POL 390 - 02: Politics and the Military
Fall 2015, Mondays 5 - 7:50pm, CLO 192
Instructor: Dr. Tiffany Bohm, PhD
Email: tbohm@purduecal.edu
Office Hours: Mondays 3:30 to 5 and by appointment
Course Description: This course studies the tensions and relationship between civilian elites,
military elites, and mass society in a variety of political contexts. This examination of the
political role of the military, as well as congressional leadership, will involve theory to
conceptualize broadly through period case studies: 1960s (early Cold War), 1970s (Vietnam),
1980s (military draw down and intervention) and 1990 (Middle East/Asia) to present. These
period studies will focus on issues specific to the decade (or longer) and how they have evolved
in response to social and/or political influence over time.
Course Objectives: Students will seek to understand classic and recent theories of civilian
control over the military and their use within the course’s case studies. This is a Western-based
perspective to focus attention on how American culture has been united or divided in response to
political and military influences related to both military operations as well as a lack of
engagement or participation in some worldwide conflicts. By focusing on American military
development, the student will gain a greater understanding in response to social forces that can
be applied to bigger picture issues currently affecting international relations.
Required Texts (ordered through campus bookstore):
• Kennedy, David M. 2015. Modern American Military. Oxford University Press.
You will find the text annotated as “DK” in the syllabus
• Additional readings will be provided to you either in hardcopy or electronically through the
Blackboard classroom.
• We will also be watching several films during the class period and you will be expected to
respond to summary questions regarding these selections. Films cannot be made up so I suggest
you carefully review the schedule to attend these class times.
Course Requirements:
• Students need to be competent users of email with access to Microsoft Office/Suite products,
specifically Word. You must have a PurdueCal email address - no outside email addresses will
be used.
• Students need to be devoted readers with excellent note-taking skills. There is a larger-thanusual per-class reading load, befitting an upper-division course. If you are the type that does not
expect to read in college and only sometimes read for class, this course is not appropriate and I
suggest a different section. Your workload for this class is 3-6 hours per week outside of class
time.
• Students need to participate in class discussions. While I technically “lecture” some material,
much of the course is an open-ended discussion where difficult issues arise and we will seek to
answer some questions with creative and thought-provoking dialogue. It will be very difficult to
discuss the topic if you have not read the material or prepared ahead of time. I highly encourage
reading groups or small group study to prep for discussions in class.
• I believe that college is a priority for students and as such, it is just as important to you as it is
to me that you attend all classes. For the majority of our classes, you will need to bring in a 1-2
page, short response to my “DQs” or “Discussion Questions” regarding the readings for that
class day. On days that we screen films, you will be provided with DQ’s to answer either during
the showing or within two days following. These DQs serve as evidence of your attendance - I
will make notes on your papers during class related to your participation in the discussion. The
calendar below indicates which days require DQs. There are 12 total. These cannot be made up.
Because of life’s inherent randomness, whether it involves illness, broken cars, failed child care,
etc., there is no penalty for missing up to four of these DQs. A proportion of your grade,
therefore, is the average score of all DQs, minus the worst four scores (even zeroes). Students
who miss substantial amounts of class (more than 4 days without a reasonable explanation),
irrespective of DQs, may obtain an F at the instructor’s discretion. A reasonable explanation
includes the death of an immediate family member (verified by school administration) or severe
illness requiring a doctor’s note or hospitalization. It is my since hope that neither of these
situations occur. In all circumstances, please contact me regarding an anticipated absence as soon
as you are aware of the issue.
• The largest part of your final course grade stems from a research paper on a topic of your
selection, but approved by the instructor. This 10-12 page (1” margins, 12-point Times, well
groomed) paper will have a first review by me on October 19, 2015 and the final version will be
turned in by December 7, 2015. I will use the school’s plagiarism detection system so be aware
of the parameters of proper MLA citation. If you are unsure of this, please see me or the Writing
Center immediately.
• Grading Policy: The scale is 100-92 A, 91-90 A-, 89-88 B+, 87-82 B, 81-80 B-, 79-78 C+,
etc., with 60 constituting a minimum passing grade. Your grades are earned by the scores on
your assignments, active participation in class and evaluation of performance on the final paper. I
do not curve scores nor do I “give” grades - they are earned solely through hard work and
scholarly endeavors.
