ETHNIC CONFLICT & NATIONALISM

(Spring 2017)
Instructor: Assoc. Prof. Konstantinos Giakoumis, Ph.D. Course Code: 734109
Time/Place: Thursday, 16:00-19:00, 3G Pre-Requisite Courses: Comp. II, WHC
II, Intro to IR
Turn-it-in Class ID and Enrollment Password: 14928529 / ecn2017
E-mail/Tel/Cell: kgiakoumis@unyt.edu.al / +355 4 4521345 / +355 69 20 70 592
Office Hours: Thursday, 15.00-17.00 or by appointment (Room 1C)

Teaching Philosophy:
I maintain a constructivist approach in teaching and learning. Put simply, I believe
that students build knowledge and skills by associating new materials with prior
knowledge and experiences. This requires active learning that can be achieved only
when the student engages in the teaching and learning process as active and
responsible actor of learning. Class discussion, critical introspection, focus on hands-
on guided exercises with sources to build skills and outreach activities to link what is
on paper with our world are therefore an integral part of this course.

Aims:
This course seeks to provide students with a solid critical understanding of the
development of nationalism and ethnic conflict in theoretical historical, political and
social discourses. Definitions of key interrelated concepts, such as State, Nation,
National Identity, History, Patriotism and Ethnicity will be explored. Students will
delve in the ways in which these concepts have contributed to the process of nation-
building and state-building in the Balkans and critically evaluate them through the
views of major modern theorists of nationalism and nationalist discourse. Applying a
set of analytical and synthetical tools, we will then focus on a series of case studies of
contemporary conflicts including but not limited to the break-up of former
Yugoslavia.

Learning Objectives:
1. Knowledge Base: By the end of the course students are expected to:
Critically understand and evaluate contemporary theories on ethnic
conflict and nationalism.
Be able to competently and confidently engage in debates related to
ethnic conflict and nationalism, analysing and evaluating the
importance of critical junctures in matters related to Balkan ethnicity
and nationalism in a critical fashion and beyond a mere quotation of
dates, places, and personalities, using appropriate terminology.
Demonstrate detailed knowledge of the relationship between
nationalism, historical narratives and contemporary identities.
Gain incisive competence in using discourse analysis research methods
in old History school textbooks generating research materials related to
the national identity construction.

2. Cognitive / Intellectual Skills: By the end of the course students are expected
to be able to:
 Analyse a range primary and secondary occasionally conflicting
sources and synthesize them to construct multi-layered meaning in
matters related to ethnicity and nationalism.
Evaluate the reliability of their sources.
Apply different theoretical approaches to nationalism, ethnic conflict
and critically engage them in modern discourses.

3. Key / Transferrable Skills: By the end of the course students are expected to
have demonstrated:
The ability to work effectively with others as a member of a group
within the given time constraints.
An ability to work confidently within appropriate ethos and to access
and use a range of learning resources.
An ability to evaluate own strengths and weaknesses within criteria set
by themselves and others.
An ability to collect and manage information from a range of sources
undertaking full range of research tasks with minimal guidance.
Autonomy in skill use and responsibility towards own learning.
The appropriate skills to engage effectively in a debate on matters
related to ethnicity and nationalism.
An ability to apply carefully, accurately, with considerable autonomy
and limited supervision learned tools and methods to a well-defined
new problem, within defined guidelines.

Course Outline:
Session Date & Time Topic and Readings
#
1. 03/16/2017 Course introduction, subject and requirements. The phenomenon of nationalism.
Ethnicity, Race and Nation. Theories of Ethnicity and Nationalism:
Constructivism. Readings: Anderson (1991; 2006). Imagined
Communities: Reflections on the Origins and Spread of Nationalism.
Verso.
Premordialism. Readings: Smith (1986); (1993) National Identity
(Ethnonationalism comparative perspective). University of Nevada Press.
Modernism. Readings: Giubernau M. & Rex J. [eds.] (1997), The
Ethnicity Reader: Nationalism, Multiculturalism and Migration, Oxford:
Polity Press 1997; Gellner, Ernest (1981). Theory and Society, Vol. 10,
No. 6, pp. 753-776.
READINGS: Course Reader, pp. 1-150.
2. 03/23/2017 From Proto-nationalism to Nation-Building:
Proto-nationalism as a transitional form of classical nationalism.
The proto-national reality and its ingredients.
READINGS: Course Reader, 151-430; Smith, pp. 6-122.
3. 03/30/2017 From Nation to National State:
The influence of nation to the formation of the national state.
National state-building and nation-building.

