Dr. Jeffrey Dixon
POLS 308-120:
International Politics
( June 04 - July 26, 2013)
Office: Founder’s Hall 319
Email: JeffreyDixon@ct.tamus.edu
Phone: (254) 501-5871 (email
preferred)
Office Hours (Virtual – physical by
appointment):
June 4 – July 5 (6:30-8:30 PM
MTWR)
July 8-26 (3-4:30 PM MTWR)
COURSE INFORMATION
1
Course Overview and description:
1.1
Course Description (from the TAMU-CT catalog)
The development of the national state system, the problems and issues which have arisen,
international agencies created to cope with these problems, and the principles of international
conduct.
1.2
Course Overview
This course reveals the influence that international politics has over your life. Knowing this, we
will attempt to understand cooperation, conflict, and political economy in the international
system. The course is structured around nine “great questions” about international politics:
I. How does international politics affect our lives?
II.
Will there be another world war?
III.
Why are some regions of the world prosperous and peaceful, while others are
impoverished and wracked by war?
IV. How do economic crises spread through the international system?
V. What causes two countries to come into conflict, or to enter into a cooperative
relationship?
VI. Why are some countries prone to war, depression, and collapse while others are
peaceful, prosperous, and stable?
VII. Why do decision-makers often seem to choose policies with catastrophic
consequences for their country and the world?
VIII.
Whose views have the most influence over foreign policy – those of the public, or
those of leaders and foreign policy elites?
IX. What moral obligations do states and individuals have in international politics?
We will address these questions by using theories of international politics to answer them, and
by rigorously testing theories which offer competing explanations to find the “best bet.”
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2
Course Objectives:
2.1
Course-Specific Learning Outcomes
2.1.1 (i-ix) Students should be able to synthesize and defend a well-argued answer to
each of the nine great questions listed in the syllabus.
2.1.2 Students should be able to define specialized terms used in international politics.
2.1.3 Students should be able to apply empirical theories of international politics to
derive the causes of conflict, cooperation, economic development, foreign policy
decision-making, and adherence to international agreements.
2.1.4 Students will be able to apply the perspectives of realism, liberalism, and
radicalism (Marxism) to each major issue in world politics.
2.2
Program Outcomes
2.2.1 Critical Thinking Outcome = Scientific Reasoning: Students will be able to evaluate
the truth and usefulness of international relations theory through hypothesis-testing.
2.2.2 Value Outcomes
2.2.2.1 Students should appreciate the role of personal integrity in scholarship
2.2.2.2 Students should be able to defend one of four major views of
international ethics against its competitors
2.2.3 Writing Skill Outcomes
2.2.3.1 Students should be able to identify and avoid common syntax errors
2.2.3.2 Students should be able to structure written work around a thesis and
supporting evidence/arguments
2.2.4 Disciplinary Knowledge Outcomes: The following are outcomes drawn from the
TAMU-CT Disciplinary Knowledge Outcomes for Political Science students.
2.2.4.1 Students should be able to construct an example of a collective action
problem
2.2.4.2 Students should be able to construct a 2x2 game to represent a situation
of strategic interaction and find its Nash equilibria, if any.
2.2.4.3 Students should be apply to apply democratic peace theory to explain
variations in conflict behavior between dyads
2.2.4.4 Students should be able to use Arrow’s Theorem to explain the
inevitable imperfection of voting systems and talk of collective preferences
2.2.4.5 Students should be able to distinguish between deontic and
consequentialist normative political theories.
3
Required Reading and Textbook(s):
There is a single required textbook for the course. All other readings are available on
Blackboard (see course schedule below for a complete list of readings). The textbook is:
David Kinsella, Bruce Russett, and Harvey Starr. 2013. World Politics: The Menu for
Choice. 10th Ed. Cengage Learning. ISBN 978-1-111-77201-7
No other edition will do. You are under no obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer,
including an online retailer.
POLS 308-110 (Summer 2012) - Page 2
In fact, Cengage Brain.com offers a variety of digital and physical rentals that can save you up to
half of the price of the book. See http://www.cengagebrain.com/shop/ISBN/9781111772017.
4
Course Technologies
4.1
Mode of instruction and course access: This course is a 100% online course and uses
the TAMU-CT Blackboard Learn system (http://tamuct.blackboard.com). You will use the
Blackboard username and password communicated to you separately to logon to this system.
See Section 4.3.1 below for details.
4.2
Student-instructor interaction:
I encourage students to contact me throughout the course regarding any interests or concerns
they have regarding the course or their own performance. The preferred method of contact is
email (again, the address is JeffreyDixon@ct.tamu.edu); if you email me during virtual office
hours then we can move the discussion to the Blackboard Chat tool and/or telephone for realtime engagement. You are also free to schedule appointments, as noted at the top of the
syllabus (you can also find my phone number there, although voice mail is an unreliable
technique for reaching me).
4.3
Technology Requirements:
4.3.1 Blackboard Learn: This course will use the new TAMU-CT Blackboard Learn
learning management system for class communications, content distribution, and
assessments.
Logon to http://tamuct.blackboard.com to access the course.
Username: Your Tarleton email address (the complete email address, e.g.
john.doe@go.tarleton.edu)
Initial password: Your DuckTrax ID (UID)
4.3.2 Equipment and Services Required
For this course, you will need reliable and frequent access to a computer (iPads may not
work for all elements of the course) and to the Internet. You will also need a headset
with a microphone or speakers and a microphone to be able to listen to online
resources and conduct other activities in the course. If you do not have frequent and
reliable access to a computer with Internet connection, please consider dropping this
course or contact me at JeffreyDixon@ct.tamus.edu to discuss your situation.
4.3.3 Software Required
Blackboard supports the most common operating systems:
PC: Windows 8, Windows 7, Windows XP, Windows Vista, Windows 2000
Mac: Mac OS 10.6 “Snow Leopard®”, Mac OS 10.5 “Leopard®”, Mac OS 10.4
“Tiger®”
Please note that Adobe Flash is required to play lectures. It is available at
http://get.adobe.com/flashplayer/
Check browser and computer compatibility by following the “Browser Check” link on the
TAMU-CT Blackboard logon page. (http://tamuct.blackboard.com) This is a CRITICAL
step as these settings are important for when you take an exam or submit an
assignment.
POLS 308-110 (Summer 2012) - Page 3
4.3.4 Orientation
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student
Orientation under My Courses tab. Click on that link and study the materials in this
orientation course. The new Blackboard is a brand-new interface and you will have to
come up to speed with it really quickly. This orientation course will help you get there.
There is also a link to Blackboard Help from inside the course on the left-hand menubar.
The first week of the course includes activities and assignments that will help you get up
to speed with navigation and submitting an assignment. Your ability to function within
the Blackboard system will facilitate your success in this course.
4.4
Statement on Student Responsibility: Technology issues are not an excuse for missing
a course requirement – make sure your computer is configured correctly and address issues
well in advance of deadlines.
