POLS 7011: International Relations
Theory
Fall 2009
North Georgia College and State University
DR. CRAIG B GREATHOUSE
cbgreathouse@ngcsu.edu
West Main Hall 318
706 867-3504
CLASS DESCRIPTION
This seminar will provide an introduction to the theories of international relations. This course will serve as one of your foundational courses on which the rest of the program will be built. It will introduce students to the major theoretical areas including an overview of the role of theory, realism, liberalism, constructivism, the democratic peace, deterrence, cooperation, and domestic sources of international relations.
Course Goals
To understand classic and current literature on the theories of international relations.
Explain the differences between realism, liberalism, and constructivism
Learn how to apply theory to analyzing occurrences in the international system
Students will sharpen writing and analytical skills through testing and the completion of an analytical paper
CONTACT ISSUES
Within the first four days of the class each student must send me an email from an active and valid email account. The email you will send to is cbgreathouse@ngcsu.edu. You will normally use the email contact option in webct vista to communicate with me or to turn in assignments but I want to have an active and valid email for you. Students who do not comply with this requirement will be dropped from the course. I will then respond to each email that is sent to ensure that my emails get through to you. If you do not get a response to your email within 48 hours, contact me either in person or by telephone. Within the email you must include your full name and a little background about why you are taking this course and this degree.
I also want you to send me an email through VISTA to ensure that you have been able to get into VISTA.
CODE OF CONDUCT
For this course the code of conduct that is articulated in the student handbook and reiterated on pg 23-24 of the undergraduate bulletin serve as the rules for this class.
Violations will be dealt with by the instructor and may be elevated to the Departmental Chair and or Dean of Students for additional action. All options remain open to the instructor up too and including an administrative withdrawal from this class are possible
ATTENDANCE POLICY:
Since this is a web-based course, there is no attendance that is required for this class. You work on your own time and focus on getting the assignments in on time.
Academic Integrity Policy:
- Honor Code: "On my honor, I will not lie, cheat, steal, plagiarize, evade the truth or tolerate those who do."
- Suspected violations of the Academic Integrity policy should be referred by students to the instructor. If the instructor concludes that a violation of the Academic Integrity policy has occurred, the instructor will either (1) penalize the student and file an incident report with the Academic Integrity Council or (2) refer the matter directly to the Academic Integrity Council. If an incident report is filed by the instructor, the instructor will review the completed report with the student and will request that the student sign the report as an indication that the student is aware of the contents of the report.
PLAGARISM
IF YOU ARE CAUGHT PLAGARISING IN THIS COURSE, YOU WILL RECEIVE AN F FOR THE COURSE. YOU WILL THEN BE FORWARDED TO THE ACADEMIC INTEGRITY COUNCIL FOR FURTHER ACTION. I DO NOT TOLERATE PLAGARISM IN ANY WAY SHAPE OR FORM. PLAGARISM WILL CAUSE YOU TO BE DROPPED FROM THE COURSE AND POSSIBLY THE PROGRAM.
PLAGIARISM DEFINED - is using others' ideas and words without clearly acknowledging the source of that information. Plagiarism is offering someone else's work as your own, whether one sentence or whole paragraphs, and whether from an internet source, book, periodical, or the writing of other students.
Turnitin Statement
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
You will be submitting all of your assignments to Turnitin for a plagiarism check. More information will be provide on how access turnitin for this course. In addition the instructor may use other approaches such as Google searches in addressing suspected plagiarism.
METHODS OF INSTRUCTION
This course will be conducted online using a combination of written assignments along with discussion on the discussion boards. Students are expected to be fully involved in the discussion sections and in submitting their written work. This course is reading intensive. The works you have been assigned are important texts in the field. Reading and understanding them is the basis of learning in this course. For two articles, from each module, you will be asked to CRITICALLY ANALYZE the argument the author puts forth in one page. You will then be asked to answer two questions where you will then synthesize the readings and show your understanding of them. You will also be asked to participate in discussions on the discussion board over that sections assignment. Questions about the readings and discussion of the reading will occur on the discussion board.
TESTING AND GRADING
SPECIFICS ABOUT HOW TO SUBMIT ASSIGNMENTS VIA EMAIL
You are to use Microsoft word (doc or docx files) or PDF’s for all projects that will be turned in for this course. The answers for each assignment are to be in one document, the naming of that document is explained below. Assignments must be submitted to my email before noon on the day they are due. These assignments should be fully spell checked and I would also recommend using grammar check. Poorly edited answers will have deductions due to spelling or grammatical errors. You MUST then also submit your document to turnitin.com by 11:59pm on the day the assignment is due.
At the top of the first page of your assignment you are to include your full name and which assignment that the questions will be answering.
