TERRORISM AND COUNTERTERRORISM SELF- PACED COURSE THROUGH MARCH 1, Course Syllabus. GeorgetownX

Transcription

1 TERRORISM AND COUNTERTERRORISM Course Syllabus GeorgetownX Self- Paced Course through March 1, 2017

2 TABLE OF CONTENTS Core Faculty... 2 Interviews... 4 Faculty Support Team... 4 What is the course about?... 4 Key Questions... 5 What does the course include?... 5 Course Section Outline... 5 What will I learn in the course?... 7 What should we expect from each other?... 7 What you can Expect from Professor Byman and the course team... 7 What you can expect from edx... 7 What we expect from you... 7 Appendix A: Detailed Course Section Outline What is Terrorism and Who are the Terrorists? Strategies, Tactics, and Technology Use Al- Qaeda Area Studies: Israel Area Studies: South Asia Intelligence and Counterterrorism Counterterrorism Instruments Islam (Learn More Section) Counterterrorism and The Rule of Law (Learn More Section) of 17

3 TERRORISM AND COUNTERTERRORISM What is the danger of terrorism, and how can the world respond effectively? NOTE: The course will be available through March 1, No certificates will be issued for work completed after March 1, CORE FACULTY Daniel L. Byman Dr. Byman is a Professor in the Security Studies Program of the Walsh School of Foreign Service at Georgetown University and the Research Director of the Brookings Institution s Center for Middle East Policy. Dr. Byman served as a Professional Staff Member with the National Commission on Terrorist Attacks on the United States (the 9/11 Commission ) and the Joint 9/11 Inquiry Staff of the House and Senate Intelligence Committees. He also worked as the Research Director of the Center for Middle East Public Policy at the RAND Corporation and as a Middle East analyst for the U.S. intelligence community. Dr. Byman received his B.A. in religion from Amherst College and his Ph.D. in political science from the Massachusetts Institute of Technology. Follow Jonathan Brown Dr. Jonathan Brown is a Prince Alwaleed Bin Talal Professor of Islamic Civilization in the Center for Muslim- Christian Understanding at Georgetown University, a term member of the Council on Foreign Relations, Editor- in- Chief of the Oxford Encyclopedia of Islamic Law, and publisher of several books and articles on the Hadith, Islamic law, Sufism, Arabic lexical theory and Pre- Islamic poetry. Dr. Brown's current research interests include the history of forgery and historical criticism in Islamic civilization, comparison with the Western tradition; and modern conflicts between Late Sunni Traditionalism and Salafism in Islamic thought. Dr. Brown received his B.A. in history from Georgetown University and his Ph.D. in near eastern languages and civilizations from the University of Chicago. John Esposito Founding Director of the Prince Alwaleed Bin Talal Center for Muslim- Christian Understanding, John Esposito specializes in Islamic studies, religion, and international affairs as a Professor at Georgetown University. Esposito's research is published in more than 45 books and monographs, including Unholy War: Terror in the Name of Islam and The Future of Islam, translated into over 35 languages. Past President of the Middle East Studies Association and the American Academy of Religion, a member of the E. C. European Network of Experts on De- Radicalisation, the board of C- 1 World Dialogue, an ambassador for the UN Alliance of Civilizations, Esposito is Editor- in- Chief of Oxford Islamic Studies Online, The Oxford Encyclopedia of the Islamic World and other Oxford reference works on the Islamic world and Islamic Studies. Christine Fair C. Christine Fair is a Georgetown Security Studies Program Assistant Professor, where she focuses on South Asian political and military affairs. Fair previously worked at the RAND Corporation, United Nations Assistance Mission to Afghanistan in Kabul, and at USIP s Center for Conflict Analysis and Prevention. Fair has as 2 of 17

