Download HISTRY 322 United States Foreign Policy and Empire, 1790 to the

University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2107 (Fall 2010)
Subject Area - Course Number: HISTRY - 322
Cross-listing: no
(See Note #1 below)
Course Title: (Limited to 65 characters)
UNITED STATES FOREIGN POLICY AND EMPIRE, 1790 TO
THE RECENT PAST
25-Character Abbreviation:
US FOREIGN POLICY
Sponsor(s):
MARK BOULTON
Department(s):
HISTORY
College(s):
Letters and Sciences
Consultation took place:
NA
Yes (list departments and attach consultation sheet)
Departments:
Programs Affected:
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Prerequisites:
Yes
will be at future meeting
NONE
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location
College:
Letters and Sciences
Instructor:
MARK BOULTON
Dept/Area(s): HISTORY
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: GH
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in
providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
3
Total lecture hours:
48
Total contact hours:
Can course be taken more than once for credit? (Repeatability)
1
48
No
Yes
If "Yes", answer the following questions:
No of times in major:
No of times in degree:
No of credits in major:
No of credits in degree:
***************************************************************************************
Proposal Information: (Procedures for form #3)
Course justification:
With the United States embroiled in conflicts across the globe and its long-standing position as the world’s
predominant military, economic, and moral power looking increasingly vulnerable, not for a generation has
an understanding of America’s historical role in world affairs been more necessary for understanding the
nation’s current predicaments. This course will fulfill a significant gap in our curriculum by tracing the
historical devolvement and contemporary legacy of the U.S.’ emergence as a world power.
Relationship to program assessment objectives:
Broadly, the history department is committed to providing UW-Whitewater students with courses that are
essential to their development as globally conscious citizens and which allow them to make informed
decisions about contemporary local and global issues. This course’s emphasis on America’s foreign policy
and interaction with the world will fulfill this goal and make them more aware of many of the global
problems facing the U.S. today. The course will also help develop the students’ historical literacy by
exploring some of the main events of America’s expansionist past. The department is also committed to
developing students’ written oral and communication skills which will be accomplished through in class
discussion, oral presentations, and writing assignments. In addition, the use of primary source documents
will help develop students’ analytical and critical thinking skills.
Specifically, the course will fulfill the following stated department objectives:
Subject Matter Objectives:
- Provide knowledge of the history of the United States since its pre-colonial origins, encompassing
both its internal development and relationships with the world.
Provide an understanding of historical methods, the evolution of the discipline of history, theories
of historical inquiry, and major historiographic debates.
Cognitive Development Objectives:
- The ability to explain historical change and continuity in terms of periodization, causation,
motivation, consequences, and multiple agents of change.
- The ability to apply abstractions to historical particulars, analyze and evaluate historical sources,
including inferences that can be drawn from those sources, and synthesize historical evidence into
new patterns.
Skills Objectives:
- The ability to locate, assess, order, and communicate pertinent historical data using appropriate
electronic and traditional research methods.
- The ability to pose a meaningful historical question, and then design and execute an analytical
research project to investigate that question.
- The ability to write persuasive and polished historical essays [prose] with proper citation of
sources.
To enhance the General Education goals of the university, this course will build on the knowledge gained
by students who have successfully completed Gen Ed 120 by examining global interactions and America’s
impact in the world.
Budgetary impact: No Impact, part of teaching load.
2
Course description: (50 word limit)
This course analyzes the history of the United States’ territorial growth and increasing global influence
from the 1790s down to the recent past. In addition to covering the main U.S. diplomatic and military
engagements, the course will explore the themes and ideas that underpinned this process of expansion
If dual listed, list graduate level requirements for the following:
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus:
Upon successful completion of this course students should possess the ability to:
 Understand what ideological, economic, and strategic factors determine the scope and nature of
U.S. interaction with the world
 Appreciate the change over time in the United States’ self-image of its role in world affairs
 Understand the impact of domestic concerns on foreign affairs
 Understand the impact of U.S. foreign policies on other nations and regions
 Identify the origins and development of the ideas, values, customs, and institutions that have
conditioned U.S. foreign policy both historically and in the present
 Understand the role of religion, race, and gender in the formation of the American empire
 Construct informed decisions about current foreign policy and global issues
 Critically analyze statements made by U.S. politicians or references in American popular culture
about past interactions between the U.S. and the world
 Identify the potential consequences of contemporary ideas and actions through close analysis of
historical events
 Demonstrate skills that can be applied to everyday life such as: improved written and oral
communication skills, the ability to process complex and sometimes contradictory information, the
ability to argue a case clearly and with supporting evidence, and the ability to critically analyze and
evaluate differing interpretations of historical events
***COURSE SYLLABUS ATTACHED****
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one
or two pages in length.)