Nationalism (1789-1918):
Periodization issues.
Theoretical aspects and particularities of nationalist movements.

READINGS: Hobsbawm, pp. 101-130;

4. 04/06/2017 Nationalism (1918-2008):
Major issues in the development of nationalism in the 20th century.
 Theoretical aspects and particularities of 20th century nationalist
movements.
READINGS: Course Reader, 431-489; Hobsbawm, pp. 131-192.
5. 04/13/2017 Perceptions of the Past, Nationalist Myths & the Construction of Historical
Consciousness:
Albanian Myths of Origin and Priority, Homogeneity, Cultural
Purity and Permanent National Struggle.
Readings:
Malcolm N. (2002), Myths of Albanian National Identity, in Schandner
(2002), pp. 70-87.
Plivi Torsti. (2004), History Culture and Banal Nationalism in post-War
Bosnia, in Southeast European Politics Vol. V, No. 2-3, December, pp.
142-157. Download from JSTOR.

Sources:
Chekrezi C. (1919), Albania. Past and Present, New York: McMillan Publ., pp.
3-9, 36-41 (cf. 188-193);
Dako C. (1919), Albanias Rights and Claims to Independence, Boston, pp. 1-6;
Adamidi F. (1903), Les Plasges et les Descendents, les Albanais, Cairo, pp. 1-
14;
Ismail Kemal Bey (1920), The Memoirs, London, pp. 4, 7, 18, 19, 354-356 and
360-362.
Herodotus, Historiae, Book 1.

Popular Sources:
Pelasgians: The First Inhabitants of the Balkans:
http://www.youtube.com/watch?v=fOCx3asVeB8.

The Perception of Hellenic Heritage vs. the Byzantine

Heritage in the Construction of a Greek National Identity:
Autochonism vs. Heterochthonism.
Readings:
Smith A. (1999), pp. 23-31.
Grosby S. (2007), The Successor Territory, in Leoussi A. Grosby S. [eds.]
(2007), Nationalism and Ethnosymbolism: History, Culture and Ethnicity in
the Formation of Nations, Edinburgh: Edinburgh University Press, pp. 99-
112;
Garman S. (2007), Ethnosymbolism in the Ancient Mediterranean World, op.
cit., pp. 113-125;
Liakos A. (2007), Historical Time and National Space in Modern Greece, in
Hayashi Tadayuki and Hiroshi Fukuda, Regions in Central and Eastern
Europe: Past and Present, Sapporo, Slavic Euroasian Studies 15, 2007, 205-
227;
Kitromilides P. (1998), On the Intellectual Content of Greek Nationalism:
Pararrigopoulos, Byzantium and the Great Idea, in Ricks D. Magdalino P.
[eds.]. (19987), Byzantium and the Modern Greek Identity, London: Ashgate
Publications, pp. 25-33.
Koundoura M. (2007), The Greek Idea: The Formation of National and
Transnational Identities, London: Tauris, pp. 79-105.
Miliori M. (2009), Europe, the Classical Polis and the Greek Nation in
Beaton R. Ricks D. (2009), Making of Modern Greece: Nationalism,
Romanticism and the Uses of the Past (1797-1896), London: Ashgate, pp.
65-77.
Mouritsen H. (2009), Modern Nations and Ancient Models: Italy and Greece Compared,
 in Beaton R. Ricks D. (2009), Making of Modern Greece: Nationalism,
Romanticism and the Uses of the Past (1797-1896), London: Ashgate, pp.
43-49.
Setton-Watson R.W. (1918), The Rise of Nationality in the Balkans, New York:
Howard Fertig, pp. 44-55.
Sakellariadi A. (2008), Archaeology and Museums in the Nation-Building
Process in Greece, in Comparing: National Museums, Territories, Nation-
Building and Change. NaMu IV, Linkping University, Norrkping, Sweden
1820 February 2008, pp. 129-141 (135).

