U.S. DIPLOMATIC HISTORY

A.  In two or three sentences define 5 of the following terms. Place the term in its context (Who?, What?, When?,  Where?, and SIGNIFICANCE) and describe its use.

1.  Revanche

2.  sovereignty

3.  charge d’ affaires

4.  “DCM”

5.  Francophile

6.  Anglophile

7.  hegemonic

8.  Whitehall

9.  carte blanche

10.  strategy

B. Essay.

Write a FIVE (5) to SEVEN (7) page, DOUBLE-SPACED essay on ONE (1) of the numbered topics below relating to the subject matter of this course: American diplomacy/foreign affairs/foreign policy.

Use only sources or references included in this course from your readings, PowerPoint, and Lectures provided: do not go to outside sources (Google, Wikipedia, AOL, or any other sources of that kind). Write a standard, university level essay: introduction, body, conclusion, using any format related to your discipline/field of study. Use text notes to identify your sources. Make certain that all text that is in someone else’s words or ideas is properly attributed. Use you Grammatikand Spellchecker function on your computer. Rewrite your essay as necessary to produce the best possible product. This is basically a research paper utilizing online-class proceedings, course texts, online class handouts, Blackboard course material for this course, and any other books or materials consulted specifically for this course.

334 THE 9/11 COMMISSION REPORT REPORT 10.3 “PHASE TWO” AND THE QUESTION OF IRAQ

President Bush had wondered immediately after the attack whether Saddarn Hussein’s regime might have had a hand in it. Iraq had been an enemy of the United States for 11 years, and was the only place in the world where the United States was engaged in ongoing combat operations. As a former pilot the President was struck by the apparent sophistication of the operation and some of the piloting, especially Hanjour’s high-speed dive into the Pentagon. He told us he recalled Iraqi support for Palestinian suicide terrorists as well. Speculating about other possible states that could be involved, the President told us he also thought about Iran.

Clarke has written that on the evening of September 12, President Bush told him and some of his staff to explore possible Iraqi links to 9/11. “See if Saddam did this,” Clarke recalls the President telling them, “See if he’s linked in any way.” While he believed the details of Clarke’s account to be incorrect, President Bush acknowledged that he might well have spoken to Clarke at some point, asking him about Iraq. Responding to a presidential tasking, Clarke’s office sent a memo to Rice on September 18, titled “Survey of Intelligence Information on Any lraq Involvement in the September 11 Attacks.” Rice’s chief staffer on Afghanistan, Zalmay Khalilzad concurred in its conclusion that only some anecdotal evidence linked lraq to al Qaeda. The memo found rio “compelllng case” that Iraq had either planned or perpetrated the attacks. It passed along a few foreign intelligence reports, including the Czech report alleging an April 2001 Prague meeting between Atta and an Iraqi intelligence officer (discussed in chapter 7) and a Polish report that personnel at the headquarters of Iraqi intelligence in Baghdad were told before September 11 to go on the streets to gauge crowd reaction to an unspecified event. Arguing that the case for links between Iraq and al Qaeda was weak, the memo pointed out that Bin Ladin refented the secularism of Saddam Hussein’s regime. Finally, the memo said, there was no confirmed reporting on Saddam cooperating with Bin Ladin on unconventional weapons. On the afternoon of 9/1l, according to contemporaneous notes, Secretary Rumsfeld instructed General Myers to obtain quickly as much information as 335 THE 9/11 COMMISSION REPORT REPORT possible. The notes indicate that he also told Myers that he was not simply interested in striking empty training sites. He thought the U.S: response should consider a wide range of options and possibilities. Tihe secretary said his instinct was to hit Saddam Hussein at the same time–not only Bin Ladin. Secretary Rumsfeld later explained that at the time, he had been considering either one of them, or perhaps someone else, as the responsible party. According to Rice, the issue of what, if anything, to do about Iraq was really engaged at Camp David. Briefing papers on Iraq, along with many others, were in briefing materials for the participants. Rice told us the administration was concerned that Iraq would take advantage of the 9/11 attacks. She recalled that in the first Camp David session chaired by the President, Rumsfeld asked what the administration should do about lraq. Deputy Secretary Wolfowitz made the case for striking lraq during “this round” of the war on terrorism. A Defense Department paper for the Camp David briefing book on the sategic concept for the war on terrorism specified three priority targets for initial action: al Qaeda, the Taliban, and Iraq. It argued that of the three, al Qaeda and Iraq posed astrategic threat to the United States. Iraq’s long-standing involvvement in terrorism was cited, along with its interest in weapons of mass destruction.. Secretary Powell recalled that Wolfowitz– not Rumsfeld–argued that Irdq was ultimately the source of the terrorist problem and should therefore be attacked. Powell said that Wolfowitz was not abl.e to justify his belief that lraq was behind 9/11. “Paul was always of the view that Iraq was a problem that had to be dealt with,” Powell told us. “And he saw this as one way of using this event as a way to deal with the lraq problem.” Powell said that President Bush did not give Wolfowitz’s argument “much weight.” Though continuing to worry about lraq in the following week, Powell said, President Bush saw Afghanistan as the priority. President Bush told Bob Woodward that the decision not to invade Iraq was made at the morning session on September 15. Iraq was not even on the table during the September 15 afternoon session, which dealt solely with Afghanistan. Rice said that when President Bush called her on Sunday, September 16, he said the focus would be on Afganistan, althought he still wanted plans for Iraq should the country take some action or the administration eventually determine that it had been involved in the 9/11 attacks. At the September 17 NSC meeting, there was some further discussion of “phase two” of the war on terrorism. President Bush ordered the Defense Department to be ready to deal with Iraq if Baghdad acted against U.S. interest with plans to include possible occupying Iraqi oil fields. Within the Pentagon, Deputy Secretary Wolfow/tz continued to press the case for dealing with lraq. Writing to

