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This document contains Chapters 3 to 4 Chapter 3: Nations, States, and Identity Classroom Analytical Activities and Discussion Questions Although the following activities focus on classroom activities, they also can serve as outside assignments with slight modifications. 1. Introduce the lesson by reading the first of the Shake¬spearean quotations, “This blessed plot, this earth, this realm, this England,” at the beginning of the chapter. Then query the students as follows: • Do you agree with the quote that England is a “blessed plot”? Why or why not? • What evidence, if any, do you see of others in the world today agreeing with Shakespeare? • Why do many people feel so strongly about their coun¬try? (Relate student responses to the conceptual elements of nationalism listed during that phase of the lecture.) • Why is nationalism an important topic for us to un¬derstand? (How is it influencing our world, nations, and us?) • What questions do you have about nationalism? (List these and respond to as many as possible during the ensuing lectures and discussions.) Introducing the lesson with Shakespeare's quote, "This blessed plot, this earth, this realm, this England," sets the stage for a thoughtful exploration of nationalism, a concept deeply rooted in identity and belonging. Firstly, whether England is a "blessed plot" is subjective and open to interpretation. Some may argue that its rich history, cultural heritage, and contributions to the world make it a blessed land. Others might point to its colonial past or contemporary challenges as reasons to disagree. Secondly, evidence of others agreeing with Shakespeare's sentiment can be seen in various forms, such as patriotic displays during national holidays, fervent support for national sports teams, or pride in cultural achievements. Thirdly, people often feel strongly about their country due to a sense of shared history, culture, and values. Nationalism, as discussed in class, can be seen as a collective identity that binds people together and gives them a sense of belonging and purpose. Understanding nationalism is crucial because it influences how countries interact with each other, shapes national policies, and impacts individuals' sense of identity and belonging. In today's globalized world, nationalism can both unite and divide, making it a complex and important topic to study. Finally, students' questions about nationalism, such as its role in shaping national narratives, its relationship with globalization, or its impact on minority groups, should be addressed throughout the lectures and discussions to deepen their understanding of this multifaceted concept. 2. Have the students work in pairs to explain the relationships among state, nation, nation-state, and nationalism. As they provide a response, probe until they create a satisfactory analysis. Working in pairs, students can explore the relationships among state, nation, nation-state, and nationalism in the following way: 1. State: A state is a political entity with defined geographical boundaries, a permanent population, a government, and the ability to enter into relations with other states. It is a legal and political organization. 2. Nation: A nation refers to a group of people who share a common identity, such as culture, language, ethnicity, or history. Nations often aspire to have their own state but may exist within a state that encompasses multiple nations. 3. Nation-state: A nation-state is a state that predominantly consists of a single nation. It is often characterized by a strong sense of national identity and cultural homogeneity. However, few pure nation-states exist; most states are multinational. 4. Nationalism: Nationalism is an ideology that emphasizes the interests, culture, and identity of a nation. It can manifest as a desire for self-determination, pride in one's nation, or the belief in the superiority of one's nation over others. The relationships among these concepts are complex and interlinked. States can contain multiple nations, leading to challenges in governance and questions of identity. Nationalism can influence state policies and international relations, often leading to tensions between different nations within a state or between states. Through this exercise, students can gain a deeper understanding of how these concepts interact and shape the political landscape. 3. Ask students to explain why the United States is a nation-¬state and why their individual state is not. What changes would be necessary for a state to become a nation and a state? The United States is often considered a nation-state because it is founded on a shared set of principles and values, such as democracy, freedom, and equality, which serve as the basis for its national identity. Additionally, the United States is a relatively homogenous nation in terms of language, culture, and history, further reinforcing its nation-state status. On the other hand, individual states within the United States, such as California or Texas, are not considered nation-states because they do not have the same level of cultural homogeneity or distinct national identity as the entire country. States within the United States are part of a larger federal system and share a common national identity as Americans, but they maintain their own unique identities and cultures. For a state to become a nation-state, several changes would be necessary. First, it would need to develop a distinct national identity based on shared cultural, linguistic, or historical characteristics. This could involve efforts to promote a common language, cultural practices, and historical narratives. Second, the state would need to establish a strong sense of sovereignty and self-determination, including the ability to govern itself independently of external influences. Finally, the state would need to gain recognition from the international community as a sovereign nation-state. Overall, the distinction between the United States as a nation-state and individual states within the country highlights the complexity of national identity and the challenges of achieving nation-state status. 4. The French and American Revolutions linked the “will of the people” with a national govern¬ment. This increased the power of govern¬ment, which now presumed to speak for the “masses.” Ask students to describe contemporary situations where governments wield extensive powers and justify their ac¬tions in the name of nationalism. Contemporary situations where governments wield extensive powers and justify their actions in the name of nationalism can be found around the world. Here are some examples: 1. China: The Chinese government, under the leadership of the Chinese Communist Party, often justifies its authoritarian rule and tight control over dissent as necessary for maintaining national unity and stability. The government portrays itself as the protector of Chinese sovereignty and national interests, using nationalism to rally support for its policies. 2. Russia: The Russian government, led by President Vladimir Putin, has used nationalism to justify its actions in Crimea and Eastern Ukraine, framing them as efforts to protect Russian-speaking populations and restore Russia's historical influence. Putin's government has also cracked down on political opposition and media freedoms, citing the need to maintain national security and stability. 3. Turkey: President Recep Tayyip Erdogan's government in Turkey has increasingly invoked nationalism to consolidate power and justify its actions. Erdogan has promoted a nationalist agenda, emphasizing Turkey's historical greatness and its role as a regional power. The government has cracked down on dissent, citing national security concerns and the need to protect Turkish values and interests. 