Syllabus

The Politics of Development and Underdevelopment

1148-CPO4034VC1148-91756
GENERAL INFORMATION | IMPORTANT INFORMATION | COURSE DETAIL | COURSE CALENDAR

GENERAL INFORMATION
PROFESSOR INFORMATION
Instructor:

Prof. Michelle Munroe

Office Hours: By Appointment

Office:

SIPA #213, MMC

E-mail:

Please use Blackboard course

messages

COURSE DESCRIPTION AND PURPOSE

This course is an analysis of the causes of development and underdevelopment in Third and Fourth World countries. It includes an
analysis of major theoretical approaches to understanding development problems, as well as an analysis of the roles of major
national and non-national actors.

COURSE OBJECTIVES
Students will be able to:
Identify, define and analyze the major theories and concepts used in the analysis of development and underdevelopment;
Differentiate among and criticize the major strategies used for managing and meeting the challenges of development in
the Third World;
Apply the major theories to real world situations in order to assess of the political, social and economic problems of and
solutions for development in different regions of the world; and,
Analyze the writings/positions of major Development scholars.

MAJOR & CURRICULUM OBJECTIVES TARGETED

The students will cover the major topics of Development. These include Development and Underdevelopment: Their history,
conceptions and meanings; Development Theories & Practice; Development, Politics and Governance; Globalization and
Development.

TEACHING METHODOLOGY
All of the instructional materials and activities are delivered through Blackboard, and other internet-based media in this fully
online course. The course format follows a thematic, question-driven approach to the politics of development and
underdevelopment. It is comprised of weekly chapter exams and weekly critical response papers based on required readings,
videos, and current events. Class discussions will be devoted to a critical assessment of the various themes, and will provide
students with an opportunity to clarify any misconceptions, and to find answers to any questions that arise why covering the
class material. It is expected that participants attend appointed live web sessions as needed, complete reading assignments, and
keep closely informed on current events occurring in developing countries identified in the class readings and discussions. Should
you have any questions, please contact the professor.

IMPORTANT INFORMATION
POLICIES

Please review the FIU's Policies webpage. The policies webpage contains essential information regarding guidelines relevant to all
courses at FIU, as well as additional information about acceptable netiquette for online courses.

TECHNICAL REQUIREMENTS & SKILLS

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy we mean being
able to manage and organize computer files efficiently, and learning to use your computer's operating system and software
quickly and easily. Keep in mind that this is not a computer literacy course; but students enrolled in online courses are expected
to have moderate proficiency using a computer. Please go to the "What's Required" webpage to find out more information on this
subject.
This course utilizes the following tools:
1. Adobe Connect
2. Youtube
3. Turnitin
Respondus LockDown Browser

4.

Please visit our Technical Requirements webpage for additional information.

ACCESSIBILITY AND ACCOMMODATION

Please visit our ADA Compliance webpage for information about accessibility involving the tools used in this course.
Please visit Blackboard's Commitment Accessibility webpage for more information.
For additional assistance please contact FIU's Disability Resource Center.

COURSE PREREQUISITES
There are no specific prerequisites for this course. However, this is an upper division course and it is strongly recommended that
students complete introductory courses for their respective undergraduate major before taking this course.

TEXTBOOK
Challenge of Third World Development
Howard Handelman
Pearson, 7th Edition, 2012
0205854664
9780205854660
You may purchase your textbook online at the FIU Bookstore.

How the West Was Lost: Fifty Years of Economic Folly - and the Stark Choices Ahead
Dambisa Moyo
Farrar Straus & Giroux, Reprint Edition, 2012
ISBN-10: 0374533210
ISBN-13: 9780374533212
Book Info. You may purchase your textbook online at the FIU Bookstore.

EXPECTATIONS OF THIS COURSE

This is an online course, which means most (if not all) of the course work will be conducted online. Expectations for performance
in an online course are the same for a traditional course. In fact, online courses require a degree of self-motivation, selfdiscipline, and technology skills which can make these courses more demanding for some students.

