THE UNITED STATES AND
“A great deal of intelligence can be invested in ignorance when the need for illusion is deep.”
Course: Hist. 3361; Section 001
Semester: Fall 2013
Class Times: T-TH: 11:00-12:20
Location: University Hall 014
Professor: Joyce S. Goldberg
Office: University Hall 330
Phone: HISTORY FACULTY HAVE NO OFFICE PHONES
Office Hrs.: T-TH: 9:30-10:30 a.m. (open office hours)
Appt. Hrs.: T-TH: 5:00-6:00 p.m. (by appointment only)
COURSE DESCRIPTION AND OBJECTIVES
This course seeks to place U.S. involvement in Vietnam in historical
perspective and to provide the historical framework from which to confront
many complex, baffling, yet vital questions about U.S. foreign relations
during the cold war: Why did the United States make such a vast commitment
in an area of so little apparent importance, one in which it had taken scant
interest before? What did it
attempt and expect to accomplish during its involvement in
We all live in history. Some of us make it, others are made (or broken) by it. Many of us try to make use of it, usually by ransacking the past for analogies to explain the present. For me, history’s usefulness does not lie in its predictive or explanatory value, but in its ability to nurture an appreciation of just how limited our capacity to see the past clearly is or our ability to know fully the historical determinants of our own brief passage in time. If the study of history does nothing more than teach humility, skepticism, or awareness of ourselves, it has done something useful.
STUDENT LEARNING OUTCOMES
A) Students will be able to analyze and assess arguments based on historical evidence. They will be able to differentiate between primary and secondary sources and between fact and interpretation.
B) Students will be able to identify the relationship between history and memory. They will be able to identify cultural and political arguments that influence “historical memory.”
A Time for War: The
Robert D. Schulzinger (RDS)
Mark Philip Bradley (MPB)
3. Sacred War: Nationalism and
Revolution in a Divided
William J. Duiker (WJD)
4. Masters of War: Military Dissent
and Politics in the
Robert Buzzanco (RB)
5. Beyond Combat: Women and Gender in
Heather Marie Stur (HMS)
6. Antiwarriors: The Vietnam War and the Battle for America’s Hearts and Minds
All books are available in paperback editions. Some may be available in electronic versions.
COURSE REQUIREMENTS AND GRADING PROCEDURES
TO PASS THIS COURSE, STUDENTS ARE REQUIRED TO TAKE ALL SIX QUIZZES AND COMPLETE ALL THREE EXAMS AND RECEIVE PASSING GRADES ON AT LEAST FIFTY PERCENT OF THE TOTAL OF ALL GRADED WORK. STUDENTS WHO DO NOT, CANNOT PASS THE COURSE.
There will be 6 multiple-choice reading quizzes (requiring scantron and pencil)meant to ensure careful and closs reading and to enhance class discussion. The highest 5 (but not a zero for a missed quiz) are worth 25% of the final grade. There will be 3 takehome exams (INSTRUCTIONS FORTHCOMING) each worth 25% of the final grade.
MakeupS will be given ONLY on TUESDAY, DECEMBER 3rd, between 2:00 and 5:00 p.m. in UH 115. None will be multiple-choice. I do not permit exam re-takes; I do not offer extra-credit; I do not grant incompletes. Students are expected to keep track of their own performance and seek guidance if their performance is unsatisfactory.
The rubric I use for grading essays is:
1) relevance (how well each essay answers the specific question);
2) comprehensiveness (how much relevant material is included);
3) analysis (how well ideas are developed);
4) documentation (how well evidence is provided for each argument);
5) logic (do conclusions follow logically from premises);
6) clarity (how well the author communicates).
MY GRADE DEFINITIONS
A (90-100): Displays an excellent, thorough, factual and conceptual understanding of the material while also expressing evidence-based opinions-- clear, organized, thoughtful, well-written, persuasive. Has a well-conceived thesis statement that guides the essay.
B (80-89): Displays a good factual and conceptual understanding of the material with a good ability to communicate evidence-based opinions and ideas- logical and generally persuasive. Has a reasonably clear and thoughtful thesis statement that endeavors to guide the essay.
