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War and Peace

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TERRORISM, WAR, PEACE
AND HUMAN RIGHTS

FACULTY GUIDEBAC 445

FONTBONNE UNIVERSITY

OPTIONS

BACHELOR OF ARTS IN CONTEMPORARY STUDIES

COURSE DESCRIPTION

This course will explore ethical, theoretical, and practical questions relating to terrorism, the engagement of war, cultural and ethnic conflicts. This course will explore why we wage war, the development of terrorism and its impact on societies, society’s quest for peace and the methods attempted to achieve peace. This course will also explore the concept of human rights and how terrorism and war impact these rights.

© Copyright Fontbonne University,
St. Louis, MO, January 2007.
COURSE OVERVIEW

TOPICS

• Historic and philosophical positions on war
• Contemporary moral foundations on war
• Human rights
• Terrorism
• Humanitarian intervention and preemptive war
• Religious positions on war
• Toward a theory of just peace

COURSE OVERVIEW

INTRODUCTORY NOTES TO FACULTY

The subjects of war, peace, terrorism and human rights are daily fare in the media. While people form strong opinions on these matters and tend to regard them as right or wrong, many do not have the skills to analyze and clearly articulate a rationale for their positions. The purpose of this course is thus twofold: to equip students with the ethical theories needed to make a judgment concerning the morality of a particular action or conflict and to examine these actions and conflicts in a rational and objective manner.

The four major components, each of which counts equally toward the evaluation of the student:

Class attendance and participation in activities 10% Mid-term and Final 50% Presentations 25% Homework and in class assignments 10% Quizzes 5%

COURSE OVERVIEW

OVERALL OBJECTIVES

Upon completion of this course, each student will be able to:

• Demonstrate the main tenets of major ethical theories.
• Trace the historic development of perspectives on war, peace, terrorism, and human rights.
• Describe contemporary perspectives on war, peace, terrorism, and human rights.
• Analyze issues concerning terrorism, war, peace, and human rights across a range of historical and cultural contexts.
• Examine theories and historic backgrounds to support conclusions and judgments.

COURSE OVERVIEW

OVERALL OUTCOMES

The following outcomes are expected of each student for this course:
• Through in-class discussions, determine varying opinions on issues of war, peace, terrorism, and human rights.

• Through a mid-term and final exam, illustrate key concepts of ideas and definitions from readings.

• Through in-class presentations, research topics relevant to war, peace, terrorism, and human rights.

• Through homework, in-class assignments, and quizzes, become familiar with ideas and concepts presented in the readings and films.

MATERIALS INVENTORY SHEET

REQUIRED MATERIALS

The following materials are required for this course:

TEXTBOOK:

May, L., Rovic, E., & Viner, S. (2006). The morality of war. Upper Saddle River, NJ: Pearson/Prentice Hall.

ADDITIONAL MATERIALS:

Lithman, Yngve. “Wars, Europe, and visions of the world.” Social Analysis 48.1 (2004): http://search.ebscohost.com.library3.webster.edu.

Rhodes, Carolyn. (2000). Creating the European union. In Pivotal decisions: selected cases in twentieth-century international politics. (pp. 63-78). Belmont, CA: Wadsworth/Thomson Learning.

Rhodes, Carolyn. (2000). the Decision to drop the bomb. In Pivotal decisions: selected cases in twentieth-century international politics. (pp. 32-44). Belmont, CA: Wadsworth/Thomson Learning.

Higgins, Greggory (1995). War. In Where do you stand? (pp. 87-90). Paulist Press.

CLASS ONE

GOALS

Upon successful completion of this class, each student will be able to:

• Define and summarize: hegemon, unilateralism, state, nation-state, city-state, world system, just war, and militarism.

• Define the “definition” of war.

• Articulate a position on the justification for the dropping of the Atom Bomb.

• Outline “the lessons” from the Fog of War.

• Analyze The Leviathan.

• Define and examine jus ad bellum and jus in bello.

CLASS ONE

ASSIGNMENTS

The following assignments are to be completed prior to this class:

1. Bring a definition of war to class. It can be one of your own design or from a dictionary, and must be typed and cited (if taken from an outside source) in APA style.

