Assignment 3: America as a Superpower  

For History 105: Dr. Stansbury’s classes (7 pages here)

 Due Week 9 and worth 120 points.  The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 9 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.

Assignment 3: America as a Superpower
Due Week 9 and worth 120 points

The previous assignments focused on domestic matters in U.S. history. This last assignment explores America’s international role in recent decades. 

BACKGROUND–By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from 1950 to the present. The American international “policing” role developed because of the Cold War, but now terrorists or any power having or trying to get weapons of mass destruction (WMD) are the potential targets of such a role.  Examine the statements below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Your paper will use specific examples—two from the Cold War years and two from the past two decades.   

NOTE: The word “policing” here has nothing to do with traditional law enforcement agencies. It is more about trying to manage parts of the globe—usually by use of military force or the threat of it. The aim of this management may be to maintain stability, remove threats of “rogue” forces or terrorists or weapons, prevent the expansion of autocratic rule, protect a fledgling democracy, etc. 

Choose one of these position statements (make it the last sentence of your introductory paragraph): 

THESIS STATEMENT 1. By examples from different decades since 1950, it is clear that the international policing role and strategy of the United States was once essential, but should now be discarded as ineffective and counterproductive. 

THESIS STATEMENT 2. By examples from different decades since 1950, it is clear that the international policing role and strategy of the United States during the Cold War has become even more necessary in this period of terrorism and instability. 

· Plan to make that thesis statement the last sentence in your introductory paragraph. The general subject is America’s international “policing” role as a superpower for the last 70-plus years. You may moderate the wording slightly to fit more precisely the position you wish to take. This is NOT a simple statement of a topic; it is a statement of a position you are taking about that topic. p.s.—Valid arguments and “A” papers can be made with either thesis. So, you choose the one you think is the stronger position. 

In your paper, use specific examples—two from the Cold War years (1950-1991) and two from the past three decades (since 1991).   After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues with this FOUR-PART organization:    

1. Part       One—one paragraph. INTRODUCTION AND THESIS STATEMENT. The position you choose will be       the thesis statement in your opening paragraph; make it the last sentence       of the paragraph.
2. Part       Two—two paragraphs normally. FOUR EXAMPLES. To support your thesis, use four       specific examples, two from the Cold War years (1950-1991) and two for       the recent decades (1991-the present). The examples should be specific and clearly support your       thesis. In these paragraphs one       generally must have in-text citations to support your specific examples       and to show where the information was found. Spread out the examples—different       decades. Make the examples       SPECIFIC. The FORMAT SAMPLE paper       can also help on this part. 
3. Part Three—one paragraph normally. DEALING WITH THE       OPPOSING VIEW. Identify the opposing view and explain why the opposing       view is weak in comparison to yours. No       new research needed; just one paragraph of critical thinking 

Length: The paper should be 50suggesting       why your thesis/position is stronger than a different view. Approach it this way: You adopted a thesis statement. The       opposing view is the thesis statement you did NOT adopt. You might start       this paragraph by saying “Some may disagree with my thesis and argue       that ——- .” THEN—you spend 3 or 4 sentences giving       a reasoned argument why your thesis is stronger than the opposing       view. 

1. Part Four—one       paragraph: LEGACY TODAY AND CONCLUSION: Consider your life today: In what way       does the history you have shown shape or impact issues in your workplace       or desired profession? This might be unclear at first since it is foreign       policy. But, super-power status does inevitably provide advantages in a       global economy.) This might be easy if you work in cyber security,       criminal justice, IT, etc. You can       consider the legal impact of terrorism on justice system, privacy issues,       etc. Even a business must now plan       accordingly. Every profession now must have security safeguards, plan       what to do with data, etc. A few       comments on these things for your profession—and some comments on how       this impacts our lives in general0-to-750 words in length. 

Research and References: You must use a MINIMUM of four quality academic sources; the Schultz textbook must be one of them. The other three may be from the list below or from other quality sources you find in the university’s online library. (Sticking with the list is a safe strategy; using other quality sources from the university’s online library is permitted.) This is guided research, not Googling. 

SWS Form for the textbook: 

Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.

Choose sources relevant to the topic and position you are taking:

G. H. W. Bush. March 6, 1991. Address before a Joint Session of the Congress on the Cessation of the Persian Gulf Conflict. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bushnwo.html 

S. Chace. Summer, 2015. The Cuban Missile Crisis: Leadership as Disturbance, Informed by History.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=110092272&site=eds-live&scope=site 

J. F. Dulles. Jan. 2, 1954. Secretary Dulles’ Strategy of Massive Retaliation. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/dulles.html 

M. Klare. July 15, 2002. Endless Military Superiority. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=6926412&site=eds-live&scope=site 

T. McCrisken. April/May, 2013. Obama’s Drone War. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86689166&site=eds-live&scope=site 

C. Paul. 2008. Marines on the Beach: The Politics of U.S. Military Intervention Decision Making. eBook. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=275009&site=eds-live&scope=site 

C. Powell. Feb. 6, 2003. Transcript of Powell’s UN Presentation. http://www.cnn.com/2003/US/02/05/sprj.irq.powell.transcript/ 

R. Reagan. March, 1983. Remarks at the Annual Convention of the National Association of Evangelicals. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/evilemp.html 

Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed. 

