Thank you for participating in this InternetACTIVE Online Learning Community  (OLC) through Clayton State University. By virtue of having enrolled in this course, you have joined a group of highly motivated, strongly disciplined, and extremely bright learners who enjoy working on their own and interacting with each other with a minimum of supervision. As an OLC member, you will not need to work any harder or longer in this course than in a "traditional" college class, but you will need to work differently. This course is designed to be goal-oriented towards self-directed problem solving. At the same time it retains the academic rigor and quality which have long distinguished educational activities at CSU. The information on this web page is best viewed using a Java enabled Web browser. Further technical requirements.

This online syllabus is date specific. The syllabus for a different term will be essentially the same except for the dates. Orientation for Spring semester 2011 is scheduled for Tuesday, January 11, 8:00-9:15 pm, University Center, UC-424. 

Is taking an online course right for you? 

HIST 3450
U.S. Military History
Online Learning Community

INFORMATION CENTER

CRN 24917
Spring 2011

R. B. Rosenburg

 Clayton Hall T-218
 PH: (678) 466-4808
 FX: (678) 466-4669
 Email: rbrosenburg@clayton.edu

Office Hours:
930-1130 TR
& by appointment

CATALOG DESCRIPTION

HIST 3450 U.S. Military History — A study of the American military art from the earliest days of frontier offensives to present-day global concerns. Focuses on the creation of American military institutions, the genesis of policy-making and maintenance of civilian control over that process, the inter-relationship between foreign and military policy, the conduct of war, and the influence of American society upon the armed forces as social institutions. Prerequisite: Any 1000 or 2000 level HIST course.  3.0 semester credit hours (3-0-3)

COURSE DESCRIPTION

This one-semester survey is not intended to focus on tactics or  "great battles," though both necessarily play a part. Rather it concerns the way military professionals and Americans generally  have thought about and conducted war and the place of the military and military institutions in this society. The first recorded histories in Western culture (Homer, Herodotus, Thucydides) were largely records of human conflict. Not much has changed in the 25 centuries since then. Over 200 "wars" and military conflicts have been recorded worldwide since the end of World War II alone, and Americans have taken part in several of them. Indeed, our national history has been interwoven with war from the beginning, but our "national memory" has chosen to underplay the place of war in America's past. As Reginald Stuart, in War and American Thought (1982), remarks: "Armed conflict litters the American past, even though Americans believe themselves to have been historically pacific. Viewed through a patriotic lens, all American wars have been justified struggles in self-defense, initiated only after unprovoked aggression." One observer calculates that, since the American Revolution, there have been only twenty-five years in which U.S. forces were not fighting someone, somewhere. Some of these were popular, broadly supported wars, others were just as widely unpopular. Most  but not all  were victorious wars. Not all were conducted well, but all were proclaimed to be "just" wars, fought for noble ends. Whatever their different causes and courses, wars—all wars— permanently change the people and the societies caught up in them, and Americans have not been exempt from this rule.  Among the questions this course will seek to answer are: Is there an American way of war?  How can we better understand the American military experience from its inception to the present? How has U.S. military policy changed? How has the United States organized its armed forces? How have the U.S. armed forces evolved and reformed over time? How have Americans tried to balance their need for security with civilian control?

OUTCOMES

The HIST 3450 Online Learning Community has been designed in order to assist students to attain these goals. Among the skills students will be developing and/or refining this semester are:

Reading comprehension: The ability to identify the ideas in something you have read and differentiate the "thesis" or major theme being presented from the evidence supporting it.
Listening comprehension: Same as reading comprehension but in the area of listening to what someone has to say and identifying what is important. Primary source for this are the comments made by the Professor and your fellow students.
Identifying evidence: It is one thing to see evidence when it is clearly labeled in a lecture or text. It is something else when you are studying primary sources, in which the evidence you are looking for is not clearly pointed out. 
Selectivity: Including the material that is important and leaving out the rest. You will do this whenever you take notes or answer a question in class or on an exam.
Communications Skills: The ability to write in such a way that clearly communicates your ideas to another person. The sources for this are essays which you write on the college level, using proper grammar, punctuation and sentence structure, interpreting historical data, and presenting your findings in a clear, analytical, and organized manner.
Viewing comprehension: Same as reading and listening comprehension but in the area of listening to what someone has to say and identifying what is important. Primary sources for this are the World Wide Web.
Creative Thinking Skills: The ability to identify, critically evaluate and interpret primary and secondary historical sources.

This course has been developed to fulfill a TRADOC requirement for ROTC Cadets to take a US military history class so as to learn about their profession of arms before commissioning.