2. Read in Higgins, Gregory. (1995). Where do you stand? “War” p. 87-98, Paulist Press.

3. Read in May, L., Rovic, E., & Viner: General introduction pp. ix - xiv.

4. Read in May, L., Rovic, E., & Viner: The just war theory pp.1 – 4.

5. Read in May, L., Rovic, E., & Viner: Leviathan pp. 80-88.

6. Read in Rhodes: The decision to drop the bomb pp.32 – 44.

CLASS ONE

ACTIVITIES

ONE

The faculty member will facilitate introductions and present an overview of the course and grading criteria.

TWO

The faculty member will lead a class discussion on the definition of war.

THREE

The faculty member will collect the definitions of war completed by students prior to class.

FOUR

The faculty member will lecture and lead a discussion on important aspects of the readings.

FIVE

Students will discuss dilemmas presented in Where do you stand? and the Decision to drop the bomb.

SIX

Students will watch the Fog of War, and answer questions provided before the viewing.

SEVEN

The faculty member will review the goals from Class One and preview the assignments due for Class Two.

CLASS TWO

GOALS

Upon successful completion of this class, each student will be able to:

• Trace the history, reasoning, and development of the European Union.

• Define pacifism..

• Define Cold War.

• Compare and contrast “Cold War” with “War.”

CLASS TWO

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL

1. Bring a definition of cold war to class. It can be one of your own design or from a dictionary, and must be typed and cited (if taken from an outside source) in APA style.

2. Read from May, Rovic and Viner: Pacifism and the credibility of the just war tradition pp. 131-133. 3. Read from May, Rovic, & Viner: Hauerwas: Pacifism Some Philosophical Considerations pp. 148-153.

4. Read from May, L., Rovic, E., & Viner: Yoder: When War is Unjust pp. 153-159.

5. Read from Rhodes: Creating the European Union pp. 63-80.

6. Read from Lithman: Wars, Europe, and Visions of the World pp. 86-90.

CLASS TWO

ACTIVITIES

ONE

The faculty member will lead a discussion on the definition of cold war. The class will ultimately decide the final definition for the purposes of the course.

TWO

The faculty member will collect the definitions of cold war complete by students prior to class.

THREE

The faculty member will lead discussion and go over question sheets from The Fog of War.

FOUR The faculty member will lecture, and lead discussion over important aspects of the readings.

FIVE

The faculty member will lead discussion over the formation of the European Union, its importance and what students can learn from it.

SIX

Students will discuss Cold War versus War.

SEVEN

The faculty member will review the goals from Class Two and preview the assignments due for Class Three.

CLASS THREE

GOALS

Upon successful completion of this class, each student will be able to:

• Determine the definition of terrorism

• Determine the definition of freedom fighter

• Trace the history of terrorism in the United States

• Examine the question “Is there legitimate authority for states to make war on terrorists (non-state actors)?”

CLASS THREE

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL

1. Bring a definition of terrorism and freedom fighter to class. It can be one of your own design or from a dictionary, and must be typed and cited (if taken from an outside source) in APA style.

2. Read Larabee: “A Brief History of Terrorism in the United States” pp. 21-38

3. Read May, Rovic, & Viner: “Terrorism” pp. 293-296

4. Read May, Rovic, & Viner: Walzer: “Terrorism A Critique of Excuses” pp. 297-305

5. Read May, Rovic, & Viner: Fullinwider: “Understanding Terrorism” pp. 306-315

6. Read May, Rovic, & Viner: Valls: “Can Terrorism Be Justified” pp. 316-327

7. Read May, Rovic, & Viner: Boyle: “Just War Doctrine” pp. 327-339

CLASS THREE

ACTIVITIES

ONE

The faculty member will lead a discussion on the definition of terrorism and freedom fighter. The class will ultimately decide the final definition for the purposes of the course.

TWO

The faculty member will collect the definitions of terrorism and freedom fighter completed by students prior to class.

THREE

The faculty member will lead a discussion over important aspects of the readings.

FOUR

Students will lead discussion answering “Is there legitimate authority for states to make war on terrorists (non-state actors)?”

FIVE

The faculty member will assign terrorist groups for each student to research and to present for next week’s class.

SIX Students will watch Return of the Pirates and answer questions on the sheet provided.

SEVEN

Faculty member will distribute study guides to be completed by the students for next week’s mid-term examination.

CLASS THREE

ACTIVITIES continued

EIGHT

The faculty member will review the goals from Class Three, and preview the assignments due for Class Four.

CLASS FOUR

GOALS

Upon successful completion of this class, each student will be able to:

• Compare and contrast various terrorist groups of the past and present.

