HISTORY 3348: U.S. DIPLOMATIC HISTORY TO 1912
Professor: Joyce S. Goldberg
Semester: Fall 2012
Open Off. Hrs: T-TH: 5:00-6:00 p.m.
1) Howard Jones (HJ) Crucible of Power (Vol. 1, 2nd 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
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.
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
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.
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.
AEuropean Sources of American Diplomatic Principles: The Canvas@
HJ: pp. 1-5
AReaching for Independence: Colonial Ideals and Power Realities@
HJ: pp. 5-14
RHI: Ch. 1
AEntangling Alliances: The French Treaty@
HJ: pp. 14-17
RJA: Ch. 1
APeace without Prosperity: The Treaty of Paris@
HJ: pp. 17-23
RJA: Ch. 2
AAnemic Diplomacy: The Confederation Era@
HJ: pp. 23-26
RJA: Ch. 3
JA: Ch. 4
AThe British Connection: European War and Neutrality@
HJ: pp. 34-44
RJA: Ch. 5 (and pictures)
AThe French Connection: Collapse of the French Alliance@
HJ: pp. 44-49
RJA: Ch. 6
ARepublican Diplomacy: Out-Federalizing the Federalists
HJ: pp. 53-55
RJA: Ch. 7
A Beginnings of Empire: The Diplomacy of Fear and Hope@
HJ: pp. 55-65
RJA: Ch. 8
AAnglo-American Accommodations: Tensions and Anglophobia@
HJ: pp. 66-74
AThe Second War for American Independence: War of 1812"
HJ: pp. 77-95
AEra of Good Feelings: Seeking Hemispheric Security@
HJ: pp. 97-112
RHI: Ch. 2
AClear-Eyed Men of Destiny: The Monroe Doctrine@
HJ: pp. 112-119
ASG: Chs. 1, 2
AAnglo-American Accommodations and Tensions: Redux@
HJ: pp. 123-147
ASG: Chs. 3, 4
AManifest Destiny: The Diplomacy of Annexation@
HJ: pp. 149-164
ASG: Chs. 5, 6
AManifest Design: Mr. Polk=s War@
HJ: pp. 164-176
ASG: Ch. 7, 8
A>Young America=: Race, Slavery, and Expansion
HJ: pp. 179-201
ASG: Ch. 9; Conclusion
A Civil War Diplomacy: The South=s Dream of Empire@
HJ: pp. 205-237
RHI: Ch. 3
AThe Republic at Peace: Old Paradigms and New@
HJ: pp. 241-247
KLH: Introduction (and endnote #14); Ch. 1
ANew Opportunities: A New and Improved Manifest Destiny@
HJ: pp. 247-254
KLH: Chs. 2, 3
AThe New American Navy: New Seapower and New Diplomacy@
HJ: pp. 254-269
KLH: Chs. 4, 5 (and endnote #59)
AToward World Power: The >splendid little war=@
HJ: pp. 269-282
KLH: Chs. 6, 7
FN: Ch. 1
AThe Great Debate: The Philippines, Imperialism, and Empire@
HJ: pp. 282-293
KLH: Ch. 8 (and endnote #1); conclusion
FN: Ch. 2
ACollossus of the North: Challenges and Meddling@
HJ: pp. 297-305
FN: Ch. 3 (only to p. 139)
TH-Nov. 22nd: THANKSGIVING
AThe Big Stick: TR and the politics of power@
HJ: pp. 305-319
FN: Ch. 4 (only to p. 172)
AThe New National Security: TR versus Taft@
HJ: pp. 319-322
FN: Ch. 5 (only to p. 214)
AWoodrow Wilson and the Politics of Morality: Ehe Eve of war@
FN: Ch. 6
RHI: Ch. 4
Tuesday, December 11TH
late papers will be penalized
late papers will be penalized
[handed to me by 1:00 p.m. in my office]