This is a sample syllabus only. The instructor will make changes to the syllabus
in future courses.
Advanced Peace Studies, ANTH 447 – 2C
University of Alabama at Birmingham, Fall 2014
Professor Douglas P. Fry
Office Hours: Tuesday 12:30pm to 2:30pm, or by appointment
Office: Heritage Hall, 321
Phone: 934-0216
Email: dfry@uab.edu
Course meetings: T/Th 11:00 to 12:15, HHB 225
Course Description.
Intensive exploration of concepts and issues involved in the study of peace, social justice,
nonviolence, and conflict resolution. Students will engage in an in-depth examination and
critique of anthropological approaches to peace and the associated theoretical and practical
problems and applications. ANTH 104 (Introduction to Peace Studies) is recommended before
taking this class, but not required.
Learning Outcomes.
By the end of this course, students will be able to:
 Offer a definition of what positive peace and human security include.
 Give examples of conflict management from various different societies.
 Explain the major types of conflict management: Avoidance, Toleration, Coercion,
Negotiation, and Settlement.
 Give examples of several Peace Systems – Clusters of neighboring societies that do not
make war with each other, and sometimes not at all.
 Explain the nature of nonviolence, list some nonviolent techniques of social change, and
provide several examples of effective nonviolent social movements.
 Explain what is meant by the “human potential for peace.”
 Discuss the Western view of a violent human nature and how it affects current
perceptions and attitudes about peace.
 Provide examples of cultural bias that affect science, scholarship, and society related to
war and peace.
 Discuss and interpret the anthropological data related to the origins of war, including
evidence from archaeology, nomadic forager studies, and social organization.
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Critique propositions on the basis of methods, data, and logic.
Specifically critique the proposition by Napoleon Chagnon that “killers have more kids.”
Specifically critique the proposition that war is part-and-parcel of human nature.
Engage in pedagogically beneficial small group discussions of particular readings.
Readings and Films.
The required readings include two books and several articles/chapters provided as PDFs.
Fry, Douglas P. (2006) The Human Potential for Peace: An Anthropological Challenge to
Assumptions about War and Violence. New York: Oxford University Press. ISBN 0-19-5181786. (The whole book is assigned.) In the Course Calendar, this book is abbreviated as HPP.
Barash, David P. (2014) Approaches to Peace: A Reader in Peace Studies. New York: Oxford
University Press. ISBN 978-0-19-994915-1. (About half of the book is assigned, but please read
more if you have the time and interest.) Abbreviated in the Course Calendar as AtoP.
The collection of PDFs include Bowles (2009), Fry (2013a; 2013b), Fry & Söderberg (2013),
Miklikowska & Fry (2012), Monnet (1978, two chapters); Sachs (2010, excerpts), and Sponsel
(1998). The PDFs will be sent to you by email.
We will view in class, or on your own time, several films such as “Soldiers of Conscience”
(DVD), “You Can’t Be Neutral on a Moving Train” (DVD), “Jean Monnet: Father of Europe”
(http://www.law.du.edu/index.php/jean-monnet-father-of-europe/documentary),“Gene Sharp:
How to Start a Revolution” (https://www.youtube.com/watch?v=P3dN4ln9lzI), and
“Confronting the Truth.” We will discuss at least some films in class, and a writing assignment is
linked to “Jean Monnet: Father of Europe” (see “Assignments and Grading”).
Assignments and Grading.
Course grades will be assigned on the basis of the percentage scale:
A = 90-100 (percent = points)
B = 80-89
C = 70-79
D = 60-69
F = <60
Several different types of assignments/factors will determine the final course grade. First, here is
a listing of the assignments and the points possible for each requirement. Second, following the
list, additional information about the nature of the assignments will be provided (including late
assignment policies, which differ depending on the particular assignments). Some of the
assignments involve in-class activities, so it is necessary for you to attend class to receive full
credit for these assignments.
