Dr. Jeanne A.K. Hey

124 MacMillan Hall

telephone: 529-4538

email: heyja@muohio.edu

office hours: Tuesdays, Wednesdays, Thursdays, 1:30-3:00 and by appointment.

Course Objectives

The course aims to provide students with an in-depth introduction to international politics. We will be concerned with theoretical and historical questions surrounding international behavior, but will also maintain an emphasis on discussion of current issues in international politics.  Topics to be covered include, but are not limited to, international relations theory, arms control, war and peace, foreign policy, international institutions and law, and East-West and North-South relations.  The course adheres to the goals of the Miami Plan: a) critical thinking, b) understanding contexts, c) engaging with other learners, and d) reflecting and acting.  At the end of the semester, you will be asked to evaluate the course according to these criteria.

POL 271 in the Curriculum

This course is required for Diplomacy and Foreign Affairs and the International Studies majors.  It is a prerequisite for upper division courses in international relations within the Political Science Department.  It also serves as a Miami Plan Foundation course (historical perspective, social science and world cultures) and as the first course in the “Comparative Analysis of Foreign Policy” and “War: An Extension of Politics” focus sequences.

REQUIRED READINGS

1. Charles Kegley and Eugene Wittkopf, World Politics: Trend and Transformation, 8th Edition. New York : St. Martin 's Press. 2003.

2. Drachman, Edward and Alan Shank, You Decide: Controversial Global Issues. Boulder : Rowman and Littlefield, 2002.

3. Hedges, Chris. War is a Force that Gives Us Meaning. Public Affairs, 2002. We will discuss this on Oct. 21 and 30.  You should be reading it throughout the semester.

4. Cases (note – two of these are available only at the Miami Coop Bookstore):

“ Ecuador Confronts U.S. Military Intervention: Operation Blazing Trails”

“The Rocky Road toward Debt Forgiveness”

“Democratic Dilemmas in the US War on Drugs in Latin America ”

5. Additional readings will be handed out in class from time to time.

Course Requirements and Evaluation

This course combines lecture, case studies and in-class debates.  Class attendance and preparation are required.  Attendance will be taken every day.  I expect students to participate actively in class discussion and to demonstrate that they have read the assigned material.  I will pay particularly close attention to students' participation in the case discussions and debates.  Many class sessions will begin with a 5-10 minute discussion of current events in global politics.  It is therefore also each student's responsibility to keep up with global news.  Each student will complete one mid?term exam, one in-class debate, two argument papers and a final exam.  No make?up exams will be given unless the student has consulted with me before the scheduled exam has been given.  Students' grades will be determined in the following manner:

participation – 15%

mid-term exam - 15%

long argument paper  - 20%

op-ed piece – 15%

debate – 15%

final - 20%

Also see below for other opportunities for variation in your grade.  Attendance is also part of your grade.  For each unexcused absence, 0.5 points will be deducted from your final grade.  If you leave class early, or arrive to class late, the deduction will also take effect.  If you will miss a class for unavoidable reasons, contact me in advance of that morning’s class.  Be prepared to present me with a valid excuse for your absence from a doctor, funeral home, court official, etc.  Do not ask me to excuse any avoidable absence, including travel plans around break time.

OPTIONAL EXTRA CREDIT ASSIGNMENTS

All students have the option of writing extra credit papers about the presentation of any campus speaker who addresses some aspect of international affairs.  Each semester there are many such speakers and their talks are advertised on campus, in websites and elsewhere. I will list public lectures on the POL 271H Blackboard site as well.  The paper should a) summarize briefly the major points the speaker made, b) offer a critique of the presentation, and c) discuss the implications of the talk for issues in the class.  For example, was the speaker effective and convincing?  Did he/she back up assertions with facts and data?  What were the strengths and weaknesses of the talk?  How does the talk relate to topics we’ve discussed in class?  In short, the paper should not only comment on the talk, but include your informed discussion of the talk’s implications.  Avoid emphasis on the speaking style of the orator. Students may complete as many extra credit papers as they wish.  These papers should be presented in the format outlined below and should be 3-5 pages in length.  Only well constructed and well thought-out papers will receive extra credit points.  Two lectures are included in the course outline. I will mention others as they come up, but you should also discover extra credit opportunities.

ACADEMIC INTEGRITY

It is important for you to understand your responsibility for aggressive compliance with the standards of ethics in classroom behavior, test taking, research and writing.  The burden of proof in demonstrating academic integrity rests on you.  This means not only avoidance of cheating on exams and plagiarism on papers. It also includes accurate citation of sources in written work.  It is essential that you cite all references properly in any written assignment.  If you are at all unsure about what types of information need to be cited, consult a style book, or talk with me.  In your papers, you may use footnotes, parenthetical citations or another acceptable method of citing a reference.  If I suspect that a student has violated the code of academic honesty, I will follow the procedures outlined in Section 503 the Undergraduate Academic Regulations outlined in The Student Handbook.  Please consult Section 502 of those regulations to become informed about what constitutes academic dishonesty.

STUDENTS WITH DISABILITIES

If you have a disability for which accommodations should be made, please register with the Office of Disability Resources so I can be informed of necessary accommodations.  Please bring all appropriate materials and issues to my attention at the beginning of the semester.

