Screenshot 2025-08-26 at 5.34.28 PM.png

TODAY/THIS WEEK

Class #9 (9/12): What is a State? What is a Nation? 1of2

Today, and over the next several lessons, we plan to contextualize a fundamental actor in international relations: the state. By the end of these lessons, you will...

know what makes a state viable
distinguish between states and nations
apply these understandings to a specific post-Cold War moment
use a specific post-Cold War moment to illustrate key challenges and concepts in this contemporary era

I. Brainstorm Viability (15)

II. Core Characteristics of States(Links to an external site.) (10)

III. Small Group Analysis of Relationships and Connections (18)

Where did you notice relationships between our brainstorm and the mini-lecture? Add a consideration to Allen Sens' core characteristics (you now have 7 to consider).

Which characteristics do you think are most important (at this early stage of consideration)? Combine these characteristics into a working hypothesis that captures a meaningful relationship between them.

Test your hypothesis through FSI. What is the status of your state? How does it square with your hypothesis? How about others?

--------

What relationships do you see between these characteristics and key events or processes that we learned about in the first cycle?

IV. Preview Case (12)

The United States and China seemed to be on the precipice of war in 1996. How does the handout make the characterization of this region in East Asia a puzzling circumstance?

HW: Read and Annotate 'The 1996 Taiwan Strait Crisis' for Class #11. It's about an event and relationships between actors. In addition to its intrinsic value, namely its importance during the mid-1990s, the crisis gives us an entrance point to examine many concepts and challenges impacting international relations over the past 30 years. It provides context for why The Economist offered its 2021 take, and why the issue remains prominent today.

Plan to read this case study twice. The first reading and annotation should be for plot understanding only. The second for thorough analysis. Again, we will begin to work with the case during Class #11.

COMING UP (SEPTEMBER)

Class #10 (9/15): What is a State? What is a Nation? 2of2

I. Share and Test Hypotheses (15)

Do you see its presence in FSI? Where, and how so?

II. Mini Lecture: A Nation --> Civilizational Order (10)

III. Close Read and Discussion (20)

What guidelines does Huntington propose for states? How would you best compare and contrast Huntington to Barnett? And what about other scholars/experts?

IV. Flex: Research/Timeline (15)

Office Hours Today 2:35-3:10

HW: Read and Annotate 'The 1996 Taiwan Strait Crisis' for Class #11. Reminder: it's about an event and relationships between actors. In addition to its intrinsic value, namely its importance during the mid-1990s, the crisis gives us an entrance point to examine many concepts and challenges impacting international relations over the past 30 years. It provides context for why The Economist offered its 2021 take, and why the issue remains prominent today.

Annotate your second reading of the case. Your annotations should include (1) listing and categorizing the actors, (2) explanations of the ways in which actors tried to meet their interests, (3) 3-4 hypotheses on how this event reveals other international relations' challenges, (4) 2 questions to discuss, and (5) a new title for the case.

Again, we will begin to work with the case during Class #11.

Class #11 (9/17): What a Case Reveals 1of3

I. TBD

HW: Study for Cycle Quiz 2.

Class #12 (9/18): What a Case Reveals 2of3

Office Hours Today 7:45-8:25

I. TBD

HW: Study for Cycle Quiz 2.

Class #13 (9/19): Cycle Quiz 2 --> Research 2

I. Quiz

II. Research for State Policy Project (SPP)

You should leave class with 1 research takeaway about capabilities and constraints.

HW: Continue with your research and application of a single capability and single constraint type. Be sure to review past annotations and class notes from 'The 1996...Crisis' for actors, interests, and possible outcomes to decision-making.

(9/22): No Class - Office Hours only 2:35-3:10.

Class #14 (9/24): What a Case Reveals 3of3

I. Seminar (35)

II. Test Prep (25)

HW: Review the distributed test materials, and study for the test.

Class #15 (9/25): Differences in Kind or Type, an Intro

I. PV TBD

HW: Study for the test.

Class #16 (9/29): Test 1

Office Hours Today 7:45-8:25

I. Test

HW: Read and annotate Power and/or Diamond.

Class #17 (9/30): TBD --> Research 3

I. PV Summary Work

II. Research 3 (40)

Conferences

HW: Read and annotate Power and/or Diamond.

------------

CLASSES THAT MET

Class #1 (8/27): Who's in the Room? What Do These Mean?

I. (12) Who's in the Room? A Hello --> Reflection

Why are you here today? How do you hope to be in this course? What gives you joy/are you passionate about?

II. (9) Connect the Dots; Tell 2 Stories

Connecting headlines from different color-coded headline lists, speculate on 2 different, plausible, and important stories within the post-Cold War era. Be ready to share 1 with a partner.

Share 1 with a partner.

III. (2) Blink Consideration

What's the most dangerous place in the world? No explanation needed - just save/recall what you identified.

IV. (2) Preview Simulation/Distribute Rules

HW: First, review the rules sheet for the simulation. You will be placed into groups and completing the first turn in the simulation within the first 5 minutes of next class. Second, finish answering the questions on your index card.

Class #2 (8/28): The Isle 1of2

I. Clarify Rules (3)

II. Conduct Simulation (50)

III. Admin/HW Explanation (2)

HW: Review the Syllabus page, and perhaps the overview of September. Come to class with questions if you have them.

Feel free to start reading and marking up your assigned Haass' chapter from The World. It's due Class #4. For that class, be able to share how the reading [expanded upon, confirmed, reinforced, challenged, conflicted with, or replaced] what you considered to be the most dangerous place in the world. Also, be able to demonstrate a detailed understanding of the danger(s) described in the chapter, and his prescription for addressing the danger.

