1
COURSE SYLLABUS
POLITICAL SCIENCE 370-001
Contemporary International Problems (3 credit hours)
Spring 2015
11:15 am – 12:05 pm MWF
HSS 206
Lecturer:
Sambuddha Ghatak
Office: 1013 McClung Tower
Tele: (865) 974-2166
E-mail: sghatak@vols.utk.edu
Office Hours: Monday, Wednesday and Friday, 10.00 am – 11:00 am; or by appointment.
Program-Level Learning Objectives
The purpose of the Political Science undergraduate program at the University of TennesseeKnoxville is to increase students’ substantive knowledge and understanding of politics and to
increase their ability to apply principles and concepts of political science to relevant fields and
areas of inquiry.
1. Students will gain basic knowledge of, understanding of and the ability to apply political
science principles.
2. Students will demonstrate a heightened awareness of political problems, and a greater
understanding of the relevance of political science concepts to the real world, through
participating in both intra- and extramural activities.
3. Students will develop basic research skills including the ability to develop a research question;
formulate one or more testable research hypotheses; construct a research design; and carry
through a research project to completion.
Students will gain basic knowledge and understanding of political science and its subfields;
comparative politics, with a focus on political ideology, power, and the political systems of
major nations; international relations, with a brief introduction to international political
economy, conflict, and IR theory; public policy, with a focus on policy issues that directly affect
people's lives.
COURSE DESCRIPTION AND OVERVIEW
POLS 370 is an upper-division course focusing on contemporary international problems. It is not
to say that terrorism is the most important international problem in contemporary world, but it is
certainly one of the major problems in the world today. Since 9/11 the successive US
governments have been spearheading a global war on terror which consumes a large chunk of
tax-payers‟ money. The organizations like Hamas in Palestinian territories and ISIS in Syria and
Iraq have brought terrorism again to the center-stage of public discourse in USA and the world.
Terrorism has been described as “the poor man's air force" and as a tactic used by states to
achieve foreign and domestic policy goals. This description of terrorism highlights the
complexity of terrorism, which is a tactic used by individuals, groups, and states for a variety of
2
goals. No single course can give you an understanding of this topic, but this course hopes to
provide the tools necessary to become educated consumers of news in a post-9/11 word. We will
explore the phenomenon of non-state terrorism. The two central goals of the course are to
provide students with an opportunity to study the historical use of political terror and to
encourage students to think of terrorist activity not as the work of the mad, but of self-interested
and calculating political actors. To accomplish these goals we will examine a large swath of the
literature both in historical scope and theoretical arguments.
REQUIRED TEXT
1. BRUCE HOFFMAN. 2006. INSIDE TERRORISM. NEW YORK: COLUMBUA
UNIVERSITY PRESS.
2. ROBERT A. PAPE. 2006. DYING TO WIN. NY: RANDOM HOUSE PRESSS
Other required readings will be posted on Blackboard. The readings are subject to change
by instructor.
GRADING AND COURSE REQUIREMENTS:
Class participation and attendance: 15%
(Attendance rate lower than 2/3 = at best “C+”, below ½ = “F”)
Four Critique papers: 20%
Mid Term Exam 25%
Final Exam: 25%
Book Review: 15%
1. Class participation and attendance
15%
The quality of this seminar course depends on the efforts of the students to a great extent.
Students are expected to be prepared for class. This means that readings and assignments are
complete before the class begins and students are prepared to discuss the topics dealt with in the
readings and homework.
a) Participation: 2/3 of the participation grade will be computed as a proportion of the
days students attend the class meetings.
b) Reading summary: 1/3 of the participation grade will reflect students‟ understanding of
the topics in the chapter/reading. During each class meeting, I will expect you to voluntarily
contribute to the discussion and will note the quantity and quality of your remarks.
2. Four Critique papers
20%
In four different weeks, you should prepare a four page critique of the week‟s assigned article.
Critiques must be typed, double (or one and half) spaced, and in a font size no smaller than 11.
Critiques are due in class as directed below. Please bring a print copy. No hand written paper
critique will be accepted. I will evaluate your critiques for critical content. Works that
merely summarize the readings will receive poor marks. When writing your critique, keep in
mind the following points: what are the important claims made by the author? What has the
author really shown? What are the strength and weakness of the arguments? What are the
possibilities for related research? What interesting questions (at least three) we can ask to the
3
author? Remember, these critiques are not intended to be ends by themselves; they serve as
beginning points for class discussion. I will not accept any critiques after the deadline. 1
3. Mid Term Exam
25%
A mid-term examination will be given to assess your knowledge of course material covered
during lecture. These will consist of a mix of multiple choice, fill-in the blank and/or shortanswer type questions. The dates for the mid-term and final exams appear in the schedule below.
There is a possibility of take home exam instead of an in-class exam.
4. Final Exam
25%
The final exam will cover chapters and articles covered after the midterm and may have similar
format.
6. Book Review
15%
You will be asked to review the book „Dying to Win‟ by Robert Pape. The review will be 5/6
pages in length excluding the reference section. It must be typed, 11 or 12 point type, and double
spaced.