Sources:
Shelley P.B. (1821), Hellas.
Palamas K., Olympic Hymn.
Academy of Athens Building (photo).
University Building, Athens (photo).
H. Schliemmans Mansion, Athens (photo).
G.B. Serpieris Mansion, Athens (photo).
Gkimis P. (1920), .

,
Athens.
Mistriotis G. (1875), ..
, Athens, pp. 3, 5 [download-3].
6. 04/20/2017 Myths for Heroes and Heroes for Myths:
The Profile of the Klepht as a Hero in the Greek War for
Independence.
Readings:
Gerolymatos A. (2002), The Balkan Wars. Conquest, Revolution and Retribution
from the Ottoman Era to the 20th century and Beyond, New York: Basic
Books, pp. 85-119.
Kolliopoulos J.S. (1987), Brigands with A Cause: Brigandage and Irredentism in
Modern Greece, 1821-1912, Oxford: Clarendon Press.
Van Boeschoten R. (1986), Myth and History in Greek Folk Songs Related to
the War of Independence, Journal of the Hellenic Diaspora, v. 10, pp. 125-
141, URL: http://hdl.handle.net/10066/5476 (pp. 134-135).

Sources: Klephtika Songs:

http://www.youtube.com/watch?v=fYmHa44sphE (March 25 in Derio);
http://www.youtube.com/watch?v=ZqujgBvvGdg.
Kolokotrones T. (1892), Kolokotrones: The Klepht and the Warrior, trans. by
Edmonds, London.

On Martyrs, Murderers and Traitors:

The Romantic Profile of the Hero: Petro Nini Luarasi.
Readings:
Clayer N. (2007), Aux Origines du Nationalisme Albanais, Paris: Karthala.
Giakoumis K. (2011). The Policy of the Orthodox Patriarchate Toward the Use of
Albanian in Church Services, Albanohellenica, v. 4, pp. 137-171.
cf. Gerolymatos A. (2002), op. cit., pp. 7-46.

Sources:
Grameno M. (1921), Mallkimi i Gjuhs Shqipe, Kora, pp. 17, 19-20, 29-32, 54-
55, 74-75, 83-86.
Luarasi P.N. (19111), Mallkimi i Shkronjave Shqipe dhe prfolja e Shqiptarit,
Bitola.
 Luarasi P.N. (19112),
, Bitola.
Sevo G. (1936), Petro Luarasi, Msonjsi im i Shqipes, Tiran.
Xhuvanni V. (1926), ashtie Politiko-Religjoze, Konstandinopoli Tiran,
Tirana.
7. 04/27/2017 Myths for Heroes and Heroes for Myths:
The Ottoman Appearance in the Balkans. Acceptance, Resistance and
Selective Memory in the Formation of Myths: George Castriota
Scanderbeg, the Dracula and the Balkan Secret Schools.
Readings:
Clayer N. (2002), The Myth of Ali Pasha and the Bektashis, in Schandner-
Sievers (2002), pp. 127-133 (132).
Danos A. (Autumn 2002), Nikolaos Gyzis The Secret School and an Ongoing
National Discourse, Nineteenth Century Art Worldwide, v. 1 / 2,
http://www.19thc-artworldwide.org/index.php/autumn02/258-nikolaos-
gyziss-the-secret-school-and-an-ongoing-national-discourse.
Elsie R. (2005), Albanian Literature: A Short History, London: Tauris Ed.
Elsie R. (2010), The Hybrid Soil of the Balkans: A Topography of Albanian
Literature, in Cornis-Pope M. Neubauer J. [eds.] (2010), History of the
Literary Cultures of East-Central Europe, Amsterdam: John Benjamins
Publishing, pp. 283-301.
Duijzingts G. (2002), Religion and the Politics of Albanianism: Naim
Frashris Bektashi Writings, in Schandner-Sievers (2002), pp. 60-69 (68).
Fejes N. (2010), Lasting Legacies: Vlad Tepes and Dracula in Romanian
National Discourse, in Cornis-Pope M. Neubauer J. [eds.] (2010), History
of the Literary Cultures of East-Central Europe, Amsterdam: John
Benjamins Publishing, pp. 333-343.
Kiel M. (1990), Ottoman Architecture in Albania 1385 - 1912, Istanbul:
Research Centre for Islamic History, Art and Culture, pp. 14-47, 173-175,
187-190.
Lubonja F. (2002), Between the Glory of a Virtual World and the Misery of a
Real World, in Schandner-Sievers (2002), pp. 91-103 (92-93, 95-97, 98,
101).
Misha P. (2002), Invention of a Nationalism: Myth and Amnesia, in
Schandner-Sievers (2002), pp. 33-48 (43).
Schmitt O.J. (2008), Sknderbeu, trans. A. Klosi, Tirana, especially pp. 457-478.

