HI 2041 ColdWar Outline 2014

8/12/2019 HI 2041 ColdWar Outline 2014

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University College CorkCollege of Arts, Celtic

Studies& Social Sciences

Year 2: Semester 2

HIST!Y 2"#$US %oreign olicy & t'e Cold

(ar$)#*+$))$

anuary 2"$#

-odule Tutor:

rofessor .avid !yanSc'ool of History, Tyrconnell

t "2$ #)" 2$/*e david0ryan1ucc0ie

1
mailto:[email protected]:[email protected]


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Content$0 -odule utline *

Aims3ectives4earning utcomesvervie5 64earning & Teac'ing Strategies 7Course Te8ts )ournal Articles nline $"Internet !esources $"

20 -odule Assessment $*9ssay Instructions, Criteria and Titles

$*.ocument Analysis $6(iki 9ntry $/(iki Critiue ; .iscussion Contriution

2$

*0 4ecture & nline rogramme2*

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$0 -odule utline

AI-STo provide an introduction to US foreign policy during and after the Cold War.

To outline basic historiographical disputes that has animated the history of theCold War.

To analyse the history of US foreign relations through a combined examination ofthe empirical evidence and scholarly interpretation.

To provide a blended-learning environment in which you will be given theopportunity to develop and practice the skills and abilities appropriate to the

study of history and international relations.


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There are t5o parts to the learning outcomes. The ,rst is the $ re"uired by UCC tobe written as threshold outcomes. The second reects a broader range of intendedlearning outcomes0

%rom t'e UCC


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Communicate in writing e!ectively and to present work in a manner whichconforms to scholarly conventions and sub*ect conventions+

Construct a relevant argument that demonstrates an ade"uate use of evidenceand a selection of historical interpretations+

;ocate gather sift and synthesise an ade"uate body of source material+

7emonstrate the ability to work independently under the constraints imposed bythe component of assessment for example/ word limit time limit and deadlines+

0n ability to think critically and creatively and to bring the necessary skills to theirassessed work in this module.

0n ability to interrogate a primary document from the list and to criti"ue thedocument set against the precepts and criteria provided.

0n ability to construct an analytical wiki entry and conduct a document analysis.

0n ability to participate in and contribute to online discussion groups and to writea minimum of & entries for assessment.

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-odule vervie5US foreign >olicy and the Cold War will provide second year students with anintroduction to the key issues and crises that the United States confronted during theyears #$%& to #$$#. ?t will initially explore the foundations of US power beforeexamining the application of it throughout the Cold War. The central focus of theCold War was obviously concerned with the superpower rivalry and US containmentof Soviet (expansive tendencies). ?n addition US foreign policy was also intimatelyconcerned with the emerging @uropean agenda and with changes throughout the

Third World. This course will move from an examination of the origins of the Cold

War in @urope and 0sia its evolution and globalisation to the intense crises duringthe #$9As in Cuba and Bietnam. The resolution of the Cold War followed a period ofdtente and yet further confrontation. Dey areas/ the division of @urope+ evolutionand globalisation+ crisis in =erlin Cuba and Bietnam+ dtente with the USS4 and the>4C+ 4eagan and confrontation and the @nd of the Cold War.

Eore speci,cally/ this course will examine the role of the United States in the worldfrom the breakdown of the war-time (Frand 0lliance) and the origins of the Cold Warthrough to the demise of the @astern =loc in #$


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The period of superpower dtente will be analysed in terms of the economicconstraints on foreign policy. Why did the United States seek accommodation withthe Soviet Union at the global level while pursuing regional competition at the(periphery)H Were the apparent contradictions between the various power centres an

attempt to reinforce the concept of the world as a bipolar entityH The initialredirection of policy by the Carter administration will be contrasted to his laterresponses. The rise of the (Second Cold War) and the policies of the 4eaganadministration will be scrutinised in both @urope and the Third World. The U.S.reaction to Forbachev)s initiatives in the late #$


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section of the Wiki entry. Kou will be given a chance to test your arguments deployevidence consider the historical interpretations. Eoreover you will develop yourskills at negotiation argument construction tact and so forth.

Assessment:f course ultimately you are awarded a particular grade for the

various pieces of assessed work. The components are not *ust there for thatpurpose it is not simply a test or examination. Kou should learn through yourassessment components. @ach has a particular set of associated skills andintellectual abilities+ each re"uires the ac"uisition of knowledge through researchthe weighing of evidence historical interpretation and ultimately the construction ofan argument. These activities will enhance your historical skills abilities andattributes en*oy the process. ;ook at the criteria the instructions and the precepts.

Bce Hours/ Kou are provided with the opportunity to use individual and grouptutorials to advance their understanding of the content cognitive skills and technicalabilities associated with the study of Jistory. Kou are encouraged to use the tutorialsessions for clari,cation or for further details on any speci,c matter raised in the

lectures. Kou should also use the oLce hours for essay preparation constructing anoutline testing arguments exploration of the historiographical debate. Kou shoulddiscuss preparation of the Wiki and the document analysis or anything related to thecourse that you are unfamiliar with. >repare in advance for these discussions/ comeprepared with "uestions or speci,c issues you want to discuss. >lease sign up foroLce hours in advance. 0 list of times for tutorials will be posted on my door in theSchool of Jistory Tyrconnel 5Mirst Mloor6. Tuesday &-8 p.m. and Wednesday 3-& p.m.

Indeendent 4earning:The module outline facilitates independent learning. 0signi,cant proportion of time is taken in constructive readingand note+takingthe heuristic process of information retrieval5monitored and assessed throughessay-writing and the other components6+ the analytical and cognitive skillsareadvanced through reection and consideration of both primary and secondarymaterial. rolem Solving:>roblems are set in the module outline and informallyin lectures which you have to resolve. ICT:Kou engage in a variety of ?CTopportunities that facilitate and complement the strategies mentioned above. Theseinclude online group discussion and evaluation the creation of an wiki throughindependent and group work.

?ood students'i

The most successful students are those who engage with their studies in aconscientious and systematic way. Food studentship means/

0ttending all taught sessions and participating actively in the =lack=oardactivities. 0rriving on time for taught sessions with the necessary preparation/ you

should have thought about the topic completed the readings and watched theclips. Fenerally follow the instructions in the module outline on a week byweek basis.

Constructive participation in interactive sessions online+ you should contributein a constructive manner and *oin in the discussions and learn through aprocess of well informed open dialogue.

('yD

#. Fet the most out of the module. Collaborate with your peers and learn from eachother as well as the lecturer. Kou will getter a better degree and a more ful,lling

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learning experience if you participate e!ectively. 4esearch has shown that there is aparticularly strong correlation between full attendance and academic performance.@ven though you may not be assessed on every topic in every module familiaritywith the full range of a module)s content will give your assessed work a much ,rmercontextual grounding and much greater depth.

3. The module aims to enhance your skills and attributes and therefore to enhanceyour employability. The re"uirements of this module encourage you to ac"uire ordevelop a broad range of skills that are transferable to the world of the graduateprofessional.

&. The demands of a learning community/ you are part of a community of studentsall of whom bene,t from your participation and contribution. Kour engagement withyour studies contributes to the learning experience of your fellow students N andtheir engagement contributes to your learning experience. 4esearch demonstratesthat collaborative work enhances both engagement and learning. Kou will extendyour potential if you interact with others and you will make a good contribution to

others.

Course Te8ts9SS9>TIA4: ne of

;aMeber Walter. America, Russia and the Cold War, !"#$%&&&. Oew Kork/ EcFraw-Jill 3AA9.

;ogevall Mred and Campbell CraigAmerica's Cold War( The Politics o) *nsecurity5Cambridge/ Jarvard University >ress 3AA$6.

>aterson Thomas and Farry Cli!ord.America Ascendant( U+S+ Foreign RelationsSince !!. ;exington/ 7. C. Jeath #$$8.

ainter 7avid. The Cold War( An *nternational History5;ondon/ 4outledge #$$$6.

EcCauly Eartin Russia, America and the Cold War5;ondon/ ;ongman #$$$6.

!9C--9>.9.:

;ePer and Westad Cam-ridge History o) the Cold War5Cambridge/ CambridgeUniversity >ress 3A#A6 5http/''library.ucc.ie'search'QHS@04CJRcambridgehistoryofthecoldwarS4TR76

Cohen Cam-ridge History o) American Foreign Relations 5ed. Warren ?. Cohen6 Bol. %America in the Age o) So.iet Power5Cambridge/ Cambridge University >ress #$$&6

5http/''library.ucc.ie'recordRb#&A%%


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0mbrose Stephen. Rise to /lo-alism( American Foreign Policy Since !0.Jarmondsworth/ >enguin #$$&.

=rands J. W. The 1e.il We 2new( Americans and the Cold War. Oew Kork/ xfordUniversity >ress #$$&.

Cohen Warren.American in the Age o) So.iet Power, !"#$!!. Cambridge/Cambridge University >ress #$$&.

Faddis Iohn ;ewis. Strategies o) Containment( A Critical Appraisal o) PostwarAmerican 3ational Security Policy. xford/ xford University >ress #$aterson eds. E4plaining the History o) AmericanForeign Relations. Cambridge/ Cambridge University >ress #$$#.

Jogan Eichael I. 5ed.6. America in the World( The Historiography o) AmericanForeign Relations since !". Cambridge/ Cambridge University >ress #$$8.

Junt Eichael J. Crises in U+S+ Foreign Relations( An *nternational History Reader.Oew Javen/ Kale University >ress #$$9.

Junter 0llen 5ed.6 Rethin5ing the Cold War. >hiladelphia/ Temple University #$$olenberg and Oancy Woloch The American Century( AHistory o) the United States since the 0!&s+ 0rmonk/ E.@. Sharpe 3A#&.