Students are expected to:

Review the how to get started information located in the course content
Introduce yourself to the class during the first week by posting a self introduction in the appropriate discussion forum
Take the practice quiz to ensure that your computer is compatible with Blackboard
Interact online with instructor/s and peers
Review and follow the course calendar
Log in to the course at least 3 times per week
Respond to discussion boards, blogs and journal postings within 1 day
Respond to messages within 1 day
Submit assignments by the corresponding deadline
The instructor will:
Log in to the course 3 times per week
Respond to discussion boards, blogs and journal postings within 2 days
Respond to messages within 2 days
Grade assignments within 5-7 days of the assignment deadline

COURSE DETAIL
COURSE COMMUNICATION
Communication in this course will take place via Messages.
Messages is a private and secure text-based communication system which occurs within a course among its Course members.
Users must log on to Blackboard to send, receive, or read messages. The Messages tool is located on the Course Menu, on the left
side of the course webpage. It is recommended that students check their messages routinely to ensure up-to-date
communication.
Visit our Writing Resources webpage for more information on professional writing and technical communication skills.

DISCUSSION FORUMS
Keep in mind that your discussion forum postings will likely be seen by other members of the course. Care should be taken when
determining what to post.
Discussion Forum Expectations:
Discussion forum only will be used for class introductions.
DISCUSSION FORUM

QUESTION

DUE DATE

Introduction

Introduce yourself to the class

Sunday, August 31

ASSESSMENTS
In order to mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz"
from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your
computer meets the minimum hardware requirements.
Assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If
you need further assistance please contact FIU Online Support Services.
Please note assessments in this course require the use of the Respondus LockDown Browser.
MAP TESTS
There will be 3 map tests for this course.

An important part of studying or understanding international relations involves being able to place countries and events in

a geographic context.
Each Map Exam will require you to identify countries on a blank map, so it is a good idea to become familiar with
countries' locations if you want to pass the class.
Each Map exam will cover a different region.
You will be required to identify between 10-15 countries on the blank world map for the duration of 20 minutes.
These 3 map exams are collectively worth 10% of the final grade.
There are NO MAKE-UPs for missing these exams.
MAP TEST

DUE DATE

Map Test- Central and South America

Sunday, September 7

MapTest- Middle East [North Africa and South/South East Asia

Sunday, October 19

Map Test- Europe

Sunday, November 9

MULTIPLE CHOICE TESTS

There will be 4 Multiple Choice exams at the end of each major concept in this class
The major concept exams will be available at the start of each week in which the major concept ends - Monday at 8:00am
EST until the end of that week- Sunday 11:59pm EST.
The major chapter exam's duration is 100 minutes and it will consist of 40 Multiple Choice questions and 10 true and false
from the Handelman textbook
Students will be required to download the Respndus LockDown Browser before they are able to take the chapter exams
Review the Respondus LockDown Browser Instructions on how to install, access your assessments and view your
grades.
After installing the browser, please take the Practice Quiz to familiarize yourself with the testing environment and
to ensure that you have downloaded the Respondus Lockdown Browser correctly.
Students will be able to see the results and their total score immediately after major chapter tests have been completed.
These 4 exams are collectively worth 15% of the final grade.
There are NO MAKE-UPs for missing these exams.
This course requires the use of the Respondus LockDown Browser to take assessments.
MAJOR CONCEPT

TOPIC

QUIZ/EXAM

DUE DATE

Theories of Development

Understanding Underdevelopment

Chapter 1

Sunday, September 28

International Political
Economy

Development Strategies and Globalization

Foreign Aid

Chapter 9

Sunday, October 26

State and Society

The Explosion of Third World Democracy

Religion and Politics
Women and Development

Chapter 2
Chapter 3
Chapter 5

Sunday, November 16

Conflict and Instability

The Politics of Cultural Pluralism and

Ethnic Conflict
Third World Security and Development

Chapter 4
Chapter 8

Sunday, December 7

CRITICAL THINKING ASSIGNMENTS (CTA'S)

Each student will be required to submit 5 critical thinking assignments.
There are 6 possible critical thinking questions. From these 6 CTAs, students must do FIVE CTAs.
Students must submit their critical thinking response in the week in which the question is posed
Each CTA is framed around the students understanding of the readings for that weeks concept and topic

FORMAT: (see sample reaction paper)