4.5
Technology Support
For technological or computer issues, students should contact the TAMU-CT Blackboard
Support Services 24 hours a day, 7 days a week:
Support Portal: http://www.ct.tamus.edu/bbsupport
Online chat (through the support portal at:
http://www.ct.tamus.edu/bbsupport)
Phone: (855)-661-7965
5
Course Requirements: (include point values for each- not just a percentage)
5.1
Academic Integrity Exercise: Students are required to complete the Academic Integrity
Exercise, which can be found on the course Blackboard page. Any students who have
previously completed it in another one of my courses are exempt from taking it again.
Description: It consists of watching a brief lecture, taking a quiz, seeing where any
mistakes on the quiz came from, and signing a statement. Once you successfully
complete this exercise, you will no longer need to do so in future political science
courses. Completing the Academic Integrity Exercise is a prerequisite to passing this
course. It must be completed before you hand in Assignment 1 or by June 11, whichever
comes first.
5.2
Rubric: You will automatically fail the course if you have not completed the Academic
Integrity exercise on or before June 11. Completion of this exercise (signing the
statement) will grant you 10 points in the class.
Required Course Exercises
5.2.1 Assignment 1: The World and You (50 points / 5% of course grade)
Instructions
After watching the introductory lecture, The World and You, compose a wellwritten paper (see the writing rubric below) of 600-1200 words detailing the
connections between your life – past, present, and future – and international
politics. Pay close attention to the conditions that made you who you are and
POLS 308-110 (Summer 2012) - Page 4
the ones that scare you or give you hope for the future. Demonstrate that some
of these are the product of international politics. The first paragraph of your
essay should have a clear thesis statement about the potential costs and benefits
of studying international politics. Conclude by returning to your thesis and
seeing whether it is supported by what you’ve found about how international
politics affects your life. You may also address any anticipated problems and
how you intend to overcome them at this point in the essay.
Rubric
This is the first writing assignment in a writing-intensive course, and it doesn’t
require much if any research (but do cite properly if you use any!), so fully half of
the credit will be based on the course writing rubric (5.4 below). The other half
of the grade will depend on either having many (six or more) plausible but
shallow connections between your life and international politics or fewer but
deeper (i.e. they have/will affect you in profound ways) connections.
5.2.2 Assignment 2: Mapping Conflict (100 points / 10% of course grade)
Description: (summary only -- full assignment attached to end of syllabus)
Assignment 2 asks you to create and analyze a map of war in the 21 st century.
Rubric: The assignment asks you to mark a large number of things on the map
(more than 76). For each one you fail to mark correctly, or for each incorrect
mark on the map, 1 point will be deducted. The last question of the assignment
also asks you to complete four statements, with three items to enter or circle in
each statement. These items are worth 2 points each.
5.2.3 Assignment 3: Game Theory Exercise (50 points / 5% of course grade)
Description: After watching the lecture on game theory, you will be given a
situation of potential conflict and/or cooperation. Your job is to follow the steps
in the lecture to find the Nash Equilibrium of the 2x2 game that best represents
the situation. You should address:
* The identity of the players
* The two main strategies open to each player
* What the world would look like under each of the four possible
combinations of strategies.
* How each player would rank the four possible outcomes: 4 is best and 1
is worst.
* All of the above information should be presented in a 2x2 matrix, as
shown in lecture.
* Which cells are unstable and which cell(s), if any, are Nash Equilibria
* Whether the players in the example played optimally (i.e. as at least
one Nash Equilibrium expected), and if the answer is “no,” then what
unilateral changes in strategy would make a given player better off.
POLS 308-110 (Summer 2012) - Page 5
Rubric: Each of the above is worth 7 points if correct and 3.5 points if incorrect
but seriously attempted. You get an extra point for having completed all of
them.
5.2.4 Assignment 4: Rivalry Exercise (100 points / 10% of course grade)
Description (full assignment at the end of the syllabus): Assignment 4 is a
substantial writing assignment that asks you to delve into the politics of a dyadic
rivalry – a pair of states that were locked into a cycle of conflict as of 2001
Rubric:


Base grade:
 The rivalry history/recent activity section (b) is worth 40%, the
conflict/cooperation factors (c) are worth 40%, and the introduction (a)
and conclusion (d) are worth 10% each
 For each of these sections, your first grade is determined by how close
you came to meeting each one of the requirements laid out in the
assignment itself, specified in sections a, b, c, and d. For example, section
c specifies six items. If you fail to mention one of these items, you will
lose one-sixth of the credit for section c. Since c is worth 40% of the
paper grade and 1/6 of 40% is 6.7%, your grade on the paper will drop by
6.7%, more than half a letter grade.
 Your second grade is given by the writing rubric. The two are averaged to
determine your assignment grade.
Modifiers:
 Direct quotes should comprise no more than 20% of the paper. For each
percent over this limit, one percent will be deducted from the paper
grade.
 Sources:
o Reminder: Correct citation of sources is critical. Re-read the
Academic Misconduct section of the syllabus – always put direct
quotes within quotation marks and always cite the source of any
information you use.
o Failure to provide a bibliography/works cited page will result in a
10% deduction, assuming that APSA citations are present in the
text. If they too are absent, the paper is almost valueless.
o You must use at least one peer-reviewed article or one book from
a university press to describe the origins of the rivalry. Failing to
use any such academic sources will result in a deduction of 20%.
o This time, don’t use Wikipedia or its knock-offs as sources. When
researching a specific country or dyad, much better sources are
available. If you see something interesting on Wikipedia, go to
the sources it cites (if listed), assess the reliability of the evidence,
and then cite the source directly. The use of unreliable sources
POLS 308-110 (Summer 2012) - Page 6
will incur a penalty, the size of which will depend on how critical
the unreliable information is to your thesis.
5.2.5 Journal (14 entries @ 15 points each = 210 points / 21% of course grade)
Description. Just over half of the lessons in the course include journal entries. Respond
using the Journal tool linked in Blackboard. Your responses should be roughly two
paragraphs (100-200 words will suffice, but on these you are allowed to go over – just
not under) of well-written, thoughtful analysis.
Rubric: Each entry is worth 15 points; your score will be computed by applying the
course writing rubric and then applying the following deductions, if necessary:
 Off-Topic Material: Only entries that answer the question(s) asked “count.”
Journaling outside these areas is encouraged but not graded. Within an entry,
only material relevant to the question(s) counts. It is theoretically possible to
compose a well-written, well-supported argument that receives zero points
because it has nothing to do with the topic we are discussing. In practice, I find
that off-topic entries usually have many other problems.
 Length: You will lose credit in proportion to how far your entry falls below 100
words. In truth, most posts will need to be longer anyway to contain a wellsupported argument.
5.3
Assessments
5.3.1 Syllabus Quiz (50 points / 5% of the course grade)
Description: This quiz includes questions answered by the syllabus. You may take it as
often as you like before it closes on June 11. It is open-syllabus.
Rubric: You must correctly answer every question to gain any credit for the quiz. Even
one missed question will result in a zero (although Blackboard may show your highest
score until after June 11 when I change grades below 100% -- 50 points -- to zeroes).
