American Military policy
1914 to the Present
Winter Quarter, 2010
History 582.02
Tuesday andThursday, 1:30–3:18pm, Koffolt Lab 207 (140 W 19th Ave)
InstructorOffice Hours
Professor Peter MansoorTuesday, 3:30-4:30 pm and by appointment
214 Dulles Hall, 247-6719
Important Dates
First Day of ClassJanuary 5
Book Review #1 DueJanuary 28
Mid-term ExamFebruary 9
Book Review #2 DueFebruary 23
Book Review #3 DueMarch 9
Last Day of ClassMarch11
Final ExamMonday, March 15 1:30-3:18 pm
Course Description
This course examines the history of American military policy from the outbreak of World War I in 1914 through the wars in Afghanistan and Iraq after the terrorist attack on the U.S. homeland on 9/11/2001. The course will focus on the interrelationship of foreign and military policy, the conduct of war, the genesis of national security policy and civilian control of the decision-making process, and the influence of American society upon the armed forces as social institutions. The course covers U.S. participation in World War I, the interwar period, World War II, the Cold War, the Korean War, the Vietnam War, the Gulf War, and the ongoing wars in Iraq and Afghanistan. Through readings, lectures, audio-visual presentations, and in-class discussion, the class will study the growth of the United States and its armed forces from insular nation to global superpower.
Learning Goals and Objectives
History courses develop students’ knowledge of how past events influence today’s society and
help them understand how humans view themselves:
1. Students acquire a perspective on history and an understanding of the factors that shape
human activity.
2. Students display knowledge about the origins and nature of contemporary issues and develop
a foundation for future comparative understanding.
3. Students think, speak, and write critically about primary and secondary historical sources by
examining diverse interpretations of past events and ideas in their historical contexts.
Beyond these general goals, this course is intended to achieve the following objectives:
4. To acquire a perspective on the history of American military policy since World War I and to gainan understanding of factors that continue to shape the United States as a great power in the 21st century.
5. To acquire knowledge about the nature of modern warfare and to develop a foundation for comparative understanding of the wars in which the United States is engaged today.
6. To exhibit an understanding of the political, economic, cultural, physical, and social dynamics that shaped the armed forces of the United States in the 20th century and that continue to influence them today.
7. To gain an appreciation of theethical dilemmas generated by the use of force in international affairs.
Enrollment
All students must be officially enrolled in the course by the end of the second full week of the quarter. No requests to add the course will be approved by the Chair of the Department after that time. Enrolling officially and on time is solely the responsibility of the student.
Required Reading
Allan R. Millett and Peter Maslowski, For the Common Defense: A Military History of the United States of America
Edward M. Coffman, The War to End All Wars: The American Military Experience in World War I
Mark A. Stoler, Allies and Adversaries: The Joint Chiefs of Staff, The Grand Alliance, and U.S. Strategy in World War II
H. R. McMaster, Dereliction of Duty: Lyndon Johnson, Robert McNamara, the Joint Chiefs of Staff, and the Lies that Led to Vietnam
Tom Ricks, The Gamble: General David Petraeus and the American Military Adventure in Iraq, 2006-2008
Note: All required books are available for purchase at Student Book Exchange, other university bookstores, or online at various Internet booksellers.
Assignments and Grading
Based on 1000 points, allocated as follows:
Mid-term Exam300 points
Book Review #1100 points
Book Review #2150 points
Book Review #3150 points
Final Exam300 points
Grading Scale
A92.1–100B-80–82D60.1–69.9
A-90–92C+78–79.9E60 and below
B+88–89.9C72.1–77.9
B82.1–87.9C-70–72
Class Attendance
Attendance in class is expected. Lectures may deviate from the assigned readings, and material presented in class is testable. All students are expected to read the assignments and come to class prepared to actively listen and participate. You must take the midterm and final examinations and submit all three required papers to receive course credit. Students who are unable to take an examination because of unavoidable circumstances must make arrangements to take a makeup examination. If you must be absent due to extenuating circumstances, explain the reason to me, preferably in advance. Document the reason for your absence and we will make the necessary arrangements for a make-up exam. It is your responsibility to apprise me of the reason for your absence. I will award a grade of “incomplete” only in truly exceptional circumstances.