CLASS FOUR

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL

1. Research assigned terrorist group

2. Prepare a five to ten minute presentation on your findings

a. It must have some kind of a visual aid (power point, handout, poster, etc.)
b. Must answer the following questions:

1. What is the formal name of the group?
2. What is the nickname/abbreviation of the group?
3. Does the group have any other names/alias?
4. What was its founding year?
5. Who was its founder?
6. What was the cause that acted as the catalyst for the group’s founding?
7. When was the year of its first act of violence?
8. Where is the group based?
9. What nations can the group be found in today?
10. Does the group have a political front?
11. If so, what is the name of this front and what nations is it located in?
12. Has this group moved towards more peaceful ways of negotiations?
13. Are there splinter groups from the original group?
14. What type of damage has been done on account of this group’s activities?
15. What are some important historical events in regards to this group?

c. This presentation must present an unbiased account and history of the group. It does not matter whether you agree with the group, rather that the class gets a full account of the different types of terrorist groups that exist in the world today.

3. Complete a study guide and study for mid-term examination. CLASS FOUR

ACTIVITIES

ONE

Students will present findings on various terrorist groups.

TWO

Students not presenting will be responsible for taking notes and asking questions.

THREE

The faculty member will tie up all loose ends from previous classes.

FOUR

The faculty member will go over questions from Return of the Pirates

FIVE

Students will be given a short amount of time to ask questions and study for mid-term examination.

SIX

Students will complete mid-term examination.

SEVEN

The faculty member will review the goals from Class Four, and preview the assignments due for Class Five.

CLASS FIVE

GOALS

Upon successful completion of this class, each student will be able to:

1. Synthesize positions of the justification or lack of justification for terrorism.

2. Organize a position on the decision and actions of Dietrich Bonhoeffer from a theoretical perspective.

CLASS FIVE

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL

1. Prepare for a test on contemporary moral foundations on war and human rights.

2. Read from May, Rovic and Viner: Michael Walzer: “Terrorism: A Critique of Excuses,” p. 296-304, Robert Fullinwider: “Understanding Terrorism,” p. 305-314, Andrew Valls: “Can Terrorism be Justified,” p. 315-325.

3. Write a journal to be handed in at the beginning of class. Journals will be based on the assigned readings and will contain the following:
The purpose of the article
Three important points which the author makes
The student’s reaction to the article (did you like the article, dislike the article, why or why not?)

CLASS FIVE

ACTIVITIES

ONE

The faculty member will collect the student journals.

TWO

The faculty member will administer the test on Contemporary Moral Foundations.

THREE

Students will conduct a debate on terrorism.

FOUR

Students will watch excerpts from Bonhoeffer.

FIVE

Students will write a response to the video.

SIX

The faculty member will review the goals from Class Five and preview the assignments due for Class Six.

CLASS SIX

GOALS

Upon successful completion of this class, each student will be able to:

1. Examine humanitarian intervention and preemptive war.

2. Summarize a position on humanitarian intervention and preemptive war and explain the theoretical basis for that position.

CLASS SIX

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL

1. Read from May, Rovic and Viner: Georg Meggle: “Is This War in Kosovo Good?” p. 384-394, Miriam Sapiro: “Iraq: The Shifting Sands of Self-Defense,” p. 395-405, William Galston: “The Perils of Preemptive Self-Defense,” p. 406-411, David Luban: “The War on Terrorism and the End of Human Rights,” p. 412-421.

2. Readings of Veterans for Peace literature.

3. Write a journal to be handed in at the beginning of class. Journals will be based on the assigned readings and will contain the following:
The purpose of the article
Three important points which the author makes
The student’s reaction to the article (did you like the article, dislike the article, why or why not?)

CLASS SIX

ACTIVITIES

ONE

The faculty member will collect the student journals.

TWO

The faculty member will lead a discussion of the readings.

THREE

Students will hear a guest speaker from Veterans for Peace.

FOUR

Students will participate in a discussion with the guest speaker.

FIVE

Students will watch the video Why We Fight.

SIX

Students will lead a discussion of the video Why We Fight.

SEVEN

The faculty member will review the goals from Class Six and preview the assignments due for Class Seven.