4 authored, co- authored and co- edited several books, is a member of the Council on Foreign Relations, Women in International Security, International Studies Association, American Political Science Association, and American Institute of Pakistan Studies. She serves on the editorial board of numerous journals, and is a senior fellow with the Combating Terrorism Center at West Point. Fair received her PhD and MA from the University of Chicago. Her most recent book is Fighting to the End: The Pakistan Army s Way of War (Oxford University Press, 2014). Many of her other publications can be found at christinefair.net Bruce Hoffman Bruce Hoffman is a Professor and Director of both the Center for Security Studies and the Security Studies Program at Georgetown University. Professor Hoffman is currently a member of the National Security Preparedness Group; a Global Scholar at the Woodrow Wilson International Center for Scholars; a Senior Fellow at the Combating Terrorism Center; a Visiting Professor at the International Institute for Counter- Terrorism, Herzliya, Israel and at the Handa Centre for the Study of Terrorism and Political Violence at St Andrews University, Scotland ; and serves in various editing capacities at The National Interest, Studies in Conflict and Terrorism, and the Columbia University Press Series on Terrorism and Irregular Warfare. Hoffman was awarded the United States Intelligence Community Seal Medallion in 1994 from the Director of Central Intelligence. Follow Fathali M. Moghaddam Fathali M. Moghaddam is Professor, Department of Psychology, Georgetown University, and Editor- in- Chief of Peace and Conflict: Journal of Peace Psychology (American Psychological Association). Moghaddam was born in Iran, educated from an early age in England, and worked for the United Nations and McGill University before joining Georgetown University in He has published extensively on radicalization, intergroup conflict, and the psychology of dictatorship and democracy. His most recent book is The Psychology of Dictatorship (2013), which received Honorable Mention, 2013 Prose Awards for Professional and Scholarly Excellence. Moghaddam has received a number of recognitions for his scholarly contributions, the most recent being the Outstanding International Psychologist Award for 2012 from the American Psychological Association s Division of International Psychology. Paul R. Pillar In 2005, Paul Pillar retired after a 28- year intelligence career in positions such as National Intelligence Officer for the Near East and South Asia; Chief of Analytic Units at the Central Intelligence Agency (CIA); an original member of the National Intelligence Council s Analytic Group; Executive Assistant to CIA's Deputy Director for Intelligence; Executive Assistant to Director of Central Intelligence William Webster; and Head of Assessments and Information Group and Deputy Chief of the DCI Counterterrorist Center. Pillar is a retired officer in the U.S. Army Reserve and a former core faculty member at Georgetown University Security Studies Program. He received his B.A. from Dartmouth College, his Ph.D. from Princeton University, and a B.Phil. from Oxford University. Benjamin Wittes Benjamin Wittes is a senior fellow in Governance Studies at The Brookings Institution. He co- founded and is the editor- in- chief of the Lawfare blog, which is devoted to sober and serious discussion of "Hard National Security Choices," and is a member of the Hoover Institution's Task Force on National Security and Law. He is 3 of 17