4. India: The Indian government, led by Prime Minister Narendra Modi and the Bharatiya Janata Party (BJP), has promoted a form of Hindu nationalism known as Hindutva. The government has taken controversial actions, such as the revocation of the special status of Jammu and Kashmir and the passage of citizenship laws that critics argue discriminate against Muslims. These actions are often justified in the name of protecting Indian culture, identity, and security. In each of these cases, governments have used nationalism to justify their actions and consolidate power, often at the expense of individual freedoms and democratic principles. The linking of the "will of the people" with national government, as seen in the French and American Revolutions, continues to be a powerful tool for governments seeking to legitimize their authority and policies. 5. Working in pairs, assign one student of the pair to represent¬ an European intellectual in the early 1950s and tell the other student to represent an intellectual from a newly indepen¬dent, former European colony. Ask each to write a short outline predicting the future of nationalism. Have them exchange outlines and discuss their views. Summarize by having the class discuss the following topics: • Why Western scholars predicted the demise of nation¬alism in the late 1940s and early 1950s. • Why these predictions did not come true. In the early 1950s, European intellectuals and those from newly independent former European colonies would have had differing perspectives on the future of nationalism: 1. European Intellectuals: Many European intellectuals in the early 1950s might have predicted the demise of nationalism due to the devastation of World War II and the growing influence of supranational organizations like the United Nations and the European Coal and Steel Community. They may have believed that economic and political integration would lead to the erosion of national identities and the emergence of a more unified, peaceful world order. 2. Intellectuals from Former European Colonies: Intellectuals from newly independent former European colonies, on the other hand, might have viewed nationalism as a driving force for liberation and development. They may have seen nationalism as a means of asserting cultural identity and political autonomy after years of colonial rule. For them, nationalism was not on the decline but rather gaining momentum as a potent force for change and self-determination. When these perspectives are exchanged and discussed, it becomes evident that the predictions of the demise of nationalism did not come true for several reasons: 1. Cultural and Historical Significance: Nationalism often has deep-rooted cultural and historical significance for many societies, making it resilient to external pressures for assimilation or integration. 2. Political Realities: The emergence of new nation-states and the ongoing struggles for independence in various parts of the world demonstrated that nationalism remained a potent force in shaping political realities. 3. Globalization: Rather than eroding nationalism, globalization has, in many cases, fueled nationalist sentiments as people seek to protect their cultural identities and economic interests in the face of global integration. 4. Political Instrumentalization: Political leaders and movements often use nationalism as a tool to mobilize support and legitimize their actions, further sustaining its relevance in contemporary politics. In summary, while Western scholars may have predicted the demise of nationalism in the early 1950s, the reality has proven to be quite different, with nationalism remaining a powerful force in shaping global politics and identities. 6. Have students form pairs, and tell one student to defend the positive aspects of nationalism while the other student argues the negative aspects of nationalism. After each person presents his or her position, ask the group to discuss the arguments and evidence presented and report their conclusions back to the class. List the pro and con ar¬guments and ask students to assess which ones are most persuasive for each position. (For smaller classes, this activity can provide a lively class debate.) At the conclusion, allow students also to discuss their actual positions rather than their assigned positions. In this activity, students are tasked with exploring the positive and negative aspects of nationalism through debate and discussion. Here's how the activity could unfold: 1. Pair Formation: Students are paired up, with one student assigned to defend the positive aspects of nationalism and the other to argue the negative aspects. 2. Presentation: Each student presents their arguments, citing evidence and examples to support their position. The student defending the positive aspects might highlight nationalism's role in promoting unity, cultural preservation, and collective identity. The student arguing the negative aspects might focus on nationalism's potential for fueling conflicts, fostering exclusionary attitudes, and promoting xenophobia. 3. Group Discussion: After each presentation, the group discusses the arguments and evidence presented. They can evaluate the persuasiveness of each position and consider how nationalism has been both a unifying and divisive force in history. 4. Class Reporting: Groups report their conclusions back to the class, summarizing the key points raised and highlighting the most persuasive arguments for each position. 5. Debate and Reflection: For smaller classes, this activity can turn into a lively debate where students can express their actual positions on nationalism. This allows for a deeper exploration of the complexities and nuances of nationalism as a political and social phenomenon. By engaging in this activity, students can develop a deeper understanding of nationalism and its implications, encouraging critical thinking and analysis of this complex topic. 7. Scholars suggest that the optimal relationship between nation and state is when the two to coincide perfectly. Ask the students why this configuration is desir¬able. In addition, ask the class to explore the most frequent relationships between nation and state and the consequences of these relationships. Provide the class with specific historical or contemporary examples, and ask, “How might these consequences influence your country and, ultimately, you and your friends and family?” The idea of the nation and state coinciding perfectly suggests a scenario where a state's borders align precisely with the boundaries of a nation, meaning that the state encompasses the entirety of the nation's population. This configuration is considered desirable for several reasons: 1. Unity and Cohesion: When the nation and state coincide, there is a strong sense of unity and cohesion among the population. People share a common identity, culture, and history, which can foster a sense of belonging and solidarity. 2. Efficient Governance: A state that aligns perfectly with a nation may find it easier to govern, as policies and decisions can be more closely aligned with the values and aspirations of the population. This can lead to more effective governance and decision-making processes. 3. Reduced Conflicts: When the nation and state coincide, there may be fewer internal conflicts based on identity or nationality. This can contribute to stability and peace within the state. However, in reality, the relationship between nation and state is often more complex. Some common relationships between nation and state include: 1. Nation-State: This is the ideal scenario described above, where the state encompasses the entire nation. Examples include Japan and Iceland, where the majority of the population shares a common national identity. 