Chansok Lak: IS207

Department of International Studies,
Institute of Foreign Languages, RUPP

Course Syllabus

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BASIC INFORMATION

Name of Institution : Department of International Studies (DIS), IFL, RUPP
Prepared by : Lak Chansok (LCS)

Date : Semester 2, 2015

Course Title : International Relations II

Course Code : IS207

Credit Units : 3

Introduction: Aims and Objectives

International Relations II provides a basic illustration of what International Relations is mainly about. Essential concepts, theories, ideologies, debates, and controversies over international politics and economy (among other prime national and international factors) will be presented throughout the course. In addition, students will be exposed to different discussion over the relativity of IR theory and practice in the real world, through the analysis of the strengths and weaknesses of specific theories when applied to different case scenarios or case studies.

Specific/Behavioral objectives

By the end of the course, students are expected to successfully:
- Gain an insightful understanding of various basic IR theories deemed relevant to the current international structures, politics and economy, which can help them connect the dots of a number of historical events that potentially reflect the uses of such theories in real situations;
- Elevate their analytical skills as well as strategies in explaining certain controversial phenomena in global affairs viewed through IR theories, by means of discussion, debates, researches, and group studies;
- Grow an interest in keeping themselves informed of current international issues – such as peace and war conflicts, elections, interstate crisis, global demand for energy, and democratization, just to name a few – so as to get a better view of how the world today works, as compared to how it did in the past, in terms of politics, diplomacy, and survival of the states, and
- Upgrade their methods in using the Internet; conducting questions in class and in public; operating specific hardware, such as the computers; accessing books and other reading materials at the libraries; and preparing audio-visual files for presentations and discussion – all of which can help facilitate their studies of International Relations II and make their course more interactive and student-friendly.

Textbook and supplementary readings

Introduction to International Relations (3^rd ed.) by Robert Jackson and Georg Sorensen (2007) will be used as the core textbook for this course. However, students will also be required to go through specific contents of a few other books as part of their supplementary readings when deemed necessary and beneficial to their understanding of the core textbook.

Core textbook:

Jackson, R., & Sorensen, G. (2013). Introduction to International Relations: Theories and approaches (5^th ed.). New York: Oxford University Press.

Supplementary readings:

Berry, N. O., & Roskin, M. G. (2002). IR: The New World of International Relations (5^th ed.). New Jersey: Prentice Hall.

Evans, G., & Newnham, J. (1998). The Penguin Dictionary of International Relations. London: Penguin Group.

Goldstein, J. S. (1999). International Relations (3^rd ed.). U.S.: Longman.

Mingst, K. (1999). Essentials of International Relations. New York: W. W. Norton & Company.

Procedures and requirements

Throughout the entire course, students will be assigned to do several tasks to accomplish their studies of International Relations II. The following list contains several items that are expected to be carried out by the students:
One mid-term test – aiming to assess students’ learning progress and understanding of what they have been studying in the course. The test is to be comprehensive in nature and effective in practicality and assessment.
One major assignment (group or individual) – assignment topics will be assigned by the lecturers who teach the subject, and students will randomly select one of the topics. (Students’ freedom of topic selection can be another alternatives; this needs to be discussed and decided by the lecturers concerned.) Students are supposed to carry out a number of tasks to achieve the good assignment’s score, namely drafting, collecting data, student-lecturer counseling, peer-editing, and presenting – presentation can be considered optional, again depending on the final decision of the lecturers concerned.
A series of small pop quizzes – several short quizzes will take place through the course to keep the students alert and prepared for the lessons.
One semester exam at the end of the semester – covering numerous points studied throughout the course.

Methods of instruction

Student-center approach is preferred since such method enables more inputs from the students and can generate more interaction in the class. Besides proving some key concepts and explanation during lectures, lecturers also act as guidance, providing necessary help and advice for the students.