 

 

Rumsfeld on September 17 in a memo headlined “Preventing More Events,” he argued that if there was even a 10 percent chance that Saddam Hussein was behind the 9/11, attack, maximum pri- 336 THE 9/11 COMMISSION REPORT REPORT ority should be “placed on eliminating that threat. Wolfowitz contended tha the odds were “far more” than 1 in 10, citing Saddam’s praise for the attack, his long record of involvement in terrorism, and theories that Ramzi Yousef was and Iraqui agent and Iraq was behind the 1993 attack on the World Trade Center. The next day, Wolfowitz renewed the argument, writing to Rumsfeld about the interest of Yousef’s co-conspirator in the 1995 Manila air plot in crashing an explosives-laden plane into C1A headauarters, and about information fom a foreign government regarding Iraqus’ involvement in the attempted hijacking of a Gulf Air flight. Given this background, he wondered why so little thought had been devoted to the danger of suicide pilots, seeing a “failure of imagination” and a mind-set that dismissed possibilities. On September 19, Rumsfeld offered several thoughts for his commanders as they worked on their contingency plans. Though he emphasized the world wide nature of the conflict, the references to specific enemies or regions named only the Taliban, al Qaeda, and Afghanistan. Shelton told us the administltion reviewed all the Pentagon’s war plans and challenged certain assumptic underlying them, as any prudent organization or leader should do. General Tommy Franks, the commanding general of Central Commal, recalled receiving Rumsfeld’s guidance that each regional commander should assess what these plans meant for his area of responsibility. He knew he would soon be striking the Taliban and al Qaeda in Afghanistan. But, he told us, now wondered how that action was connected to what might need to be in Somalia, Yemen, or Iraq. On September 20, President Bush met with British Prime” Minister Tony Blair, and the two leaders discussed the global conflict ahead. When Blair asked about Iraq, the President replied that Iraq was not the immediate problem. Some members of his administration, he commented, had expressed a different view, but he was the one responsible for making the decisions.

Franks told us that he was pushing independently to do more robust planing on military responses in lraq during the summer before 9/ll–a request President Bush denied, arguing that the time was not right. (CENTCOM also began dusting off plans for a full invasion of lraq during this period, Franks said.) The CENTCOM commander told us he renewed his appeal for further military planning to respond to Iraqi moves shortly after 9/11, both because he personally felt that lraq and al Qaeda might be engaged in some form of collusion and because he worried that Saddam might take advantage of attacks to move against his internal enemies in the northern or southern parts of lraq, where the United States was flying regular missians enforce Iraqi no-fly zones. Franks said that President Bush again turned down the request.