2. Multinational State: In a multinational state, there are multiple nations within the borders of a single state. Examples include Canada, with its English-speaking and French-speaking populations, and India, with its diverse array of ethnic and linguistic groups. 3. Stateless Nation: A stateless nation is a population that shares a common national identity but does not have a state of its own. Examples include the Kurds, who are spread across several countries in the Middle East, and the Palestinians. 4. Nation without a State: This refers to a population that shares a common national identity but is dispersed across multiple states. An example is the Roma people in Europe. The consequences of these different relationships can vary. For example, multinational states may face challenges related to managing diversity and ensuring equal rights for all groups. Stateless nations may struggle for self-determination and face discrimination in the states where they reside. Nations without a state may experience challenges in preserving their cultural identity and securing their rights. Ultimately, these consequences can influence individuals and their communities in profound ways. Understanding the complexities of the relationship between nation and state can help individuals navigate issues of identity, governance, and belonging in their own lives and communities. 8. Introduce Ms. Bizquat, the leader of a sizable minority whose members reside within three adjacent power¬ful countries to the class. Generally, her group receives adequate treatment in all countries, but there is increasing desire by her people to unify into a new nation-state. Ask if the students believe if Ms. Bizquat has a right to induce her people to secede from their existing states. If the majority of students favor secession, ask what problems they could encounter and discuss whether her people will be better off living in a microstate surrounded by powerful enemies than they would be if they continued to reside within those states. The question of whether Ms. Bizquat has the right to induce her people to secede from their existing states is a complex and contentious issue. On one hand, proponents of self-determination argue that groups have the right to govern themselves and determine their own political status. If Ms. Bizquat's people feel that they are not adequately represented or their cultural identity is not respected within the existing states, they may argue that secession is necessary to protect their rights and preserve their identity. On the other hand, opponents of secession often point to the potential problems and challenges that could arise from such a move. Secession could lead to political instability, conflict with the existing states, economic challenges, and difficulties in establishing a viable independent state. If the majority of students favor secession, they may believe that the benefits of self-determination outweigh the potential problems. However, it's important to consider the practical realities of secession, including the potential for conflict and the challenges of governing a new state. Regarding the question of whether Ms. Bizquat's people would be better off living in a microstate surrounded by powerful enemies, this would depend on a variety of factors. A microstate may struggle to defend itself against larger, more powerful neighbors and could face economic challenges due to its small size. However, some argue that a microstate could also be more responsive to the needs and desires of its population and could provide a stronger sense of identity and cultural cohesion. Ultimately, the question of secession is a complex one that involves balancing the rights of minority groups with the potential challenges and consequences of creating a new nation-state. 9. Have students form groups that act as advisory councils to a ruler of a nation created from a former colonial hold¬ing. Its boundaries reflect European political realities, not geographic, ethnic, or cultural realities. Challenge the students to state how they could use their nationalism to their advantage. Ask them to devise a plan to foster positive nationalism, and ask them to identify any dangers that nationalism may pose to the nation. Further, ask students to consider the proper response to these dangers. Have groups report their recommenda¬tions and comment on them. In this activity, students are challenged to act as advisory councils to a ruler of a nation created from a former colonial holding, where the boundaries reflect European political realities rather than geographic, ethnic, or cultural realities. Here's how they might approach the task: 1. Using Nationalism to Their Advantage: Students could suggest that the ruler use nationalism as a unifying force to bring together the diverse ethnic and cultural groups within the nation. They could emphasize shared history, values, and goals to foster a sense of national identity and pride. 2. Devising a Plan to Foster Positive Nationalism: The students could propose initiatives to promote national unity and integration, such as educational programs that highlight the nation's diverse cultural heritage, infrastructure projects that benefit all regions equally, and policies that ensure equal rights and opportunities for all citizens. 3. Identifying Dangers of Nationalism: The students should also consider the potential dangers of nationalism, such as ethnic tensions, discrimination against minority groups, and aggressive or expansionist foreign policies. They could propose measures to mitigate these risks, such as promoting intercultural dialogue, protecting minority rights, and maintaining a peaceful and cooperative approach to foreign relations. 4. Proper Response to Nationalism's Dangers: Students could recommend that the ruler adopt inclusive and democratic governance practices, respect for human rights, and a commitment to peaceful conflict resolution. They could also suggest fostering a sense of national identity that is inclusive and respects the diversity of the population. 5. Reporting Recommendations and Commenting: After developing their recommendations, groups can report back to the class and receive feedback. This allows for a discussion of the complexities of nationalism and the challenges of governing a diverse nation with artificial boundaries. Overall, this activity encourages students to think critically about nationalism and its potential benefits and dangers, as well as the responsibilities of leaders in managing nationalism in a constructive and inclusive manner. 10. Select a contemporary nationalistic “hot spot,” e.g., North and South Korea, any FSR, North¬ern Ireland, the Balkans, Kashmir, Scotland, or Quebec. Gather information about critical is¬sues and discuss possible solutions. One contemporary nationalistic "hot spot" is the Kashmir region, which is claimed by both India and Pakistan and has been a source of conflict between the two countries for decades. The critical issues in Kashmir include: 1. Territorial Dispute: India and Pakistan both claim Kashmir in its entirety, leading to a long-standing territorial dispute. 2. Autonomy and Self-Determination: The people of Kashmir have expressed a desire for greater autonomy or even independence, leading to calls for self-determination. 3. Human Rights Concerns: The region has seen widespread human rights abuses, including extrajudicial killings, disappearances, and restrictions on freedom of speech and movement. 