CONTEMPORARY U.S. FOREIGN POLICY
GINT 341
PROFESSOR JEREL ROSATI
Byongok (David) Han, Teaching Assistant
Please read the syllabus carefully for I have given great thought to the development of this course.
COURSE OBJECTIVES
The purpose of the course is to provide you with a basic understanding of the evolution and contemporary practice of U.S. foreign policy. This is pursued through the following strategy:
1) by learning specific information about contemporary U.S. foreign policy and its history--focusing on national security and foreign economic policy,
2) by acquiring knowledge about general patterns in the practice of U.S. foreign policy--focusing on key central themes,
3) by becoming familiar with different interpretations of U.S. foreign policy, and
4) by helping you improve your ability to learn, reason, and to communicate.
The goal is for you to learn and to grow intellectually. It is hoped that by the end of the semester you will find the course to be informative, interesting, and enjoyable.
COURSE REQUIREMENTS
Students will be evaluated through class participation and exercises, a library-internet research exercise, and examinations. The intent behind these requirements is to have you study and think about the course material throughout the semester--to provide you with numerous opportunities to demonstrate the knowledge you have acquired and to get feedback--in order to maximize your ability to learn and grow as a student.
1. Class Participation/Attendance/Exercises (100 points). In order to get the most out of class, you must come to class and be prepared. Students are required to complete the readings prior to class meetings and to come to class ready to discuss them. You are also expected to keep abreast of current issues and be prepared to discuss them. I expect everyone to participate actively in the discussion of the day. Attendance affects your participation grade; excessive absences will result in a lower or failing grade.
You may also be asked to complete short exercises, usually written, in class and out-of-class revolving around communicating and understanding of the readings.
SHOULD YOU MISS A CLASS, YOU ARE RESPONSIBLE FOR LEARNING WHAT WENT ON IN CLASS FROM YOUR CLASSMATES.
Please come to class on time, and should you be late please sit in the rear and do not disturb your classmates and the class.
2. Library-Internet Research Exercise (100 points). Everybody is required to appropriately complete an exercise where you learn how to conduct research and find information in the library and on the internet concerning a contemporary U.S. foreign policy issue, with appropriate bibliographic citations. A hand-out will be provided describing the exercise in greater detail.
3. Three Examinations (200, 200, and 400 points). Each of the exams will reflect the new material covered and will also be cumulative, examining you on previous course material to maximize your knowledge. Each exam will consist of a variety of different kinds of questions. Your responses should demonstrate your mastery of the information and concepts provided in the assigned readings as well as the information and ideas generated in class discussions.
Please do not schedule any travel at the end of the semester until you have taken the final exam at the designated time.
Missing an assignment or examination. DO NOT MISS AN EXAM or an assignment. THERE ARE NO MAKE-UPS. A GRADE OF F AND 0 POINTS WILL BE GIVEN.
I am treating each of you as a RESPONSIBLE YOUNG ADULT now that you are in college. Therefore, I expect you to act responsibly and with simple courtesy.
GRADES
Your grade will be based, not on how well you do compared to others in the class, but on my assessment of your quality of substantive knowledge, quality of analysis, and effective communication demonstrated--in other words, the level of understanding demonstrated. That is, an A represents "excellent" understanding, a B+ represent "very good" understanding, a B represents "good" understanding, a C+ represents "satisfactory yet promising" understanding, a C represents "satisfactory" understanding, a D+ represents "poor" understanding; a D represents "very poor" understanding, and an F represents an "appalling" level of understanding. Therefore, you should work together and help each other out.
ACADEMIC DISHONESTY
The University of South Carolina, like all institutions of higher education, is fundamentally dependent upon the maintenance of proper standards of honesty. Maintenance of those standards is the responsibility of every member of this academic community--students, instructors, and staff alike. I will not spend our time trying to find cheaters, but when confronted with clear evidence of academic dishonesty, I will respond vigorously. Such impropriety in this class will result in an F for the course.
TEACHING PHILOSOPHY AND STRATEGY
The class will be structured around what I call a class dialogue in which information, knowledge, and thought will be generated through lecture/background, discussion, and the Socratic method. I will often play the role of provocateur and advocate to stimulate participation.
The class dialogue emphasizes the importance of student participation and ACTIVE LEARNING as a means to improve one's skills, interest, information, knowledge, and, ultimately, understanding. In essence, class discussions will consist of an active exchange between the student and professor. When deemed necessary, lectures will be provided for some of the more difficult material and to provide appropriate background. Naturally, the larger the class, the more challenging it will be to have active learning.