GRADING CRITERIA/ASSESSMENT

On-going assessment: 60%

- Mid-Term Exam: 20%

- One major assignment: 15%

- Presentation (of the major assignment): 10%

- Class participation, homework and quizzes: 15%

Final/Semester exam: 40%
Total Score: 100%

TEACHING SESSIONS

The sessions are planned as a coherent series, and you will gain a full understanding of the issues they raise only if you attend regularly.

Session	CONTENTS	Miscellaneous
1	· Class commencement · Welcome and introduction - Course description - Course requirements - Course outline and schedule
2	· Chapter 1: Why study IR? - IR in Everyday Life - Brief Historical Sketch of the State System - The Global State System and the World Economy - IR and the Changing Contemporary World of States - Conclusion
3	· Chapter 2: IR as an Academic Subject § Summary and Introduction § Utopian Liberalism: The Early Study of IR § Realism and the Twenty Years’ Crisis § The Voice of Behaviorism in IR
4	· Chapter 2 (cont’) - Neoliberalism: Institution and Interdependence - Neoliberalism: Bipolarity and Confrontation - International Society: The English School - International Political Economy (IPE) - Dissident Voices: Alternatives approaches to IR - Which Theory? - Conclusion
5	· Chapter 3: Realism - Summary and Introduction - Classical Realism - Morgenthau’s Neoclassical Realism - Schelling and Strategic Realism - Waltz and Neorealism
6	· Chapter 3 (cont’) - Neorealist Stability Theory - Realism after the Cold War: The Issue of NATO Expansion - Two Critiques of Realism - Research Prospects and Program
7	· Chapter 4: Liberalism - Summary and Introduction - Sociological Liberalism - Interdependence Liberalism - Institutional Liberalism

8	· Chapter 4 (cont’) - Republican Liberalism - Neorealist Critiques of Liberalism - Liberalism: The Current Research Agenda
9	· Chapter 5: International Society - Summary - Basic International Society Approach - The Three Traditions: Theory - The Three Traditions: Practice
10	· Chapter 5 (cont’) - Order and Justice - Statecraft and Responsibility - Critics of International Society - The Current Research Agenda
11	· Mid-Term preparation
12	· Mid-Term Examination
13	· Chapter 6: Social Constructivism and Post Modernism - The Rise of Constructivism in IR - Constructivism as Social Theory
14	· Chapter 6: Social Constructivism (Cont)
15	· Chapter 7: International Political Economy: Classical Theories - Summary and Introduction - Mercantilism - Economic Liberalism - Marxism - Classical Theories Combined
16	· Chapter 7: International Political Economy: Classical Theories (Cont)
17	· Chapter8: International Political Economy: Contemporary Debates - The Debate on US Hegemonic Stability - Development and Underdevelopment in the Third World - Economic Globalization and a Changing Role for States - Conclusion: The Future of IPE
18	· Chapter8: International Political Economy: Contemporary Debates (Cont)
19	· Foreign Policy
20	· Preparation for Final Exam
21	· Final Exam

* This course outline is subject to change if/when deemed necessary.

Students are required to complete a 3,000 word Term paper (Major assignment) on one of the following topics. The term papers must be carefully typed, fully referenced and contain a bibliography.

1. Examine the importance of theories to the study of International Relations. What is the distinction between explanation and understanding?

2. Write a term paper on the relationship between Liberalism and Realism? Are they mutually incompatible or complementary?

3. Contestation over the conceptual/theoretical status of “globalisation” within IR has generated a far-reaching disciplinary debate about globalisation’s impact on sovereignty, citizenship, and the “state”, in essence, the core categories of IR thought and practice. Write an essay outlining and critically evaluating this debate. Which approach do you find most persuasive, and why?

4. Is it true that the explanatory power of game theory for understanding world politics has reduced since the end of the Cold War? And if so, does it mean that international politics has become less rational?

5. What is the difference between Liberalism and Neoliberalism? How does the latter avoid the charge of “utopianism”?

6. Which theory do you think can best explain current international issues? Support your arguments with concrete and specific examples.