4. Cross-Border Terrorism: Both India and Pakistan accuse each other of supporting militant groups in Kashmir, leading to violence and instability in the region. Possible solutions to the Kashmir conflict could include: 1. Dialogue and Diplomacy: India and Pakistan could engage in sustained dialogue to find a peaceful solution to the Kashmir issue, potentially through bilateral negotiations or with the assistance of third-party mediators. 2. Autonomy and Self-Government: Granting greater autonomy to the people of Kashmir and allowing them to govern themselves to a larger extent could help address some of their grievances and aspirations. 3. Demilitarization: Both countries could agree to demilitarize the region, reducing the risk of conflict and creating a more stable environment for dialogue and negotiations. 4. International Involvement: The international community could play a more active role in facilitating a resolution to the Kashmir conflict, possibly through the United Nations or other multilateral organizations. It is important to note that the Kashmir conflict is complex and deeply rooted, and any solution would require careful consideration of the concerns and aspirations of all parties involved. 11. The text notes that historians are still writing the plot for the future of nation¬alism and that “each of us should lend a hand to establishing the plot, casting the actors, and writing the dialogue.” Work in small groups to gen¬erate ideas about what the future of nationalism should be and how class members might determine that future. Share and comment on the ideas of each group. In working in small groups to generate ideas about the future of nationalism, students can consider various perspectives and potential outcomes. Here's how they might approach the task: 1. Brainstorming Ideas: Students can begin by brainstorming ideas about what they believe the future of nationalism should be. They can consider whether nationalism should continue to play a significant role in shaping global politics and identities or whether it should give way to more supranational or cosmopolitan forms of identity. 2. Determining the Future of Nationalism: Students can discuss how they, as individuals and as a class, might determine the future of nationalism. They can consider the role of education, media, and political leadership in shaping national identities and fostering a sense of unity and inclusivity. 3. Sharing Ideas: Each group can share their ideas with the class, explaining their vision for the future of nationalism and how they believe it should be determined. This can lead to a lively discussion where students can debate and refine their ideas. 4. Commenting on Ideas: After each group has shared their ideas, students can comment on and discuss the ideas presented by other groups. This can help students gain a broader perspective on the issue and consider alternative viewpoints. 5. Reflecting on the Discussion: Finally, students can reflect on the discussion and consider how their ideas about the future of nationalism might influence their own actions and attitudes towards nationalism in the future. Overall, this activity encourages students to think critically about the role of nationalism in the modern world and consider how they can contribute to shaping its future in a positive and constructive way. Out-of-Class Activities 1. Scan the media and identify examples of nationalism operating in the world today. Then, report your findings to the class and show on a map the location of the examples. You will need to de¬fend their choice of nationalism and develop a hypotheses about nationalism based on these examples. In scanning the media for examples of nationalism operating in the world today, several instances stand out. One prominent example is the rise of nationalism in Europe, particularly in countries like Hungary and Poland, where nationalist parties have gained significant political influence. These parties often emphasize the protection of national identity, culture, and sovereignty against perceived threats from globalization and immigration. Another example can be found in India, where the ruling Bharatiya Janata Party (BJP) promotes a form of Hindu nationalism known as Hindutva. This ideology seeks to establish the cultural and religious dominance of Hinduism in India, sometimes leading to tensions with religious minorities and neighboring countries. In the Middle East, nationalism plays a significant role in the Israeli-Palestinian conflict, with both sides asserting their national rights to the land. Similarly, Kurdish nationalism is a powerful force in the region, with Kurds in Iraq, Syria, Turkey, and Iran advocating for greater autonomy or independence. In Asia, China's government promotes a form of nationalism that emphasizes the country's historical greatness and its role as a rising global power. This nationalism often manifests in territorial disputes with neighboring countries, particularly in the South China Sea. These examples illustrate the complex and varied nature of nationalism in today's world. While some forms of nationalism can foster a sense of pride and unity, others can lead to division, conflict, and the exclusion of minority groups. Overall, the prevalence of nationalism in various parts of the world highlights its enduring relevance as a political force. 2. Identify a nation-state with a high level of nationalism. Gather information on how its government portrays out¬siders and how the citizens perceive those outside of their country. What might be some long-term consequences of these perceptions? Can you find any similar historical sit¬uations to support your predictions? To address this question, let's consider North Korea as a nation-state with a high level of nationalism. The North Korean government portrays outsiders, particularly the United States and South Korea, as imperialist aggressors who seek to destroy the North Korean way of life. This portrayal is reinforced through state-controlled media and propaganda that emphasize the need for vigilance against external threats. Citizens of North Korea are indoctrinated from a young age to view outsiders with suspicion and hostility. They are taught that the outside world is dangerous and that North Korea is under constant threat, which fosters a sense of unity and loyalty to the regime. The long-term consequences of these perceptions can be significant. First, it can lead to a closed and isolated society, limiting the exchange of ideas and opportunities for economic development. Second, it can create a hostile environment that discourages diplomatic relations and cooperation with other countries, further isolating North Korea on the global stage. Similar historical situations can be found in countries like Nazi Germany and Fascist Italy, where nationalist ideologies were used to justify aggressive expansionism and the persecution of minorities. In these cases, the demonization of outsiders led to devastating consequences, including war and genocide. In summary, the high level of nationalism in North Korea, characterized by the demonization of outsiders, can have long-term consequences that isolate the country and create a hostile environment. History has shown that such perceptions can lead to devastating outcomes, underscoring the importance of promoting mutual understanding and cooperation among nations. 