I’ve read scores of books on this topic over the last 20 years—this list could be enormous—these are just a
few representative texts I referred to when putting the syllabus together
~Dennis Merrill and Thomas Paterson: Major Problems in American Foreign Relations: Documents and
Essays, Concise Edition, (2005)
~Steven Kinzer: Overthrow: America's Century of Regime Change from Hawaii to Iraq (2006)
~William Appleman Williams, The Tragedy of American Diplomacy (1988 edition)
~Joseph Nye, Jr., The Paradox of American Power: Why the World’s Only Superpower Can’t Go it Alone.
(2002)
~Eugene R, Wittkopf, Charles W. Kegley, Jr., and James M. Scott. American Foreign Policy: Pattern and
Process (2007)
~Stephen Ambrose, Rise to Globalism: U.S. Foreign Policy Since 1938 (1998)
~Michael Oren: Power Faith and Fantasy: America in the Middle East; 1776 to the present (2008)
~Samantha Power, A Problem From Hell: America and the Age of Genocide (2002)
3
“Whatever it is that the government does, sensible Americans would prefer that the
government does it to somebody else. This is the idea behind foreign policy.” – P.J.
O’Rourke
HISTRY 322: UNITED STATES FOREIGN POLICY AND
EMPIRE,
1790 TO THE RECENT PAST
Dr. Mark Boulton
Tuesday-Thursday 2.15 p.m.-3.30 p.m., Hyer 212
Office Hours: Monday and Wednesday 9-12 or by appointment
e-mail: [email protected]
Course Description:
In 1992, Frances Fukuyama proudly proclaimed “the End of History” and suggested
that the end of the Cold War would herald a global acquiescence to the political and
ideological values of the United States. Yet, at the beginning of the twenty-first century, the
United States continues to find itself embroiled in conflicts across the globe and its longstanding position as the world’s predominant military, economic, and moral power looks
increasingly vulnerable. Not for a generation has an understanding of America’s historical
role in world affairs been more necessary for understanding the nation’s current
predicaments.
The United States began life as a fairly small strip of states on the Atlantic seaboard.
Only through a multifaceted policy of aggressive expansion did the nation increase both its
territorial boundaries and its global strength and influence. This course aims to make
students aware of the main historical themes and events that drove that process of
expansion. The course is organized chronologically, beginning in the 1790s and continuing
down to more recent times. Rather than providing a simple exposition of U.S. diplomatic
and military engagements, the course will identify the patterns and trends in America’s
emergence as the world’s preeminent superpower through the exploration of such themes
as:
of U.S.
~ What ideological, economic, and strategic factors determine the scope and nature
~
~
~
~
The
The
The
The
interaction with the world
change over time in the United States’ self-image of its role in world affairs
impact of domestic concerns on foreign affairs
impact of U.S. foreign policies on other nations and regions
role of race and gender in America’s interaction with other regions and cultures
Course Objectives:
Upon successful completion of this course students should possess the ability to:

Identify the origins and development of the ideas, values, customs, and institutions
that have conditioned U.S. foreign policy both historically and in the present

Construct informed decisions about current foreign policy and global issues

Critically analyze statements made by U.S. politicians or references in American
popular culture about past interactions between the U.S. and the world

Identify the potential consequences of contemporary ideas and actions through close
analysis of historical events
4

Demonstrate skills that can be applied to everyday life such as: improved written and
oral communication skills, the ability to process complex and sometimes
contradictory information, the ability to argue a case clearly and with supporting
evidence, and the ability to critically analyze and evaluate differing interpretations of
historical events
Course Organization and Format:
The course is taught in two 1hr 15 minute lectures on Tuesday and Thursday. We
will break regularly during the lecture for class discussion based on the lectures and
assigned readings. There will also be occasional showings of documentaries or films in
class. I STRONGLY ENCOURAGE YOU TO ASK QUESTIONS AND CONTRIBUTE YOUR
OPINIONS DURING THE CLASS. I DO NOT CURVE SCORES, BUT I WILL BOOST THE GRADE
OF ANY STUDENT WHO HAS CONTRIBUTED TO THE CLASS IN A MEANINGFUL WAY IF THEIR
GRADE IS BORDERLINE. FEEL FREE TO INTERRUPT ME AT ANY TIME WITH QUESTIONS OR
COMMENTS.