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Discussion Preparation Questions (DPQ) and Small Group Discussion 1
5 points
Discussion Preparation Questions (DPQ) and Small Group Discussion 2
10 points
Discussion Preparation Questions (DPQ) and Small Group Discussion 3
10 points
Discussion Preparation Questions (DPQ) and Small Group Discussion 4
10 points
Discussion Preparation Questions (DPQ) and Small Group Discussion 5
10 points
Defining “Peace” Abstract
10 points
“Jean Monnet, Father of Europe,” Essay
20 points
Completion of the online IDEA course evaluation
3 points
Class Participation
2 points
Exam Power Point (4 slides) (Final Exam, Part 1)
10 points
Closing Reflections Essay (Final Exam, Part 2)
10 points
Total Points Possible
100 points
Discussion Preparation Questions (DPQ) and Small Group Discussions (45 points).
Preparing for and engaging in a structured, small group discussion will constitute an important
avenue for learning materials covered in this course. Experience has shown that most people
enjoy this manner of active and interactive learning through small group discussion. You will be
provided several questions ahead of time and in preparation for the discussion will write out your
answers to each question. The DPQ are based on particular course readings. Responses to the
DPQ can vary in length, but should be at a minimum a paragraph, usually more. The main point
is to be sure to answer the DPQ thoroughly and come to class ready to discuss the questions.
During the discussion, the emphasis should be on talking, not writing, although it is fine to jot a
few additional notes on your DPQ responses (in a different color pen) as new ideas arise during
the discussion.
Discussion groups will be formed “at random” in class and will vary from one discussion to the
next. Pedagogically, this technique reflects a form of cooperative learning, which incorporates
the principles of heterogeneous groups, individual accountability, and interdependence. Research
shows various benefits of such cooperative active and interactive learning. In my experience,
over many classes and over many years, students report learning benefits and enjoy the chance to
discuss course readings in well-prepared small groups.
For the discussion process to work, it is absolutely necessary for you to come to class on the
scheduled discussion day having done the readings and having completed the written work
related to the discussion before the class begins. Please note that preparing for the discussion is
an individual assignment, so you do this on your own.
Your written DPQ responses will be due immediately at the end of the discussion session and
will be graded. Doing the written work only and then not participating in the discussion itself is
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not the idea here and therefore earns only a few token points since the main purpose is to engage
in the actual discussion activity. Therefore, please plan on participating in the five small group
discussions on the scheduled dates. That said, in the unlucky event of an emergency or illness
that causes you to miss a discussion, you must contact me before the discussion to tell that you
will be absent. Depending on the circumstances, you may be allowed to have the written work
graded, with a 2 point penalty for not being present. (Again, the main purpose is to be present,
prepared, and discuss). This “emergency grace” will be limited to one such discussion absence in
the semester.
Defining “Peace” Abstract (10 points).
Developing a clear idea what is meant by Peace is important. A purely negative definition (e.g.,
the absence of conflict) is not sufficient for this class or for a serious consideration of what peace
entails.
Therefore, draw on your knowledge to date (lectures, readings) and your own reflections to
discuss in 100-to-200 words (NOT longer), what peace means to you. What does Peace mean to
you? How do you define Peace?
Do make reference to course material considered to date as it may be useful in defining Peace.
References are not considered to be part of the word limit.
For the deadline, please see the “Course Calendar.” Late Defining “Peace” Abstracts will be
penalized by one letter grade for each day that they are late.
Essay on Jean Monnet and the Creation of Peace (20 points).
Write a short paper (between 4 and 5 pages, double spaced) that uses material from the film
“Jean Monnet: Father of Europe” and the two chapters from Monnet’s Memoirs that have been
provided to you as PDFs. The general topic that you should explore is how Monnet’s life and
work related to the creation of peace in Europe.
Organization is important. Be sure that your Monnet paper has an introductory paragraph in
which you tell clearly (1) what the topic of your paper is, (2) what your thesis in the paper is
(that is, your position, argument, or goal), and perhaps also (3) what the outline of the paper is
(for instance, “I will consider in this essay three reasons why Monnet…). Most of your paper
will be the body of your argument, consisting of material to support your thesis (position,
argument, goal in writing). Finally, your paper should have a concluding paragraph where you
explicitly point out the main idea again and why and how what you have been writing supports
your point of view, your thesis.