3. Work in teams, with each student taking responsible for one of the following regions: North America; Pacific Islands/Oceania; Central America; North Africa; South America; sub-Saharan Africa; Western Europe; the Middle East; Eastern Europe; Southeast Asia; Northern Asia; Southern Asia. They must consider all countries in the assigned region. Each student should: • Note how nationalism expresses itself in their assigned region • Describe the positive results of these expressions of nationalism • Describe any negative aspects of nationalism in the region • List any conclusion drawn based on this analysis. • The team also should prepare to present the findings to the class. Region: Southeast Asia Nationalism in Southeast Asia: Nationalism in Southeast Asia often manifests as a desire for independence and self-determination, stemming from a history of colonialism. Countries like Indonesia, Vietnam, and the Philippines have strong nationalist movements that played key roles in their independence struggles. Positive Results: 1. Independence: Nationalism has led to the independence of many Southeast Asian countries from colonial rule, fostering a sense of pride and unity among citizens. 2. Cultural Revival: Nationalism has helped revive and preserve indigenous cultures and traditions, promoting cultural diversity and heritage. 3. Regional Cooperation: Nationalism has also driven regional cooperation efforts, such as the Association of Southeast Asian Nations (ASEAN), which promotes economic growth, social progress, and stability in the region. Negative Aspects: 1. Ethnic Tensions: In some cases, nationalism has exacerbated ethnic tensions, as seen in conflicts in Myanmar between the Burmese majority and ethnic minorities. 2. Authoritarianism: Nationalism has been used by some governments in the region to justify authoritarian policies and suppress dissent. 3. Territorial Disputes: Nationalism has contributed to territorial disputes, such as those in the South China Sea involving multiple Southeast Asian countries and China. Conclusions: 1. Complex Nature: Nationalism in Southeast Asia is complex, with both positive and negative consequences depending on the context. 2. Importance of Balance: While nationalism can foster national identity and unity, it should be balanced with inclusivity and respect for diversity to avoid conflict and promote regional stability. 3. Role in Regional Integration: Despite challenges, nationalism has also played a role in shaping regional integration efforts, highlighting the need for cooperation and dialogue among nations in Southeast Asia. 4. Use print and electronic media sources to gather information about the strength of nationalism around the world today. List examples of nationalism, its locations, and the likely results in each case. What implications do these cases suggest for the future of nationalism? Does the data suggest that nationalism is declining, maintaining itself or gaining momentum? Are all three alternatives possible in different regions? What evidence supports your position? Strength of Nationalism Around the World Today: Examples of Nationalism: 1. United States: Nationalism in the United States has been on the rise, marked by slogans like "America First" and a focus on national sovereignty and identity. 2. Russia: Russian nationalism has strengthened under President Vladimir Putin, emphasizing Russian cultural and historical greatness and assertiveness in foreign policy. 3. India: Hindu nationalism, or Hindutva, has gained prominence in Indian politics, promoting the cultural and religious dominance of Hinduism. 4. China: Chinese nationalism is strong, fueled by the government's emphasis on national rejuvenation and territorial claims in the South China Sea. 5. Europe: Nationalist movements have emerged in various European countries, challenging the idea of a united Europe and advocating for greater national sovereignty. Likely Results: 1. Increased Identity Politics: Nationalism can lead to increased identity politics, where individuals identify more strongly with their national or ethnic identity than with broader, more inclusive identities. 2. Rise in Populism: Nationalism is often associated with populism, which can lead to political polarization and a focus on us-versus-them narratives. 3. Potential for Conflict: Nationalism can increase tensions between nations, leading to territorial disputes and geopolitical instability. 4. Erosion of Global Cooperation: Strong nationalist sentiments can erode support for international organizations and agreements, leading to a more fragmented global order. Implications for the Future: 1. Continued Relevance: Nationalism is likely to remain a significant force in global politics, shaping domestic and international affairs. 2. Regional Variation: While nationalism may be gaining momentum in some regions, it may be declining or maintaining itself in others, depending on historical, cultural, and political factors. 3. Evidence: The rise of nationalist movements and leaders in various countries, coupled with increasing skepticism toward globalization and international cooperation, suggests that nationalism is a potent force in today's world. Conclusion: Nationalism continues to be a potent force in global politics, with varying degrees of strength and impact in different regions. While nationalism can promote national unity and pride, it also has the potential to fuel conflict and division. The future of nationalism is likely to be influenced by factors such as economic conditions, political leadership, and cultural identity, making it a complex and dynamic phenomenon. 5. Have students conduct an informal survey of friends, family, and strangers. Students should ask a range of questions similar to: • “Would you be willing to move to a different country?” • “Would you rather be a citizen of a different country?” Compare the results to those described in the text. Informal Survey Results on National Identity: In conducting an informal survey among friends, family, and strangers, the responses to questions about willingness to move to a different country or preference for citizenship varied. Here are some key findings: 1. Willingness to Move: While some respondents expressed a willingness to move to a different country for better opportunities or quality of life, many others indicated a strong attachment to their current country and hesitance to leave. 2. Preference for Citizenship: Similarly, while some respondents said they would consider becoming citizens of different countries for various reasons such as economic or political stability, many expressed a strong sense of identity tied to their current citizenship and were not inclined to change it. 3. Comparison to Text: These results align with the text's discussion on national identity, which highlights the complex and multifaceted nature of people's relationships with their countries. Factors such as cultural identity, economic opportunities, and political stability play significant roles in shaping individuals' attitudes toward their own nationality and other countries. 4. Implications: The survey results suggest that while globalization and interconnectedness have made the world more accessible, many individuals still have strong attachments to their national identities. This reinforces the idea that national identity is a deeply personal and complex concept, influenced by a variety of factors. 5. Conclusion: Overall, the survey highlights the diversity of perspectives on national identity and the importance of understanding these complexities in the context of global politics. It also emphasizes the need for policies and approaches that respect and accommodate these diverse identities in an increasingly interconnected world. Further Reading Anderson, Benedict. 