Your book review is due on April 24.
Grading scale
The following is the grading scale for the course:
93% - 100% = A, 90%-92% = A-, 87%-89% = B+, 83% - 86% = B, 80% - 82% =B-, 77% - 79%
= C+, 73% - 76% =C, 70% - 72% =C, 67% - 69% = D+, 63% - 66% =D, 60% - 62% =D-, 0% 59% = F.
SCHEDULE
I. Introduction
January 7: Introduction/ Overview of Course
January 9, 12, 14 & 16: Definition and Typology
Reading:
1. Hoffman, Ch. 1, pp. 1-40
2. Charles Townsend (2011) Terrorism: A Very Short Introduction, Ch. 1 (pp.1-20),
London: Oxford University Press.
January 21 & 23: Strategies, goals and logic of Terrorism
1. Andrew H. Kydd and Barbara F. Walter (2006) The Strategies of Terrorism, International
Security, Vol. 31, No. 1 (Summer, 2006), pp. 49-80.
1
You are not required to analyze mathematical stuff in case of a quantitative paper.
4
2. Jeffry A. Frieden, David A. Lake, and Kenneth A. Schultz, World Politics: Interests,
Interactions, and Institutions (New York: W. W. Norton, 2010) Chapter 10, part II.
January 26, 28 & 30: Terrorism in Modern World
Reading:
1. Hoffman, Ch. 2, pp. 43-62
2. David C. Rapoport, (2004) “The Four Waves of Modern Terrorism,” in Audrey Kurth
Cronin and James M. Ludes, Eds., Attacking Terrorism: Elements of a Grand Strategy,
pp. 46-73.
3. Martha Crenshaw. (1981) The Causes of Terrorism, Comparative Politics, Vol. 13,
No. 4 (Jul., 1981), pp. 379-399
# First paper critique – *Crenshaw, (1981): Due on January 30 in class #
February 2, 4, 6: Origins of Modern Terrorism
Reading:
1. Martin A. Miller, “The Intellectual Origins of Modern Terrorism in Europe,” in
Terrorism in Context. (Anarchism)
2. Philip M. Pomper, “Russian Revolutionary Terrorism” in Terrorism in Context.
(Revolutionary Terrorism)
February 9 & 11: Discrimination and Terrorism (Theory)
Reading:
1. Piazza J (2012) Types of Minority Discrimination and Terrorism. Conflict
Management and Peace Science 29 (5): 521-546.
2. Sambuddha Ghatak, “Willingness and Opportunity: A Study of Domestic Terrorism in
post-Cold War South Asia,” Terrorism and Political Violence, (2014) DOI
10.1080/09546553 .2014.902813
February 13, 16, 18, 20, 23 & 25: Discrimination and Terrorism (Case Studies)
Reading:
1. David S. Palmer, “The Revolutionary Terrorism of Peru‟s Shining Path.” In Terrorism in
Context.
**Additional Information: Council on Foreign Relations.
2. Khatami, Siamak “Between class and nation: Ideology and radical Basque ethnonationalism.” Studies in Conflict & Terrorism, 20:4 (1997): 395-417
3. Charles Townsend, “The Culture of Paramilitarism in Ireland.” In Terrorism in Context.
**Additional Information: Council on Foreign Relations.
4. Nandi, Proshanta K. "Socio-political context of Sikh militancy in India." Journal of Asian
and African Studies 31.3-4 (1996): 178-196
5
5. Neil DeVotta “Control Democracy, Institutional Decay, and the Quest for Eelam:
Explaining Ethnic Conflict in Sri Lanka.” Pacific Affairs, Vol. 73, No. 1 (2000): 55-76.
# Second paper critique – *Piazza (2012): Due on February 23 in class #
March 2: Midterm
February 17 and March 4: Democracy and Terrorism
Reading:
1. Schmid A (1992) Terrorism and Democracy. Terrorism and Political Violence
Volume 4 (4):15-23.
2. Windsor JL (2003) Promoting Democratization Can Combat Terrorism. The Washington
Quarterly 26(3): 43–58.
3. Eyerman J (1998) Terrorism and Democratic States: Soft Targets or Accessible Systems.
International Interactions 24(2): 151–170.
4. Li Q (2005) Does Democracy Promote or Reduce Transnational Terrorist Incidents?
Journal of Conflict Resolution 49 (2): 278-97.
March 6 & 9: Democracy and Terrorism
Reading:
1. Hoffman, Ch. 6 & Ch. 7 (Media/public opinion and terrorism)
March 11, 13 & 23: Development/Globalization and Terrorism
Reading:
1. Berrebi, Claude (2007) Evidence About the Link between Education, Poverty and
Terrorism among Palestinians. Peace Science and Public Policy 13(1): 1-36.
2. Abadie, Alberto (2006) Poverty, Political Freedom and the Roots of Terrorism. American
Economic Review 96(2): 159-77.
3. Burgoon, Brian (2006) On Welfare and Terror: Social Welfare Policies and PoliticalEconomic Roots of Terrorism. Journal of Conflict Resolution 50(4): 176-203.
