Desire2Learn instructions
Mapping W and H drives Off- campus
http://www.uwec.edu/Help/WinXP/map-drive.htm
Accessing the H- drive off campus
http://www.uwec.edu/Help/General/haccess.htm
Required Books: Undergraduate and Gr= aduate Students
Purchase Books
= Major Problems in the Vietnam War
= Atkinson Crusade (for the Persian Gulf)
= Bowden Black Hawk Down (Somalia)
= Intimate Ties, Bitter Struggles: The United Sta= tes and Latin America Since 1945 (Issues in the Hist= ory of American Foreign Relations) (Paperback) by Alan L. McPherson (Author)
&nb= sp; Dereliction of Duty: Johnson, McNamara, the Joint Chiefs of Staff, and t= he Lies That Led to Vietnam (Paperback) by H. R. McMaster
See list in Course Information s= ection of D2L; external links. You can use these = for your book reviews
This class will survey the strategy, ta= ctics, and military policy, home front impact of America's involvement in war from 1945 to 1993. It will include a critical ten page paper on the topic of your choice and discussion.
|
Midterm (take home)= |
25% |
|
Paper or Powerpoint |
25% |
|
Final (take home) |
30% |
|
|
|
|
6 Discussions (Ques= tions) |
20% |
Graduate Students will not write participation papers or the undergraduate paper. They will write two 2 page book reviews (use template in course information) and one 15-20 page second= ary source paper on the topic of their choice. They will write the midterm and = the final. Graduate students are responsible for answering questions in Blackbo= ard as well.
Graduate Grade Methodology:
|
Midterm |
20% |
|
|
|
|
Paper (final) |
30% |
|
Reviews (2)<= /p> |
30% |
|
6 Discussion= |
20% |
The notes for the class will be placed = in the Content area of D2L. The Notes are in subfolders arranged chronologically by war, or topic. The student will download the notes.
The readings come from four sources: the required books, the e-reserve readings at the library, the articles scanned into the notes section in the Course Documents section of D2L, and the exte= rnal links section of D2L. The required readings can be found in several places.= The easiest is “Schedule of Assignments and Readings” in the D2L.
Due dates are in several places. The mi= dterm and final due dates are below and in the “Schedule of Assignments and Readings” in the Course Information section of Blackboard. For assignments, they can be found in “Schedule of Assignments and Readings” in the Course Information section of D2L, or for undergraduates the “List of Assigned Work” under the Undergradu= ate Assignment Information folder in the Assignment section of D2L, or for graduate students in the “Graduate Assignments” under the Gradu= ate Student assignments folder in the Assignment section of D2L. For Paper due dates for both graduate and undergraduate students, see below or the “Schedule of Assignments and Readings” in the Course Information section of Desire2Learn or “Paper information” under Undergraduate Assignments and/or Graduate Assignments in the aforementioned sections. For the Midterm and Final email due dates (midterm and final are open book), see “Schedule of Assignments and Readings” in the Course Information section of&nb= sp; D2L.
Schedule of Assignments and Readings=
The first week’s discussions (Kor= ean, Torture/Philosophy) is due on Wed, May 30 = .
The second week’s discussions wil= l be due Saturday, June 2nd
The 3rd week’s discuss= ions are due on Friday, June 8th
The midterm is due Thursday, May 31st
The undergraduate paper/powerpoint is due Monday, June 4th
The grad paper is due Saturday, June 16= th
The undergraduate final is due Sunday, = June 10th
Graduate book reviews are due on Sunday= , June 3rd.
Papers are double spaced. There will be= ONE 5-10 page paper on the topic of your choice or one PowerPoint presentation (25-50 slides) due for the paper grade. Grammar does count. If I can’t understand it, it does not fulfill the assignment.
Graduate students do a 20 page secondary source paper instead of final, and 2 book reviews instead of undergrad paper.
For papers, you will be graded on
1. &= nbsp; Following directions (use template = for papers; answer questions for discussions).
2. &= nbsp; Content.
3. &= nbsp; Use of evidence (through either cit= ing the books, lecture, or other sources).
4. &= nbsp; Answering or attempts to answer que= stions about topics at hand, utilizing sources.
5. &= nbsp; Understanding of the topic.<= /p>
6. &= nbsp; Critical thinking through assessment (critique of evidence, comparison of evidence and ideas, etc.).
7. &= nbsp; A "C" paper only answers = the questions (and uses some of the template) with very little detail. It answe= rs some questions well, and some badly.
8. &= nbsp; A "B" paper answers all questions to some extent, with some detail, but with very little textual support (evidence from the video, text, other books, Learning Space, the timelines, etc.).
9. &= nbsp; An "A" paper answers the questions in detail, uses the template, is easily understandable, uses evid= ence for almost every answer, and shows that you can go beyond the evidence to l= ink this question and this evidence to significance and historical events.