S. M. Tarzi. Sept. 2014. The Folly of a Grand Strategy of Coercive Global Primacy: A Fresh Perspective on the Post-9/11 Bush Doctrine.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=98323177&site=eds-live&scope=site

The specific course learning outcomes associated with this assignment are:

• Analyze the rise of the United States to a world      “superpower” and how that status has shaped its internal developments in      recent decades.
• Examine how changes in social and economic conditions      and technology can cause corresponding changes in the attitudes of the      people and policies of the government
• Summarize and discuss the ways that formal policies of      government have influenced the direction of historical and social      development in the United States.
• Recognize the major turning points in American history      since the Civil War.
• Use technology and information resources to research      issues in contemporary U.S. history.
• Write clearly and concisely about contemporary U.S.      history using proper writing mechanics.

————————————– 

GRADING RUBRIC: Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

 Points: 120

Assignment 3:  America as a Superpower

Criteria

Unacceptable
Below 60% F

Meets Minimum Expectations
60-69% D

Fair
70-79% C

Proficient
80-89% B

Exemplary
90-100% A

1. Clearly   introduce your paper with your thesis.
  Weight: 10%

Poor or no   introduction. No thesis statement used from those provided.

Insufficiently   introduced your paper with your thesis statement.

Partially   introduced your paper with your thesis statement.

Satisfactorily   introduced your paper with your thesis statement, chosen from the list   provided.

Thoroughly and   clearly introduced your paper with your thesis statement chosen from the list   provided.

2. Discuss four   specific examples from different decades (between 1950 and the present) to   support your thesis. However, two (2) examples must be from the Cold War   years (before 1991) and the other two (2) examples must be from the past   twenty (20) years. Be persuasive and coherent with sound reasoning; have   examples based on solid research.
  Weight: 30%

Did not submit or   incompletely discussed four examples from the correct time period. The   examples covered are not supported by research and reason.

Insufficiently   discussed four examples from the right time frame. The examples might not all   have clear relevance to the thesis or strong support from research and   reason.

Partially   discussed four examples from the proper time frame. The examples might not be   as relevant or as well researched as they should be.

Satisfactorily   discussed four clear examples from the proper time frame. Examples are based   on good research and are relevant to the thesis.

Thoroughly and   coherently discussed four
  clear examples from the proper time frame (at least one example being from   the last ten years). The discussion is persuasive and with sound reasoning   and good support.

3. Explain   clearly and persuasively why the opposing view to yours would be in error or   would be a weaker view.
  Weight: 20%

Did not submit or   incompletely explained why the opposing view to yours would be in error or   would be a weaker view.

Insufficiently   explained why the opposing view to yours would be in error or would be the   weaker view. The reasoning or examples might be flawed.

Partially   explained why the opposing view to yours would be in error or would be the   weaker view. The reasoning or examples might be flawed.

Satisfactorily   explained why the opposing view to yours would be in error or would be the   weaker view.

Thoroughly and   clearly explained why the opposing view to yours would be in error or would   be the weaker view. Used persuasive reasoning or clear examples.

4. Discuss   effectively the ways that the history you have covered shapes or impacts   issues in your workplace or desired profession. Weight: 20%

Did not submit or   incompletely discussed how the history you have covered shapes or impacts   issues in your workplace or desired profession.

Insufficiently   discussed how the history you have covered shapes or impacts issues in your   workplace or desired profession.

Partially   discussed how the history you have covered shapes or impacts issues in your   workplace or desired profession

Satisfactorily   discussed how the history you have covered shapes or impacts issues in your   workplace or desired profession.

Thoroughly and   effectively discussed how the history you have covered shapes or impacts   issues in your workplace or desired profession.

5. Used the   MINIMUM of FOUR references, drawing from the list provided (using at least   two sources from our online Library). The class text is one of the sources   used. References are listed at the end and matching in-text citations are   used.
  Weight: 10%

No references   provided

Does not meet the   required number of references; Insufficient on the reference list or in-text   citations.

Does not meet the   required number of references; some references poor quality choices or not   from the list provided.

Meets minimum   number of required references; most references come from the list provided.

Meets at least   the minimum number of required references; all references high quality   choices. Sources are listed at the end and also cited in the body of the   paper. Solid research is evident.

6. Writing and   Presentation:   
  Used good grammar. Presentation shows clarity, reason, and critical thinking   with proper writing mechanics. SWS format is used for reference entries,   in-text citations, paper layout, and organization. Instructions followed.
  Weight: 10%