Instructor:
Dr. Andrea Grove
Department of Political Science and Sociology
229C Patterson Hall
Office phone:  946-7254
email:  groveak@westminster.edu
Office hours:  Tuesday, Thursday 11:30-12:30, 3:45-5:00
and almost anytime M, W, F by appointment
Course Description and Objectives
The French observer of American political life De Tocqueville pointed out the complexities and challenges in the making of US foreign policy: 
 As for myself, I do not hesitate to say that it is especially in the conduct of their
 foreign relations that democracies appear to me decidedly inferior to other 
 government…Foreign politics demands scarcely any of those qualities which 
 are peculiar to a democracy; they require, on the contrary, the perfect use of 
 almost all those in which it is deficient.  Democracy is favorable to the increase 
of the internal resources of a state; it diffuses wealth and comfort, promotes 
public spirit, and fortifies the respect for law in all classes of society:  All 
these are advantages which have only an indirect influence over the relations
which one people bears to another.  But a democracy can only with great 
difficulty regulate the details of an important undertaking, persevere in a fixed
design, and work out its execution in spite of serious obstacles.  It cannot
combine its measures with secrecy or await their consequences with patience.
(De Tocqueville, 1835, I, 243)

This course will explore this statement by examining the content of U.S. foreign policy since the end of World War II and the process of making U.S. foreign policy.  As we look at the history of U.S. behavior during the Cold War era and after, we will examine the governmental context of policy making:  Which actors have legal powers to make foreign policy, and how do various governmental actors interact to produce a particular policy?  We will also turn to the societal context—especially important in a democracy, as De Tocqueville opined:  What kind of groups influence foreign policy making (interest groups, the media, think tanks), and what is the role of public opinion? 
 

Finally, the end of the Cold War brought about major challenges to US foreign policy because (1) the governmental policy making structure was developed in the Cold War era, and (2) both the end of bipolarity and the growing interdependence among states has brought a range of new issues and challenges to the fore.  Students will explore these changes and debate the future role of US foreign policy.  A policy making simulation will provide the primary means for learning about this aspect, and a summit in the last two weeks of the course will produce a road map for future policy.

For part of the course, we will use case studies (the Carter book)  to help us understand the process of making foreign policy.  This method of learning requires students not only to have done the readings, but also to recall what the details of the case are.  When we begin using the case studies, students will receive a handout that explains how to read these cases and come prepared to analyze them.  The readings in the Hook and Spanier book will give you a good historic background on U.S. policy that will help in understanding the contemporary cases.

Student Responsibilities
To receive a passing grade in this course, all students must attend class, participate in class discussions—ESPECIALLY THE CASE SESSIONS, and turn in all assignments/take all exams.  Readings for the assigned date (see schedule below) are to be completed BEFORE the class period for which they are assigned.  Students may have a tough time understanding class lectures and discussions unless this requirement is met. 

Attendance will be recorded and only absences described as excused in the college handbook will be excused in this class.  For every unexcused absence beyond two, students can expect the final average to drop by at least five points each absence.  Students who miss class may also miss instructions on written assignments and changes to the schedule, so excused or not, students should check with the instructor about missed information upon return.  All work is to be turned in on time and exams taken on the day scheduled; exceptions will be made only with permission of the instructor and the dean according to the procedures described in the college handbook.  Late assignments will be accepted, with ten points deducted for each day the paper is turned in late.

Plagiarism, cheating, and any other forms of academic dishonesty and theft will not be tolerated (see college handbook).  Proper methods of citation are contained in your Inquiry texts or from the library (or from the instructor if you do not have your Inquiry text).  Using any ideas not your own without citation constitutes plagiarism.  Plagiarism will be punished severely. 

No make-up exams will be given unless the student has a valid medical excuse and notifies the instructor in advance of the absence (or medical emergencies with valid proof).  The information on this syllabus is subject to change. 

Two major parts of the grade will be determined by the student’s performance in the case study sessions (20%) and the simulation (35%).  The latter will be broken down into a number of single assignments.  In other words, most of the work is cumulative, building on the previous assignment.  Those assignments will involve choosing an agenda of issues (5%), annotated bibliographies on the issues (5%), the individual memos (approximately a 10-page paper due approximately 3 weeks before the end of the semester; 15%), the group presentation to the President (condensing the individual reports into one audio-visual presentation); 10%.  The White House Chief of Staff will issue memos to the students throughout the course explaining expectations for each assignment and the end of term presentations.

The remainder of the grade will consist of (1) three exams that cover the readings and course discussions; (2) bringing in an article per week to start discussions of current events that we are reading about in the New York Times; and (3) attendance. The latter may include pop quizzes that will be given if students are not prepared for discussing the readings in class.

The grade will be calculated as follows:
Exam 1:  10%
Exam 2:  10%
Exam 3 (during finals period):  10%
Case study participation grade:  20%
Simulation grade total:  35%
Attendance/pop quizzes:  10%
Discussions of current events:  5%

Texts
The following texts are required: 

Steven W. Hook and John Spanier, American Foreign Policy Since World War II, Fifteenth Edition.  (Washington, D.C.:  CQ Press, 2000).