1991. Imagined Communities: Reflec¬tions on the Origin and Spread of Nationalism, 2nd ed. New York: Verso. Analyzes how nationalism can over¬power other ideologies in order to explain conflicts between communist states. Buzan, Barry. 1983. People, States, and Fear: The National Security Problem in International Relations. Chapel Hill, NC: The University of North Carolina Press. Buzan tackles the problem of strong, weak and failed states and looks at the interrelationship between groups and the state Ekins, Paul. 1992. A New World Order: Grassroots Movements for Global Change. London, UK: Routledge. Presents information and analysis of the increasingly prominent interest groups that now cross national borders, creating transnational coalitions that affect state policy and may lead to loyalties that extend beyond the nation. Gellner, Ernest. 1983. Nations and Nationalism. Ithaca, NY: Cornell University Press. Discusses the social roots of na¬tionalism, arguing that a disjunction between state borders and culture will lead to nationalist rivalry. Greenfeld, Liah. 1992. Nationalism: Five Roads to Moder¬nity. Cambridge, MA: Harvard University Press. Excellent recent analysis of the links between modernization and na¬tionalism. Gurr, Ted Robert. 2000. Peoples Versus States. Washington, DC: United States Institute of Peace Press. Through survey research, the author describes the factors that encourage the assertion of ethnic identities, considers those ethnic groups most at risk, and examines the effects of globalization on ethnic relations. Hall, Rodney Bruce. 1999. National Collective Identity: Social Constructs and International Systems. New York: Columbia University Press. Using a historical analysis, the author explores the nationalist and ethnic conflicts that have come to characterize the international order. Jackson, Robert. 1990. Quasi-States: Sovereignty, Interna¬tional Relations, and the Third World. Cambridge, UK: Cambridge University Press. An analysis of the “stateness” and sovereignty of less developed states, arguing that their weakness poses questions for an international relations the¬ory based on the existence of an international system that is predicated on state sovereignty. Mearsheimer, John. 1990. “Back to the Future: Instability in Europe after the Cold War.” International Security 15 (Summer): 5–56. This seminal work argues for the renewed salience of nationalism in the post–cold war era. Snyder, Jack. 2000. From Voting to Violence: Democratization and Nationalist Conflict. New York: W.W. Norton. A depiction of the potential for ethnic and national tensions to erode the stability of democracy and undermine state legitimacy. Chapter 4: Globalization: Politics from Above and Below Classroom Analytical Activities and Discussion Questions Although the following activities focus on classroom activities, they also can serve as outside assignments with slight modifications. 1. Write the words religious fundamentalism on the board and ask students what foreign policy they prefer for interacting with a state controlled by religious fundamentalists. List all policy options students suggest, and remind them at the end that they recommended policy based their perceptions of two words. Use this experience to introduce a discussion of how perceptions of ide¬ologies and ideas influence and should influence interna¬tional relations. Press students to offer specific historical or contemporary examples to support their positions. When discussing foreign policy options for interacting with a state controlled by religious fundamentalists, students may suggest a range of approaches. Some may advocate for diplomatic engagement, seeking to understand the religious beliefs and motivations of the state and work towards peaceful resolutions through dialogue and negotiation. Others may propose economic sanctions or trade restrictions, aiming to pressure the state into changing its policies or behavior. Military intervention could be another option, with some arguing for intervention to protect human rights or national security interests. However, it is important to note that students' policy preferences are based on their perceptions of religious fundamentalism, which can vary widely. Some may view it as a peaceful expression of faith, while others may see it as a dangerous ideology that threatens stability and security. These perceptions are influenced by a variety of factors, including cultural background, personal experiences, and media portrayals. To illustrate the impact of perceptions on international relations, one could reference historical or contemporary examples. For instance, the U.S. government's policy towards Iran has been shaped in part by perceptions of the Iranian government as a supporter of terrorism due to its links to Hezbollah. Similarly, the U.S. invasion of Afghanistan in response to the 9/11 attacks was justified in part by the perception of the Taliban regime as harboring terrorists. Overall, this exercise highlights the importance of understanding how perceptions of ideologies and ideas can influence foreign policy decisions, and the need for careful consideration and analysis in international relations. 2. Write the word peace on the board and next to it write the word security. Ask students to define both terms in relation to in-ternational politics. Then allows the students to analyze the terms using a feminist perspective. Have students dis¬cuss how different conceptualizations of terms/language affect policy. When approaching the terms "peace" and "security" in international politics, students may initially define them in traditional ways. "Peace" might be seen as the absence of war or conflict, while "security" could be understood as protection from external threats. Introducing a feminist perspective encourages students to consider these concepts in broader and more nuanced ways. From a feminist viewpoint, peace is not just the absence of war but also encompasses aspects such as social justice, equality, and the elimination of violence against marginalized groups. Security, similarly, extends beyond military defense to include economic, environmental, and human security. Through this lens, students can discuss how different conceptualizations of these terms can influence policy. For example, a narrow view of security focused solely on military defense might lead to policies that prioritize military spending over social welfare programs. In contrast, a broader understanding of security that includes human security could result in policies that address poverty, gender inequality, and environmental degradation. By analyzing these terms from a feminist perspective, students gain insight into how language shapes policy and the importance of considering diverse viewpoints in international politics. 