THE CASE METHOD

Many class sessions will be devoted to discussion of cases.  A "case" presents real-life situations without analytical interpretations.  During class discussion, students analyze the case through iterative conversation and evaluation of the facts of the case and other information they bring to bear.  It is up to the students to be the source of learning for their peers.  All students must be especially prepared for case discussion.  Thorough and reflective reading of the case is essential, as is the completion of the questions I will hand out prior to each case.  Case discussion is lively and quick.  Students will be graded on the quantity and quality of their participation.  In evaluating the quality of participation, I will consider the degree to which students' remarks a) relate to the assigned reading, b) integrate concepts from the case to those found elsewhere (e.g., assigned readings, other class materials, current events), c) advance understanding of the topics under discussion, d) are creative, and e) are well articulated.  In evaluating the quantity of participation, I will consider students' ability to express their views succinctly and clearly.  Students who talk too much without advancing the quality of the conversation are often as damaging to the discussion as those who talk too little.  If you have any concerns or inhibitions about class participation, please talk to me in my office.  Case discussion should be enjoyable for all and those who are reluctant to speak openly need not fear this part of the course.

Note: If you would like to teach any of the cases listed on the syllabus, please let me know. This is a great opportunity to give students a unique perspective and experience.

OPINION PIECE

There are three assignments in this course that ask you to put forth an argument or opinion about a topic in world politics.  The first is your in-class participation in an oral debate.  The other two assignments are written papers.

All people have and should have opinions.  An overarching objective of all of the assignments listed here is to help you have an informed opinion.  A responsible person’s opinions are based on careful thought, evidence, and consideration of opposing views.  After you subject your opinion to this type of scrutiny, it can become a strong argument.  So in these assignments, you will present your opinion in the form of a well-articulated argument.

I. IN-CLASS DEBATE (group and topic assignments made at the start of class)

Pedagogical goal:  articulate an oral argument and defend it in a public debate

A. PREPARATION

Your group should begin its preparation by reading the materials assigned for your debate.  The entire class will have read these and will ask you questions on it.  It is essential that you understand thoroughly the pro and the con sides of the issue.  You should be able to defend your side's position and undermine the opponent's side.  As a debater, you should do extra reading and thinking on the issue.  Consider how other class readings and discussions relate to the issue.  Find outside readings to inform your presentation.  In short, you should not simply regurgitate the assigned reading for the class.  That is only one person's opinion.  Instead, give a well-rounded argument that draws on numerous sources.  Each debating team must meet with me at least one week before the debate.  Schedule an appointment with me or meet me in my office hours.

B. THE DEBATE

1.Each side will have up to four minutes to present an opening statement.  This should be carefully rehearsed.  All panelists must take part.  As a debating team, you must compose the opening statement and decide who will deliver different parts of the argument.  In your opening statement, be positive.  Do not begin by attacking the other side.  Instead, provide the essential arguments behind why your position is the correct one.  Be sure to spell out the criteria by which you make your claim.  Is it based on moral, strategic, political, economic, or other considerations?  You may refer to the other side's position as a point of reference, but try to focus on why your position is right, rather than why the other position is wrong.  Visual aids such as charts and an outline may be useful.  Let me know in advance if you would like an overhead projection made.

2. A 20-30 minute question and answer period will follow.  Your classmates and I will direct questions to either debating team, or both.  It is your responsibility to be prepared for the questions and to provide succinct and clear answers.  Also, no one debating member may monopolize the answering period.  If I feel that one member is overwhelming his or her teammates, I will direct the questions to those who are speaking less.  In the question and answer period, DO NOT simply restate your opening position.  This is your opportunity to respond creatively to the class's questions.  In short, show me you can think on your feet.

3. After I announce that the question and answer period has completed, each debating team will make a two-minute closing statement that summarizes why that team's position is correct and why it is superior to the other side's stance.   The concluding statement can certainly be drafted ahead of time, but I suggest that the speaker tailor his or her concluding statement to the discussion.  Focus on those points on which you were attacked during the question and answer period.  Highlight those points on which you felt your opponents were particularly vulnerable.  This is your final opportunity to convince the audience.

C. SOME GUIDELINES

a. Do not use ad hominem attacks on your opponents or on public figures to support your argument.

b. Be prepared for all possible questions.

c. Remember that you must argue your position using well-constructed arguments that should appeal to all.  It is simply not enough to say "This position is right because anybody can see that it is right."

d. Rehearse with your teammates ahead of time.

e. Use visual aids where appropriate.

f. Develop a division-of-labor plan for the question and answer period.

D. Your grade will be based on the following criteria:

a. Was the content of your presentation strong in terms of argument, evidence and response to the other side and questions from the class?

b. Were the style and format of your presentation strong in terms of organization, pacing, voice projection, and timing?

II. ARGUMENT PAPER

Pedagogical goals: formulate an argument with logic and evidence, enhance writing skills, encourage critical thinking

A. QUESTION AND POSITION SIDE - DUE BY 25 SEPT.

Choose one of the controversial questions discussed in You Decide that is not on the list of topics to be debated in class.  If none of these appeals to you, choose a different controversial topic in world politics and get my approval for it before you proceed.  I have a number of books on controversial issues in world affairs in my office. Do not hesitate to come by and look through them.  If you use a topic not found in your course books, I would like to discuss it with you to ensure that it is appropriate and that you have properly framed the question to be debated.

Hand in a paper that names the topic and position you will take on it.  This need only be a few sentences and will be graded as “completed” or “not completed.”  This must be typed and well thought-out.  If it is clear that the assignment was completed hastily in the minutes before class (e.g., untyped), it will be graded “not completed.”  A “not completed” grade will result in 5 percentage points taken from your final grade.