5 the author of Detention and Denial: The Case for Candor After Guantanamo, published in November 2011, co- editor of Constitution 3.0: Freedom and Technological Change, published in December 2011, and editor of Campaign 2012: Twelve Independent Ideas for Improving American Public Policy (Brookings Institution Press, May 2012). He is also writing a book on data and technology proliferation and their implications for security. He is the author of Law and the Long War: The Future of Justice in the Age of Terror, published in June 2008 by The Penguin Press, and the editor of the 2009 Brookings book, Legislating the War on Terror: An Agenda for Reform. INTERVIEWS Jacob Shapiro, Associate Professor, Princeton University and author of The Terrorist s Dilemma: Managing Violent Covert Organizations. Juan Zarate, Senior Adviser, Center for Strategic and International Studies, and former first Secretary of Treasury for Terrorism Financing and Financial Crimes Major David Blair, USAF, MQ- 1 Predator Pilot, United States Air Force Mark Mazzetti, New York Times Reporter and author of The Way of the Knife: The CIA, a Secret Army, and a War at the Ends of the Earth. Peter Neumann, Professor, King s College London, and Director, International Centre for the Study of Radicalisation Rita Katz, Co- founder, SITE Intelligence Group FACULTY SUPPORT TEAM Natalia Peña, Teaching Assistant Natalia Peña is an M.A. candidate in the Security Studies Program at Georgetown University, where she focuses on terrorism and sub- state violence. Prior to studying at Georgetown, Natalia has previously worked in the Massachusetts House of Representatives and the Plymouth County District Attorney's Office. Her research interests include regional security in the Middle East, Islam, and the evolution and use of radical ideology. She graduated from Boston College with a double major in Political Science and Islamic Civilization and Societies. WHAT IS THE COURSE ABOUT? Terrorism has gone from a persistent yet marginal security concern to one of the most important security problems of our day: indeed, there are few countries that do not suffer from some form of terrorism. Though many terrorist attempts fail, some groups wage lengthy and bloody campaigns and, in exceptional cases, kill hundreds or even thousands in pursuit of their ends. Course topics include the nuances involved in defining terrorism, the nature of Al- Qaeda, Hamas, and other important groups, the effectiveness of different counterterrorism tools like detention and military force, linkages (or the lack thereof) between terrorism and world religions like Islam, terrorist recruiting, the rule of law, the political context in South Asia and the Middle East, and terrorist use of technology. 4 of 17

6 KEY QUESTIONS What is terrorism, and what are the components of different definitions? What are common causes of terrorism? What are common strategies and tactics of terrorism? How do terrorist groups respond to technological change? What are common weaknesses of terrorist groups? Why do these occur? What are the primary terrorism and counterterrorism challenges related the India- Pakistan confrontation? What are the primary terrorism and counterterrorism lessons related to the Israeli- Palestinian confrontation? What is the nature of Al- Qaeda, and why has it proven such a difficult adversary? What is the relationship between Islam and violence? What is the role of intelligence in counterterrorism? What are the strengths and weaknesses of different counterterrorism instruments? How can you fight terrorism in accord with the rule of law? Under what conditions does terrorism "work? How serious a problem is terrorism? In what ways does it manifest? WHAT DOES THE COURSE INCLUDE? Each section of the course listed in the Course Section Outline below begins with an Introduction subsection and ends with a Conclusion & Looking Ahead subsection. In between these subsections, the topics are organized sequentially. Most of the subsections are required when working towards a certificate of completion, but there are also optional segments for those interested in learning more. These topics (listed in the Course Section Outline below) include lectures highlighting key concepts that are summarized under the Definition of Terms menu item, knowledge checks, polls, a case study simulation, and discussion activities. The Introduction includes a weekly guide that lists the key questions to be addressed in that course section. It also lists the readings, which may be links to external website or PDF files. The weekly guide is then followed by the faculty member s introduction of the section's topic under study. The Conclusion & Looking Ahead provides you with a listing of the key learning outcomes related to that particular section of the course. It features the faculty member s summary of key points and considerations in relation to the topics addressed. The overall course content outline follows. For a complete listing of the sections, including list of key questions and readings, see Appendix A. COURSE SECTION OUTLINE 1. What is Terrorism and Who Are The Terrorists? This section of the course explores the definitional debate surrounding terrorism, conditions that make individuals more susceptible to radicalization and eventual recruitment by terrorist groups, and terrorist 5 of 17