READINGS

Allison, Grey & Valentine, American Military History: A Survey (Pearson Prentice Hall, 2007)

Lookingbill, American Military History: A Documentary Reader (Wiley-Blackwell, 2011)

Murray, Atlas of American Military History (Media Projects, 2005)

Supplementary Materials:

United States Army,  American Military History (Center of Military History, 1989)

And many other resources linked in the course Webliography

Books are like parachutes: they will not function unless they are open. If you don't read on a regular basis, you're not only reinforcing your own anxieties about this course, but also jeopardizing your performance during class. Don't procrastinate! Please, read everyday. You simply cannot afford to fall behind.

ASSESSMENTS

Exams

There will be three examinations and a final:

The exams will be graded on the assumption that you have read all the assigned readings. (Please consult SCHEDULE for the dates of these exams.) Each exam will consist of a combination of multiple-choice and constructed-response questions. Multiple-choice questions are designed to measure your breath of knowledge of subject matter: your factual knowledge, your preparation and your analytical skills. Constructed-response questions encompass a wide range of question types (short answer, interpretation of materials, brief essay) and are designed to allow you to create answers that demonstrate your level of subject knowledge and your ability to solve problems. All exam questions are deliberately challenging, requiring close scrutiny of readings and mastery of all materials presented.

Each exam will be marked within a reasonable period of time. Students who are disappointed in their performance on exams are encouraged to make an appointment with the Professor to discuss strategies for improvement. As a human being, you have the right to make mistakes. But as a student, you have an obligation to learn from them. 

Reflective Discourse

Students in this class are encouraged to be active rather than passive learners, "doing" history as opposed to just observing others at work. This course allows for asynchronous (delayed) and vibrant learner-to-learner interaction through text (rather than spoken) dialogue in GeorgiaVIEW . Indeed, such interaction is integral to the course, and your discussions will be facilitated and evaluated by your instructor. To make an "A" in the discussion component of this course, you should contribute regularly and offer more than just "facts." You respond to the implications of other students' ideas and are not afraid to take a chance, even when the comment isn't certain to be "right." [See further guidelines regarding electronic discussions.]

In an online environment, communication patterns are different from what you are used to in a F2F ("face-to-face") classroom. You can't see the other students you are sharing ideas with and responding to. Instructors cannot see your facial expressions or body language to determine whether or not you understand. Because of this, it becomes important for you to become an active contributor to the learning process. In order to be successful in an online community, you must become self-disciplined and actively engaged. You won't be able to sit back and wait if you don't understand something. If you don't speak up, no one knows you are there. Ask questions as soon as they occur to you. Post and respond frequently. Ask for clarification when you need it. Reflective discourse can be done at your pace when you feel like doing it, though they must be completed within a certain timeframe.

You will be given ample opportunities to contribute to on-line discussions and to respond to others' ideas. Don't be afraid to contribute. Most people find it easier to collect their thoughts and to compose a message at a time that feels right for them than to speak up in a traditional class. We need you to be involved. We want to hear from you! Feel free to post an initial message asking your fellow students' opinions or to moderate online discussions. 

Analytical Essay Assignments

Because HIST 3450 emphasizes reading/viewing comprehension of secondary sources and interpreting  that material rather than doing primary research, you will be asked to write four (4) brief analytical essays on various topics associated with American military history. Each assignment will be submitted in GeorgiaVIEW  These essays should not merely summarize what you read or viewed, but rather analyze and reflect your effort to engage and critique the ideas presented and relate those ideas to the larger framework of the course. Think seriously and creatively about the content of these essays. Papers will be evaluated for the quality and concision of their prose as well as for the breadth and depth of their thought.  See essay grading rubric.
 

*Netiquette Guide

          ·       Focus on one subject per message and use pertinent subject titles.

        ·    Only threaded messages will be graded.

            ·    Capitalize words only to highlight a point or for titles. Capitalizing otherwise is equivalent to SHOUTING!

            ·    Cite all quotes, references, and sources. Give a URL when possible.

·    When posting a long message, warn your readers at the beginning of your post.

·    It's fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). 

*Netiquette (network etiquette)— a set of rules for effective online communication. Net newbies and experienced cybernauts will benefit from reviewing the Ten (10) Core Rules of Netiquette.

GRADES

There are 700 points possible in the entire course, divided as follows:  Exam I (100 points), Exam II (100 points), Exam III (100 points), Final (200 points), Reflective Discourse (100 points cumulative),  Essays (100 points cumulative).

The grading scale is as follows:

630 points or above = A
560 points or above = B
490 points or above = C
420 points or above = D
below 420 points = Better Luck Next Time

To find out how you did on an exam, or to determine where you stand in the course at any time, please contact the Professor.

Mid-term Progress Report

The mid-term grade in this course will be comprised of 150 points or approximately 21% of the entire course grade.  Based on this grade, students may choose to withdraw from the course and receive a grade of "W."  Students pursuing this option must fill out an official withdrawal form, available from the Office of the Registrar, by mid-term, which occurs on March 4.

