Syllabus Entrance
Printer Friendly
Email Syllabus

HIS 330 U.S. Military History
Toro, Paul R.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

HIS 330 U.S. Military History

Semester

S2T 2010 DL

Faculty

Toro, Paul R.

Title

Senior Instructor

Degrees/Certificates

BS - USAFA
MA - Norwich

Office Location

San Antonio TX

Office Hours

1:00 - 2:00 Central Time

Daytime Phone

210 732 7479

E-Mail

paul.toro@park.edu

Credit Hours

3


Textbook:
Textbooks:  

  • John Whiteclay Chambers II, and G. Kurt Piehler. Major Problems in American Military History. Wadsworth Publishing, 1998. ISBN: 066933538X
  • Allan R. Millett and Peter Maslowski. For the Common Defense: A Military History of the United States of America. Revised and Expanded. Free Press, 1994. ISBN: 0029215978
Articles:
 
 

WEEK 1

1. Title:  "The Militia of Colonial Massachusetts"

Author(s):  Jack S. Radabaugh

Source:  Military Affairs, Vol. 18, No. 1  (Spring, 1954), pp. 1-18

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/1982703

2. Title:  "Military Organisations and Military Change in Historical Perspective"

Author(s):  Jeremy Black

Source:  The Journal of Military History, Vol. 62, No. 4  (Oct., 1998), pp. 871-892

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/120181

WEEK 2

1. Title:  "Self-Governance and the American Citizen as Soldier, 1775-1861"

Author(s):  Ricardo A. Herrera

Source:  The Journal of Military History, Vol. 65, No. 1  (Jan., 2001), pp. 21-52

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/2677429

2. Title:  "The American Democratic Citizen Soldier: Triumph or Disaster?"

Author(s):  Peter Karsten

Source:  Military Affairs, Vol. 30, No. 1  (Spring, 1966), pp. 34-40

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/1985456

3. Title:  "Military Punishments in the War of 1812"

Author(s):  John S. Hare

Source:  The Journal of the American Military Institute, Vol. 4, No. 4  (Winter, 1940), pp. 225-239

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/3038685

WEEK 3

1. Title:  "Jomini and the Strategy of the American Civil War, A Reinterpretation"

Author(s):  Archer Jones

Source:  Military Affairs, Vol. 34, No. 4  (Dec., 1970), pp. 127-131

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/1986781

2. Title:  "A Study of Morale in Civil War Soldiers"

Author(s):  Pete Maslowski

Source:  Military Affairs, Vol. 34, No. 4  (Dec., 1970), pp. 122-126

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/1986780

3. Title:  "Drill, Training, and the Combat Performance of the Civil War Soldier: Dispelling the Myth of the Poor Soldier, Great Fighter"

Author(s):  Mark A. Weitz

Source:  The Journal of Military History, Vol. 62, No. 2  (Apr., 1998), pp. 263-289

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/120717

4. Title:  "Billy Yank and G. I. Joe: An Exploratory Essay on the Sociopolitical Dimensions of Soldier Motivation"

Author(s):  Thomas E. Rodgers

Source:  The Journal of Military History, Vol. 69, No. 1  (Jan., 2005), pp. 93-121

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/3397044

WEEK 4

1. Title:  "The United States Army as a National Police Force: The Federal Policing of Labor Disputes, 1877-1898"

Author(s):  Barton C. Hacker

Source:  Military Affairs, Vol. 33, No. 1  (Apr., 1969), pp. 255-264

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/1984485

2. Title:  "The American Military and the Principle of Civilian Control from McClellan to Powell"

Author(s):  Russell F. Weigley

Source:  The Journal of Military History, Vol. 57, No. 5, Special Issue: Proceedings of the Symposium on "The History of War as Part of General History" at the Institute for Advanced Studies, Princeton, New Jersey  (Oct., 1993), pp. 27-58

Publisher(s): Society for Military History Stable URL:  http://www.jstor.org/stable/2951800

Week 5

1. http://www.firstworldwar.com/origins/index.htm . Read Sir Michael Howard’s article: “World War One: The Crisis in European History--The Role of the Military Historian”
Author(s):  Michael Howard
Source:  The Journal of Military History, Vol. 57, No. 5, Special Issue: Proceedings of the Symposium on "The History of War as Part of General History" at the Institute for Advanced Studies, Princeton, New Jersey  (Oct., 1993), pp. 127-138
Publisher(s): Society for Military History
Stable URL:  http://www.jstor.org/stable/2951809

Week 6

1.     Title:  "Some Thoughts on World War II"
Author(s):  Gerhard L. Weinberg
Source:  The Journal of Military History, Vol. 56, No. 4  (Oct., 1992), pp. 659-668
Publisher(s): Society for Military History
Stable URL:  http://www.jstor.org/stable/1986166