Note: Due to the large number of cases of flu this year, students suffering from the flu may testify to their illness without a note from the doctor. Please use the form at
Examinations
The mid-term and final examinations are designed to test your ability to organize, analyze, and explain critical concepts. They will include an objective section with multiple choice, matching, or fill-in-the-blank questions; short essays that will require you to identify key terms and concepts and to describe their significance; as well as longer essays that will require you to describe and analyze, compare and contrast, or put forward an argument concerning key issues surroundingAmerican military policy since 1914.
Paper Assignments
One of the skills an educated person must develop is the ability to read a book critically. To assist in the development of this skill, students are required to submit three well-crafted papers of 2-3 pages eachreviewing the following books:
Book Review #1, due January 28: Any book selected from the chapter bibliographies at the end of Chapters 11-14 in Millett and Maslowski, For the Common Defense or any book on American military history covering a topic within the time period 1914-1945 with instructor permission.
Book Review #2, due February 23: H. R. McMaster, Dereliction of Duty: Lyndon Johnson, Robert McNamara, the Joint Chiefs of Staff, and the Lies that Led to Vietnam
Book Review #3, due March 9: Tom Ricks, The Gamble: General David Petraeus and the American Military Adventure in Iraq, 2006-2008
Learning how to express one’s ideas clearly is an important goal of any liberal arts education. For this reason, I will base paper grades not only on content, but also on grammar and correct use of formal writing style.
Book Review Format
Papers will be typed, at least 2 full but not more than 3 pages in length, in Times New Roman font, 12 pitch, left justified, with lines double-spaced, and with 1 inch margins. Students will put their name at the top of the first page on the right margin. Two spaces underneath the student’s name and left justified, list the author’s name, the title of the book, and in parenthesis, the place of publication, the publisher, and the date of publication. The review begins two spaces underneath the bibliographical citation. Example:
______
Brutus A. Buckeye
Peter R. Mansoor, The GI Offensive in Europe: The Triumph of American Infantry Divisions, 1941-1945 (Lawrence: University Press of Kansas, 1999)
[The review begins on this line, double-spaced. Page references, if necessary, will be placed in parentheses after the end of a sentence. There is no need to cite page numbers except for direct quotes.]
______
A review should accomplish two basic things:
- Summarize the book's major points
- Present the reviewer's assessment of the book's merit on the basis of his own critical reading
To review a book, a reader should consider four basic questions:
1. Who is the author? What are his/her qualifications for writing this particular work? What is his/her background? What is the author's purpose in writing this book?
2. What is the author's evidence? Where did he/she get his/her information – from personal experience, interviews, careful research through manuscripts and documents, from printed materials, or from the works of others? How reliable are the sources? Does the author use the evidence with care and discrimination? Do his/her conclusions and interpretations logically follow from the evidence or does he/shedistort or misinterpret the facts to suit his/her thesis? Are you convinced by the evidence? Cite specific instances of bias, prejudice, or impartiality and explain the basis for any praise or criticism you have.
3. Is the book readable and well organized?
4. What, if anything, did the book contribute to your knowledge and understanding of the subject matter? What audiences would you recommend read the book – academic scholars, professional personnel, interested lay persons?
Take notes as you read and jot down your ideas. Some information may be quickly summarized: other information, particularly the book's major theme and principal conclusions, should receive the bulk of your attention. Identify the book's central theme and the author's point of view. Write a draft review. Then, after time for reflection, revise your review for clarity, syntax, and organization. The important goal of a book reviewer is to tell what is in a book and why it should be read. Deal primarily with ideas, concepts, and interpretations rather than data and facts.
To get an idea of how to write a review, you may want to read some book reviews in historical journals or major reviewing journals like the New York Times Book Review or theJournal of Military History, which may be found in the library.