When submitting your assignments there is a specific way I want you to name your word files. Your word file is to be your last name and then the assignment number. It should look like this
Example
Greathousemodule1assignment1.doc
Greathousemodule1assignment1.pdf
The subject line of the email is also going to be formatted. The subject line will include your last name, the assignment number, and semester.
Example
Subject: Greathouse Module 1 Assignment 1 Spring 2009
At the end of the syllabus is an example of how I want your answers formatted. If you do not follow the formatting that is required for this class points will be deducted from each assignment.
NO LATE TERM PAPERS OR OTHER ASSIGNMENTS WILL BE ACCEPTED!!!!!
Assignments must be in my email by noon on the date due.
To let you know that I received your email, I will reply to each one. If you have sent me something and do not get a reply within 24 hours then I have not gotten your email and you need to resend it.
MISSED ASSIGNMENTS
Due to the nature of an online course, I will not be accepting missed, past due, or late assignments unless there is a significant reason. Going to the doctors is not going to be an acceptable excuse. Being in the hospital would qualify but only if there is documentation for the hospital stay. Given the fact that you do not have to be in class at a particular time and can do your work at any time the responsibility falls on the student to make sure the assignment gets turned in. Going out of town would not qualify without significant extenuating circumstances.
TECHNOLOGY ISSUES
It is the student’s responsibility to make sure that the assignments get to me. That is one of the reasons why there will be an initial email test, to ensure that your email gets to me and mine gets to you. Computer problems and technology failures must be addressed by the students themselves.
One thing you do need to watch for when working with WEBCT
GRADING
NO LATE TERM PAPERS OR OTHER MAJOR ASSIGNMENTS WILL BE ACCEPTED!!!!!
I DO NOT ACCEPT PAPERS OR OTHER MAJOR ASSIGNMENTS SENT VIA FAX.
Grading in the course will be based on the university’s grade distribution.
A’s = 90-100% - exceptional work
B’s = 80-89% – good work
C’s = 70-79% – average work
D’s = 60-69% – below average
F’s = 59% and below – failing
Your final grade in the course is determined by an average of all work done during the semester. At times an assignment or grading element may have a greater or lesser weight than other work done during the semester. If this is the case you will be informed and the grade will be calculated with that in mind. Quizzes may not be specifically scheduled in a syllabus but I retain the right to quiz students at anytime I see fit.
I consider cheating on tests or papers to be a major violation of the academic integrity policy. (pg 81-84 bulletin) Therefore, if you are caught cheating you will be given an F for the semester and your case referred to the Academic Integrity Council for further action.
The grades for this class will be determined by the following criteria this semester.
Up to 175 points can be earned through your required participation in the graduation student discussion threads that I will lead.
Each module students will provide a 1 page critical analysis for TWO of the articles for each section, not for book chapters. These will be worth a combined 25 points for each section. There will also be 2 questions, each worth 25 points, which will require students to synthesize the material presented during the section. These answers are to be in essay format and present a cogent argument which illustrates your understanding of the material. The critical analysis assignments will be due half way through each section and the synthesis questions will be due at the end of the section.
Your semester long project is to do an annotated bibliography over one of the theoretical areas using 15 recent articles, with a publication date after 2001. There will be a separate sheet which explains this assignment. The assignment will be due towards the end of the semester and be worth 100 points. You may pick any of the sections that we discuss in class or any of the theoretical schools which are discussed in the Griffiths book
There will be 800 points available in this course.
175 discussion board
175 critical analysis
350 module answers
100 annotated bibliography
BOOKS
Griffiths, Martin (ed) 2007 International Relations Theory for the Twenty-First Century. Routledge: New York ISBN 978-0-415-38076-8
Lepgold, Joseph and Miroslav Nincic, 2001 Beyond The Ivory Tower: International Relations Theory and the Issue of Policy Relevance. Columbia University Press: New York. ISBN 0-231-11659-4
COURSE SCHEDULE
Following are the required readings for each section.
Dates for assignments can be found in WebCT Vista
Lepgold and Nincic: Chapters 1-4 (no assignments due but will address in discussion boards)
MODULE ONE
Overview of Theory and
Methods in International Relations
Griffiths book – Ch 1
Snyder, Jack. 2004. “One World, Rival Theories.” Foreign Policy, Nov-Dec 2004.
Walt, Stephen
M. 1998. “International Relations: One World, Many Theories”,
Foreign Policy, Spring.
Walt, Stephen M. 2005. “The Relationship Between Theory and Policy in
International Relations.” Annual Review of Political Science, 8.
Methods
Steve
Chan, “On Different Types of International Relations Scholarship,” Journal
of Peace Research 39:6 (November
2002), pp. 747-756.