2 pages, single space, Times New Roman 12 point font, one-inch margins on all sides
Word Count: At the bottom the reaction memo, please include a word count.
Reactions that have fewer than 600 words will not be graded. Focus on quality versus quantity.
Any student who falsifies or misrepresents in any way the word count will not be given any credit for the piece of written
work with no possibility of revising it for credit.
Top of the Page: At the top of the CTA page you should include the following information, in the following order:
On the first line, put your first and last name
On the second line, (a) label the CTA by week (e.g. CTA# 1, CTA # 2, CTA # 3) and (b) include the topic that frames
the CTA
On the third line (or next line), put the date on which you turned in this written work
This section should not be included in the word count.
Then leave one line empty and begin the reaction memo.
CONTENT:
In addition to the specific question and video that frames the CTA, you are expected to use your understanding of the
chapter readings, videos in your written reaction. You are also encouraged to use the optional readings in your
assessment.
As you answer the prompt, consider incorporating any of the following relevant to the question you are answering:
A brief summary of the main arguments of the readings,
Identify where/how the reaction question fits within the larger topic,
Your critical reaction, using previous weeks readings and understandings, as well as, appropriate examples to
support your analysis
Some good advise: Become a country expert: select a developing country and stay abreast on news pertaining to
that country. You will need to do some background reading on that country and familiarize yourself with basic
history, economics and politics of the country. This will make you a country expert and allow you to critically
analyze the weekly topics, ensuring better understanding and case comparisons.
[Optional] At the end of the word count: include 1-2 questions you might have that you would like clarification on.
These questions will be addressed by the Professor or used to create a class discussion.
SUBMISSION:
CTAs should be submitted to turnitin found on the Assignment Drop box page by the date specified.
Review the detailed Turnitin Instructions on how to submit your assignments and how to review the Grademark
comments (feedback) from your professor
Submission link for each CTA will be available at the start of each week - Monday 8:00AM EST until the end of each weekSunday 11:59PM EST
Late CTAs will not be accepted. There is NO MAKE-UPs for CTAs

TOPIC

CTA THINKING ANALYSIS

DUE DATE

Poverty &
Inequality

Does Inequality cause underdevelopment? Discuss

Sunday, September 14

Development
Strategies &
Globalization

Whether one likes it or not, one cannot make development different

from what it has been. Development has been and still is the
Westernization of the world. Is this still true?

Sunday, October 19

The Explosion of
Third World
Democracy

Does economic development cause democracy? What is the effect of

economic development on regime change? Does economic
development help a regime change from non-democratic to
democratic? Are democracies better at promoting development than
non-democracies?

Sunday, November 2

Religion &
Development

Discuss the relationship between religious beliefs and democracy.

What are some of the dangers of generalizing about the propensity of
a particular religion to support democracy or authoritarianism?
Consider the rise of Islamic militancy in your response

Sunday, November 9

The Politics of
Cultural

Discuss the relationship between ethnic pluralism and democracy in

Third World countries. Do you agree that major civil strife related to

Sunday, November 23

Pluralism &
Ethnic Conflict

ethnicity has declined in the last 10-15 years? Explain your answer.

Third World
Security &
Development

In what regions have military regimes performed best and where have
they performed worst? Why do you think this has been the case?

Sunday, November 30

THEORY PAPER
This paper is framed around the students understanding of the readings, lectures, discussions, and films that specifically related
to the Theories of development. Carefully read the prompt (below). While it directly asks you to address Modernization and
Dependency theories, a full analysis will include some discussion on critical liberal approaches and recent trends in development
theories. Reference or discuss appropriate country cases and examples to support your analysis and interpretation.
TOPIC

PROMPT

DUE DATE

Theories of
Development

What are the most important differences and similarities between modernization
and dependency theory? What modifications have been made over the years in
both dependency theory and modernization theory? What trends or developments
in the Third World prompted those changes in the two theories?