B. OUTLINE - DUE BY 14 OCT.

Prepare and hand in an outline of your paper.  At minimum, it should include the following essential items:

a.       What are the arguments in favor of your position?

b.      What evidence supports these arguments?

c.       What are the opposing arguments and your responses to them?

Your outline should include references to sources you use to inform your paper. This outline will be graded with a “not completed,” check, check plus or check minus.  A “not completed” results in five points taken from your final grade.  A check minus results in two points taken from your final grade.  A check plus results in two points added to your final grade.  We will spend class time in peer review of these outlines to give each student feedback for his/her final paper.

C. FINAL PAPER - DUE BY 28 OCT. (up to 10 pages)

This paper should be geared to an academic audience in world politics.  It should approximate the tone employed in your textbook.  Thus, it needs to be formal and sophisticated.  Your final paper should clearly state the question to be examined.  You not only need to argue your own opinion forcefully and logically, but explain why it is superior to the other side. In doing this, you will show that you understand both sides of the issue. Remember the three key elements of an argument paper listed in the outline section above and ensure that you treat each thoroughly. Also write strong introductions and conclusions. It is expected that you will use resources outside of the course books.  Talk with me if you need help in finding appropriate sources. I recommend you have a peer read and comment on your draft before handing it in.

III. OP-ED PIECE –FULL DRAFT DUE BY 4 DEC.  FINAL DRAFT DUE (up to 3 pages)

Pedagogical goal: encourage clarity of thought and concision in presentation

Choose a second controversial question and a position. Chapter 16 in your text offers a number of excellent examples.  In this assignment you will write a much shorter argument paper that is geared to a broad public audience, such as one who reads a daily newspaper.  Your arguments need to be sophisticated and detailed, but presented in a way that is widely accessible.  It should be attractive to a wide and intelligent audience.  It should contain the three elements discussed above (argumentation, evidence and response to critics), but must be presented in a less academic and shorter fashion. I recommend that you read a number of op-ed pieces from your local paper, The New York Times, The International Herald Tribune, and other papers to get a sense of this genre.

IV. FORMAT.

Both papers should be presented in the following format:

1. A title page that provides the title of the paper, your name, the course number, the date, and the professor’s name.
2. A separate page of bibliography (not included in the page limit).
3. Properly cite all sources in the text.
4. Number the pages.
5. Edit your paper.  Ensure that it is free of spelling, mechanical and grammatical errors.  The material should be presented in paragraphs that are well constructed and connect logically and with flow.
6. The paper must be typed with 12 point font, double spacing, and reasonable margins.
7. Staple your paper in the upper left-hand corner and do not hand in plastic covers, folders, or paper clips.
8. For late papers, five points will be deducted from the paper’s grade for each 24-hour period after the assignment is due.

V. GRADING CRITERIA (Shaw 1984)

These papers are of different length and oriented towards a different audience. I take these distinctions into consideration when grading them.  In grading both papers, however, I ask myself the following set of questions:

Does the paper clearly articulate

1. A controversial question?
2. The author’s position on this question?
3. Is the author’s position supported by evidence, including research findings, data, and examples?
4. Does the author articulate and respond to critics’ arguments?
5. Does the author properly cite in the text and include a full bibliography?
6. Does the author produce complete and coherent sentences and paragraphs?
7. Is the paper free of many or gross mechanical errors?

If the answer to any of these questions is “no,” I give the paper some kind of C.  If the answer to more than one of these questions is “no,” the paper receives a low C or below.  If there is any evidence of plagiarism, the paper will not be graded and I will follow the rules in the Student Handbook concerning academic dishonesty.

For papers that have emerged unscathed thus far, I add the following questions:

1. Is the paper well and thoroughly researched?  Has the student gone beyond class materials and engaged in independent investigation into this question?
2. Is the argument creative, strong and persuasive?
3. Is the evidence appropriate, strong and employed effectively in the argument?
4. Is the paper well written?  Does the author write in the active voice and use appropriate words and phrasing?  Are paragraphs and transitions well constructed? Is the paper’s tone appropriate?  Does it have a strong introduction and conclusion that do more than just restate the remaining content?  Does the paper use quotations sparingly and effectively?  Are grammatical and mechanical errors kept to a minimum?  Is the style efficient, not wordy and unclear?

COURSE OUTLINE AND READINGS (note: days are listed only when readings are due)

UNIT I - INTRODUCTION

28 Aug

Kegley and Wittkopf, ch. 1 – Bring your textbook to class

4 Sept

First hour: Case: "The Melian Dialogue" (handout in class)

Read this at least twice in preparation for class discussion and remember to bring in answers to preparation questions.

Second hour: Kegley and Wittkopf, ch. 2

9 Sept

Review Kegley and Wittkopf, ch. 2 and bring any questions to class

11 Sept

Debate #1 – You Decide, Case #1, “How Should Countries Respond to Terrorism?”

UNIT II - EAST-WEST AND NORTH-SOUTH RELATIONS

16 Sept

Kegley and Wittkopf, ch. 4

17 Sept (Wed)

Extra credit opportunity: “Toucans, Tourism, and Terror: Promoting Tourism in War-Torn Colombia”

18 Sept

Case: “Democratic Dilemmas in the US War on Drugs in Latin America ”

Write out answers to the discussion questions and hand them in at the beginning of class.

Visiting speaker: Clara Sánchez Arciniegas, “The Civil Conflict in Colombia Today”

23 Sept

Kegley and Wittkopf, ch. 6

25 Sept  - OPINION PAPER TOPIC DUE

Case: “The Rocky Road Toward Debt Forgiveness”

Write up answers to three of the study questions (your choice) and hand them in in class.