5.3.2 Geography Quizzes (4 quizzes @ 25 points each = 100 points / 10% of the
course grade)
Description: There are four map quizzes. Each quiz will give you a map with numbers on
each country and ask you to provide the names for a list of country numbers. The map
quizzes will cover the following areas, in order: Europe, the Americas, Africa, Asia. I
cannot stop you from using outside resources on the quizzes, but they are timed so that
it will be difficult to look up the answers on a map (especially if you haven’t studied –
links to interactive practice quizzes are available on Blackboard). In general, you will
have about 15 seconds to enter the correct response for each question.
Rubric: The percentage of countries correctly identified will be multiplied by 25 to get
your score for each quiz. This is done automatically by Blackboard.
5.3.3 Final Exam (240 points / 24% of the course grade)
Description: The final exam is comprehensive. It will be entirely multiple-choice/truefalse, and will contain questions drawn from throughout the course. About half (40%POLS 308-110 (Summer 2012) - Page 7
60%) of the questions will be drawn from the readings and about half (40%-60%) will be
drawn from lectures or other videos.
Rubric: Each question is given equal weight, and the percentage of questions answered
correctly will be multiplied by 250 to get your exam score. This is done automatically by
Blackboard.
5.4
Course Writing Rubric
The quality of written work is assessed using the following rubric. Each column counts
equally, so grading a piece of writing for writing quality is a simple matter of locating the
writing within each box and then averaging the boxes.
POLS 308 Writing Quality Rubric
Grade
Thesis
Argument Structure
Evidence
100
Answers the
question and
drives the
rest of the
piece
The thesis is proven
using arguments about
each element of the
question, each with its
own support
95
Answers the
question,
but some of
the piece
ignores it
Most of the support for
the thesis is built up
from arguments about
each element of the
question, each with its
own support
85
Answers the
question,
but most of
the piece
ignores it
Some elements of the
thesis do not
correspond to sections
of the answer, or vice
versa
Each element of the argument is
supported by evidence from the
course – both assigned readings
and lectures. If research is
required, the research is reliable.
In general, theory-based and
consistent statistical findings are
better evidence than isolated
examples, where such evidence is
available. No major source of
evidence is ignored.
Each element of the argument is
supported by evidence from the
course – both assigned readings
and lectures. If research is
required, the research is reliable
but missing a datum or two.
Anecdotes predominate over
general theoretical findings.
Each element of the argument is
supported by evidence from the
course, but major sources of
evidence are ignored. OR The
evidence used is insufficient to
support one or more of the claims
in the piece. OR Much of the
support consists of direct quotes or
naked claims, unsupported by
research.
Syntax, Usage,
Grammar,
Spelling
No errors.
Up to one error
per 200 words.
Between one
error per 100
words and one
error per 200
words.
POLS 308-110 (Summer 2012) - Page 8
Grade
Thesis
Argument Structure
Evidence
75
Does not
match up
with every
element of
the question
The essay is a set of
arguments that proceed
without logical order
65
Does not
match up
with most
elements of
the question
0-59
depending
on
deficiency
None or
unrelated to
question
Most of the essay is
devoid of actual
argument, instead
following a stream-ofconsciousness or “data
dump” strategy
The essay is essentially
(50) or utterly (0)
devoid of structure.
The evidence, when taken as a
whole, fails to support the thesis,
with necessary steps in the
argument being assumed instead of
demonstrated. Much relevant
evidence is omitted and irrelevant
evidence may be present.
References to evidence from the
course lack specificity.
At least one major element of the
essay’s argument has substantial
evidence from the course that
supports it. However, other
references are generally vague or
irrelevant. Research is unreliable.
Little if any evidence from the
course is used in the answer. It
fails to demonstrate a grasp of
what the authors and lectures say.
There is no research. Depending
on what was expected in the
description of the writing
assignment, this could be between
25-59.
5.5
Syntax, Usage,
Grammar,
Spelling
Between one
error per two
sentences and
one error per
100 words.
One error per
two sentences.
One error per
sentence, on
average (40).
Lower scores
are possible.
Course Grading Rubric
Your course grade will be determined as follows:
Item
Points
Percentage
Required Disciplinary Exercise
10
1%
(Academic Integrity Exercise)
Course Introduction Exercise
50
5%
Assignment 1: The World and You
50
5%
Assignment 2: Mapping Conflict
100
10%
Assignment 3: Game Theory Exercise
50
5%
Assignment 4: Rivalry Exercise
100
10%
Geography Quizzes (4 quizzes)
4 @ 25 each = 100
10%
Journal (14 entries)
14 @ 15 points each = 210
21%
Final Exam
330
33%
TOTAL POSSIBLE
1000
100%
895+ = A
795-894=B
695-794=C
595-694=D
594 or lower = F
POLS 308-110 (Summer 2012) - Page 9
5.6
Learning Outcomes (Detailed – You may skip this part if you desire)
Quest.* Lessons
Unit-Specific Learning Outcomes
I
2, 3
II
4-7, 14
III
8-10
IV
10
V
11-14
VI
16-18
I-A Students should be able to distinguish between
phenomena at different levels of analysis
I-B Students should be able to distinguish empirical from
normative theory
II-A Students should be able to compare and contrast the
present “long peace” with the situation before 1914
II-B Students should be able to list the general wars in the
world system since 1500
II-C Students should develop an affective response to the
Cold War, enabling them to understand background
conditions for decisions made during that period
III-A Students should be able to explain the multiple
mechanisms of contagion
III-B Students should understand the limitations of the
“Clash of Civilizations” thesis
IV-A Students should understand how the Asian financial
crisis was triggered in Thailand and why it then spread to
neighboring countries
IV-B Students should be able to explain how the Great
Depression was exported from America
IV-C Students should be able to devise an explanation for
why the Great Recession was not limited to the United
States
V-A Students should understand the assumptions and
implications of dyadic deterrence theory
V-B Students should be able to explain the “comparative
advantage” approach to free trade and illustrate the
concept with production-possibility frontier graph
V-C Students should be able to explain how dependence
on strategic minerals has constrained American foreign
policy.
VI-A Students should be able to judge the coherence and
usefulness of the concept of “rogue states”
Disciplinary or
Course
Outcomes
Addressed
2.1.1.i, 2.1.2,
2.1.4, 2.2.2.1
2.1.1.ii, 2.1.2,
2.1.3, 2.1.4,
2.2.1, 2.2.4.1
2.1.1.iii, 2.1.2,
2.1.3, 2,2,1
2.1.1.iv, 2.1.2,
2.1.3, 2.2.1,
2.2.4.2, 2.2.4.3
2.1.1.v, 2.1.2,
2.1.3, 2.1.4,
2.2.1, 2.2.4.2,
2.2.4.3
2.1.1.vi, 2.1.2,
2.1.3, 2.2.1
POLS 308-110 (Summer 2012) - Page 10
Quest.* Lessons
VII
15, 1920
VIII
20
IX
21-22
Unit-Specific Learning Outcomes
Disciplinary or
Course
Outcomes
Addressed
VII-A Students should be able to explain how apparently
2.1.1.vii, 2.1.2,
rational decisions can lead to threats to the global commons 2.1.3, 2.2.1,
VII-B Students should understand how the chief threats to
2.2.4.1
the global environment might be addressed by states,
NGOs, or IGOs.