Requirements for Successful Completion of the Course:
To demonstrate your engagement with and understanding of the material, 20% of
your overall grade is class participation. This grade will be comprised of how often and
intelligently you contribute questions and opinions in class, and from weekly 50-word essays
OR questions based on the readings that you will hand in every Thursday in class. We
will hold regular discussion every Thursday based on the readings, but I STRONGLY
ENCOURAGE YOU TO ASK QUESTIONS AND CONTRIBUTE YOUR OPINIONS DURING THE
CLASS AT ANY TIME. FEEL FREE TO INTERRUPT ME AT ANY TIME WITH QUESTIONS OR
COMMENTS.
To help you better understand the main contours of America’s interactions with the
world, you will have the opportunity to study the key events and issues and to then
demonstrate your acquired knowledge through three examinations in this course (two
midterms and a final). The exams will cover all material presented in the lecture and also
arising from class discussions and assigned readings. The exams will be part objective
(multiple choice or fill in the blank), part identification, and part essay. Exams are not
comprehensive (see below for dates). Midterm exams are worth 10% of your final
grade, the final is worth 15%.
In order to fulfill the course goals of helping you to construct informed arguments
and to assist you with your writing skills, you will write five two-page essays based on the
weekly assigned readings. See the lecture and reading schedule for specific due dates.
Your essays will not be summaries of the readings; rather, your essays will answer specific
questions that will be given out in class. We will collectively analyze some of the best
essays in class so we can some identify some of the finer points of effective writing. Each
paper is worth 4% of your grade (20% total).
Finally, to give you an opportunity to develop mastery of one aspect of the course
and to help develop your historical research and writing skills, you will write one 8-10 page
research paper. This paper can be any subject of your choosing (subject to approval from
your professor). You will have the opportunity to report your findings back to the class
through an in-class presentation scheduled for the end of the semester. Specific
instructions will be given out in class. The paper is worth 20%, the presentation 5%
(25% total).
Summary:
~Class participation, worth 20%
~5 two-page essays, worth 4% each, 20% total
~Exam 1: September 30, worth 10%
~Exam 2: November 4, worth 10%
~8-10 Page Research Paper (due December 10) and in-class Presentation, worth
25%
~Final Exam: TBD
5
Course Grading Scale:
A (93-96), A- (90-92), B+ (87-89), B (83-86), B- (80-82) C+ (77-79), C (73-76), C- (7072) D+ (67-69), D (63-66), D- (60-62), F (59 or lower).
Your Grade Tracker:
Exam 1 Exam 2 Final
10%
10%
Exam
15%
Class
participation
20%
Research
Project
25%
Short
Paper 1
4%
Short
Paper 2
4%
Short
Paper 3
4%
Short
Paper 4
4%
Required Course Text:
~ Dennis Merrill and Thomas Paterson: Major Problems in American Foreign
Relations:
Documents and Essays, Concise Edition, (2005) available through the
textbook online rental
system
~ Steven Kinzer: Overthrow: America's Century of Regime Change from Hawaii to
Iraq (2006) to
be purchased through the UW textbook store
All additional readings will be posted on D2L or placed on reserve at Anderson Library
Academic integrity:
Unfortunately, cheating has become a far more frequent problem on campuses in
recent years. I trust you all, but in order to be fair to students that take the time and effort
to produce their own work, no amount of plagiarism or any other form of cheating will be
tolerated in this course. Remember that this syllabus is your contract for this course. By
agreeing to undertake this course you are agreeing to not to cheat. Specific instructions on
what constitutes cheating will be given out in class.
Attendance and classroom conduct:
Attendance will not be taken in class. However, you will have extreme difficulty in
passing this course if you regularly miss class. The majority of information needed for
exams will be given out in lectures. I will also hand out questions for the weekly papers and
other important information that you cannot afford to miss. Also, if your grade is borderline
at the end of the semester I will look far more favorably on those students whose have
shown up and have contributed regularly to our weekly discussions. Please do not talk, eat,
or read newspapers during lecture. Remember to turn off mobile phones and pagers before
class.
Illness and Disability:
If you suffer from any kind of illness or disability that requires special attention or
arrangements to be made, please inform the instructor at the beginning of the course and
inform Disability Services.