ACADEMIC INTEGRITY

Participants in this online learning community (OLC) must abide by principles contained in the University Student Handbook and are expected to adhere to the policies outlined in the Basic Undergraduate Student Responsibilities

In addition, students are expected to recognize and to uphold standards of intellectual and academic integrity. Academic honesty represents a core value of the university system, and all members of this OLC are responsible for abiding by its tenets.  Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty.  All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. Clayton State University is committed to academic integrity and honesty, and so should you.

All instances of academic dishonesty will result in a grade of zero for the work involved and will be reported to the Office of Student Conduct  

Specific examples of disruptive behavior are provided here. 

MAKEUP POLICY

There are no provisions for making up work in this OLC, unless there's a legitimate excuse involved–i.e. owing to circumstances beyond your control. If you think you have a legitimate excuse (medical emergency, death in the immediate family, or approved university event), contact the Professor as soon as possible. Make-ups will be given and allowances will be made only if you supply documentation supporting your reasons for absence. Normally, the Professor is reluctant to allow make-ups, in fairness to others who do their work and complete it in on time, despite their adversities.

ATTENDANCE POLICY

 "Attendance," engagement and presence are required throughout the semester. You will be expected to participate in ongoing discussions of the readings and course content and to interact with other learners and your instructor regularly. Lack of participation in weekly online discussions is considered an absence, even if you are logged into the course. Excessive absences and/or extended periods of inactivity are sufficient cause for institutional withdrawal from the OLC or failing grades.

EQUAL OPPORTUNITY STATEMENT

It is the policy of CSU to afford equal opportunity in education to qualified students. Therefore, individuals with disabilities who need to request accommodations, or to obtain this document in an alternative format, should contact the Disability Resource Center (disabilityservices@clayton.edu)  Student Center 255,  (678) 466-5445

TOP 10 SUGGESTIONS FOR DOING WELL IN THIS COURSE

#10. Be a good team member by actively building a successful OLC.  
#9. Maximize learner-content interaction. Follow these study tips.
#8. Feeling stressed?  Having time-management issues? Contact CSU's Center for Academic Success
#7. Remember that you are free to take issue with the Professor's opinions anytime without penalty.
#6. When in doubt, ask questions. Don't ass/u/me.
#5. Complete your work on time.
#4. Stay current with your reading and class assignments.
#3. Do your own work. Please, no sharing!
#2. Two words: DON'T CRAM. It will not work and it often leads to fatigue and exam anxiety, and lower grades.
#1. Contact the Professor at least once this semester, even if you don't have a problem. My office (both virtual and actual) is always open to discuss course goals, assignments, or life in general. Consider times not listed and make an appointment. I am eager to meet with each of you and to listen to your concerns or to discuss whether you think the Braves will make it to the playoffs this year or whether there's life on other planets or culture in Alabama (same low probability). Come see (or Email ) me.

Don't let this list intimidate or overwhelm you. No one expects perfection. Just do the best you can. I would like for all of you to pass with flying colors, but I can't achieve that goal without your wholehearted cooperation. Do you part, and I'll try to do mine.

SCHEDULE

The Professor reserves the right to change the schedule. In addition, I have been known to change a syllabus based upon student concerns. So, let your concerns be known. If changes are made, it is your responsibility to keep abreast of these changes and to adjust your schedule accordingly.

FINAL WORD

or

 I am truly happy to have you in class (no kidding), and I look forward to helping you make this a rewarding academic experience. I am most eager to help you learn as much as you can and to get the best grade that you possibly can. To this end, I urge you to visit me in my office during times of academic distress or whatever to talk about what's bugging you– from grades to existentialist philosophy to the debate over the difference between Diet Pepsi and Diet Coke, whether you think the boll weevil was more of a pest than kudzu, or whether General Sherman had a more lasting impact on American military doctrine than General Dynamics. My office hours are for your benefit. Please don't hesitate using them, Emailing me, or making a special appointment to see me. Even if you don't have a problem, my office is always open to you.

Webliography

Grades

On America's First Battles...
"It's less than stellar. The first battles of all of the wars we have fought have seen tremendous price and human loss because of our lack of preparedness for that war. This it the fiftieth anniversary of the Korean War and we are about to celebrate events like Task Force Smith--valorous fighting by great young Americans. Unfortunately, they were not as prepared as we should have been for that conflict. And it's about not repeating the Task Force Smith experience. We're better than that...."
—Gen. Eric K. Shinseki, Secretary of Veterans Affairs

"To be a successful soldier, you must know history."
—Gen. George S. Patton to his son, 6 June 1944

"Those who in youth decline or refuse to subject themselves to the course of military education . . . should be considered as unworthy of public trust or public honors...."
—Henry Knox, Secretary of War, 1789-95