7 psychology. There will also be an optional subsection interview with director of the International Centre for the Study of Radicalisation, Peter Neumann. 2. Strategies, Tactics, and Technology Use This section of the course explores the various strategies and common tactics employed by most terrorist organizations as well as terrorist use of technology. This section will also feature Professor Byman s interview with terrorism scholar Jacob Shapiro, which is optional for class participants. 3. Al- Qaeda This section of the course explores the most important modern terrorist group - - Al- Qaeda and its historical evolution, goals, strengths and weaknesses. It also details how Al- Qaeda fits in with the broader jihadist movement and the Islamic State. There will also be an optional subsection lecture featuring SITE Intelligence Group co- founder Rita Katz. 4. Area Studies: Israel/Palestine This section of the course explores the terrorist threat to Israel and the Israeli response. 5. Area Studies: South Asia This section of explores terrorism and counterterrorism in South Asia. 6. Intelligence and Counterterrorism This section of the course explores the role of intelligence in counterterrorism operations and considers several important post- 9/11 controversies such as surveillance and torture. 7. Counterterrorism Instruments This section of the course explores various counterterrorism instruments, such as diplomacy, financial pressure, and targeted killings, and their associated advantages and limitations. This section will also feature an optional subsection on renditions and interviews with New York Times reporter Mark Mazzetti, MQ- 1 Predator Pilot Major David Blair, USAF and former Assistant Secretary of Treasury for Terrorism Financing and Financial Crimes Juan Zarate. 8. LEARN MORE: Current Events (Optional) 9. LEARN MORE: Islam (Optional) This section of the course explores the relationship between Islam and violence and the attitudes of one particular school of thought within Islam Salafism. 10. LEARN MORE: Counterterrorism and the Rule of Law (Optional) This section of the course explores the implications of U.S. domestic and international law for counterterrorism. 6 of 17

8 WHAT WILL I LEARN IN THE COURSE? The course is designed to help you achieve the following learning goals and objectives. Recall the working definitions of terrorism and recognize their analytic limits; Identify a range of causes of terrorism and, as importantly, understand what commonly cited issues are not usually causes; Understand the strategies and tactics of terrorist groups; Identify important terrorist groups in the Middle East and South Asia with an understanding of their strengths, weaknesses, and overall effectiveness. These include Palestinian groups, Pakistani groups, and Al- Qaeda; Understand the relationship between religion and terrorism; and Understand how counterterrorism is constrained in a democratic society and several important legal debates related to counterterrorism. WHAT SHOULD WE EXPECT FROM EACH OTHER? WHAT YOU CAN EXPECT FROM PROFESSOR BYMAN AND THE COURSE TEAM Teaching Assistants will regularly participate in discussion boards to provide content clarification, guidance, and support. We will also be providing occasional current events news briefs, in addition to posting relevant news stories surrounding terrorism and counterterrorism on our social media outlets Facebook and Twitter. WHAT YOU CAN EXPECT FROM EDX In the event of a technical problem, you should click the Help tab located on the left border of the screen (Figure 1). This Help tab opens an instruction box that directs you to student Frequently Asked Questions (FAQs) for general edx questions. You can also: Report a problem Make a suggestion Ask a question You may post technical problems to the Technical thread of the discussion board. Finally, you may also contact technical@edx.org directly to report bugs. WHAT WE EXPECT FROM YOU Students should spend around eight to ten (8-10) hours per section to review assigned readings, watch lectures, work through knowledge checks and other activities, including the discussion threads, polling questions, and keeping informed of current events surround terrorism and counterterrorism. In each course section we have included activities to support you in reaching the specified learning objectives for that section. The graded activities are categorized as knowledge checks; these are the activities that are counted toward achieving the certificate for the course. They include: Multiple answer questions; Multiple choice questions; Figure 1: Screenshot with Help tab 7 of 17

