Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Commander-In-Chief, President Retains The Ability To Commit Troops To Action
Sources: 2
Subject: Other
Topic: As commander-in-chief, the president retains the ability to commit troops to action and maintain them in theater for up to 90 days without need for Congressional authorization. After the terrorist attacks of September 11, 2001,
Paper details:
As commander-in-chief, the president retains the ability to commit troops to action and maintain them in theater for up to 90 days without need for Congressional authorization. After the terrorist attacks of September 11, 2001, President Bush sent troops into Afghanistan and Iraq in support of the war on terror.
This assignment will provide students an opportunity to investigate the arguments in support and in opposition to military involvement, evaluate Americans’ levels of support for the conflicts, and describe the global impact of this military intervention. In this writing assignment, students will focus on the expansion of executive power after the 9/11 attacks – this should be the prevailing theme of your essay. In order to sufficiently address the expansion of executive power after 9/11 students will need to: Outline the president’s justification for military intervention in Iraq and Afghanistan.
Additionally, students should identify another government official who supported military intervention and their reasons for doing so. Identify two government officials who disagreed with military intervention and their reasons for opposition. Explain the impact of U.S. military intervention domestically. Questions that should be answered in addressing this section include: Did the American public support intervention? Did the level of support change over time? Did these opinions result in any electoral shifts? Describe the impact of U.S. military intervention on other countries. Did the U.S. receive international support for our military intervention? Why or why not? Did our military intervention lead to regime changes? Describe them.
What has been the impact of those regime changes? You must use primary (at least two) AND secondary sources (at least two) to support your paper (the textbook and the video lectures are your secondary sources). PRIMARY SOURCE = Something produced in the historical era under study. SECONDARY SOURCE = Something produced at a later date. A history textbook, a documentary film, etc.
To complete this assessment satisfactorily, you will need to gather and assess information relevant to the Assessment Scenario and the questions listed within the scenario. Next, analyze, evaluate, and synthesize. Synthesize means combining two or more pieces of information to form something greater more complex. For example, the U.S. invaded Iraq (information piece one) and the government of Saddam Hussein was overthrown (information piece two) which allowed a democratic government to be installed (synthesis.) The decision to invade Iraq (and Afghanistan) involved decisions by the President and his immediate advisors.
Other decisions dealt with how to prosecute the war in each country, how to deal with enemy forces such as the Taliban, our response to fighting among factions (Sunni and Shia) in Iraq, etc. You will be required to evaluate U.S. choices and actions, and relate the consequences of these actions to Presidential decision-making (i.e., was there an alternative to invading Iraq? Why or why not? Should we have pulled out of Iraq when we did? Why or why not?)
Finally, after reading the Assessment Scenario, was invasion the right thing to do? What was the impact of these wars on the international reputation of the U.S.? Did the wars in any way affect you, your family, or your community? If so, how? Once you have completed your research, you will develop, interpret, and express your research and ideas in an essay that should run about three-to-four, typed, double-spaced pages long. You will need to consult sources other than your textbook on this assignment because your textbook is not sufficient for you to gather enough information.
When you have finished it, save it as a doc or docx file (not a pdf, wps, or pages file) and upload it in Canvas. THESIS: Do you have a well thought out and clear thesis? 20 points • EVIDENCE: You must have solid evidence for each point you make in your essay. Evidence is not simply a statement, there must be an explanation of how that evidence supports the thesis statement/argument. 40 points • ACCURACY, CLARITY, AND LOGIC: Is your argument clear and does it make sense? Is it historically accurate? Does your evidence prove your point? 30 points • PROPER CITATION: Have you properly cited? 10 points • GRAMMAR AND SPELLING: Is the journal entry up to college standards for grammar and spelling? 10 points
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Commander-In-Chief, President Retains The Ability To Commit Troops To Action |
Commander-In-Chief, President Retains The Ability To Commit Troops To Action