Students decided which of the following topics to focus their project.
#1 Iran-Iraq War (1980-1988)
Group 5 Project
#2 Trajectory of Women's Issues (1980-present)
Group 1 Project
Group 2 Project
#3 Comparative Political Systems (e.g., constitutional and electoral change)
Gerst Video Part I
Gerst Video Part II
#4 Transformation of Regional Response
Gerst Video Part III
#5 The nuclear issue
Group 3
Group 4
Your project must integrate multiple perspectives of International Relations:
Liberalist
Realist
Economic Structuralist
English Rationalist
Feminism (which contains multiple perspectives as well)
Social Constructivist
Critical Theory
Governmentality
Network theory
Your project must incorporate the three themes of International Relations:
Security
Economy
Identity
Your project must have a bibliography that reflects your use multiple scholarly sources in order to ensure reliability, corroboration, competing narratives, and multiple perspectives. Scholarly sources may be drawn from the class blog, Choices.edu (both the Iran module and the "Teaching in the News" and the "Video" link), ABC-CLIO, World History in Context.
Your may choose one of the following products, which may incorporate audio and visual elements (e.g., a "few" slides, mindmap, and visual scribe).
1. TedTalk
2. Mini-Documentary
3. Podcast
4. Website
Monday, March 9, 2020
Sources to Find Multiple Perspectives within the 1979 Revolution
Choices Brown University on the Iranian Revolution (notice the video tutorials on various subtopics)
Iran Oral History Project (Harvard University, unless you read Farsi, filter for 64 English translations)
Iran 1979: Legacy (al Jazeera)
BBC Collects Recollections on 30th Anniversary and University of Manchester Digitization Project
Oxford Bibliography (which contains many of the sources I located independently below)
What to Read to Understand the Revolution (Brookings Institute)
Tehran Bureau PBS Frontline
Documenting Iran-U.S. Relations, 1978-2015 (National Security Archive, George Washington University), includes Iran Revolution Revisited and 1979 Revolution documents
What to Read in Order to Understand the Iranian Revolution (Brookings Institute)
Crash Course: Iran's Revolution
Ideology and Iran's Revolution: How 1979 Changed the World
Anti-Capitalism/Anti-Imperialism (Marxist and Islamic (Shariati))
Documents of the Iranian Revolutionary Movement
The Stolen Revolution: Iranian Women of 1979 (CBC Radio, March 2019)
- Minoo Jalali is a women's rights activist, retired lawyer and chair of the Joint Council for the Welfare of Immigrants in London, UK. She fled Iran in 1983.
- Haideh Daragahi was a professor of English Literature at Tehran University when Khomeini took power. She has lived in Sweden since 1984 and worked as an academic, women's rights activist and journalist.
- Shahin Navai is an activist in the women's movement and a researcher in the field of Entomology. She fled Iran in 1984 and has since lived in Berlin, Germany.
The Role of the 1953 Coup
Bazargan and the LMI
Friday, February 21, 2020
Monday, February 10, 2020
Unit 5: Iran, Power & Diplomacy Begins
1. Discuss how 1979 transformed not just relations between Iran and USA, but the region itself. The toxicity of relations, however, created a "smog" that shapes even controls how actors are viewed. The toxicity of relationships - and events themselves including the subsequent war with Iraq - had negative repercussions for Iranians living in the United States as well. Think social constructivist lens of international relations.
2. What basic formative questions do you need to have answered to have a working understanding of Iranian society, history, and the revolution?
3. Watch the first 13 minutes of the video. Try to come up with at least 4-6 differing groups represending differing perspectives (e.g., communists, interim government). Who do you need to know more about in order to understand different voices and agendas?
4. Some of you asked why the hostages were released. While conventional history points to the Algiers Accord, actual text linked, there is a bit of "October surprise conspiracy," which was looked at more seriously at after the Iran-Contra scandal. It proffered that there was a backchannel by Republicans to Iran during the 1980 election. See, for example: 2017 LA Times Story, written by a President Carter biographer. But, you'd need to look more into it, of course.
It's a little in the weeds for me.
It's a little in the weeds for me.
Tuesday, February 4, 2020
Friday, January 24, 2020
Round I, Hearing III
Team 6 advanced after Hearing I.
Team 2 advanced after Hearing II.
Team 4 advanced after Hearing III.
The wild card spot goes to Team 3.
This means that Teams 2, 3, 4, and 6 will draw to argue in Round II on Monday, 1/27 and the following Monday, 2/3. We will only do one argument on Monday, 1/27. Based on my random draw, team 4 will argue against team 6 on 1/27 and team 2 will argue against team 3 on 2/3, unless team 2 and 3 want to add 15 minutes to 1/27 class period. Let me know. You will flip for side on Monday.
Terrific (and FUN)(and ENGAGED)(and SOPHISTICATED) (and MIGHTY) (and BRAVE) job done by one and all, all week. The judges rendered the following legal decisions in the different hearings all week:
Chamber 1 (Wednesday)
Jurisdiction: Yes
Charge 1: Pursue - insufficient evidence to convince court not to proceed, duress unclear
Charge 2: Pursue - the pines should be protected as a monument
Chamber 2 (Thursday)
Jurisdiction: Yes - defense ceded that the court did have jurisdiction
Charge 1: Drop - duress clearly established
Charge 2: Pursue under Art 82biv - Defendant went above and beyond; no evidence he was under duress, historic monument
Chamber 3 (Friday)
Jurisdiction: Yes time lapse alone not valid
Charge 1: Drop clear duress; point of conscription unclear
Charge 2: Pursue under Art 82biv insufficient evidence duress applies. prosecution had sufficient evidence site constituted historic monument; does not need to be a building
Team 2 advanced after Hearing II.
Team 4 advanced after Hearing III.
The wild card spot goes to Team 3.
This means that Teams 2, 3, 4, and 6 will draw to argue in Round II on Monday, 1/27 and the following Monday, 2/3. We will only do one argument on Monday, 1/27. Based on my random draw, team 4 will argue against team 6 on 1/27 and team 2 will argue against team 3 on 2/3, unless team 2 and 3 want to add 15 minutes to 1/27 class period. Let me know. You will flip for side on Monday.
Terrific (and FUN)(and ENGAGED)(and SOPHISTICATED) (and MIGHTY) (and BRAVE) job done by one and all, all week. The judges rendered the following legal decisions in the different hearings all week:
Chamber 1 (Wednesday)
Jurisdiction: Yes
Charge 1: Pursue - insufficient evidence to convince court not to proceed, duress unclear
Charge 2: Pursue - the pines should be protected as a monument
Chamber 2 (Thursday)
Jurisdiction: Yes - defense ceded that the court did have jurisdiction
Charge 1: Drop - duress clearly established
Charge 2: Pursue under Art 82biv - Defendant went above and beyond; no evidence he was under duress, historic monument
Chamber 3 (Friday)
Jurisdiction: Yes time lapse alone not valid
Charge 1: Drop clear duress; point of conscription unclear
Charge 2: Pursue under Art 82biv insufficient evidence duress applies. prosecution had sufficient evidence site constituted historic monument; does not need to be a building
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