The U.S. In World Affairs Pols 180 Case Assignment

The U.S. In World Affairs Pols 180 Case Assignment

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The U.S. In World Affairs Pols 180 Case Assignment

SPRING 2014

Instructor: Dr. Jim Moore Class Meetings: Monday, Wednesday, Friday 10:30–11:35, Marsh 216–TAYLOR AUDITORIUM Office: Marsh 220 Phone: 503.352.2288 E-mail: moorej@pacificu.edu Office Hours: Monday 9:30–10:20

Wednesday 11:45–12:30 Thursday 10:00–11:00

Friday 9:30–10:20

THIS CLASS provides an introduction to international relations through the study of the role of the United States in the world. The emphasis will be on understanding issues of war and peace, economics, and contending theoretical perspectives. This course provides the intellectual tools to take additional upper division classes on international issues. Students completing this course will be able to: cc understand the large issues of international relations; cc assess theoretical arguments in the field of international relations; cc relate current events to the intellectual structure of the study of international

relations; cc perform research and analysis using social science methods; cc know enough international history to qualify for Jeopardy®; cc decide whether or not to continue subscribing to the New York Times.

REQUIRED BOOKS Carr, E.H. 1964 [1939]. The Twenty Years’ Crisis: 1919–1939. New York: Harper

Torchbooks. Thucydides. 1993 [ca. 400 BCE]. On Justice, Power, and Human Nature. Translated by

Paul Woodruff. Indianapolis, Indiana: Hackett Publishing Company.

The daily New York Times. You will receive instructions on how to order this via e-mail. You need to get the Monday–Friday option, at the least. A note on paper vs. on-line— the paper version is the one from which quizzes and concepts will be developed.

PAPERS You will write three papers in this class. Each paper will focus on the topics during a

particular week. Your job is to use the ideas from the readings to analyze a case study of your choosing from international relations. Case studies can be historical (since 1900) or from current events (based on articles in the New York Times).

You will choose when your papers are due. There will be a sign up sheet for papers the second week of class.

QUIZZES Each Friday will begin with a news quiz based on the New York Times. Quizzes will

cover Friday to Thursday of each week; all questions will come from the international stories of the first section.

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EXTRA CREDIT A journal—focusing on what another country thinks about international issues. To

accomplish this you will need to do several things: • Find a credible international source you can follow throughout the semester.

Examples: on-line newspapers or magazines (pick according to your language skills); government/ embassy web sites; international television or radio stations. When you find a source, let me know what you have chosen so we can decide if it is credible.

• Keep a journal. Write in it at least once a week. Your entries need to explain what is reported, and then you need to compare it to the U.S. reporting we read in the New York Times.
• Turn the journal in at each of the four due dates throughout the semester.

This extra credit project will count as an additional paper. So, instead of writing three papers for 60% of your class grade, you will be, in effect, writing four papers for 60% of your class grade. This is a great option if you feel your paper grades will not be as high as you would like them to be.

CLASS PARTICIPATION We will have many discussion, small group, and brain storming sessions. You will be

graded on the quality of your contributions to these activities. Part of this is simple class attendance. You are adults, and you can make your own decisions about coming to class. But, as I have heard over the years from many employers, showing up is half the battle. Unexcused absences will be penalized, excused absences will be penalized half as much, and University excused absences will not be penalized. In other words, let me know in advance if you will miss class.

GRADING The grading will reflect your work in all phases of the class. At any point during the term

you may ask me how you are doing. Grades and comments will be sent to you via email.

New quizzes: 25%. Papers: 60%. Participation: 15%.

GRADES To get an A—very good descriptions, original analysis [92–100=A; 90–91.9=A-]. To get a B—good descriptions, some analysis [88–89.9=B+; 82–87.9=B; 80–81.9=B-]. To get a C—average descriptions, poor analysis [78–79.9=C+; 72–77.9=C; 70–71.9=C-]. To get a D—some descriptive capabilities, problems with basic facts [68–69.9=D+; 60–

67.9=D]. To get an F—no credible effort [<60=F].