The class is organized around the required readings. I EXPECT EVERY STUDENT TO COME TO CLASS PREPARED. Every student should be able to summarize and analyze each assigned reading and place it in perspective relative to the rest of the course material. Students also will be expected to offer comments or questions which contribute to class discussions on a regular basis. It should be noted that class participation and class quizzes will count for twenty percent of your overall grade.
Again, please come to class on time and be courteous at all times.
NATURE OF THE COURSE
One ultimate purpose of higher education and the offering of this course is to broaden your knowledge and understanding about the world around you--to learn about things that you probably don't know much about and to think about things that you haven't given much thought to. At the same time, I recognize that many individuals hold strong beliefs and feelings about the United States, often based more on faith and emotion rather than substantive knowledge. Therefore, much of the material in this course MAY BE CONTROVERSIAL and WILL CHALLENGE YOU to think about many beliefs and assumptions you hold (and have rarely examined).
Your role is to act as student, social scientist, or policy analyst, not policymaker, activist, or true believer. Remember, our goal is to better understand reality--in this case the history and contemporary practice of U.S. foreign policy--regardless of what your feelings and opinions are about that reality. Learning and understanding are to be accomplished through the accumulation of information and knowledge and reliance on an open and critical mind.
Hopefully, this course will increase your knowledge by having you acquire:
i) lots of information,
ii) appreciate the complexity and contradictions of reality,
iii) recognize patterns and make generalizations supported by evidence, and
iv) recognize and think about different views (including my view which I will provide).
These are the building blocks to knowledge and understanding.
ABOUT THE INSTRUCTORS
Jerel Rosati is a Professor of political science and international studies and has been a member of the Department of Government and International Studies at Carolina since 1982. He has a great love of knowledge and learning about the world and human affairs. His intellectual interests range from American politics and history, United States foreign policy, the Vietnam War and the sixties to the dynamics of world politics and global change, the nature of human interaction, and political psychology. His area of specialization is the theory and practice of foreign policy, focusing on the United States policymaking process, decision-making theory, and the political psychological study of human cognition. He has been awarded the Outstanding Professor of the Year in the Humanities and Social Sciences by the South Carolina (Honors) College, the Outstanding Teacher in International Studies in the Department of Government & International Studies, Excellence in Teaching by the University of South Carolina Alpha Chapter of the Mortar Board Honor Society, and Outstanding Teacher in Political Science by the American Political Science Association and Pi Sigma Alpha (The National Political Science Honor Society). In addition to the usual undergraduate and graduate students, he has also been awarded, and participated in, a number of instructional grants at the state and federal level (usually through the Department of State) as Academic Director, Field Director, and/or Project Director where he has taught students and scholars from all over the world, including Bulgarians, Chinese, Israelis and Palestinians, Somalis, Master’s of International Business students, and high school teachers. He has been a Visiting Professor at Somalia National University in Mogadishu and Visiting Scholar at China’s Foreign Affairs College in Beijing. He also enjoys research and writing, and is the author of The Carter Administration's Quest for Global Community: Beliefs and Their Impact on Behavior and The Politics of United States Foreign Policy (3rd edition and translated in mandarin chinese), as well as the co-editor of The Power of Human Needs in World Society, Foreign Policy Restructuring: How Governments Respond to Global Change, and Readings in the Politics of U.S. Foreign Policy. He also has been a Research Associate in the Foreign Affairs and National Defense Division of the Library of Congress's Congressional Research Service, President of the International Studies Association's Foreign Policy Analysis Section, and President of the Southern region of the International Studies Association. He is happily married and the proud father of three children (and a fourth step-daughter, two cats, and one dog) and enjoys travel, athletics, music, reading, good company, and relaxing. He came of age during the early seventies as an undergraduate at U.C.L.A when the events surrounding the Vietnam War and Watergate reached a crescendo, which had a profound impact on his intellectual and personal development to the present day.
Byongok Han (David) is from South Korea and has B.A. and M.A. degree majoring in Political Science and International Relations from Korea University in Seoul, Korea. His masters thesis addressed United States policy toward South Korea since the end of the Cold War. He received the outstanding thesis award and outstanding graduate student award. He is currently a Ph.D. candidate in International Studies at University of South Carolina, specializing in U.S. foreign policy and working on his dissertation. He has served in the Army of the Republic of Korea. Mr. Han was also Program Officer for Kim Dae Jung Peace Foundation for the Asia-Pacific Region. He is a political columnist of the Columbia Korean Newspaper and his English is excellent, having taught English in Korea and having studied in the U.S. for three years. David has also served as Program Assistant for the U.S. Department of State Fulbright Institute on U.S. Foreign Policy for 18 Fulbright Fellows from around the world hosted by the Walker Institute of International Studies at the University of South Carolina.
