¶ … counterfactuals or theoretical, normative, or political implications of the facts conveyed in the assignment.
In his "Arsenal of Democracy," Zelizer (2010) indicates that, contrary to the popular truism that "politics stops at the water's edge," domestic concerns has intruded onto national security. Pages 431 onwards document George Bush's controversial War on Terrorism and show how Bush stoked his house with conservative Republicans of like-minded views and how these people carried their partisan politics into everything including their fight against terrorism.
Clinton, for instance, had battled terrorism by bringing it into the legal and judicial field and treating domestic terrorism as a high-level crime
For Bush, it was a war from the beginning.
Bush's stance reveals as much:
"Today our nation saw evil," The president said in a televised address on the day of the [9/11] attack, "the very worst of human nature." On September 13, he said, "We have just seen the first war of the 21st century." (439)
Early on in his presidency, in fact, he had failed to take the necessary steps needed to implement any organizational reforms that were necessary for combating terrorism. This, despite emerging warnings. The Bush era preferred to devote their attention to other areas. And when terrorism did occur, he played dramatics and presented 9/11 as a declaration of war.
The Iraqi War, failure as it was, was Bush's attempt to introduce Americanism (or rather Bush's form of Republican / conservative Americanism) to foreign shores. Bush never realized -- or wanted to realize -that his schemes had failed. Even at the end when reviled and popularity ratings were extremely low, Bush turned a blind eye to the way that the Iraqi people saw...
Question 5 Taken together, Zelizer and Gourevitch's work offer a substantial examination of the changes the United States has undergone following the end of the Cold War. However, in both cases it seems as if the authors are so interested in what might have changed that they fail to acknowledge the continuities that exist between the United States' political, economic, and military postures during the Cold War and after (Gourevitch 301;
Bringing up the aspects of personhood that help create identity can help start a dialogue and encourage critical and creative thinking in the class. Teachers can raise issues related to race, class, gender, religion, and power in a sensitive, culturally competent manner and then perhaps create lessons that encourage students to explore their own backgrounds and identities. However, when individual students or a group of students are unaware of
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now