Fall 2011 Mon/Wed/Fri 2:30-3:20PM Fellows 207 Office Hours: M/W 3:30-4:30PM / Tu/Th: 9:30-10:30AM or by appointment

Taku SUZUKI International Studies Program Office: Fellows 420, x-6528 E-mail: suzukit@denison.edu

International Studies 100-01

The Making of the Modern World

Course description:
International Studies is an interdisciplinary exploration of global processes that shape broad international trends as well as specific historically and culturally embedded lives of people throughout the world. As an academic field International Studies is relatively new, combining knowledge and methods from social sciences, humanities, and fine arts. The field emerged partly in response to a number of global developments involving the increased flows of people, information, and ideas in the second half of the twentieth century: labor migration, tourism, changing forms of production and consumption, cross-regional pandemic, human rights violation and advocacy, nuclear proliferation, expansion of consumer markets, developments in telecommunication technology and mass media, and global environmental problems. Understanding these realities and addressing related problems require scholars to transcend limitations imposed by traditional disciplinary boundaries. There is a wide range of subjects that fall within the purview of inquiry in International Studies. In each of global processes associated with the mobility of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics, and culture intersect. The exploration of global processes is both historical and contemporary, requiring us to resort to sociological and historical approaches. These characteristics distinguish International Studies from other fields. This course introduces you to some of the basic concepts and analytical skills associated with International Studies. It is the first core course in the International Studies major and it fulfills the I: Interdivisional requirement of the General Education and P: Power and Justice requirements. Whether or not you decide to pursue International Studies major, this course will help you develop a more sophisticated understanding of how the modern worldhowever it is definedhas come into being, how it has shaped some of the urgent issues in the world today, and your relationships to them.

Course objectives:
At the end of this course, I want students to be able to: 1. Offer political-economic and cultural analyses of a given local event or circumstance in todays world beyond its immediate context, and locate it within the long history of global interconnections. 2. Form an informed opinion about a controversial political, economic, and socio-cultural situation or decision in the world today that is not discussed in class. 3. Examine what they can do to tackle the problems that they identify in a given incident or circumstance; formulate an answer to the question: If you were facing this situation, what would you do?

Books to purchase: o Wolf, E. 2010 (1982) Europe and the People Without History. U of California P. o Anderson, B. 2006 [1991]. Imagined Communities: Reflections on the Origin and Spread of Nationalism.
Verso.

o Dubois, L. 2010. Soccer Empire: The World Cup and the Future of France. U of California P. o Rivoli, P. 2009. (2nd edition). The Travels of a T-Shirt in the Global Economy: An Economist Examines the
Markets, Power, and Politics of World Trade. Wiley.

o Enloe, C. 2007. Globalization and Militarism: Feminists Make the Link. Rowman and Littlefield.
All books are available at the Denison University bookstore.

Newspapers and periodicals:

We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis. Therefore, it is imperative that you seek out good sources of information on global issues. There are many ways to access this information. The New York Times is available locally. You can also sign up for free daily email from The New York Times. International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources. The following websites may be helpful:
http://allafrica.com (All Africa Global Media) http://mg.co.za (Daily Mail & Guardian from South Africa) http://www.global.nytimes.com (The New York Times Global Edition/International Herald Tribune) http://washingtonpost.com (The Washington Post) http://english.people.com.cn/ (The Peoples Daily, a Chinese government-run newspaper [English]) http://news.bbc.co.uk (British Broadcasting Company) http://english.aljazeera.net/English (Al Jazeera, a UAE cable news station [English]) http://timesofindia.indiatimes.com (The Times of India [English]) http://www.lemonde.fr (Le Monde, French national newspaper [French]) http://www.connexionfrance.com (The Connexion, French newspaper serving English speaking population) http://www.hs.fi/english (Helsingin Sanomat, a Finnish daily newspaper [English]) http://www.japantimes.co.jp (The Japan Times [English]) http://www.spiegel.de/international (Del Spiegel, a German weekly magazine [English]) http://www.theglobeandmail.com (The Globe and Mail, a Canadian national newspaper [English]) http://www.nationmultimedia.com (The Nation, a Thai national newspaper [English]) http://www.straitstimes.com (The Straits Times, a Singaporean newspaper [English]) http://english.eluniversal.com (El Universal, a major Venezuelan newspaper [English]) http://www.buenosairesherald.com (Buenos Aires Herald, an English daily newspaper in Argentina)