2.     Title:  "Franklin Roosevelt as Commander-in-Chief In World War II"
Author(s):  William Emerson
Source:  Military Affairs, Vol. 22, No. 4  (Winter, 1958-1959), pp. 181-207
Publisher(s): Society for Military History
Stable URL:  http://www.jstor.org/stable/1985429

3.     Title:  "Women in Uniform: The World War II Experiment"
Author(s):  D'Ann Campbell
Source:  Military Affairs, Vol. 51, No. 3, Fiftieth Year--1937-1987  (Jul., 1987), pp. 137-139
Publisher(s): Society for Military History
Stable URL:  http://www.jstor.org/stable/1987516

4.     Title:  "The Power of Victory: Munitions Output in World War II"
Author(s):  Raymond W. Goldsmith
Source:  Military Affairs, Vol. 10, No. 1  (Spring, 1946), pp. 69-80
Publisher(s): Society for Military History
Stable URL:  http://www.jstor.org/stable/1983105

5.     Title:  "American Military Psychiatry and Its Role among Ground Forces in World War II"
Author(s):  Paul Wanke
Source:  The Journal of Military History, Vol. 63, No. 1  (Jan., 1999), pp. 127-146
Publisher(s): Society for Military History
Stable URL:  http://www.jstor.org/stable/120336

Week 7

1. Title: "American Strategy in Vietnam: The Postwar Debate"

Author(s): George C. Herring

Source: Military Affairs, Vol. 46, No. 2 (Apr., 1982), pp. 57-63

Publisher(s): Society for Military History Stable URL: http://www.jstor.org/stable/1988113

2. Title: "Toward a Better Understanding of Attrition: The Korean and Vietnam Wars"

Author(s): Carter Malkasian

Source: The Journal of Military History, Vol. 68, No. 3 (Jul., 2004), pp. 911-942

Publisher(s): Society for Military History Stable URL: http://www.jstor.org/stable/3396732

Week 8

1. Title: "'An Inward Looking Time': The United States Army, 1973-1976"

Author(s): Richard Lock-Pullan

Source: The Journal of Military History, Vol. 67, No. 2 (Apr., 2003), pp. 483-511

Publisher(s): Society for Military History Stable URL: http://www.jstor.org/stable/3093465

2. Title: "The "Long Pull" Army: NSC 68, the Korean War, and the Creation of the Cold War U.S. Army"

Author(s): David T. Fautua

Source: The Journal of Military History, Vol. 61, No. 1 (Jan., 1997), pp. 93-120

Publisher(s): Society for Military History Stable URL: http://www.jstor.org/stable/2953916

3. Title: "The Duality of the American Military Tradition: A Commentary"

Author(s): Edward M. Coffman

Source: The Journal of Military History, Vol. 64, No. 4 (Oct., 2000), pp. 967-980

Publisher(s): Society for Military History Stable URL: http://www.jstor.org/stable/2677263

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
HIS 330 U.S. Military History: This course is an overview of the U.S. Military experience from pre-Revolutionary to the Present with a focus on hose the nation things about, prepares for, and conducts warfare. The course will examine the interaction of the military, cultural, social, institutional, and international factors that have shaped U.S. Military history. 3:0:3

Educational Philosophy:
Course material is presented utilizing a variety of methods including lectures, required readings and research, and discussions. Students are evaluated based on competency standards and demonstrated improvement in written assignments, discussion, and exams.

Class Assessment:
 

Each student is responsible for completing:

  • Discussion of the readings (due each Week): 120 points
  • Brief writing assignments in weeks 1, 2, 3, 5, 7: 50 points
  • Midterm Exam (due in Week 4): 100 points
  • Core Assessment assignment (due in Week 6): 100 points
  • Proctored Final Exam (due in Week 8) : 130 points
  • Total Points for Term: 500 points

Grading:
 

Grading Philosophy:

A is exceptional and an uncommon achievement.

B is above the average performance of a 1st or 2nd year college student and is earned by exceeding the standard.

C is the average expected of a 1st or 2nd year student and is earned by meeting the standard.

D is below average and marginally meets the course standard.

F is obviously failing to meet the course standard.

Course Grading Scale: These points are non-negotiable. In other words, 449 points is a B, not an A.