Sources:
Frasheri N. (1888), Historia e Sknderbeut, Tiran, see
http://letersia.zemrashqiptare.net/article/AutoreN/NaimFrasheri/1975/.
Gyzis N. The Secret School.
Knga e Kreshnikve.
Musachi J. (1535), Brief Chronicle of the Descendants of our Musachi Dynasty,
accessible through http://www.albanianhistory.net/texts16-18/AH1515.html
(Lord Scanderbeg, realizing that he was being overwhelmed by the enemy
and that there was little hope left, , The first daughter, Lady Maria,
The said Lady Yela was married to Lord George Cernojevic,, I would like
to add that the said Lord Musachi Comnenus,, Lord Scanderbeg died on
the 4th of December of the year 1466, You should know that the
grandfather of Lord Scanderbeg).

Language & National Identity:

Greek Language in the Construction of Greek National
Identity and the Process of Homogenization. A Comparative
 Approach.
Readings:
Beaton R. (1988), Romanticism in Greece, in Porter R. Teich M. (1988),
Romanticism in National Context, Cambridge: CUP, pp. 92-108.
Clayer N. (2011), L Albanisation des Toponymes dans l Albanie, in de
Rapper G. Sints P. [eds.] (2008), Nommer et Classer dans les Balkans,
Paris, pp. 237-255.
Mackridge P. (2009), A Language in the Image of a Nation: Modern Greek and
Some Parallel Cases, in Beaton R. Ricks D. (2009), Making of Modern
Greece: Nationalism, Romanticism and the Uses of the Past (1797-1896),
London: Ashgate, pp. 177-187.
Peckham R.S. (2001), National Histories, Natural States: Nationalism and the
Politics of Place in Greece, London: Tauris Ed.
Politis A. (2009), Literature as National Cause: Poetry and Prose Fiction in the
National and Commercial Capitals of the Greek-Speaking World, in Beaton
R. Ricks D. [eds.] (2009), op. cit., pp. 225-238.

Sources:
Lithoxoou on the Changes of Toponymy of Settlements in Epiros
[http://lithoksou.net/metonomasies_ipiru.html].
Clayer N. (2011).
Petridis A., .
Faik Konica in
http://books.google.com/books?id=pbi_wzu7QAMC&pg=PA308&lpg=PA308&
dq=Culture+and+Folklore+in+Albanian+nationalist+discourse&source=bl&ots=
q6ZmBhBIiQ&sig=h-
xTMBD_y6xSc9zfLn50AkirYcY&hl=en&ei=cWOHTrD0CKWG0AWOvbH2D
w&sa=X&oi=book_result&ct=result&resnum=1&sqi=2&ved=0CB0Q6AEwAA
#v=onepage&q=Culture%20and%20Folklore%20in%20Albanian%20nationalist
%20discourse&f=false.
8. 05/04/2017 Mid-Term Exam
9. 05/11/2017 Ethnicity and Nationalism in former Yugoslavia:

Readings:
Bieber F. (2002), Nationalist Mobilization and Stories of Serb Suffering: The
Kosovo myth from 600th anniversary to the present in Rethinking History,
6:1, pp. 95-110.
Tolsti P. (2004), History Culture and Banal Nationalism in post-War Bosnia, in
Southeast European Politics, Vol. V, No. 2-3, pp. 142-157.
10. 05/18/2017 Religion and Politics in Nation-Building and Irredentism (cont.):
Orthodox States.
Readings:
Hatzopoulos M. (2009), From Resurrection to Insurrection. Sacred Myths,
Motifs and Symbols in the Greek War for Independence, in Bearon R.
Ricks D. (2009), Making of Modern Greece: Nationalism, Romanticism and
the Uses of the Past (1797-1896), London: Ashgate, pp. 81-93.
Gazi E. (2009), Revisiting Religions and Nationalism in 19th century Greece,
op. cit., 95-106.