Late Work:
In order to be fair to other students in the class, papers cannot be accepted after the
scheduled submission date. Remember that COMPUTERS FAIL with alarming regularity, so
save regularly and make frequent hard copies as you type. Always make sure you have a
spare copy of any work handed in. Make up exams will be offered only with a valid excuse
such as University athletic commitments and illness where a doctor’s note is presented.
***This DOES NOT mean just an appointment slip; I require a written note from your doctor
explaining that you were physically unable to sit an exam. ***E-mailed assignments are
not accepted. All work must be turned in by hand either during class or during my office
hours, or in my department mailbox before the due date.
6
Short
Paper 5
4%
UWW SYLLABUS STATEMENT: The University of Wisconsin-Whitewater is dedicated to a safe, supportive, and
nondiscriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize
themselves with university policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodations,
Discrimination, and Absence for University Sponsored Events. (For details, please refer to the Undergraduate Bulletin; the
Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; the “Student Academic
Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]). The
university believes that academic honesty and integrity are fundamental to the mission of higher education and the University
of Wisconsin System. The university has a responsibility to promote academic honesty and integrity and to develop procedures
to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and
representation of their work, for the appropriate citation of sources, and for respect of others’ academic endeavors. Students
who violate these standards are subject to disciplinary action. UWS Chapter 14 identifies procedures to be followed when a
student is accused of academic misconduct. For additional information, please refer to the section in the Student Handbook
titled, Student Academic Disciplinary Procedures.
TENTATIVE LECTURE SCHEDULE and Weekly Readings:
Week 1 (Sept. 2)
Lecture: Class Introduction/The Theory and Practice of Foreign Policy
ESSAYS: Thomas J. McCormick, “The World-System, Hegemony, and Decline”
Akira Iriye,
“The Importance of Culture” Laura McEnaney, “Gender Analysis and
Foreign
Relations” Michael H. Hunt, “The Racial Hierarchy” Melvyn P. Leffler,
“Security, Values, and Power.” J. Garry Clifford, “Bureaucratic Poltics
and Policy Outcomes.”
Week 2 (Sept. 7/9)
L: A New Nation Finding its Feet: Jefferson’s ‘Empire of Liberty,’ the War of
1812, and
the Monroe doctrine
ESSAYS: Steven Watts, “Crusade to Revitalize the American Character”
DOCUMENTS: 1.Foreign Policy Powers in the Constitution, 1789 2.Jay's
Treaty, 1794
3. President George Washington Cautions Against Factionalism and
Permanent
Alliances in His Farewell Address, 4.Federalist Alexander Hamilton
Debunks
Jefferson's Diplomacy, 1803 5.Jefferson Instructs Captain Meriwether
Lewis on
Exploration, 6.Secretary of State James Madison Protests British
Impressment of Americans from the Chesapeake, 1807 7.President
James Madison Urges Congress to Declare War on Great Britain, 1812
8.Former President Thomas Jefferson Predicts the Easy Conquest of
Canada, 1812 9.The Monroe Doctrine Declares the Western
Hemisphere Closed to European Intervention, 1823.
First two-page essay due 7/9
Week 3 (Sept. 14/16)
L: Religion and the American Empire: “Manifest Destiny” and Westward
Expansion
ESSAYS: Anders Stephanson, “The Ideology and Spirit of Manifest Destiny”
Thomas R.
Hietala, “Empire by Design, Not Destiny”
DOCUMENTS: 1.Commander Sam Houston's Battle Cry for Texan
Independence from
Mexico, 1835 2.General Antonio López de Santa Anna Defends Mexican
Sovereignty over Texas, 1837 3.Democratic Publicist John L. O'Sullivan
Proclaims America's Manifest Destiny, 1839 4.President James K. Polk
7
Lays Claim to Texas and Oregon, 1845 5.Polk Asks Congress to Declare
War on Mexico, 1846 6.The Wilmot Proviso Raises the Issue of Slavery
in New Territories, 1846 7.Massachusetts Senator Daniel Webster
Protests the War with Mexico and the Admission of New States to the
Union, 1848 8.Mexican Patriots Condemn U.S. Aggression.
Week 4 (Sept. 21/23)
L: Race and Foreign Policy: Killing ‘the Other’ in the U.S. Response to
Native Americans
during the 19th Century
READINGS TBA
Second two-page essay due 18/11
Week 5 (Sept. 28/30)
L: Expansionist Tendencies Exported: “Benevolent Assimilation” of Hawaii
and the
Spanish Colonies; ‘The Open Door Policy’ as a Blueprint for the
American Century
ESSAYS: Stephen Kinzer, Overthrow Louis A. Pérez, Jr., “Derailing Cuban
Nationalism and
Establishing U.S. Hegemony,” William Appleman Williams “The
Tragedy of American
Diplomacy” (excerpts).