4. Li, Quan & Drew Schaub (2004) Economic Globalization and Transnational Terrorism:
A Pooled Time-Series Analysis. Journal of Conflict Resolution 48(2): 230-58.
5. Sarbeswar Sahoo (2010): Political Mobilisation, the Poor and Democratisation in Neoliberal India, Journal of Contemporary Asia, 40:3, 487-508
# Third paper critique – * Schmid (1992): Due on March 13 in class #
March 25, 27 & 30: Terrorism and State weakness

Robert I. Rotberg (2004) Failed States, Collapsed States, Weak States: Causes and
Indicators (ch.1) in “When States Fail.” Princeton: Princeton University Press.
6



Lai, Brian. (2007). “Draining the swamp: An empirical examination of the
production of international terrorism, 1968–1998.” Conflict Management and Peace
Science 24 (4): 297-310.
Piazza, James A. 2008. “Incubators of terror: Do failed and failing states promote
transnational terrorism?” International Studies Quarterly. 52(3): 468-488.
Newman, Edward (2007) “Weak States, State Failure, and Terrorism,” Terrorism and
Political Violence, 19:4, 463-488.
# Fourth paper critique – *Lai (2007): Due on April 1 #
April 1, 6, & 8: The Internationalization of Terrorism
Reading:
1. Hoffman, Ch. 3
April 10 & 13: Suicide Terrorism
Reading:
1. Hoffman, Ch. 4, pp.131-171
2. Robert Pape, “Dying to Win..” (assigned book)
April 15, 17, 20, 22 & 24: Religion and Terrorism
Reading:
1. Hoffman, Ch. 4, pp. 81 – 130
2. John L. Esposito, Unholy War: Terror in the Name of Islam, Chapters 1 and 2.
3. Xavier Rauffer (2003): Al Qaeda: A Different Diagnosis, Studies in Conflict &
Terrorism, 26:6, 391-398.
4. Bruce Hoffman (2004): The Changing Face of Al Qaeda and the Global War on
Terrorism, Studies in Conflict & Terrorism, 27:6, 549-560.
5. Piazza, James A. (2009) “Is Islamist Terrorism More Dangerous?: An Empirical
Study of Group Ideology, Organization, and Goal Structure”, Terrorism and Political
Violence, 21:1,62 - 88
Final Exam: Thursday, April 30, 10:15 – 12:15 pm
Final grades and appeals
Once final grades are submitted, I will not change grades unless your grade has been
miscomputed – although you may seek an appeal (but not through me) if you disagree with your
final grade for any other reason. It is entirely your responsibility to keep up with graded
assignments and exams. In the event that you believe I have miscomputed your final grade,
these assignments will serve as the only acceptable evidence in support of your grade claim.
If at the end if the semester you believe that your final grade is incorrect, do not bother
contacting me about it unless you have all of your graded assignments.
7
POLICIES, EXPECTATIONS, ETC.
Attendance and Missed Assignments
Students are expected to attend all lectures. Important information is disseminated during these
times (e.g., lectures, syllabus corrections, upcoming opportunities, changes in due/exam dates,
etc.). It is entirely your responsibility to be aware of the information shared during these times.
In other words, if you are absent, the instructor will not be under any obligation to compensate
you for your ignorance of the matters discussed. We will not share lecture notes, repeat/discuss
the missed material for you during office hours, nor will we accept late homework or give you a
makeup exam should you miss an exam because you were absent on the day changes were
announced.
If you miss an exam or you are absent on a day in which a homework assignment is due, a
makeup exam or assignment will not be accepted unless you have a documented excuse. If you
have an unfortunate and unanticipated experience that has precluded your ability to attend the
class, you must contact me as soon as possible to discuss the nature of the documentation
required. Failure to satisfy the requirements within one week of the missed assignment/exam
will result in a 0 for the exam or homework assignment.
Plagiarism and the Honor Statement
Academic dishonesty/plagiarism is commonly defined as passing off someone else‟s words,
writings, ideas, etc. as one‟s own. Plagiarism is tantamount to lying and stealing. In order to
avoid plagiarism, properly credit material drawn from other sources. Rules against cheating
apply to homework, papers, and attendance sign-in as well as tests.
If you plagiarize, you will fail this course and suffer other penalties. You must agree to abide by
the UT honor statement:
“An essential feature of the University of Tennessee is a commitment to maintaining an
atmosphere of intellectual integrity and academic honesty. As a student of the University, I
pledge that I will neither knowingly give nor receive any inappropriate assistance in academic
work, thus affirming my own personal commitment to honor and integrity.”
For more information, see http://web.utk.edu/~homepage/hilltopics/HILLTOPICS200506.pdf#page=11.
American with Disabilities Act Statement
The Americans with Disabilities Act requires, among other things, that all students with
disabilities be afforded a learning environment that provides for reasonable accommodation of
their disabilities. If you believe you have a disability that requires accommodation, you must
contact the Office of Disability Services. For more information, see
http://ods.utk.edu/index.html.