Dr. Libby
Spring 2002
Course.............................A421
Office..............................CA-527
Phone..............................274-3981
History
Office Phone......274-3811
Topics
in United States History:
"United
States-Japan:
War
and Diplomacy".
PLEASE READ CAREFULLY:
1. OBJECTIVES:
It has now been nearly a
generation since the Japanese air and naval forces attacked Pearl Harbor...a
date that President Franklin Roosevelt said would "live in
infamy". Although over the years
the events fade from memory or are no longer learned in our schools the fact
does remain that some of us, both Japanese and American, have not forgotten the
conflict although the background to the coming of the confrontation has not
always been understood.
The purpose of this course is
to try to decipher, understand, and analyze the relations between Washington
and Tokyo beginning with events occurring in the latter part of the 19th
century followed by a study of the first four decades of the twentieth century
and the ensuing conflict between two formerly cordial Pacific neighbors.
2. PAPER:
The course provides the
student with perhaps the first introduction to historical research, writing a
sizeable paper, footnoting, and concluding the study with a complete and
extensive Bibliographical Essay.
I will provide the student
with a handout detailing how the footnotes or endnotes are to be cited and I
plan to review that process in class.
During, the semester, however, if any student needs any assistance,
please see me rather than citing a source incorrectly.
The student will choose one
of the topics listed below and write a 15-25 page paper. The essay will be typed, double spaced,
footnoted correctly, but, beyond the technical aspects of the paper, the
student should exhibit enterprising research even given our limited resources
in Indianapolis as well as analyzing the impact on our national experience.
3. EXAMINATIONS:
There
will be two (2) examinations (a mid-term and final) during the semester
taken from information contained in lecture and the Chronology relating
to United States-Japanese diplomatic relations as well as one of the finest one
volume overviews of the Pacific war in Ronald Spector, Eagle Against The
Sun: The American War Against Japan and John Dower's War Without Mercy.
4. PAPER SOURCES:
This is a 400 level course
requiring more than the minimum of work.
Our library does not have an abundance of monograph and scholarly
journal sources so I suggest the student search the shelves at the Indiana
State Library located at Ohio and Senate Streets, the Marion County Library
located on St. Clair between Pennsylvania and Meridian Streets, and also
through inter-library loan facilities that can be arranged at our library.
Residential libraries of the
Marion County system might not have the relevant works needed for your
study. I would suggest students begin
early as the paper is due on Thursday evening, 23 April 1998. You all are experienced enough to know that
"time does move quickly" so be sure to arrange your research and
writing schedule accordingly. I need
time to grade them before the end of the semester grades are due in the
Registrar's office.
5. Incompletes:
Indiana University requires
that 75 percent of all of the course's work be completed before an
Incomplete can be given and since on most occasions that grade is given because
a student just did not plan well or thought he or she could procrastinate
without any penalties.
Obviously, the best
recourse is not to procrastinate and turn the paper in on time and take the
examinations on the appointed dates.
6. MISCELLANEOUS INFORMATION:
A. I ask
that students not record my lectures but if any student has special
needs please have Adaptive Learning Services located in CA 131 (phone 274-3241)
call or write to me regarding special provisions that need to be provided in
lecture and/or in taking of examinations.
B. As
noted above, the student will receive information regarding Bibliographical
Essays, the correct method for entering historical footnote or endnote
citations and I would also recommend that students begin their work early in
the semester and seek assistance from the instructors in the Writing Center in
order to create finely written papers.
C. The
Writing Center is located in CA 427; Phone 274-2049. Because of budgetary limitations, check the
door for the center's hours during the semester.
D. I do
not take attendance nor do I have seating charts. Thus, if you cannot attend a lecture you need not call me
but seek the lecture notes from your colleagues in class.
E. Indiana
University does not tolerate cheating on the part of students and since I do
not expect students to cheat, the warning has been given as required, and
enough has already been said on the subject.
F. If at
any time you are confused regarding the objectives and the requirements
relating to this course please see me and do not allow any misapprehensions to
exist throughout the entire semester.
Topics for the Paper:
Some papers will focus on
relations between the United States and Japan during various phases of our
contacts that began in the middle of the nineteenth century while others will
be primarily centered on the diplomacy and events leading up to Pearl Harbor
and the various struggles of the 44 months and 1351 days of the Pacific
conflict.