This list is, of course, not exhaustive. Google also provides an international news indexing service at http//news.google.com/ and click on World. Note that many newspapers in other countries have English versions. In addition, I would recommend that you peruse the following general interest periodicals: Foreign Policy, The Atlantic Monthly, The Economist, The Nation, Foreign Affairs. All are available in our library.

Course requirements: 1. Attendance and participation: 15%

Regular and meaningful participation is an important part of this course. Students are expected to be active participants in this course. This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in on time and that you will offer valuable contributions to our class discussions on a regular basis. My assessment of participation also takes into account the level of student engagement. Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the course? Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals, other courses, or independent reading) into our discussions? Failure to regularly and meaningfully participate in class will negatively affect your grade. See the attendance policy, direction for reading assignment and class preparation, and technology use in classroom below.

2. Short writing assignments (in-class and course Blackboard): 20%

There are approximately ten short (usually a few paragraphs-long) writing assignments presented during class (including midterm course evaluation conducted in 10/19 class). These may include quizzes, in-class essays, mini-research projects, and responses to in-class discussion, film, or reading. You will submit your assignments before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper. Each assignment will be evaluated by three criteria: 1. It has been submitted in time; 2. It indicates that you have not only completed but also given thoughtful response to the assignment; 3. Your assignment shows that you have gone beyond merely answering the question or stating personal opinion by integrating multiple issues discussed in class. If you have satisfied 1 and 2, you will receive full (100%) credit; if you have satisfied all three, you will receive 130% credit; if you have failed to satisfy 1 or 2, you will receive 70% of full credit; if you have failed to satisfy 1 and 2 (but have submitted the assignment nonetheless), you will receive 40% or less of full credit, depending on the quality and circumstance of the submission.

3. Essays: 30% (#1: 9%; #2: 10%; #3: 11%)

You will be required to submit three 3-4 page (double-spaced) essays on assigned topics. You will write these essays not as summaries of the readings and your responses to them, but instead as critical, insightful, and compelling arguments that synthesize issues raised by the readings, lectures, and class discussions. For each of the essays, I will ask you to submit a rough draft before turn in the final version. The rough draft will not be given a grade (but be treated as an ad-hoc short writing), but it will be shared among the rest of class in a workshop to be peer-critiqued.

4. In-class midterm exam: 15%

Midterm exam will take place during class. The exam primarily involves short-answer (identification) questions drawn from the course readings and lecture, and one essay question.

5. Final take-home exam: 20%

Final exam will be a take-home exam, in a form of essay questions. The exam questions will be distributed in the last week of class. The exams will be graded with points. Delayed submission of the final take-home exam will be downgraded each passing day after the due date by ten percentile of the exam grade.

Grading:
Class attendance and participation: Short writing assignments: Essays: Midterm exam: Final exam: Percentage 9490-93.99 87-89.99 84-86.99 80-83.99 77-79.99 74-76.99 70-73.99 67-69.99 64-66.99 60-63.99 -59.99 Letter Grade A AB+ B BC+ C CD+ D DF 15% 20% 30% 15% 20% 100%

Course policies: 1. Plagiarism and academic integrity:

The students and faculty of Denison University are committed to academic integrity and will not tolerate any violation of this principle. Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty is, in most cases, intellectual theft. It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation. This standard applies to all work ranging from daily homework assignments to major exams. Students must clearly cite any sources consulted not only for quoted phrases but also for ideas and information that are not common knowledge. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism. It is the student's responsibility to follow the appropriate format for citations. As is indicated in Denison's Student Handbook, available through myDenison, instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or expulsion. (For further information, see the Student Handbook entry about