Sources:
The Myth of Constantine Palaeologus.
Virgin the Shelter ( )
Painting the Revolution

Culture and Symbols in Ethnicity & Nationalism:

 Readings:
Clayer N. (2007), pp. 178-180, 204-205 (Joakim de Rada), 234-239 (Dora d
Istria).
Qendro G., Paradigma t Narcisizmit Kolektiv.
Szab L.T. (2009), Narrating The People and Discipling the Folk. The
Constitution of the Hungarian Ethnographic Discipline and the Touristic
Movements (1870-1900), in Mishkova D. (2009), We, the People. Politics
of National Peculiarity in SE Europe, Budapest: CEU Press, pp. 207-236.

Sources:
Scanderbeg Songs.
Scanderbeg statues (Rome, Kruja, Tirana, Prishtina, Skopje)
Scanderbeg Coins and bank notes
[http://www.bankofalbania.org/web/5000_Leke_5660_1.php]
National histories, natural states: nationalism and the politics of place in Greece
http://www.youtube.com/watch?v=6eRdZn5EIZA [Albanian national anthem
and music].
11. 05/25/2017 The Break-Up of Former Yugoslavia:
Readings:
Conversi D. (2000), Central secession: towards a new analytical concept? The
Case of Former Yugoslavia., Journal of Ethnic and Migration Studies, Vol.
26, No. 2: 333-355.
12. 06/01/2017 National Identity Politics & Engineering, Culture and Rights.
Readings: Course Reader, 501-532.
13. 06/08/2017 Banal Nationalism
Readings:
Billig M. (1995). Banal Nationalism. London: Sage Publications.
14. 06/15/2017 Sporting Nationalism
Readings: Course Reader, 533-572.
15. 06/22/2017 IN-CLASS FINAL EXAM.

Principal Textbook: Giakoumis K. [ed.] (Spring 2017), Ethnic Conflict and

Nationalism, Tirana: McGraw Hill Education Create.

Additional Bibliography:
Author Date Title Publisher
Anderson B. 1991 Imagined Communities: Reflection on Verso
the Origins and Spread of Nationalism

Gellner E. 1983 Nations and Nationalism Cornell

University Press

Hobsbawm E. 2008 Nations and Nationalism Since 1780: CUP

J. Programme, Myth, Reality

Smith A. D. 1999 Myths and Memories of the Nation Oxford

University Press
 Kolst P. 2005 Myths and Boundaries in South-Eastern Hurst &
Europe Company.

Seton-Watson 1966 The Rise of Nationality in the Balkans Howard Fertig

R.W.

2004 Mungiu-Pippidi A., Milosevic`s CEU University

Voters, in Mungiu-Pippidi A., Press
Krastev I. [eds.] Nationalism after
Communism: Lessons Learned

Kupchan Ch. 1995 Nationalism, and Nationalities in the Cornell

A. [ed.] New Europe University Press

Denitch B. 1994 Ethnic Nationalism: the Tragic Death of University of

Yugoslavia Minnesota Press

Schandner- 2002 Schandner-Sievers S. S.-Discher B.J. [eds.] Indiana

Sievers S. S.- (2002), Albanian Identities: Myth & University Press
Discher B.J. History, Bloomington & Indianapolis.
[eds.]

