PSCI 120-02: INTRODUCTION TO INTERNATIONAL
RELATIONS
Spring Semester, 2007
MWF, 11:00-11:50, in Kauke 244
|
Professor: Office: Kauke 104; x2469 |
Professor's Office Hours: Mon. 1-2pm; Tues. 10-11am; Wed. 2-3pm and by appointment (NOTE: may change after Spring Break given
changing personal circumstances) |
|
Teaching Assistant (TA): Marisa Vitols ('07) |
TA's Office Hours: Tues. 6:30-7:30pm, in Lowry Pit, and by appointment |
COURSE DESCRIPTION
This course serves as an introduction to the study of
international relations. As such,
it is appropriate for both majors and non-majors, and for first year students
through seniors. Background in the subject is not necessary. We will cover many disparate subjects
of interest to global politics including: a brief history of international
relations, the end of the Cold War, developments of the post-Cold War era and
how the current period we find ourselves in may be the start of a new era,
foreign policy behavior, cooperation and conflict, arms control, international
and internal war, ethnic conflict and nationalism, terrorism, international law
and organizations, globalization and the world political economy, global
environmental problems, etc. The
goal of the course is to provide students with the intellectual tools necessary
to analyze developments in international relations critically and creatively.
READINGS
We will primarily be using the following reading
materials:
*
Joshua S. Goldstein and Jon
C. Pevehouse (2007). International Relations. Brief 3rd
Edition. New York: Pearson Longman (ISBN 0-321-43431-5)
*
Donald M. Snow (2005). Cases
In International Relations. 2nd
Edition. New York: Pearson Longman (ISBN 0-321-33797-2)
We
will also be viewing a film depicting the events of the Cuban Missile Crisis: Thirteen
Days. It will be on reserve and
available to be viewed in the library's Audio-Visual laboratory. I will also do
an evening showing of the film prior to the class in which we will discuss and
analyze the Cuban Missile Crisis.
Supplementary readings will be available on the
World-Wide-Web, on our class web page, at: http://www.wooster.edu/polisci/mkrain/iir07.html
All readings MUST be completed by the class session
for which they are assigned. They will be necessary background for lectures and
discussion, and you will be held responsible for them, both in class and on
exams.
You are also expected to keep up with news around the
world. This will require you to get your news from two or more of the
following sources:
*
a major national or
international newspaper such as The New York Times, The Washington Post, The
Christian Science Monitor, The Financial Times, or The Wall Street Journal.
*
a major news website
with reputable global coverage such as the above papers' sites, MSNBC-Online, or CNN-Online. I have put together a web site with a large number on on-line news
sources, located at: http://www.wooster.edu/polisci/mkrain/news.html
*
a major news magazine
such as The Economist, Time, Newsweek or US News & World Report
*
major public news
outlets with comprehensive news coverage such as NPR's National
Public Radio News (89.3 FM on the
radio) or PBS's The News Hour with Jim Lehrer.
GRADING
The grades will be assigned as follows:
Exam #1 20%
Exam #2 20%
Exam #3 (Final) 30%
Short Papers (2) 10%
(5% each)
Participation and Professionalism 20%
EXAMS
There will be three exams during the semester. The
first exam will focus specifically on the first part of the semester. The
second exam will focus on primarily on the second section, but may include elements
that are cumulative. The final exam will be cumulative, although much of it
will draw heavily from the material covered in the last section of the class.
Exams will be some combination of multiple choice, short answer, and essay
questions. CHEATING WILL NOT BE TOLERATED, AND WILL RESULT IN AUTOMATIC FAILURE
FOR THE COURSE!
SHORT PAPERS
There are no typical 'semester papers' for this class.
Instead, you will be required to submit two short written assignments. Detailed
instructions for these assignments will be handed out in class on an
assignment-to-assignment basis. Until then, here's a brief description of each
assignment:
1.
