HISTORY 3348:  U.S. DIPLOMATIC HISTORY TO 1912

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Professor:       Joyce S. Goldberg

 

Semester:        Fall 2012

 

Location:        UH014

  

Open Off. Hrs:   T-TH: 5:00-6:00 p.m.

 

Email: goldberg@uta.edu                                 

 

Website: http://www.uta.edu/faculty/maizlish/homepagegoldberg.htm     

 

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REQUIRED READING

 

1) Howard Jones        (HJ)    Crucible of Power   (Vol. 1, 2^nd edition)

 

2) Richard H. Immerman (RHI)  Empire for Liberty

 

3) Robert J. Allison   (RJA)  The Crescent Obscured

 

4) Amy S. Greenberg    (ASG)  Manifest Manhood

 

5) Kristin L. Hoganson (KLH)  Fighting for American Manhood: How Gender

                               Politics Provoked the Spanish-American and

       Philippine-American Wars

 

6) Frank Ninkovich     (FN)   The United States and Imperialism

 

 

 

STUDENT COMPETENCIES AND LEARNING OUTCOMES

 

 

a) Students will be able to analyze historical interpretations and construct independent arguments of their own based on historical evidence.

 

b) Students will be able to distinguish between primary and secondary sources, evaluating how diplomatic historians use each, and assessing how interpretations have changed over time and why.

COURSE DESCRIPTION AND OBJECTIVES

 

This course surveys U.S. foreign relations from the origins of the republic to the eve of World War I.  Students will encounter  elites and the public=s influence, altruism and self-promotion, idealism and material interests, open-mindedness and bigotry.  They will encounter concepts such as exceptionalism, empire,  expansionism, manifest destiny, imperialism, and national security. I view the study of history as an art form, not as a search for truth. It is an on-going cultural debate, one continuously open to evidence-based interpretation. Knowledge of history will not make you smarter nor help anyone avoid repeating the mistakes of the past.  History=s Ausefulness@ does not lie in its predictive value but in its ability to nurture appreciation of the limits of our capacity to see the past clearly or even know fully the historical determinants of our won brief passage in time.  If the study of history does little more than teach humility, skepticism, and a better awareness of ourselves, then it has done something useful.

 

 

COURSE REQUIREMENTS AND GRADING PROCEDURES

 

****TO PASS THIS COURSE STUDENTS ARE REQUIRED TO complete ALL assignments.  Students who do not will automatically fail. Merely complying with all requirements, however, does not guarantee a passing grade.****

 

There will be six multiple-choice reading quizzes (requiring scantrons).  The best five (provided you take six) will be worth five percent each of the final grade.  There will be three take home exams (typed, double-spaced, 12 pt. font, one-inch margins) each worth twenty-five percent of the final grade.

 

RUBRIC FOR GRADDING ESSAYS

 

I grade essays using the following criteria:

 

1)relevance--how well the essay answers the specific question 2)analysis--how well ideas are developed

3)comprehensiveness--how much relevant material is included

4)evidence--is there documentation for each argument

5)logic--do conclusions follow from premises

Makeup quizzes (NOT MULTIPLE CHOICE) will take place at the convenience of the instructor.  I do not accept extra-credit work, permit quiz or exam re-takes, nor grant incompletes.  Students are solely responsible for withdrawing from the class.  I will never email any grades.  Neither lectures nor videos are available online.

 

GRADE DEFINITIONS ON ESSAYS

 

A (90-100): Displays an excellent, thorough, factual and conceptual understanding while also expressing evidence-based opinions; clear, organized, thoughtful, well-written, persuasive.  Has a clear and well-conceived thesis that guides the essay.

 

B (80-89): Displays a good factual and conceptual understanding with a good ability to communicate evidence-based opinions and ideas; logical and clear, and generally persuasive.   Has a reasonably clear and thoughtful thesis that endeavors to guide the essay.

 

C (70-79): Displays only a basic understanding of the factual and conceptual material; presentation may be unclear or disorganized and not very persuasive.  Thesis is unclear or its relationship to the essay is only tenuous.

 

D (60-69): Displays only a slight, marginal, or minimal grasp of basic ideas and concepts; disorganized, poor communication skills, and poor development of ideas.  Unconvincing command of the historical material.  Has only a vague or unreasonable thesis, perhaps unrelated to the essay question.

 

F (59 and below): Incomplete, unclear, or inaccurate presentation of major themes, facts, and concepts.  Poor communication.  Writer demonstrates poor command of the historical material.  Illogical, unreasonable, or missing thesis.

 

ACADEMIC DISHONESTY

At UT Arlington, academic dishonesty is completely unacceptable and will not be tolerated in any form, including (but not limited to) "cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts" (UT System Regents' Rule 50101, §2.2).

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code: 

I pledge, on my honor, to uphold UT Arlington's tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

Suspected violations of the university's academic integrity standards (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student's suspension or expulsion from the University.

 

 

STUDENTS WITH DISABILITIES

I am committed to the Americans with Disabilities Act and will assure that disabled students are appropriately accommodated in my class.  If you require an accommodation based on disability, the law requires you to inform your instructor and provide documentation through the Office for Students with Disabilities.  See Student Handbook.

 

CLASSROOM DECORUM

Although I prefer an atmosphere of informality and good humor,

rudeness and incivility are unacceptable and common courtesies will be enforced. 

 

1)  Students should attend all classes, although no records will be kept.  You will be neither penalized nor rewarded for attendance, but you are responsible for all work transacted every class.