Debate #2 – “Are Wealthy States Responsible for Ending Poverty in Poor States?” You Decide, cases #6 and #7

UNIT III - FOREIGN POLICY

30 Sept

Kegley and Wittkopf , ch. 3 pp. 61-73

In class video case: “Operation Urgent Fury”

Evening session: University lectures series: P.J. O’Rourke. 8:00 PM , Hall Auditorium

2 Oct

No formal class.  Dr. Hey will be in the classroom to be available to discuss papers and review outlines.

7 Oct

Case: “ Ecuador Confronts US Military Intervention”

Complete Kegley and Wittkopf, ch.3

9 Oct - MID-TERM EXAM

UNIT IV - WEAPONS AND WAR

Kegley and Wittkopf, chs. 12-14 should be read throughout this unit.

14 Oct – OPINION PAPER OUTLINE DUE (Bring two copies of your outline)

Session on writing.  Bring a draft of your opinion paper if you have one ready.

16 Oct

Debate #3 – “Will a US-Built National Missile Defense System Enhance Global Security?” You Decide, Case #4

UNIT V - INTERNATIONAL LAW, INTERNATIONAL ORGANIZATIONS, AND NON-STATE ACTORS

21 Oct

Kegley and Wittkopf, ch. 5

Hedges, War is a Force that Gives us Meaning, Introduction and chs. 1-3

23 Oct

Kegley and Wittkopf, ch. 8

Debate #4 – “Do International Financial Institutions Play a Positive or Negative Role in Global Development?” You Decide, Case #5

28 Oct – OPINION PAPERS DUE

30 Oct

Hedges, War is a Force that Gives us Meaning, ch.4 – end of book

Kegley and Wittkopf, ch. 15

4 Nov

Evening Session: Chris Hedges, 7:00 PM , 144 Benton Hall

UNIT VI - CONTEMPORARY ISSUES - HUMAN RIGHTS, POPULATION, AND THE ENVIRONMENT

6 Nov

Kegley and Wittkopf, ch. 7

Case: Universal Declaration of Human Rights (handout in class)

11 Nov

Debate #5 - “Is Military Intervention Justified if it Seeks to Serve Humanitarian Ends?” You Decide, Case #3

13 Nov

Case: “See No Evil: The U.S. Response to the 1994 Genocide in Rwanda ” Available on your CD Rom under “Case Study” in the “Global Conflict and International Security” Section.  Read all 5 pages and answer the questions throughout. Print out your answers and bring them to class.

17 Nov (Monday)

Evening session: Gloria Steinem, 8:00 PM , Hall Auditorium

18 Nov

Kegley and Wittkopf, ch. 10, pp. 351-68

20 Nov

no class

25 Nov

In class video case: “High Crimes and Misdemeanors”

2 Dec

Complete Kegley and Wittkopf, ch. 10

Guest speaker: Susan Crate

4 Dec – FULL DRAFT OF OP-ED PIECE DUE

9 Dec – FINAL DRAFT OF OP-ED PIECE DUE

18 Dec (Thursday) – FINAL EXAM AT 7:30 AM IN OUR CLASSROOM

All readings are from You Decide.

Place a 1 beside your first choice, a 2 beside your second choice, etc., until all spaces are filled and you have ranked your choices from 1 to 10.  You may sign up for both positions on the same debate. In other words, your first choice may be to take the "no" side of a debate, while your second choice is to take the "yes" side of the same debate.

NAME _____________________________________

11 Sept. Case 1. “How Should Countries Respond to Acts of Terrorism?”

Swiftly and with military force ______     Only through international legal channels _____

25 Sept. Cases 6 and 7. “Are Wealthy States Responsible for Ending Poverty in Poor States?”

yes___________              no ____________

16 Oct. Case 4. “Will a US-Built National Missile Defense System Enhance Global Security?”

yes ______________     no _________________

23 Oct. Case 5. “Do International Financial Institutions Play a Positive or Negative Role in Global Development?”

positive _____________          negative ____________ 

11 Nov. Case 3. “Is Military Intervention Justified if it Seeks to Serve Humanitarian Ends?”

yes_________    no _____________

INTERNATIONAL STUDIES 402J

TASK FORCE SEMINAR IN FOREIGN POLICY

Spring 2004

a.       Criteria used for choosing the recommended alternative(s)

b.      Recommended course of action

c.       Strategy for implementation

d.      Strategy for managing foreseen problems and consequences

Each draft must include a bibliography, numbered pages and a fully informed title page. The format and different sections should be integrated so that the report flows smoothly.  Use subheadings to organize the report.  The final report should also begin with an executive summary.  Any group members who wish to write a minority report (detailing areas of disagreement with the group) are encouraged to do so.  Final reports should be bound in some manner at a copy shop and should have a professional appearance.  Two copies of the final report (one for me to grade and return to you, one to file at the ITS office) must be handed in.

A NOTE ABOUT CONFLICTS WITHIN THE GROUP:

Group work can be very rewarding, but also difficult.  Coordinating schedules, work habits, writing styles and opinions about the proper way to proceed can be difficult.  Try to maintain a spirit of cooperation and open-mindedness.  Do not hesitate to ask me for help in easing group tensions or finding better ways for the group members to work together.  In all likelihood, you will be engaged in group work frequently in your future career. This is an opportunity to acquire group skills.