Academic Misconduct.) For further information about the Code of Academic Integrity see http://www.denison.edu/about/integrity.html. Note on using Web-based resources: While the Web sources are extremely useful for casual research and simple fact-checking, you must not rely solely on the Web source, such as Wikipedia, for information, as many of these sources do not specify their authors (and their credentials), date of publication, or references. You must be extremely judicious in evaluating the sources of information and discriminate choosing the sources for your research. For the writing assignments for this course, unless instructed otherwise, the main sources are the texts we will be reading along and books and peer-reviewed journal articles others have researched and written. Most importantly, you must cite (show where you got the information from) so that others may verify the validity of the source. Read Section 51 Evaluating sources (p.555-571) of The Bedford Handbook (7th edition) for further details.

2. In-class technology use:

Unless you are specifically instructed, I request that you not use laptop computers, smart phones, and similar devices in class. I understand this request may inconvenience some of you, but I have witnessed many instances of inappropriate uses of these devices in my and other professors classes, which I found discourteous to both professors and other students in class. Please also turn off your cell phone. When I see you checking the phone screens during class, expect your class attendance/participation to be downgraded.

3. Class attendance and tardiness:

You are expected to attend class regularly and faithfully. If you have a bona fide and documented excuse for missing class (illness, family emergency, or scheduled athletic competition) please inform me in advance of the class that you will miss. If you must miss class, please contact a classmate to review what you missed. While I am happy to answer questions and clarify material you missed, I do not consider it my obligation to make up missed classes for individual students. Also, do not come to class late. Late arrivals are not only disruptive; they also convey a lack of respect for the course. Unexcused absence and tardiness will result in downgrading your attendance.

4. Reading assignment and class preparation:

Reading for this course includes actively thinking about the texts prior to coming to class. This is done through critical reading of the assigned material and critical thinking of the material. Please refer to Dan Kurlands Critical Reading website (http://www.criticalreading.com/index.html). At minimum, you are required to consider, and be able to answer, the following questions about the reading assignment: What is the authors primary thesis? Try to summarize the authors argument in one sentence. Then state what you think is significant about this argument. What evidence does the author use to support her thesis? What unstated biases or assumptions does the author incorporate in her arguments? What is your critique of the authors arguments/evidence and thesis? (Strengths in the argument/evidence? Why are these strengths? Flaws in the argument/evidence?) What is your personal response to this reading? What questions does this reading raise for you? What did this reading make you think about? Select a specific passage or theme from the text that you would like to explore further in class. Note the page number(s) of the passage and write a question you have about it.

5. Late Work:
In principle, I do not accept late work because it shows disrespect to your classmates who have made the due date/time despite their own circumstances. It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress. All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone assignments until the last minute. Unless instructed otherwise, all assignments must be submitted electronically to the Assignments page of the course Blackboard before the due date and time. When an assignment is due hand in what you have partial work may receive partial credit.

6. Writing Center:
The Center is a free resource available to all Denison students. Student writing consultants from many majors help writers one-on-one in all phases of the writing process, from deciphering the assignment, to discussing ideas, to developing an argument, to finalizing a draft. Because proofreading is a last step in that process, writers should leave plenty of time for getting their ideas right before expecting proofreading help. Consultants also can help writers with personal documents, like job and internship applications. The Center is located on the fourth floor of Barney-Davis Hall; satellite locations are on the third floor of the Library (the Entry level) and the first floor of Fellows near the Computer Lab. Appointments between 4 p.m. and 9 p.m., Sunday through Thursday, can be made in the Barney location on-line at http://www.denison.edu/academics/writingcenter/index.html. The satellite locations are drop-in; check the website at http://www.denison.edu/writingctr/ for those hours.

7. Accommodation for Students with Disabilities:

Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support & Enrichment Center in 102 Doane to verify the need for reasonable accommodations based on documentation on file in that office.