Class #3 (8/29): The Isle 2of2

I. (10) Finish Simulation

II. (30) Debrief/Discussion

III. (10) Q&A-->Mini-Mini Lecture

What do you notice about the headlines?

What political scientists do...

IV. (10) The Odyssey Model for Globalization and Transnational Issues

HW: Read and mark up your assigned Haass' chapter from The World. It's due next class. For that class, be able to share how the reading [expanded upon, confirmed, reinforced, challenged, conflicted with, or replaced] what you considered to be the most dangerous place in the world. Also, be able to demonstrate a detailed understanding of the danger(s) described in the chapter, and his prescription for addressing the danger.

Class #4 (9/3): The World as It Is and Was (G-TNI 1of4)

I. The Odyssey Model for Globalization and Transnational Issues (15)

What do you notice from the headlines?
What do political scientists do?

II. Haass' Practice RQ (5)

III. Small Group - Shared Chapter (10)

What are the dangers Haass' describes? What are the prescriptions he offers?
How did he make you think about the world differently? What question(s) would you ask him if you had the opportunity?*

IV. Jigsaw Group - Mixed Chapters (20)

Build a timeline of key events and/or processes derived from the chapters read by scholars in this second group. Are there themes or patterns to what you discuss and identify on the timeline?

V. Connect the Dots; Tell 2 Stories (10)

Connecting headlines from different color-coded headline lists, speculate on 2 different, plausible, and important stories within the post-Cold War era. Be ready to share 1 with a partner.
Share 1 with a partner.

HW: First, take a few minutes to look over the different color-coded headline lists from Foreign Affairs (first day handouts). Speculate on 1-2 different, plausible, and important stories within the post Cold-War era. You will have an opportunity to compare/contrast it/them with Haass offered and with the textbook chapter (see next step).

Then read and annotate the chapter from Essentials of International Relations. Be able to add events and considerations/topics to the timeline we plan to build during our next class. If you're able, once you complete the reading, pick 1 event and/or 1 consideration/topic referenced in the readings to learn more about through a site of your choosing. What site did you use? What would you add to the section(s) of the textbook that prompted your curiosity to learn more?

Optional: *Write an email to Richard Haass. Happy to help if you plan to write him!

Class #5 (9/4): A Glimpse at the Era (G-TNI 2of4)

I. Whole Class Framing (3)

~regime definition and [modest, school-based] examples

II. Small Group Discussion 1 (12)

Is there a transnational issue that Haass identified that seems to have a regime in place to help address? If one seems closest, which seems furthest?

If actors learn from their own mistakes and those of others, what might X have learned from Y? Answer this question 3 times. Use China for X and the USSR for Y when developing your first response.

III. Small Group Discussion 2, with Site Support (15)

When considering the textbook reading and the past 35 years, what seems to have led to the most significant effect on international relations within this period of time? Speculate on what might end up impacting international relations the most in the coming years (~25 years or so)?

Explore the Fragile State Index (FSI) and the Council on Foreign Relations (CFR) to help refine your answers.

IV. Timeline Build (20)

V. Meet Thomas Barnett, Geostrategist and Author (10)

HW: In 2024 Thomas Barnett delivered a lecture at Salve Regina. Carefully watch the lecture. Be able to discuss Barnett with specificity and interpretation in seminar next class using only hard copy notes; you will not be accessing your computer when talking.

Note: he uses sarcasm for critique and humor - pay attention to his tone in order to be clear on his ideas.

Class #6 (9/8): Deep Dive Barnett (G-TNI 3of4)

I. Seminar Discussion (40)

II. Introduce State Policy Project (15)

III. Admin/HW Explanation (5)

Office Hours Today 2:35-3:10

HW: First, read and annotate '6 Perspectives' from Choices' The U.S. Role in a Changing World (~2003). Be able to discuss each writer's main ideas, the challenges they identified, and what you see as implications of their 'Perspective'. Next, try to compare/contrast any of these writers with Barnett and Haass.

Then, pick 1 or 2 of the suggested resources in the State Policy Project handout and follow the read, read, and read some more advice. At the end of tonight's reading, you should be able to apply 2 of the [now] 7 perspectives to something you learned about your state. Be sure to write out the applications.

Optional: If you liked Kaplan, and want to read his prediction from 1994 about how the first part of the 21st century was likely to play out, read The Coming Anarchy. We can talk about it during Office Hours on the following morning!

Class #7 (9/9) : Shallow Dive 7 Perspectives (G-TNI 4of4)

Office Hours Today 7:45-8:25

I. HW Check/Reading Quiz --> Lingering Barnett Ideas and Questions (10)

II. State Policy Project Overview and State Selection (10)

III. Shallow Dive Part I (15)

What challenges did these experts identify? What events or processes informed their opinions? Which ideas were you drawn to, and why? Based on the snapshot of events and processes we've encountered thus far, who seems most on point with their observations?

IV. Identify and Define: Levels of Analysis (5)

V. Shallow Dive Part II (8)

What levels of analysis do you ascribe to their perspectives? How are you distinguishing between the main ideas you encountered in these writings?

VI. Preview Cycle Quiz/Distribute Study Guide (8)

HW: Study for Cycle Quiz 1.

Class #8 (9/10): Cycle Quiz 1 --> Research 1

I. Quiz

II. Research for State Policy Project (SPP)

You should leave class with 1 research takeaway, and 3 additions to your course timeline.

HW: None