Groups may wish to choose a Group Coordinator whose responsibility is to organize activities.  All members of the group are responsible for doing their share of work.  Groups need to meet regularly outside of class in order to complete this task.  I recommend that each group set up a regular time each week to meet.  Groups should assign different tasks to different students, so as to maximize the benefits of the division of labor.  All group members should contribute to all of the draft chapters.

A NOTE ABOUT PEER EVALUATIONS OF DRAFT CHAPTERS:

Each of you will be responsible for reading and providing a critique of another group's draft chapters.  This is a very important responsibility and one you need to take very seriously.  It is absolutely necessary that all class members attend on peer review days.  If you miss a peer review class, five points will be deducted from your final grade.

Read the papers carefully.  Your suggestions/criticisms should be in two forms:

1. Comments in the margin

Write thoughts that come into your head as you read the paper.  Examples include things like "this is a good point,"  "you need a smoother transition here,"  "this point isn't clear,"  "you need more evidence here," etc.  Marginal comments are important because they show up exactly where the paper's strength/weakness is found.  Act as if you are the teacher.  Make sure your marginal comments are legible and clear.

2. Typed summary paragraph(s)  - make two copies and bring to class

Take some time to write a thoughtful, critical review of the chapter.  Identify the chapter's strengths and weaknesses.  What is missing that would make it a better paper?  What do the authors spend too much time on?  How could the chapter be better organized?  Be very specific in both your criticisms and your suggestions for improvement.

STUDENT EVALUATION

Note below that much of your grade will be a function of group work.  It is therefore essential that each person contribute to the group.  Be aware that an “A” is “outstanding” and a “B” is “above average.”  These are my standards when assigning grades. Your grade will be determined on the following basis:

In-class preparedness and participation - 15%

This grade includes your thoughtful participation in the seminar portion of the class, your participation in the draft evaluation sessions, and the quality of your peer review comments.  As this class meets as a group only once a week, any absences will damage your participation grade.  Task force groups will also meet frequently with me outside of class.  Please make every effort to attend these and other group sessions. 

Draft chapters - 30%

Draft chapters will be graded, revised and resubmitted in the final report.  I expect each draft chapter to be well researched, organized and argued.  It should be complete, i.e. with an introduction, body, and conclusion.  It should be grammatically sound and free of obvious mistakes.  Nonetheless, it is a draft and meant to be critiqued and revised.  This is your opportunity to get feedback to improve your final version.  You must revise your draft chapters for the final report.  An "A" on a draft chapter does not guarantee an "A" on the final product.

Peer evaluation - 20%

Each student will evaluate and be evaluated by the other group members.  These grades will be based on the student's cooperation and contribution to the draft chapters and final project.

Final draft - 20%

Oral presentation - 15%

COURSE OUTLINE 

15 January

Introduction to the course.

Case Discussion - "Sixto and the OAS" (handout in class)

22 January

“The Rocky Road toward Debt Forgiveness”

Groups announced

26 January MONDAY

Special session: 7:00 PM , 144 Benton

Bob Simon: Is Peace Possible in the Middle East ?

29 January

“ Ecuador Confronts U.S. Military Intervention: Operation Blazing Trails”

Teams declare their country choice and hand in a preliminary annotated bibliography (at least 10 useful sources).  READ these sources in order to choose your foreign policy problem well.

5 February

Each group announces the major foreign policy problem in its case study.  Also general discussion of group progress.

12 February

**Draft of first chapter due**

Bring multiple copies (the specific number will be announced).

19 February

**Comments on first drafts due**

Class discussion of first chapter drafts (see above for items to include in your evaluation of others' chapters).

26 February

**Draft of second chapter due**

4 March

**Comments on second chapter due**

Class discussion of second chapter drafts.

11 March

Analysis of progress and problems.

1 April

**Draft of third chapter due**

8 April

**Comments on third chapter due**

Class discussion of third chapter drafts.

Weeks of 19 and 26 April

Formal oral presentations to faculty and students.  You are expected to attend others’ presentations.

6 May (Thursday of Finals week)

**FINAL REPORTS DUE IN MY MAILBOX BY 5:00 PM **

ITS 201M

Dr. Jeanne Hey

327 Harrison Hall

Phone: 529-4371

email: heyja@muohio.edu

Office Hours: Mondays, Thursdays, 9:00-11:00 and by appointment

COURSE OBJECTIVES

This course is designed to introduce the disciplines that comprise the ITS major: economics, geography, history, and political science.  It also examines their interrelated role in international studies.  ITS 201 introduces the basic language and concepts often used in upper division ITS classes.  The course is also designed to familiarize students with different regions of the world.  The course is divided into two broad sections.  First, we review the four disciplines and consider their specific contribution to international studies.  Second, we study the politics, economics, history, geography, culture, and topical issues relating to global regions outside of North America .  ITS 201 is a Miami Plan foundation course, and satisfies the World Cultures, Historical Perspective, and Social Science components of the Miami Plan Foundation.  In the spirit of the Miami Plan, students in ITS 201 interact in class discussion frequently and are asked to consider non-Western and non-dominant perspectives when debating global issues.  They are asked to think critically, and to relate facts and contexts to their opinions.  Students will evaluate the course according to Miami Plan criteria.  ITS is also designed as the introductory course to the ITS major, the courses of which require students to reflect and act on international issues.  ITS 201 begins this process, which culminates in the capstone ITS 402 course.