Sunday, October 12

FORMAT:
Minimum 6 pages, double space, Times New Roman 12 point font, one-inch margins on all sides,
Following MLA citation formatting with no cover page.
Students must use in-text citations, a works cited page to cite every source that is used in the paper
See the Purdue Online Writing Lab for help with proper formatting and for sample paper setup as well as resources in
course library
Correct grammar, syntax, usage, spelling, and punctuation are absolutely required
Late papers will not be accepted; you will receive an F for the assignment if the paper cannot be delivered on time.
The Theory Paper will collectively count for 25% of your final grade

CRITICAL BOOK REVIEW

Students must complete one book review on the book assigned to this class
Critical Book Review: How the West was Lost is due Monday, December 8. Critical book reviews should be submitted to
Blackboard learn using the Turnitin link on the Assignment dropbox page by the date specified no later than 11:59pm EST.
FORMAT: [see sample Book Review]
Mimimum 6 pages, double space, Times New Roman 12 point font, one-inch margins on all sides
Following MLA citation formatting with no cover page.
Students must use in-text citations, a works cited page to cite every source that is used in the paper
See the Purdue Online Writing Lab for help with proper formatting and for sample paper setup as well as resources in
course library
Correct grammar, syntax, usage, spelling, and punctuation are absolutely required
Late papers will not be accepted; you will receive an F for the assignment if the paper cannot be delivered on time.
The Critical Book Review will collectively count for 30% of your final grade
First page of review: At the top of the page of the critical book review, you should include the following:
a complete bibliographical entry of the book being reviewed. This should also include the number of pages in the
text reviewed and the cost of the book, if known.
CONTENT: [review sample book review]
In addition to evaluating the book students may draw references from all materials leading up to book review, this
includes, but is not limited to, weekly readings, suggested readings, videos, and additional research source on ones own.
Remember MLA formatting for citations are required.
This review should be divided into 4 parts:
Introduction
Summary
Critical Evaluation

Conclusion

RUBRIC FOR ASSIGNMENTS

This rubric will be used for the Critical Thinking Assignments, the Theory Paper, and the Critical Book Review.
Critical Analysis [80 points]:
Knowledge and comprehension
Identifies and summarizes the problem/question at issue
Application and analysis
Identifies and presents students own hypothesis, perspective and position as it is important to the analysis of
the issue
Identifies and considers other salient perspectives and positions that are important to the analysis
Identifies and assess the key assumptions
Synthesizing and evaluating
Identifies and assess the quality of supporting data/evidence and provide additional data/evidence related to
the issues
Identifies and considers the influence of the context on the issue
Identifies and assess conclusions, implications and consequences
Organization [10 points]:
Arranges ideas clearly and logically to support the purpose of the argument
Ideas flow smoothly and are effectively linked
Writing Mechanic [6 points]
Shows clarity, conciseness and correctness
MLA Formatting [4 points]
Uses MLA formatting accurately and consistently

ADOBE CONNECT PRO MEETING

Adobe Connect is an online meeting room where you can interact with your professor and fellow students by sharing screens,
sharing files, chatting, broadcasting live audio, and taking part in other interactive online activities. We will be utilizing this tool
for online meetings and to discuss concerns and questions pertaining to the class by scheduled appointments.
Remember: there are no stupid questions! If you do not understand a concept, it is probable that there are at least a few
others who share your confusion. The more questions you ask in section, the better the course will be for everyone.
Requirements for using Adobe Connect:
Disable any window pop-up blocker.
Adobe Flash Player is required to successfully run your Adobe Connect meeting. You can test your computer to make
sure your computer and network connections are properly configured to provide you with the best possible Adobe Connect
meeting experience.
Use of a combination headset and microphone with USB connection is recommended to ensure quality sound and reduce
technical difficulties.
Reference Adobe Connect (Tutorials & Help) to learn about the tool, how to access your meeting rooms and recordings.

GRADING
Course Requirements
Map Tests

Number of
Items

Points for Each

Total Points
Available

Weight

100

300

10%

Critical Thinking Analysis

100

500

20%

Multiple Choice Tests

100

400

15%

Theory Paper

100

100

30%

Book Review

100

100

30%

14

N/A

1400

100%

Total

Letter

Range

Letter

Range

Letter

Range

Above 93

B-

81-83

D+

67 - 70

A-

91 - 92

C+

77 - 80

64 - 66

B+

87 - 90

74 - 76

D-

61 - 63

84 - 86

C-

71 - 73

< 61

COURSE CALENDAR
MODULE WEEKLY SCHEDULE
MODULE ONE
MAJOR CONCEPT: UNDERSTANDING THE THIRD WORLD AND DEVELOPMENT

Week 1: August 25 - 31: Introduction to Course/What is the Third World?