7. Open Question: Students may design their own term paper topics as long as it is relevant to the IS207 course (Students should consult their topics with their lecturers in advance).

Bibliography

Berry, N. O., & Roskin, M. G. (1993). IR: The New World of International Relations (2^th ed.). New Jersey: Prentice Hall.

__________. (1999). IR: The New World of International Relations (4^th ed.). New Jersey: Prentice Hall.

Dougherty, J. E. & Pfaltzgraff, R. L., Jr. (1971). Contending Theories of International Relations. U.S.: J. B. Lippincott.

Elias, J., & Sutch P. (2007). The Basics: International Relations. U.S.: Rutledge.

Evans, G., & Newnham, J. (1998). The Penguin Dictionary of International Relations. London: Penguin Group.

Goldstein, J. S. (1999). International Relations (3^rd ed.). U.S.: Longman.

Griffiths, M. (2007). International Relations for the Twenty-First Century: An Introduction. U.S.: Rutledge.

____________. (2002). International Relations (brief ed.). U.S.: Longman.

Kauppi, M.V., & Viotti, P. R. (1993). International Relations Theory: Realism, Pluralism, Globalism (2^nd ed.). New York: Macmillan.

Mingst, K. (1999). Essentials of International Relations. New York: W. W. Norton & Company.

Olsen, W. C. (ed.) (1991). The Theory and Practice of International Relations (8^th ed.). New Jersey: Prentice Hall.

Ziegler, D. W. (2000). War, Peace, and International Relations (8^th ed.). U.S.: Addison – Wesley Longman.

Brief Guideline for

Major Assignment and presentation (Totally 25%)

I. Choose one of the following Topics:

1. Examine the importance of theories to the study of International Relations. What is the distinction between explanation and understanding?

2. Write a term paper on the relationship between Liberalism and Realism? Are they mutually incompatible or complementary?

5. What is the difference between Liberalism and Neoliberalism? How does the latter avoid the charge of “utopianism”?

6. Which theory do you think can best explain current international issues? Support your arguments with concrete and specific examples.

7. Open Question: Students may design their own term paper topics as long as it is relevant to the IS207 course (Students should consult their topics with their lecturers in advance).

III. Group members (Based on lucky draw)

IV. Format of Major Assignment:

· Time New Roman with 12”as font size

· Computer typing; not handwriting

· Academic margin (1”each from left to right and from top to down)

· Page number: Between 7 to 12 pages (excluding cover, contents, tables, abbreviation, references, appendices, or other additional attached documents)

· 1.5 spacing or double spacing

· APA reference style

V. Assignment structure:

I. Cover page

II. Contents

III. Tables or/and abbreviation (if any)

IV. Introduction

V. Text body (You can decide how to structure your text body.)

VI. Conclusion

VII. Appendices

VIII. References

VI. Sample of Cover Page: (Refer to the handout)

VII. Major assignment Assessment criteria (15% of total on-going assessment):

Scale 100%

1) THESIS (Introductory paragraph) (15%)

- The thesis is interesting, clearly articulated, and well-developed in the paper.

- The thesis is easily identified and supported throughout the paper.

- The thesis is obvious or perfunctory.

- The paper lacks a clear or arguable thesis.

- The paper lacks a controlling idea.

2) ARGUMENT SUPPORT (20%)

- The thesis and supporting arguments are backed by considerable research and/or analysis.

- The thesis and supporting arguments are generally backed by research and/or analysis.

- While the paper may include research/ and or analysis, it often does so in a very general way.

- The paper lacks substantial evidence of research/and or analysis.

- The paper is absent evidence of research and/or analysis.

3) ARGUMENT DEVELOPMENT (20%)

- Arguments and/or analysis are complex, logical, and well-developed.

- Arguments and/or analysis are clear, logical, and generally well-developed and represented.

- Arguments may lack sufficient context, development, and detail; analytical claims may be represented as self-evident.

- Arguments frequently lack context, development, and detail and may be deeply flawed.