Singer, J. David. 1961. The Level-of-Analysis Problem in International Relations. World Politics 14: 77-92.
Arend Lijphart. September 1971. “Comparative Politics and the Comparative Method,” American Political Science Review, Vol. 65, No. 3, pp. 682-693.
Question # 1: Module
1
What is the role of theory in the study of international relations? What benefits can it provide for policymakers? What limitations does theory provide for policymakers?
Question # 2: Module 1
How people study the international system affects the answers that they obtain about the international system. Given the Chan, Singer, and Lijphart readings what do you find the best way to examine international relations, why?
MODULE TWO
REALISM
Griffiths Ch 2
Elman, Colin “Extending Offensive Realism: The
Louisiana Purchase and America's Rise to Regional Hegemony,” The American Political Science Review,
Vol. 98, No. 4 (Nov., 2004), pp. 563-576
Glenn Snyder, “Mearsheimer’s World: Offensive Realism and the Struggle for Security,” International Security 27:1 (Summer 2002): 149-173.
Waltz, Kenneth N., “Structural Realism After the Cold War,” International Security 25:1 (Summer 2000), pp. 5-41.
Rose,
Gideon. 1998. “Neoclassical Realism and Theories of Foreign Policy.” World
Politics 51(1):144-172.
Critiques
Legro, Jeffrey W. and Andrew Moravcsik. 1999. “Is Anybody Still a Realist?”
International Security 24(2):5-55.
Responses to Legro & Moravcsik in International Security 25(1).
Question 1: Module 2
What are the underlying assumptions which are at the heart of realism? What distinguishes the different types of realism from each other?
Question 2: Module 2
Can realism be used to effectively explain the current international system? What are the strengths of explaining the system using realism and what are its weaknesses?
MODULE THREE:
Liberalism / Neoliberalism /
Cooperation
Griffiths – CH 3
Lepgold and Nincic – Ch 6
Liberalism
Moravcsik, Andrew. "Taking
Preferences Seriously: A Liberal Theory of International Politics." International Organization
51, no. 4 (Autumn 1997): 512-553.
Doyle, Michael “Liberalism and World Politics,” American Political Science Review 80:4 (1986): 1151-69.
Neoliberal Institutionalism
Keohane, Robert O. “International Institutions: Can
Interdependence Work?” Foreign Policy, No. 110, Special Edition:
Frontiers of Knowledge (Spring, 1998), pp. 82- 96+194
Cooperation
Grieco, Joseph M. “Anarchy and the Limits of Cooperation: a realist critique of the newest liberal institutionalism,” International Organization 42, 3, Summer 1988
Robert Jervis, “Realism, Neoliberalism, and Cooperation,” International Security 24:1 (Summer 1999): 42-63.
Critique
John Mearsheimer, “The False Promise of International Institutions,” International Security 19:3 (Winter 1994/95), pp. 5-49; and responses:
Question 1: Module 3
What are the underlying assumptions which are at the heart of liberalism? What distinguishes the different types of liberalism from each other?
Question 2: Module 3
Can liberalism be used to effectively explain the current international system? What are the strengths of explaining the system using liberalism and what are its weaknesses?
MODULE FOUR
Constructivism
Griffiths – CH 6
Ruggie, John “What Makes the World Hang Together,” International Organization, 52, 4 (Fall 1998): 855-85.
Checkel,
Jeffrey. 1998. “The Constructivist Turn in IR Theory” World Politics
50(2):324-348.
Ted Hopf, “The Promise of Constructivism in International Relations Theory,” International Security 23:1 (Summer 1998), pp. 171-200.
Farrell, Theo “Constructivist Security Studies: Portrait of a Research Program,” International Studies Review, Vol. 4, No. 1 (Spring, 2002), pp. 49-72
Critique
Copeland, Dale, “The Constructivist Challenge to Structural Realism,” International Security 25:2 (2000): 187-212.
Question 1: Module 4
What are the underlying assumptions which are at the heart of constructivism? What distinguishes constructivism from liberalism and realism?
Question 2: Module 4
Can constructivism be used to effectively explain the current international system? What are the strengths of explaining the system using constructivism and what are its weaknesses?
MODULE FIVE
Deterrence
/ Conflict
Jervis,
Robert. "Cooperation under the Security Dilemma." World Politics
no. 2 (January 1978): 167-214.
Glaser, Charles. L. "The Security Dilemma Revisited," World Politics, 50,1 (October 1997):171-201.
Powell, Robert. 1985. “The Theoretical Foundations of Strategic Nuclear Deterrence.”
Political Science Quarterly 100(1):75-96.