VIII-A Students should understand the weaknesses of
2.1.1.viii, 2.1.2,
realism’s explanation of domestic politics
2.1.3, 2.1.4,
VIII-B Students should be able to compare themselves with 2.2.1, 2.2.4.4
the American public and foreign policy elites on two
dimensions of internationalism
IX-A Students should be able to recapitulate Just War
2.1.1.ix, 2.1.2,
Theory and the international law of armed conflict
2.2.2.2, 2.2.4.5
* See course introduction for the list of questions that form the units of the course.
6
Posting of Grades
6.1
Where to find them: All grades will be posted in the Blackboard grade book. To
compute your current grade, simply divide the number of points you have by the number of
points possible in your graded material.
6.2
When to look for them: Expect a period of one week between the day you submit an
assignment and when it will be returned to you. Most work for a week (including journal
entries) will be graded the following Sunday.
POLS 308-110 (Summer 2012) - Page 11
COURSE OUTLINE AND CALENDAR
Dates
Lesson
Lesson Plan
1. DOWNLOAD AND READ: the course syllabus, paying particular attention to
the course policies.
2. ASSESSMENT: Syllabus Quiz. To receive any credit at all, you must retake it
until you get 100% correct.
June 4
1
3. BEGIN the Academic Integrity Exercise on Blackboard. You will fail the class
if you have not completed this exercise before submitting Assignment 1 or
June 11, whichever comes first.
4. VISIT the study maps for the geography quizzes. Start playing with the
Europe one, and keep up throughout the course. Remember that the actual
quizzes are TIMED so that you cannot fumble around with a map to find each
state.
1. READ: Chapter 1: pp. 8-10 on 9/11
2. READ: Chapter 2: pp. 35-41 on the Study and Practice of World Politics
June
5-6
2
3. WATCH: Lecture: The World and You (24 mins)
4. WORK ON ASSIGNMENT 1: How does IR affect your life? DUE on Tuesday,
June 11
POLS 308-110 (Summer 2012) - Page 12
Dates
Lesson
Lesson Plan
1. READ: Chapter 2: pp. 21-35 on Competing Perspectives and the Social
Scientific Study of World Politics
2. READ: Chapter 1: pp. 10-20 on Levels of Analysis and “The Menu”.
3. WATCH: Lecture: Theories of International Politics (53 mins)
June
7-8
3
4. WATCH: Cold War Excerpts (Blackboard) (44 mins)
5. JOURNAL: Which perspective -- realism, liberalism, radicalism, or
constructivism -- best explains the onset of the Cold War, and what is the level
of analysis of this explanation? Was it caused by individuals, social groups,
characteristics of the US and USSR, interactions between the US and USSR, the
European “zone of conflict,” or the structure of the world system (bipolarity)?
1. COMPLETE ACADEMIC INTEGRITY EXERCISE BY JUNE 11 TO AVOID COURSE
FAILURE
2. SUBMIT Assignment 1 if you have not already done so.
June
10-11
4
3. READ: Chapter 4: pp. 67-70 and 73-88 on the Global System, Capabilities,
and Balances and Imbalances of Power
4.WATCH: Lecture: The System Level of Analysis (21 mins)
5. JOURNAL: What really constitutes power in the modern world system?
Considering your definition of power, is the world unipolar, bipolar, or
multipolar?
1. ASSESSMENT: Geography Quiz 1 – Europe
2. READ: Chapter 3: pp. 47-57 on the State as Global Actor
June
12-13
5
3. SKIM: Chapter 7: Table 7.1 on p.165
4. WATCH: Lecture: A Brief History of General Wars (42 mins)
5. JOURNAL: Knowing that general wars were generally (no pun intended)
catastrophic, why did the leaders of the great powers end up fighting each
other on a regular basis?
POLS 308-110 (Summer 2012) - Page 13
Dates
Lesson
Lesson Plan
1. READ: Chapter 1: pp. 3-5 on Dropping the Atomic Bomb and Ending the Cold
War
2. READ: Chapter 8: pp. 198-205 on Weapons of Mass Destruction
June
14-15
6
3. WATCH: Lecture: The War That Wasn’t (28 mins)
4. JOURNAL: Why study a war that didn’t happen? And why didn’t the Cold
War turn into World War III, especially given the things you said in your last
journal entry?
1. READ: Chapter 7: pp. 171-175 on War and the Distribution of Power
2. READ: Chapter 10: pp. 263-270 on Collective Action
3. READ: Chapter 11: pp. 302-320 on Regimes… and Economic Disorder and
Realignment
4. WATCH: Lecture: Theories of World War (47 mins)
June
17-18
7
5. READ: Chapter 15: pp. 429-431 on the “Global Future” called “The West Has
Won”
6. READ: Chapter 12: pp. 344-349 on Globalization
7. WATCH: Lecture: A New World Order? (8 mins)
8. RECOMMENDED READING: Chapter 12, pp. 349-353 on obstacles to and
dangers of Globalization
9. JOURNAL: Which theory is best, what does it predict about the next world
war, and how might we prevent such a conflagration? Will your children have
the nightmares I did?
POLS 308-110 (Summer 2012) - Page 14
Dates
Lesson
Lesson Plan
1. ASSESSMENT: Geography Quiz 2: Africa
2.WATCH: Lecture: Zones of Peace, Zones of Chaos (18 mins)
3. READ: Huntington (On Blackboard) -- A Clash of Civilizations?
June
19-20
8
4. READ: Chapter 15: pp. 431-436 on Culture Clash and Globalization and
Fragmentation
5. READ: Chapter 5: pp. 102-105 on Political and Strategic Culture
6. WATCH: Lecture: A Clash of Civilizations? (45 mins)
7. WORK ON Assignment 2, Part A. The due date for the entire assignment is
June 27, but you’ll need to use the map for the journal entry for the next lesson
on June 21-22.
1. READ: Excerpts from Erika Forsberg, Neighbors at Risk (On Blackboard)
2.WATCH: Lecture: Contagion I -- Conflicts (33 mins)
June
21-22
9
3. COMPLETE Assignment 2, Part A. The due date for the entire assignment is
June 27.
4. JOURNAL: Using your map, are most conflicts located in "clusters" or are
they more or less randomly distributed? Do conflicts tend to fall along the
same "fault lines" as those posited by the Clash of Civilizations argument?
Does "contagion" explain the patterns of war any better or worse than Clash of
Civilizations?
POLS 308-110 (Summer 2012) - Page 15
Dates
Lesson
Lesson Plan
1. ASSESSMENT: Geography Quiz 3 – Asia
2. READ: Chapter 11: pp. 289-292 on Approaches to Political Economy and 301302 on Interdependence and Peace
3. READ: Chapter 1: pp. 5-8 on the Asian Financial Crisis
4. READ: Dornbusch, Park, and Claessens (on Blackboard), Excerpts from
“Contagion: What it is and How it can be Stopped.”
5. READ: Chapter 13: pp. 376-379 on Dealing With Financial Crises
June
24-25
10
6. WATCH: Lecture: Contagion II – Economics (52 mins)
7. READ: Chapter 10: pp. 257-263 on Anarchy and International Organization
8. READ: Chapter 12: pp. 321-343 on European Union and Emerging Economic
Blocks (you may ignore Box 12.1 for now)
9. WATCH: Lecture: Security Communities (21 mins)
10. JOURNAL: How well does the "security community" concept explain the
zones of peace and prosperity on your map? Remembering the list of general
wars, just how remarkable is it that the world has been free of conflict between
Western European powers for nearly 70 years? Is the explanation the
emergence of a security community or is it due to the clustering of prosperity
(in which case, what explains why it clustered in Europe)?