Eartel Fordon. American Foreign Relations Reconsidered, 0!&$!!. ;ondon/4outledge #$$%.

>aterson Thomas F. and 7ennis Eerrill eds. 6a7or Pro-lems in American ForeignRelations. Bol. ??. ;exington/ 7. C. Jeath #$$8.

ournal Articles nlineUCC subscribes to an extensive range of online *ournal resources. ST!is only oneof the most useful databases for our purposes. Several further databases provide awide variety of articles and reviews including ro3ect-use Academic Searc'remier Sage ulications and lease conduct your own keyword search forcontent.

?f in any doubt contact a librarian for assistance. You are e8ected to use 3ournalarticles as 5ell as t'e suggested reading listed elo5 in rearation foryour essays0 ?nformationretrieval is part of your independent learning process andneeds to be conducted thoroughly. 7o not limit yourself to the recommended titlesin this outline they are only a starting point.

The ability to search for and locate information relevant to a topic you areresearching is an important skill. =eing able to use all of the di!erent search toolsand using your initiative in locating and retrieving information is a key part of the

process of historical research and of developing a mindset and culture ofindependent learning.

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http://0-cufts2.lib.sfu.ca.library.ucc.ie/CRDB/CCUChttp://0-cufts2.lib.sfu.ca.library.ucc.ie/CRDB/CCUChttp://0-cufts2.lib.sfu.ca.library.ucc.ie/CRDB/CCUChttp://0-cufts2.lib.sfu.ca.library.ucc.ie/CRDB/CCUC


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With this in mind we expect you/To use the reading lists in the module outline as a starting-point for research

To locate and make use of the other material in the library not included in the

module outlines

To locate and make use of the periodicals and *ournals housed in the library andelsewhere

To locate and make use of the electronic databases and other information which isavailable 5especially primary documents newspapers speeches and reports6.

To prepare well in advance of your assessment deadlines in order to preventshortages of material at key points in the semester.

Using the library e!ectively and fruitfully is a key skill which underpins your

undergraduate studies. ?f you follow the points outlined above this will enableyou to maximise this learning resource and help you to realise your potential.

Internet !esources: ?eneral sites relating to US .ilomatic History and%oreign !elations

Start with one of the lists of resources for US 7iplomatic Jistory. @ach line in thefollowing index takes you to an extensive website or simply type in a key word to anestablished search engine. 5See Fuide to @ssay Writing 0ppendix 0 for accurate?nternet citation6. ?f a particular link does not work simply (google) the name of thesite.

J-7iplo http/''www.h-net.msu.edu'diplo'

US Fovernment 7ocuments Summaries Timeline onlinehttp/''www.state.gov'r'pa'ho'

US 7epartment of State/ Eilestones 5Cold War6http/''history.state.gov'milestones'#$%8-#$83

Cold War 7ocuments http/''www.mtholyoke.edu'acad'intrel'coldwar.htm

ther Sites/Center Mor 7efense ?nformation http/''www.cdi.org'

Central ?ntelligence 0gency 5C?06 particularly useful for maps and publicationsand the annual factbooks http/''www.odci.gov'csi'

Cold War Jot ;inks http/''www.stmartin.edu'dprice'cold.war.html

Cold War ?nternational Jistory >ro*ect @lectronic =ulletinhttp/''cwihp.si.edu'cwihp.nsf

7iplomatic Jistory ;inks http/''h-net3.msu.edu'diplo'links'links.htm

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http://www.h-net.msu.edu/~diplo/http://www.state.gov/r/pa/ho/http://history.state.gov/milestones/1945-1952http://www.mtholyoke.edu/acad/intrel/coldwar.htmhttp://www.cdi.org/http://www.odci.gov/csi/http://www.stmartin.edu/~dprice/cold.war.htmlhttp://cwihp.si.edu/cwihp.nsfhttp://h-net2.msu.edu/~diplo/links/links.htmhttp://www.h-net.msu.edu/~diplo/http://www.state.gov/r/pa/ho/http://history.state.gov/milestones/1945-1952http://www.mtholyoke.edu/acad/intrel/coldwar.htmhttp://www.cdi.org/http://www.odci.gov/csi/http://www.stmartin.edu/~dprice/cold.war.htmlhttp://cwihp.si.edu/cwihp.nsfhttp://h-net2.msu.edu/~diplo/links/links.htm


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Scholarly Iournals/ 0bstracts and full articles available+?nternational and Eultinational rganiGations/ C?0 7epartment of State;ibrary of Congress Oational Security 0rchive O0T UO etcSites for regions and countries/ 0frica ;atin 0merica Eiddle @ast @uropeOational 0rchives and >residential ;ibraries+

>rimary Sources/ Thousands of 7ocuments>residential 4esources ' Oewspapers

Moreign 4elations of the United States 5M4US6 nline.http/''www.state.gov'r'pa'ho'frus'

Jistorical Text 0rchive/ Jistory of the United Stateshttp/''historicaltextarchive.com'

?nternet Eodern Jistory Sourcebook of the Twentieth Centuryhttp/''www.fordham.edu'halsall'mod'modsbook%.html

Oational 0rchives and 4ecords 0dministration http/''www.nara.gov'

Oational 0rchives and 4ecords 0dministration/ >residential ;ibraries Joover to=ush http/''www.nara.gov'nara'president'address.html

Oational Security 0rchive The http/''www.gwu.edu'nsarchiv'

>=S 5>ublic =roadcasting Service6 http/''www.pbs.org'history'

Thomas/ US Congress on the ?nternet http/''thomas.loc.gov'

United Oations >eace and Security @conomic and Social 7evelopment?nternational ;aw Jumanitarian 0!airs Juman 4ights http/''www.un.org'

UO 7ocuments http/''www.un.org'7ocs'

US 7epartment of State http/''www.state.gov'index.htmland www.state.gov

=ush >residential ;ibraryhttp/''bushlibrary.tamu.edu'

Carter >residential ;ibrary

http/''www.*immycarterlibrary.org'

Cuba Eissile Crisishttp/''www.fordham.edu'halsall'mod'#$93-cuba-unl.html

IMD inauguration/ http/''www.bbc.co.uk'news'world-us-canada-#33#83%residential ;ibraryhttp/''www.*fklibrary.org'

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http://www.state.gov/r/pa/ho/frus/http://historicaltextarchive.com/http://www.fordham.edu/halsall/mod/modsbook4.htmlhttp://www.nara.gov/http://www.nara.gov/nara/president/address.htmlhttp://www.gwu.edu/~nsarchiv/http://www.pbs.org/history/http://thomas.loc.gov/http://www.un.org/http://www.un.org/Docs/http://www.state.gov/index.htmlhttp://www.state.gov/http://bushlibrary.tamu.edu/http://www.jimmycarterlibrary.org/http://www.fordham.edu/halsall/mod/1962-cuba-unl.htmlhttp://www.bbc.co.uk/news/world-us-canada-12215248http://www.doug-long.com/http://www.eisenhower.utexas.edu/http://www.jfklibrary.org/http://www.state.gov/r/pa/ho/frus/http://historicaltextarchive.com/http://www.fordham.edu/halsall/mod/modsbook4.htmlhttp://www.nara.gov/http://www.nara.gov/nara/president/address.htmlhttp://www.gwu.edu/~nsarchiv/http://www.pbs.org/history/http://thomas.loc.gov/http://www.un.org/http://www.un.org/Docs/http://www.state.gov/index.htmlhttp://www.state.gov/http://bushlibrary.tamu.edu/http://www.jimmycarterlibrary.org/http://www.fordham.edu/halsall/mod/1962-cuba-unl.htmlhttp://www.bbc.co.uk/news/world-us-canada-12215248http://www.doug-long.com/http://www.eisenhower.utexas.edu/http://www.jfklibrary.org/


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Oixon >residential ;ibraryhttp/''metalab.unc.edu'lia'president'nixon.html

4eagan >residential ;ibrary

http/''www.reagan.utexas.edu'

Truman >residential ;ibraryhttp/''www.trumanlibrary.org'

COO)s Cold Warhttp/''www.cnn.com'S>@C?0;S'cold.war'

3% episodes transcripts maps timelines culture technology V

2 -.U49 ASS9SS-9>TAssessment vervie5:

0ssessment/ Total Earks #AA/ Continuous 0ssessment #AA marks.

T'e 9ssay is 5ort' 7"E and is due y: *m Aril $$, 2"$#0

T'e Source !evie5 is 5ort' $"E and is due y: *m,%eruary 6, 2"$#0

T'e (iki 9ntry is 5ort' $"E and is due y:*m %riday,-arc' 7, 2"$#0

T'e (iki Critiue ; .iscussion ?rouContriution is 5ort' $"E and is due y *m, -arc'2/, 2"$#0 You s'ould 5riteat least * contriutions to

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http://metalab.unc.edu/lia/president/nixon.htmlhttp://www.reagan.utexas.edu/http://www.reagan.utexas.edu/http://www.trumanlibrary.org/http://www.cnn.com/SPECIALS/cold.war/http://metalab.unc.edu/lia/president/nixon.htmlhttp://www.reagan.utexas.edu/http://www.reagan.utexas.edu/http://www.trumanlibrary.org/http://www.cnn.com/SPECIALS/cold.war/


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t'e discussion grous in resonse to osted issues, uestionsand toics0

Assessment Criteria

#. Oo submission of written work which has already been submitted Nincluding on other modules unless otherwise speci,ed+

3. 0ll components of assessment must be attempted in order to pass+&. University guidelines on plagiarism apply.

