Welcome to Intelligence and Security Studies!!!

1. Welcome to Intelligence and Security Studies!!! • Instructor: Mr. Trainor • Website: • mrtrainor.sharepoint.com • Email: mrtrainor1@gmail.com • Texts: • For the Presidents Eyes Only: Secret Intelligence and the American Presidency from Washington to Bush, Christopher Andrew, 1995. • Intelligence: From Secrets to Policy (3rd Edition), Mark M. Lowenthal

2. Course Description • This class will provide students with a comprehensive overview of the United States Intelligence Community (IC) with an emphasis on the Central Intelligence Agency (CIA). The course will review the role of intelligence in American policy-making from the American Revolution to the Obama Administration and beyond. We will begin by defining intelligence, and examining the role of an intelligence agency – why have such an agency? What does it do? How does it do it? This unit will include a broad discussion of the “intelligence cycle” (collection, integration, analysis, and dissemination of intelligence to policy-makers). Next, we will review the role of intelligence in U.S. policy-making from George Washington to Franklin Roosevelt and World War II. When doing so we will consider some of the tensions surrounding the relationship between the Intelligence Community and government leaders/policy-makers. We will then examine the many facets of intelligence during the Cold War and beyond culminating with the tragic events of 9/11/2001 and the role of the IC in these calamitous terrorist attacks. Finally, the course will conclude with intelligence in the post-9/11 world with an examination of changes made to the IC in the aftermath of the attacks, a look at some foreign intelligence agencies (comparing and contrasting them to the U.S. IC), and a discussion about the future of intelligence in American Democracy.

3. Course Objectives Students will: • Develop an understanding of basic intelligence concepts. • Review the history of the development of the modern U.S. Intelligence Community. • Discuss intelligence analysis and its potential impact on policy-making. • Assess the role of covert action as an instrument of foreign policy. • Understand how intelligence agencies influence cultural development and how they have been portrayed through popular culture. • Explore the moral and ethical dilemmas inherent in the use of intelligence as a policy tool and the appropriate response of a democratic society. • Consider new threats and challenges facing the Intelligence Community and assess how resources are being deployed against them.

4. Unit I – Introduction and American Intelligence up to the end of World War II. • Why spy? • What is an intelligence agency? – Introduction of key words: HUMINT, SIGINT, COMINT, covert operations vs. clandestine operations, counterintelligence, etc. • How does an intelligence agency conduct its business? - The Intelligence Cycle: Collection, integration, analysis, dissemination to policy-makers. • Intelligence, George Washington, and the American Revolution – Case study: Compare and contrast motives and effectiveness of Benedict Arnold and Nathan Hale. • Intelligence and the American Civil War – Case Study: Rose O’Neal Greenhow and the role of women in early intelligence operations. • Woodrow Wilson, William Wiseman, and the role of Intelligence in World War I. • Franklin Delano Roosevelt and Intelligence – to what extent, if at all, did Roosevelt’s background in intelligence shape his actions as President? • World War II – origins of the US-UK intelligence alliance (BRUSA), the increase in the use of SIGINT, and the OSS. Emphasis on “Wild Bill” Donovan and General Hoyt Vandenberg. Allen Turing and the relationship between technology and spying – importance of SIGINT to the war effort.

5. Unit II – The end of the War and the creation of the Central Intelligence Agency • President Truman and the Congressional debate over the CIA or “American Gestapo” – continuities with OSS and the influence of early Cold War on attitudes towards foreign intelligence. • Political tensions between CIA, FBI, and military intelligence agencies over jurisdiction and influence. • Frank Wisner (Wisner’s Wierdo’s), the Office of Policy Coordination, Allen Dulles, Richard Bissell, Hoyt Vandenberg and lobbying for a foreign intelligence service. • The creation of the National Security Agency (NSA) and the growth of SIGINT.

6. Unit III – Intelligence and President Eisenhower • Covert operations in the “Golden Age” of the CIA – Case Study: Iran (Kermit Roosevelt) and Guatemala. • Unanticipated consequences of covert actions. • Overhead reconnaissance – Gary Powers and the U-2 program. • SIGINT, the downing of American aircraft, and NSA defections – early connection to Edward Snowden and the morality of intelligence.

7. Unit IV – John F. Kennedy and Lyndon B. Johnson – Intelligence in the 1960’s • Intelligence failure at the Bay of Pigs, success at Cuban Missile Crisis. • Covert action to overthrow Fidel Castro regime in Cuba. • The assassination of JFK, the CIA, and LBJ. • The CIA, NSA, FBI, and domestic spying – Operation MHCHAOS. • CIA and culture – CIA front groups, the “cultural Cold War” – writers, artists, musicians, filmmakers, students, women, Catholics, African Americans, journalists. • The CIA, William Colby and operation PHOENIX in Vietnam. • The Spy Who Came in From the Cold, by John le Carre (1963) – novel by ex-British intelligence officer – to what extent do the themes in the book reflect what we have learned in the course so far? • The Good Shepard (2006), directed by Robert De Niro. Explain the title of the film. How does the film portray the “Golden Age” of the CIA? What messages do you think the director is intending for the audience? Who are the villains in the film? The victims?

8. Unit V – Intelligence in the 1970’s – Crisis and Reorganization • Richard Nixon, Henry Kissinger, and intelligence – Case Study: Chile. • The CIA and the Watergate Affair – “The most powerful government ever to fall as a result of American covert action was the administration of Richard Nixon”. • The “Year of Intelligence” • Senator Frank Church, Congressman Otis Pike, William Colby, congressional oversight, and the “Year of Intelligence”. • The new congressional oversight committees and the administrations of Gerald Ford and Jimmy Carter.

9. Unit VI – Intelligence in the 1980’s – Failures, quagmires, and a constitutional crisis • Ronald Reagan, Robert Gates, and William Casey – Nicaragua, and the Iran-Contra Affair. • The CIA and the fall of the Soviet Union – did the CIA “miss” it? What kinds of predictions are possible with given data and the effect of mindsets? • The CIA, Osama bin Laden, Afghanistan, and the creation of Al Qaeda.

10. Unit VII - 9/11 • To what extent, if at all, was the CIA responsible for the rise of Islamic fundamentalism and the attacks on 9/11? • To what extent was 9/11 preventable? • Ghost Wars: The Secret History of the CIA, Afghanistan, and Bin Laden, from the Soviet Invasion to September 10, 2001 by Steve Coll (2006). • The Looming Tower: Al- Qaeda and the Road to 9/11 by Lawrence Wright (2006). • The role and effectiveness of foreign intelligence services – MI6, Mossad.

11. Unit VIII – Intelligence in a post-9/11 world • Reorganization and management problems after 9/11 – Top Secret America. • The politicization of intelligence and the “weapons of mass destruction” debacle – Case study: Paul Pillar and Valerie Plame. Dilemma – working-level analysts are not able to get their conclusions across because senior officials do not want to hear a discrepant message. • The hunt for Osama bin Laden – “The Man Who Killed Bin Laden…is Screwed” (Esquire Magazine) vs. Zero Dark Thirty, directed by Kathryn Bigelow (2012). • Edward Snowden and the NSA – Is he a traitor or a patriot (or neither, or both)? • Drones, targeted killings, meta-data and the future of intelligence. • How can we maintain an effective intelligence community in an open democracy? Should we?

12. Grades for the Course will be based on the following criteria: • Persuasive Essays: 30% • Term Projects: 30% • Homework: 20% • Class Participation: 20%