1. SUBMIT Assignment 2. It is due on June 27.
2. READ: Chapter 4: pp. 70-73 – on National Power: Influence and pp. 89-97 on
Instruments of Influence
June
26-27
11
3. WATCH: Lecture: The Puzzle of Dyadic Interaction (20 mins)
4. READ: Chapter 7: pp. 164-175 and pp. 188-189 on Conflict Between States
and Information Warfare (you may ignore Box 7.2 for now)
5. READ: Chapter 9: pp.191-194 on Arms Acquisition
6. WATCH: Lecture: The Spiral to War (29 mins)
POLS 308-110 (Summer 2012) - Page 16
Dates
Lesson
Lesson Plan
1. READ: Chapter 5: pp. 123-125 on the Democratic Peace
2. READ: Chapter 11: pp. 292-302 on Economic Interdependence
June
28-29
12
3. WATCH: Lecture: Pathways to Peace (27 mins)
4. JOURNAL: Does the list of factors that promote peace accurately predict
which countries the US is friendly toward and which countries it views as
threats?
POLS 308-110 (Summer 2012) - Page 17
Dates
Lesson
Lesson Plan
1. READ: Chapter 6: pp. 129-134 on Rational Decision-Making
└STUDY CLOSELY: Box 6.1 (pp. 132-133) on Game Theory
2. WATCH: Lecture: Winners and Losers (70 mins – Blackboard-only)
3. READ: Chapter 7: Box 7.1 on pp. 168-169
4. READ: Chapter 8: pp. 206-214 on the Security Dilemma (including Box 8.1)
and Box 8.2 on p. 215
5. READ: Chapter 9: Box 9.2 on pp. 242-243
6. READ: Chapter 11: Box 11.1 on p. 299
7. READ: Chapter 12: Box 12.1 on pp. 337-338
8. READ: Chapter 14: Box 14.1 on pp. 400-401
July 1-2
13
9. WATCH/READ: GAME THEORY EXAMPLE (4 mins plus a short article)
10. WORK ON ASSIGNMENT 3: It is due tomorrow, July 3. Try to write down
the example given as a 2x2 game with payoffs of 4 for a country’s favorite
outcome down to 1 for its least-favorite outcome. What is the Nash
equilibrium of your game? Given your analysis, were the players in the
example playing rationally?
ADVICE ON ASSIGNMENT 3: Pick two sides (players), even though at least four
are mentioned. One should be the US, but the other can be Russia, the Syrian
regime, or the Syrian rebels. Narrow the strategic choices of each to two
options (the speaker in the clip helps by proclaiming one option "off the
table"). For the US, one option should be "pursue managed transition." Since
the video talks about "what ifs" you should have some idea of what each
combination of strategies' outcome will be. You can always use "some chance
of" if you're not sure. Then figure out how each side would rank the four
outcomes and solve! Your solution/game may be different from that of other
students.
POLS 308-110 (Summer 2012) - Page 18
Dates
Lesson
Lesson Plan
1. SUBMIT ASSIGNMENT 3, if you have not already done so.
2. READ: Chapter 9: pp. 214-225 on Deterrence, Arms Control, and
Disarmament
July 3
14
3.WATCH: Lecture: Deterrence or Destruction? (38 mins)
4. BEGIN WORK on Assignment 4. You should work on the history of the rivalry
until 2008 or so, taking care to minimize the use of direct quotes and to avoid
plagiarism. The whole assignment is due in two weeks.
1. ASSESSMENT – Geography Quiz 4: The Americas (yes, including the
Caribbean)
2. READ: Chapter 3: pp. 57-63 on Nonstate Actors in the Interstate System
3. READ Chapter 14: pp. 393-421 on Threats to the Global Commons
July 5-6
15
4. JOURNAL: Who (states, IGOs, NGOs, other nonstate actors or networks) is
best-positioned to overcome threats to the global commons, and what
methods will this require? Think back to all of the tools of influence we’ve
covered, as well as to game theory, the collective action problem, etc.
5. WORK on Assignment 4. You should finish the history of the rivalry until
2008 or so. The whole assignment is DUE on July 18.
POLS 308-110 (Summer 2012) - Page 19
Dates
Lesson
Lesson Plan
1. READ: Chapter 3: pp. 43-46 on Humans in Groups: Nationalism and the
Nation
2. READ: Chapter 5, pp. 106-110 on Societal Influences
3. READ: Chapter 8: pp. 183-188 on International Terrorism
4. READ: Chapter 9: pp. 232-237 and 245-256 on the Law of War, its Application
to Terrorism, Human Rights, and International Criminal Law
July 8-9
16
5. WATCH: Lecture: “Rogue States” (71 mins – Blackboard only)
6. JOURNAL: Does the foreign policy of the United States tend to promote
stability or instability in the world? Should the US be viewed as a “rogue
nation,” unconstrained by the niceties of law and morality – or is it closer to a
“global police(wo)man,” providing collective goods for others and enforcing
international law?
7. WORK on Assignment 4 today. You should complete the history of the
rivalry from 2008-2013, including any crises, friendly or hostile actions, and any
political or military developments. The whole assignment is DUE on July 18.
1. READ: Chapter 7: pp. 175-183 on Conflict Within States
2. WATCH: Lecture: Failed States (26 mins)
July 1011
17
3. READ: Chapter 13: pp. 355-369 on the Development Gap and Dependent
Development.
4. WATCH: Lecture: The Poverty Trap (45 mins)
5. JOURNAL: What cultural factors within a state might play a role in the
success or failure of state development? Describe how at least one would
negatively affect the development of the state over time, and why it would
persist despite its harmful effects?
POLS 308-110 (Summer 2012) - Page 20
Dates
Lesson
Lesson Plan
1. READ: Chapter 6: pp. 126-127 on Democratic Peace…Through Force?
2. READ: Chapter 13: pp. 369-389 on a New International Economic Order and
Development and Political Freedom
July 1213
18
4. WATCH: Lecture: Nation-Building (28 mins)
5. WORK on Assignment 4 today. You should now be looking for data on the
characteristics of the rivalry. Check the assignment for advice on how to find
such data, and remember that you’re looking for dyad-level data on all of the
listed dimensions. Be sure to keep track of your source for each datum! The
whole thing is due on July 18.
1. READ: Chapter 7: pp. 159-162 on Human Violence and Aggression and
Deprivation
2. READ: Chapter 6: pp. 135-155 on decision-making below the state level of
analysis
3. WATCH: No End in Sight (102 mins) while taking notes on who made what
decisions and why they made them (for #4 below)
July 1516
19
4. JOURNAL: Which decision-making model from the text best describes
decision-making in the run-up to and in the six months following the
conventional phase of the Iraq War? What evidence supports your choice to
apply this model to explain the early stages of the Iraq War?