CONTACTING US AND INTERACTING
Please feel free to come see me and Byongok/David during our office hours or any other time we are free. Afternoons are a particularly good time for Professor Rosati.
The best way to contact us is probably through email. My email address is: rosati@sc.edu. David’s email address is byongok@yahoo.com.
If you have any questions or complications that we should be aware, feel free to contact us. I am good about checking my email and responding throughout the workweek. I am much less likely to check my email during the weekend.
Please check your emails, for we will frequently send you contemporary articles on U.S. foreign policy and updates on the class.
* * *
THIS SYLLUBUS REFLECTS THE EXPECTATIONS AND REQUIREMENTS YOU MUST FULFILL. We EXPECT YOU TO TAKE THE COURSE SERIOUSLY AND WORK AS HARD AS DO--WHICH IS, AFTERALL, THE KEY TO LEARNING AND INTELLECTUAL GROWTH.
REQUIRED READINGS
1. Seyom Brown, The Faces of Power: United States Foreign Policy from Truman to Clinton (New York: Columbia University Press, 1994)
2. Foreign Policy Association, Great Decisions 2002 (Foreign Policy Association, 2002)
3. Universal Copies packet of required readings, available at 1120 College Street (next to Sandy's Hot Dogs near the corner of Main and College Streets; 254-8931)
4. Emailed articles. PLEASE CHECK YOUR EMAIL REGULARLY FOR WE WILL BE SENDING YOU ARTICLES, REMINDERS, AND UPDATES FOR THE CLASS.
The readings are intended to be accessible and diverse so as to improve your ability to acquire an understanding of U.S. foreign policy and its real-world relevance. The required readings for each week are specified under Course Topics and Readings below.
Contemporary Affairs. It is also expected that you will follow contemporary affairs through the media during this semester more than you might normally be accustomed. Paying attention to the international news--such as reading the newspaper, watching network television, and listening to National Public Radio--is strongly encouraged. You should also try to familiarize yourself with the litany of magazines and journals which present a host of intellectual, opinion, and policy positions. Such journals can be found in the Thomas Cooper Library, the Institute of International Studies Library located on the Fourth Floor of Gambrell Hall, the Richland County Public Library on Assembly Street, the bookstore Intermezzo (next to Goatfeather's), and can be found on the internet.
Media sources for following contemporary affairs are listed at the end of the syllabus.
COURSE THEMES
Four themes or questions are central to this course for developing an understanding of the evolution and contemporary practice of U.S. foreign policy. They will be raised and addressed throughout the semester for they are integral to making sense of the topics and the readings.
1. What have been the dominant patterns of continuity and change in the practice of U.S. foreign policy over time? Scholars have long debated whether U.S. foreign policy has been marked by continuity or change over the course of American history and why. Some scholars point to World War II as a time of revolutionary change in the practice of U.S. foreign policy. Many scholars emphasize continuity in post-World War II U.S. foreign policy and its prewar past. A similar debate also revolves around the impact of the Vietnam War years on the practice of U.S. foreign policy, as well as the end of the cold war and implications of September 11, 2001. One's understanding of the dominant patterns of continuity and change in the history of U.S. foreign policy is consequential for understanding the contemporary practice of U.S. foreign policy. It also has important implications for predicting and understanding the future of U.S. foreign policy in the post-cold war era.
2. What is the relationship between official rhetoric and action in U.S. foreign policy? What have been American national interests over time? What has been the role of American liberalism and culture? Much of foreign policy consists of public statements by the President and government officials for various audiences. To what extent do these statements reflect the foreign policy beliefs of political leaders? To what extent does official rhetoric affect foreign policy decisions and behavior? To what extent has "democracy" been important for rhetoric and behavior? To what extent has "capitalism" and "the market" been important for rhetoric and behavior? Why? Answers to these questions spur much controversy and disagreement, but they also shed important light on how the practice of foreign policy is actually carried out in the United States.
3. What is America's global future in the twenty first century? A great debate exists about the power of the United States since the vietnam war and the end of the cold war, about whether or not the U.S. has been in a state of decline or hegemonic renewal. Much hinges on perceptions of the strengths and weaknesses of the country, the evolving nature of the international system, and the ability of the United States to adapt to the future environment of the twenty first century. Much also may be impacted by the U.S. global response to the September 11, 2001 terrorist attacks. The implications are not only important for the the future practice of United States foreign policy, but also for the future "standard of living" and "quality of life" for Americans throughout society and many people throughout the world.