Evidence is:
a. &= nbsp; Facts from the books, articles, or = other scholarly sources.
b. &= nbsp; Facts cited from lecture in this cl= ass, or other classes.
c. &= nbsp; General knowledge facts (be careful= here; talk shows, especially political talk shows like Crossfire, etc., do not qualify).
d. &= nbsp; Information from the timelines on t= he class’s web pages.
Evidence is NOT:
a. &= nbsp; Your opinion. Your opinion is your INTERPRETATION. You are allowed one per discussion. Your OPINION is not evidence. Therefore, statements beginning with "I believe", "= ;I think", "I feel", etc. are interpretations.
b. &= nbsp; Insults, obnoxious comments, etc. I= will edit the conversations, and will deal with flaming appropriately. Arguments= are to be about the EVIDENCE, not the people.
c. &= nbsp; Political flyers, etc. It does not = matter whether they are Democrats, Republicans, purples, etc. We want less obvious= ly biased sources.
d. &= nbsp; Quotes from "a friend of a friend", etc. No hypothetical challenges either.
e. &= nbsp; Stay on task. No credit will be giv= en for off topic comments of discussion. We want quality, not necessarily quantity= .
I will check to make sure that people a= nswer the questions on the bulletin board and comment at least once on someone's answers to the posted questions for the day on Tuesday’s and Thursday= s, as well as if people are talking to the guest lecturers on the specific Fridays. The comment can be a question, or an extension, or a civil challen= ge to the discussion. The discussion questions will be based on the reading. <= /span>
You will post and participate in a bull= etin board discussion each week on a question taken from the notes, and on a question requiring use of book quotes/article quotes in class. There will b= e 6 discussions (2 each week). The first week’s discu= ssions (Korean, Torture/Philosophy) is due on Saturday, Jan 7th.= The second week’s will be due Saturday, Jan. 1= 3th. The 3rd week’s are due on Frida= y, Jan 20th. You will post a 500 word review on what you thought were positive and negative issues about the book. This especially should relate = to the credibility of the book. This class will use Blackboard, a web intranet system. For the discussions, you include answers to the posted questions. <= /span>
Graduate students<= span style=3D'font-size:16.0pt'> will write one twenty page paper on the topic of their choice, and will turn in two 2500 (3 page maximum) book reviews during the eight weeks. They will vet their books with me first. I must approve th= eir major paper topic by week 4. This is a secondary source research paper. Twe= nty page paper due to me (emailed) by.. Bo= ok reviews are due any time before Friday May 14, 2004= .. GRADUATE STUDENTS MAY NOT TURN IN UNDERGRADUATE ASSIGNMENTS FOR GRADU= ATE CREDIT IN THIS CLASS.
Midterm: The midterm will consist of a choice of two essay questions (write one) and 20 identifications (write 5). It will be emailed to the instructor. The students will write on ONE of the essays for 50% of the midterm. The ot= her 50% will come from the identifications. The students will have a choice of 5 identifications from 20 possible terms. PLEASE PUT BOTH ESSAY AND IDs IN ONE DOCUMENT, and that document should be word (.doc) or txt (.txt). Word pad d= oes not work with D2L’s drop box. Please follow the same convention for t= he final (all parts in ONE document). Midterm is already in D2L.=
Final: The final will be the same as the midterm, with the addition of a choice of two comprehensive questions. It will be emailed to the instructor. Students will write on one comprehensive question, one second half of the c= lass question, and five identifications. Final is already in D2L.<= /p>
Reading: Under Construction
Week I Philosophy (May 21, 2007)
E-reserve:
Heller, Charles E &am= p; Stofft, William A. “Task force Smith and the 24th Infantry at Osan= ” America’s First Battles:1776-1975. pp.
Summers Korean War= Almanac Chronology 1950-1953;
Heller and Stofft America’s First Battles: “Task For= ce Smith and the 24th Division : delay and withdraw= al, 5-19 July 1950.”,
E= d. Matthews, Lloyd & Brown, Dale. “MacArthur’s Fireman—Robert L. Eichelbe= rger” The Challenge of Military Leadership. Pp.
M= illett, Allan R & Murray, Williamson. “Lessons of War.” National<= /u>
Interest, Winter 1988. pp.
James, Refighting the Last War &#= 8221; From total to limited war.”
= Millett, Allan R & Maslowski, Peter, “Cold War to Hot War” in For the Common Defense:&= nbsp; The
Military History o= f the United States,
Millett, & Maslsowski, “Waging Cold War “ For the Common Defense . =
Summers, Harry G. Jr. “Chronology From 1950-53”, Korean War Al= manac, :pp.
1= 7-33.