DOCUMENTS: 1."Peace—But Quit That": Uncle Sam Defends Cuba's Feminine
Virtue, 1898
2."Another Old Woman Tries to Sweep Back the Sea": Critics Lampoon
President
William McKinley as indecisive and Unmanly, 1898 3.President
McKinley Asks Congress to Authorize War on Spain, 1898 4.The Teller
Amendment Disavows the U.S. Annexation of Cuba, 1898 5.American
Anti-Imperialist League Platform, 1899 6.McKinley Preaches His
Imperial Gospel, 1899 7.The Platt Amendment Restricts Cuba's
Independence, 1903.
EXAM 1, SEPT. 30, WEEKS 1-5
Week 6 (Oct. 5/7)
L: Flying Too Close to the Sun: The Failure of Wilsonian Internationalism in
World War
One
ESSAYS: Jan Wilhelm Schulte-Nordholt, “The Peace Advocate Out of Touch
with Reality,”
Tony Smith, “Wilsonianism: A Workable Blueprint for a Broken World”
DOCUMENTS: 1.The First Lusitania Note Demands That Germany Halt
Submarine Warfare,
1915 2.President Woodrow Wilson Asks Congress to Declare War
Against Germany,
1917 3.Senator Robert M. La Follette Voices His Dissent, 1917 4.Wilson
Proclaims
U.S. War Aims: The Fourteen Points, 1918 5.Articles 10 Through 16 of
the League of
Nations Covenant, 1919 6.Wilson Defends the Peace Treaty and
League, 1919
7. Senator Henry Cabot Lodge Proposes Reservations to the League
Covenant.
8
Week 7 (Oct. 12/14)
L: Like a Bad Neighbor: The U.S. in Latin America and Isolationism in the
Interwar
Period
Stephen Kinzer, Overthrow, Additional READINGS TBA
Third two-page essay due 10/14
Week 8 (Oct. 19/21)
L: World War II: The Fight Against Totalitarian Expansion
ESSAY: John Grigg, “1943: The Victory that Never Was” (excerpt) David
Wyman, “America
and the Holocaust” (Introduction), John dower, “A War Without Mercy”
(excerpt)
DOCUMENTS: 1.President Franklin D. Roosevelt Proposes to "Quarantine"
Aggressors, 1937
2. Japan Envisions a "New Order" in Asia, 1938 3.FDR Proposes LendLease Aid to
Great Britain, 1940 4.Washington Rejects Japan's Proposals and
Reaffirms the Open
Door, November 1941 5.Roosevelt Delivers His War Message to
Congress, 1941, 6
The Atlantic Charter.
Week 9 (Oct. 26/28)
L: Confronting the Communist Challenge and a New Global Role: The Cold
War and
Containment
ESSAY: John Lewis Gaddis, “The Cold War: A New History” (excerpt)
DOCUMENTS: 1.Attaché George F. Kennan Critiques Soviet Foreign Policy in
His "Long
Telegram," 1946 2.Former British Prime Minister Winston S. Churchill
Declares an
"Iron Curtain" Has Descended on Europe, 1946 3.Soviet Ambassador
Nikolai Novikov
Identifies a U.S. Drive for World Supremacy, 1946 4.The Truman
Doctrine Calls for
Aid to Greece and Turkey to Contain Totalitarianism, 1947 5.The
Marshall Plan
(Economic Cooperation Act) Provides Aid for European Reconstruction,
1948 6.The
National Security Council Paper No. 68 (NSC-68) Reassesses the
Soviet Intentions.
Fourth two-page essay due 10/28
Week 10 (Nov. 2/4)
L: From Israel to Iran: America and the Middle East since 1945
ESSAYS: Stephen Kinzer, Overthrow, Mary Ann Heiss, Culture Clash: Gender,
Oil, and
Iranian Nationalism, Bernard Lewis, “The Revolt of Islam”
FOR DEBATE: U.S. Support for Israel a Key Factor in Americas Difficulties in
the Middle
East? YES: John J. Mearsheimer and Stephen M. Walt, from "The Israel
Lobby and U.S. Foreign Policy," Middle East Policy (Fall, 2006) NO:
Josef Joffe, from "A World Without Israel," Foreign Policy
(January/February 2005).