Having issued directives to guide his administration’s preparations for war, on Thursday, September 20, President Bush addressed the nation before a joint session of Congress. “Tonight,” he said, “we are a country awakened to 337 THE 9/11 COMMISSION REPORT REPORT danger.’ The President blamed al Qaeda for 9/11 and the 1998 embassy bombings and, for the first time, declared that al Qaeda was “responsible for bombing the USS Cole.” He reiterated the ultimatum that had already been conyed privately. “The Taliban must act, and act immediately,” he said.”They will hand over the terrorists, or they will share in their fate.” The President added that America’s quarrel was not with Islam: “The enemy of America is not our many Muslim friends; it is not our many Arab friends. Our enemy is a radical network of terrorists, and every government that supports them.” Other regimes faced hard choices, he pointed out: “Every nation, in every region, now has a decision to make: Either you are with us, or you are with the terrorists. President Bush argued that the new war went beyond Bin Ladin. “Our war on terror begins with al Qaeda, but it does not end there,” he said. “It will not end until every terrorist group of global reach has been found, stopped, and defeated.” The President had a message for the Pentagon: “The hour is coming when America will act, and you will make us proud.” He also had a message for those outside the United States. “This is civilization’s fight,” he said. “We ask every nation to join us.” President Bush approved military plans to attack Afghanistan in meetings with Central Command’s General Franks and other advisers on September 21 and October 2. Originally titled “Infinite Justice,” the operation’s code word was changed–to avoid the sensibilities of Muslims who associate the power of infinite justice with God alone to the operational name still used for operations in Afghanistan: “Enduring Freedom.” The plan had four phases.

 

 

• In Phase One, the United States and its allies would move forces into the region and arrange.to operate from or over neighborhing countires such as Uzbekistan and Pakistan. This occurred in the weeks following 9/11, aided by overwhelming international sympathy for the United States.

• In Phase Two, air strikes and Special Operations attacks, would hit key al Qaeda and Taliban targets. In an innovative joint effort, CIA and Special Operations forces would be deployed to work together with each major Afghan faction opposed to the Taliban. The Phase Two strikes and raids begon on October 7. The basing arrangements contemplated for Phase One were substantially secured–after arduous effort–by the end of that month.

• In Phase Three, the United States would carry out “decisive operations” using all elements of national power, including ground troops, to topple the Taliban regime and eliminate al Qaeda’s santuary in Afghanistan. Mazar-e- Sharif, in northern Afghanistan, fell to a coalition assault by Afghan and U.S. forces on November 9. Four days later the Taliban had fled from Kabul. By early December, all major cities

338 THE 9/11 COMMISSION REPORT REPORT had fallen to the coalition. On December 22, Hamid Karzai, a Pashtun leader from Kandahar, was installed as the chairman of Afgahanistn’s interim administration. Afghanistan had been liberated from the rule of the Taliban.

In December 2001, Afghan forces, with limited U.S. support, engaged al Qaeda elements in a cave complex called Tora Bora. In March 2002, the largest engagement of the war was fought, in the mountainous Shah-i-Kot area sourth of Gardez, against a large force of al Qaeda jihadists. The three-week battle was substantially successful, and almost all remaining al Qaeda forces took refuge in Pakistan’s equally mountainous and lightly governed frontier provinces. As of July 2004, Bin Ladin and Zawahiri are still believed to be at large.

• In Phase Four, civilian and military operations turned to the indefinite task of what the armed forces call “security and stability operations.”

Within about two months of the start of combat operations, several hundred ClA operatives and Special Forces

soldiers, backed by the striking power of U.S. aircraft and a much larger infrastructure of intelligence and support efforts, had combined with Afghan militias and a small number of other coalition soldiers to destroy the Taliban regime and disrupt al Qaeda. They had killed or captured about a quarter of the enemy’s known leaders. Mohammed Atef, al Qaeda’s military commander and a principal figure in the 9/11 plot, had been killed by a U.S. air strike. According to a senior CIA officer who helped devise the overall strategy, the CIA provided intelligence, experience, cash, covert action capabilities, and entree to tribal alies. In turn, the U.S. military offered combat expertise, firepower, logistics, and communications. With these initial victories won by the middle of 2002, the global conflict againt Islamist terrorism became a different kind of struggle.

Japanese Culture Essay

1200 words.

1. Topic: Tales of the Heike, about Sanemori, Kiso, Atsumori and Charge Down Hiyodori Ravine (l2c. events in 14c. text)

2. Reflect on how the different Japanologists you’ve read in this course, working from their various disciplinary perspectives, have discussed the texts they treat.  How does an Itō, a Fawcett, a Ferris, a Lie, a Sugimoto, or a Batten come up with arguments?  When are they more persuasive to you as reader?