9ssays%. The OU? Frade 7escriptorsapply+ they can be found at the link.8. The essay feedback form is pasted at the end of this document as

0ppendix 0/

9. The following represents a short guide to the various sections:. Construct an argument based on evidence that responds to the "uestion+. 9>A4TI9S:

#8.Kour course 9SSAY -UST


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To what extent if any was the Earshall >lan necessaryH

#0 utline the aims of the @uropean 4ecovery >rogram and assess whether itwas successful.

F0Why was O0T formed in #$%$H

60 Was OSC-9< a signi,cant departure from the writings of Feorge DennanH

70 To what extent if any was the US intervention in Dorea inuenced by OSC-9


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Essay Assessment Sheet and Feedback Form: HISTORYStudent Name Tutor Date submitted Date

returned

Module code

Student assessment of the strengths of the essay

Student assessment of te !ea"nesses of te essa#

$atin% scale &'cellent (er#)ood

)ood Satisfactor# Needsmore!or"

Needs muc more!or"

ST$*+T*$&

,ntroduction

Main -od# of &ssa#+onclusion

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o%ical ro%ression

$eleance to uestion

+ritical anal#sis/ccurate use of eidence

,ndeendent tin"in%

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. . . .

+NT&NT

Detailed "no!led%e

&'tensie "no!led%e

&aluation of secondar# literature

. . .

. . .

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. . .

S*$+&S

-readt of readin%

Det of readin%

*se of ournal articles

+orrect citation

/ccurate biblio%ra#

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$&S&NT/T,N

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MARK: /ll mar"s a!arded are roisional until confirmed b# te istor#/ssessment -oard at te end of eac semester

TUTORS COMMENTS SEE OER!EAF

.ocument Analysis0

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#. Eost of the documents in our list are textual but you might considersupplementing your analysis with other sorts of documents or crossreferencing to KouTube speeches photographs associated with the eventsor the content of the relevant administration website or the related mediacoverage. 0ll of these will inform your analysis and understanding.

3. Structure your analysis like an essay/ ?ntroduction body conclusion. Eakesure you have an argument relating to your interpretation of the document.

&. 0long the way you will need to consider the following/

%. Who is the aut'orD What do we know about them and what position ingovernment 5or not6 do they occupy.

a0 Why are they writing the document article or speechH r why arethey delivering itH

0 What can you say about their views biases ideological outlook orother pertinent frame of referenceH

c0 Jow close is the author ' creator to the sub*ect matterHd0 What motives do they have with this particular documentH

8. Time: When was the document writtenH Was it produced by a team overtime or an immediate reaction to the eventsH

a0 Jowprimaryis the documentH Jow close in space and time to theevent was the document producedH

0 Consider the context in which it was produced. 0re there rivaldocuments explanations or interpretationsH

c0 When and why do we and the audience get to read ' hear thecontentH ?s it for public consumptionH Was it classi,edH What levelof secrecy did it haveH Can we determine these issuesH

9. lace: Where was the document producedH 7id it emanate from thebureaucracy of Washington 7C or other locationH To what extent does thegeographical location a!ect the content or interpretation of the documentH

To what extent if any doe the place bias or determine the content oroutlook ' ideology of the documentH Can you contrast the content withanother interpretation that might have been produced in places such asBietnam ?ra" Oicaragua or the most pertinent locationH

:. %orm: What type of document are you dealing withH 7oes the form a!ectthe content of the material or the style of deliveryH


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0 What are the key issues and themes of the paperH Can you separateand group ideas that is breakdown the content into separate issuesand interpret and explain themH

c0 98egesis: can you identify and "uote the most pertinent lines and

issues from the document to illustrate your caseH

d0 0re there things that you can convincingly read into the documentHThat is what can you read et5een t'e linesD

e0 What does the author recommend or concludeH

f0 ?s the writing ' case credible or convincingH 0re statements andfacts accurateH Jow well is the document put togetherH ?s ite!ectiveH

g0 What other interpretations could be considered on the issueH

#A.9valuation and conclusion:The document analysis is supposed to bepresented in the form of a short essay with a pertinent argument. So,nally you need to provide some evaluation appraisal and conclusion.4econsider the core argument and purpose of the document and draw aconclusion on what you think about it.

a0 Try also to consider the context in time and space. Consider itsimmediate impact and the longer-term inuence of the work.

##.0ll of this will re"uire not *ust the reading of the document but readingaround the document.

a0 Kou will need to read about the history of the issue ' events.0 Kou will need to read about the administration and the persons place

and inuence within the administration.c0 Kou should use the conventional approach to research including the

search for context in the secondary books and articles.d0 Use conventional referencing for all books articles and media.e0 Eake sure you have an ade"uate depth and breadth of reading.

>rovide a bibliography.

(iki 9ntry

(eare going to create a Wiki on US foreign policy and the Cold War. Kou will beassigned to a group to work in collaboration with each other yet your grade willpredominantly be based on your individual entry. That is


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against it. 7o not edit or delete another student)s name. Kou will ,nd a contentpage on =lack=oard.

Kou should meet 5online6 or in one of the ;ibrary meeting rooms to discuss andnegotiate how you will write the Wiki. The criteria for the wiki can be found in

tabular form below. There are additions but generally follow your essay writingskills. ?n addition Wiki assessment includes a range of issues from content layoutuse of hyperlinks research citation etc. So an adapted feedback form has beencreated for your consideration 5see below6. So try to use and insert them into yourWiki entry.

Kou may start your Wiki as early as you like. The ultimate deadline is Earch : 3A#%.So the earlier you post the more feedback you will get from your peers and from the(teaching ' learning) team. bviously the team feedback will be limited to a fewformative comments. >eer feedback is based on the constructive engagement ofother students.

Kou will need to write a grou conclusion on which 3AY of your grade for thisportion will be based. That is 3Y overall. >lease negotiate this online and consider itwithin the content and arguments of the sections above. There is no need for auniform voice. =y that ? mean your conclusion could capture the diverseinterpretations of US foreign policy that exist. So you should feel free to make theargument that you ,nd most convincing in your own section.

See Wiki eti"uette/

(iki Criteria and ?uidelinesStudent: Tutor: -odule: .ate

sumitted:

.atereturned

Task$98cellent =ery good ?ood Satisfactor

y>eeds more5ork

Content Eakes anoriginalcontribution

0nalyticalnarrative

@xplanatorynarrative

Chronologicaldescription

>artialfragmentedentry

7emonstratescomprehensiv

e knowledge

Bery goodknowledgebut lacking in

historiography

0de"uateunderstanding

;iteral account Underdevelopedresearch

@xtensivemultifacetedresearch/breadth anddepth ofreading

Combinationof di!erentsources

=ased onlargelysecondarysources

=ased on fewsources

Underdevelopedresearch

Sophisticatedand originalargument

0dvancednuancedargument

;ogicalargument

>artialargument

Weak or littleargument

@xtensivedisplay ofhistoriograph

y

Clearintegrationand reection

on

Food outlineof historicaldisputes

=asic andseparatedhistoriography

Oo engagementwith the schoolsof thought '

interpretation

1Structure derived from rla Eurphy School of @nglish.

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interpretations

Structure;rganisation

Clearengagingintroduction/relates toargumenthistoricalsigni,cancestructure

Clear conciseintroduction

@lements ofanintroductionclear butincomplete

=ackgroundinstead ofintroduction

Oo introduction

Clearstructure 'use ofsubsections

Se"uentialdevelopment

Slightlyincoherentinade"uateplanning

7isorganised

0dmirableconclusion

7raws inelements ofargument

7ecentconclusion

=rings narrativeto a close

?t simply ends

Citation Clearconsistentcitation

Clear butinconsistent

Jistoricalstandardcitation notconsistentlyused

Eost but not allsourcesade"uatelycited

;acks suLcientreferencing 'inade"uate style

@xtensivewide-rangingyet pertinentbibliography

7emonstrates good rangeof sourcesand correctreferencing

Food rangeof materialcorrectlycited

7irect sourcescited with someerrors

?nade"uatedevelopment ofbibliographicalskills

Hyerlinks

;inksembedded

*udiciously+the sourcesare pertinentand succinctN they clearlyadd to our

reading

Fenerallyvery goodbut not allcontribute tothe piece

;inks arepertinent yetneed furtherreection Nnot the mostpertinent

;inks re"uiremore selectivityandconsideration+they add littlevalue

Oo links orinade"uate.

@xcellentselection oftypes ofhistoricalmedia/documentsgraphicschartstables video

Eost clearlycontribute tothe piece butneeds furtherrange ' type

Foodselection butcould bemoreextensive

4andomselection butsome goodfeatures

Sporadicundeveloped

0ll sourcesappropriatelyacknowledged with

captions

Eostacknowledged correctly

Eostacknowledged with gaps

Someacknowledgement or partialacknowledgeme

nt

?nade"uate ornoacknowledgement

Te8t4ayout

@xcellent useof headingsfonts bulletpointsnumberingand whitespace tomake theentry visuallyattractive

Bery gooduse of theelements ofstyle

Some use ofsignpostsetc. butsomecluttering

=asicsignposts ' sub-headings

Text only orunderdevelopedlayout

roofreading ;

editing

The writing isfree ofgrammatical

spelling orpunctuation

The writing islargely free ofgrammatical


The writingdemonstrates elements

of the cell tothe right and

The writingincludes somegrammatical


There arenumerousgrammaticalspelling or

20


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errors. Thestyle ofwritingfacilitatescommunication and noediting is

re"uired

errors. Thestyle ofwritinggenerallyfacilitatescommunication and minor

editing isre"uired.

the left. errors thatdistract thereader andre"uire someediting andrevision.

punctuationerrors. Thestyle of writingdoes notfacilitate

e!ectivecommunicationand re"uiresma*or editingand revision.3

Collaoration ;?rou(ork

@"ual andactivecontributor tothe group+coversresearchwriting andediting tasks+demonstratesleadership

@"ual andactive+selectiveengagement

0ssists thegroup butdoes nottake ane"uallyactive role

Conducts thenecessaryre"uirements

7oes notcontributeade"uately

Eeetsdeadlines+organisational leadership

Eeetsdeadlines

Eeets mostdeadlines

ccasionaldeadlinesachieved

7oes notparticipate ingroupe!ectively

7emonstrates knowledgeof Wikieti"uette+respects thework ofothers

7emonstrates knowledgeof eti"uettemost of thetime

Consideratecontribution

?nade"uateunderstandingof the form andparticipation

Oo engagement+does not respectthe work ofothers.