REQUIRED READING MATERIALS

1. Oxford Copy Shop ITS 201 readings packet , available at DuBois bookstore on High Street.  If Dubois runs out, check at the Oxford Copy Shop.

2. Allen, John. Student Atlas of World Geography, 2nd edition. Dushkin, 2001

REQUIREMENTS AND EVALUATION

If you have a disability for which accommodations should be made, please register with the Office of Disability Resources in order that I can be informed of necessary accommodations.

A.        ATTENDANCE AND PARTICIPATION

Attendance and active participation are essential.  Much class time will be devoted to discussion of the readings and other material presented.  As such, your careful preparation and informed participation is necessary.  It is also essential that you arrive to class on time.  Assessment of the quality and quantity of your participation will be made on a regular basis by the instructor.  Quality participation involves integrating the readings and thoughtful analysis into consistent participation throughout the course.  Unexcused absences will count against your final grade. If you will miss a class, you must contact me in advance or provide a doctor’s excuse.

B.         EXAMS

There will be two mid-terms and a final exam.  These cover the material introduced in class, readings and special events.  Make-up exams will be given only under rare circumstances and then only if the student has made prior arrangements with me.

C.       ATLAS WRITING EXERCISE

This assignment combines working with data and maps with social scientific analysis.  Using the data in your Student Atlas, you will map four characteristics of the world’s variation in economy/development.  You will map these features on four separate blank world maps by 1) choosing four to seven categories for each feature, 2) color coding each category, and 3) coloring the map according to the data.  Be sure to include a color key as well.

Read the data tables in the back of the Student Atlas carefully.  Choose your features according to an explicit hypothesis that links them.  For example, you might hypothesize that population will covary with GDP per capita, women’s health and environmental standards.  Or you might hypothesize that consumption per capita of kilowatt-hours can explain health care availability, education and life expectancy.  Choose interesting and unique combinations and consider them carefully.  Choose only features that you understand and avoid comparing per capita or percentage data with absolute figures.  After mapping each, study your maps carefully and look for patterns.  What regional variations do you see in each map? What might explain them?  Then look at the maps together.  Where do the features covary? Where do they diverge?  How do your maps support or fail to support your hypothesis? How do you explain the patterns? I am looking for intelligent and creative hypotheses and analysis.  Leave no stone unturned or reference uncited.

Your paper should be presented according to the following outline:

1. HYPOTHESES
   1. Presentation of your hypothesis(es)
   2. Explanation of its logic – why do you expect the relationships you do?
2. DESCRIPTION – a very thorough, and entirely descriptive, section that reports your findings
   1. Referring to your maps, describe the patterns or lack thereof that emerge

                          i.      In individual maps – report the distribution on each map, including patterns and outliers

                           ii.      Comparison of the four maps – where do the features correlate, where do they not?

3. ANALYSIS
   1. Is your hypothesis supported?
   2. How do you explain the patterns or lack of patterns you found?
   3. What did you learn from this study that you did not know or expect when you started?

Your paper should be presented in the following format:

1)         A title page that provides the title of the paper, your name, the course number, the date, and the professor's name.

2)         Up to 7 pages of text.

3)         A separate page for a bibliography for additional sources.

4)         Properly cite all sources in the text where appropriate.

5)         Number the pages.

6)         Edit you paper. Make sure it is free of spelling, mechanical and grammatical errors.  The argument and information should be presented in paragraphs that logically connect.

7)         The paper must be typed with reasonable margins and double spacing.

8)                  Staple your paper in the upper left-hand corner

9)                  Do not hand in folders, plastic covers or paper clips

10)              Append your maps neatly to the back of the paper. Do not roll your maps.

11)              Put your legends either directly on each map or on a page stapled to the back of your paper.

12)              Each map should have

a.       A title (the name of the feature mapped)

b.      Your name

c.       The page numbers where the mapped data are found in the atlas

D.        EVALUATION

Your grade will be determined according to the following criteria:

Map quizzes: 10%

Participation: 10%

Paper: 20%

Exam #1: 20%

Exam #2: 20

Final exam: 20%

OPTIONAL EXTRA CREDIT ASSIGNMENTS

All students have the option of writing extra credit papers about the presentation of any campus speaker who addresses some aspect of international affairs.  Each semester there are many such speakers and their talks are advertised in campus bulletins.  The paper should a) summarize briefly the major points the speaker made and b) offer a critique of the presentation.  For example, was the speaker effective and convincing?  Did he/she back up assertions with facts and data?  What were the strengths and weaknesses of the talk?  Students may complete as many extra credit papers as they wish.  These papers should be presented in the format outlined above and may be of any length.

COURSE OUTLINE

* selection is found in the reading packet

INTRODUCTION TO INTERNATIONAL STUDIES – 8-10 January

* “Universal Human Values”

GEOGRAPHY – 15-17 January

* "Geography for Life"

* Monmonier, "Maps for Political Propaganda"

* Murray, "The Map is the Message"

HISTORY - 22 January – 5 February

* Benjamin, "The Subject of History and How to Use It"

* Tull, "Past Imperfect" and "Holocaust Revisionism" (on same page)

* History Packets A&B (specific assignments will be made a week before class)

22 January – Visit by Sheldon Anderson

** 24 January - Evening session, Cornel West, “Race Matters,” Hall Auditorium, 8:00 PM

** 29 January - CLASS WILL MEET AT THE ART MUSEUM

Museum program - "Comparing Esthetics Across Cultures"

POLITICS – 7-12 February

* Diamond, “The Global State of Democracy”

** 14 February  - EXAM #1

ECONOMICS - 12-24 February

* Gilpin, "Three Ideologies of Political Economy"

* Sachs, "What’s Good for the Poor is Good for America”

* Sen, “Development as Freedom”

CULTURE – 28 February

* Zwingle, “Goods Move. People Move. Ideas Move. And Cultures Change.”

