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HIS 330 U.S. Military History
Oshaughnessy, James T.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

HIS 330 U.S. Military History

Semester

S2I 2012 EM

Faculty

Captain James T. O'Shaughnessy

Title

Instructor of U.S. History/Adjunct Faculty

Degrees/Certificates

BA, The Ohio State University

Office Location

TBA

Office Hours

as needed

E-Mail

james.oshaughnessy@park.edu

james.oshaughnessy@new-york.usmc.mil

Semester Dates

01 May 2012 - 31 October 2012

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

 
For the Common Defense : A Military History of the United States of America, Revised and Expanded
For the Common Defense : A Military History of the United States of America, Revised and Expanded
RequiredEdition: REV 94 • Millet, Allan R.
ISBN: 0029215978

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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:
My educational philosophy is one of interactiveness based on lectures, discussions, readings, quizzes, essays and videos. Through these different media I will encourage each student to explore the ideas, issues, and contradictions of the history of the American military in order to develop critical thinking and arugmentation skills.

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:

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 warfare

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 (80%)  is based on the content.

Total Possible: 100 points

Link to Class Rubric

Class Assessment:

Each student will be assigned an argumentative essay which explores the paradox of the American military (see above).  This essay will be worth 100 points toward each student's final grade.
 
Each student will also have ten reading quizzes assigned randomly by the instructor which will account for another 100 points toward each student's final grade.  Although there will be more than ten quizzes administered, only the ten best quiz scores will count for each student's final grade.
 
Each student will also be evaluated based on classroom participation.  This score will be based on 50 total points available
 
100 points (paper)
100 points (quizzes)
  50 points (participation)
250 total class points

Grading:

A

93-100%

233-250 points

B

92-85%

213-232 points

C

84-77%

193-212 points

D

76-69%

173-192 points

  F

68% and Below

172 points and below

Late Submission of Course Materials:

All course work is due on the due date.  Late submissions of course work will result in a one-letter-grade drop in value for each class session that passes in which the assignment is not completed.  The quizzes at the beginning of each class session can not be made up.  However, each student's final quiz grade will be comprised of only the ten best quiz scores. 

Classroom Rules of Conduct:

The most important consideration to remember is that we are all here to learn together.  The classroom environment should be one that fosters the free exchange of ideas.  Therefore, each student will be expected to treat his/her peers with dignity and respect.  Each student can also expect the same treatment in return.  See the Park University Student Code of Conduct for further guidance on this issue.

Course Topic/Dates/Assignments:

Week 1

1 Diverse Approaches to American Military History Chambers, 1-34
2
A Dangerous New World, 1607-1689   
The Colonial Wars, 1689-1763 
Millett, xi-50  
Chambers, 48-63

Week 2

3
The American Revolution, 1763-1783    
The American Revolution;  Who fought and why
Millett, 51-87 
Chambers, 75-92
4
Preserving the New Republic's Independence, 1783-1815
The New Nation, the Military, and the American Way of War
Millett, 88-122  
Chambers, 96-116

 Week 3  

5
 
The Armed Forces and National Expansion, 1815-1860
The Army, Professionalism, Jacksonian Democracy, and Manifest Destiny
 
Millett, 123-161
Chambers, 120-150
6
 
The Civil War, 1861-1862
Generals, Soldiers, and the Civil War
 
Millett, 162-202
Chambers, 169-184

Week 4

7
 
The Civil War, 1863-1865
Generals, Soldiers, and the Civil War
 
Millett, 203-247
Chambers, 152-168
8
 
From Postwar Demobilization Toward Great Power Status, 1865-1898
Indian Wars on the Great Plains
 
Millett, 248-283
Chambers, 187-218

Week 5  

9


The Birth of an American Empire, 1898-1902    
Armed Forces and an Expanding World Power                            
 
Millett, 284-315
Chambers, 221-231

10


Building the Military Forces of a World Power, 1899-1917
Armed Forces and an Expanding World Power
 
Millett, 316-345
Chambers, 232-245

Week 6

  11
 
The United States Fights in the "War to End All Wars," 1917-1918
World War I:  The Challenge of Modern War
 
Millett, 346-379
Chambers, 248-275
  12
 
Military Policy Between the Two Wars, 1919-1939
Innovation in the Interwar Period
 
Millett, 380-412
Chambers, 277-307
Abstract due

Week 7

13

 
The United States and World War II, 1939-1943
World War II:  Ground Combat in Europe and the Pacific
 
Millett, 413-449
Chambers, 310-336

14

 
The United States and World War II, 1943-1945
World War II:  Strategic Bombing in Europe and Asia
 
Millett, 450-493
Chambers, 339-371
Week 8 

 15  


Cold War and Hot War:  Nuclear Deterrence and Collective Security
 
Millett, 494-530

16


Waging Cold War:  U.S. Policy for Extended Deterrence Containment
The Korean War and MacArthur's Leadership
 
 
Millett, 531-569
Chambers, 374-406
Week 9

17

In Dubious Battle:  The War for Vietnam & the Erosion of U.S. Military Power
The Vietnam War:  Political-Military Decisions and Combat Experiences
 
Millett, 570-606
 
Chambers, 409-442

18

The Common Defense and the End of the Cold War, 1976-1993
After the Cold War
The Persian Gulf War and Peacekeeping in the Post-Cold War World
 
Millett, 607-646
Millett, 647-652
Chambers, 445-486
 
Week 10

19


Course wrap up and review    
                                           
20

Research Paper 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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 96

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 .

Additional Information:
The instructor does NOT offer extra credit!



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:6/13/2012 1:40:32 PM