Class schedule:
Hardcopy reserve articles, online journal articles, and online visual materials are marked with asterisk (*). Those marked as *(Online link) are accessible via the link posted on Blackboards Readings page. Those marked as *(Library reserve) are available at the circulation desk at the library. Reading or viewing assignments listed are to be completed BEFORE the date shown above. Please bring the reading (book or printed-out article) to class each day: This will allow us to consult the text during class.

1. Introduction / Looking and thinking like an International Studies scholar

(8/29: M) Course overview / Introduction (8/31: W) Looking and thinking like an IS scholar: Being relentlessly curious Enloe, Introduction in Globalization and Militarism. (9/2: F) Looking and thinking like an IS scholar: Cultural analysis and political-economy *(Online link) Blue, Gwendolyn 2008. If It Aint Alberta, It Aint Beef: Local Food, Regional Identity, (Inter)National Politics. Food, Culture, & Society 11(1): 69-85. (9/5: M) In-class discussion of Food Inc.: Cultural analysis and political-economy of food *(Library reserve) Watch Food, Inc. (Robert Kenner, 2009) (9/7: W) Globalization debates *(Online link) Scholte, Jan Aart 2002. What is Globalization?: The Definitional Issue Again. CSGR Working Paper 109/02. University of Warwick, ESRC Centre for the Study of Globalisation and Regionalisation.

3. Making of the modern world: Rise of capitalist world-system

(9/9: F) Wolf, Ch.1 Introduction (pp.1-7) and Ch.2 The World in 1400 in Europe. (9/12: M) Wolf, selected chapter from Part 2 in Europe. *** Mini-group research project (Global commodity production & consumption) assigned *** (9/14: W)

Wolf, Ch.9 Industrial Revolution in Europe. *** Essay #1 (Legacies of colonialism) assigned *** (9/16: F) Wolf, selected sections from Ch.11 The Movement of Commodities and from Ch.12 The New Laborers in Europe. (9/19: M) Mini-group research presentations: Global commodity producers & consumers today (Cocoa/chocolate, diamond, tea, coffee, sugar, soybean, cut flower) (9/21: W) Writing workshop #1 *** Essay #1 (Legacies of colonialism) DRAFT Due *** (9/23: F) Mini-group research presentations: Global commodity producers & consumers today (Contd) / Inclass discussion of How Sweet It Is: Economic and cultural transformations *(Online link) Watch How Sweet It Is: The Story of Sugar (2003, Acorn Associates) *** 4PM: Essay #1 (Legacies of colonialism) FINAL Due ***

3. Making of the modern world: Rise of nation-states

(9/26: M) Anderson, Ch.1 Introduction and Ch.3 Origin of National Consciousness in Imagined. (9/28: W) Anderson, Ch.5 Old Languages, New Models in Imagined. (9/30: F) Anderson, Ch.6 Official Nationalism and Imperialism in Imagined. (10/3: M) Anderson, Ch.7 The Last Wave in Imagined. (10/5: W) Anderson, Ch.10 Census, Map, Museum in Imagined. (10/7: F) How do we become nationals? *(Online link) Yumul, Arus, and Umut zkrml 2000. Reproducing the Nation: Banal Nationalism in the Turkish Press. Media, Culture & Society 22(6): 787-804.

(10/10: M) In-class Midterm Exam 5. Globalization in 20-21Cs: Postcolonialism, migration, and the future of nation-states
(10/12: W) Dubois, Introduction and Ch.1 A Beautiful Harvest in Soccer. (10/14: F) Dubois, Ch.2 Caribbean France and Ch.3 Crossings in Soccer. (10/17: M) NO CLASS (Fall Study Break) (10/19: W) Midterm course evaluation Dubois, Ch.4 Roots and Ch.5 Two Goals in Soccer. (10/21: F) Dubois, Ch.6 Two Flags and Ch.7 La France Mtisse in Soccer. *** Essay #2 (Postcolonialism and migration) assigned ***