Only one student may take a
topic during the semester since, with limited source materials, I do not wish
any of you to be competing for relevant materials with another student.
REMEMBER:
THE
FOCUS OF YOUR PAPER IS FROM
WASHINGTON
AND THE UNITED STATES
SINCE
THIS IS A COURSE NUMBERED
A421
DESIGNATING AN AMERICAN
HISTORY
COURSE.
A. An
overview of United States relations with Japan from the arrival of Commodore
Matthew C. Perry in 1853, the treaty he signed in 1854 and the arrival of
Townsend Harris in 1856 to represent American interests in the country and any
subsequent treaties signed between 1858 and 1871.
Be
sure to include why Perry was sent and all the treaties and arrangements signed with the Japanese in the formative years of our diplomatic relations with that
nation. Do not carry the story beyond
1871.
B. American-Japanese relations beginning
with the inauguration of President Ulysses Simpson Grant in 1869 until the
ascendancy of Theodore Roosevelt to the presidency on September 14, 1901.
Be
sure to include the American reactions to the Japanese invasion of Korea, the war with China from 1894-1895 and the
growing rivalry in Asia between Tokyo and the western nations.
C. The
growth and maturation of the Japanese navy from 1870-1914 including the
diplomatic and military issues between Tokyo and her adversaries.
D. The
growth of the United States Navy from the James Garfield presidency in 1881 until the inauguration of Theodore
Roosevelt in 1901 including the creation of the Naval War College, the writings
and influence of Captain Alfred Thayer Mahan and the growth of a world class
navy that was required to compete for an empire in the Spanish-American War at
the end of the nineteenth century.
E. The
purpose of this paper is to relate the United States acquisition of insular
naval anchorages including the islands of Midway, Wake, Samoa, Hawaii, Guam and
the Philippine Archipelago.
This
story can begin with the voyages of Charles Wilkes (1839-1842) and conclude
with the acquisitions of an insular empire following the Spanish-American War
in 1898.
F. Beginning
American-British naval cooperation in the Pacific region from the end of the
Spanish-American War in 1898 until the outbreak of the Great War in 1914.
The
focus should be on the rising military fears and suspicions regarding Japan by
both the United States and the United Kingdom and how they agreed and/or
disagreed on resolving their apprehensions.
G. The
diplomatic episodes between the United States and Japan during the
administrations of President Theodore Roosevelt, 1901-1909 including mediation
of the Russo-Japanese War, the Taft-Katsura Agreement, the Root-Takahira
Agreement and the Gentlemens Agreement and their impact on trans-Pacific
relations.
H. Relate
the story, importance and voyage of the American Great White Fleet from
1907-1909 and any lasting impact on American-Japanese relations.
In
addition, what lessons did the Navy leaders learn from that mission, if any,
that allowed them to improve their command structure, ship building techniques
and other technical advances in the years just prior to the First World War.
I. The
diplomatic episodes between the United States and Japan during the administration
of President William Howard Taft from 1909-1913 and how relations disintegrated
following the promises made by former President Roosevelt.
J. The
diplomatic episodes between the United States and Japan during the
administrations of President Woodrow Wilson, 1913-1921.
The
main focus will center on relations during the Great War including Japanese
activities during the conflict, particularly in China, and Tokyo's acquisitions
of mandated islands in the Pacific that were included in the Treaty of Versailles.
K. Here is
a topic where the focus is centered in Tokyo.
From
the Japanese point of view, explain the diplomatic objectives of the
Tokyo Government for the years 1895-1914.
This
topic requires reading materials focusing on Japanese history and not primarily
on United States nor Western European sources.
L. Similar
to the theme in Question K, from the Japanese point of view explain the
diplomatic objectives of the Tokyo Government for the years 1914-1920.
Again,
Japanese sources are the main focus as in Topic K.
M. The
diplomacy of the Harding Administration's policies towards Japan during the
Washington Conference, 1921-1922 including all military and naval agreements
reached and their impact. There are numerous studies relating to this subject
and there should be no problems gaining sources for this study.
There
are other diplomatic and humanitarian episodes during the Harding
administration and the student should relate those events as well.
N. Topic N
is rather difficult since sources might be scarce. During the early 1920s, the United States military conducted spy
missions near and on Japanese held mandated islands in the Pacific.
One
of the more notorious episodes involved Marine Major Earl Hancock
"Pete" Ellis and a study of this episode is the central focus in
researching this topic.
