Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Summer Semester 2026

Introduction to International Relations (Online)

POLS 2100-30I

Course: POLS 2100-30I
Credits: 3
Term: Summer Semester 2026
Department: PSCJ
CRN: 20599

Course Description

A fundamental introduction to the essential definitions, concepts, theories, authors, institutions, and contemporary background for an understanding of current international affairs. (Fall, Summer - Even Years) [Graded (Standard Letter)] Registration Restriction(s): None General Education Category: Social and Behavioral Sciences

Required Texts

Required Texts and Readings (Reserve Readings will be embedded in the Canvas Shell, and buy your texts from on-line book sellers at the best possible price)

Fukuyama, Francis. "The End of History." The National Interest 16 (Summer 1989): 3-18. (Canvas)
Haass, Richard.  “The Age of Nonpolarity:  What Will Follow U.S. Dominance?”
            Foreign Affairs 87: 3 (May/June 2008):  44-56.  (Canvas)
_______.  "Present at the Disruption:  How Trump Unmade U.S. Foreign Policy."  Foreign Affairs 99: 5 (September/October 2020):  24-34.
_______.  The World:  A Brief Introduction.  New York:  Penguin Press, 2020.  (Text, ISBN 978-0399 56239- 6).
Huntington, Samuel P. "The Clash of Civilizations." Foreign Affairs 72: 3 (Summer, 1993): 22-49. (Reserve)
_______.  "The U.S.-Decline or Renewal?" Foreign Affairs 67: 2 (Winter 1988-1989): 76-96. (Canvas)
Keohane, Robert O., and Joseph S, Nye, Jr..  “The End of the Long American Century:  Trump and the Sources of American Power.”  Foreign Affairs 104: 4 (July/August 2025):  68-79. (Canvas)
Kissinger, Henry.   World Order.  New York:  Penguin Books, 2016.  (Text, ISBN 978-043127710 )
Stoessinger, John G. Why Nations Go to War, 11th ed. Boston and New York: Bedford:  St. Martin's 2011.  (TEXT, ISBN 978-0495797180)
Stathis, G. Michael. "Statesmanship and Politics:  A Realist Interpretation With Perspectives On American Statecraft.”  The Journal of the Utah Academy of Sciences, Arts and Letters 82 (2005):  228-249. (Canvas)
_______ . "Thucydides: Still Relevant in Post-Cold War International Relations."  The Journal of the Utah Academy of Sciences, Arts, and Letters 75 (1998):  193-206. (Canvas)
_______. "Understanding the United Nations." (Canvas)
_______ .  “The Pilgrims’ Road:  The Process of Peace Making in the Arab-Israeli Conflict.”  (Canvas)
______.  "The Dynamics of Power in the Persian Gulf 1971-2016 ISIS/DA'ISH and the Inevitability of a Fourth Gulf War." (Canvas)

And make sure you pay attention to the syllabus as a guide and a learning tool!!!
Note too, there will be weekly updates regarding assigned materials and consideration of current events in the world via "Announcements".

Learning Outcomes

Through a variety of writing exercises as essays, readings, discussions and lecture material (including those in the Canvas modules), students are expected to become familiar with the major theories and writers in the study of international relations, the central players and forces in modern world affairs, as well as the causes and events of current international conflicts.  Essential Learning Outcomes (ELOs) are Critical Thinking and Intercultural Knowledge, and Ethical Reasoning.  Weekly commentaries by the instructor will be made via Canvas starting on the first day of class.
Upon successful completion of the General Education Social and Behavioral Science Requirement, students will be able to :
            Examine:  Examine institutions and human behavior through social and behavioral concepts, methods or theories.
            Analyze:  Identify diverse perspectives to explore and examine social and behavioral phenomenon and
            Apply:  Apply discipline relevant and scientific theories and methods to make inferences about or applications to social and behavioral phenomena at personal, institutional, or cultural levels.


Course Requirements

Final grades will be based on four essays. The Final grades will be based on four take-home essays. The take-home essays must be two to three pages, and will address questions based on assigned readings. The questions for these essays will be handed out later in the semester and will be due May 29, June 15, June 26, and July 6. Letter grades are given to each essay based on the following criteria:  assigned length, writing ability, organization (use of an introduction and conclusion), content (details, grasp of core ideas as presented in the syllabus, lectures or focus in the essay question), focus/use of an established thesis, critical thinking(ability to draw a conclusion), and use of source materials (especially assigned readings) with proper reference style.  Each assignment will receive a letter grade and will count for twenty-five percent of the final course grade which will represent an average of the essay grades.  Do take advantage of email to ask questions.

