China, Japan) to the Third World (Asia, Africa, and Latin America), and 3) the number of on-going conflicts in the world rose steadily from 1945 through 1994, then declined to about thirty a year. That decline is largely a function of the international community becoming more successful at brokering peace agreements to end on-going wars.
September 5 & 7: Theories of Interstate War: Conflict Between Nations
We will explore theories of interstate war: conflict between nation states. This body of works is organized around different levels of analysis: 1) system level: what configurations of the international system (e.g., bipolar, multipolar, unipolar) made war more or less likely; 2) nation state level: what characteristics of a nation-state make it more or less war prone (e.g., “democratic peace”); and 3) individual level: what characteristics of a leader and a crisis situation make war more or less likely.
Read: “Organized Violence in the World 2015”Available Here and “Are Muslim Countries More War-Prone?”Available here
On September 5 I will lecture and on September 7 you will do an in-class exercise. The assignment will be to develop a 500 word assessment of the likelihood that there will be an international war that will break out in the next four years that you would deliver to our new president. You must utilize the knowledge you have gained about the prevalence and causes of conflict and provide evidence from this week’s readings to buttress your evaluations. Each report must provide three paragraphs that describe three specific conclusions you have reached. Each paragraph must further make reference to at least one specific finding in the reading for this week. These conclusions must not be: 1) your own personal opinions with no evidence or 2) assertions made without evidence.
September 12 through 21: Conflict within Nations: Civil War
Since the end of World War II, revolution and other forms of war within nations have been more common than interstate war between nations. In this section we will examine the forms of civil war (revolution vs. secession) and the factors that make a nation more susceptible to civil war as well as the conditions that make individuals willing to participate in organized armed violence against their own government.
Read: What Do We Know about Civil Wars, chapters 1 through 5. Available on Blackboard
For the first two classes (September 12 and 14) I will lecture on the origins and causes of civil wars. For the second two classes (September 19 and 21) you will each be assigned a country to study and evaluate the prospects for civil war in that state. You will focus on assessing whether the following factors may contribute to the onset of war or continued violence: 1) greed and grievance; 2) identity issues; 3) the state; and 4) transnational factors that may increase or decrease the likelihood of violence. You may notice that these factors correspond to four of the chapters you are reading for this section of the course. You may consult with your classmates during class, but all of the work is to be yours. The assessment must be 1000 words (roughly 250 words per section) and it must be turned in via email by Thursday, September 21 at 5:00 pm..
September 2628; October 3 & 5Terrorism
The events of September 11 brought home to the U.S. the destructive potential of terrorist violence. Terrorist violence has been used by opposition groups and by states for centuries. During the Cold War, it became a favored tactic of ethno-nationalist groups that lacked the capacity to mount a full-scale revolutionary challenge. With the end of the Cold War it has become a favored tactic of transnational groups opposed to U.S. hegemony. In this section we will examine the types of terrorist groups, their motives, and why they choose terrorist violence to achieve their goals.
Read: “Exploiting Disorder: al-Qaeda and the Islamic State” by the International Crisis Group. (available here)
On September 26 I will give a brief overview of terrorism, and on September 28 we will begin a simulation. The scenario for the simulation is this. Terrorists have hijacked an American Airlines flight that originated in London, UK and was flying to Dallas/Fort Worth. The flight contains a little less than 50% US citizens with the remainder being Europeans and other nationalities. The terrorists have landed the plane in a remote location in Libya and are threatening to fly the plane into an unspecified but high profile target. The terrorists have all the supplies and jet fuel they need; they are protected by hundreds of Islamic State fighters on the ground, and have threatened to torture and kill every passenger if there is any attempt to attack them or rescue the hostages. The terrorists are demanding that all US troops depart from Iraq and Syria.
We will divide the class in four teams who will try to resolve the crisis, save the hostages’ lives and avoid making any significant concessions to terrorists. The four actors are: The United States, Europe, Libya, and Russia.
October 1012Criminal Violence
We must also recognize the scourge of everyday, criminal violence and the enormous toll it takes on people. The book,The Locust Effect demonstrates with powerful statistics and horrific stories the problems people, most especially poor people face as they go about their lives, riding to work, walking to school, and celebrating with their friends. Husbands may be snatched off the street and falsely accused by the local police of committing a crime that a powerful and wealthy perpetrator seeks to cover-up. They may languish in jail for weeks, months and even years as their decrepit criminal justice systems sag under an overwhelming caseload, and corrupt judges are bought off by the rich and the politically connected. Daughters may be raped on the way to school. Women may have their property taken away by the families of deceased husbands. And tens of thousands of mostly women and girls will be sold into sex trafficking every year.
Read: The Locust Effect, Chapters 1, 2 and 11. Gary Haugen and Victor Boutros. Oxford University Press. Available on Blackboard.
On October 10 I will lecture on the Locust Effect book. On October 12 students will work on a collaborative project. Your goal will be to convince me, as we engage in a role-playing scenario, that you should not be arrested. The background of this exercise is that you have been arrested for protesting the fact that you are being held basically as slave labor. You will need to address three arguments I will use against you in the role-playing. First, you must explain why I, as the local constable/sheriff/chief of police should risk crossing the wealthy owner of the brick-making factory where you work. Second, you must explain why the community would be better off if you were released. And third, you must justify why I should investigate the brick factory for slave labor.