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Incompletes are undesirable, and will only be given for nonacademic reasons. Your grade is
made up of a weighted mean:
o DQ average (13 excepting 4 lowest scores) 20%
o Quantity and quality of class participation 10%
o Mid-term exam 20%
o Term paper on topic of your selection: draft 10%, final version 30%
o Each course will include a minimum of three (3) hours of unmonitored & related course
experience outside of the classroom. This might comprise military museum visits,
attending veterans’ organization meetings (VFW, SVA, IAVA, WWP), or attending
events such as those found at http://www.pritzkermilitary.org/events/upcoming-events/.
You will need to either write a 1-2 page summary of your experience, create a
PowerPoint presentation (2-3 minutes) or I will also allow short videos (3-5 minutes),
10%
• Students need to respect other students in the course as well as myself, the instructor. Sensitive
topics often arise in class and opinions will differ, but the tone and tenor of class shall always
remain civil, respectful, professional and in the spirit of academic freedom. I strive to provide
and protect an intellectual environment where students can feel free to express their views
without ideological or partisan oppression from myself or other students. It is my hope that we
will learn something new at each class, not only from the material, but from each other as well.
Academic Integrity: On this subject, I will not waiver nor will I tolerate dishonesty, plagiarism
or cheating. Both I and the institution expect you to read and understand Purdue University’s
(Calumet) academic integrity policy. If you are not familiar with academic expectations on this
matter, please see me immediately. Violations will not be tolerated.
Contact Information and Office Hours: My office is in a larger office space in CLO 212. My
cubicle is the first one on the right once you enter the room and turn right at the end of the short
hallway. I do not have an office phone, but you can leave emergency messages with Ms. Sue
Schultz the department secretary. My email is: tbohm@purduecal.edu. I check my email
frequently and if I do not respond within 24 hours, please resend your inquiry. I will not check
my email after 4pm on Fridays or over the weekend. Generally, I will not check or respond to
email after 9pm on weekdays.
The course will be loaded into Blackboard and once you register, you will have full access to all
course materials. I will post your scores and final grade through Blackboard.
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Accommodations for students with special needs, religious holidays, disabilities, or learning
disabilities:
Students who may need accommodations due to disability should contact the Office of Disability
Resources (ODR) to discuss specific needs. The ODR is located on the third floor of the Student
Union & Library Building, Room 341. If accommodations for a student are approved by that
office, the student must provide his/her instructor with a copy of the official accommodations
letter as soon as it is received in order to obtain accommodations. Students may contact the
Office of Disability Resources by calling (219) 989-2455 or emailing odr@purduecal.edu.
Emergency Preparedness: An information sheet, with instructions for various types of possible
emergencies, is posted in each room on campus. These possibilities include criminal activity,
fire, medical emergencies, and noises sounding like gunshots. Students are strongly encouraged
to review the instruction sheet carefully and acquaint themselves with these important guidelines.
Course Schedule: This schedule is subject to change based on the needs of the class - however, I
will notify you two weeks prior to any reading assignment changes.
24 Aug
Syllabus Review; Introductory Assignment
31 Aug
Foreword, Intro & Chapter 1 (DK)
DQ: What is the difference between and hard and soft power? Do you think one
is more effective than the other? Explain. How have the members of the military
changed over time? Has the structure of the armed forces changed? (think
branches of service, units, equipment, technology, etc.). How has “war” or
“conflict” changed?
7 Sep
Labor Day - No class!
14 Sep
Chapter 4 (DK)
Huntington, Samuel (1956) “Congressional Responses to the Twentieth Century,”
in The Congress and America’s Future, ed. David B. Truman. Prentice Hall: New
Jersey, p. 5-31. (Blackboard)
DQ: How does American society view members of the military? What is correct
or incorrect about these views? What examples from the media support or refute
these assumptions? What is “military culture?” How might military culture affect
future conflicts or ability to fight wars? What does Huntington say about the
military, politics and culture?
21 Sep
Film: Failsafe (1964) starring Walter Mathau, Henry Fonda & others
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DQ: What is the main objective of the military? How will we know when this has
been (or has not been) achieved? What are the risks involved in achieving the
objective? Evaluate how the risks are mitigate or controlled by various sources.
28 Sep
Chapter 7 (DK)
Howell, William G. and Jon C. Pevehouse. 2005. “Presidents, Congress and the
Use of Force” International Organization 59 (1): 209-232.
DQ: What powers does the President have regarding the military and war? How
do images or films about war affect the President? How do films about war or
conflict influence the American public? What information does Congress have
about military engagements or operations? Do you think films about the military
or war help or hurt Congressional opinions about war? Explain.