Papers are due by 10:30 A.M. on the due date. Late papers will be assessed a full letter grade (10 points) for each scheduled class meeting—as listed on the syllabus— they are late. Arrangements made before the due date will result in these penalties being cut in half. All work must be received by 13 May at 11:00 A.M. (when the final would be done), or you will not receive any credit for it.

Attendance works like this—unexcused absences, zero points for the day; excused absences, half credit for the day; University approved absence (authorized by a coach, faculty member, or administrator), full credit for the day.

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LEARNING SUPPORT SERVICES FOR STUDENTS WITH DISABILITIES Any student who feels the need for an accommodation based on the impact of a disability should contact Learning Support Services to discuss specific needs. Please contact Edna K. Gehring, Director of Learning Support Service for Students with Disabilities at x2194, via email at gehringe@pacificu.edu, or stop by the office (Scott 204) to coordinate reasonable accommodations for students with documented disabilities. It is extremely important that you begin this process at the beginning of the semester. Please do not wait until the first test or paper.

• ACADEMIC MISCONDUCT Pacific University has no tolerance for academic dishonesty. It is university policy that all acts of academic dishonesty be reported to the Assistant Dean or the Associate Dean. Sanctions that may be imposed for academic dishonesty range from an “F” for the assignment, to an “F” for the course, and suspension or dismissal from the university. Forms of academic misconduct include, but are not limited to, plagiarism, fabrication, cheating, tampering with grades, forging signatures, and using electronic information sources in violation of acceptable use policies. Plagiarism is the use of someone else’s words, ideas, or data without proper documentation or acknowledgment; it may entail self-plagiarism, i.e. reusing or resubmitting your own work without approval. Quotations must be clearly marked, and sources of information must be clearly indicated in all student work. Please consult the Academic Conduct Policies in the A&S Catalog.

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Week 1: INTRODUCTION TO THE CLASS, THE CHALLENGE OF INTERNATIONAL RELATIONS. READINGS: Carr, chpt. 2.

27 January. 29 January. 31 January.

Week 2: THE INTERNATIONAL POLITICAL WORLD. READINGS: Thucydides, book 1.1–22 (section 1 of our book).

Daily New York Times. 3 February. 5 February. Papers due. 7 February. News quiz.

Week 3: WHY COUNTRIES CHOOSE CONFLICT. READINGS: Thucydides, book 1:23 and 1.66–88 (section 2a–b of our book).

Daily New York Times. 10 February. 12 February. Papers due. 14 February. News quiz.

Week 4: THE NATURE OF STATES. READINGS: Thucydides, book 2.34–46; 2.55–65 (section 3a, c–d of our book).

Daily New York Times. 17 February. 19 February. Extra credit journal #1 due. Papers due. 21 February. News quiz.

Week 5: POWER AND WEAKNESS AMONG STATES. READINGS: Thucydides, book 3.37–51; 5.84–116 (section 4c and 6c of our book).

Daily New York Times. 24 February. 26 February. Papers due. 28 February. News quiz.

Week 6: THE 20TH CENTURY: STATES WORKING TOGETHER. READINGS: Carr, chpts. 3–4.

Daily New York Times. 3 March. 5 March. Papers due. 7 March. News quiz.

Week 7: THE 20TH CENTURY: STATES AND STRENGTH. READINGS: Carr, chpt. 5.

Daily New York Times. 10 March. 12 March. Extra credit journal #2 due. Papers due. 14 March. News quiz.

Week 8: TYPES OF 20TH CENTURY POWER. READINGS: Carr, chpt. 8.

Daily New York Times. 17 March. 19 March. Papers due. 21 March. News quiz.

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Spring Break. Go somewhere to experience the US or the world.

Week 9: INTERNATIONAL RELATIONS AND MORALITY. READINGS: Carr, chpt. 9.

Daily New York Times. 31 March. 2 April. Papers due. 4 April. News quiz.

Week 10: INTERNATIONAL RELATIONS AND THE PROBLEMS OF THE 20TH CENTURY. READINGS: daily New York Times. 7 April. 9 April. Extra credit journal #3 due. Papers due. 11 April. News quiz.

Week 11: INTERNATIONAL ECONOMICS READINGS: daily New York Times. 14 April. 16 April. Papers due. 18 April. News quiz.