CLASS SEVEN

GOALS

Upon successful completion of this class, each student will be able to:

1. Compare and contrast various religious perspectives on war.

2. Determine contemporary Catholic teaching on war.

3. Explain the unifying effect of religion as portrayed in Joyeux Noel and the different positions of the clergy.

CLASS SEVEN

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL

1. Prepare for a test on terrorism, humanitarian intervention, and pre-emptive war.

2. Read from Perry Schmidt-Leukel: War and Peace in World Religions. SCM-Canterbury Press, 2004. Selections on Judaism, Buddhism, Hinduism, and Islam.

3. Read from Catholic documents: Vatican II, United States Bishops, writings of Popes John XXIII and John Paul II. Access these documents from the following web sites: http://wwwvatican.va/archive/hit_councils/ii_vatican_council/index.htm http://www.usccb.org/statements.shtml http://www.vatican.va/holy_father/john_xxiii/index.htm http://www.vatican.va/holy_father/john_paul_ii/

4. Read from Harold Coward and Gordon Smith: Christianity and Peace Building. State University of New York Press (January 2004) “Islam and Peace Building.”

5. Write a journal to be handed in at the beginning of class. Journals will be based on the assigned readings and will contain the following:
The purpose of the article
Three important points which the author makes
The student’s reaction to the article (did you like the article, dislike the article, why or why not?)

CLASS SEVEN

ACTIVITIES

ONE

The faculty member will collect student journals.

TWO

The faculty member will administer the test.

THREE

Students will lead a roundtable discussion on religious positions on war.

FOUR

The faculty member will show video excerpts from Joyeux Noel.

FIVE

Students will lead a discussion on Joyeux Noel.

SIX

The faculty member will review the goals from Class Seven and preview the assignments due for Class Eight.

CLASS EIGHT

GOALS

Upon successful completion of this class, each student will be able to:

1. Analyze the importance of the Nuremberg Trials.

2. Determine the leadership and moral position of the United States in the trials.

3. Outline the elements of just peace.

CLASS EIGHT

ASSIGNMENTS

The following assignments are to be completed prior to this class:

INDIVIDUAL

1. Read from May, Rovic and Viner: “After War,” p. 421-466, Immanuel Kant: “Perpetual Peace,” p. 110-114.

2. Philippe Sands: From Nuremberg to the Hague, Cambridge University Press, 2003. Chapters 1, 2, and 5

3. Write a journal to be handed in at the beginning of class. Journals will be based on the assigned readings and will contain the following:
The purpose of the article
Three important points which the author makes
The student’s reaction to the article (did you like the article, dislike the article, why or why not?)

CLASS EIGHT

ACTIVITIES

ONE The faculty member will collect student journals.

TWO

The faculty member will lead a discussion of the readings.

THREE

The faculty member will show video excerpts from Judgment at Nuremberg.

FOUR

Students will lead a discussion of Judgment at Nuremberg.

FIVE

Students will write two-part essay. Part One will compare the student’s opinion from the first class with their current opinion, incorporating the readings and ethical and religious concepts. Part Two will be the student’s idea of the components of just peace and how to promote it.

SIX

Students will give a brief presentation of their idea of a just peace.

SEVEN

The class representative will administer the End-of-Course survey.…...

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War & Peace

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Effects of War and Peace

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The Effects of War and Peace on Foreign Aid

...The Effects of War and Peace on Foreign Aid Rebecca Harris Professor Jimmie Cathey Sociology of Develop Countries February 4, 2016 Abstract War refers to an event that is characterized by the presence of vicious conflict, including excessive aggression, societal disorder and high mortality. In most cases, war is a pre-planned activity that is offset by the haggles between different groups or factions with the intention of altering either the psychological hierarchy or the material hierarchy of domination or equality of two or more groups. On the other hand, peace refers to a situation of concord, which is distinguishable by the absence of violence, hostility, retribution and the freedom from the fear of conflict. The Effects of War and Peace on Foreign Aid Both the aspects of war and peace have heavily influenced the attraction and distribution of foreign aid among the sub-Saharan developing countries (Anderson, 1999). This paper seeks to evaluate the positive and negative effects of the two aspects on foreign aid on a specific sub-Saharan country, Rwanda. It also intends to assess the actions that the leadership of Rwanda have undertaken in terms of using foreign aid to relieve severe problems that were caused by warfare in the country. I will further discuss the effectiveness of extension on foreign aid as a means of reducing poverty and incidence of warfare in Rwanda (Ansoms, 2008). The Positive and Negative Effects of Peace and War on Foreign Aid All authoritarian......

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Is the War Is Bring Peace ?

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