Human Rights and U.S. Foreign Policy
Online Learning Course
American University
School of International Service
Professor Julie Mertus
202-885-2215; 410-532-0423
Summer 2011
COURSE SUMMARY:
The purpose of this course is two-fold. First, the course seeks to impart information
about the nature and significance of human rights in U.S. foreign policy. The course
provides the opportunity to think about the complex, dynamic relationship between the
two fields; for the student of human rights, the course adds a foreign policy dimension
and for the student of foreign policy, the course adds a human rights dimension. Second,
the class also develops skills in policy analysis and provides students with an opportunity
to improve their writing ability. Frequent written assignments and ongoing feedback
from the instructor enhance the capacity-building objectives of this course. The use of
video clips and PowerPoint presentations keep the class timely and focused, while at the
same time opening the class to novel and often conflicting ideas.
Having completed this course, students should be able to:
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Understand how human rights factor into the U.S. foreign policy making process;
Discuss the roles played by various civilian and military actors and institutions in
the process;
Identify historical trends in the relationship between human rights and U.S.
foreign policy;
Debate with authority contemporary developments pertaining to the usage of
human rights in U.S. foreign policy; and
Think creatively and effectively about whether and when the U.S. has the
responsibility to address international human rights problems.
This course complements, but does not duplicate other human right courses offered at the
School of International Service and it is open to law students, masters students and
undergraduates without any prerequisites.
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COURSE REQUIREMENTS:
Students receive credit for two types of assignments: participation in a discussion forum
and weekly written assignments.
1. Completion of Weekly Assignment: (60% of grade – Each assignment is
weighted equally). Six weekly assignments are outlined on the syllabus;
students are required to complete five of them. This allows for one week
when a student may be “sick” or otherwise unable to complete the
undertaking. Students, however, will receive extra credit for executing all six
assignments on time.
Note that sometimes, but not always, two choices are given for weekly
assignments. Choose one! Students will not receive extra credit for doing
both choices.
Students will be responsible for posting their work on the Assignment page of
Blackboard. Each week begins on a Monday; assignments are due by
midnight on Sunday. Late work will be accepted, with a penalty of one full
grade for each 24 hours submitted late.
2. Participation in weekly discussion: (40% of grade).
In addition to the weekly assignment, all students will be required to
participate in weekly discussions on Blackboard. Discussion postings must be
at least three sentences long.
During the first five weeks, discussion questions are located at the end of the
each PowerPoint. For the last week, students are to develop their own
discussion questions based on the readings. (This is a teaching experiment – I
would appreciate feedback on it).
IMPORTANT EXCEPTION TO SCHEDULE OF ASSIGNMENTS AND TO STRICT
POLICY ON TIMELINESS OF ASSIGNMENTS: This distance learning course is
designed to help students who need more flexibility in completing a course, including
those who need to travel, to take care of young children or other family members, and to
those with demanding personal and professional commitments. At the outset of the class,
if it is clear that you will need a more flexible assignment schedule, please discuss this
with the professor and a new plan can be created to suit your needs.
Grading criteria:
1. Demonstration of having read and understood the readings.
2. Ability to apply course materials.
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3. Professional presentation, with attention to clarity and organization as well as
spelling and general proofreading (note: spelling and proofing mistakes are
acceptable on the discussion board, but not in the written assignments).
4. Creativity and effort.
5. Responsiveness to suggestions and improvement over time.
COMMONLY ASKED QUESTIONS:
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Does the class meet in person? No, the class will never “meet” in the
traditional sense of sitting down together at the same time. Students do not
need to login at a specific time; however, students will interact by posting
comments to each other on the “Discussion Board” provided for the course.
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How do you make sure that we participate on the Discussion Board? I can
read your postings and will be monitoring the discussion board for the
participation of all students. In addition, the system is set up so that I can
always access a record of who logs in, when, and for what time duration. The
fact that a large percentage of your grade is based on participation also
provides an incentive to contribute.
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But what about the lectures, aren’t there any lectures? We do have
PowerPoints! However, this class is designed more like a British tutorial.
You read books and articles and respond to them, and your professor
stimulates discussion and provides feedback through Blackboard. The twist
here is that your classmates will be providing feedback as well.
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I want to have contact with my professor! You will. The way this course is
set up, you actually have more individual attention from the professor than in
a traditional course.
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Do you have office hours? There will be no in-person office hours, but I will
set aside time each week for call-ins. While you can always email me, you
may also call if the issue is better addressed offline.
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How do you make sure I keep up? We have a very tight schedule and you will
be heavily penalized for falling behind. Again, grades are a good motivator.
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Is this course as rigorous as traditional courses? Yes! You should plan to
spend as much time on this class as you would on a traditional summer school
course.
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Why should I consider a distance learning course? The flexible hours may be
appealing for a variety of reasons: you work all day; you live in Japan; you
will be traveling sporadically during the term; you have two small children,
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etc. In addition, you may also be looking for more individualized instruction
that this course provides.