Learning Objectives:
Review the How to Get Started information located in the Course Content.
Familiarize yourself with the course by reviewing the syllabus, the weekly schedule and the class expectations
and requirements.
Introduce yourself to the class by posting a self-introduction in the appropriate discussion forum.
Familiarize yourself with the course textbooks and start reading.
What is development and where is the Third World?
The question of geography

Readings and Videos:

What is development and Who is the Third World pptx
Hausmann Ricardo, Prisoners of Geography, Foreign Policy 122 ( Jan/Feb 2001), pp. 44-53 excerpt
Long, Diana The Other World excerpt
Video: Hans Rosling: Stats that reshape your world-view
Dispelling the Myths pptx

Suggested Readings:
Mark T. Berger, After the Third World? History, Destiny and the Fate of Third Worldism, Third World Quarterly
25(1) (2004), pp. 9-39.

Activities and Submissions:

Post self-introduction in the appropriate discussion forum.

Week 2: September 1 - 7: Understanding Underdevelopment

Learning Objectives:
Understand what the terms development and underdevelopment mean
Recognize how these terms are applied and the implications
Explore the nature of Third World underdevelopment

Readings and Videos:

Handelman, chapter 1 pgs 1-17
Hopper Paul, Understanding Development (Polity Press 2012) p-1-15 excerpt
William Easterly, The Ideology of Development, Foreign Policy 161 (July/August 2007), pp. 31-35.
Richard N. Cooper, The Road From Serfdom: Amartya Sen Argues that Growth Is Not Enough, Foreign Affairs
79(1) (2000), pp. 163-167.
United Nations Development Programme (UNDP), Summary: Human Development Report 2010: The Real Wealth
of Nations: Pathways to Human Development (New York: UNDP, 2010)
Corruption and development pptx

Suggested Readings:
N/A

Activities and Submissions:

Map Test - Central and South America

Week 3: September 8 - 14: Poverty and Inequality

Learning Objectives:
Examine development in a historical context
Discuss the concepts of poverty and inequality and their application in the Third World

Readings and Videos:

Jeffrey Sachs, The End of Poverty excerpt
Development as a historical context pptx
Hopper Paul, Understanding Development (Polity Press 2012) pgs 15-24 excerpt
Collier chapter 1, Falling Behind and Falling Apart: The Bottom Billion, pp. 3-13 excerpt
Easterly, The White Mans Burden excerpt

Suggested Readings:
Caterina Ruggeri Landerchi, Ruhi Saith, and Frances Stewart, Does It Matter that We Do Not Agree on the
Definition of Poverty? A Comparison of Four Approaches, Oxford Development Studies 31(3) (2003), pp. 243274
Ravi Kanbur, Growth, Inequality and Poverty: Some Hard Questions, Journal of International Affairs 58(2)
(Spring 2005), pp. 223-232.
Collier, Paul The Bottom Billion (Oxford University Press 2007)

Activities and Submissions:

Critical Thinking Assignment

MODULE TWO:
MAJOR CONCEPT: THEORIES OF DEVELOPMENT

Week 4: September 15-21: Theories of Development: Modernization

Learning Objectives:
Consider the leading theories attempting to explain underdevelopment and development
Modernization theories
Explore the conceptualization of development from a geographic perspective

Readings and Videos:

Handelman, chapter 1, pp. 17-21.
Hopper Paul, Understanding Development (Polity Press 2012) pgs 25-34 excerpt
Modernization Theories:
Rostow, Five Stages of Development excerpt
Inkeles & Smith, Becoming Modern excerpt
Huntington, Changing Societies excerpt
Modernization theory pptx
Weber, The Protestant Ethic excerpt
Protestant Ethic Spirit of Capitalism pptx
Applying Modernization Theory:
Easterly, White Mans Burden except
White Mans Burden pptx

Suggested Readings:
N/A

Activities and Submissions:

N/A

Week 5: September 22-28: Theories of Development: Marxist/Neo Marxists/Dependency Theories

Learning Objectives:
Consider the leading theories attempting to explain underdevelopment and development [Continued]
Dependency theories
Contemporary perspectives
Explore the conceptualization of development from a geographic perspective [continued]

Readings and Videos:

Handelman, chapter 1, pp. 21-29.
Hopper Paul, Understanding Development (Polity Press 2012) pgs 34-45 excerpt
Dependency Theories
Prebisch, Commercial Policies in the Underdeveloped Countries excerpt
What is dependency theory pptx
Galtung, A Structural Theory of Imperialism excerpt
Imperialism theories pptx
Fanon, Wretched of the Earth excerpt
Wretched of the Earth pptx
Applying Dependency Theory
Hirschman, Alberto, The Political Economy of Import-Substituting Industrialization in Latin
America, The Quarterly Journal of Economics, Vol. 82, No. 1 (Feb., 1968), pp. 1-32 excerpt
Import Substitution Industrialization pptx

Suggested Readings:
Valenzuela Samuel J. and Arturo Valenzuela, Modernization and Dependency: Alternative Perspectives in the

Study of Latin American Underdevelopment Source, Comparative Politics, Vol. 10, No. 4 (Jul., 1978), pp. 535557
Howard J. Wiarda, Toward Consensus in Interpreting Latin American Politics: Developmentalism, Dependency
and The Latin American Tradition, Studies in Comparative International Development 34(2) (Summer 1999),
pp. 50-69.

Activities and Submissions:

Multiple Choice Test [Chapter 1]

Week 6: September 29-October 5: Theories of Development: Critical Liberal Approaches

Learning Objectives:
Consider the leading theories attempting to explain underdevelopment and development [Continued]
Introduce the basic needs approach is one of the major approaches to the measurement of absolute poverty in
developing countries
Introduce neoliberal theories of development and structural adjustment policies

Readings and Videos:

Harvey David, A Brief History of Neoliberalism, Read the Intro, Chapter 1 excerpts
Harvey David, A Brief History of Neoliberalism chapter 6 excerpt
You are encouraged to read as much as this book as possible-however focus on chapter specified
Neoliberalism on trial pptx
Stiglitz Joseph, Globalization and its Discontent chapters 2,3,4 excerpts
IMF & WB pptx

Suggested Readings:
Amartya Sen, Development as Freedom (New York: Knopf, 1999) excerpt
Development as Freedom pptx

Activities and Submissions:

N/A

Week 7: October 6-12: Theories of Development: Most Recent Development Theory Trends
Learning Objectives:
Explore the meaning and definition of sustainable development and how the term emerged
Explore Post-development theories and their call to examine development from the perspective of the
developing world

Readings and Videos:

Brohman, J. (1995) Economism and critical silences in development studies: a theoretical critique of
neoliberalism. Read section: Principal Problems with the Neoclassical Treatment of the Environment Third
World Quarterly (16: 2): 309-312
Escobar Arturo, Imagining a Post-Development Era? Social Text 31/32 (1992) excerpt
Sachs, W. (ed.) (1992) The Development Dictionary: A Guide to Knowledge as Power, read Introduction and
chapter 1
Post development pptx

Suggested Readings:
N/A

Activities and Submissions:

Theory Paper Due

MODULE THREE
MAJOR CONCEPT: INTERNATIONAL POLITICAL ECONOMY

Week 8: October 13-19: Development Strategies and Globalization

Learning Objectives:
Describe the states economic role in command economies, Latin American nations, East Asian countries, and in
a neoclassical state.
Explain the two industrialization strategies used by developing nations.
Analyze the importance of economic equality and income distribution in the economic growth of a country.
Discuss the impact of industrialization and rapid economic growth on the environment.
Explain how an export-oriented industrial model has helped East Asian economies to promote growth.
Evaluate how democratic governments have faired in economic development compared to authoritative
governments.

Readings and Videos:

Handelman Chapter 9
The Economist, Special Report on the World Economy: For Richer, For Poorer, Oct 13, 2012
Thomas L Friedman, It's a Flat World, After All New York Times Magazine; Apr 3, 2005; New York Times pg. 32

Suggested Readings:
Frederik Balfour and Tim Culpan, The Man Who Makes Your iPhone, Bloomberg Businessweek, 2010, Sept 9
Ha-Joon Chang, Kicking Away the Ladder: Infant Industry Promotion in Historical Perspective, Oxford
Development Studies 31(1) (2003), pp. 21-32 excerpt
Vogel Ezra, A New Wave of Industrialization in The Four Little Dragons (1993) excerpt.
East Asian Tigers pptx

Activities and Submissions:

Critical Thinking Assignment
Map Test - Middle East, North Africa, and South/South East Asia

