Create Your Ideal State
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 15, 16, 17
Magstadt, T. M. (2017). Understanding politics: Ideas, institutions, and issues. Australia: Cengage Learning.
Lesson
Instructions
Your country just overthrew its dictator, and you are the newly elected President. Unfortunately, due to the divisions in the country and the years of war, economic, military, and political structures are non-existent. A group of loyalists to the old dictator have been detonating bombs, murdering civilians, assassinating leaders, and terrorizing towns with help from a neighboring country’s dictator.
Create a comprehensive plan for your new government. While creating this government identify the governing style, functions of various branches of government, principles that govern leaders, the maintaining of public good, which economic structure is most beneficial to your citizens, at least two domestic programs, ways to create national unity, ways to combat terrorism and violence, and international organizations to join. (See rubric for specific ways to meet the requirements of the paper.)
Paper headings:
Introduction (1 paragraph)
Introduce your country
Briefly outline all of the parts of the paper
Domestic Concerns (1-2 pages)
Identify governing style and principles that correlate to this style
Identify the branches of government and its functions
Development of two public good domestic programs and how they will meet the public good
Economic structure and reason why this should be used
Socializing citizens is noted with rationale for how it creates national unity
Foreign Concerns (1-2 pages)
Two international organizations are noted, one for economics and one for security
Descriptions of both organizations
Rationales for joining these organizations
Steps to joining
Two ways your country will combat the neighboring country’s terrorist threat and the domestic threat
Two ways these will be effective
Conclusion (1 paragraph)
Summarize information
Writing Requirements (APA format)
Length: 3-4 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 2 scholarly sources)
Grading
This activity will be graded based on the essay rubric.
Course Outcomes (CO): 8, 9
Due Date: By 11:59 p.m. MT on Sunday
Rubric
Week 7 Assignment: Essay – Creating Your Ideal State
Week 7 Assignment: Essay – Creating Your Ideal State
Criteria RatingsPts
This criterion is linked to a Learning Outcome Governing style and principles of the government.
20.0 pts
The governing style is understandable and the principles support the choice of the governing style.
16.0 pts
The governing style is unclear, the principles are unclear, or the governing style and principles do not support each other.
12.0 pts
Missing one part of the governing style and principles.
0.0 pts
Missing both parts of the governing style and principles.
20.0 pts
This criterion is linked to a Learning Outcome Branches of government and its functions.
20.0 pts
Explains each branch of government and the function of the particular branch and how they support the governing style.
16.0 pts
The branches of government and their functions do not match, or the branches are discussed without talking about their functions AND how they support the governing style.
12.0 pts
Only minimally discusses branches, and their functions or the branches do not support the governing style chosen.
0.0 pts
Does not discuss the branches and their functions.
20.0 pts
This criterion is linked to a Learning Outcome Maintaining public good through at least two domestic programs
20.0 pts
Two domestic programs are created clearly explaining how public good is maintained with these programs.
16.0 pts
Two domestic programs are noted, but it’s unclear how they benefis the public good.
12.0 pts
Only one domestic program is noted, or it is unclear how the public good is maintained.
0.0 pts
No domestic program is noted.
20.0 pts
This criterion is linked to a Learning Outcome Economic structure
15.0 pts
The economic structure is named and supports the governing style with a rationale for using the structure.
12.0 pts
The economic structure is named and supports the governing style, but the rationale is unclear.
9.0 pts
The economic structure is named but does not support the governing style, and the rationale is unclear.
0.0 pts
The economic structure is not addressed.
15.0 pts
This criterion is linked to a Learning Outcome Political socializing to create national unity
15.0 pts
There is at least one method the new government will use to socialize citizens to create national unity and rationales for using these methods.
12.0 pts
The method described will create national unity, but rationale is not provided.
9.0 pts
The method described will not create national unity and rationale is not provided.
0.0 pts
No method for national unity is addressed.
15.0 pts
This criterion is linked to a Learning Outcome International organizations
25.0 pts
At least two different international organizations, one economic and one for security, were identified with brief descriptions of the purposes of these organizations and steps on how to join.
20.0 pts
Only one international organization is noted, obut descriptions and rationale are unclear andit is nclear on the steps to join.
15.0 pts
Only one international organization was noted and no rationales and descriptions were given.