5. WORK on Assignment 4, ensuring that it meets every requirement listed on
the exercise and that you have used proper writing throughout, cited all
sources properly, avoided any potential plagiarism issues, etc. It is due on July
18.
POLS 308-110 (Summer 2012) - Page 21
Dates
Lesson
Lesson Plan
1. SUBMIT Assignment 4, if you have not already done so.
2. READ: Chapter 5: pp. 100-102 on the difficulties of pursuing the National
Interest and Box 5.1 on pp. 104-105 on the Voting Paradox and the Problem of
Social Choice
3. WATCH: Lecture: The Menu for Choice (42 mins)
July 1718
20
4. READ Chapter 5: pp. 110-123 on Public Opinion
5. COMPLETE: Foreign Policy Survey (on Blackboard – see Assignments)
6. WATCH: Lecture: American Foreign Policy (30 mins)
7. JOURNAL: What category are you, and how well does the foreign policy
survey describe your beliefs? In what ways do you depart from the category
used to describe you?
1. READ or REVIEW: Ethics in World Politics: pp. 40, 64, 111, 162, 219, 236, 280,
370
July 1920
21
2.WATCH: Lecture: Theories of International Ethics (34 mins)
3. DISCUSS: What moral obligations does the United States have to other states
-- or to their people? Is there an ethical duty to follow any particular foreign
policy? Finally, what does the answer imply for you – what if anything is your
moral responsibility to others as a human being?
1. WATCH: Lecture: International Law (16 mins)
July 2223
22
2. JOURNAL: Should the United States follow the laws of war, as put forth in the
textbook and lecture? This could be a matter of prudence (you conclude that
empirical theory says it will serve the “National Interest”) or a matter of
principle (you conclude that there is a moral obligation to fight only lawful wars
and to do so lawfully). Or you might reject all ethical and moral rules as
inapplicable to war – or perhaps just inapplicable to the US. What are your
conclusions?
3. REVIEW: All of your notes from the readings and lectures. The Review
Guides may be useful.
POLS 308-110 (Summer 2012) - Page 22
Dates
Lesson
July 2426
Exam
Lesson Plan
ASSESSMENT: Final Exam
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
7
Course Policies
7.1
Instructor Late/Incomplete Policies for POLS 308
7.1.1 There will be no incompletes in this class, barring actual hospitalization after the
withdrawal deadline has passed.
7.1.2 Late work will receive zero credit.
7.2
Operation of the Online Course and Being an Online Student
7.2.1 Pacing. This is not a self-paced class. There is one lesson each weekday, which
should be completed on or before that day. There are strong incentives to keep pace
with the rest of the class. Since this is an asynchronous online course and an intensive
8-week summer course, you should be able to find time every day for your studies, and
to plan for unexpected events by keeping a day or two ahead of the schedule if
necessary.
7.2.2 Self-Discipline. Online learning requires students to be very self-disciplined. Be
sure you understand and are prepared to comply with all required class assignments
and deadlines. TAMU-CT has a license for a readiness assessment for online learning.
You may wish to gauge your readiness by taking this assessment
(http://tamuct.smartermeasure.com).
7.3 Advice on Reading/Watching the Course Material
7.3.1 Take notes. The instructor cannot call on you in an online course, so you need to
adopt strategies that keep you engaged and thinking while you are reading the material
or watching lectures.
7.3.2 Structure your notes. While the lectures are presented in outline form (and the
PowerPoint files are available on the course website), you should also be taking
structured notes on the readings. Highlighting/underlining is generally a terrible study
technique, compared to outline-style notes.
7.3.3 Hint: If you already knew something before the course, you have no need to
write it down. Limiting your notes to stuff you didn’t already know makes studying for
the final exam a bit easier.
8
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for
POLS 308-110 (Summer 2012) - Page 23
the necessary paperwork. Professors cannot drop students; this is always the responsibility of
the student. The Records Office will provide a deadline by which the form must be returned -completed and signed. Once you return the signed form to the records office and wait 24
hours, you must go into Duck Trax and confirm that you are no longer enrolled. Should you still
be enrolled, FOLLOW-UP with the records office immediately! You are to attend class until the
procedure is complete to avoid any penalty for absences. Should you miss the deadline or fail to
follow the procedure, you will receive an F in the course.
9
Academic Integrity
9.1 University Statement on Academic Integrity: Texas A&M University - Central Texas expects
all students to maintain high standards of personal and scholarly conduct. Students guilty of
academic dishonesty are subject to disciplinary action. Academic dishonesty includes but is not
limited to: cheating on an examination or other academic work, plagiarism, collusion, and the
abuse of resource materials. The faculty member is responsible for initiating action for each
case of academic dishonesty. More information can be found
at www.tamuct.org/studentconduct.
9.2 Further Detail
9.2.1 Common Violations to Avoid. Some common violations of academic integrity that
I have observed while teaching this class at TAMU-CT are
 Receiving assistance or answers on any coursework from anyone other than the
instructor. A single “shared” or plagiarized answer or journal entry is sufficient
to trigger the Academic Misconduct policy. If you provide your work to someone
else and they proceed to copy part or all of it, both of you will be deemed to
have violated the policy.
 Plagiarism. This is found in two forms. Avoid both of them.
 Use of direct quotes without quotation marks. Even if you are just using
three- or four-word phrases, you need to surround them with quotation
marks if you didn’t create them yourself. This is true even if you cite the
source! Remember that changing a few words in a sentence does not
transform a direct quote into a paraphrase; instead, it transforms one
long direct quote into several shorter direct quotes with a word of your
own between each. A true paraphrase is the expression of the cited
source’s ideas in your own words.
 Paraphrasing another person’s words without citing the source.
9.2.2 Instructor-Imposed Penalties
 The normal penalty for a violation of academic integrity (whether or not it is
specifically listed above) in any of my classes is a grade of zero for the work or a
deduction of 20% (two letter grades) from your course grade, whichever is
greater. The infraction will be reported to the TAMU-CT administration, with a
recommendation for probation in the case of deliberate violation or no further
action in the case of clearly inadvertent violation.
POLS 308-110 (Summer 2012) - Page 24

10
The (a) outright purchase, download, or completion by others of a homework
assignment or final exam, or (b) multiple violations of academic integrity
(whether the previous violation was in this course or other courses) display such
serious disregard for academic integrity that either one of them will result in
course failure and recommendation for expulsion by the TAMU-CT
administration.
Disability Support Services
10.1 Statement on Disability Support: The Americans with Disabilities Act (ADA) is a federal
anti-discrimination statute that provides comprehensive civil rights protection for persons with
disabilities. Among other things, this legislation requires that all students with disabilities be
guaranteed a learning environment that provides for reasonable accommodation of their
disabilities. If you believe you have a disability requiring an accommodation, please contact
Ryan Thompson, Academic Support Programs Coordinator, at (254) 519-5796 or by email at
rthomp8@ct.tamus.edu. For more information, you can also visit the Disability Support
website at www.ct.tamus.edu/departments/academicsupport/disability.php.
10.2 Specific Information for This Course: For students who have a documented disability
preventing them from hearing the lessons properly or learning from auditory material, I can
personally provide transcripts of all lectures. For students who are visually impaired, I can
include ALT-TEXT on all substantive images to enable to student’s screen reader to parse the
PowerPoint slides. The slides are available on Blackboard for any student to download.