C (70-79): Displays just a basic understanding of the factual and conceptual material. Presentation may be unclear or disorganized and not completely persuasive. Thesis statement is confused or ambiguous and its relationship to the essay is only tenuous.
D (60-69): Displays a slight or minimal grasp of basic ideas and concepts-- disorganized, poor writing skills, and poor development of ideas. Unconvincing command of historical material. Has only a vague thesis statement or merely repeats or restates the question.
F (59 and below): Incomplete, unclear, or inaccurate presentation of major themes, facts, and concepts. Poor communication of ideas. Demonstrates a poor command of the historical material. Has no or a completely unacceptable thesis statement.
I will never send grades nor discuss them by email
I do not take attendance and it does not factor into your final grade. I do not penalize students for non-attendance, but neither will I reward students merely for attending class regularly. Present or not, you are responsible for all work conducted every class.
Students may drop or swap classes through MyMav from the beginning of registration through late registration. After that, students must see their academic advisor to drop a class or withdraw. Drops may occur to a point two-thirds of the way through the semester. It is the student's responsibility to drop. Students will not automatically be dropped for non-attendance. Repayment of certain types of financial aid may be required. For information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/aao/fao/).
EXPECTATIONS FOR OUT-OF-CLASS STUDY
For every credit hour earned, students should expect to spend a minimum of about three hours per week working outside class. Thus a three-hour credit course such as this one has a minimum expectation of about nine hours reading/studying beyond the time spent in class.
STUDENTS WITH DISABILITIES
UTA is committed to all federal equal opportunity legislation, including the Americans with Disabilities Act. All instructors at UTA are required to provide "reasonable accommodations" to students with disabilities. Any student requiring an accommodation must provide the instructor with official documentation certified by the Office for Students with Disabilities, University Hall 102. Only those who have officially documented a need for accommodation will have their request honored. Information regarding diagnostic criteria and policies for disability-based academic accommodations can be found at www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364.
Students are expected to adhere to the UTA Honor Code:
pledge, on my honor, to uphold UT
Faculty may employ the Honor Code as they see fit, including having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per the UT Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may include suspension or expulsion.
STUDENT SUPPORT SERVICES
UTA provides a variety of resources and programs designed to help develop
academic skills, deal with personal problems, and succeed in class.
Visit the reception desk at
The History Department website also provides links to resources that offer useful tips on reading history books, taking notes, and exam preparation. Go to www.uta.edu/history, Click on “Student Guides to the Study of History.”
PROFESSOR’S PERSONAL ADVISORY
This class is not the usual undergraduate lecture course either in intensity, work requirements, or class structure. I will not be presenting many well-established historical “truths” that you embalm in notebooks and regurgitate in exams. In this course, learning comes from diligent and careful reading, participating in classroom discussion, and Socratic questioning. As much as possible, we will examine the opposing view of whatever seems to be the class consensus. For the course to succeed, students must be committed to this. Furthermore, this is not a military history course, not a course in combat tactics, and not a psychology of killing course (although all of these subjects may come up in class). Most of all, it is NOT designed to serve as personal emotional catharsis for present-day political bitterness, political convictions, or political passions.
Students will be expected to respect others’ opinions.
Please be advised (better yet, consult with my former students) that in my classes just showing up does not guarantee success. I require students to live up to my idea of college-level performance. I confess to high expectations for student performance. I strongly recommend:
1) Regular attendance and serious preparation for each class;
2) Note-taking from readings, class discussions, and videos;
3) Regular rewriting/ reviewing of notes;
4) Engagement of the material through class participation;
5) Study groups (????);
6) Extensive preparation before each quiz or exam.
Although I prefer an atmosphere of informality and good humor, rudeness and incivility are unacceptable and common courtesies will be enforced.
Students should attend all classes, although no records will be kept. You will be neither penalized nor rewarded for attendance. You are, however, responsible for all work transacted every class. You are expected to ARRIVE ON TIME AND REMAIN FOR THE DURATION OF THE CLASS.