9 Peer instruction questions; True/False questions; and Self- assessment open response questions. To receive a course certificate, you must complete/submit all graded assignments by March 1, 2017 (by 23:59 UTC) and receive a score of 75 percent or higher. To supplement the graded knowledge check activities listed above, we have also included other components to enable learners to explore the subject matter more deeply. These include: Gauge your knowledge questions; Recap challenge questions; Discussion questions; and Polling questions All activities included in the course are designed to help you gauge your learning as a result of your interaction with the course content both from the video lectures and readings. Instructions on how to complete the activities are included within each course section. TIMELINE As part of this self- paced course, you are invited to complete the course on your own timeline and at your own pace. Our only due date is March 1, 2017, which marks the last day this course is available as a live course. Until then, you may submit assignments and participate in knowledge checks at your own pace. Take a look at our suggested path below for engaging with the course on a section- by- section basis. Each secgon begins on your gmeline Review the secron guide Watch the course video introducron Study the course content Read the assigned readings for the week Watch the video lectures Use the Student Lecture Notes area to highlight key points Take Part in the Acgviges Complete the knowledge checks Parrcipate in the discussions and polls Parrcipate in gauge your knowledge quesrons Figure 2: Suggested engagement NETIQUETTE GUIDELINES Please be respectful To promote the best educational experience possible, we ask each student to respect the opinions and thoughts of other students and be courteous in the way that you choose to express yourself. Terrorism and Counterterrorism topics elicit and should elicit - - passionate and controversial debates. However, informed 8 of 17

10 debate should never give way to insult, rudeness, or anything that might detract from the learning process. GUIX x students should be respectful and considerate of all opinions. In order for us to have meaningful discussions, we must learn to understand what others are saying and be open- minded about others opinions. If you want to persuade someone to see things differently, it is much more effective to do so in a polite, non- threatening way rather than to do so antagonistically. Everyone has insights to offer based on his/her experiences, and we can all learn from each other. Civility is essential: Our teaching assistants can, and will, remove students from the class who detract from the learning process with insulting comments on the course- wise discussion boards. Look before you write Prior to posting a question or comment on the discussion board, the Georgetown course team asks that you look to see if any of your classmates have the same question. Upvote questions that are similar to your own or that are also of interest to you, instead of starting a new thread. This will greatly help our Georgetown TAs best monitor the discussions and bring important questions to Professor Byman s attention. Use the discussion board for course- related posts only Although we encourage students to get to know each other, please use the discussion board as a for course content conversations only. Properly and promptly notify us of technical issues Although we do not predict technical issues, they can and may happen. To make sure these receive prompt attention, post details about any technical issues directly on the Technical discussion thread or technical@edx.org directly. ACADEMIC INTEGRITY Observe edx and GeorgetownX s honor policies Although collaboration and conversation will certainly contribute to your learning in the course, we ask students to refrain from collaborating with or consulting one another on any graded material for the course. Violations of the honor policy undermine the purpose of education and the academic integrity of the course. We expect that all work submitted will be a reflection of one s own original work and thoughts. GeorgetownX faculty and staff expect all members of the community to strive for excellence in scholarship and character. 9 of 17

11 APPENDIX A: DETAILED COURSE SECTION OUTLINE 1. WHAT IS TERRORISM AND WHO ARE THE TERRORISTS? This section of the course explores the definitional debate surrounding terrorism, conditions that make individuals more susceptible to radicalization and eventual recruitment by terrorist groups, and terrorist psychology. There will also be an optional subsection interview with director of the International Centre for the Study of Radicalisation, Peter Neumann. KEY QUESTIONS: Why is terrorism so difficult to define? How have definitions of terrorism changed over time? What are the common, core elements of terrorism as a means to build a definition? What are the differences and similarities between terrorism and guerrilla warfare? What are the core definitional requirements of terrorism? Why do people become terrorists? What is the process that results in an individual s radicalization and then recruitment? How do terrorists justify the violence they commit? Why is it so difficult, if not impossible, to develop a common set of reasons for why someone becomes a terrorist? What are the roles of various situational and personality factors that shape terrorists? REQUIRED READINGS: Bruce Hoffman, Inside Terrorism (New York: Columbia University Press, 2nd edition, 2006), pp and pp Fathali M. Moghaddam, "The Staircase to Terrorism: A Psychological Exploration," American Psychologist, Iss. 2, (2005), pp R.F. Paloutzian & C. Park (Eds.), Moghaddam, F.M., Warren, Z., & Love, K., Religion and the Staircase to Terrorism, 2nd ed., pp (2013) in Handbook of the Psychology of Religion and Spirituality. OPTIONAL READINGS: The United States Department of State, Country Reports on Terrorism (Washington, D.C., 2013). p. xvi only [including the footnote]. 2. STRATEGIES, TACTICS, AND TECHNOLOGY USE 10 of 17