Readings for Extension: For more readings on nationalism, ethnicity, and ethnic conflict
read:
Carment, David and Patrick James. (2004) Third-Party States in Ethnic Conflict:
Identifying the Domestic Determinants of Intervention. In Steven E. Lobell and
Philip Mauceri, eds., Ethnic Conflict and International Politics: Explaining Diffusion and
Escalation, 11-34. New York: Palgrave Macmillan.
De Soysa, Indra. (2002) Paradise is a Bazaar? Greed, Creed, and Governance in Civil
War, 1989-99. Journal of Peace Research 39, 4, 395-416.
Doyle, Michael W. and Nicholas Sambanis. (2000) International Peacebuilding: A
Theoretical and Quantitative Analysis. American Political Science Review 94, 4, 779-
801.
Fearon, James D. (2000) Commitment Problems and the Spread of Ethnic Conflict. In
David A. Lake and Donald Rothchild, eds., The International Spread of Ethnic Conflict:
Fear, Diffusion, and Escalation, 107-26. Princeton, NJ: Princeton University Press.
Fearon, James D. (2004) Why Do Some Civil Wars Last So Much Longer than Others?
Journal of Peace Research 41, 3, 275-301.
Fox, Jonathan. (2000) Is Islam More Conflict-Prone than Other Religions? A Cross-
Sectional Study of Ethno-Religious Conflict. Nationalism and Ethnic Politics 6, 2
(Summer), 1-24.
Fox, Jonathan. (2003) Trends in Low-Intensity Ethnic Conflict in Democratic States in
the Post-Cold War Era: A Large-N Study. Review of International Affairs 2, 3 (Spring),
54-70.
Fearon, James D. (1998) Commitment Problems and the Spread of Ethnic Conflict, in
David Lake and Donald Rothchild (eds.) The International Spread of Ethnic Conflict:
Fear, Diffusion, and Escalation. Princeton, N.J.: Princeton University Press, pp. 107-
126.
Gurr, Ted Robert and Will H. Moore. (1997) Ethnopolitical Rebellion: A Cross-
Sectional Analysis of the 1980s with Risk Assessments for the 1990s. American
Journal of Political Science 41, 1079-1103.
Horowitz, Donald L. (2000) Ethnic Groups in Conflict, Berkeley: University of California
Press, 1985 (Second edition, 2000)
Horowitz, Donald L. (2001) The Deadly Ethnic Riot, Berkeley: University of California
Press.
Kalyvas, Stathis. (2003) The Ontology of Political Violence: Action and Identity in
Civil Wars. Perspectives on Politics 1, 475-94.
Kaufman, Stuart J. (2001) Modern Hatreds: The Symbolic Politics of Ethnic War, Ithaca, NY:
Cornell University Press, 2001, Chapters 1 and 2, pp. 1-47.
Kaufmann, Chiam D. (1996) Possible and Impossible Solutions to Ethnic Civil Wars,
International Security, vol. 20, no. 4 (Spring 1996), pp. 136-175. (Reprinted in Brown,
Michael E., Cote, Owen, R., Jr., Lynn-Jones, Sean M., Miller, Steven E., eds.,
Nationalism and Ethnic Conflict, rev. ed., Cambridge, MA: MIT Press, 2001.)
Krain, Matthew. (1997) State-Sponsored Mass Murder: The Onset and Severity of
Genocides and Politicides. Journal of Conflict Resolution 41, 331-60.
Posen, Barry (1993) The Security Dilemma and Ethnic Conflict, in Michael Brown
(ed.) Ethnic Conflict and International Security. Princeton, N.J.: Princeton University
Press, pp. 103-124.
Roeder, Philip G. and Rothchild, Donald, eds., Sustainable Peace: Power and Democracy After
Civil Wars, Ithaca: Cornell University Press, 2005
Walter, Barbara F. (1999) Designing Transitions from Civil War: Demobilization,
Democratization, and Commitments to Peace, International Security, vol. 24, no. 1
(Summer 1999), pp. 127-155. (Reprinted in Brown, Michael E., Cote, Owen, R., Jr.,
Lynn-Jones, Sean M., Miller, Steven E., eds., Nationalism and Ethnic Conflict, rev. ed.,
Cambridge, MA: MIT Press, 2001.)

Basis for Student Evaluation:

# Criterion % of final
grade
Attendance, participation and preparation: I expect students be in
class and also actively engage into class discussion and other activities,
individual or in larger and smaller groups. One of the exciting things
about history is that there is rarely a right or wrong view, but more often
1.
than not a convincing or non-convincing viewpoint. Considering the 10%
value of advance preparation for class discussions, short quizzes and
orally investigated review questions will normally precede the start of a
new section.
Mid-Term Exam: Both the mid-term, as well as the final exam are
structured in two sections, each of which contains two parts. The first
sections first part contains multiple-choice, true or false and/or short-
definition questions, most of which are available online at the courses
website. The second part of the first section contains multiple-choice
questions developed for the purpose of assessing student learning of
skills cultivated in class. The second section of the test contains two
essays. The first part comprises document-based questions, i.e. you will
be given one or more sources and you will be asked to analyse them and,
in the form of short essays, respond to questions upon them aimed at
2.
assessing student learning of the historical thinking skills developed 30%
throughout the course. The second part of the second section contains a
selection of change-of-time or comparative larger-scale essays (approx.
500 words) aimed at assessing students ability to identify patterns and
factors of change over time and to compare social, economic, political
and other structures. The first section of the mid-term exam is
delivered on a weekly basis in class in the form of quizzes with
multiple choice questions given in sessions 2-7 (best and worst grade
taken out and the remaining averaged), while half of the second part
of the test is given to be written at home and submitted by
 TURNITIN.
Term Paper: A term paper is a requirement in this course, aiming at
exposing students to some bibliographical research practice. Students
may opt to write a term paper on a subject either commonly set by the
instructor for the entire class, or selected by the student in consultation
with the instructor. All students are required to submit their work
electronically at www.turnitin.com. The 20% grade of the term paper is to be
divided under the following components: 1) A well-thought research paper topic
3.
and brief outline: 2% [due April 04, 2017]. 2) A detailed outline accompanied
20%
with an annotated bibliography: 3% [due April 19, 2017]. 3) Quality of papers
first draft: 5% [due May 31, 2017]. 4) Evaluation of the final draft: 10% [due
June 21, 2017].

Please see the appendix on the assessment criteria for papers and short
essays applied in this course.
Presentation(s): Students are required to engage into a number of group
projects assigned in class leading to presentations. Good presentation
skills (contact with audience, time management, voice-pitch, clear
4.
driving point with principal evidence and findings, as well as a powerful 5%
Power Point presentation, where appropriate, are desired qualities
constituting a good presentation).
Final Exam: The final exam tests materials not tested in the mid-term
5.
exam. Please see notes on mid-term exam. 35%

Grading Scale:
Letter Percent
Generally Accepted Meaning
Grade (%)
A 96-100
Outstanding work
A- 90-95
B+ 87-89
B 83-86 Good work, distinctly above average
B- 80-82
C+ 77-79
C 73-76 Acceptable work
C- 70-72
D+ 67-69
D 63-66 Work that is significantly below average
D- 60-62
F 0-59 Work that does not meet minimum standards for passing the course

Individual Tutorials:
Students are welcome to arrange a tutorial session with the instructor on an individual
basis. An announcement of my office hours is placed outside my office, Room 1C.

How to Succeed in the Course:

General Policies:
1. Regular attendance is expected. If there is an urgent reason to be absent, please email the
instructor in advance, if possible. A student may not enter an examination without having
justified all of his/her absences.
2. Assignments will be collected electronically through TURNITIN. There will be a 10% daily
deduction for late assignments (up to 2 days only, thereafter no grade will be given) unless
you demonstrate extenuating circumstances and get an extension from the instructor.
3. Any violation of academic honesty principles, e.g. plagiarism, will result in an automatic F on
the course, in line with UNYTs Honour Code policies.
 4. Make-up exams will be given only in the case of a confirmed medical excuse. If possible,
please advise the instructor in advance by email.

Please Note: STUDENTS: If you feel that you have special learning difficulties,
please, make an appointment with the universitys Counselling Centre.
 EVALUATION GRID AND FEEDBACK FORM FOR PAPERS
STUDENTS NAME & SURNAME: ______________________ COURSE: _____________________
CRITERIONCOMPONENT % POINTS DESCRIPTION ASSESSMENT
9-10 (A) Precise, original, substantiated and plausible, insightful and sophisticated.
THESIS

8-8.9 (B) Slightly obscure and/or lacking insightfulness or originality.

(10%)

N/A 7-7.9 (C) Slightly vague or uninteresting, lacking originality.

6-6.9 (D) Vague or upholding a self-evident point.
0-5.9 (F) No thesis.
9-10 (A) Sets of ideas constitute logical arguments; possible counter-arguments are identified and defused. The author makes cross-
disciplinary connections not necessarily retrieved from course materials, thereby creating novel avenues of supporting a
thesis.
8-8.9 (B) Logical ideas form solid arguments. Some counter-arguments are identified but not defused; insights are primarily limited to the
Logic & sources used.
Argumentation 7-7.9 (C) The logic of some ideas may fail, thereby creating implausible arguments. Few counter-arguments are identified. Most
(10%) insights are limited to the primary materials without cross-disciplinary connections.
6-6.9 (D) Loose ideas, not advancing to an argument. Mere repetition or summary of points raised in the used sources. No attempt to
identify counter-arguments and dilute them. Simplistic view of topic; no effort to apperceive alternate theses.
0-5.9 (F) Arguments sequenced arbitrarily.
9-10 (A) Full, semantically and grammatically correct integration of primary sources into historical or art historic argument; use of
CONTENT

examples to illustrate points of view.