Important: Be sure to cite relevant material from both the Monnet film and the Monnet readings
in your essay! For readings, use the Harvard style of citation, for example: Monnet (1978). It is
best to paraphrase, that is, put information in your own words from an original source (and cite
the source), and be sure to use quotation marks if you reproduce verbatim text from a source if it
has more than four-words-in-a-row from the original source. If you have questions or concerns
about how to paraphrase, cite, and avoid plagiarism, please ask me.
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Late Monnet Essays will be penalized by one letter grade for each day that they are late.
Completing a Course Evaluation (IDEA) and Course Participation (5 points).
I value course evaluations because they help me to improve my courses. In surveying the
response rate for all Anthropology courses last year, I noticed that only a minority of students
completed online IDEA evaluations. Please complete the online course evaluation for this
course. To reward you for your efforts, you will receive 3 points just for doing so. The technical
services folks, without seeing what you reported, can let me know if you have completed a
course evaluation or not, and hence I can give you the 3 points. This is a small point incentive
that could just move you up a letter grade if you are close to the borderline. Points aside, I hope
you will complete the evaluation so that I can learn from you how to improve this course the next
time I teach it.
Final Exam (20 points).
Our class is a 2-C class, meaning that we have an exam time on Tuesday December 9, beginning
at 10:45am and ending at 1:15pm. Our exam will consist of two parts, both to take place during
the scheduled exam time. Part 1 is giving a presentation (10 points). Part 2 is writing an essay
(10 points).
Part 1. A Power Point presentation on the topic: The most important knowledge that I’ve gained
in this course.
Please create a Power Point presentation on this topic using four-and-only-four slides.
Depending on the number of students in the class, you will have 4-to-6 minutes to show your
Power Point presentation and to take comments/questions from the rest of us. (We will fine-tune
the exact duration later on once it is clear how many students are in the class). The due date for
this assignment is 11:59 Monday December 8, the day BEFORE the final exam.
To submit your Power Point presentation by the December 8th deadline, please send it as an
email attachment to dfry@uab.edu. In the subject line of the email write: “ANTH 447 Exam
Presentation, [your name]” – for example, if it was my presentation I would put in the email
subject line “ANTH 447 Exam Presentation, Douglas Fry”.
Remember, your presentation is to consist of 4 slides only (not 3, not 5, not 20), and the topic of
your presentation is: “The most important knowledge that I’ve gained in this course.” The
deadline is 11:59pm on December 8th, 2014. Late assignments will have 2 points deducted. Then
during the exam period on the 9th of December, you will present your Power Point to the class
and field questions and comments about it.
Part 2. Writing an essay.
You will have approximately 45 minutes to answer one essay question. The question will call for
your reflections about what you have learned in the course overall and ask you to make reference
in your essay to the course material (lectures, discussions, readings, films, the Exam Part 1
Power Points, and so forth). In other words, you will want to do some reviewing of the course
overall so that the material is fresh in your mind.
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Other Important Topics.
I wish to facilitate your learning and provide you with a thought-provoking, stimulating class. If
you have questions, suggestion, or concerns, please let me know. I am here to help.
I will not take attendance in this class. You are all adults and can make your own decisions about
coming to class. I do have an ability to notice who is always present versus who is absent a lot,
and this may affect the number of “course participation” points you earn. Also, based on years of
teaching, I conclude there is a positive correlation between attendance and course grade. Please
also note that there is a special course policy about being present for the small group discussions,
as described in the instructions for those assignments above under “Assignments and Grading.”
Late assignments are handled differently depending on which type of assignment is in question.
Please see the “Assignments and Grading” section for details about late assignment penalties.
We all know that plagiarism and cheating are “no-nos.” UAB has its own honor code that you
are expected to follow in all classes including this one. My long-time policy is that plagiarism
and cheating result in an F grade in the course, and this is in accordance with UAB policies. See:
https://www.uab.edu/students/academics/honor-code.
I do not plan on taking phone calls, going on Facebook, or texting during class, and the rest of us
in the class would appreciate your full engagement in the “here and now” of the class also. In
other words, please use the “off” button for electronic devices or use the internet only to
facilitate learning while in class (such as quickly checking a fact during a discussion).