Week 9: October 20-26: Foreign Aid

Learning Objectives:
Explore who is responsible for aid
Identify who gives the most as well as which countries gets what
Discuss what the components of aid are
Identify whether aid actually hampering development, or if it is really making a substantial difference
Examine if aid can actually be beneficial

Readings and Videos:

A Brief History of US Foreign Aid excerpt
Steven Radelet, Michael Clemens, and Rikhil Bhavnani, Aid and Growth, Finance and Development
(September 2005), pp. 16-20.
Collier, chapter 7, Aid to the Rescue? pp. 99-123 excerpt
Jeffrey D. Sachs, Foreign Aid Skeptics Thrive on Pessimism, Los Angeles Times, May 7, 2006, excerpt William
Easterly, The Handouts That Feed Poverty, Los Angeles Times, April 30, 2006, excerpt
Amartya Sen, The Man Without a Plan, Foreign Affairs 85(2) (March/April 2006), pp. 171-177 excerpt
Moiss Nam, Rogue Aid, Foreign Policy (March/April 2007), pp. 96, 95. Excerpt
Foreign Aid pptx

Suggested Readings:
Easterly, White Mans Burden Chapter 5 excerpt

Ferguson, The Constitution of Lesotho as an Object of Development excerpt

Activities and Submissions:

Multiple Choice Test [Chapter 9]

MODULE FOUR
MAJOR CONCEPT: STATE AND SOCIETY

Week 10: October 27-November 2: The Explosion of Third-World Democracy

Learning Objectives:
Identify the true meaning of democracy and analyze why some countries that claim to be democracies are not
truly democratic.
Describe the process of democratic transition and democratic consolidation using examples.
Describe how the democracies in some of the emerging nations had authoritarian beginnings.
Explain why the some theorists and leaders believed that authoritarian rule was necessary for a countrys socioeconomic development which democracy alone could not achieve.
Describe the impact of the Third Wave on the Third World nations transition to democracy.
Identify the international causes and consequences of the Third Wave.
Describe the factors that determine whether a country can successfully complete its transition into a
democracy.
Compare the performance of democratic governments with the authoritarian regimes.
Describe the factors that ensure the consolidation of democracy in a country.

Readings and Videos:

Handelman, chapter 2
Carothers, Thomas, The End of the Transition Paradigm, Journal of Democracy, 13 (1) January 2002 excerpt
Democracy and Development pptx
Ronald Inglehart and Christian Welzel, How Development Leads to Democracy: What We Know about
Modernization, Foreign Affairs (March/April 2009), pp. 33- 48 excerpt
Bruce Bueno de Mesquita and George W. Downs, Development and Democracy, Foreign Affairs 84(5) (2005),
pp. 77-86 excerpt
Azar Gat, The Return of Authoritarian Capitalists, The New York Times, June 14, 2007 excerpt
Dani Rodrik, The Myth of Authoritarian Growth, Project Syndicate, August 8, 2010

Suggested Readings:
Video: Beyond Elections
John B. Judis, Putting Liberty First: The Case Against Democracy, Foreign Affairs (May/June 2003), pp. 128134.
Daniel Deudney and G. John Ikenberry, The Myth of the Autocratic Revival: Why Liberal Democracy Will
Prevail, Foreign Affairs 88(1) (January/February 2009), pp. 77-93

Activities and Submissions:

Critical Thinking Assignment

Week 11: November 3-9: Religion, Politics, and Development

Learning Objectives:
Discuss the meeting of the church and the state in America.
List the religions of the nations of Third World.
Explain how religion, modernity, and secularization work together in the Third World nations.
Explain the structural and theological bases of the church-state relations.
Explain the relationship between religious fundamentalism and Islamism in the Third World nations.
Illustrate how Catholicism progressed in the Third World nations.
Explain the future of religion and politics in the developing world.
Explain the relationship between institutionalized religions and democracy.

Readings and Videos:

Handelman Chapter 3
Selinger, Leah, The Forgotten Factor, Social Compass 51 (4) 2004 excerpt
Religion and Development pptx
Video: Inside Islam

Suggested Readings:
Timothy Samuel Shah and Monica Duffy Toft, Why God Is Winning, Foreign Policy 155 (July/August 2006), pp.
38-43.
Ukoha Unkiwo, Politics, Ethno-Religious Conflicts and Democratic Consolidation in Nigeria, Journal of Modern
African Studies 41(1) (2003), pp. 115-138.