(30%)

8-8.9 (B) Use of primary source materials to uphold most statements; some unnecessary or inappropriate use of primary materials.
Primary sources are not very well incorporated into sentence structures.
Use of Evidence 7-7.9 (C) Many statements remain unsubstantiated, without thorough or suitable evidencing; limited use of examples from primary
(10%) sources to support the authors viewpoints or unclear points in the choice of evidence. Primary sources are loosely
integrated into the (art) historical argument.
6-6.9 (D) Scarce, poor or irrelevant use of examples. Statements are not supported by evidence or evidence does not lead to
statements. Primary source quotations are thrown improperly or unnecessarily without any effort for integration.
0-5.9 (F) No attempt to relate statements with examples.
9-10 (A) Statements and evidence are correlated with each other to form mini-theses, which logically advance to the papers thesis.
The analysis is vertical (meaning thorough and insightful) rather than horizontal (meaning superficial).
Analysis 8-8.9 (B) Many statements and evidence are correlated to each other. The analysis is somewhere vertical and elsewhere horizontal.
(10%) 7-7.9 (C) A number of statements or quotes provide little or no insight.
6-6.9 (D) Loose or no insight on the correlation between statements and evidence, thereby not formulating comprehensible arguments.
0-5.9 (F) No effort in providing any insights. Lack of arguments.
STRU

(30%)
CTU

27-30 (A) Justified and identifiable, naturally flowing towards buttressing the thesis. Smooth and sound macro-structural transitions
RE

N/A from unit to unit. The micro-thesis of a unit progresses through logically classified, coherent and interconnected paragraphs.

12 | P a g e
 24-26.9 (B) Overall rather justified and identifiable, even though occasionally lapsing towards extraneousness. Some macro-structural
transitions are obscure, or some paragraphs lack coherence, interrelation or clarity of sequencing.
21-23.9 (C) Overall lacking a logical, driving point and proper justification; leaning towards extraneousness or redundancy. Macro-
structural units are often unabridged, while many paragraphs lack coherence, correlation with each other and do not serve a
clear driving point.
18-20.9 (D) Indistinct, not-rarely due to a lack of driving point. Haphazard structuring of units, many paragraphs without topic
sentences.
0-17.9 (F) Lack of driving point, illogical structuring of units or no paragraphing at all.
27-30 (A) Excellence in grammar and syntax, use of sophisticated vocabulary, use and understanding of related terminology. The
paper is properly typed, paragraph margins are justified, and illustrations are accompanied by full identifications and proper
PRESENTATION

in-text citations. The author cites all ideas, statements, arguments, or evidence other than his own.
24-26.9 (B) Correct grammar and syntax with sporadic mistakes. The papers format is not very user-friendly. Some illustrations are not
cited in the text or are incompletely identified. The author cites all ideas, statements, arguments, or evidence other than his
(30%)

own.
N/A 21-23.9 (C) Some failures in correct use of grammar, syntax and diction, but no grave mistakes. The papers format is unattractive and
not user-friendly. Few illustrative materials, unidentified, placed casually without in-text citation. Some mistakes in
citations.
18-20.9 (D) Major errors in syntax, grammar, and diction. Frequent mistakes in citation style, too little illustrative materials without
structural link with the text. Paper format difficult to read.
0-17.9 (F) Major problems in writing academic English. Instances of plagiarism. Paper highly illegible due to sloppy formatting.
Final Papers Grade
ADDITIONAL FEEDBACK
1. Thesis: ________________________________________________________________________________________________________

2. Content:
a. Logic and Argumentation: ___________________________________________________________________________________

b. Use of Evidence: ___________________________________________________________________________________________

c. Analysis: _________________________________________________________________________________________________

3. Structure: ______________________________________________________________________________________________________

4. Presentation: ___________________________________________________________________________________________________

Dr. Konstantinos Giakoumis

13