12 This section of the course explores the various strategies and common tactics employed by most terrorist organizations, as well as terrorist use of technology. This section will also feature Professor Byman s interview with terrorism scholar Jacob Shapiro, which is optional for class participants.. KEY QUESTIONS: What are the different strategies that terrorist groups use to advance their objectives? What are the strengths and weaknesses of the various strategies? Why does terrorism essentially functions in a technological vacuum compared with modern warfare? What are the reasons for terrorists operational conservatism? How do ease and low cost affect terrorist planning and operations? Why do terrorists avoid sophisticated technologies when they innovate? What role does publicity play in fostering terrorist innovation? Why are terrorists rarely attracted to more sophisticated technologies and Weapons of Mass Destruction (WMD)? REQUIRED READINGS: Bruce Hoffman, Inside Terrorism, Columbia University Press, 2nd. Edition (2006), pp John Mueller, The Atomic Terrorist, CATO Institute. January Anthony Richards, Conceptualizing Terrorism (New York: Oxford University Press, 2015), pp and pp OPTIONAL READINGS: Central Intelligence Agency, Terrorist CBRN: Materials and Effects, June AL- QAEDA This section of the course explores the most important modern terrorist group Al- Qaeda and its historical evolution, goals, strengths, and weaknesses as well as the broader jihadist movement. There will also be an optional subsection lecture featuring SITE Intelligence Group co- founder Rita Katz. KEY QUESTIONS: How has Al- Qaeda evolved over time? Why did Al- Qaeda conduct the 9/11 attacks and how did it adjust to setbacks it suffered in the attacks aftermath? What are Al- Qaeda s key organizational goals? What are some of the key traits and characteristics of senior Al- Qaeda leaders and their supporters? 11 of 17

13 Why do groups affiliate with Al- Qaeda and what are common limits to cooperation between affiliates and the core organization? How did the Islamic State emerge? How is the Islamic State different from Al- Qaeda? REQUIRED READINGS: Daniel Byman, Al Qaeda, the Islamic State, and the Global Jihadist Movement (United Kingdom: Oxford University Press, 2015), selected pages: pp.13-14, 25-27, 47-50, 57-59, 82-83, , National Commission on Terrorist Attacks upon the United States (the 9/11 Commission), The 9/11 Commission Report (Norton: 2004), "The Foundation of New Terrorism," pp National Commission on Terrorist Attacks upon the United States (the 9/11 Commission), "Al Qaeda Aims at the American Homeland," pp Lawrence Wright, The Man Behind Bin Laden, The New Yorker (September 16, 2002). Bruce Hoffman and Fernando Reinares, "Conclusions," The Evolving Global Terrorism Threat. Cases from 9/11 to Osama bin Laden's Death (Columbia University Press: New York, 2014). "ISIS vs. Al Qaeda: Jihadism s Global Civil War, The National Interest, Iss. 136, pp (March/April 2015). OPTIONAL READINGS: Daniel Byman Breaking the Bonds between Al Qaeda and Its Affiliate Organizations, (Brookings 2012). Peter Bergen and Paul Cruickshank, The Unraveling: Al- Qaeda s Revolt against Bin Ladin, The New Republic, June AREA STUDIES: ISRAEL This section of the course explores the terrorist threat to Israel and the Israeli response. KEY QUESTIONS FOR THE TERRORIST THREAT TO ISRAEL AND THE ISRAELI RESPONSE What have Palestinian groups accomplished using terrorism? What have they failed to accomplish? What methods has Israel used to fight Palestinian terrorism? How do the methods work together? How has Israel gathered intelligence on suspected terrorists? What are the advantages and disadvantages of different Israeli counterterrorism instruments? How has terrorism interacted with the peace process? REQUIRED READINGS FOR THE TERRORIST THREAT TO ISRAEL AND THE ISRAELI RESPONSE: 12 of 17