 

3. Ask yourself some pointed questions about the piece you have chosen.

a. What does the text tell us about Japanese civilization?  Consider both direct and indirect evidence.  (Assume that the writer believes what he or she is saying, unless it is clearly satire.)

 

b. Using what you have learned in class, factor in the social background of the author and readership. Who was the audience for this text?  What does the text tell us about the attitudes and allegiances of the person who produced it?  What constraints was the producer subject to, and how do these elements affect the attempt at communication that the text represents?

 

c. Closely consider the type of material, narrative, or characterization the text presents.  Is there an aesthetic appeal?  How does the author manipulate details?  What does that say about her or his perspective?   About the way he or she hopes the audience will respond?

 

4. After analyzing the text, choose a main point that you would like to argue about some picture of Japanese civilization that the text provides, and organize your supporting ideas.  Write after consulting the requirements and suggestions below.

 

5. Revise your paper.  Double-check any quotations for accuracy.

 

Organize your paper well, with an introduction of the thesis, paragraphs that each express a main idea in the development of the thesis, and a conclusion that is not simply a restatement.

 

You may draw on information from lectures, sections, and readings to provide context, but this is not a research assignment.  Close attention to the text is most important.  Aim to interpret the text on its own terms.  List full bibliographic information for the document you use at the end of your paper (bottom of the page is fine).  It is not necessary to use secondary sources, but if you do, give proper credit.  Lack of citation, incorrect, and incomplete citation are all forms of plagiarism.

 

Any research you choose to do must rely on academic journals or books, or academic sources on the Internet prepared by bona fide Japanologists (not Wikipedia or other encyclopedias).

 

Remember to write your paper for an interested, but uninformed audience, not your instructors (this means include definitions, dates, etc.).  Draft your paper as early as you can; you may want to show the draft to fellow class members or Critical Writing Center staff.

 

Focus on how the author writes (analysis), rather than what he or she writes (summary). Tell how the author organized the material, or used some evidence, or included other things.

 

Signs of how/analytic style are such phrases as “mindful of the audience,” “in a contradictory move,” “using inflammatory rhetoric such as,” “arguing counter-factually,” “by way of this example,” “with an eye to potential counter-arguments,” etc.  If you find words or statements to be “normative,” “serious,” “objective,” “moving,” “uninformed,” “over-generalizing,” “tendentious,” “ethnocentric,” etc., tell us “how” or “why” they seem this way, and to whom.  It is not necessary to “know” that the author intended the meanings that you uncover–you are dealing with the document as it exists, using clues that you find.

 

Signs of what/summary style are the phrases “the author said,” “the author tells us,” “the article reports,” etc.  You are also doing “what” style if you paraphrase the author’s argument and then, at the end of the paragraph, conclude “this means that” or “this is because.” Analysis works best point-by-point, with specific details of how the effect is achieved, or why you conclude certain choices were made.

 

Until certain kinds of technology improve, it is not possible to meet a dead author and ask what he or she was thinking.  The “author” of which we speak is an effect that the text itself creates for (and with) us as we read.  Avoid implying that you have peeked into the author’s brain.

 

Your paper must have a thesis, and it must have a title.  You must argue for something, not simply recite facts or interpretations.

 

Base your argument on evidence and examples.  Be sure to focus on concrete details.  It is better to use fewer pieces of evidence with more attention to implications and interconnections of what you use.  N.B. It is not your task to simply repeat information in the text.  Analyze it.

 Were the Black Codes another form of slavery?   

300 words

The Civil War ended on April 9, 1865, and the original goal of the North to preserve the Union was accomplished. The task that lay before Lincoln and Congress was to reintegrate the rebellious Southern states into the Union. For many white southerners “Reconstruction was a vicious and destructive experience – a period when vindictive Northerners inflicted humiliation and revenge on a pro-state South.”

In order to prepare for this discussion forum:

  • Review and identify the relevant sections of Chapters 17  and 18 that support your discussion.
  • Review and identify relevant information on the linked PBS American Experience site, Reconstruction The Second Civil War
    • White Men Unite
    • State by State: Reconstruction timeline
  • This link will direct you to the full transcript of the Wade-Davis Bill.  What does it suggest about the prevailing Reconstruction sentiments in Congress?
  • Read the section in Chapter 17 which discusses the Black Codes, and the linked site on the Black Codes.
  • Read the linked document, a selection from The Ills of the South, written by Charles H. Okten, a Mississippi Baptist preacher, and schoolteacher, in which he describes conditions for Black Americans under the sharecropping and crop-lien system.                                                                                                                                                                                                                                                                                                After you have completed your readings, post your response to ONE of the following questions:
  1.  Were the Black Codes another form of slavery?
  2. Based on Okten’s statements, discuss how the sharecropping/crop lien system created a vicious cycle.  Was this system simply another version of slavery?  Why or why not.
  3. Consider the following statement:  “The persistence of racism in both the North and the South lay at the heart of Reconstruction’s failure.” Agree or disagree, and explain your position.