C= lausewitz “What is War” (c= hapter one of On War ),
“Fear and loath= ing in the barracks--and the heart of leadership” (chapter 5 of The Chall= enge of Military Leadership), “Napolean on= the art of command” (chapter 3 of The Challenge of Military Leadership= )
= Millett, Allan R. Williamson, Murray: “Lessons of war.”
Recommended:
E= d. Matthews, Lloyd & Brown, Dale.” Fear and Loathing in the
B= arracks—and the Heart of Leadership.” The Challenge of Military Leadership.pp.
Conroy “History= and method “(chapter 4 of Unspeakable Acts, Ordinary = People : the Dynamics of Torture)
“Napoleon on th= e Art of Command “, The Challenge of Mili= tary Leadership. Pp.
Legacies of World War= II ,
“Primary law of= warfare : Murphy's” (chapter 16 of How to Make W= ar)
Chambers, John Whiteclay & Peihler, = G. Curt.
.
e-reading (Use Desire2Learn url in Articles): , Sun Tzu Art of War, Chs. “Waging War”, “Offensive Strategy”, “Weakness= es” (about 20 pages)
Readings: Major Problems in Vietnam, all
Reading: Morris: Ch 12, ,
Reading Derelection of Duty, all
Chambers, John Whiteclay & Peihler, = G. Curt. “Chapter 14: The Vietnam War: Political—Military Decisions and Combat Experiences.” Major Probl= ems in American Military History.
Chambers, John Whiteclay & Peihler, = G. Curt. “Chapter 14: The Vietnam War: Political—Military Decisions and Combat Experiences.” Major Problems in American Military History
e-reserve:
= Millett & Maslowki F= or the Common Defense “Cold war and hot war := the United States enters the age of nuclear deterrence and collective security 1945-1953.”,
Millett & Maslowski: For the Common Defense: “Waging Cold War : American defense policy= for extended deterrence and containment, 1953-1965.”;
James Refighting the Last War “MacArthur : the flawed military genius.”
MacArthur's fireman : Robert L. Eichelb= erger (chapter 10 0f The Challenge of Military Leadership) Cold war and hot= war : the United States enters the age of nuclear deterrence and collective security, 1945-1953.,
= Krepenevich The Army and Vietnam ““Brush= fires on a cold dawn” (chapter 1 of The Army and Vietnam),
H=
eller,
Charles E & Stofft, William A.
Vietnam<= /u>
e-reserve:
K= repenivich The Army and Vietnam “Advisory years, 1954-1965.”=
Heller & Stofft America’s First Battles, “1= st Cavalry and the Ia Drang Valley, 18 October-24 November 1965.”,
Desire2Learn readi= ng: Santoli Leading the Way, all;
e-reserve:
Hackworth: “Ter= ms of forgiveness” (from Newsweek);
Vietnam War : political-military decisions and combat experiences. (Major proble= ms in American military history: chapter 14, p.409-443. Photocopy),
Vietnam's forgotten l= essons.,
Thomas, Evan. “The Last Days of Saigon”, Newsweek May 1st, 2000: pp 34= -42.
Week 3 &nbs= p; Middle East, India, Terrorism and the New Face of War June 4
E Reserve=
Algeria: Horne A Savage War for Peace “Suit= case or the coffin : April 1961 - February 1962”= ;. (chapter 23, p. 480-504.), Photocopy)
= Kissenger, Henry. “The Long Shadow of Vietnam”= ;, Newsweek, May 1st, 2000:pp.
4= 7-50.
Newman, Richard J.&nb= sp; Vietnam’s Forgotten Lessons, US News and World
Report, May 1st, 2000= : 30-40.
L= ast days of Saigon.
70s and 80s (Desert One, Yom Kippur War, End Vietnam)
<= /p>
Reading: Morris: Ch. 13
e-reserve:
C= onclusions : lessons learned and lookin= g to the future. (Military lessons of the Gulf War: chapter 16, p. 213-219. Photocopy.),
US and the Middle Eas= t; Marines in Beirut; Re-building the Military and the Reagan Buildup; Missile Shield
Reading:
Reading
Atkinson Crusade all
e= -reserve Chambers, John Whiteclay & Peihler, G. Curt. = 220;Chapter 15: Persian Gulf: Peace Keeping in the Post Cold War World.R= 21; Major Problems in American Military History. p. 445-488. Photocopy
C= ardinal John J. O'Connor on the "Just War". (Military lesson of the Gul= f War, chapter 14, p.195-211. Photocopy)
Ed. Watson, Bruce. “Issues of Media Access to Information” Military Lessons of = the Gulf War &nb= sp;
Ed. Watson, Bruce. “Conclusions: Lessons Learned” Military Lessons of the Gulf = War
Wilson, Jim.
Mogadishu/Modern Mili= tary issues
Reading: Morris Ch. 14;
e-reserve: Bl= ack Hawk Down, all
a= rticles in External links on Modern issues,
Desire2Learn: Caputo on Bosnia