14 Daniel Byman, A High Price: The Triumphs and Failures of Israeli Counterterrorism (New York: Oxford University Press, 2011), pp , , , and OPTIONAL READINGS FOR THE TERRORIST THREAT TO ISRAEL AND THE ISRAELI RESPONSE: None. 5. AREA STUDIES: SOUTH ASIA This section of the course explores terrorism and counterterrorism in South Asia. KEY QUESTIONS: How has political Islam in Pakistan evolved? Consider in particular how the Two Nation Theory and the impact of the bloody process of partition shaped the two new states of India and Pakistan that emerged in What are the origins of Pakistan's Non- State Actor Policy in Kashmir, India and Afghanistan? Which are the main Pakistani militant groups operating in and from Pakistan? What is the role of nuclear weapons in facilitating Pakistan's Non- State Actor Policy in India and beyond? What are the questions and problems facing Pakistan as it tries to manage the spread of domestic Islamist terrorism while retaining its commitment to using Islamist militants outside of Pakistan to achieve its policy goals? REQUIRED READINGS: C. Christine Fair, Fighting to the End: The Pakistan Army's Way of War (United Kingdom: Oxford University Press, 2014), Chapters 1, 3, 7, 8, & 9. Husain Haqqani, Pakistan: Between Mosque and Military, (Washington, D.C.: Carnegie Endowment for International Peace, 2005). Chapters 4, 5, 7, & 9. OPTIONAL READINGS: None. 6. INTELLIGENCE AND COUNTERTERRORISM This section of the course explores the role of intelligence in counterterrorism operations and considers several important post- 9/11 controversies such as surveillance and torture. KEY QUESTIONS: What are the purposes that intelligence serves in counterterrorism? What are the limits of intelligence in counterterrorism? 13 of 17

15 What are collection and analytic techniques that intelligence services use in counterterrorism? What are the strengths and weaknesses of different intelligence techniques? What are the standards of success and failure regarding counterterrorist intelligence? What governmental organizations contribute to counterterrorist intelligence, especially in the United States, and how have they changed? What are the principle controversies involving intelligence used for counterterrorism? REQUIRED READINGS: Daniel Byman, "The Intelligence War on Terrorism," Intelligence and National Security (2013). Richard A. Posner, "Principles of Intelligence," Preventing Surprise Attacks (Rowman & Littlefield, 2005), Chapter 4. OPTIONAL READINGS: Gabriella Blum and Philip B. Heymann, "Interrogation," in Laws, Outlaws, and Terrorists (Massachusetts: MIT Press, 2010), Chapter COUNTERTERRORISM INSTRUMENTS This section of the course explores the various counterterrorism instruments, such as diplomacy, financial pressure, and targeted killings, and their associated advantages and limitations. This section will also feature an optional subsection on renditions and interviews with New York Times reporter Mark Mazzetti, MQ- 1 Predator Pilot Major David Blair, USAF, and former first Secretary of Treasury for Terrorism Financing and Financial Crimes Juan Zarate. KEY QUESTIONS: What are the various instruments used in counterterrorism? What are the principal ways in which each instrument is used? What are the contributions and advantages of each instrument? What are the limitations and disadvantages of each instrument? How are these counterterrorism instruments used together in a complementary way? What are the limits of alternative counterterrorism instruments to drone strikes? REQUIRED READINGS: Audrey Kurth Cronin, "Why Drones Fail, Foreign Affairs (July/August 2013). Daniel Byman, "Why Drones Work, Foreign Affairs (July/August 2013). 14 of 17