5 Oct
Chapter 9 (DK)
Locher, James R., III. 2001. “Has it Worked? The Goldwater-Nichols
Reorganization Act.” National War College Review LIV (4): 95-115.
(Blackboard)
Mishory, Jordana. 2015. “Senior Senate Leader wants to Review GoldwaterNichols Act.” Inside the Pentagon’s Inside the Army 27:12. (Blackboard)
*Additional reading, but not required is Rachel Maddow’s book called Drift: The
Unmooring of American Military Power (2013).
DQ: Do Americans care about the military? Do Americans care about foreign
policy and how the military may or may not extend political involvement
overseas? Do you think women should be required to register for the selective
service? Explain. How is the military influenced by policy makers in Washington,
D.C.? Do voters influence military leaders or leaders in Congress?
12 Oct
October Break - No class!
*Take Home Mid-Term*
19 Oct
Film: Apocalypse Now (1979)
DQ: How are military leaders portrayed in the film? Who ensures that military
leaders act professionally during times of war? What course of action exists to
protect troops or civilians from a rogue military leader? Where do communication
lines break down when the nation goes to war? How much trust should Americans
have in their political leaders? How much trust should Americans have in their
military leaders?
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*Turn in first draft of research paper for review/feedback*
26 Oct
Chapter 5 (DK)
“Growth in DOD’s Budget from 2000-2014,” Congressional Budget Office.
November 2014. (Blackboard)
DQ: How has defense spending changed with the transition to the all-volunteer
force? Does the all-volunteer force change in number during peacetime? Explain.
What do political leaders have to use in order to attract future members of society
to the military? Why do people choose to serve in the military? How do the
Pentagon, Congress and society work together to ensure the military has the right
equipment and personnel?
2 Nov
Riedl, Brian. 2010. “Why Government Spending Does Not Stimulate the
Economy: Answering the Critics.” The Backgrounder: No. 2354. The Heritage
Foundation. (Blackboard)
Elsea, Jennifer K., Michael John Garcia, Thomas J. Nicola. 2013. “Congressional
Authority to Limit Military Operations” Congressional Research Service.
(Blackboard)
Fordham, Benjamin. 2008. “Economic Interests and Congressional Voting on
Security Issues” The Journal of Conflict Resolution 52:5 (623-640. (Blackboard)
DQ: What power does Congress have to limit the President, the Pentagon or other
influences on the military? Do economic pressures limit military involvement?
Explain.
9 Nov
Film: Black Hawk Down (2001)
DQ: How accurate do you think this film is? Do you feel this film enhanced or
distracted the American public from the actual event in Somalia? Did this film
influence how Americans thought of the President? The military? How did other
countries view our President and/or our military?
16 Nov
Chapter 12 (DK)
Chapter 13 (DK)
DQ: How has the military evolved since its inception? What changes in society
have affected the composition of the military? In what ways does the military
affect society? How are military casualties classified or explained to the public?
What are the forms of military casualties (think critically about this one…)? How
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do these casualties influence future wars, military recruiting and society’s view of
military members?
23 Nov
Film: The Invisible War (2012)
DQ: What makes rape an epidemic? Whose responsibility it is to protect soldiers
from attacks by their fellow troops? How does Congress influence policy on rape
and sexual assault in the military? How does this film affect your view of the
military? Of Congress?
30 Nov
Graves, Lisa. 2010. “Burdens of War: The Consequences of the U.S. Military
Response to 9/11. The Costs to Civil Liberties and the Rule of Law in the U.S.”
Online at http://watson.brown.edu/costsofwar/costs/social/rights/privacy
(Blackboard and review website for March 2015 update)
http://www.nytimes.com/2011/10/30/opinion/sunday/giving-the-fbi-what-itwants.html?_r=2&pagewanted=all
TED Talk: http://www.ted.com/talks/hasan_elahi?language=en
Where is Hasan? http://elahi.umd.edu/track/
DQ: How did Mr. Elahi respond to intrusions into his personal affairs? Was he
justified in his actions? Do you think Mr. Elahi retained any privacy? Why or why
not? Do Americans require privacy as condition of individual liberty and personal
freedom?
7 Dec
Film: Terms and Conditions May Apply (2013)
DQ: What was the main objective of the Patriot Act? How will we know when or
if this objective has been achieved? Who does the Patriot Act affect?
*Final Research Paper Due*
14 Dec
Finals Week! (Classes end December 12, 2015)
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