Explain why the American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position in each case you can take the pro or con position and write a three- four pages (3 to 4 pages).
1. The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
2. The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
3. The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
4. A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
1. The position you choose (from the list above) or something close to it will be the thesis statement in your opening paragraph.
2. To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
3. Explain why the opposing view is weak in comparison to yours.
4. Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
You must use a MINIMUM of four quality academic sources; the Schultz textbook must be one of them. Two of them must come from the online library either those library sources listed or others. Your other source should be drawn from the list provided below. Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link.
APA Reference for the textbook – Schultz, Kevin M. (2018). HIST5: Volume 2: U.S. History Since 1865 (Student edition). Boston: Cengage.
· Bush, G. H. W. (1991, March 6). Address before a Joint Session of the Congress on the Cessation of the Persian Gulf Conflict. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bushnwo.html
· Dulles, J. F. (1954, Jan. 12). Secretary Dulles’ Strategy of Massive Retaliation. Department of State Bulletin, XXX, 107-110. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/dulles.html
· Klare, M. (2002, July 15). Endless Military Superiority. Nation, 275(3), 12-16.
· Paul, C. (2008). Marines on the Beach: The Politics of U.S. Military Intervention Decision Making. eBook. Westport, Conn: Greenwood Publishing Group.
· Powell, C. (2003, Feb. 6). Transcript of Powells’ UN presentation. CNN.com. Retrieved from http://www.cnn.com/2003/US/02/05/sprj.irq.powell.transcript/
· Reagan, R. (1983, Mar. 8). Remarks at the Annual Convention of the National Association of Evangelicals. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/evilemp.html
· Schultz, Kevin M. (2014) HIST: Volume 2: U.S. history since 1865 (3rd ed.). University of Illinois at Chicago: Wadsworth Cengage Learning.
· Tarzi, S. M. (2014, Sept.). The Folly of a grand strategy of coercive global primacy: A fresh perspective on the post-9/11 Bush doctrine. International Journal on World Peace, 31(3), 27-52.
Each student must start at least two new discussion threads in which he/she summarizes something learned about U.S. History between 1877 and 1932. Your new discussion threads each should make some kind of argument about a particular issue from the assigned readings and/or video lessons, and each argument should be based on specific historical evidence from the textbook and/or video lessons. Your first post in the two discussion threads you create should be at least 250 words, written in complete sentences.
“Spend some time listening to a few of the great tenor saxophone players mentioned in chapter 7 (such as Sunny Rollins, John Coltrane, or Dexter Gordon, to name a few). Who is your favorite and why? Try to frame your answer using what you have learned in this class thus far. Speak to their improvisation technique, their individual sound (timbre), and anything else that you think makes your case. Pretend you are their greatest fan and you are trying to convince your friends to check out your chosen favorite. List specific tunes and recordings you believe represents their playing best.”