16 Paul R. Pillar, "Counterterrorist Instruments," in Terrorism and U.S. Foreign Policy (Washington, D.C.: Brookings, 2003), Chapter 4. OPTIONAL READINGS: Daniel Byman, "Diplomacy," in The Five Front War: The Better Way To Fight Global Jihad, New York: Wiley, 2007), Chapter 8. Michael Scheuer Testimony in "Extraordinary Rendition in U.S. Counterterrorism Policy: The Impact on Transatlantic Relations," House Foreign Affairs Committee, April 17, Read the Question and Answer session! Paul R. Pillar and Christopher Preble, "Don't You Know There's a War On? Assessing the Military's Role in Counterterrorism," in Benjamin H. Friedman, Jim Harper, and Christopher A. Preble (eds.), Terrorizing Ourselves (Washington, D.C.: Cato Institute, 2010). 8. ISLAM (LEARN MORE SECTION) This section of the course explores the relationship between Islam and violence and the attitudes of one particular school of thought within Islam Salafism. KEY QUESTIONS: Can Islam be viewed as a driver of terrorism? What does the term jihad mean, and what are the ways in which it has been used and/or exploited? What are the majority attitudes among Muslims towards terrorism in the name of Islam? How did the "global jihad," championed by Osama bin Laden and Al- Qaeda, emerge? What is the rationale for suicide bombing and how have Muslim religious leaders have responded? When is violent resistance in the name of jihad acceptable according to mainstream tradition? When is violence illegitimate? What is the basic nature of Salafism? What is the important difference between Salafism and mere backwardness? What is the place of Saudi Arabia in global Salafism? Why are conservatism in religion and violence not inherently linked? How do seemingly arcane legal issues affect attitudes towards political legitimacy and the acceptability of violent uprisings? REQUIRED READINGS: John L. Esposito, "Terrorism & the Rise of Political Islam," in Democracy & Terrorism: Vol. 1 The Roots of Terrorism, (ed.) Louise Richardson (London: Francis & Taylor, 2006). Mark Juergensmeyer, "Does Religion Cause Terrorism?" National Policy Forum on Terrorism, Security and America's Purpose - Washington, D.C., September 6-7, of 17

17 Daniel Byman, Al Qaeda, the Islamic State, and the Global Jihadist Movement (United Kingdom: Oxford University Press, 2015), pp OPTIONAL READINGS: John O. Voll, Foundations for Revival and Reform," in The Oxford History of Islam, ed. John L. Esposito, (Oxford: Oxford University Press, 1999), pp COUNTERTERRORISM AND THE RULE OF LAW (LEARN MORE SECTION) This section of the course explores the implications of U.S. domestic and international law for counterterrorism. KEY QUESTIONS: What are the laws of war and how do they related to counterterrorism? What is the impact of criminal law on counterterrorism? What legal authorities govern which government agencies? How do the roles of various government agencies differ? How does the law affect targeted killings? How does the law affect interrogations? How does the law affect the use of force? REQUIRED Readings: Daniel O'Donnell, "International Treaties Against Terrorism and the Use of Terrorism During Armed Conflict and by Armed Forces," International Review of Red Cross, Vol. 88, No. 864, December United Nations Security Council, Resolution 1373, September 28, U.S. Constitution. U.S. Supreme Court, Youngstown Sheet & Tube Co. v. Sawyer, 343 U.S. 579 (1952) (The Steel Seizure Case), with particular attention on Justice Jackson's tripartite framework and Chief Justice Vinson's dissent. OPTIONAL READINGS: U.S. Supreme Court, United States v. Curtis- Wright Export Corp, 299 U.S. 304 (1936). U.S. Supreme Court, New York Times Co. v. United States, 403 U.S. 713 (1971). U.S. Supreme Court, Katz v. United States, 389 U.S. 347 (1967). U.S. Supreme Court, U.S. v. U.S. District Court, 407 U.S. 297 (1972). 16 of 17

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