E04D/ >ersonal/

Froup/

Total/

0ll marks awarded are provisional untilcon,rmed by the Jistory 0ssessment =oard

at the end of each semester. TutorJscomments attac'ed

(iki Critiue

; .iscussion ?rouContriutionKou are re"uired to make contributions to the discussion groups. Kou can make asmany long or short contributions as you like.

Kou will be assessed on & contributions of not less than &&& words. These shouldbe submitted at the end of term.

2Deried from rla Mur#: ;ritin% ,nstructions for ortfolio: *++

21


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Students may not submit contributions that were not uploaded to =lack=oardbefore the expiry date of the thread which will be clearly indicated on the openingsection.

@ach session will begin with a document that is posted or a "uestion related to

the online session that we are considering.

Kou can write a &&& word answer to my "uestion or issue or you can write aconsidered and constructive response to a post that is already a part of thediscussion thread.

Ultimately submit your best & entries to the School of Jistory 8 >errot 0ve. byEarch 3o resonse$+*) Inadeuate

Kou might demonstrate a misreading or misunderstanding of theissue or historical "uestion.

Kour response might be partial or fragmented or you might besimply repeating what has already been posted.

Kou might not have developed your ideas suLciently.Kou have not provided supporting evidence within a historicalargument

#"+#) AccetaleKou have demonstrated that you have an understanding of thetext or issue at a literal level.

Kour response might lack clarity and logical development.Kour response might need to add detail to your argument orreference the evidence.

Kou have relied on assertion without developing the argument.Kou rely too much on "uotation or your contribution is derivedfrom other sources.

F"+F) ?ood0 good demonstration that you understand the text or the issues

or the narrative of the events but you need to develop yourhistorical interpretation.Kou have demonstrated the understanding but you need tostructure your argument more carefully

Kour response is relevant but you rely too much on "uotation atthe expense of developing your own voice and argument

6"+6) =ery goodKou have demonstrated a good understanding of the text ' issuethrough engagement with the historical interpretations.

Kour response is well structured organised and it is a convincingargument based on evidence.

7"+$"" 98cellent

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Kou have provided an in-depth discussion of the issue thehistorical interpretation and you have synthesised sources.

Kou clearly demonstrate an awareness of the historiography andyou have evaluated their strengths relating to this topic.

Kour analysis is clear convincing and deploys the appropriate

evidence.Kou have provided a clear historical *udgment.&

* 4ecture & nlinerogramme

The following ;ecture >rogramme includes a brief synopsis of the lecture content

followed by a 4eading ;ist. The 4eading ;ist is only a guide and by no means is acomprehensive bibliographical account of the lecture. ?n most cases the 4eading;ist includes only relevant internet sources that can be easily accessed in order tofacilitate greater depth to the lecture. These 4eading ;ists do not include all therelevant historiographical perspectives. Kou are advised not to use these 4eading;ists as the sole source of research for their essays.

T'e sessions are colour coded to reresent t'e tyes of articiation:Classroom ; 4ecture


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articiation

Assessment

-odule SectionsThere are four sections to the module covering various periods of the Cold Warand US policy/

#. 0bsent Einded at the Creation/ @urope and the rigins of the Cold War3. The Cold War spreads to the Third World and intensi,es&. =ipolarity Zuestioned and Undermined%. 4eluctant 7epartures and Triumphant @ndings

Section I

Asent -inded at t'e Creation: 9uroe and t'erigins of t'e Cold (ar

I

anuary /, 2"$#

T'e %oundations and Historiogra'y of US %oreignolicy

This lecture will take a broad brush to the past and its historiography. ?t will outlinethe di!erent schools of thought that have exercised a dominant inuence on thedebate about US foreign policy. 0s a starting point it will explain the traditional ororthodox interpretation and link it to the history of US security concerns and valuessuch as the support of liberty democracy and self-determination. ?t will be followedby an examination of revisionist contentions that "uestion these earlier lofty idealsand posit a more material based explanation of US foreign policy centred on thesearch for markets US expansion and the establishment of the controversial term(empire). Mrom the late #$9As to the early #$:As the post-revisionists sought asynthesis 5ostensibly6. =ut for the ,rst time they started writing history on theorigins of the Cold War based on declassi,ed documents. They emphasised theinteractive nature of the conict the importance of perception and insecurity+ theimportance of domestic politics and misunderstanding.

We also need to assess the rise of US power and its expansion across the nineteenthcentury in geographical terms. We need to look at its physical power or militarystrength. We need to assess its economic integration and strength after the CivilWar and its problems associated with the 7epression. ?ts diplomatic leverage and

ideological perspectives will be identi,ed. ?n other words we need to know where itstood in relative terms in #$%8.

24


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utcomes:#. ?dentify the basic historiographical interpretations of US foreign policy3. utline key arguments or elements of these interpretations&. ;ist "uantify and ascertain the basis of US power at #$%8.

!eading 4ist nline or in 4irary7avid 4yan US Foreign Policy in World History5;ondon/ 4outledge 3AAA6.

Eichael J. Junt *deology and US Foreign Policy5Oew Javen/ Kale University >ress#$


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II

(orld (ar T5o: T'e ?eogra'y of t'e Cold (ar

This lecture will outline the World War ?? diplomacy between the United States andthe Soviet Union to establish a foundation from which the animosity of the Cold Wardeveloped. ?t will observe the US perception of the USS4 as well as transition fromMranklin 4oosevelt to Jarry Truman.

0 short online lecture will be centred on the changing map of @urope and Oorth 0frica#$%&-#$%8.

Jere)s your problem/

7id the division of @urope result from the military positions at the conclusion ofWorld War ??H

To what extent if any was this based on the decisions taken in #$%3 and #$%& topostpone the opening of a second front in northern @urope and instead opting forthe southern route through Oorth 0frica ?taly and peration TorchH

What of the Soviet narrative of the @astern frontH What was Stalin)s attitude tothe US ' UD decisionsH

0bove all if the division of @urope relates to WW?? decisions what does that meanfor the orthodox narrative on Soviet expansionismH r the revisionist narrative onUS expansionismH

7id the proverbial (iron curtain) really descend in #$%9 or was it in place earlierH

Fo onto =lack=oard and post an opinion on one of the above "uestions.Contributions to a set of discussion groups expected. ;ink key decisions anddocuments to changes in the maps.

Kou can submit max & minute talking head opinion pieces for posting to =lack=oard.

0nother short lecture will outline the di!erences between Mranklin 7. 4oosevelt andJarry Truman)s attitudes towards the Soviets and the (hardening) of relations across#$%8.

utcomes:#. 0n ability to examine maps in con*unction with the events diplomacy andattitudes of decision makers.

3. 0n ability to think about di!erent causes of conict and di!erentinterpretations of it.

&. 0n ability to identify the reasons why stories start at certain points/ why arethe (origins) originsH

!eadingsWarren Dimball The :uggler( Fran5lin Roose.elt as a Wartime Statesman 5>rinceton/>rinceton University >ress #$$#6.

;loyd Fardner Spheres o) *n;uence( The /reat Powers Partition in Europe, From6unich to


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4obin @dmonds (Kalta and >otsdam/ Morty Kears 0fterwards) *nternational A9airsBol. 93 Oo. 3 5Spring #$


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?n Class Froup 7iscussion/ The >otsdam Conference and the =ombs.

Why did the United States drop the bombs on Jiroshima and OagasakiH

Were they necessaryH

Were they the last shots of WW?? or the ,rst shots of the Cold WarH

?dentify and explain the key factors and issues.

;ecture Jall >lenary/ Froups summarise and negotiate conclusions.

utcomes:#. This topic remains "uite controversial with little agreement in the literature.

Kou need to think about the evidence the events the historicalinterpretations. Kou need to construct an argument and negotiate yourposition ' interpretation.

3. 0n ability to gather sift and synthesise the evidence&. Understand and articulate a variety of interpretations N even the ones you

disagree with.%. 0n ability to work in groups make contributions deploy the evidence and

reach conclusions.8. 4eport back to the plenary.