(10/24: M) Dubois, Ch.8 An Unfinished War and Ch.9 Reconciliation in Soccer. (10/26: W) Dubois, Ch.10 Burn and Ch.11 Coup de Boule in Soccer. (10/28: F) Essay #2 Workshop *** Essay #2 (Postcolonialism and migration) DRAFT Due *** (10/31: M) In-class discussion of La Haine (Hate): Postcolonial migration *(Library Reserve) Watch: La Haine (Hate), (Mathieu Kassovitz, 1995). Dubois, Epilogue in Soccer. *** 4PM: Essay #2 (Postcolonialism and migration) FINAL Due ***

6. Globalization in 20-21Cs: Political-economy of commodity chain

(11/2: W) Rivoli, Prologue, Ch.1 How America Has Dominated the Global Cotton Industry for 200 Years, and Ch.2 The History of American Cotton in Travels. (11/4: F) Rivoli, Ch.3 Back at the Reinsch Farm and Ch.4 All Gods Dangers Aint the Subsidies in Travels. (11/7: M) Rivoli, Ch.5 Cotton Comes to China and Ch.6 The Long Race to the Bottom in Travels. In-class film viewing: The Peoples Republic of Capitalism (Ted Koppel, Robert Goldsborough, 2009) *** Essay #3 assigned *** (11/9: W) Rivoli, Ch.7 Sisters in Time and Ch.8 The Unwitting Conspiracy in Travels. In-class DUFTA presentation on fair trade and anti-sweatshop campaigns (11/11: F) Rivoli, Ch.9 Returning to America and Ch.11 Perverse Effects and Unintended Consequences of T-Shirt Trade Policy in Travels. (11/14: M) Rivoli, Ch.13 Where T-shirts Go after the Salvation Army Bin and Ch.15 Mitumba: Friend or Foe to Africa? in Travels. In-class film viewing: T-Shirt Travels (Shantha Bloeman, 2001) (11/16: W) Writing workshop #3 (Class will end at 2:55PM, due to Dr. Suzukis travel to Montreal, QC, to attend American Anthropological Associations Annual Meeting) *** Essay #3 (Global commodity flows) DRAFT Due *** (11/18: F) NO CLASS (Dr. Suzuki attends AAAs Annual Meeting held in Montreal) *** 4PM: Essay #3 (Global commodity flows) FINAL Due ***

Thanksgiving Break!

7. Globalization in 20-21Cs: Global/local militarization and violence

(11/28: M) Enloe, Ch.3 How Does National Security Become Militarized? in Globalization.

*(Library reserve / Google Books) Huntington, Samuel 2006 (1993). The Clash of Civilizations? (excerpt) in The Globalization Reader (2nd Ed.). Blackwell. (11/30: W) Enloe, Ch.4 Paying Close Attention to Women inside Militaries in Globalization. *(Online link) Shilo, Amir 2010. Female soldiers break their silence. Yediot Aharonot (YNet News). January 29 (http://www.ynetnews.com/articles/0,7340,L-3841480,00.html) (12/2: F) Course evaluation (2:30-2:50@Fellows 201) Enloe, Ch.5 Wielding Masculinity inside Abu Ghraib and Guantnamo: The Globalized Dynamics in Globalization. *(Online link) Traynor, Ian 2003. The Privatisation of War. The Guardian (guardian.co.uk). December 10 (http://www.guardian.co.uk/world/2003/dec/10/politics.iraq?INTCMP=SRCH) (12/5: M) Enloe, Ch.6 Demilitarizing a Society in a Globalized World; or, Do You Wear Camo? in Globalization. (12/7: W) Enloe, Ch.7 The Diverse Lives of Militarized and Demilitarized Women: Globalizing Insights from Local Japanese Places in Globalization. (12/9: F) In-class discussion of Darwins Nightmare: Economic globalization and militarization Enloe, Ch.8 Conclusion: The Global, the Local, and the Personal in Globalization. *(Library reserve) Watch Darwins Nightmare (Hubert Sauper, 2007) *** Take-home final exam assigned *** (12/12: M) Review of the course and reflections

(12/19: M) *** Take-home final exam due (3p.m., via course Blackboard) ***