DOCUMENTS: 1.Iranian Prime Minister Mohammed Mossadeq Defends the
Nationalization of
9
Oil, 1951 2.U.S. Ambassador Loy Henderson Questions Mossadeq's
Mental Stability,
1952.
EXAM 2, NOVEMBER 4, WEEKS 6-10
Week 11 (Nov. 9/11)
L: Imperialism by Another Name? The Cold War in Latin America
ESSAYS: Stephen Kinzer, Overthrow. Dennis Merrill, “Cultural Negotiation:
U.S.
Tourism in Puerto Rico,” Noam Chomsky, “Deterring Democracy’
(Introduction)
DOCUMENTS: 1.CIA Assassination Plots Against Cuban Leader Fidel Castro
(1960-1965),
1975 2.Guidelines for Operation Mongoose, 1962 3.Missiles
Photographed in Cuba:
President John F. Kennedy Meets with His Advisers, October 16, 1962
4.Kennedy
Addresses the Nation, October 22, 1962 6.The Commonwealth of
Puerto Rico Plans
for Tourism, 1949 7.Modernity Goes on Display: San Juan's Caribe
Hilton Hotel, 1949
8.A Puerto Rican Cartoon Satirizes U.S. Tourists, 1960.
Week 12 (Nov. 16/18)
L: Destroying the Village to Save it: America in Vietnam
ESSAY: Stephen Kinzer, Overthrow Robert Buzzanco, “International
Capitalism and
Communism Collide with Vietnamese Nationalism”
DOCUMENTS: 1.Vietnamese Declaration of Independence, 1945 2.Final
Declaration of the
Geneva conference on Indochina, 1954 3.North Vietnamese General Vo
Nguyen Giap Outlines His People's War Strategy, 1961 4.The Tonkin
Gulf Resolution Authorizes the President to Use Force, 1964 5.A
Bureaucratic Insider Laments the Momentum Against Negotiation,
November 1964 6.President Lyndon B. Johnson's Advisers Chart the
Path to Military Escalation, December 1964 7.Chinese Leader Mao
Zedong Urges the North Vietnamese to Fight On, 1965 8.Senator J.
William Fulbright Decries the "Arrogance of Power," 1966 9.Former
Secretary of Defense Robert S. McNamara Concludes That He Erred,
1995.
Week 13 (Nov. 23) **Thanksgiving Week**
L: Overcoming The Vietnam Syndrome: From Morality and Malaise to A
Cowboy in the
White House and the End of the Cold War
ESSAY: Stephen Kinzer, Overthrow Jeane Kirkpatrick, “Dictatorships and
Double
Standards”
DOCUMENTS: 1.Secretary of State Henry A. Kissinger Defines Détente, 1974,
2.President
Jimmy Carter Condemns the Soviet Invasion of Afghanistan, 1980,
3.President
Ronald Reagan Denounces the Soviet Union, 1981, 4.Reagan Defends
SDI After the Reykjavik Summit Meeting, 1986, 5.Soviet General
Secretary Mikhail Gorbachev Criticizes SDI After the Reykjavik Summit
Meeting, 1986, 6.Paul Kennedy on "Imperial Overstretch" and the
Relative Decline of the United States, 1987, 7.Soviet Reformer Georgi
10
Arbatov Explains the "New Thinking" in the Soviet Union, 1989 8.
President George Bush Proclaims Cold War Victory, 1990.
Week 14 (December 2/4)
L: Why We Fight: The U.S. Record on Human Rights, the Response to
Genocide, and ‘the
Bush Doctrine’
ESSAYS: Stephen Kinzer, Overthrow, Romeo Dallaire, “Shake Hands With the
Devil”
(Introduction), Smantha Power, “A Problem From Hell” (excerpes), Ron
Suskind “The
One Percent Doctrine” (Introduction)
DOCUMENTS: 1. President George Bush Declares a New World Order During
the
Persian Gulf Crisis, 1990. 2. President William J. Clinton Applauds
America's Globalism and Warns Against a New Isolationism, 1995 3.
President George W. Bush Asks, "Why Do They Hate Us?" 2001 4.
Osama bin Laden Proclaims, "God Has Given Them Back What They
Deserve," 2001 5. President Bush Vows to Democratize Iraq, 2005.
Fifth two-page essay due 12/4
Week 15 (Dec. 9/11)
L: In-Class Presentations of Final Projects
Final Exam, Weeks 11-15, TBD
11