!eadingsFar 0lperovitGAtomic 1iplomacy( Hiroshima and Potsdam5Oew Kork/ >enguin#$ress of Jarvard University >ress 3AA865http/''library.ucc.ie'recordRb#83A


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http/''www.trumanlibrary.org'whistlestop'study\collections'bomb'large'documents'pdfs'98.pdf^GoomR#AA Iuly #$%8 N Stimson letter and draft press releasehttp/''www.trumanlibrary.org'whistlestop'study\collections'bomb'large'documents'pdfs'88.pdf^GoomR#AA

7ocument collectionsMull collection of Jarry S Truman library documents/http/''www.trumanlibrary.org'whistlestop'study\collections'bomb'large'(0tomic bomb and the @nd of World War ??) Oational Security 0rchive@lectronic =rie,ng =ookhttp/''www3.gwu.edu'nsarchiv'OS0@=='OS0@==#93'index.htm(7ocuments 4elating to 0merican Moreign >olicy N Jiroshima)https/''www.mtholyoke.edu'acad'intrel'hiroshim.htm

-ultimedia

#$%9 N 0 Tale of Two Cities US War 7epartment 5#3min65http/''archive.org'details'TaleofTw#$%968 0ugust #$%9 N Universal Oewsreel Iapanese footage of Jiroshima 5#$%86 and=ikini tests 5http/''www.youtube.com'watchHvRuManvFD=*?E 6Earch-0pril #$%9 N US 0ir Morce footage of Jiroshima5http/''www.youtube.com'watchHvRg\0a


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of the Cold War. ?t will examine how ideas and policy making interact. ?t willexamine the relationship between regional conicts and tensions in Freece and

Turkey with global outlooks and concepts of containment. ?t will therefore set up adebate on the particular and the universal/ that is the particular situation in Freeceand the universal way in which it was characterised. We will also look at how this

came about. Minally ? will outline Dennan)s dismay at this early Cold War rhetoricand policy. 7id it be"ueath any legaciesH

utcomes:#. 0n ability to engage in document analysis and to situate the document in

context3. 0n ability to identify and articulate its impact&. 0n ability to engage in group work and post a considered abstract

!eadingsSecondary Sources

Eelvyn >. ;ePer (Strategy 7iplomacy and the Cold War/ The United States Turkeyand O0T #$%8-#$83):ournal o) American History Bol. :# Oo. % 5Earch #$


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=

anuary 22, 2"$#

T'e -ars'all lanThe Earshall >lan and the Truman 7octrine are sometimes described as two halves ofa walnut. The Earshall >lan has been endlessly hailed as one of the most benign andfarsighted parts of US diplomacy and policy. What we often hear after a particularintervention or crisis in subse"uent decades and even in recent years following the0rab Spring for instance is that we need another Earshall >lan+ a Earshall >lan for;atin 0merica in the #$8As or Central 0merica in the #$lan after the collapse of the =erlinWall in #$ress#$


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8 Iune #$%: N Feorge Earshall (Speech at Jarvard University)http/''www.fordham.edu'halsall'mod'#$%:marshallplan#.html# Earch #$%< N Senator Bandenberg (The =attle for World >eace and Stability (http/''www.marshallfoundation.org'library'documents'Senator\Bandenberg\Speech\The\=attle\forWorld\>eace\and\Stability.pdf

Earch #$%: N 0cheson)s notes (@conomics of >eace) speechhttp/''www.trumanlibrary.org'whistlestop'study\collections'marshall'large'documents'pdfs'#-&.pdf^GoomR#AA& 0pril #$%< N Moreign 0ssistance 0ct of #$%ress 3A#A6. http/''library.ucc.ie'recordRb#$


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rimary Sources#3 Ianuary #$8A N 7ean 0cheson Speech on the Mar @asthttp/''teachingamericanhistory.org'library'document'speech-on-the-far-east'#$ Iuly #$8A N Truman 0ddress to the 0merican >eople on the Situation in Doreahttp/''www.trumanlibrary.org'calendar'viewpapers.phpHpidRointhttp/''www.nationalcenter.org'Eac0rthurMarewell.html#$ 0pril #$8# N Eac0rthur Marewell 0ddress to Congress 5text audio and shortvideo+http/''www.americanrhetoric.com'speeches'douglasmacarthurfarewelladdress.htm39 Iune #$8A N Shtykov to Comrade Dakharov (Top Secret 4eport on the EilitarySituation in South Dorea) http/''digitalarchive.wilsoncenter.org'document'##A9eople on the Situation in Dorea5audio6 http/''www.trumanlibrary.org'audio'players'play.phpHaudR..'mp&s'#$8A-

#$%.mp$8# N US 0rmy Combat =ulletin ^##3 (Dorean Cease-Mire Talks) 5#< min+http/''archive.org'details'C=-##3#$:%HH N =ig >icture/ Chinese 4eds @nter the Dorean War 53< min+http/''archive.org'details'gov.archives.arc.389$%%3+http/''www.youtube.com'watchHvRd?a*8n-tvDolicy of the @isenhower>residency) Political Science >uarterly Bol. #AA Oo. # 5Spring #$eace.htm&A ctober #$8& N Oational Security Council >aper Oo. #93'3 5with cover note by@xecutive Secretary t the Oational Security Council6

http/''history.state.gov'historicaldocuments'frus#$83-8%vA3p#'d#AA< 7ecember #$8& N @isenhower (0toms for >eace)http/''millercenter.org'president'speeches'detail'&&8


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# Mebruary #$83 N Iohn Moster 7ulles interview ;ongines Chronoscope 5#3min+http/''www.youtube.com'watchHvR:@Idikc90: Oovember #$8% N Ioseph EcCarthy on Mace the Oationhttp/''www.youtube.com'watchHvRMtBIM=SEQ7k

IO

%eruary F, 2"$#

!evolution and >ationalism in t'e T'ird (orld: Iranand ?uatemala

Traditional ;ecture with Z0

To exemplify the Oew ;ook approach to the Third World and particularly the C?0)s rolein foreign policy we will examine the coups that are carried out in ?ran andFuatemala in #$8& and #$8% respectively. The concentration will be on Fuatemala.?n this covert intervention the C?0 assisted local forces to toppled a democraticallyelected government. The key issues and "uestions to be considered in the secondhalf of the lecture/

To what extent was international communism a threat in FuatemalaH

To what extent was 0rbenG a nationalistH

7id the United States confuse nationalism with communismH

To what extent was the Fuatemalan coup a Cold War conict or did it have more incommon with the long history of US intervention in Central 0mericaH

Eini-;ecture/ The ;essons of the Fuatemalan conict

utcomes#. 0n ability to articulate the various positions of the primary political actors3. 0n ability to separate the historiography of those who emphasise the Cold

War and those who highlight the inter-0merican conict&. 0n ability to sift documents in M4US.

!eadings

4ichard J. ?mmerman The C*A in /uatemala( The Foreign Policy o) *nter.ention50ustin/ University of Texas >ress #$atterns >roblems >rospects) *nternationalA9airs Bol. 89 Oo. & 5Summer #$


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Walter ;aMeber *ne.ita-le Re.olutions( The United States in Central America5OewKork/ W.W. Oorton #$$&6. http/''library.ucc.ie'recordRb#8#3A%3

Stephen Schlesinger and Stephen DinGer ?itter Fruit( The Story o) the AmericanCoup in /uatemala5Cambridge E0/ Jarvard University >ress #$$$6.

http/''library.ucc.ie'recordRb#3olitics >ower and U.S. >olicy in ?ran #$8A-#$8&):ournal o) ColdWar Studies Bolume # Oumber # Winter #$$$ pp. 89-atterns >roblems >rospects) *nternationalA9airs Bol. 89 Oo. & 5Summer #$olicy/ William >awley and the #$8%Coup d]@tat in Fuatemala):ournal o) Cold War Studies Bolume : Oumber % Mall3AA8 pp. &9-:&http/''muse.*hu.edu.proxyau.wrlc.org'*ournals'*ournal\of\cold\war\studies'vAA:':.%holland.html

rimary SourcesU.S. 7epartment of State Foreign Relations o) the United States 7ocumentsrelating to Fuatemala #$83-8&http/''history.state.gov'historicaldocuments'frus#$83-8%FuatU.S. 7epartment of State Foreign Relations o) the United States 7ocumentsrelating to ?ran #$83-8%. http/''history.state.gov'historicaldocuments'frus#$83-8%v#A< ctober #$8& N (>roposed Course of 0ction with 4espect to ?ranX State7epartment draft memorandum.http/''www3.gwu.edu'nsarchiv'OS0@=='OS0@==#39'iran8&Aremier Eossade" of ?ran Oovember #$83-0ugust #$8&)http/''www3.gwu.edu'nsarchiv'OS0@=='OS0@==3


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O

>eutrality in 9uroe and >on+Alignment at roblem setting/

The aim of this session is to gather and read a range of speeches or opinion piecesthat seek to "uestion the bi-polar con,guration of power and the Cold War.

We want to read the identi,ed documents from the Oeutrals in @urope to theprincipals of the Oon-0ligned Eovement in the mid-#$8As.

What were their conceptions of the Cold WarH

Was it the most pressing issue to themH

What of Third World nationalism the struggle for independence anddecoloniGation issues of development poverty and population growthH

?n keeping with the theme of the Cold War as multiple Cold Wars this session willevaluate the changing perspective in @urope and the move toward neutrality in the@ast-West conict. The =andung Conference of 0sian and 0frican nations exhibitsthis well for the Third World as well as they resolved to keep out of imperialambitions of either superpower.

nline discussion

nline summary of key points and outcomes

utcomes:#. 0n ability to de-centre the narrative and to change perspectives3. 0n ability to articulate the key concerns of those powers and peoples who

sought to opt out of the Cold War&. 0n ability to "uestion the dominant western narrative of the Cold War.

!eadingsSecondary SourcesJarto Jakovirta (The Soviet Union and the Barieties of Oeutrality in Western @urope)World Politics Oo. &8 Oo. % 5Iuly #$


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Iason >arker (Cold War ??/ The @isenhower 0dministration the =andung Conferenceand the 4eperiodiGation of the >ostwar @ra) 1iplomatic History Bol. &A Oo. 85Oovember 3AA96 pp. resident Sukarno at =andung Conference #$88http/''www.youtube.com'watchHvR74?ch3%:vban-0rab ambitions. The 0tlantic alliance and relationsbetween the United States and =ritain and Mrance were sorely tested. The Mrenchmoved towards greater @uropean integration and a more critical stance on theUnited States. Eeanwhile Warsaw >act forces invaded Jungary with near silencefrom the West.

utcomes#. 0n ability to explain the di!erent motivations and aspirations of the key

actors and nations.3. 0n ability to see the di!erent layers of a conict that intersected with so

many di!erent interests.&. 0n ability to explain the dilemmas faced by US policy makers.