Week 12: HUMAN NATURE IN INTERNATIONAL RELATIONS. READINGS: daily New York Times. 21 April. 23 April. No class meeting today. Attend Senior Presentations! 25 April. News quiz. Papers due.

Week 13: 21ST CENTURY CONFLICT: THUCYDIDES REVISITED? READINGS: daily New York Times. 28 April. 30 April. Papers due. 2 May News quiz.

Week 14. CRITICAL QUESTIONS IN INTERNATIONAL RELATIONS. READINGS: daily New York Times. 5 May. Extra credit journal #4 due. News quiz. Papers due.

Finals Week 13 May.

The final for this class is scheduled from 8:30–11:00 A.M. All outstanding work in the class must be received by 11:00 A.M.—either on my office desk or in my mail box in the Social Sciences faculty offices.

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STYLE SHEET POLS 180

I will gladly read drafts and give you pointers about what needs to change in order for you to get a better grade. I need to see the draft by the class meeting before it is due. Also, you are free to rewrite any final draft you hand in to me in order to better your grade. However, any rewrites after you hand in a final copy for a grade must be done within one class meeting of the time you receive the graded paper; you can receive a half grade improvement, at the most, for this kind of rewrite (e.g. 85 to 90).

All papers are graded on two criteria:

• The first, and most important, is the level of communication. As authorities as varied as Thucydides, the former president of Duke University, and E.B. White have noted, if you cannot communicate your ideas, it is as if you had never had them. Please check your grammar, spelling, and clarity. The best way to do this is to have somebody else proofread your paper.
• The second category is relatively straightforward—the content of your paper must be worthwhile. This will be assessed using all the usual social science criteria—accuracy, analysis, relevance, using concepts from the course.

Each paper must be a minimum of five (5) pages. This means all the way to the bottom of the fifth page, not to somewhere in the middle (i.e. a four and a half page paper). Short papers will be penalized a complete grade per lacking page.

Each paper will be typed, double spaced (25 to 27 lines fit easily onto a page) with margins of at least one inch all the way around the page. Standard type sizes (generally 12 point) are required. Number your pages.

Each paper needs a separate title page.

All your sources must appear in a bibliography. This is true even if you use only one source.

You must tell me what citation style you are using. You will be graded on using that citation and bibliographic style. The default style, if you do not let me know, is Chicago, the style used by the Department of Politics and Government.

All late papers will be penalized. A paper is late if it is turned in after the end of the class during which it is due. If arrangements are made before the due date to turn in the paper late, penalties will be cut in half. The penalty is a full grade per class period late. Note that this means that a paper that is 5 class periods late will receive an F. If that F paper is handed in before the end of the semester (see syllabus calendar), then it will be an F with points (50/100 points); if it is not handed in by the ultimate deadline, it will be an F with no points (0/100 points).

Voice: these papers are formal. That means no first or second person pronouns, no contractions, no incredibly flippant commentary. You are to become an expert on your topic, and you are to comport yourself accordingly.

Use standard bibliographic formats. No matter the format, you must include page numbers in your citations. A tricky citation issue: how to cite a source in a line-numbered book (e.g. Thucydides).

Bibliographic citation: Thucydides. 1993 [ca. 400 BCE]. On Justice, Power, and Human Nature. Translated by Paul

Woodruff. Indianapolis, Indiana: Hackett Publishing Company. In-text citation:

(Thucydides, 1993, 1.19–20).

Plagiarism in any form means the paper will receive a failing grade. If you are not sure what constitutes plagiarism, please ask before you hand in your paper. The most common violation of this rule is not citing sources correctly. All direct citations, indirect citations, and ideas must be cited.

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BASIC TYPOGRAPHY* ONE SPACE BETWEEN SENTENCES Use only one space after periods, colons, exclamation points, question marks, quotation marks—any punctuation that separates two sentences.

Notice in this paragraph how the letters line up in columns, one under the other, just as on a typewriter. This is because each character takes up the same amount of space. This monospacing is what makes it necessary to use two spaces to separate sentences.