Benjamin Franklin: “The Way to Wealth”

Benjamin Franklin: “The Way to Wealth”

(1758)

· Share |

Word Count: 1

Document Text

“Friends,” says he [Father Abraham], “and Neighbours, the Taxes are indeed very heavy, and if those laid on by the Government were the only Ones we had to pay, we might more easily discharge them; but we have many others, and much more grievous to some of us. We are taxed twice as much by our Idleness, three times as much by our Pride, and four times as much by our Folly; and from these Taxes the Commissioners cannot ease or deliver us by allowing an Abatement. However let us hearken to good Advice, and something may be done for us; God helps them that help themselves, as Poor Richard says, in his Almanack of 1733.

“It would be thought a hard Government that should tax its People one-tenth Part of their Time, to be employed in its Service. But Idleness taxes many of us much more, if we reckon all that is spent in absolute Sloth, or doing of nothing, with that which is spent in idle Employments or Amusements, that amount to nothing. Sloth, by bringing on Diseases, absolutely shortens Life. Sloth, like Rust, consumes faster than Labour wears; while the used Key is always bright, as Poor Richard says. But dost thou love Life, then do not squander Time, for that’s the stuff Life is made of, as Poor Richard says. How much more than is necessary do we spend in sleep, forgetting that The sleeping Fox catches no Poultry, and that There will be sleeping enough in the Grave, as Poor Richard says.

“Time be of all Things the most precious, wasting Time must be, as Poor Richard says, the greatest Prodigality; since, as he elsewhere tells us, Lost Time is never found again; and what we call Time enough, always proves little enough: Let us then up and be doing, and doing to the Purpose; so by Diligence shall we do more with less Perplexity. Sloth makes all Things difficult, but Industry all easy, as Poor Richard says; and He that riseth late must trot all Day, and shall scarce overtake his Business at Night; while Laziness travels so slowly, that Poverty soon overtakes him, as we read in Poor Richard, who adds, Drive thy Business, let not that drive thee; and Early to Bed, and early to rise, makes a Man healthy, wealthy, and wise.

“So what signifies wishing and hoping for better Times. We may make these Times better, if we bestir ourselves. Industry need not wish, as Poor Richard says, and he that lives upon Hope will die fasting. There are no Gains without Pains; then Help Hands, for I have no Lands, or if I have, they are smartly taxed. And, as Poor Richard likewise observes, He that hath a Trade hath an Estate; and he that hath a Calling, hath an Office of Profit and Honour; but then the Trade must be worked at, and the Calling well followed, or neither the Estate nor the Office will enable us to pay our Taxes. If we are industrious, we shall never starve; for, as Poor Richard says, At the working Man’s House Hunger looks in, but dares not enter. Nor will the Bailiff or the Constable enter, for Industry pays Debts, while Despair encreaseth them, says Poor Richard. What though you have found no Treasure, nor has any rich Relation left you a Legacy, Diligence is the Mother of Good-luck as Poor Richard says and God gives all Things to Industry. Then plough deep, while Sluggards sleep, and you shall have Corn to sell and to keep, says Poor Dick. Work while it is called To-day, for you know not how much you may be hindered To-morrow, which makes Poor Richard say, One to-day is worth two To-morrows, and farther, Have you somewhat to do To-morrow, do it To-day. If you were a Servant, would you not be ashamed that a good Master should catch you idle? Are you then your own Master, be ashamed to catch yourself idle, as Poor Dick says. When there is so much to be done for yourself, your Family, your Country, and your gracious King, be up by Peep of Day; Let not the Sun look down and say, Inglorious here he lies. Handle your Tools without Mittens; remember that The Cat in Gloves catches no Mice, as Poor Richard says. ’Tis true there is much to be done, and perhaps you are weak-handed, but stick to it steadily; and you will see great Effects, for Constant Dropping wears away Stones, and by Diligence and Patience the Mouse ate in two the Cable; and Little Strokes fell great Oaks, as Poor Richard says in his Almanack, the Year I cannot just now remember.”