A = 90 - 100% (or 450 to 500 points)

B = 80 - 89% (or 400 to 449 points)

C = 70 - 79% (or 350 to 399 points)

D = 60 - 69% (or 300 to 349 points)

F = < 60% (299 or fewer points)
 
 

Class Assessment:

Each student is responsible for completing:

  • Discussion of the readings (due each Week): 120 points
  • Brief writing assignments in weeks 1, 2, 3, 5, 7: 50 points
  • Midterm Exam (due in Week 4): 100 points
  • Core Assessment assignment (due in Week 6): 100 points
  • Proctored Final Exam (due in Week 8) : 130 points
  • Total Points for Term: 500 points

Course Overview: Each week, we will have readings, three discussions, and another additional activity. In week 1, the additional activity will be a brief paper; in week 2, the additional activity will be a brief paper; in week 3, the additional activity will be a brief paper; in week 4, the additional activity will be the midterm exam; in week 5, the additional activity will involve writing the thesis for the core assessment; in week 6, the additional activity will be the core assessment; in week 7, the additional activity will be a brief paper; in week 8, the additional activity will be the proctored final exam. Values and rubrics for these additional activities will be placed in the course with the assignment.

Weekly Discussions: There are three discussions each week, worth 5 points each, for a total of 15 discussion points per week and 120 discussion points for the term. These discussions involve responding to a question based upon the readings and responding to classmates. These are to be thorough, thoughtful discussions and are to be mostly the student’s critical thinking and analysis and not largely borrowed materials from other sources, though source references should be used in support of student ideas and arguments. Only course readings can be referenced in the discussions, and only enough to support the argument. Appropriate documentation is required for references.  Following is the discussion rubric.

 

Discussion Rubric

Points

Initial Post

Response Post

Post contains exceptional critical thinking and analysis which answers the question, integrates the discussion into the broader scope of the course, and synthesizes course materials for support. Post has no errors in grammar and punctuation. Post is the required length.

Response contains exceptional critical thinking and analysis which addresses the initial post, integrates the discussion into the broader scope of the course, and synthesizes course materials for support. Response has no errors in grammar and punctuation. Response is the required length.

__5__

Analysis answers the question and makes some use of course materials for support. Post contains very few errors in grammar and punctuation. Post is as much as 50 words below required length.

Response analytically answers the initial post and makes some use of course materials for support. Response contains very few errors in grammar and punctuation. Response is as much as 10 words below required length.

__4__

Analysis answers the question but might not place the issue in a broader context or synthesize course materials for support. Post contains a few errors in grammar and punctuation. Post is as much as 100 words below required length.

Response analytically addresses the initial post but might not place the issue in a broader context or synthesize course materials for support.

Response contains a few errors in grammar and punctuation. Response is as much as 20 words below required length.

__3__

Post only partially answers the question and contains numerous errors in grammar and punctuation. Post is as much as 150 words short of required length.

Response only partially addresses the initial post and contains numerous errors in grammar and punctuation. Response is as much as 30 words short of required length.

__2__

Post does not answer the question. Response contains gross errors in grammar and punctuation. Post is under 50 words.

Response does not address the initial post. The response contains gross errors in grammar and punctuation. Response is under 20 words.

__1__

 

Week 6 Core Assessment:

The final paragraph from For the Common Defense Introduction (xiv) says:

“Americans have had a peculiar ambivalence toward war. They have traditionally and sincerely viewed themselves as a peaceful, unmilitaristic people, and yet they have hardly been unwarlike. Statistics alone testify to the pervasive presence of war in the nation’s history, for tens of millions of Americans have served in wartime and more than a million have died in uniform. Understanding both this paradoxical love-hate attitude toward war and the relationship among military institutions, war, and society is essential in comprehending America’s past, its present, and, perhaps, its future.”

CLOs:

1.     Interpret and analyze the “American way of war”

2.     Describe and compare American military models

3.     Analyze changing American military policies and goals

4.     Examine American military use of technology

5.     Analyze American relationship with, preparation for, and application of war

Use each of the five Core Learning Outcomes to address the issues highlighted in the final introductory paragraph of For the Common Defense. What evidence from our readings suggests that Americans consider themselves essentially peaceful? What evidence shows Americans as warlike? Explain this paradoxical love-hate attitude toward war and how this relationship is reflected in America’s military history. Finally, why is understanding this important?

This analytical essay should be:

  • Double-spaced, font size of 10-12, Times New Roman.
  • Citations in proper Chicago Style for History Majors OR MLA or APA Style for non-History Majors.
  • Use margins of one-inch on all four sides
  • Contain a proper page header with numbered pages.
  • Length: 1,000 to 1,500 words (approximately 4 to 6 pages).
  • Include an abstract of 40-60 words.
  • Include an introduction paragraph with a clear statement of thesis or purpose, and a conclusion paragraph that reiterates your key points.
  • Be placed as a Word or rtf document by midnight on Sunday of week 6.

Papers will be evaluated for both content (evidence and argument) and style of presentation. Proofread, Proofread, Proofread!   

Core Assessment Grading Rubric: Due at the end of Week 6

Abstract (10 points): The abstract should be 40-60 words in length.