Policy Paper on
Issues Raised in Readings and Class (due day of issue discussion)
You will be responsible for one short (3-6 page)
policy paper over the course of the semester. Each opportunity to write policy
papers will be associated with a set of readings and in-class discussion about
a particular policy issue or case. Students will be the primary instigators of
discussion and debate over these issues during the associated class session.
The policy paper is due at the beginning of the class session with which it is
associated. Each policy paper should state the problem or situation, summarize
the policy options, recommend some action be taken, and explain the reasons for
the recommendation. When writing the policy paper you may want to think of
yourself as a consultant writing a memo to your client that outlines the
situation and what action should be taken to address that situation. A good
policy brief is clear and concise, and demonstrates knowledge of the policy
problem, intelligently discusses options available, and makes a persuasive case
for which policy option is best. Further details will be distributed and/or
discussed by the instructor in class.
2.
Working Paper for
Simulation: Child Soldiers (Due April 16th, 2007)
Working papers are short (2-3 page) documents that
outline a country's position on a given problem, and suggest appropriate policy
proposals. Each student will
choose a country that they will represent at the mini-conference that we will
hold on the issue of child soldiers. Students will then be required to complete
working papers for their country on that issue, in advance of the
mini-conference, for distribution to the entire class. Students will also use
these working papers as jumping-off points for their participation in the
mini-conference.
Participation is encouraged and
required in this class. Due to the short period of time we will have in which
to cover a great deal of material, your input and feedback is essential to the
smooth and efficient running of the class. To that end, be sure to have read
the materials pertaining to that day's discussion BEFORE that class period! My
hope is that the classroom will contain an atmosphere in which ideas and
opinions will be welcomed and addressed.
Discussion may have to be curtailed, however, in the interests of
covering the material.
In this class, however, you will be graded on more
than just participation. You are beginning your life as both adults and social
scientists, and as such you are expected to act in a professional manner.
Therefore this component of your grade is a grade for your degree of
professionalism. "Professionalism" includes participation, but also refers to
factors such as attendance, promptness, courtesy to the instructor and fellow
students, overall improvement, and other intangibles, to be evaluated and
assigned at the discretion of the instructor.
NOTES
Note
#1: Assignments are due at the beginning of class on the due date. Any
missed assignment or unexcused exam absence is subject to an automatic failing
grade for the course (in other words, you cannot pass the class unless you do
all of the work!). Late written assignments will be graded down one full letter
grade for each day late. A paper handed in one minute after the deadline is
considered a day late. If you anticipate missing an exam or a paper deadline,
consult with the instructor as soon as possible.
Note
#2: Students are encouraged to study together and assist one another in
learning the material. It is assumed that you have done your own work. In
short, DON'T CHEAT AND DON'T PLAGIARIZE (see http://www.wooster.edu/library/plagiarism).
Students are reminded that they are obliged to understand, to uphold, and to
comply with the Code of Academic Integrity at the College of Wooster. If you
have doubts about whether something violates academic integrity, check the Code
of Academic Integrity, located in the Scot's Key (http://www.wooster.edu/policies).
Students who do not understand the Code after having read it should make an
appointment to see me to discuss it; indeed, I welcome this discussion and
encourage students to see me in advance of any assignment about which they have
doubts or questions. PLEASE NOTE THAT ANY VIOLATION OF THE CODE OF ACADEMIC
INTEGRITY MEANS THE STUDENT'S IMMEDIATE FAILURE IN THE COURSE, AS WELL AS
POSSIBLE SUBSEQUENT ACADEMIC DISCIPLINARY ACTION.
Note
#3: Students are encouraged to discuss assignments or exams with me during
office hours. However, students seeking to change their grade on an assignment
or essay portion of an exam should be advised that I reserve the right to alter
your grade in either direction if asked to re-read the assignment or exam
(i.e.- if new problems are found during re-grade, grade would go down).
Note
#4: It is your responsibility to inform me ahead of time about factors that
are likely to interfere with your performance in the class. Measures for
students with disabilities, non-native writers of English and other special
issues will be taken in compliance with the College of Wooster's policies.