Course Outline



 The Tragedy of Ukraine
On February 24, 2022 Vladimir Putin escalated the conflict in Ukraine which had been limited to the eastern Donbas region and Crimea, to what amounted to a full scale attempt to invade the entire country and replace the government of President Volodymyr Zelinskyy with a puppet regime.  It has produced the largest conflict since World War II, and is replete with evidence of war crimes.  The first stage of Putin's invasion of Ukraine stalled because of stern resistance from the Ukrainians, and what amounted to poor preparation on the part of the Russian military which forced Putin to redirect his efforts to eastern and southern Ukraine.  With threats of expanding the war geographically, and the possibility of the use of chemical and even nuclear weapons, this conflict has become the greatest threat to European peace and stability since World War II.

The Tragedy that continues as the Arab-Israeli Conflict:  Gaza
On October 7, 2023 Hamas launched a surprisingly well coordinated and diverse strike across the frontier with Israel.  The attack included heinous acts of cruelty beyond some of the worst by any terrorist group in modern history.  It included the taking of some two hundred hostages of mixed nationality, and has been called the worst attack on Israel and Jews in general since the holocaust. Israel’s response was unusual slow but developed into a full scale war in Gaza.  To say that the IDF’s (Israel Defense Force) actions have been “over the top” is understating a situation that has turned into a humanitarian disaster especially for the two million Palestinians in the Gaza Strip.  Since October 7 global sympathy and support for Israel has in most cases turned to condemnation of Israel’s Prime Minister Benjamin Netanyahu for the extreme conduct of Israeli forces in this campaign.  Negotiating cease-fires and hostage releases has been hampered by both the intransigence of Hamas and Netanyahu, and any hope of a long-term settlement remains elusive, indeed the possibility of a two-state solution would seem impossible while Netanyahu is in power.  There is also the significant threat that this crisis may escalate into a regional conflict.

And Now A Fourth Gulf War:  Iran
Iran has been a focal point of international relations and dynamics of power in the Persian Gulf and the Middle East in general for decades.  It must also be observed that Iran has been a dominant power in the Persian Gulf off and on since 550 B.C.  Great Britain, more or less policed the Persian Gulf from the 1800s to 1971 when it withdrew leaving Iran under the rule of Muhammad Reza Shah to reemerge as the major power in the region.  The Islamic Revolution of 1979 ousted the Shah and established the Islamic Republic of Iran under the governance of Ayatollah Rouhollah Khumayni as Faqih.  Under Khumayni Iran became a radical regime at odds with other states in the Gulf and in the world.  Israel and the United States were particular targets of his ire.  The Persian Gulf became part of power struggles that involved Iran, the Arab Gulf states, Iraq, and the United States through three Gulf Wars (1980-2011).  Khumayni died and was replaced by Ayatollah Ali Khamenei in 1989.  Iran’s threatening policies included support of numerous radical groups in the region including Hezbollah in Lebanon, Hamas in Gaza, and the Houthis in Yemen.  Iran’s growing nuclear capability led to international negotiations with the United States, the United Kingdom, France, China, and Russia and Iran that produced the Joint Comprehensive Plan of Action for Iran (JCPOA) in 2015 by which Iran promised to limit its nuclear programs from producing arms grade materials for some ten year, allowing international inspectors to verify adherence to details of the agreement. The JCPOA proved successful but was heavily criticized by Donald Trump who tore up the deal in 2018 leaving Iran to expand it nuclear program, and the United States to take a more hostile position towards Iran.  A series of events eventually resulted in a major conflict.  On January 3, 2020 Trump authorized the assassination of Iranian General Qasim Sulamayni at a Baghdad airport for his association Iran backed militias in Iraq that had attacked American bases in that country.  On June 22, 2025 a joint American/Israeli air attack, Operation Midnight Hammer, focused on Iran’s nuclear facilities resulting in some eight days of conflict.  Trump claimed that Iran’s ability to develop weapon’s grade material was “obliterated.”  On February 28, 2026 Israel and the United States began a more extensive air war against Iran, Operation Epic Fury, which began the so-called Iran War, or the Fourth Gulf War.