11
Tutoring
TAMU-CT offers its students tutoring, both on-campus and online. Tutoring is available in the
following subjects: Accounting, Finance, Statistics, Mathematics, and Writing (MLA and APA).
For hours, or if you are interested in becoming a tutor, contact Academic Support Programs at
254-519-5496 or by emailing gnichols@ct.tamus.edu.
Tutor.com is an online tutoring platform that enables TAMU-CT students to log-in and receive
FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Writing,
Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. Chat live with a
tutor 24/7 for any subject on your computer at www.tutor.com/tamuct, or use the Tutor.com
To Go App on your iPhone, iPod touch, or iPad. Visit www.tutor.com/togo to download the app
for free. If you have any questions about Tutor.com, please contact Ryan Thompson at 254519-5796, or by emailing rthomp8@ct.tamus.edu.
12
Library Services
Library distance education services aim to make available quality assistance to Texas A&M
University - Central Texas students seeking information sources remotely by providing digital
reference, online information literacy tutorials, and digital research materials. Much of the
TAMU-CT collection is available instantly from home. This includes over half of the library’s
POLS 308-110 (Summer 2012) - Page 25
book collection, as well as approximately 25,000 electronic journals and 200 online databases.
Library Distance Education Services are outlined and can be accessed at:
http://www.ct.tamus.edu/departments/library/deservices.php
Information literacy focuses on research skills which prepare individuals to live and work in an
information-centered society. Librarians will work with students in the development of critical
reasoning, the ethical use of information, and the appropriate use of secondary research
techniques. Help may include, but is not limited to: the exploration of information resources
such as library collections, the identification of appropriate materials, and the execution of
effective search strategies. Library Resources are outlined and accessed at:
http://www.ct.tamus.edu/departments/library/index.php
13 Instructor’s Personal Statement (not on the quiz, but relevant to the course)
I strive to provide my students with a liberal arts education. Such an education is intended
to expand human potential by emphasizing critical thinking skills, strong writing and oral
communication skills, and perceptive response to others’ arguments. These goals enable
students to become lifelong learners, community members, and ultimately to lead rewarding
lives. Therefore, under the broad rubric of a liberal arts approach to teaching, I emphasize four
objectives in my teaching: development of critical thinking skills, advancement of writing and
speaking skills, moral development, and mastery of what in my judgment constitutes the “core”
of the area under study. These goals determine how I construct course syllabi, which materials
I use, and how I manage the classroom.
Critical Thinking Skills
I divide critical thinking skills into three components. First, students must be perceptive
readers. In nearly all courses, there are either sections of the readings or class handouts which
we discuss and debate, nearly line by line. The point of these exercises is to draw students’
attention to the multiple ways in which one might read a phrase or argument. Even where the
course readings consist largely of a standard textbook, I try to model this skill in class
discussions by initially responding to many questions with “Are you asking X, Y, or Z?”
Understanding the nuances of an argument is a prerequisite to analyzing it.
Second, students should have the ability to challenge and dissect arguments made by the
course materials, fellow students, or myself. There are some students who are looking for “the
way it is” to be handed to them from on high. I aim to challenge those students by presenting
concrete, unsolved puzzles, and then presenting a number of possible solutions, requiring them
to compare the evidence for each. Since the questions I ask in class are usually open questions
within the discipline of political science, there are no easy answers. When I open a class
discussion or grade homework assignments, I play “devil’s advocate” for each student or group,
taking a different position as I interact with each student. It is therefore futile for students to
simply parrot back what they believe the professor wants to hear.
Just as important as the ability to analyze an argument is the ability to construct and defend
one, choosing one among several imperfect explanations as the “best bet” for explaining a
POLS 308-110 (Summer 2012) - Page 26
phenomenon or the superior normative framework. There are some students who are very
good at critiquing existing explanations, but who then use this skill as an excuse to avoid
argument altogether: “None of these explanations are perfect, so it’s all just a matter of
opinion.” I force students to weigh the strengths and flaws of each competing explanation and
identify the one which is most likely to be correct. For empirical questions, I require them to
devise some way in which their preferred explanation could be tested. For normative
questions, I require them to apply their framework to difficult moral questions. In sum, I try to
combine the focus on argument dissection that one finds in debate with the focus on puzzlesolving that one finds in science and philosophy.
Writing and Speaking Skills
As a former debater and debate coach, I appreciate the importance of being able to write
and speak clearly. Of course, one of the most important ways to accomplish this is by assigning
writing (and, I other courses, speaking) activities that require effective argument. Ideally,
provision for revision and resubmission would be part of every course, but in shortened or
summer courses this is difficult. In order to help students proofread their work, I set up a web
site illustrating the most common student grammatical errors: word mix-ups, sentence
fragments, agreement of subject and verb, and improper comma or apostrophe usage. I am
then able to simply write the number of the error next to it on the page so that the student can
look up the error and the solution. This technique allows me to focus my comments on the
thesis, structure, and style of students’ essays.
Moral Development
One goal of a liberal arts education is to render students more capable of self-reflection and
positive development. Moral education is essential to this process, yet may be the most
difficult task facing an educator. Students must first be convinced that the ethical life is the
best life. Fortunately, most students already have a set of values, albeit sometimes underexamined and often inconsistent ones. The task of the professor is to challenge their moral
beliefs in such a manner that students have to choose between competing values and become
more consistent in their moral judgments. It is not the task of the professor to ensure that
students adhere to a particular value system or ideology; instead, the ideal professor will
challenge students of any ideology and make them more consistent in their judgments.
For this to be possible, students need to recognize their own underlying assumptions (often
their religious faith, combined with a cynical view of human behavior) that make a system of
values possible. They must then be able to defend the connections between those assumptions
and their value choices. In short, political science needs to be seen as part of a broader liberal
arts curriculum which prepares students to do justice (as students understand it) in the world.
Otherwise, we risk training sophists who simply use their skills to manipulate others.
POLS 308-110 (Summer 2012) - Page 27
Subject Mastery
Finally, each class I teach has a certain “core” of material I expect students to master. This
material is the necessary data for intelligent discussion of the questions posed by the course.
Mastery is different than memorization; it mean being able to apply the material to an
unanticipated question or situation. Accordingly, units are structured around great
unanswered questions or moral dilemmas. The nature of these questions determines the type
of class presentation. In 300-level classes, I typically tackle a puzzle using a PowerPoint
presentation and then use a combination of discussion work and homework to force students
to try to solve the puzzle. The final exam is based on both lectures and readings, and primarily
serves as an incentive to study the course materials.
POLS 308-110 (Summer 2012) - Page 28
Political Science 308
Assignment 2: Zones of Peace, Zones of Chaos?
Name________________________________
PRINT CLEARLY
In order to understand world politics, it is necessary to be familiar with the world’s political geography, for
regional explanations are becoming increasingly fashionable. This assignment allows you to evaluate such ideas
by comparing several explanations for the distribution of war in the system to the political-geographic evidence.
Instructions
Part A: Map the “zones of chaos” in the world. Using the attached map (or another world outline map),
complete the following steps. You will need colored pencils or markers of three different colors.