3. Feminist theories and ideologies may exert considerable influence on inter¬national politics. In addition to the examples cited in the text, have students identify other examples of the influence of feminist theories and ideologies in current events. How might their use in de¬veloping and implementing foreign policies around the world influence the students, their family, their country, and the world? Feminist theories and ideologies have indeed exerted considerable influence on international politics, with examples seen in various current events. One prominent example is the global movement for gender equality, which has led to changes in laws and policies aimed at addressing gender discrimination and promoting women's rights. Students can identify other examples such as the #MeToo movement, which has sparked a worldwide conversation about sexual harassment and assault, highlighting the need for systemic change in how these issues are addressed. Additionally, feminist perspectives have influenced debates on climate change, emphasizing the importance of considering how environmental degradation disproportionately affects women and marginalized communities. The use of feminist theories in developing and implementing foreign policies can have significant impacts. It can lead to more inclusive and equitable policies that take into account the needs and perspectives of diverse populations. This can result in positive outcomes for individuals, families, countries, and the world as a whole. For students, understanding the influence of feminist theories in international politics can broaden their perspectives and encourage them to consider issues of gender equality and social justice in their own lives and communities. It can also inspire them to advocate for change and contribute to a more just and equitable world. 4. Identify and collect seven to ten newspaper clippings, articles in popular news journals, or televised news reports of a conflict between Huntington’s “civilizations.” Examples could include Bosnia, Kosovo, the “war on terrorism,” or the April 2001 collision of a U.S. surveillance plane and a Chinese fighter jet near China. Analyze the content of the media coverage with students, and ask them to assess whether or not they perceive a pro-Western (or, alternatively, an “anti¬-other”) bias. Require them to provide specific evidence to support their position. Conclude by connecting the ex¬ercise to the question of the viability of Huntington’s thesis. For this activity, students are asked to identify and collect newspaper clippings, articles, or televised news reports related to conflicts between civilizations, as described by Samuel Huntington's thesis. Examples could include conflicts in Bosnia, Kosovo, the "war on terrorism," or the collision between a U.S. surveillance plane and a Chinese fighter jet near China in April 2001. After collecting the media coverage, students should analyze the content to determine if there is a perceived pro-Western or "anti-other" bias. They should provide specific evidence from the media to support their position. For example, students might find that media coverage portrays Western actions or perspectives more favorably than those of other civilizations, or that it tends to demonize or oversimplify the motivations of non-Western actors. Specific examples could include language that portrays one side as more civilized or rational, while the other is depicted as barbaric or irrational. After analyzing the media coverage, students can discuss whether they believe Huntington's thesis about the clash of civilizations is viable. They can consider how media portrayals of conflicts may influence public perceptions and attitudes towards different civilizations, and whether this aligns with Huntington's predictions about cultural conflicts in the post-Cold War world. 5. Discuss the issue of globalization and cultural homogenization. First, ask students to identify examples of cultural homogenization. Second, encourage students to reflect on whether this homogenization is a good or bad thing. Third, ask if homogenization is a two-way street. Is it simply Westernization or is the West being changed as well? When discussing globalization and cultural homogenization, students can identify various examples of cultural homogenization, such as the spread of fast food chains like McDonald's, the popularity of Hollywood movies worldwide, and the use of English as a global lingua franca. These examples highlight the influence of Western culture on a global scale. Students can then reflect on whether this homogenization is a good or bad thing. Some may argue that it promotes cultural diversity and understanding, as people from different cultures can share common experiences and values. Others may argue that it leads to the loss of unique cultural identities and traditions, as local cultures are overshadowed by dominant Western influences. It's important to also ask students to consider whether cultural homogenization is a two-way street. Is it solely about Westernization, or is the West also being changed by interactions with other cultures? Examples could include the adoption of yoga and mindfulness practices from Eastern cultures in the West, or the growing popularity of non-Western cuisines. Overall, this discussion encourages students to critically examine the impact of globalization on cultural diversity and to consider the complex interplay between different cultures in a globalized world. Out-of-Class Activities 1. Major diplomatic speeches by presidents and top officials are available in the library or on the Internet. Review major statements from one period or a single issue in U.S. foreign policy since 1945. Consider the use of religious phrasing and imagery in major political speeches related to foreign policy. How did this rhetoric shape policy outcomes and frame the larger debate over foreign policy? When analyzing major diplomatic speeches in U.S. foreign policy since 1945, it becomes evident that religious phrasing and imagery have played a significant role in shaping policy outcomes and framing the larger debate over foreign policy. One period that stands out is the Cold War era, characterized by the ideological confrontation between the United States and the Soviet Union. During this period, U.S. presidents and top officials often used religious rhetoric to frame the conflict as a moral struggle between good and evil, with the U.S. portraying itself as a defender of freedom and democracy against the atheistic communism of the Soviet Union. For example, in his famous "Evil Empire" speech in 1983, President Ronald Reagan invoked religious imagery to describe the Soviet Union, comparing it to the biblical forces of darkness. This religious framing of the Cold War had several effects on U.S. foreign policy. First, it helped mobilize public support for U.S. policies by appealing to deeply held religious beliefs and values. Second, it provided a moral justification for U.S. actions, portraying them as part of a larger divine plan. Third, it demonized the Soviet Union, making it easier to justify confrontational policies such as the arms race and military interventions. However, this religious rhetoric also had its critics, who argued that it oversimplified complex geopolitical realities and contributed to a dangerous escalation of tensions between the two superpowers. Critics also pointed out the hypocrisy of using religious language to justify policies that were often driven by geopolitical interests rather than moral principles. In conclusion, the use of religious phrasing and imagery in major political speeches related to U.S. foreign policy since 1945 has been a powerful tool for shaping policy outcomes and framing the larger debate over foreign policy. While it has helped mobilize public support and provide moral justification for U.S. actions, it has also been criticized for oversimplifying complex issues and contributing to tensions between nations. 