"Why the world wags and what wags it"
Understanding "...why the world wags and what wags it."
A realistic picture of the players and forces in 2020 international relations
How Covid has revealed the weaknesses of this era
The Realities of the New World Order
September 11, 2001 in Perspective
The Fall of the Great Powers, The End of History or a Clash of Civilizations?
Globalism, National Localism, and Monoculture
Still a Hostile World Arena…It’s a jungle out there (Thomas Hobbes).
The Imperatives of National Interest, National Security, and Sovereignty
Grim realities of the cyber-age
The end of the Great War and the Peace of Versailles
The end of World War II and the failures of 1944:  Bretton Woods and Dumbarton Oaks
The Ukraine War
The Gaza Crisis
The Iran War, or the Fourth Gulf War

Readings
            Brooks and Wohlforth, "The Myth of Multipolarity."
            Kissinger, World Order, Introduction.
            Haass, The World, Preface, and pay attention to his endnotes.
            _______. “The Age of Nonpolarity.”  (Canvas shell)
            Huntington, "The Clash of Civilizations." (Canvas shell)
            Fukuyama, "The End of History." (Canvas shell)
            Stoessinger, Why Nations Go to War, Preface and Introduction.

 Module #2
The International Territorial, Nation-State System
The End of the Cold War and Bipolarity
The Persistence of the Territorial State
The Birth of the State and the Modern State System
The Thirty Years War, from a medieval war of religion to a modern one of national interests
The vital role Cardinal Richelieu of France and his notion of raison d'état or reasons of state
National Interest, National Security, and National Sovereignty
Stanley Hoffmann's Ideologies of Violent Conflict, Nationalism, and Religious Fundamentalism
An Orderly System or an Anarchical Society?
Stanley Hoffmann's First and Second Tiers, and the Domain of Chaos

 Readings
            Stathis, "Understanding the United Nations." (Canvas shell)
            Kissinger, World Order, Chapter 2.
            Haas, The World, Part 1

Module #3
Non-State Actors
            IGOs and NGOs
            International Organizations/IGOs and NGOs
           The United Nations
           NATO
           The European Union
           International Economic Institutions and Potential Economic Crisis

Readings
Kissinger, World Order, Chapter 3.
Haas, The World, Part IV

Module #4
The Post-World War Two World
Attempts at post-war renewal
Beginning of the Cold War

International Law
            Historical development
            Institutions
            Limitations
 
Statecraft or Statesmanship
            The Dilemma of Statecraft:  diplomacy or force, soft power or hard power?
            Great Statesmen

Readings
Stathis, “Statesmanship and Politics” (Canvas shell)
Huntington, "The U.S.-Decline or Renewal?" (Canvas shell)
Stathis, Quo Vadis Pace Americana?  (Canvas shell)
Kissinger, World Order, Chapter 5.
Haass, The World, Part I

Module #5
The Post-Cold War World
The end of the Cold War and the collapse of the Soviet Union
The Future of the Superpower/The paradigm of imperial decline

Readings
Huntington, "The U.S.-Decline or Renewal?" (Canvas shell)
Stathis, Quo Vadis Pace Americana?  (Canvas shell)

 Module #6
Basic Theories of International Relations
Realpolitik, Realism, Idealism, and Neorealism

The Politics of Development
The Politics of Poverty or Development
Third World, Lesser Developed Countries (LDCs), or Developing Countries
The price of desperation

Crisis Management and Crisis Resolution
 Preventing the escalation of a crisis geographically and in levels of violence
Causes of the Great WarWorld War I
The Cuban Missile Crisis
The Second Gulf War/Crisis Management vs. Crisis Management

Human Rights and International Relations
The Issue of Human Rights
The Use of Rape and Sexual Degradation as State Policy 
Sovereign Rights vs. Human Rights
Peoples Without States: Nations and Refugees

Readings:
Stathis, "Thucydides” (Canvas shell)
Stoessinger, Why Nations Go to War, Chapters 1, 4, 7 and 8.
Kissinger, World Order, Chapter 4.
Haass, The World, Part II

Module #7
War
War: Policy by Other Means (Clausewitz)…Good God y’all, what is it good for? (Edwin Starr)
Conventional and Unconventional Warfare
The Era of Weapons of Mass Destruction (WMD)
Nuclear War/The New Nuclear Threat: Nuclear Proliferation
Chemical and Biological Weapons
The realities of  the cyber-age

Readings
Stoessinger, Why Nations Go to War, Chaps. 5, 7, 8, 9 and 10.
Kissinger, World Order, Chapter 6. 
Haas, The World, Part III

Regional, Traditional Conflicts
The Arab-Israeli Conflict
The Persian Gulf:  The Gulf Wars, the Fourth Gulf War-Iran
The War in Ukraine
Terrorism
The problems of authoritarian leaders:  Putin, Trump, Kim, Erdogan, and Xi.
A new world of "spheres of influence"?