SCHEDULE OF TOPICS AND READINGS
I. Introduction to
International Relations
1/15: An Introduction to Introduction
to International Relations
1/17: What Does Our
International System Look Like? What Challenges Do We Face?
*
Snow, Chapter 3:
"The Democratic Peace: Is It True? How Do We Get There?"
*
Barber, Benjamin R.
1992. Jihad vs. McWorld. Atlantic Monthly. March. http://www.u.arizona.edu/~volgy/jihad.htm
1/19, 1/22: The Historical
Development of the International System from 1500 until Today
1/24: Competing Theories
of International Relations –
Realism
1/26: Competing Theories of International Relations – Liberalism
1/29: Competing Theories of International Relations
– Critical Alternatives
*
Goldstein &
Pevehouse, Chapter 3 (pp. 102-120)
II. Foreign Policy:
National Actors and International Interactions
1/31, 2/2: Foreign Policy
*
Goldstein &
Pevehouse, Chapter 3 (pp. 84-102)
*
Snow, Chapter 11:
"When National and International Politics Collide"
* * * Thursday, February 1st –
FILM: Thirteen Days * * *
2/5: CASE ANALYSIS: The
Cuban Missile Crisis
2/7: CASE ANALYSIS: The
Bush Administration's Foreign Policy Approach
*
Bush, George W. 1999.
"A Distinctly American Internationalism," Ronald Reagan Presidential
Library, Simi Valley, California, November 19, 1999. http://www.mtholyoke.edu/acad/intrel/bush/wspeech.htm
*
Bolton, John R. 2002.
"Beyond the Axis of Evil: Additional Threats from Weapons of Mass
Destruction," Remarks to the Heritage Foundation, Washington, DC, May 6,
2002. http://www.mtholyoke.edu/acad/intrel/bush/bolton.htm
*
Bush, George W. 2002. "President
Bush's Speech on the Use of Force Against Iraq, Cincinnati, Ohio," New York
Times, October 8, 2002. http://www.mtholyoke.edu/acad/intrel/bush/iraqspeech.htm
*
Mearsheimer, John J. and
Stephen M. Walt. 2003. "An Unnecessary War." Foreign Policy. January/February 2003. http://www.mtholyoke.edu/acad/intrel/bush/walt.htm
2/9: REVIEW for EXAM #1
2/12: EXAM #1
III. Conflict and
Security in International Relations
2/16, 2/19, 2/21: Diplomacy:
Negotiation, Bargaining, and Power Politics
*
McCain. Roger. 2003.
Excerpts from Game Theory: A Non-Technical Introduction to the Analysis of
Strategy. South-Western College
Publishers.
-
http://william-king.www.drexel.edu/top/eco/game/intro.html
-
http://william-king.www.drexel.edu/top/eco/game/dilemma.html
2/23, 2/26: Weapons: Arms, Arms Races and Arms Control
*
Goldstein &
Pevehouse, Chapter 4 (pp. 148-171)
*
Snow, Chapter 12:
"Who Cares about Kashmir? An Old Problem With New Teeth"
2/28, 3/2: War: Armed Conflict Within or Between States
*
Goldstein &
Pevehouse, Chapter 4 (pp. 121-145)
*
Snow, Chapter 10:
"Future War: From Symmetrical to Asymmetrical Conflict"
*
Anderson, Jon Lee. 2006.
"The Battle for Lebanon." The New Yorker. August 7 & 14, 2006. http://www.newyorker.com/printables/fact/060807fa_fact
3/5, 3/7: Terrorism
*
Goldstein &
Pevehouse, Chapter 4 (pp. 145-147)
*
Snow, Chapter 16:
"Understanding & Organizing a Post-September 11, 2001 World"
*
Packer, George. 2006.
"Knowing the Enemy." The New Yorker.