Ralph G. Carter, ed., Contemporary Cases in U.S. Foreign Policy:  From Terrorism to Trade. (Washington, D.C.:  CQ Press, 2002).

The New York Times:  please order this from the bookstore; I managed to get it to campus for a deeply discounted rate.  My experience has been that if you intend to read it online, you won’t—remember being able to bring in and discuss the articles in this paper about U.S. foreign policy is 5% of your grade.

Schedule of Topics and Readings
The following schedule is subject to change, but any changes will be announced in class.  Students are responsible for any changes announced in class.

Note:  Come to class having read the pages listed with the date of that class.  You should take notes while you read to have on hand for our discussions.

I.  Course Introduction

Aug 27:  (1) Overview of the course, the syllabus, and the simulation; (2) What is foreign policy?

II.  History of US Foreign Policy

Aug 29:  Background leading to the beginning of the Cold War—Film 
Readings:  Hook and Spanier, Preface (xi-xv) and Chapter 1 (pp. 1-23)

Sept 3, 5:  Origins of the Cold War and containment policy 
Readings:  Hook and Spanier, Chapters 2-3 (pp. 24-87)

Sept 10, 12, 17*:  The Cold War and developing countries—focus on Middle East, Latin America, and Cuba
Readings:  Hook and Spanier, Chapters 4-5 (pp. 88-148)

*Sept 17:  Assignments to groups 

*Sept 19:  Exam 1 (chapters 1-5)

Sept 21:  Détente 
Readings:  Hook and Spanier, Chapter 6 (pp. 149-174) 

Sept 24:  Carter’s idealism
Readings:  Hook and Spanier, Chapter 7 (pp. 175-200)

Sept 26, Oct 1:  Reagan and the Second Cold War
Readings:  Hook and Spanier, Chapter 8 (pp. 201-231)

Oct 3, 8:  The end of the Cold War
Readings:  Hook and Spanier, Chapter 9 (pp. 232-260)

Part III:  The U.S. in the new era:  Debates over our role
Topics:  (A) expectations; (B) interventions in regional crises; (C) security issues and the role of the military (D) relationship with Europe and Russia (E) trade policy (F) policy toward international organizations (G) very current events

A.  Expectations (Oct 10)
Readings:  Hook and Spanier, Chapter 10 (pp. 261-289)

B.  Intervention in regional crises (Oct 15)
Hook and Spanier, Chapter 11 (pp. 290-318)
Carter, Introduction (pp. 1-9)

Case studies on intervention (Oct 17*): 
East Timor (Carter, Chapter 1, pp. 11-30)—role of human rights groups
   Bosnia (Carter, Chapter 2, pp. 31-54)—role of public opinion
*Oct 17:  Topics for simulation due

Oct 22:  No class—Fall break!!

Case studies on intervention, continued (Oct 24): 
  Kosovo (Carter, Chapter 3, pp. 59-84)—coercive diplomacy
  Colombia (Carter, Chapter 4, pp. 88-108)—role of Congressional politics

*Oct 29:  Exam 2 (Hook and Spanier, chapters 6-11)

C.  Security issues and the role of the military (Oct 31)
  Case studies:
Nuclear war between Indian and Pakistan? (Carter, Chapter 6, pp. 131-
153)—role of economic sanctions
Osama bin Laden—the first war against him (Carter, Chapter 8, pp. 196-
213)—limits to our power

D.  U.S. relationship with Europe (Nov 5) and Russia (Nov. 7)
Readings:  Hook and Spanier, Chapter 12 (pp. 319-341)

E. Trade policy
  Case studies: 
Helms-Burton and Cuba (Carter, Chapter 11, pp. 270-286)—role of Congress and interest groups (Nov 12*)
Trade relations with China: Who makes foreign policy now anyway?(Carter, Chapter 12, pp. 291-314)—role of business groups and NGOs (Nov 14)

*Nov 12:  annotated bibliographies due

F.  Policy toward international organizations (Nov 19)
  Case studies: 
  The Kyoto Protocol and climate change (Carter, Chapter 13, pp. 317-334) 
The International Criminal Court (Carter, Chapter 15, pp. 364-393)—
morality in foreign policy? 

G.  Very current events (Nov 21)—these topics could change if any of the groups choose to propose policy about them
  Debating war against Saddam 
Readings:  NYT coverage since September

US response to the September 11 attacks—Has this changed everything?
Readings:  to be announced 

Part IV:  Future directions

Nov 26*:  Debates and ideas about the future role of the U.S. 
Readings:  Hook and Spanier, Chapter 13 (pp. 350-376)

*Nov 26:  Simulation paper due

Nov 28:  No class—Thanksgiving break

Dec 3, 5:  What you think:  Westminster’s U.S. Foreign Policy Forum

Dec 13, 3pm:  Final exam