LATIN AMERICA 5 - 19 March

* Shifter, “US – Latin American Relations: Preparing for the Handover”

Menchu, "I Rigoberta Menchu"

** 21 March – EXAM #2

AFRICA - 26 - 28 March

* Davidson, “Attitudes to Africa’s Crisis”

* Booker, “Thinking Regionally About Africa”

*Houngnikpo, “Africa’s Distress Call”

26 March – Visit by Matt Houngnikpo

** 2 April  - Latin America and Africa map quiz

EUROPE AND THE FORMER SOVIET UNION – 2 – 11 April

* Barnard, “EU Enlargement”

* Patten, “Projecting Stability”

ASIA – 18-25 April

* The Economist, “Intimations of Mortality”

* Berkman, “The Three Gorges Dam”

** Friday, 3 May, 9:45 AM - FINAL EXAM 

** Europe and Asia map quiz will be given on the same day as the final exam.

POL/LAS 478 
MEDIA AND POLITICS IN LATIN AMERICA AND THE CARIBBEAN
SPRING 2002

Jeanne A.K.Hey, Ph.D.
Office: 327 Harrison
Phone: 529-4371
Office Hours: Monday, Thursday 9:00-11:00
Email: heyja@muohio.edu


Course Objectives
Among the goals of the Miami Plan's capstone experience is to "provide for intellectual accountability." This capstone seeks to promote intellectual accountability by increasing students' awareness of the role of the media in determining how we think about political events in Latin America and the Caribbean. Through our examination of media and Latin America, students will gain the skills necessary to become critical consumers of the media in general. The course is also designed to generate reflective, respectful, and critical discussion of the issues at hand. I expect students to be good communicators - listeners as well as talkers.

This Course in the Curriculum
This course completes the Miami Plan capstone requirement. It is open to POL, ITS and DFA majors as well as to LAS minors. Students who have completed the following thematic sequences may also take the capstone: "LAS - People and Power in the Americas" and COM - "Contexts of Mass Media."

Student Responsibilities
A heavy part of each student's responsibility is informed class participation. This demands that you complete the reading carefully each week. This course has an extensive reading list and you should be prepared to spend six to ten hours a week preparing. Because the seminar depends so heavily on student preparedness and participation, absences and lack of preparation will count against the final grade. All students should read every assignment. I will also ask individuals to lead the class discussion on particular readings. For these, you must come to class with 1) a summary of the reading which you will share with students and 2) a set of discussion questions that guide the conversation. Practice these, as you will need to be dynamic, alert and prepared to do this well.
In addition to these assignments, students will complete a mid-term exam, a group research project and a final exam detailing a plan of action (discussed below). The research project is of particular importance because students will present their projects to the class during seminar meetings (see below).

The final grade will be determined as follows:
Class participation 
(demonstrated preparedness, informed participation, leading class discussion)- 20%
Mid-term - 25%
Research presentation - 15%
Final paper - 20%
Evaluation by peers - 10%
Final exam/plan of action - 10%

Research project and presentations
Student research projects and presentations form an important part of the second part of this course. The class will be divided into five groups. The research assignment is to complete a comprehensive survey and analysis of media treatment of a particular topic on Latin American or Caribbean politics. Examples include the US invasion of Panama, the Elian Gonzalez controversy, NAFTA, the Chiapas rebellion in Mexico and the Cuban revolution. Students should choose their topic early and discuss it with the professor. They must collect and read/watch/listen to as many sources that cover the topic as possible. US and international sources should be tapped. This will require extensive research and should be done as early as possible. The final paper should report the findings of the media survey on the topic and critically evaluate that media coverage. Does it include bias? Is it informative? What information was over-emphasized or left out? Is there a political agenda behind the coverage? These are the types of questions the analytical section of the paper should address. Papers should include references to the concepts and debates discussed in the first half of the class. Students must be meticulous about providing and documenting evidence for their conclusions.
Sections of early class sessions will be devoted to student discussion of research proposals. Students will exchange research proposals and offer evaluative and constructive comments for improvement. At the end of the semester, students will complete a peer evaluation of their group's members.
Student presentations of their research will comprise the bulk of the second part of the course. These exercises are part of the Miami Plan's capstone's requirement that students interact with one another and demonstrate personal facility with scholarly and creative abilities. Note that the readings you assign for the class to read should be submitted to the professor at least two weeks in advance of your presentation. Group members should not think of this as a brief presentation of their findings that will be over in 10 minutes. Instead, it will be each group's responsibility to assume leadership of the class and to deliver the material in a creative, organized manner that engages the class. Handouts, study questions, and visual aids are useful. Throughout the presentation, students should present their information and encourage and lead class discussion. It is the responsibility of all members of the class to evaluate critically the presentations and to engage in discussion about the topic at hand. Final papers are due on Monday 29 April at 5:00 PM in my mailbox.