Readings
Kissinger, World Order, Chapter 7.
Haas, The World, Part III
Stathis, "The Pilgrims’ Road."  (Canvas shell)
_______, "The Dynamics of Power in the Persian Gulf 1971-2016 ISIS/DA'ISH and the Inevitability of a Fourth Gulf War" (Canvas shell)

 The Problem of International Peace
Peace Through Limitation (International Law, Arms Control, Treaties, etc.)
Peace Through Transformation (A world state by conquest or federation/a world community by cultural and economic globalization)
Peace Through Accommodation (Through diplomacy until change happens)
Diplomacy
and Compromise
Moderation
and Fanaticism-The Legacy of Raymond Aron
Morgenthau’s Ultimate Admonishment:

The first lesson the student of international politics must learn and never
forget is that the complexities of international affairs make simple 
solutions and trustworthy prophesies impossible.

Alexander and Cosmopolis (oikoumene), a well-ordered universal community
Dickens' A Christmas Carol:  Ignorance, Want, and Doom.

Readings
 Kissinger, World Order, Chapters 8 and 9, and Conclusion.
Haass, The World, Where to Go for More.

Conclusions

Politics, insofar as it concerns the internal organization of collectives, has for its immanent goal the subordination of men to the rule of law. Politics insofar as it concerns relations among states, seems to signify - both ideal and objective terms- simply the survival of states confronting the potential threat created by the existence of other states. Hence the common opposition in classical philosophy: the art of politics teaches men to live in peace within collectives, while it teaches collectives to live in either peace or war. States have not emerged, in their normal relations, from the state of nature. There would be no further theory of international relations if they had. [2]

As can be surmised by the comments of Raymond Aron, post-Cold War international relations still revolve around the territorial state which, despite the growing importance of non-state actors, remains the greatest source of power, however defined, in the modern world. The realities of that world are fairly simple: only one superpower survived the Cold War-the United States, and there is only a limited possibility that another one will emerge in the short-term future, but there are limits to what a superpower can do; the nature of international power still favors financial, economic and technological elements of power, while poverty, disease, and lack of education still plague the peoples of the world, and even with the tragic horrors of September 11, 2001, terrorism, is nothing new, and has not reached the stage where it actually threatens the existence of any state, despite growing access to weapons of mass destruction. Stanley Hoffmann's references to the ideologies of violent conflict as nationalism and religious fundamentalism remain accurate, and in their extreme forms these ideologies still pose a significant threat to the modern world.[3]  But as Aron concluded in the 1950s, the greatest threat to world stability and peace is fanaticism, and his prescription for that threat would still be moderation.[4]  And as Dickens' warned the world's greatest enemies remain ignorance, and want, a realization that must be addressed to avoid doom.  Finally, regarding these times, despite a world of sovereign states,  the current crises in Ukraine, the Middle East, and Africa accentuate the need for cooperation, leadership and a certain sense of calm order in this world, but at the moment there seems to be waning cooperation, dwindling leadership, and a growing sense of chaos.



[1] Francis Fukuyama, “The End of History,” The National Interest 16 (Summer 1989): 3.
[2] Raymond Aron, Peace and War: A Theory of International Relations (New York: Doubleday 1986), 6-7.
[3] Stanley Hoffmann, “A New World and Its Troubles,” Foreign Affairs 69:4 (Fall 1990): 115.
[4] Aron, On War (New York: W.W. Norton, 1968), 109 and 120.

Instructor's policies on late assignments and/or makeup work

Late work will be accepted with the instructor's approval.

Attendance Policy

Students are expected to keep pace with modules and readings on their own pace, but should also be prepared to prepare and turn in their written essays according to the dates provided in the syllabus.  Students should also be aware of weekly announcements.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.