!eadingsSecondary SourcesW. Scott ;ucas (4ede,ning the SueG CollusionX) 6iddle Eastern Studies Bol. 39 Oo.# 5Ianuary #$$A6 http/''A-www.*stor.org.innopac.ucc.ie'stable'%3


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Y3Mdo=asicSearchY&MZueryY&7sueGY3=eisenhowerY39wcY&7onY39dcY&70llY3=7isciplinesitemR:ttlR#&:8return0rticleServiceRshow0rticle

=en*amin Oimer (7ulles SueG and 7emocratic 7iplomacy) The Western Political>uarterly Bol. #3 Oo. & 5September #$8$6 http/''A-

www.*stor.org.innopac.ucc.ie'stable'%%&aul 4eynolds (SueG/ @nd of @mpire) ??C Iuly 3% 3AA9http/''news.bbc.co.uk'#'hi'world'middle\east'8#$$&$3.stm

rimary Sources#3 0ugust #$89 N @isenhower 7ulles and other advisors discuss the SueG Canalcrisis http/''digitalvaults.org'record'#8A:.html3< 7ecember #$89 N Soviet Moreign Einistry Third World 4eactions to Jungary

and SueG #$89 http/''digitalarchive.wilsoncenter.org'document'###A$:9 Oovember #$89 N @isenhower and @den discuss SueGhttp/''digitalvaults.org'record'#&&8.html

Ianuary #$89 N US 0rmy ?ntelligence (Jungary/ 4esistance 0ctivities and>otentials) http/''www3.gwu.edu'nsarchiv'OS0@=='OS0@==:9'doc#.pdf& 0ugust #$89 N @isenhower 4emarks on SueGhttp/''www.presidency.ucsb.edu'ws'index.phpHpidR#A88%stRst#R^axGG3ht3h4oK#A 7ecember #$89 N Statement by the >resident/ Juman 4ights 7ay in ;ight of4ecent @vents in Jungary http/''www.presidency.ucsb.edu'ws'index.phpHpidR#A:#%stRst#R^axGG3ht3h4oK

M4US SueG http/''history.state.gov'historicaldocuments'frus#$88-8:v#9

-ultimedia$ 0ugust #$89 N @isenhower >ress Conference comments on SueGhttp/''archive.org'details'#$89-Aress\>arley#$89 N Oewsreel about @gypt'SueGhttp/''archive.org'details'gov.archives.arc.9%%9%A>aul 4eynolds (SueG/ @nd of @mpire) ??C Iuly 3% 3AA9http/''news.bbc.co.uk'#'hi'world'middle\east'8#$$&$3.stm#$89 N Oewsreel covering 77@ reelection SueG Jungaryhttp/''archive.org'details'#$89-##-A8\@isenhower\4e-@lected

#$89 N Oewsreel with footage from Jungary http/''www.youtube.com'watchHvRWK:\vS7>r9E

OII

@ennedy,


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This lecture will illustrate the rise of >resident Dennedy to that oLce and his earlydiplomatic clashes with @uropean leaders particularly Charles de Faulle and Donrad0denauer. ?t will also examine Dennedy)s ,rst meeting with Soviet counterpartOikita Dhrushchev.

Search and 0rticulate/Kou will be assigned to a group and expected to role-play through evidence basedinteraction in a discussion group.

What are your key concerns on the =erlin "uestion/

?rous:The United States of 0mericaWest Fermany@ast Fermany=ritainMrance

The Soviet Union

?f you can articulate di!erences within governments so much the better.

#. >ost your key concerns3. 4eact to those of the other groups&. 0ssess the situation%. 4eact to the =erlin Wall

utcomes:#. Search the diplomatic record and KouTube clips3. 0rticulate a position relating to the government ' group that you have been

assigned to&. >articipate in the online discussion defending you position based on

evidence%. @valuate your position after the Wall has been erected.


Mrank 0. Eayer (0denauer and Dennedy/ 0n @ra of 7istrust in Ferman-0merican4elations) /erman Studies Re.iew Bol. #: Oo. # 5Mebruary #$$%6 http/''A-www.*stor.org.innopac.ucc.ie'stable'#%&A9H

SearchRyestermRadenauertermRkennedylistRhidesearchUriRY3MactionY3Mdo=asicSearchY&MZueryY&7kennedyY3=adenauerY39wcY&7onitemR3ttlR893return0rticleServiceRshow0rticle

Mrank Costigliola (Dennedy the @uropean 0llies and the Mailure to Consult) PoliticalScience >uarterly Bol. ##A Oo. # 5Spring #$$86 http/''A-www.*stor.org.innopac.ucc.ie'stable'3#83A8&HSearchRyestermRadenauertermRkennedylistRhidesearchUriRY3MactionY3Mdo=asicSearchY&MZueryY&7kennedyY3=adenauerY39wcY&7onitemR#%ttlR893return0rticleServiceRshow0rticle

rimary Sources

0ugust #$9# N US-USS4 notes regarding the =erlin Wallhttp/''www.fordham.edu'Jalsall'mod'#$9#berlin-usa-ussr.asp

42
http://0-www.jstor.org.innopac.ucc.ie/stable/1431306?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=2&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/1431306?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=2&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/1431306?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=2&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/1431306?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=2&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/1431306?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=2&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/2152053?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=14&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/2152053?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=14&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/2152053?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=14&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/2152053?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=14&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/2152053?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=14&ttl=562&returnArticleService=showArticlehttp://www.fordham.edu/Halsall/mod/1961berlin-usa-ussr.asphttp://0-www.jstor.org.innopac.ucc.ie/stable/1431306?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=2&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/1431306?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=2&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/1431306?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=2&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/2152053?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=14&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/2152053?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=14&ttl=562&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/2152053?&Search=yes&term=adenauer&term=kennedy&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dkennedy%2Badenauer%26wc%3Don&item=14&ttl=562&returnArticleService=showArticlehttp://www.fordham.edu/Halsall/mod/1961berlin-usa-ussr.asp


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38 Iuly #$9# N Dennedy 4adio and Television 4eport to the 0merican >eople onthe =erlin Crisis http/''www.presidency.ucsb.edu'ws'index.phpHpidR


44/59

Thomas >aterson Contesting Castro( The United States and the Triumph o) theCu-an Re.olution5Oew Kork/ xford University >ress #$$86.http/''library.ucc.ie'recordRb#8#&38reG Ir. (Mear and ;oathing of Midel Castro/ Sources of US >olicy toward

Cuba):ournal o) Batin American Studies

Bol. &% Oo. 3 5Eay 3AA36 pp. 33:-38%.http/''www.*stor.org'stable'&igs):ournal o) Batin American Studies Bol. 3: Oo. # 5Meb. #$$86 pp. #-%3.http/''www.*stor.org'stable'#8


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OI=

T'e Cuan -issile Crisis II

This session will take place entirely online. Kou will be assigned a role to play as oneof the members of the Dennedy administration)s @xComm or @xecutive Committee.

Kou will be expected to read the documents look at KouTube clips listen to the tapesor any number of sources that are readily available.

Kou should assess the recommendations and the input of your protagonist andevaluate their relative contribution based on the primary sources that you read.

utcomes#. 0n ability to sift through a considerable amount of primary text.

3. 0n ability to make *udgements and recommendations based on yourunderstanding of the situation.

&. 0n ability to evaluate the key recommendations by the variousprotagonists.

%. 0n ability to understand the missile crisis from a variety of internationalperspectives.


Thomas F. >aterson Contesting Castro( The United States and the Triumph o) theCu-an Re.olution5Oew Kork/ xford University >ress #$$%6.http/''library.ucc.ie'recordRb#8#&38ro*ecthttp/''avalon.law.yale.edu'sub*ect\menus'msc\cubamenu.asphttp/''www.wilsoncenter.org'8Ath-anniversary-the-cuban-missile-crisis

United States 7epartment of StateForeign Relations o) the United States

(CubanEissile Crisis and its 0ftermath)http/''www.state.gov'www'about\state'history'frusQ?'index.html7ocuments 4elating to the Cuban Eissile Crisishttps/''www.mtholyoke.edu'acad'intrel'cuba.htm

-ultimediaDennedy addresses the nation on the Cuban Eissile Crisishttp/''www.youtube.com'watchHvRW8A4O0bmy&E38 ctober #$93 N Cuban Eissile Crisis Castro =uilds Up 7efenses+ UniversalOewsreel http/''www.youtube.com'watchHvRCZ-WIQ>$"0

Iune 3AA: N Sergei Dhrushchev 5=rown University6 on (What was te Cuban Eissile

Crisis like from the Soviet >erspectiveH) http/''www.youtube.com'watchHvRphpeA7sisbK

O=

%eruary 26, 2"$#

4


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Secondary Sources

;awrence 4. Iacobs and 4obert K. Shapiro (;yndon Iohnson Bietnam and >ublicpinion/ 4ethinking 4ealist Theory of ;eadership) Presidential Studies >uarterly Bol.3$ Oo. & 5September #$$$6 p. 8$3-9#9. http/''A-

vnweb.hwwilsonweb.com.innopac.ucc.ie'hww'results'get4esults.*htmlH\704FSR'hww'results'results\common.*html.3#^record\%.

4obert =uGGanco (Eyths >anaceas and >erfect Strategies/ 7ebunking the BietnamWar) 1iplomatic History Bol. 3# Oo. 3. 50pril #$$:6.

Fary 4. Jess (The Unending 7ebate/ Jistorians and the Bietnam War)1iplomaticHistory Bol. #enguin #$


48/59

O=I

CPec'oslovakia, Ostpolitik, and .Rtente

Eini-;ecture/ This lecture will look at the >rague Spring and the invasion ofCGechoslovakia by the Soviet Union and its allies. We will also look at Willy =randt)sostpoliti5 which refers to West Ferman rapprochement with @ast Fermany. Theseevents are set within the emerging context of 7tente.

