This course aims to examine the concepts, actors, roles, institutions, processes and current issues that direct the foreign policy of the United States.
The course begins with a general introduction by addressing the policies pursued by the United States during World War II, the Cold War and the post-Cold War period. In addition, with the development of a number of institutions that direct the American foreign policy strategy, (such as the National Security Council, the Department of Defense, the CIA), attention is drawn to recurrent issues in time. Then, the President, Congress, bureaucracy, political parties, media, interest groups and public opinion of the United States are explained in detail. However, this course will examine the dynamics and complex relations between the various actors who try to control or suppress American foreign policy. Finally, the example of a foreign policy strategy designed against a number of real new realities or brought about by the post-Cold War period will be looked at. With this study, it is expected that the student will propose alternative policies for the 21st century foreign policy construction of the United States.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| Students learn the operation of United States foreign policy. | 1,2,3,4,5 | 1,2,3 | A,C |
| Students evaluate the dynamics that direct American foreign policy. | 1,2,3,4,5 | 1,2,3 | A,C |
| Students learn current issues related to American foreign policy. | 5,6,7 | 1,2,3 | A,C |
| Students gain an information about historical background on American foreign policy in the 20th and 21st centuries. | 4,5,6 | 1,2,3 | A,C |
| Students learn the institutions that affect American foreign policy | 9,10,11 | 1,2,3 | A,C |
| Students have an idea about the internal dynamics of the United States. | 4,5,6 | 1,2,3 | A,C |
| Students explore the relationship between a number of actors who are trying to control American foreign policy. | 10 | 1,2,3 | A,C |
| Students evaluate the samples in the course. | 12,13,14 | 1,2,3 | A,C |
| The students are provided with the opportunity to produce alternative ways and policies. | 15 | 1,2,3 | A,C |
Course Flow
| COURSE CONTENT | |||
| Week | Topics | Study Materials | |
| 1 | The Role of the United States in Foreign Relations |
Isolationism or Involvement?: Determining the Role of the U.S. in World Affairs
McCormick- Unit 1 |
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| 2 | Reasons of Cold War: Iran, Greece, Korea | The Origins of the Cold War: Iran, Greece, Korea, Unit 2 | |
| 3 | Intervention to Less Developed States | Intervention in the Periphery: Falling Dominoes and Counter-Insurgency, Unit 3 | |
| 4 | Nixon, Carter, Reagan: Realism and Idealism |
Nixon, Carter, Reagan: Realism and .Idealism in Sharp Relief
McCormick- Unit 4 |
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| 5 | Bush and Clinton: New World Order: Construction | Bush (41) and Clinton: Constructing a "New World Order" McCormick- Unit 5 | |
| 6 | Bush: ’Modest Realism’ to Real Preventive War | Bush (43):From “Humble Realism” to “Preemptive War” McCormick Unit 6 | |
| 7 | Leadership in Foreign Policy | Presidential Leadership in Foreign Policy: Prudence or Peril? McCormick- Unit 7 | |
| 8 | Midterm | ||
| 9 | Intervention of the Congress on Foreign Policy | Congressional Involvement in Foreign Policy: Constrain or Control? McCormick- Unit 8 | |
| 10 | The Role of Bureaucratic Actors |
State, Commerce, Defense and Homeland Security: The Role of Bureaucratic
Actors - McCormick- Unit 10 |
|
| 11 | Internal Policies and Foreign Policy |
Framing, Spinning, Polling, Pleading: Domestic Politics and Foreign Policy
McCormick-Unit 11-12. |
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| 12 | A Case of American Foreign Policy |
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| 13 | A Case of American Foreign Policy |
A Foreign Policy for the Twenty-first Century
McCormick- Unit 13 |
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| 14 | A Case of American Foreign Policy |
A Foreign Policy for the Twenty-first Century
McCormick- Unit 13 |
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| 15 | Reviewing Topics and Preparation for Final Exam | ||
| 16 | Final Exam | ||
Recommended Sources
| SOURCES | |
| Textbook |
American Foreign Policy & Process by James M. McCormick. Belmont, CA: Thomson Wadsworth Publishers, 2005. |
| Additional Resources |
Rise to Globalism: American Foreign Policy Since 1938 by Stephen E. Ambrose and Douglas G. Brinkley. New York: Penguin Books, 1997.
The Reluctant Sheriff: The United States After the Cold War by Richard N. Haass. Washington, D.C.: Brookings Institution Press, 1997. |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Midterm | 1 | % 30 |
| Participation | 1 | % 10 |
| Short Homework | 3 | %20 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | % 30 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | % 70 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Students will demonstrate their comprehensive knowledge of the basic concepts and theories of Political Science and International Relations as well as other related disciplines such as Law, Economics and Sociology. | X | |||||
| 2 | Students will interpret the structure, institutions and operation of national, international and supranational entities via utilization of the concepts and theories of Political Science and International relations and produce project reports that include possible solutions to problems of such institutions when necessary. | X | |||||
| 3 | Students will demonstrate that they have developed a comparative, analytical and interdisciplinary approach vis-à-vis human societies and political systems. | X | |||||
| 4 | Students will have improved their skills and awareness of personal responsibility and team membership through conducting group or independent research projects, doing internships and producing their graduation dissertations. | X | |||||
| 5 | Students will demonsrate proficiency in quantitative and qualitative data collections methods. | X | |||||
| 6 | Students will prove their understanding of the rapidly-evolving dynamics of national and global environments requires constant self-assessment, life-long learning, and the ability to formulate innovative solutions to maintain their personal and professional development. | X | |||||
| 7 | Students should be able to critically evaluate the body of knowledge in political science, assess self-competency and direct self-learning efforts accordingly. | X | |||||
| 8 | Students will implement written and oral communication skills in English and Turkish in both academic and professional settings. | X | |||||
| 9 | Students should be able to effectively demonstrate their knowledge of written, oral and reading skills in English both in international institutional settings and follow and interpret the global dynamics of the International Relations discipline. | X | |||||
| 10 | Students will demonstrate their social skills and experience required by public or private institutions or in the academia. | X | |||||
| 11 | Students will show empathy and respect towards societies other than one’s own. | X | |||||
| 12 | Students should be able to effectively utilize computer and information technologies commonly-used in the social sciences. | X | |||||
| 13 | Students will interpret domestic and international developments and express opinions, having acquired advanced knowledge and proficiency in the via communication with international scholars and students. | X | |||||
| 14 | Students will respect personal, social and academic ethical norms. | X | |||||
| 15 | Students should understand the personal, social, and ecological dimensions of social responsibility, and show duties of active and global citizenship. | X | |||||
| 16 | Students should know that universality of social-political and legal rights and social justice are the principle components of contemporary society, and that scientific thinking is an essential prerequisite for maintaining social advancement and global competitiveness. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 15 | 4 | 60 |
| Hours for off-the-classroom study (Pre-study, practice) | 10 | 4 | 40 |
| Mid-terms | 1 | 5 | 5 |
| Homework | 3 | 5 | 15 |
| Final examination | 1 | 5 | 5 |
| Total Work Load | 125 | ||
| Total Work Load / 25 (h) | 5 | ||
| ECTS Credit of the Course | 5 | ||