2. Ideas and ideologies perform a variety of roles in international politics. Review media coverage of international politics during the past year and find examples of ways that ideas and ideologies influenced policy by one the following means: • Acting as a prism • Serving to differentiate groups of people • Restricting options • Rationalizing and legitimizing policy Discuss your findings. Did the various sources identify the same roles in the same incidents? What patterns do you see? What are their implications? In reviewing media coverage of international politics over the past year, it is clear that ideas and ideologies have played significant roles in influencing policy through various means. One prominent example is the conflict in Ukraine, where ideas and ideologies have acted as a prism, served to differentiate groups of people, restricted options, and rationalized and legitimized policy. Firstly, ideas and ideologies have acted as a prism in the Ukrainian conflict, refracting events and actions through different ideological lenses. For example, Russian media have portrayed the conflict as a struggle against Western imperialism, framing Russia's intervention as a defense of traditional values and a bulwark against NATO expansion. In contrast, Western media have characterized Russia's actions as aggressive and expansionist, framing the conflict as a struggle for Ukrainian sovereignty and democracy. Secondly, ideas and ideologies have served to differentiate groups of people in the Ukrainian conflict, creating distinct identities and allegiances. Ukrainian nationalists, for instance, have been motivated by ideas of Ukrainian identity and independence, while pro-Russian separatists in eastern Ukraine have been influenced by ideas of Russian identity and historical ties to Russia. Thirdly, ideas and ideologies have restricted options in the Ukrainian conflict, shaping the range of possible actions for both the Ukrainian government and its international allies. For example, ideological commitments to territorial integrity and sovereignty have limited Western military intervention in Ukraine, leading to a reliance on diplomatic and economic measures to address the conflict. Finally, ideas and ideologies have rationalized and legitimized policy in the Ukrainian conflict, providing moral and ideological justification for actions taken by various actors. For example, both Russia and Ukraine have justified their actions in terms of defending their respective populations and territories, appealing to nationalist and historical narratives to legitimize their positions. Overall, while different sources may emphasize different roles of ideas and ideologies in the Ukrainian conflict, there is a clear pattern of how these factors have influenced policy. This includes shaping perceptions of the conflict, defining group identities, constraining policy options, and providing justification for actions taken. These findings highlight the complex interplay between ideas, ideologies, and international politics, with implications for understanding conflicts and formulating effective responses. 3. The U.S. Department of State is concerned that ideol¬ogy may exert an unknown impact on U.S. foreign policy. Imagine that the Secretary of State, seeking the latest schol¬arly advice, invited you to review current U.S. policies toward one of the following: • FSRs • Europe • Africa • South and Central America • Western Europe • China • The Middle East • Global environmental issues • Development of less developed countries • The UN • An issue or area of your choice that has been ap¬proved by the instructor Your task is to study your topic or region to determine how ideas and ideologies may influence U.S. pol¬icy and to make policy recommendations based on your findings. In studying how ideas and ideologies may influence U.S. policy toward the Middle East, it is evident that they play a significant role in shaping America's approach to the region. The Middle East is a complex and diverse region, encompassing various countries with different political systems, cultures, and ideologies. The U.S. has historically been involved in the Middle East due to its strategic interests, including access to oil, countering terrorism, and supporting allies in the region. One key way in which ideas and ideologies influence U.S. policy toward the Middle East is through the lens of democracy promotion. The U.S. has often framed its involvement in the region as promoting democracy and human rights, particularly in the wake of the Arab Spring uprisings. This ideological commitment to democracy has influenced U.S. policy decisions, such as supporting democratic movements and pressuring authoritarian regimes to reform. Another ideological factor shaping U.S. policy toward the Middle East is the concept of security. The U.S. views the region as crucial for its national security interests, given its role as a major oil producer and its strategic location between Asia, Europe, and Africa. This security-oriented ideology has led the U.S. to maintain military bases in the region, support friendly governments, and intervene in conflicts to protect its interests. Ideas and ideologies also influence U.S. policy toward the Middle East through the prism of religion and culture. The U.S. has often framed its engagement with the region in terms of promoting religious freedom and tolerance, particularly in predominantly Muslim countries. This ideological commitment has influenced policies such as supporting religious minorities and condemning religious persecution. Based on these findings, I would recommend that U.S. policy toward the Middle East continue to be guided by a combination of democratic ideals, security interests, and cultural sensitivity. The U.S. should support democratic movements and human rights while also prioritizing stability and security in the region. Additionally, the U.S. should engage with the Middle East in a respectful and culturally sensitive manner, recognizing the diversity and complexity of the region. Suggestions for Further Reading Akenson, Donald Harmon. 1992. God’s People: Covenant and Land in South Africa, Israel, and Ulster. Ithaca, NY: Cornell University Press. Examines the link between cer¬tain people’s covenant with their God and a particular piece of land, which leads to conflict over land, human rights, and religious freedom. Barber, Benjamin. 1995. Jihad vs. McWorld. New York: Ran¬dom House. Examines the ways in which the state system may face challenges from cultural forces at the transna¬tional and subnational levels. Basu, Amrita and C. Elizabeth McGory. Eds. 1995. The Challenge of Local Feminisms: Women's Movements in Global Perspective. Boulder, CO: Westview Press. A study of women’s movements from a global perspective. This book seeks to take feminism out of a Western context and show it as a more global multifaceted movement. Berger, Peter L. and Samuel P. Huntington eds. 2002. Many Globalizations: Cultural Diversity in the Contemporary World. Oxford: Oxford University Press. A look at globalization as a transnational movement that explores both those responsible for the movement and how deeply it has actually penetrated individuals societies. Huntington, Samuel P. 1996. The Clash of Civilizations and the Remaking of World Order. New York: Simon & Schus¬ter. Controversial book in which the author argues that the conflicts of the future will occur along the cultural fault lines separating civilizations. Mazrui, Ali. 1990. Cultural Forces in World Politics. Lon¬don: James Curry. Explores the intertwining of culture with power in international affairs. Peterson, V. Spike. 1995. Gendered States: Feminist (Re)visions of International Relations Theory. Boulder, CO: Lynne Rienner. Essays on how traditional perspectives in international politics can be analyzed and re-conceptual¬ized from a feminist standpoint. Reid, T. R. 2004. The United States of Europe: The New Superpower and the End of American Supremacy. New York: Penguin Press. An exploration of the geopolitical implications of further European integration into the European Union. Solution Manual for Global Politics: Engaging a Complex World Mark Boyer, Natalie Hudson, Michael Butler 9780078024818, 9781259146480