>arallel Froup 7iscussions nline@ach group will discuss and evaluate the following issues. 0t theconclusion date T=C a summary will be written of the key points fromeach group. They will be posted to the entire class.

What were the causes and conse"uences of the >rague SpringHWhy did the Warsaw >act forces put it downH

What implications did the events have for 0lliance cohesion both for the Warsaw>act and O0THWere there any enduring legacies that a!ected the end of the cold warH

utcomes#. 0n ability to read events in @urope through other contexts than the

prevailing cold war narrative.3. 0n ability to understand the importance of these events and the impact on

the Soviet Union.&. 0n ability to determine the US reaction to the >rague Spring and the Soviet

response.


Ierimi Suri Power and Protest( /lo-al Re.olution and the Rise o) 1Dtente5Cambridge/ Jarvard University >ress 3AA&6. http/''library.ucc.ie'recordRb3A9:ress 3AA&6.

Mrank 0. EayerAdenauer and 2ennedy( A Study in US$/erman Relations, !$!5Oew Kork/ >elgrave EcEillan #$$86.

rimary SourcesCollection of 7ocuments including reactions to the Treaty of Eoscow @uropeanOavigator http/''www.ena.lu'notes-reply-western-powers-#$-november-#$:A-A3A%A#999.html#8 Iuly #$9& N @gon =ahr (Change through 4approchement)http/''germanhistorydocs.ghi-dc.org'sub\document.cfmHdocument\idR


49/59

Wilson Center N Soviet ?nvasion of CGechoslovakiahttp/''digitalarchive.wilsoncenter.org'collection'::'soviet-invasion-of-cGechoslovakiaM4US CGechoslovakia http/''history.state.gov'historicaldocuments'frus#$9%-9


50/59

?sabella Finor (Jow the USS4 >lanned to 7estroy ?srael in #$9:) 6iddle East Re.iewo) *nternational A9airs Bol. : Oo. & 5September 3AA&6 http/''imra.org.il'story.php&HidR#i8on, !ealism and t'e Suero5er Summits: SA4Tand A


51/59

4ichard >ipes US$So.iet Relations in the Era o) 1Dtente5=oulder/ Westview >ress#$7M'4oundtable-Q??-3$.pdf

4aymond ;. Fartho! 1Dtente and Con)rontation( American$So.iet Relations )rom3i4on to Reagan5Washington 7.C./ =rookings ?nstitution #$$%6.http/''library.ucc.ie'recordRb#3383&3

@dward 0. DolodGie* (Moreign >olicy the >olitics of ?nterdependence/ The Oixon>residency) Polity Bol. $ Oo. 3 5Winter #$:96 http/''A-

www.*stor.org.innopac.ucc.ie'stable'&3&%&$3HSearchRyestermRnixontermRrealismlistRhidesearchUriRY3MactionY3Mdo=asicSearchY&MZueryY&7nixonY3=realismY39wcY&7onY39dcY&70llY3=7isciplinesitemR%ttlR39%#return0rticleServiceRshow0rticle

rimary SourcesUnited States 7epartment of State Foreign Relations o) the United States, !!$!@ China #$9$-#$:3 http/''www.state.gov'r'pa'ho'frus'nixon'xvii'index.htmUnited States 7epartment of State Foreign Relations o) the United States, !!$!@ S0;T Treaty http/''www.state.gov'www'global'arms'treaties'salt#.html Oational Security 0rchive The Secret History o) The A?6 Treaty, !!$!@% Oational Security 0rchive @lectronic =rie,ng =ook Oo. 9A Oovember 3AA#

http/''www3.gwu.edu'nsarchiv'OS0@=='OS0@==9A'index.htmlOixon ;ibrary N Oixon)s trip to China tape excerpts

http/''nixon.archives.gov'virtuallibrary'tapeexcerpts'chinatapes.php

-ultimediaOixon announcing the S0;T agreement

http/''www.youtube.com'watchHvReb@374r#sBsOixon announces trip to China

http/''www.youtube.com'watchHvR&>s&%mBys


52/59

IOO

-arc' $2, 2"$#

>i8on, 9nding =ietnam, %ord and t'e ?reatAd3ustment

Eini ;ecture/ This lecture will consider the elements of the Oixon strategy withinBietnam and the eventual adoption of the policy of BietnamiGation and in the broadercontext the Oixon 7octrine.

Class 7iscussion/ key documents relating to BietnamiGation and the Oixon 7octrinewill be posted on ==. These documents will be analysed and discussed in the class.

The session will conclude by examining the great ad*ustment in US foreign policy in

the aftermath of the Oixon resignation and the during the Mord years.

4earning utcomes#. 0n ability to articulate the key elements of the Oixon 7octrine3. 0n ability to outline the process of BietnamiGation&. 0n ability to identify the key changes and ad*ustments in US foreign policy

after #$9$.


Ie!rey >. Dimball Oixon]s Bietnam War 5;awrence Dansas/ University >ress ofDansas #$$ress 3AA#6

Feorge JerringAmerica's Bongest War( The United States and ietnam, !#&$!@#5Oew Kork/ Wiley #$:$6

Christopher T. Iespersen [The =itter @nd and the ;ost Chance in Bietnam/ Congressthe Mord 0dministration and the =attle over Bietnam #$:8N:9[. 1iplomaticHistory3AAA 2#536/ 5Spring 3AAA6 398N3$&.

rimary SourcesOixon BietnamiGation'Silent Ea*ority speech Oovember & #$9$http/''vietnam.vassar.edu'overview'doc#%.html

Moreign 4elations of the United States #$9$-#$:9 Bolume ?Q Bietnam ctober#$:3-Ianuary #$:&

http/''history.state.gov'historicaldocuments'frus#$9$-:9vA$Moreign 4elations of the United States N documents relating to the 6ayague=*ncident

http/''www.history.state.gov'historicaldocuments'frus#$9$-:9v#A'ch%Ferald Mord (Speech on the Mall of Bietnam) U>? 0pril 3% #$:8

http/''www.mtholyoke.edu'acad'intrel'vietnam'fordspeech.htm (Oational Security Eeeting Einutes 0pril $ #$:8) Mord >residential ;ibrary

http/''www.ford.utexas.edu'library'document'nscmin':8A%A$a.htm

52
http://vietnam.vassar.edu/overview/doc14.htmlhttp://history.state.gov/historicaldocuments/frus1969-76v09http://www.history.state.gov/historicaldocuments/frus1969-76v10/ch4http://www.mtholyoke.edu/acad/intrel/vietnam/fordspeech.htmhttp://www.ford.utexas.edu/library/document/nscmin/750409a.htmhttp://vietnam.vassar.edu/overview/doc14.htmlhttp://history.state.gov/historicaldocuments/frus1969-76v09http://www.history.state.gov/historicaldocuments/frus1969-76v10/ch4http://www.mtholyoke.edu/acad/intrel/vietnam/fordspeech.htmhttp://www.ford.utexas.edu/library/document/nscmin/750409a.htm


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-ultimedia>resident 4ichard Oixon - 0ddress 0nnouncing 4esignation

http/''www.youtube.com'watchHvR@FII:UDMEDissinger and Oixon discussing South Bietnam Oovember #ress #$$86

=urton ?. Daufman The Presidency o) :ames Earl Carter, :r+5;awrence/ University of

Dansas >ress #$$&6.

53
http://www.youtube.com/watch?v=ZEOGJJ7UKFMhttp://www.youtube.com/watch?v=XzHUDu6KZOshttp://www.youtube.com/watch?v=vbZ6oojeu28http://0-www.jstor.org.innopac.ucc.ie/stable/3323646?&Search=yes&term=carter&term=rights&term=human&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcarter%2Bhuman%2Brights%26gw%3Djtx%26prq%3Dnixon%2Brealism%26hp%3D25%26wc%3Don&item=4&ttl=20124&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3323646?&Search=yes&term=carter&term=rights&term=human&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcarter%2Bhuman%2Brights%26gw%3Djtx%26prq%3Dnixon%2Brealism%26hp%3D25%26wc%3Don&item=4&ttl=20124&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3323646?&Search=yes&term=carter&term=rights&term=human&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcarter%2Bhuman%2Brights%26gw%3Djtx%26prq%3Dnixon%2Brealism%26hp%3D25%26wc%3Don&item=4&ttl=20124&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3323646?&Search=yes&term=carter&term=rights&term=human&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcarter%2Bhuman%2Brights%26gw%3Djtx%26prq%3Dnixon%2Brealism%26hp%3D25%26wc%3Don&item=4&ttl=20124&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3323646?&Search=yes&term=carter&term=rights&term=human&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcarter%2Bhuman%2Brights%26gw%3Djtx%26prq%3Dnixon%2Brealism%26hp%3D25%26wc%3Don&item=4&ttl=20124&returnArticleService=showArticlehttp://rescueattempt.tripod.com/id1.htmlhttp://www.youtube.com/watch?v=ZEOGJJ7UKFMhttp://www.youtube.com/watch?v=XzHUDu6KZOshttp://www.youtube.com/watch?v=vbZ6oojeu28http://0-www.jstor.org.innopac.ucc.ie/stable/3323646?&Search=yes&term=carter&term=rights&term=human&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcarter%2Bhuman%2Brights%26gw%3Djtx%26prq%3Dnixon%2Brealism%26hp%3D25%26wc%3Don&item=4&ttl=20124&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3323646?&Search=yes&term=carter&term=rights&term=human&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcarter%2Bhuman%2Brights%26gw%3Djtx%26prq%3Dnixon%2Brealism%26hp%3D25%26wc%3Don&item=4&ttl=20124&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3323646?&Search=yes&term=carter&term=rights&term=human&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcarter%2Bhuman%2Brights%26gw%3Djtx%26prq%3Dnixon%2Brealism%26hp%3D25%26wc%3Don&item=4&ttl=20124&returnArticleService=showArticlehttp://rescueattempt.tripod.com/id1.html