Students with disabilities who wish accommodation for their disabilities should register with
UAB Disability Support Services: http://www.uab.edu/handbook/student-services/c-disability.
DSS will then send me a notification. The next step is for us to meet during office hours to
discuss what sort of accommodation is appropriate. If you need accommodation(s), please
address this in a timely fashion. I am here to help out.
One request due to the fact I get so many emails: Whenever possible, please just ask me a
question before, during, or after class, rather than sending me an email. Or come to office hours.
Thank you.
Course Calendar.
Date
Aug 26
Aug 28
Activities
Sept 2
Introduction & Overview
Key Concepts; Problem
Solving
Peace Systems
Sept 4
Conflict Management
Sept 9
Sept 11
Conflict Management
Socialization of Conflict
Aggression and CM Styles
Readings
HPP 1; AtoP, Mead,
p. 20
HPP 2; AtoP, Fry, p.
162
HPP 3; AtoP, Fisher
et al., p. 88
HPP 4
HPP 5, HPP 6
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Assignments Due
DPQ 1 due; In-class
small group discussion 1
Define Peace Abstract is
Due
Date
Sept 16
Sept 18
Activities
Peaceful Societies
Peaceful Societies
Readings
HHP 7
HHP 8
Sept 23
HHP 9; PDF: Bowles
(2009)
HHP 10; PDF: Fry &
Söderberg (2013)
HPP 11 & HPP 12
Oct 02
War, Peace, and Human
Nature
War, Peace, and Human
Nature
Australian Aborigines:
Cultural Bias & Science
Human Security
Oct 07
Oct 09
Human Security
Open Agenda
Oct 14
Oct 23
“Pray the Devil Back to
Hell”
Discussion and additional
film clips “Pray the Devil
Back to Hell”
No Class Meeting –Watch
Jean Monnet on your own
No Class Meeting
HPP 14
HPP 15; two PDFs:
Miklikowska & Fry
(2012); Fry (2013)
HPP 16; PDF:
Sponsel (1998)
HPP 17 & HPP 18
Oct 28
Mediation
Oct 30
“Soldiers of Conscience”
and discussion
Nov 04
The “Peace Speech” and
discussion
Nov 06
Interdependence,
Cooperation, and Peace
“You Can’t Be Neutral on a
Moving Train”
Sept 25
Sept 30
Oct 16
Oct 21
Nov 11
Nov 13
Nov 18
The Power of Nonviolence
– the Erica Chenoweth
Study
“How to Start a Revolution”
by Gene Sharp and
discussion
HPP 13
Assignments Due
DPQ 2 due; In-class
small group discussion 2
DPQ 3 due; In-class
small group discussion 3
DPQ 4 due; In-class
small group discussion 4
HPP 19 & HPP 20
AtoP, Dalai Lama, p.
303; PDFs: Monnet
12 & 13 (1978)
AtoP, Osgood, p. 95; Monnet Essay Due at
AtoP, Dumas, p. 118 beginning of Class
AtoP, Chomsky, p.
180; AtoP, Ahmad, p.
185; AtoP, Gomaa p.
197
AtoP, Gore, p. 210;
AtoP, Thoreau, p.
245
AtoP, Sachs, p. 221;
PDFs Sachs chapters
AtoP, King, p. 226;
AtoP, Reardon, p.
295
AtoP, Gandhi, p. 258 DPQ 5 due; In-class
small group discussion 5
AtoP, Sharp, p. 266;
AtoP, Falk, p. 287
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Nov 20
Nov 25/27
Dec 02
A New Paradigm for the
21st Century
No Classes: Thanksgiving
“Confronting the Truth”
Dec 04
Dec 09
Course Conclusions
Final Exam: Part 1 & Part 2
AtoP, Freire, p. 214;
AtoP, Barash p. 230
No Readings
Relax, Enjoy, Talk Peace
AtoP, Solnit, p. 313;
AtoP, Tutu, p. 308;
PDF: Fry (2013)
AtoP, Godwin, p. 318
Part 1: Power Point
presentation Due by
11:59pm, December 8th;
the presentation take
place during the exam
period.
Part2: Essay to be
written during the exam
period.
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