 

2) You are expected to arrive on time and remain for the duration of the class. 

 

3) All electronic devices must be placed on silent mode and remain out of sight for the duration of the class.  No electronic devices of any kind may be used during class without my express consent.  Newspaper reading, sleeping, or other disruptive behaviors are not permitted.  No tape recording without consent of the instructor.  Eating and drinking, in moderation, are permitted.

 

READING ASSIGNMENTS AND DISCUSSION TOPICS (due the date listed)

 

IN CASE OF INCLEMENT WEATHER OR SCHOOL CLOSURE, YOU ARE EXPECTED TO REMAIN CURRENT WITH THE SYLLABUS ASSIGNMENTS, INCLUDING QUIZ AND EXAM DATES.

 

TH-Aug. 23rd:  

AOrganizational meeting@

 

 

T-Aug. 28th:  

AEuropean Sources of American Diplomatic Principles: The Canvas@

 

HJ: pp. 1-5

RHI: Introduction

 

 

TH-Aug. 30th: 

AReaching for Independence: Colonial Ideals and Power Realities@

 

HJ: pp. 5-14

RHI: Ch. 1

  

 

T-Sept. 4th:    

AEntangling Alliances: The French Treaty@

 

HJ: pp. 14-17

RJA: Ch. 1

 

TH-Sept. 6th: 

APeace without Prosperity: The Treaty of Paris@

 

HJ: pp. 17-23

RJA: Ch. 2

Quiz #1
 

 

T-Sept. 11th:  

AAnemic Diplomacy: The Confederation Era@

 

HJ: pp. 23-26

RJA: Ch. 3

ept. 13th:               

pp. 31-34

JA: Ch. 4

 

T-Sept. 18th: 

AThe British Connection: European War and Neutrality@

 

HJ: pp. 34-44

RJA: Ch. 5 (and pictures)

    

 

TH-Sept. 20th:

AThe French Connection: Collapse of the French Alliance@

 

HJ: pp. 44-49

RJA: Ch. 6

 

 

 

T-Sept. 25th:    

ARepublican Diplomacy: Out-Federalizing the Federalists

 

HJ: pp. 53-55

RJA: Ch. 7

Quiz #2

 

TH-Sept. 27th:  

A Beginnings of Empire: The Diplomacy of Fear and Hope@

 

HJ: pp. 55-65

RJA: Ch. 8    

**EXAM #1 DUE**
late papers will be penalized

 

 

T-Oct. 2nd:     

AAnglo-American Accommodations: Tensions and Anglophobia@

 

HJ: pp. 66-74

RJA: Ch.9

 

TH-Oct. 4th:   

AThe Second War for American Independence: War of 1812"

 

HJ: pp. 77-95

ASG: Introduction

 

 

T-Oct. 9th:    

AEra of Good Feelings: Seeking Hemispheric Security@

 

HJ: pp. 97-112

RHI: Ch. 2

 

 

TH-Oct. 11th: 

AClear-Eyed Men of Destiny: The Monroe Doctrine@

 

HJ: pp. 112-119

ASG: Chs. 1, 2

Quiz #3
 

 

T-Oct. 16th:

AAnglo-American Accommodations and Tensions: Redux@  

 

HJ: pp. 123-147

ASG: Chs. 3, 4

 

 

TH-Oct. 18th:  

AManifest Destiny: The Diplomacy of Annexation@

 

HJ: pp. 149-164

ASG: Chs. 5, 6

 

 

T-Oct. 23rd:   

AManifest Design: Mr. Polk=s War@

 

HJ: pp. 164-176

ASG: Ch. 7, 8

 

 

TH-Oct. 25th:  

A>Young America=: Race, Slavery, and Expansion

 

HJ: pp. 179-201

ASG: Ch. 9; Conclusion

 

 

T-Oct. 30th:  

A Civil War Diplomacy: The South=s Dream of Empire@

 

HJ: pp. 205-237

RHI: Ch. 3

QUIZ #4                     

 

 

TH-Nov. 1^st:

AThe Republic at Peace: Old Paradigms and New@

 

HJ: pp. 241-247

KLH: Introduction (and endnote #14); Ch. 1

**EXAM #2 DUE**

 late papers will be penalized

 

 

T-Nov. 6th:   

ANew Opportunities: A New and Improved Manifest Destiny@

 

HJ: pp. 247-254

KLH: Chs. 2, 3

 

 

TH-Nov 8th:     

AThe New American Navy: New Seapower and New Diplomacy@

 

HJ: pp. 254-269

KLH: Chs. 4, 5 (and endnote #59)

 

 

T-Nov. 13th:  

AToward World Power: The >splendid little war=@

 

HJ: pp. 269-282

KLH: Chs. 6, 7

FN: Ch. 1

 

 

TH-Nov. 15th: 

AThe Great Debate: The Philippines, Imperialism, and Empire@

 

HJ: pp. 282-293

KLH: Ch. 8 (and endnote #1); conclusion

FN: Ch. 2

Quiz #5

 

 

T-Nov. 20th:  

ACollossus of the North: Challenges and Meddling@

 

HJ: pp. 297-305

FN: Ch. 3 (only to p. 139)

                    

 

 

TH-Nov. 22nd:    THANKSGIVING

 

 

 

T-Nov. 27th:    

AThe Big Stick: TR and the politics of power@

 

HJ: pp. 305-319

FN: Ch. 4 (only to p. 172)