Note: I will collect papers in class and will penalize any papers delivered after the end of the class period on which they are due by one half grade. Paper grades will drop by an additional one half grade for each additional day (beginning at midnight)that they are late. Papers under or over the minimum/maximum page limit will also be penalized up to a full grade at the instructor’s discretion.
Students with Disabilities
Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office for Disability Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-3307, TDD 292-0901;
Academic Misconduct
You may not claim others’ work as your own; to do is plagiarism, a serious offense which I am required to report to the Committee on Academic Misconduct. It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term academic misconduct includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 3335-5-487). For additional information, see the Code of Student Conduct (
SYLLABUS
Lesson 1The Emergence of a World Power, 1898-1917
Jan. 5Reading: Syllabus; For the Common Defense, Chapter 10; The War to End All
Wars, Chapter I
Lesson 2“Over There” – Building Armed Forces to Fight a European War
Reading: For the Common Defense, 346-367; The War to End All Wars, Chapters
II and IV, skim Chapters III and V
Lesson 3Turning the Tide of Battle on the Western Front
Jan. 12Reading: For the Common Defense, 367-373; The War to End All Wars, Chapters
VI, VII, and IX, skim Chapter VIII
Lesson4The Meuse-Argonne Offensive and the End of the Great War
Jan. 14Reading: For the Common Defense, 373-376; The War to End All Wars, Chapters
X and XI
Lesson5Military Policy in the Interwar Period
Jan. 19Reading: For the Common Defense, Chapter 12; Allies and Adversaries, Chapter
1
Lesson 6A Sleeping Giant – the United States and Armed Neutrality, 1939-1941
Jan. 21Reading: For the Common Defense, 413-420; Allies and Adversaries, Chapters
2 and 3
Lesson7Crafting an Allied Strategy for Global War
Jan. 26Reading: For the Common Defense, 420-446; Allies and Adversaries, Chapters
4 and 5
Lesson 8The Killing Time – Fighting World War II, 1943-1944
Jan. 28Reading: For the Common Defense, 450-478; Allies and Adversaries, skim Chapters 6 and 7, read Chapters 8 and 9
***Book Review #1 Due***
Lesson9The End of World War II and the Emergence of the Post-War Era
Feb. 2Reading: For the Common Defense, 478-486; Allies and Adversaries, Chapters
10, 11, 12, and 13
Lesson10Mid-term Examination
Feb. 4Study Lessons 1-9
Lesson 11The Korean War
Feb. 9Reading: For the Common Defense, Chapter 15
Lesson12The Cold War, Containment, and Nuclear Strategy
Feb 11Reading: For the Common Defense, Chapter 16
Lesson 13Reading Period
Feb 16 Reading: Dereliction of Duty (all)
Lesson14The Vietnam War, 1961-1965
Feb 18Reading: For the Common Defense, 570-578
***Book Review #2 Due***
Lesson 15The Vietnam War, 1966-1973
Feb23 Reading: For the Common Defense, 578-601
Lesson16Victory in the Cold War
Feb 25Reading: For the Common Defense, Chapter 18
Lesson17Peacekeeping and Peace Enforcement in the 1990s
Mar 2Reading: War in the Balkans, 1991-2002, Chapters 4 and 5; Population Diversity
and the U.S. Army, Chapters 1, 4, 5 (pp. 57-61 only), and 8
available at the following links (click “Download it Now”):
Lesson 18Reading Period
Mar4Reading: The Gamble (all)
Lesson19The Wars of 9/11 – Iraq and Afghanistan
Mar. 9Reading: The 9/11 Commission Report, 325-398
available at
FM 3-24, Counterinsurgency, Chapter 1
FM 3-24 available at
(Note: very large file – use a high-speed connection)
***Book Review #3 Due***
Lesson 20American Military Policy in Retrospect
Mar. 11Review Lessons 12-20
Final Exam
Monday, March 15, 1:30-3:18 pm
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