Activities and Submissions:

Critical Thinking Assignment
Map Test - Europe

Week 12: November 10-16: Women and Development

Learning Objectives:
Describe the political and socioeconomic status of Third World women.
Describe the different roles of women in politics.
Describe the status of women and the role of modernization, globalization, and regime type in encouraging
women to take up challenging roles in society.
Explain the relationship between democracy and the role of women in society.

Readings and Videos:

Handelman Chapter 5
Women and Development pptx
Cornwall Andrea, Elizabeth Harrison and Ann Whitehead, Gender Myths and Feminist Fables: The Struggle for
Interpretive Power in Gender and Development, Development and Change 38(1) 2007. Excerpt
Nicholas D. Kristof and Sheryl WuDunn, The Womens Crusade, The New York Times, August 17, 2009
Swanee Hunt, Let Women Rule, Foreign Affairs 86(3) (May/June 2007), pp. 109-212.

Suggested Readings:
Video: Women Power and Politics
Amartya Sen, Development as Freedom chapter 10 excerpt
Hamm, Brigitte, A Human Rights Approach to Development, Human Rights Quarterly 23 (2001) excerpt

Activities and Submissions:

Multiple Choice Test [Chapters 2,3,5]

MODULE FIVE
MAJOR CONCEPT: CONFLICT AND INSTABILITY

Week 13: November 17-23: The Politics of Cultural Pluralism and Ethnic Conflict
Learning Objectives:
Discuss Define ethnicity and list some characteristics of ethnic groups.
Explain how ethnic and state boundaries have caused tensions within ethnic groups. Describe the different types
of ethnic and cultural divisions.
Explain how modernization and higher education intensified the strife between ethnic groups.
Identify the different levels of interethnic conflict based on the nature and intensity of relations between the
ethnic groups.

Examine some of the resolutions that have been made to settle interethnic conflicts and the alternatives used
when negotiations did not work.
Analyze the reasons why it is difficult to maintain democracy in a multiethnic country.

Readings and Videos:

Handelman Chapter 4
Andersen Regine, How Multilateral Development Assistance Triggered the Conflict in Rwanda, Third World
Quarterly, Vol. 21, No. 3 (Jun., 2000) excerpt
Case of Rwanda pptx
James Habyarimana et al., Is Ethnic Conflict Inevitable? Foreign Affairs 87(4) (July/August 2008), pp. 138-150
excerpt
Andrew S. Natsios and Michael Abramowitz, Sudans Secession Crisis: Can the South Part From the North
Without War? Foreign Affairs (January/February 2011) excerpt

Suggested Readings:
Video: Ghosts of Rwanda
Jerry Z. Muller, Us and Them: The Enduring Power of Ethnic Nationalism, Foreign Affairs 87(2)(March/April
2008), pp. 18-35.

Activities and Submissions:

Critical Thinking Analysis

MODULE SIX
POST-DEVELOPMENT?

Weeks 14 & 15: November 24 - 30: Thanskgiving Break

December 1 - 7: Third World Security and Development
All Assignments [remaining] will be due the Week of Dec 7th. The submission links will be opened from the beginning of
Thanksgiving Break Week. Students are encouraged to use these two weeks wisely

Learning Objectives:
Contrast the two major causes of military interventions in developing countries
Compare the characteristics and ideologies of different types of military governments. Describe the structure
and goals of different types of military regimes.
Evaluate the relative success of institutional military governments in relation to their goals. Describe the
factors that contribute to entrenchment or withdrawal of the military from politics.
Describe the role of the military in prodemocracy uprisings.

Readings and Videos:

Handelman Chapter 8
Raju G.C. Thomas, What is Third World Security? Annual Review of Political Science Vol 6. 2003
Robert I Rotberg, Failed States in a World of Terror, Foreign Affairs 81 (4) July/August 2002)

Suggested Readings:
Video: Burma Land of Fear
Fandl, Kevin J. "Terrorism, Development & Trade: Winning the War on Terror Without the War." American
University International Law Review 19, no. 3 (2003): 587-630.

Activities and Submissions:

Critical Thinking Analysis
Multiple Choice Test [Chapters 4,8]
Book Analysis Due

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