0.0 pts
International organizations were not addressed
25.0 pts
This criterion is linked to a Learning Outcome Combatting terrorism and violence
25.0 pts
Two ways were offered to combat terrorism and violence (one to deal with international threat and one with domestic).Effective rationale for solutions were offered.
20.0 pts
Two ways were offered to combat terrorism and violence (one to deal with international threat and one with domestic). Effective rationale for one or both solutions were not offered.
15.0 pts
Only one way to combat violence and sound rationale on why to use that solution was offered.
0.0 pts
Ways to combat violence is not noted.
25.0 pts
This criterion is linked to a Learning Outcome Scholarly resources
10.0 pts
Uses both the book and, at least, one outside scholarly source.
8.0 pts
Uses only the book or a scholarly source.
6.0 pts
Uses only a scholarly source and the source is not scholarly.
0.0 pts
Does not use the book or scholarly source.
10.0 pts
This criterion is linked to a Learning Outcome APA
5.0 pts
All sources are properly cited and referenced according to APA standards.
4.0 pts
Sources are either properly cited or referenced, missing one of those elements.
3.0 pts
The citation and/or reference are incorrect.
0.0 pts
No APA format was used.
5.0 pts
This criterion is linked to a Learning Outcome Writing
5.0 pts
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
4.0 pts
Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
3.0 pts
Presents information using understandable language but is very disorganized (many errors in English grammar, spelling, syntax, and punctuation).
0.0 pts
Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
5.0 pts
Chapter 17. International Relations: The Struggle for World Order
Learning Objectives
· 1Define “power politics.”
· 2Explain the ways world politics differs from other politics.
· 3Compare the classical balance of power systems in Europe with the world order that emerged after World War II.
· 4Identify and elucidate the three biggest changes in world politics since the end of the Cold War.
· 5Elaborate on the role of the United States in the New World Order.
· 6Explain the role of international law in world politics and why it is often least enforceable when and where it is most needed.
· 7Describe the historical context that made creation of the United Nations appear to be a good idea, and identify its major structures and functions.
In 416 BCE, Athens sent ships and troops against the island of Melos, a colony of Sparta that had remained neutral and wanted no part of the war between Sparta and Athens.* Negotiating from a position of overwhelming strength, the Athenians insisted on unconditional surrender, telling the Melians, “You know as well as we do that right, as the world goes, is only in question between equals in power—the strong do what they can, and the weak suffer what they must.” The Melians responded, “And how, pray, could it turn out as good for us to serve as for you to rule?” “Because,” the Athenians answered, “you would have the advantage of submitting before suffering the worst, and we should gain by not destroying you.”
Undaunted, the Melians insisted the interest of all would be enhanced by peaceful relations between the two states. The Athenians would have no part of this logic. With ruthless disregard for justice, they reasoned that if the Melians were permitted to remain independent, they and others would take it as a sign of Athenian weakness. “[By] extending our empire,” the Athenians pointed out, “we should gain in security by your subjection; the fact that you are islanders and weaker than others rendering all the more important that you should not succeed in baffling the masters of the sea.” Thus, the cold calculus of power politics doomed the Melian state:
Reinforcements afterwards arriving from Athens in consequence, under the command of Philocrates, son of Demeas, the siege was now pressed vigorously; and some treachery taking place inside, the Melians surrendered at discretion to the Athenians, who put to death all the grown men whom they took, and sold the women and children for slaves, and subsequently sent out five hundred colonists and inhabited the place themselves.
Melos was a real place, and the tragedy depicted in the story really happened. The context was the Peloponnesian War (431–404 BCE), and we know the Melians’ cruel fate because the Greek historian Thucydides wrote about it.
Get Real! Machiavelli and Morgenthau
The greatest political thinker of the Italian Renaissance, Niccolò Machiavelli, taught that the wise ruler must always play to win, for “how we live is so far removed from how we ought to live, that he who abandons what is done for what ought to be done, will rather learn to bring about his own ruin than his preservation.”* Prudent rulers, he argued, recognize what must be done to preserve and enlarge their dominions and do not allow moral qualms to cloud their judgment. Rulers should keep their promises only when it suits their purposes to do so:
A prudent ruler ought not to keep faith when by doing so it would be against his interest, and when the reasons which made him bind himself no longer exist…. If men were all good, this precept would not