4. What should be the future foreign policy orientation of the United States? A great debate has existed since the vietnam war and collapse of the cold war. Should it be internationalist? What kind of internationalism? Should it be more multilateral-oriented? Should it be more unilateral-oriented? Much depends on world politics and domestic politics, such as implications of September 11as well as the upcoming congressional and presidential elections. Such differing perspectives and debates is of great consequence for it will heavily impact the future practice of United States.
COURSE TOPICS AND READINGS
The focus is on broad and in-depth coverage of the two basic elements in the practice of U.S. foreign policy throughout American history: national security policy and foreign economic policy. Nevertheless, it should be pointed out that other foreign policy issues of consequence also exist--such as immigration policy, drug policy, and international environmental policy--but they will receive limited attention due to the obvious time constraints of a one semester course.
[If you miss a class, you are responsible for contacting a classmate
to find out the reading and class assignments.]
[Please bring the required readings with you to class for each session.]
HELPFUL INFORMATION:
– Each numerical topic below refers to one class session and lists the required (and recommended, if any) readings for that session
– Read and be able to summarize the required readings
– Recommended readings are just that: recommended if you would like additional information and knowledge
– We will often begin the class or integrate within the class contemporary issues from the contemporary required readings we email you and that may be in the Universal packet. Remember: you are responsible for staying abreast of contemporary affairs [SEE END OF SYLLABUS FOR SOURCES]
– For articles sent by email, print them out, read, and save.
– PLEASE CHECK YOUR EMAIL FOR ARTICLES AND UPDATES ON THE CLASS
LAST DAY ADD/DROP WITHOUT GRADE OF W, August 28
LAST DAY ADD/DROP WITHOUT GRADE OF WF, October 3
FIRST MANDATORY EMAIL/INFORMATION ASSIGNMENT. Due by Monday, September 2. Email me the following information (you cannot get a passing grade unless you fulfill this assignment):
[have your subject heading be GINT 341 EMAIL/INFO ASSIGNMENT]
1) name (as registered)
2) social security #
3) phone numbers (home; work; cell; other)
4) email address [I HIGHLY RECOMMEND AVOIDING HOTMAIL GIVEN ALL ITS PROBLEM]
5) major
6) class (e.g., freshman)
7) have you taken or are you enrolled in university 101?
8) do you work during school? hours per week?
9) career goal?
10) home town (raised most of life)?
11) where have you traveled to outside the U.S.? If not outside the U.S., then outside the southeast?
12) what do you hope to get out of this class?
I. INTRODUCTION AND OVERVIEW
1. Overview of syllabus and class. Read syllabus; complete email/information assignment (see above).
2. Great Decisions 2002, “9/11: A New Day for Counterterrorism?” pp. 5-8; and chapter 1, “Why Do They Hate Us? The Roots of Terrorism.” pp. 9-20.
II. HISTORICAL EVOLUTION
3. Dexter Perkins, “The Broad Picture, 1789-1945,” in The American Approach to Foreign Policy (New York: Atheneum, 1968), pp. 1-28
4. Richard W. VanAlstyne, The American Empire: Its Historical Pattern and Evolution (London: Historical Association, General Series Number 43 Pamphlet, 1960), pp. 3-28
5. Jerel Rosati, “History of United States Foreign Relations,” in The Politics of U.S. Foreign Policy (Dallas: Harcourt Brace, 1998), pp. 13-42
6. Great Decisions 2002, “U.S. and the Middle East,” pp. 31-44; Michael Cox, “September 11th and U.S. Hegemony–Or Will the 21st Century Be American Too?, International Studies Perspectives (February 2002), pp. 53-70
III. THE INTERWAR YEARS
7. Warren I. Cohen, Empire Without Tears: America’s Foreign Relations, 1921-1933 (New York: Alfred A. Knopf), preface, chapters 1, 2, and 3