Your paper must be presented in the following format:

1) A title page which provides the title of the paper, your name(s), the course number, the date, and the professor's name.
2) No more than 30 pages of text.
3) A separate page for a bibliography).
4) Number the pages.
5) Edit you paper. Make sure it is free of spelling, mechanical and grammatical errors. The argument and information should be presented in paragraphs that logically connect.
6) Cite all relevant information in the proper format. This includes much more than direct quotes. (See section on academic integrity below.)
7) The paper must be typed with reasonable margins and double spacing.
8) Staple your paper in the upper left-hand corner
9) Do not hand in folders, plastic covers or paper clips


Plan of Action
Your final exam assignment is to write an individual "plan of action" in which you 1) reflect on what you have learned in the course about media treatment of Latin America and the Caribbean and 2) develop a plan for how you will modify your media consumption in the future to improve your understanding of the region and of global affairs in general. This exam should be well organized and informative. Above all it should demonstrate your creative thoughts on how to improve yourself as a consumer of media. It should be no longer than 10 pages and should follow the paper guidelines outlined above.

Academic integrity in writing papers
It is important for you to understand your responsibility for aggressive compliance with the standards of ethics in research and writing. Carelessness in observing the standards of ethics will not be tolerated. The burden of proof in demonstrating academic integrity rests on you. It is therefore essential that you cite all references properly in any written assignment. If you are at all unsure about what types of information need to be cited, consult a style book, or talk with me. In your papers, you may use footnotes, parenthetical citations or another acceptable method of citing a reference. If I suspect that a student has violated the code of academic honesty, I will follow the procedures outlined in Section 503 the Undergraduate Academic Regulations outlined in The Student Handbook. Please consult Section 502 of those regulations to become informed about what constitutes academic dishonesty.

Class Materials
Arias, Arturo (ed.). The Rigoberta Menchu Controversy (University of Minnesota Press, 2001).
Kenworthy, Eldon. America/Américas: Myth in the Making of U.S. Policy Toward Latin America (Penn State University Press, 1995).
Parry, Robert. Lost History: Contras, Cocaine, the Press & "Project Truth" (The Media Consortium, 1999).
A packet of other reading materials should be purchased at the Oxford Copy Shop.

Course Outline
9 January - INTRODUCTION TO THE COURSE
· "Turning Away from the Holocaust," New York Times, 14 Nov. 2001. (handout)

16 January - CORPORATE CONTROL IN THE MEDIA
· View "Manufacturing Consent"

23 January - THINKING ABOUT MEDIA TREATMENT IN THE THIRD WORLD
· Vanderbush, W. and T. Klak, "`Covering' Latin America: The Exclusive Discourses of the Summit of the Americas as Viewed Through the New York Times," Third World Quarterly v.17(3):537-56). 1996.
· Lorch, "Where Life Has No Spice, a $1 Billion Pick-Me-Up," New York Times, 6 Nov, 1995.
· Skalka, "Stereotyping Arabs by Media `Experts,'" Lies of Our Times, Feb, 1991.
· Edwards, Lee.. Mediapolitik. Washington, DC: Catholic University Press. 2000. "Introduction" AND "Reality and TV Reality" (ch. 2)
· Kenworthy, America/Americas, chs. 1-3

30 January - THE CASE FOR MEDIA BIAS
· Lichter, S. Robert, et. al. 1994. "The Media Elite" in Richard Davis (ed.) Politics and the Media. Englewood Cliffs, NJ: Prentice-Hall.
· Parenti, Michael 1994. "Who Controls the News?" in Richard Davis (ed.) Politics and the Media. Englewood Cliffs, NJ: Prentice-Hall.
· Moyers, Bill 2001. "Journalism and Democracy," The Nation, 7 May.

6 February - CHILE AND GRENADA
· Edwards, "The Power of Fifteen Minutes"
· View "Operation Urgent Fury"

13 February - NICARAGUA
· Kenworthy, America/Americas, chs. 4-7
· "The Bandana is Back," Newsweek, 6 August, 2001.
· E-mail from Thomas Walker.
· Article on Ortega from The Guardian (London)

20 February - IRAN CONTRA
· Parry, Lost History
· View "Frontline: High Crimes and Misdemeanors "

27 February - CUBA, FOREIGN CORRESPONDENTS, AND EL SALVADOR
· *Bring Arturo Arias book on Rigoberta Menchu to class today
· Pedelty, War Stories: The Culture of Foreign Correspondents, Introduction, chs. 1,3,4
· Klak, T. "Havana and Kingston: Mass Media Images and Empirical Observations of Two Caribbean Cities in Crisis," Urban Geography v. 15(4):318-44 (1994). 
· Wiebe, D. "Down to Havana," Cincinnati Magazine, October 1993.
· The New York Times, "Concern Rising on US Shores as Cubans Flee," AND "Cubans and Cuba Policy, Lost at Sea" AND "Castro's Threat to Unleash Refugees Brings a Warning by U.S."
· Manitzas, F. "Pressing the Press," Cuba Update, November/December 1994.
· "Editorials: Let's Change our Policy," Cuba Update, November/December 1994.
· View "60 Minutes" piece on dollarization in Cuba

6 March - MID-TERM EXAM

20 March - THE RIGOBERTA MENCHU/DAVID STOLL CONTROVERSY 
· Arias, The Rigoberta Menchu Controversy
o Everyone read Arias, "Rigoberta Menchu's History Within the Guatemalan Context," (pp. 3-28), "The Public Speaks," (pp.51-57) and Rohter "Tarnished Laureate," (pp.58-65)
· Other readings assigned during the semester.

27 March - 24 April - STUDENT GROUP PRESENTATIONS
· Readings to be announced

FINAL EXAM/PLAN OF ACTION DUE IN MY BOX ON WEDNESDAY, 1 MAY AT 12:00 NOON