ALL ELECTRONIC TOOLS MUST BE PLACED ON SILENT MODE AND OUT OF SIGHT.
There will be NO TEXTING DURING CLASS.
No electronic devices may be used without my consent (electronic versions of readings constitute an obvious exception). Those who secure my permission must sign a pledge not to connect to the internet and must agree to sit behind all other students.
Reading newspapers, sleeping, texting, or other activities, electronic or not, disruptive to classmates or to me are not acceptable classroom behaviors. Eating and drinking, in moderation, are permitted but please use common sense.
UTA has adopted MavMail as its official means of communication with students and of transacting university-related business. All students are assigned a MavMail account and are responsible for checking their inbox regularly. Information about using MavMail is available at: http://www.uta.edu/oit/cs/email/mavmail.php.
Student Feedback Survey
At the end of the semester, students will be asked to complete an online Student Feedback Survey. Instructions on how to access the survey will come to each student through MavMail before the end of the semester. Each student’s feedback enters a database anonymously. UTA’s effort to solicit student feedback is required by state law. For more information, visit http://www.uta.edu/sfs.
Final Review Week
The week prior to the first day of final exams is “Final Review Week.” During this time, instructors may not make assignments that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, no instructor will give any exams constituting ten percent or more of the final grade, except for makeup tests. No instructor shall give any portion of the final exam during Review Week.
Emergency Exit Procedures
Should we experience an emergency event that requires vacating the building, students should leave the room through the nearest exit. When exiting the building during an emergency, never use an elevator. Faculty members will assist students in selecting the safest route for evacuation and will assist disabled individuals.
READING ASSIGNMENTS AND DISCUSSION TOPICS
In case of inclement weather or school closings, you are expected to remain current with the syllabus, including all test dates.
William Broyles: "Why
MPB: Foreward, Introduction
WJD: pp. xv-xvii; Introduction
“The Vietnamese Nationalist Tradition”
WJD: pp. 5-11
“Patriotism, Nationalism, Marxism”
WJD: pp. 11-22
RDS: pp. ix-xi; pp. 3-11
“Enemies East and West”
WJD: pp. 22-30
RDS: pp. 12-15
(No office hours on this day)
WJD: pp. 30-44
RDS: pp. 15-19
WJD: pp. 44-52
RDS: pp. 19-31
WJD: pp. 53-75
RDS: pp. 31-50
“The Great French Failure”
WJD: pp. 75-94
RDS: pp. 51-62
“Diem--the Flawed Solution”
WJD: pp. 95-106
RDS: pp. 62-68
EXAM # 1 DUE (Late papers will be penalized)
WJD: pp. 107-123
RDS: pp. 69-80
“Diem's Economic and Military Miracles”
WJD: pp. 124-134
RDS: pp. 80-90
“Deepening the Commitment”
WJD: pp. 134-137
RDS: pp. 91-96
WJD: pp. 138-150
RDS: pp. 97-126
“The Best and the Brightest”
WJD: pp. 150-164
RDS: pp. 126-153
“The Continuity of Containment” [REALLY LONG ASSIGNMENT]
RDS: pp. 154-181
WJD: pp. 164-181
RDS: pp. 182-210
“Resistance and LBJ's Decision for War” [LONG ASSIGNMENT]
WJD: pp. 181-208
RDS: pp. 210-245
“Tet: Turning Point”
WJD: pp. 208-218
RDS: pp. 246-256
EXAM # 2 DUE (Late papers will be penalized)
RDS: pp. 256-263
RDS: pp. 263-273
“Nixon's War for Peace”
WJD: pp. 219-225
RDS: pp. 274-277
(No office hours on this day)
RDS: pp. 277-284
WJD: pp. 225-232
RDS: pp. 284-288
“The End of the Tunnel”
WJD: pp. 232-235
RDS: pp. 288-292
“Toward an Accord”
WJD: pp. 235-244
RDS: pp. 292-304
“Peace in Our Time? Legacies and Reflections”
WJD: pp. 244-258
RDS: pp. 305-327
EXAM #3 DUE TO ME IN
MY OFFICE BY 1:30 P.M.