8. Cohen, chapters 4, 5, and Epilogue
EXAM
IV. THE ORIGINS OF THE COLD WAR
9. Brown, preface, chapters 1, 2, 3 and 4.
10. Brown, chapters 5, 6 and 7; and J. Samuel Walker, "Historians and Cold War Origins: The New Consensus," in Gerald K. Haines and J. Samuel Walker, eds., American Foreign Relations: A Historiographical Review (Westport, Conn.: Greenwood Press, 1981), pp. 207-236
V. VIETNAM AND AFTER
11. Brown, chapter 8, 9 and 10
12. Brown, chapters 11 and 12
13. U.S. President John F. Kenndy, “Inaugural Address”; J. William Fulbright, The Arrogance of Power (New York: Vintage, 1966), pp. 3-22, 245-258
V. Detente, The Renewal and Collapse of the Cold War
14. Brown, chapters 13 and 14
15. Brown, chapters 15 and 16
EXAM
16. Brown, chapters 17-19
17. Brown, chapters 20-21
18. Brown, chapters 22-24
19. Brown, chapters 25-26
VI. THE END OF THE COLD WAR, CONTEMPORARY ISSUES, AND INTO THE NEXT MILLENNIUM
20. Brown, chapters 27 and 28
21. Brown, chapters 29 and 30; Great Decisions 2002, chapter 7, “Russia Reexamined,” pp. 81-92
22. Great Decisions 2002, chapter 2; “Korean Security Issues,” pp. 21-30 Robert Kagan, “ What Korea Teaches: Models, Principles, and the Future of Democracy in Asia,” The New Republic (March 9, 1998), pp. 38-47
23. Great Decisions 2002, chapter 4, “Columbia and Drug Trafficking, pp. 45-56
24. Great Decisions 2002, chapter 5, “India Today,” pp. 57-70
25. Great Decisions 2002, chapter 6, “AIDS in Africa,” pp. 71-80
26. Great Decisions 2002, chapter 8, “Energy and the Environment,” pp. 93-104
FINAL EXAM
Media sources, predominantly American, for following contemporary affairs
All the sources below can also be found on the web. Remember, this is just a recommended sampling of media sources. There are plenty more American media sources, and lots of quality sources beyond the United States–which is particularly important for becoming informed about world politics.
* = best sources for American and international news
** = best sources for international news in general
TV:
National News (ABC, CBS, NBC, CNN)
The News with Brian Williams (MSNBC, CNBC), M-F, 9:00-10:00 and 10:00-11:00 pm
Nightline (ABC), M-F 11:30-12:00 pm
*The News Hour with Jim Lehrer (PBS), M-F 6:00-7:00 pm
This Week with Sam Donaldson & Cokie Roberts (ABC), Sunday 10:30-11:30 am
Face the Nation (CBS), Sunday 12:00-12:30 pm
Meet the Press (NBC), Sunday 9:00-10:00 am
*60 Minutes and 60 Minutes II (CBS), Sunday 7:00-8:00 pm and Wednesday 9:00-10:00pm
*Frontline (PBS), Tuesday 10:00-11:00 pm
CSPAN
MSNBC and CNBC (at night)
West Wing (NBC), Wednesday 9:00-10:00 pm
Radio:
*Morning Edition (NPR), M-F 6:00-8:00 am
*All Things Considered (NPR), M-F 4:00-6:00 pm
Weekend Edition (NPR), Sat 8:00-10:00 am; Sun 9:00-11:00 am
**The World (NPR), M-F 3:00-4:00 pm
Newspapers:
*New York Times (www.nytimes.com)
*Washington Post (www.washingtonpost.com)
*Los Angeles Times (www.latimes.com)
Christian Science Monitor (www.csmonitor.com)
**International Herald Tribune (www.int.com)
Wall Street Journal
**The Economist (www.economist.com)
**World Press Review (www.worldpress.org )
Newsweeklies:
In These Times
Newsweek
Time
U.S. News and World Report
Intellectual/Opinion journals:
American Prospect
Atlantic Monthly
Commentary
Chronicles
Dissent
Nation
National Review
New Republic
New York Review of Books
Progressive
Reason
Utne Reader
Z Magazine
Policy journals:
**Foreign Policy (www.foreignpolicy.com)
**Foreign Affairs (www.foreignaffairs.org)
International Security
**National Interest
Orbis
**World Policy Journal (www.worldpolicy.org/journal)
Department of State Bulletin
Scholarly journals:
Diplomat History
International Organization
International Security
International Social Science Journal
International Studies Quarterly
International Studies Perspectives
Journal of Conflict Resolution
International Studies Review
Political Psychology
Political Science Quarterly
Presidential Studies Quarterly
World Politics
A great place to browse is the “Politics Navigator” section of the New York Times website at http://www.nytimes.com/library/politics/polpoints.html (If you have never been to their website, you will first have to register–it’s free and quick).
Other programs, magazines, and literature are available, as well as fictional accounts (e.g., novels, movies) with important political messages.