REQUIRED READINGS:
Julie Mertus, Bait and Switch: Human Rights and U.S. Foreign Policy” (New York:
Routledge, 2008 (be sure to obtain the second edition).
Liang and Fenton, Implementing U.S. Human Rights Policy (Washington DC, USIP.
2007).
Other readings are available via a direct link on the syllabus or are posted as “e-reserves”
on Blackboard.
Sometimes links cease to function, if this occurs, please inform the instructor. (You may
also be able to search for the title or key terms to find the document though the AU
library or online)
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Week 1:
Human Rights Foreign Policy: History and Context
(including Latin America case study)
Readings/Viewings:
David Forsythe, Chapter 4, in Human Rights and U.S. Foreign Policy: Congress
Reconsidered (Univ. Florida 1988)
Mertus, Chapters 1 and 2 in Julie Mertus, Bait and Switch: Human Rights and U.S.
Foreign Policy” (New York: Routledge, 2008 (be sure to obtain the second edition).
Bergman, "First Do No Harm: U.S. Foreign Policy and Respect for Human Rights in El
Salvador and Guatemala 1980-1986, 267-298 in Liang and Fenton, Implementing U.S.
Human Rights Policy (Washington DC, USIP. 2007).
Latin Pulse- Human Rights
http://www.youtube.com/watch?v=UAR-ViKjimM
Latin Pulse- U.S. Security and Latin America
http://www.youtube.com/watch?v=lkfjrEoxMzs
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Assignment: Choose one – Write 800-1,500 word essay – post to Assignment on
Blackboard:
Analyze the impact of world politics on international human rights discourse as well as
the impact of human rights on world politics. (You might want to use one of the “Latin
Pulse” videos in your essay, but this is not required).
Or
Write the transcript of an imaginary debate on the ways in which U.S. human rights
foreign policy has responded to what it perceives as potential threats in Latin America.
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Week 2:
Human Rights Foreign Policy: Who are the Actors?
(with Iran and South Africa case studies)
Readings/Viewings:
Crabb and Holt, “The Human Rights Issue” Chapter 7 in Invitation to struggle:
Congress, the president, and foreign policy. (Washington, DC: CQ Press, 1992).
Barnes, "U.S. Human Rights Policy in Chile," pp. 85-112 in Liang and Fenton,
Implementing U.S. Human Rights Policy (Washington DC, USIP. 2007).
Baker, "Getting It Right: U.S. Human Rights Policy in South Africa," pp. 85-112 in
Liang and Fenton, Implementing U.S. Human Rights Policy (Washington DC, USIP.
2007).
Riz Kahn, “U.S./Iran Relations”
http://www.youtube.com/watch?v=qEZbbGm1Xak
http://www.youtube.com/watch?v=-03AuzAsG4s&feature=relmfu
Code Pink, “Pushing for Peace with Iran”
http://www.youtube.com/watch?v=1rPp-ufA09s
Assignment: Two choices, post to Assignment on Blackboard:
Develop two contrasting timelines: (1) a timeline including 5-8 major events in the
course of U.S. human rights foreign policy with respect to Iran and Iraq, and (2)
juxtapose the first timeline with 5-8 events for the same time period covering U.S.
foreign policy with respect to the Soviet Union or any particular “East Block” country.
Or
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Write a 1,000 word essay comparing U.S. human rights foreign policy in Iran to U.S.
human rights foreign policy in South Africa.
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Week 3:
How? The “Softer” Tools of Human Rights: Human Rights
and Legislation
(USSR case study)
Readings/Viewings:
David Forsythe, Chapter 1, in Human Rights and U.S. Foreign Policy: Congress
Reconsidered (Univ. Florida 1988)
Matlock, “U.S. Policy in Human Rights Relations with the USSR 1961-1991," pp. 85112 in Fenton, Implementing U.S. Human Rights Policy (Washington DC, USIP. 2007).
Grause, “Can Democracy Stop Terrorism?" Foreign Affairs 84(5), Sep/Oct 2005, pp. 6276.
The US & China: Human Rights
http://www.viddler.com/explore/seeprogress/videos/132/
Paying the Price (Sanctions in Iraq)
http://video.google.com/videosearch?q=human+rights+contras+latin+america&hl=en&e
mb=0&aq=f#q=human+rights+u.s.+foreign+policy+sanctions&hl=en&emb=0f
Cuba’s Foreign Minister on Impact of Sanctions
http://video.google.com/videosearch?q=human+rights+contras+latin+america&hl=en&e
mb=0&aq=f#q=human+rights+u.s.+foreign+policy+sanctions&hl=en&emb=0
PowerPoint 3: How? After reviewing the PowerPoint AND completing the readings,
post your own response to the discussion questions (as they appear in PowerPoint). In
addition, respond to at least two other classmates.