December 18, 2006. http://www.newyorker.com/printables/fact/061218fa_fact2
(3/7 or 3/8... TBA): REVIEW for EXAM #2
3/9: EXAM #2
MARCH 10-25: SPRING BREAK (NO CLASSES)
IV. The Potential for
Order and Cooperation in the International System
3/26: Global Governance: International
Law and Order
*
Goldstein &
Pevehouse, Chapter 6 (pp. 231-233; 263-280)
*
Snow, Chapter 4:
"War Crimes: The Past in the Present in the Future"
3/28, 3/30: International
Organizations: IGO's and NGO's
*
Goldstein &
Pevehouse, Chapter 7 (pp. 233-250)
*
Snow, Chapter 2:
"The Growing Significance of NGOs: Medecins Sans Frontieres and Peacekeeping"
*
Snow, Chapter 5:
"International Permission Slips: Sovereignty and the Right of
Intervention"
4/2: BRIEFING IN ADVANCE
OF WORKING PAPER AND SIMULATION
4/4, 4/6: International
Political Economy: Trade
*
Goldstein &
Pevehouse, Chapter 5 (pp. 174-202)
*
Snow, Chapter 8: "Free
Trade or Not Free Trade: From ITO to WTO and Beyond"
4/9, 4/11: International
Political Economy: Money and Business
*
Goldstein &
Pevehouse, Chapter 5 (pp. 202-230)
*
Snow, Chapter 7:
"The New Trinity of Globalism: Geopolitics for a New Age"
4/13: The North-South Gap:
Theory and Reality
*
Goldstein &
Pevehouse, Chapter 7 (pp. 285-318)
*
Smith, Tony (1987).
"Thinking Like a Marxist." in Thinking Like a Communist, 39-66 (Chapter 2). New York, NY: W. W. Norton & Co. [HANDOUT]
4/16: Bridging The
North-South Gap?: Development
WORKING PAPER for SIMULATION
on CHILD SOLDIERS due 4/16
*
Goldstein &
Pevehouse, Chapter 7 (pp. 318- 349)
4/18, 4/20, 4/23: GLOBAL
PROBLEMS SUMMIT SIMULATION: CHILD SOLDIERS
*
UNICEF and Coalition to
Stop the Use of Child Soldiers (2003). Guide to the Optional Protocol on the
Involvement of Children in Armed Conflict. http://www.unicef.org/publications/files/option_protocol_conflict.pdf
*
United Nations (2006). "Children and Armed
Conflict." UN General Assembly / Security Council, October 26, 2006.
Doc. A/61/529–S/2006/826. http://domino.un.org/unispal.NSF/2ee9468747556b2d85256cf60060d2a6/24900bf9637d07548525726100566ba2!OpenDocument
*
UNICEF (2006). "Press Release: Member
States Renew Commitment to Protecting Children in Armed Conflict" July
24, 2006. CF/DOC/PR/2006-30.
*
Coalition to Stop the
Use of Child Soldiers (2006). "Next Steps for the UN Security Council on
Children and Armed Conflict." November 2006. http://www.child-soldiers.org/resources/Next_steps_for_UNSC_re_Children_and_Armed_Conflict_21_Nov_2006.pdf
*
Richardson,
Jerika and Lara Setrakian (2006). "Child
Soldiers Recall Learning Lessons of War Instead of the Classroom:" ABC
News. December
7, 2006. http://abcnews.go.com/International/print?id=2706722
4/25: SIMULATION
DEBRIEFING
4/27, 4/30, 5/2: Globalization,
Interconnectedness, and Transboundary Issues
*
Goldstein &
Pevehouse, Chapter 8
*
Snow, Chapter 13: "Warm
and Getting Warmer: Global Warming and the Fate of the Kyoto Protocol"
*
Snow, Chapter 14:
"'Let Them Drink Oil': Resource Conflict in the New Century"
*
Snow, Chapter 15:
"Worse than the Bubonic Plague: AIDS in Africa as a Transstate Issue"
5/4: REVIEW for FINAL EXAM
5/8:
FINAL EXAM at 2:00 p.m.
LAST UPDATED: January
11, 2007