This paragraph, however, uses a font with proportional spacing. Each character takes up a proportional amount of the space available. Thus a single space between sentences is enough to visually separate them, and two spaces creates a disturbing gap. You can easily see the awkward spacing in a paper by holding it upside down. When our eyes are no longer dominated by the words, we can see the shapes of the blocks of type and the spacing inconsistencies jump out.

Indents Another typewriter rule is the five space indent for paragraphs. When using proportional fonts, the rule is to use an em space, the width of a capital M. This is usually one or two hash marks on the ruler. You will find em space indents in virtually all professional publishing. Use the indent flags on the ruler for the best formatting.

”“QUOTATION MARKS Use real quotation marks—never those grotesque generic marks that actually symbolize inch or foot marks: “and”—not “and.” And note that the punctuation goes inside the quotation mark…. Notice that the ellipses do not take the place of appropriate punctuation. A period is still needed to end the sentence.

You can usually find a word processing program that does this automatically. In Word, Tools–Preferences– General–Smart Quotes box is checked or unchecked.

APOSTROPHES Use real apostrophes, not the foot marks: ’ not ‘.

Same kind of stuff as quotation marks. In Word you make apostrophes work with the “smart quote” box.

DASHES Never use two hyphens instead of a dash. Use hyphens, en dashes, & em dashes appropriately.

Hyphen is only for breaks in words or lines. It is the one you know from the keyboard, “-.”

En dash is used between words indicating a duration; from 7–9 tonight.

Em dash is the champion. Use this, basically, when you would use a semi-colon (look at that hyphen) in writing—if that is what you like.

SPECIAL CHARACTERS. Ç«ÜÁ Take advantage of the special characters available.

Use the “symbol” menu to see all the special characters available in a given font. These make your writing look very professional. But don’t use them too often—it looks like you have a toy instead of a communication tool.

Superscript and subscript are pretty neat. This way you can write x2 and H2O in your papers. Note the rules about type sizes; generally make the super or subscript smaller by 3 points. Use your judgment. If you use

* Robin Williams, The Mac is Not a Typewriter: A Style Manual for Creating Professional–Level Type on Your Macintosh (Berkeley,

California: Peachpit Press, 1990), Robin Williams, The PC is Not a Typewriter: A Style Manual for Creating Professional-Level Type on Your PC (Berkeley, California: Peachpit Press, 1992), Robin Williams, The Mac Is Not a Typewriter: A Style Manual for Creating Professional-Level Type on Your Macintosh, 2nd ed. (Berkeley, California: Peachpit Press, 2003).

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the super/subscript formatting in Word it changes the type size automatically. Note on footnotes, your word processor will automatically size the footnote numbers. You may want to play with them, but the programs generally do a good job of sizing.

A warning: your spell checker won’t know some of these special symbols.

ACCENT MARKS éöîñ. Where an accent mark is appropriate, use it.

You can say, “Sí, sí, señorita.” And you can create a résumé.

The important thing is to remember that common accent marks may be with different letters than you think. Use the special character techniques to figure out where they are if you get lost.

UNDERLINING Don’t underline. Underlining is for typewriters; italic is for professional text. Notice how the underlining cuts off the descender from the “g” in “underlining.”

Use bold type, larger type, a different font, or italics.

This means that you need to reinterpret all citation and bibliographic styles that you learn about; underlining is for typewritten bibliographies and book titles. Now you switch to italics.

CAPITALS Very rarely (almost never) use all capital letters.

This gets at the ability of the human eye to read words. It turns out that our eyes look at the shape of words—ALL CAPITALS MAKES ALL WORDS THE SAME SHAPE.

If you feel a need to use capital letters (e.g. I use them in titles on syllabi), use SMALL CAPS. It keeps the acronym or abbreviation from jumping off the page at the reader. See the difference between NATO and NATO. Small caps is found under Format and Character. Note that the headings for these hints are in small caps.

FONTS

Interestingly enough, it turns out that the human eye responds to the little doo-dads on the letters, known as serifs. This makes serif fonts more readable, and thus better for texts.

Sans serif fonts are more legible and thus better for titles, headings, and large posters.

The U.S. In World Affairs Pols 180 Case Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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