Assignment: Two choices, post to Assignment on Blackboard:
Develop a ten to fifteen minute PowerPoint presentation identifying the main arguments
for and against using foreign aid as an inducement for states to improve their human
rights record. You may make an argument for one side or the other, but be sure to do so
after a presentation of all the main issues on both sides.
Or
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Compare U.S. human rights foreign policy toward China and the USSR. Who are the
main actors? What do they want? Who wins and who loses? Why? How does U.S.
rhetoric and behavior change over time? (1,200-1,500 words)
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Week 4:
Military
The “Hard” Tools of Human Rights and Foreign Policy
Readings/Viewings:
Mertus, Bait and Switch, remainder of book
Mertus on Humanitarian Intervention
http://www.cceia.org/resources/journal/15_1/review_essay/legitimizing_use_force_Koso
vo
Redefining Sovereignty and Intervention [Full Text] Joelle Tanguy, Vol. 17.1, Spring
2003 The International Commission on Intervention
http://www.cceia.org/resources/journal/17_1/review_essays/4446.ht
PowerPoint #4: Humanitarian Intervention: After viewing the PowerPoint AND
completing the readings, post your own response to the discussion questions (as they
appear in PowerPoint) and respond to three classmates.
Assignment: Two choices, post to Assignment on Blackboard:
Write imaginary dialogue between two activists representing opposite sides on the matter
of U.S. Military interventions for human rights. Don’t peg it to any particular case, but in
the argument refer to specific a specific conflict or a series of conflicts (i.e., Rwanda,
Kosovo, Iraq and Afghanistan)
Or
Write imaginary dialogue between two U.S. military officers representing opposite sides
on the matter of U.S. Military interventions for human rights. Don’t peg it to any
particular case, but in the argument refer to specific a specific conflict or a series of
conflicts (i.e., Rwanda, Kosovo, Iraq and Afghanistan).
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Week Five:
Special Providence: Human Rights and Democracy Promotion
Readings/Viewings:
Walter Russell Mead, Chapters 5 and 6 in Special Providence (New York: Routledge
2002)
Smith, “After the Cold War: Wilsonianism Resurgent,” chapter 11 in America's Mission:
The United States and the Worldwide Struggle for Democracy in the Twentieth Century.
(Princeton, NJ: Princeton University Press, 1994).
Smith, “Liberal Democratic Institutionalism” Chapter 9 in America's Mission: The
United States and the Worldwide Struggle for Democracy in the Twentieth Century
(Princeton, NJ: Princeton University Press, 1994).
The Jacksonian Tradition and American Foreign Policy"
Walter Russell Mead, The National Interest 58, Winter 1999/2000, pp. 5-29.
Beijing criticises US on human rights record - 21 Oct 08
www.youtube.com/watch?v=k2eKfd62BMY
US & China: The Human Rights Issue
http://www.youtube.com/watch?v=mprfemmPY_E
Nixon in China
http://www.youtube.com/watch?v=N5V9sP_nDCM
PowerPoint #5: The Presidents: After viewing the PowerPoint AND completing the
readings, post your own response to the discussion questions (as they appear in
PowerPoint. Also, respond to at least two classmates.
Assignment: Two Choices, post to Assignment on Blackboard:
Wilsonianism, and/or Jeffersonianism? Choose an issue from this week’s readings and
analyze how each of these concepts could be applied. Which approach do you like best?
Why? (1,000-1,600 words)
Or
Write the first 1,200-2,000 words of a novel that begins with Nixon’s trip to China, either
occurring or not occurring, but not in the manner envisioned by history. What would the
world look like if things turned out differently?
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Week 6:
The Future of U.S. Human Rights Foreign Policy
Readings/ viewings:
Walter Russell Mead, Chapter 9 in Special Providence (New York: Routledge 2002)
http://www.washingtonpost.com/wpdyn/content/article/2008/12/11/AR2008121102952.html
http://www.usaid.gov/press/factsheets/2008/fs081009.html
http://www.usaid.gov/press/factsheets/2008/fs080724.html
http://www.fas.org/irp/offdocs/nspd/nspd-58fs.html
http://www.foreignaffairs.com/articles/58981/paula-j-dobriansky-and-thomascarothers/democracy-promotion
http://www.washingtonpost.com/wpdyn/content/article/2009/03/08/AR2009030801493.html
President George Bush, Graduation Speech at West Point, June 1, 2002.
http://georgewbush-whitehouse.archives.gov/news/releases/2002/06/20020601-3.html
Assignment: Two choices, post to Assignment on Blackboard:
You work for a newly elected Congressman who would like you to write a memo on “the
legacy of the human rights foreign policy of the Bush administration.” You read BAIT
AND SWITCH and you think you have it down, but when you read a series of
Washington Post articles you become unsure. What do you end up concluding? You
have 1,200-2,000 words,
Or
Compare the rhetoric and actions of the Bush administration to the Obama
Administration. Give specific examples of similarities and differences. (Note: This will
require some research).
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