- Analytical claims, when present, are represented as self-evident.

- Arguments often summarize and respond to evidence rather than analyzing it.

4) ORGANIZATION (15%)

- The paragraphs are organized in a way that enhances the aims of the paper. Within individual paragraphs, ideas are represented logically, explained thoroughly, and often reflect insight.

- The paragraphs are arranged in a logical fashion. Within individual paragraphs, ideas are generally clear, with sufficient explanation and reflection.

- The organization of paragraphs may not be clear, and paragraphs may lack focus. Within paragraphs, ideas are often listed or repeated rather than developed, and individual paragraphs may be marked by the presence of too many topics.

- The paragraphs often lack organization and focus. Within paragraphs, ideas are often listed or repeated rather than developed, and individual paragraphs are often marked by the presence of too many topics.

- Ideas lack any discernable organization and may resemble stream-of-consciousness writing.

5) SENTENCE-LEVEL CLARITY (15%)

- Transitions between paragraphs and ideas within paragraphs are clear and often elegant. The writing is fluent and easy to read. The paper uses language effectively, is free from colloquialisms (slang), and employs vocabulary that is suitable for an academic context, often using language specific to the class or discipline to enhance meaning.

- The paper has evidence of transitions, although some may be more effective than others. The paper demonstrates reasonable control of language and employs vocabulary that is suitable for writing in an academic context.

- The paper may lack transitions between ideas and may strike the reader as incoherent at moments. The paper may demonstrate inconsistent levels of control over language and may occasionally use language that is inappropriate for academic discourse.

- The paper has few transitions, and lacks basic sentence control and language appropriate for academic discourse. It is often incoherent.

- The paper lacks transitions and is not coherent on the sentence level.

6) GRAMMAR AND MECHANICS (15%)

- The paper has few or no grammatical or mechanical errors.

- The occasional errors in the paper do not substantially detract from the argument.

- The paper has several grammatical and mechanical errors, which detract from the clarity and precision of its prose.

- The paper is full of grammatical and mechanical errors that interfere with meaning.

- The paper is so rife with grammatical and mechanical errors that a reader is unable to make sense of the text.

*Grading Scale:

80% to 100% (A- to A+): This grade is reserved for exceptional papers. An exceptional paper must demonstrate strong evidence of original thinking around a clearly articulated thesis; the paper should have a good structure and be well organized; the paper should demonstrate a capacity to analyze and synthesize; it should also demonstrate superior grasp of the subject matter with sound critical evaluations; evidence of extensive knowledge base is expected; clear and effective writing style and appropriate referencing format are also expected.

68% to 79% (B- to B+): Grades in this range are given for competent papers. A competent paper will have a clear if not original thesis statement and develop the thesis with sound argumentation; a reasonably coherent structure and organization of the material is expected; the paper will show evidence of a good grasp of subject matter; some evidence of critical capacity and analytic ability is expected as well as a reasonable understanding of relevant issues; although a substantial research effort may not have been made, there should be evidence of familiarity with the most relevant literature.

50% to 67% (D to C+): An adequate paper will be awarded a grade in this range. Such a paper lacks or does not develop a coherent or clear thesis statement, but some effort is made to structure the paper around an argument; nevertheless, there is little attempt to develop or sustain a coherent argument throughout the paper; the paper should demonstrate an understanding of the subject matter; it should also show an ability to develop solutions to simple problems in the material; normally, a paper in this range will reflect acceptable but uninspired work; it will not be seriously faulty but will lack style and vigour (especially in argumentation).

00% to 49% (F): Inadequate paper. This grade is reserved for papers with little or no evidence of understanding of the subject matter; no thesis statement is made; there are weaknesses in critical and analytic stills; major errors are made in discussions of the subject matter; the literature used is limited or irrelevant; or the subject is not on list of paper topics or has not received prior approval by the instructor.

VIII. Presentation Assessment Criteria (10% of total on-going assessment): (Refer to the handout)