Thesis Statement (10 points): introduction with clear thesis statement

Your Analysis (50 points):

1. America’s paradoxical love-hate relationship with war

2. How this relationship influences American war

Conclusion (10 points): conclusion paragraph that reiterates key points

Writing Mechanics (20 points):

Grammar, Punctuation & Spelling, Length, Paper format, Chicago Style OR MLA Style for non-History Majors

Communication Skills covered by these "writing mechanics" are part of the class rubric - see the course syllabus. This is also important to the discipline of History so that you can clearly convey your ideas to your reader. Keep in mind, however, that the large majority of the paper's point value (85+%), is based on the content.

Total Possible: 100 points

The student is held responsible for fully understanding what constitutes plagiarism and Park University's and the instructor's regulations regarding consequences of plagiarism detection and fabrication.

Be sure to check out the Park University “Writing Help” resources:  http://www.park.edu/support/writing.asp

Citation style resource:  http://citationmachine.net/

Midterm Exam: The midterm exam will be administered during week 4 and will be worth 100 points. This exam will cover materials from weeks 1, 2, 3, and 4. It will include short answer, identification, and essay questions. The exam is open book; however, you will only have a 90-minute time limit. A missed midterm can only be made up if I receive notice ahead of time that you will miss it.

Proctored Final Exam: The proctored final exam will be comprehensive and will be worth 130 points. It will be a two-hour, closed-note, closed-book exam. It will include short answer, identification, and essay questions. This exam will cover material from Weeks 1-8. For proctored examinations, photo identification is required at the time of the test. You will also need to check with your proctor to see if they will need for you to bring paper to the exam since this is a short answer and essay exam. Guidelines for selecting an acceptable proctor can be found on the Park University Website.

Other Information on proctored exams:

  • It will be the responsibility of the student to arrange for an instructor-approved-and-accepted proctor, by week 6 of the term.
  • Approval of proctors is the discretion of the Online instructor.
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.
  • Failure to take a final proctored exam will result in an automatic "F" grade.

Late Submission of Course Materials:
All work is due on the due date unless students make prior arrangements.

Classroom Rules of Conduct:

The fundamental objective of this course is to learn. That means we must all work together and learn from each other. In order to accomplish this, we must treat each other with respect. Everyone will have the opportunity and freedom to express their ideas. Be sure to review the Park Student Code of Conduct.

Course Topic/Dates/Assignments:
 

Brief Course Schedule:

Weeks

     Topics

     Assignments

·         See each weekly unit home page for more specific discussion of weekly assignments and topics.

·         All assignments and exams are due by midnight (Central) on Sunday of the week in which they are assigned.

Week 1

·        American military history

·        Colonial warfare

  • Lecture
  • Readings
    • Major Problems, chs. 1, 2
    • Common Defense, chs. 1, 2
    • Linn and Weigley article
    • Radabaugh article
    • Black article
    • Sheffer excerpt of Chambers
  • Discussions
  • Brief paper

Week 2

·        The Revolutionary Era

·        Preserving Independence

·        Military expansion to the Civil War

  • Lecture
  • Readings:
    • Major Problems, chs. 3, 4, 5
    • Common Defense, chs. 3, 4, 5
    • Herrera article
    • Karsten article
    • Hare article
  • Discussions
  • Brief paper

Week 3

·        The Civil War era

·        The American Way of War

  • Lecture
  • Readings:
    • Major Problems, chs. 6, 7
    • Common Defense, chs. 6, 7
    • Jones article
    • Maslowski article
    • Weitz article
    • Rodgers article
  • Discussions
  • Brief paper

Week 4

·        Post-Civil War America

·        Birth of an Empire

·        World Power status

  • Readings:
    • Major Problems, ch. 8
    • Common Defense, chs. 8, 9, 10
    • Hacker article
    • Weigley article
  • Discussions
  • Midterm Exam

Week 5

·        World War I

·        Inter-war years

Week 6

·        World War II

  • Readings:
    • Major Problems, chs. 11, 12
    • Common Defense, chs. 13, 14
  • Two of the following articles:
    • Weinberg article
    • Emerson article
    • Campbell article
    • Goldsmith article
    • Wanke article
  • Discussions
  • Core Assessment

Week 7

·        Post-World War II

·        The Cold War

·        Korea

·        Vietnam

  • Readings:
    • Major Problems, chs. 13, 14
    • Common Defense, chs. 15, 16,17
    • Herring article
    • Malkasian article
  • Discussions
  • Brief paper

Week 8

·        Cold War

·        1993 Gulf War

  • Readings:
    • Major Problems, ch. 15
    • Common Defense, ch. 18, Epilogue
    • Lock-Pullan article
    • Fautua article
    • Coffman article
  • Discussions
  • Proctored Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:2/22/2010 2:48:33 PM