1. Shade in the following countries currently or recently fighting wars. Be sure to shade lightly enough that
you can write on each country and clearly see the writing, for you’ll have to do this in the next section of the
assignment.
a. Countries fighting internal wars, 2000-2012: Afghanistan, Angola, Burundi, Chad, Colombia, Congo
Republic, Democratic Republic of Congo, Guinea, India (Kashmir only – it’s on the northern half of
the border with Pakistan), Indonesia (Aceh only – it’s the northwest tip of the island of Sumatra),
Iraq, Israel, Ivory Coast, Liberia, Libya, Nepal, Pakistan, Philippines, Russia (Chechnya area only – it’s
just north of the border with Georgia), Rwanda, Sierra Leone, Somalia, Sri Lanka, South Sudan (when
it was part of Sudan), Sudan, Syria, Uganda, Yemen. COLOR # 1
b. The borders between the contiguous countries that are currently or recently fighting interstate
wars: Uganda-Democratic Republic of Congo (DRC), Rwanda-DRC, Ethiopia-Eritrea, Russia-Georgia,
Lebanon-Israel. COLOR # 2
2. Outline any conflict clusters that appear on your map: three or more contiguous states that experienced war
(Sri Lanka is considered contiguous to India). COLOR # 3
Part B : Test the power-war connection. Here is one the few areas where Wikipedia is actually useful, but you
have to know exactly which charts to consult. The data comes from
1. Mark the world’s ten largest economies according to the IMF by placing a $ (dollar sign) on them. This is
the leftmost column at http://en.wikipedia.org/wiki/List_of_countries_by_GDP_(PPP)
2. Mark the world’s most powerful militaries by placing an M on them. This time, there are two measures and
you should include any country that appears on either or both lists. First, you are looking for countries with
either $30,000 million ($30 billion) or above in Military Spending according to the Stockholm International
Peace Research Institute (see http://en.wikipedia.org/wiki/List_of_countries_by_military_expenditures ) or
500,000 or more soldiers according to the Correlates of War Project (difficult to find – the list is China, USA,
India, North Korea, Russia, South Korea, Pakistan, Iran, Turkey).
3. Mark the world’s most populous countries with a P. This time, look for countries with at least 150 million
people (see http://en.wikipedia.org/wiki/List_of_countries_by_population).
4. Mark the world’s nuclear powers with a star: US, UK, Russia, China, France, Israel, India, Pakistan, North
Korea.
 For each of the following, compare the fraction of countries with the relevant symbol that fought
wars (i.e 2/5 populous or or 7/9 nuclear – your figures will of course be different) to the fraction of
all countries that fought wars (about 1/7 of them). Are they more/less likely to fight than the
average country? Don’t forget to include the US, UK, and France (barely) for their participation in
the Iraq/Afghanistan Wars – even though you didn’t color them on the map. Largest Economies
($): ______ of _______ fought. This is more / less (circle one) than average (1/7 of all states)
POLS 308-110 (Summer 2012) - Page 29



Most Powerful Militaries (M): ______ of _______ fought. This is more / less (circle one) than
average (1/7 of all states)
Populous Countries (P): ______ of _______ fought. This is more / less (circle one) than average (1/7
of all states)
Nuclear Powers (*):______ of _______ fought. This is more / less (circle one) than average (1/7 of
all states) Example: There are 9 nuclear powers. Suppose you found that 6 of them were at war
during this period. The chance of a nuclear state being at war is therefore 6/9  2/3. Comparing
the fraction of nuclear-armed countries at war (2/3) to the fraction of all countries at war (1/7), we
would find that nuclear weapons make a country more likely to be involved in war.
When completed, do one or more of the following by the due date:
1. Return assignment to me or my secretary at Founder’s Hall.
2. Mail to: Jeffrey Dixon, Founder’s Hall, Texas A&M University – Central Texas, 1001 Leadership Place, Killeen,
TX, 76549
3. Scan the assignment and upload it via Blackboard (using the Attachments control in Assignment 2).
POLS 308-110 (Summer 2012) - Page 30
POLS 308-110 (Summer 2012) - Page 31
POLS 308 -- Assignment 4: Predicting Dyadic War
Overview:
This assignment asks you to evaluate the prospects for conflict and cooperation at the dyadic level of
analysis. The following dyads experienced a period of enduring rivalry that continued past the end of
2001 (our most recent dataset on interstate rivalries). Why were they rivals? Are they still rivals today?
And what is likely to happen to their relationship in the future?
Instructions:
1. Pick a dyad from the following list: China-Taiwan, India-Pakistan, Israel-Syria, North Korea-South
Korea, Ethiopia-Eritrea, Greece-Turkey, Georgia-Russia, Rwanda-DRC
2. Write an essay of between 1000 and 2000 words about this interstate rivalry – its history and
prospects for conflict or cooperation. The essay must be free of spelling/grammar issues, must
contain a clear thesis and evidence that allows the reader to evaluate that thesis, and must
properly cite all sources used (use APSA format – links to information are available on Blackboard).
When grading the essay I will also look for the following items:
a. An introductory paragraph with a clear thesis and a preview of your main points.
b. A section providing between 500 and 1000 words of analysis on the origin of the rivalry and
on the rivals’ behavior toward each other in the past few years. It should be clear from your
description whether the rivalry is intensifying or becoming less salient to each side. To find
relevant material, you may wish to try Academic Search Premier on the library website.
This is the academic database that I use the most. Just type in Country A’s name in one box,
Country B’s in another, and (if needed) “conflict” in the third. Useful articles then appear.
c. A section applying the causes of dyadic conflict and cooperation to this rivalry. Evidence on
particular factors can often be found in the CIA World Factbook, the Polity IV Project (for
regime scores), the appendices of your textbook (remember Assignment 1?), and Wolfram
Alpha (a useful search engine for data). You should address the following with specific
evidence from reputable sources, noting whether the dyad’s status makes it more/less
prone to cooperation/conflict. Remember to stay within the essay form. While you are
welcome to insert a table summarizing your findings on these factors, the text must stand
on its own.
i. Distance/Contiguity – Is there a common border? Contiguity itself needs no
evidence since anyone can look at a map, but you should still address it.
ii. Issue – Are the two sides primarily arguing over territory, regime, or something else?
iii. Regime -- Is the dyad a joint democracy, joint autocracy, or mixed?
iv. Balance of Power – Is this dyad characterized by parity or disparity? Is the balance
of power changing rapidly?
v. Satisfaction – Is this a dyad of states that are satisfied with the status quo, or is one
state dissatisfied? Are both states dissatisfied with the status quo?
vi. Interdependence – Do the sides trade with each other or have other financial ties or
forms of dependence? If so, is one side obviously more dependent than the other?
POLS 308-110 (Summer 2012) - Page 32
d. A conclusion that relates the evidence in each of these sections back to your thesis, showing
how they support your argument. Your conclusion should logically lead to a prediction
about whether the rivalry is likely to continue or to dissipate.
3. Complete the essay and submit it via Blackboard (under Assignments) by the due date listed on the
syllabus.
POLS 308-110 (Summer 2012) - Page 33