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HIS 330 U.S. Military History
Bergmeister, Francis X.


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

HIs330 U.S. Military History

Semester

U1F 2010 QU

Faculty

Bergmeister, Francis X.

Title

Adjunct Faculty

Degrees/Certificates

BS, Wharton School, University of Pennsylvania
MA, Georgetown, MS, University of Southern California
MS, The American College

Office Location

Quantico Park office and classroom

Office Hours

5:00 pm to 5:30 pm day of class

Daytime Phone

540.841.2360

Other Phone

540.288.0406

E-Mail

Francis.Bergmeister@park.edu

fxbergmeister@msn.com

Semester Dates

31 May – 01 Aug 2010

Class Days

--T----

Class Time

5:30 - 10:30 PM

Credit Hours

3


Textbook:
 

  •  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

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Note:  The Quantico Research Center has several copies of   

Allan R. Millett and Peter Maslowski. For the Common Defense: A Military History of the United States of America

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.
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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:
 

The student at the end of the course will be able assess historical materials, their relevance to a given interpretive problem, their reliability, and their importance, and to weigh the evidence and interpretations presented in historical scholarship.  This US Military course should thus develop the skills necessary to arrive at conclusions concerning the effects of the armed forces on American philosophy, history and government. Each student will be able to arrive at an informed judgment concerning the effects of the armed forces on American philosophy, history and government and present reasons and evidence clearly and persuasively in essay format. Also, this course will teach each student how to develop and write a historically correct paper by using primary sources and documents.

Learning Outcomes:
  Core Learning Outcomes

  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


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!

Link to Class Rubric

Class Assessment:
 

In additon to the core assessment, each student is responsible for:  

1. A one page Content Review of an article from a History Website approved by the instructor.  

2. A one page Content Review on a Military History book approved by the instructor.

3a. A Battle Analysis Presentation of no more than 9 PowerPoint slides approved by the instructor.  
 
OR

3b. A  Course Summary of the student’s notes (no more than 4 pages) from classes 1 through 8 provided to the instructor at the 9th class.

Grading:
 

The A Presentation/Review:

Excellent performance. The student demonstrates superior knowledge of the subject matter and outstanding critical and communication skills during the presentation or content review. Presentations/Reviews at the bottom of this range may display weaknesses in one or two areas, but are excellent overall.

The B Presentation/Review:

Above average to average performance The student demonstrates strong knowledge of the subject matter and developing critical and communication skills during the presentation. Presentations/Reviews at the bottom of this range display weaknesses in two or more areas but are good overall.

The C Presentation/Review:

Below average to poor performance The student demonstrates decent understanding of the subject matter and limited critical and communication skills during the presentation. Presentations/Reviews at the bottom of this range display weaknesses in most areas, but are satisfactory overall.

The D Presentation/Review:

Minimal performance The student demonstrates little understanding of the subject matter and virtually no critical and communication skills during the presentation. Presentations/Reviews  in this range are deficient in all areas and only marginally meet the expectations for the level of the course. These grades may be insufficient for promotion or graduation.

The F Presentation/Review:

Unsatisfactory performance The student does not meet minimum expectations for the level of the course or materially fails to complete the assignment. 

Grading:

The core assessment will be worth 250 points.

Each Content review will be worth 50 points for a total of 100 points.

Classroom discussions will be worth 50 points. 

The presentation OR the class notes will be worth 100 points.

Course Summary will be worth 100 points.
 
Final course grading scale:
93-100 (440-500) = A
83-92 (380-439) = B
73-82 (320-379) = C
63-72 (270-329) = D
62 and below (270 and below or more than 15 hours of course time missed ) = F

Late Submission of Course Materials:
 

Assignments that are late will lose 10% per week past the due date.

Classroom Rules of Conduct:
 

Academic dishonesty (cheating, plagiarism) will result in a zero for the particular assignment. Please check the Park University hand book for the University's definition of plagiarism. This definition will be followed.  Repeated offenses will result in failure of the course. Make up of missed work must be done through special arrangements with the instructor. Make up of any test can be achieved if you have an excused absence or a compelling excuse.  Each student should respect the views of other students and visiting speakers.

Course Topic/Dates/Assignments:
 

Week 1 / Review syllabus, Origins of the U.S. Military – American Revolution & the Creation of the Armed Forces / Chambers Ch 1 – 2 and Millet Ch 3
 

Week 2 / War of 1812 / Chambers Ch 3 – 4  and Millet Ch 4 – 5

 

Week 3 / Civil War / Chambers Ch 5 –6 and Millet Ch 6 – 7

 

Week 4 /Indian Wars & Spanish-American War /Chambers Ch 7 – 8  and Millet Ch 8 – 9

 

Week 5 / World War I / Chambers Ch 9 and Millet Ch 11

 

Week 6/ World War II / Chambers Ch 10 – 12 and Millet Ch 12 - 14

 

Week 7 The Korean War / Chambers Ch 13 and Millet Ch 14 - 16

 

Week  8 The Vietnam War/ Chambers Ch 14 – 15 and Millet Ch 17 & 18 / Student Presentations  

 

Week  9   The Gulf War and Global War on Terrorism /Readings TBD / Student Presentations and Content Reviews Due

                

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.

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation and synthesize information from sources                                                                                                                                                                                                         
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Superior selection of source information to answer the question

 
Adequate selection of source information to answer the question Inadequate selection of source information to answer the question  
Content of Communication: grammar/punctuation/spelling/typing/sentence structures/readability/paragraphing                                                                                                                                                 
Outcomes
Park Mission Statement: communicate effectively                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
0 errors in grammar/punctuation/spelling/typing/sentence structures/documentation.  Superior organization and readability.  Superior thesis with support. 1 to 3 errors in grammar/punctuation/spelling/typing/sentence structures/documentation.  Adequate organization and  readability.  Adequate thesis with support. 4 to 6 errors in grammar/punctuation/spelling/typing/sentence structures/documentation.  Inadequate organization and readability.  Inadequate thesis and support.  
Community and Civic Responsibility                                                                                                                                                                                                                         
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Superior analysis of community and civic responsibility as applied to two military models Adequate analysis of community and civic responsibility as applied to two military models Inadequate analysis of community and civic responsibility as applied to two military models  

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Last Updated:5/7/2010 1:14:16 PM