54/59

7avid Morsythe Human Rights and World Politics5;incoln/ University of Oebraska>ress #$rinceton/>rinceton University >ress #$resident Carter)s Eessage to Congress Ianuary 3& #$


55/59

=etty Flad (=lack and White Thinking/ 4onald 4eagan)s 0pproach to Moreign >olicy)Political Psychology Bol. % Oo. # 5Earch #$icaragua

4eversing what 4eagan saw as the Soviet advance in the Third World became pivotalto his doctrine. Mought by proxy on three continents and in four countries/Oicaragua 0ngola 0fghanistan and Cambodia 4eagan also aspired to extend libertyin these areas. ?n Oicaragua he backed a group of counterrevolutionaries whofought a nationalist revolution. The intervention was hotly disputed within the UnitedStates and elsewhere. 7oubts were cast on the extent of the Soviet inuence and on4eagan)s ob*ectives. Ultimately when Congress shut o! funds the administrationbroke US and international law to maintain the low intensity conict.

utcomes

55
http://0-www.jstor.org.innopac.ucc.ie/stable/3791173?&Search=yes&term=reagan&term=star&term=wars&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstar%2Bwars%2Breagan%26wc%3Don%26dc%3DAll%2BDisciplines&item=1&ttl=1688&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3791173?&Search=yes&term=reagan&term=star&term=wars&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstar%2Bwars%2Breagan%26wc%3Don%26dc%3DAll%2BDisciplines&item=1&ttl=1688&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3791173?&Search=yes&term=reagan&term=star&term=wars&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstar%2Bwars%2Breagan%26wc%3Don%26dc%3DAll%2BDisciplines&item=1&ttl=1688&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3791173?&Search=yes&term=reagan&term=star&term=wars&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstar%2Bwars%2Breagan%26wc%3Don%26dc%3DAll%2BDisciplines&item=1&ttl=1688&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3791173?&Search=yes&term=reagan&term=star&term=wars&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstar%2Bwars%2Breagan%26wc%3Don%26dc%3DAll%2BDisciplines&item=1&ttl=1688&returnArticleService=showArticlehttp://www.jstor.org/stable/2621222http://www.reagan.utexas.edu/archives/reference/8.18.80.htmlhttp://edition.cnn.com/SPECIALS/cold.war/episodes/22/documents/starwars.speech/http://edition.cnn.com/SPECIALS/cold.war/episodes/22/documents/starwars.speech/http://www.heritage.org/research/reports/2002/06/reagans-westminster-speechhttp://www.heritage.org/research/reports/2002/06/reagans-westminster-speechhttp://www.youtube.com/watch?v=B3KZiW589nIhttp://www.youtube.com/watch?v=1_I4WgBfETchttp://www.youtube.com/watch?v=Zv13ZnkpWoshttp://www.youtube.com/watch?v=r2B7sdLPMfchttp://www.youtube.com/watch?v=7VG2aJyIFrAhttp://0-www.jstor.org.innopac.ucc.ie/stable/3791173?&Search=yes&term=reagan&term=star&term=wars&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstar%2Bwars%2Breagan%26wc%3Don%26dc%3DAll%2BDisciplines&item=1&ttl=1688&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3791173?&Search=yes&term=reagan&term=star&term=wars&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstar%2Bwars%2Breagan%26wc%3Don%26dc%3DAll%2BDisciplines&item=1&ttl=1688&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/3791173?&Search=yes&term=reagan&term=star&term=wars&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dstar%2Bwars%2Breagan%26wc%3Don%26dc%3DAll%2BDisciplines&item=1&ttl=1688&returnArticleService=showArticlehttp://www.jstor.org/stable/2621222http://www.reagan.utexas.edu/archives/reference/8.18.80.htmlhttp://edition.cnn.com/SPECIALS/cold.war/episodes/22/documents/starwars.speech/http://edition.cnn.com/SPECIALS/cold.war/episodes/22/documents/starwars.speech/http://www.heritage.org/research/reports/2002/06/reagans-westminster-speechhttp://www.heritage.org/research/reports/2002/06/reagans-westminster-speechhttp://www.youtube.com/watch?v=B3KZiW589nIhttp://www.youtube.com/watch?v=1_I4WgBfETchttp://www.youtube.com/watch?v=Zv13ZnkpWoshttp://www.youtube.com/watch?v=r2B7sdLPMfchttp://www.youtube.com/watch?v=7VG2aJyIFrA


56/59

#. 0n ability to delineate the interests and ob*ectives of the 4eaganadministration

3. 0n ability to interpret the Sandinista revolution&. 0n ability to distinguish between a national revolution and Soviet ob*ectives.

!eadingsSecondary SourcesJarold Doh (Why the >resident 50lmost6 0lways Wins in Moreign 0!airs) The >4#E#Minal 4eport of the ?ndependent Counsel for ?ran'Contra Eatters

http/''www.fas.org'irp'o!docs'walsh'

-ultimedia@lliott 0bramsThe Contras and U.S. policy in Central 0merica

http/''repository.library.georgetown.edu'handle'#Ae5 T'inking: T'e Suero5erSummits

-ini 4ecture:This lecture will outline the pivotal importance of Eikhail Forbachev.

?t will assess the changes introduced to the Soviet Union and Soviet foreign policy

56
http://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://www.gwu.edu/~nsarchiv/nsa/publications/irancontra/irancon.htmlhttp://books.google.com/books?vid=ISBN0788126024&id=ew_K3auTwEgC&pg=PA3&lpg=PA3&dq=committees&as_brr=1&sig=jrbRSeUgdNVpav3Eh1pijaCG-sY#PPR1,M1http://books.google.com/books?vid=ISBN0788126024&id=ew_K3auTwEgC&pg=PA3&lpg=PA3&dq=committees&as_brr=1&sig=jrbRSeUgdNVpav3Eh1pijaCG-sY#PPR1,M1http://books.google.com/books?vid=ISBN0788126024&id=ew_K3auTwEgC&pg=PA3&lpg=PA3&dq=committees&as_brr=1&sig=jrbRSeUgdNVpav3Eh1pijaCG-sY#PPR1,M1http://www.fas.org/irp/offdocs/walsh/http://repository.library.georgetown.edu/handle/10822/552675http://www.youtube.com/watch?v=R_aCYBF5rlYhttp://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://0-www.jstor.org.innopac.ucc.ie/stable/796442?&Search=yes&term=iran&term=reagan&term=nicaragua&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dreagan%2Bnicaragua%2Biran%26gw%3Djtx%26prq%3Dreagan%2Bnicaragua%26hp%3D25%26wc%3Don&item=25&ttl=1141&returnArticleService=showArticlehttp://www.gwu.edu/~nsarchiv/nsa/publications/irancontra/irancon.htmlhttp://books.google.com/books?vid=ISBN0788126024&id=ew_K3auTwEgC&pg=PA3&lpg=PA3&dq=committees&as_brr=1&sig=jrbRSeUgdNVpav3Eh1pijaCG-sY#PPR1,M1http://books.google.com/books?vid=ISBN0788126024&id=ew_K3auTwEgC&pg=PA3&lpg=PA3&dq=committees&as_brr=1&sig=jrbRSeUgdNVpav3Eh1pijaCG-sY#PPR1,M1http://books.google.com/books?vid=ISBN0788126024&id=ew_K3auTwEgC&pg=PA3&lpg=PA3&dq=committees&as_brr=1&sig=jrbRSeUgdNVpav3Eh1pijaCG-sY#PPR1,M1http://www.fas.org/irp/offdocs/walsh/http://repository.library.georgetown.edu/handle/10822/552675http://www.youtube.com/watch?v=R_aCYBF5rlY


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concentrating on Flasnost perestroika and Oew Thinking. ?t will outline the narrativeof the superpower summits.

.ocument analysis:Kou will be provided with key documents and speeches.

Kou are expected to provide a brief document analysis of your choice and post itto the discussion board on ==.

4earning outcomes:#. 0n ability to assess the importance of personality in the superpower

relationship.3. 0n ability to outline the key changes in Soviet foreign policy.&. 0n ability to articulate why the US responded.%. 0n ability to write a brief document analysis.


Ie! Checkel (?deas ?nstitutions and the Forbachev Moreign >olicy 4evolution) WorldPolitics Bol. %8 Oo. 3 5Ian. #$$&6 http/''A-www.*stor.org.innopac.ucc.ie'stable'3$8A99AHSearchRyestermRgorbachevtermRreaganlistRhidesearchUriRY3MactionY3Mdo=asicSearchY&MZueryY&7reaganY3=gorbachevY39wcY&7onY39dcY&70llY3=7isciplinesitemR#AttlR3A$:return0rticleServiceRshow0rticle

0chin Banaik (Continuity and Change in Soviet Moreign >olicy under Forbachev)Economic and Political Wee5ly Bol. 3& Oo. ## 5Ear. #3 #$


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OOI=

T'e !evolutions of $)/) and t'e 9nd of t'e Cold(ar

Traditional lecture follo5ed y closing discussion?n #$


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>residential Oational Security 7irective 3& N United States 4elations with theSoviet Union

http/''legacy.wilsoncenter.org'coldwar,les',les'7ocuments'OS73&\FJW=ush.pdf

-ultimediaThe Mall of the =erlin WallA?C Oovember #A #$

HI 2041 ColdWar Outline 2014

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Transcript of HI 2041 ColdWar Outline 2014