Christensen, Thomas, and Jack Snyder. 1990. “Chain Gangs and Passed Bucks:
Predicting
Alliance Patterns in Multipolarity” International
Organization
44:137-168.
Walt Stephen M. “Alliance Formation and the Balance of World Power” International Security, Vol. 9, No. 4 (Spring, 1985), pp. 3-43
Van Evera, Stephen “Offense, Defense, and the Causes of War,” International Security
22:4 (Spring 1998), pp. 5-43
Question 1: Section 5
War/conflict is one of the primary areas of focus within the field of international relations, how do the themes illustrated within this section’s reading help to explain war?
Question 2: Section 5
The security dilemma is considered one of the most significant issues in addressing conflict within the system, how does the idea of the security dilemma hinder or help policymakers address issues within the system?
MODULE SIX
Democratic
Peace
Lepgold and Nincic - Ch 5
Rosato, Sebastian. "The Flawed Logic of Democratic Peace Theory." American Political Science
Review 97, no. 4 (November 2003): 585-602
Steve Chan, "In Search of
Democratic Peace," Mershon International
Studies Review, 41 (1997): 59-91.
James Lee Ray, “Does Democracy Cause Peace?” Annual Review of Political Science (1998).
Owen, John M. "How Liberalism Produces Democratic Peace." International Security 19, no. 2 (Autumn 1994): 87-125.
Question 1: Module 6
There is significant disagreement over whether the democratic peace actually exists, given the readings from this week take a position in this debate and support it with a cogent argument.
Question 2: Module 6
Should American foreign policy use the idea of democratization as a foundational element in approaching actors in the system? Will this be an effective policy stance in the long run?
MODULE SEVEN
Domestic
Sources of International Relations
Fearon, James D. "Domestic Politics, Foreign Policy,
and Theories of International Relations." Annual Review of Political Science
1 (1998): 289-313.
Putnam, Robert. "Diplomacy and Domestic Politics: The
Logic of Two-Level Games." International Organization 2, no. 3
(Summer 1988): 427-460.
Peter Gourevitch, "The Second Image Reversed: The International Sources of Domestic Politics," International Organization 32:4 (Autumn 1978): 881-911.
James Caporaso, "Across the Great Divide: Integrating Comparative and International Politics," International Studies Quarterly 41 (1997): 563-92.
Question 1: Module 7
Should we consider domestic influences on international relations? If so what benefits are derived? If not why?
Question 2: Module 7
Putnam’s two level game provides a policy blue print for use in any foreign policy interactions. Is the Putnam model effective in helping to understand the nuances of foreign policy interactions? What non-obvious conclusions does this model help us draw?
**EXAMPLES FOR
FORMATTING ANSWERS**
Critical Analysis
Top of first page
Craig Greathouse (your name)
Full citation
For Synthesis
Questions
Top of first page
Craig Greathouse (your name)
Synthesis Questions
Module #
Question 1: Rewrite the Question
*start your answer*
Question 2: Rewrite the Question
*start your answer*
All answers should be done in
Font size of 10 or 12
ONE inch margins all around
Double Spaced
APA citation (for information on APA citation the writing center at Purdue has a very good overview http://owl.english.purdue.edu/)
If you use a source outside of the texts you will have to also give full reference citation at the end of the paper.
Grammar and spell check required
DISABILITY ISSUES
North Georgia College & State University (NGCSU) is committed to the full inclusion of individuals with disabilities and to the principle of individual rights and responsibilities. To that end, the policies and procedures of NGCSU reasonably ensure that a person with a disability is not, on the basis of that disability, denied full and equal access to and the enjoyment of academic programs and co-curricular activities or otherwise is subjected to discrimination in such programs and activities.
The policies for access by individuals with disabilities at NGCSU are designed to ensure full compliance with all pertinent federal and state legislation, specifically to include Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990.
To receive disability accommodations, the student should contact the Coordinator of Disability Resources, Office of Academic Support Programs, Room 207 Barnes Hall. Approval of reasonable accommodations will be made on a case-by-case basis
Information Literacy
Information Literacy Learning Outcomes*
1) The information literate student determines the nature and extent of the information needed. (Know)
2) The information literate student accesses needed information effectively and efficiently. (Access)
3) The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. (Evaluates)
4) The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. (Use)
5) The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. (Ethical/Legal)
*Learning Outcomes adapted from the Association of College and Research Libraries (ACRL) standards
This course through its two written assignments addresses IL Learning Outcomes #1, #2, #3, #4, and #5
On-line evaluation
Class Evaluations: Class evaluations at NGCSU are now
conducted on-line through Banner. Evaluation of the class is considered a
component of the course and students will not be permitted to access their
course grade until the evaluation has been completed. The evaluations
will be accessible beginning one week prior to Final Exam week.