Should
source materials regarding the Ellis mission not be sufficient for a paper, the
student is free to extend the story of spying on the Japanese and their
installations even to December 7, 1941.
The
student is free to conduct counter-intelligence research that is available
wherein United States agencies monitored Japanese activities in this country
including organizations such as the FBI and other Justice Department divisions.
O. The
student who chooses this topic will study and analyze the administrations of
Calvin Coolidge and Herbert Hoover regarding Japan and carry the story through
the Manchurian Crisis (1931-1933) and its lasting impact upon Washington-Tokyo
relations including the Hoover-Stimson policy of non-recognition of territorial
gains by armed aggression.
P. The
early years of the Franklin D. Roosevelt's diplomacy towards Japan, the
influence of Secretary of State Cordell Hull and the increasing influence of
the Far Eastern Division of the State Department on American-Japanese relations
from 1933-1938.
Q. The
diplomacy of the Roosevelt Administration from the Marco Polo Bridge Incident
(July 7, 1937) through the Arsenal of Democracy Speech in December 1940
following the president's election to a third term.
The
student will need to complete the panorama of American
diplomacy by relating events occurring in Europe as well as the Roosevelt
Administration's diplomatic and military reactions.
R. The
diplomacy and military preparations of the Roosevelt Administration during the
final year of peace...1941...and the final breakdown of the relations by
December 7, 1941.
S. A very
difficult subject involves an analysis of how Japan planned for the attack upon
Pearl Harbor and other American installations in the Pacific.
In
addition, the student will discuss in detail the mean responsible for creating,
planning, initiating and executing the attack on these installations, and what
they hoped to accomplish.
An
analysis of their successes and failures is necessary to complete the
requirements for this paper.
****Question
S is a very large subject and should be undertaken only by a student with
the time and the desire to read a great quantity of materials relating to a
very complex and involved historical event.
T. Explain
and analyze the growth of Japan's sea forces from the years 1933-1941. This is a very complex study and should not
be undertaken without serious consideration.
There
are some biographies of leading figures and some overviews by Paul Dull
entitled The Rise of the Japanese Navy and Peatty and David Evans
entitled Kaigun, but most of the
information will come from innovative research and to repeat, this topic is not
an easy subject.
U. One of
the most intriguing figures influencing Japanese-American relations during the
twenties and thirties was the State Department and especially, Stanley K.
Hornbeck, head of the Far Eastern Division and later Political Advisor to
Secretary of State Cordell Hull on East Asian affairs.
Hornbeck
is an interesting figure and might appeal to a student wishing to research and
write more of a biographical
paper in analyzing American-Japanese relations, 1931-1941.
There
are a number of important military and naval personalities
and topics relating to the war in the
Pacific and any student contemplating writing such a paper might wish to research the following:
V. Admiral
Ralph Christie, Commander-in-Chief of Southwest Pacific Submarines (attached to
MacArthur...COMSUBSWPAC and the submarine war in the Southwest Pacific area.
W. Admiral
William Halsey, Commander 3rd Fleet and South Pacific Area (COMSOPACA). There
are numerous biographies of "Bull" Halsey and he certainly was one of
the more aggressive and successful commanders in the Pacific war.
*****Be sure to include criticisms of his actions as
well...including his controversy with Admiral Kinkaid following World War II.
There
are numerous biographies of both Admiral Halsey and Admiral Kinkaid available
to the researcher.
X. Admiral
Husband Kimmel, Commander-in-Chief Pacific Fleet who was relieved temporarily
by Admiral William Pye and permanently by Admiral Chester Nimitz following the
attack upon Pearl Harbor.
Kimmel
has been both defended and criticized by historians, writers and others and by
reading Kimmel's own autobiography and other relevant sources, the student can
come to some conclusion as to his merits and his deficiencies.
The
student is advised to read Admiral Kimmel's defense of his actions in a monograph
entitled: The Husband Kimmel Story and a new monograph by Edward Beach
entitled: Scapegoat.
Y. Admiral
Ernest J. King, Commander-in-Chief of the United States Fleet (COMINCH) and
Chief of Naval Operations (CNO).
King
replaced Admiral Harold Stark as Chief of Naval Operations following the attack
on Pearl Harbor and was designated Commander-In-Chief (COMINCH) and was given
the mission to create the navies needed to defeat both Japan and Germany.
There
area number of good biographies of the admiral
available as well as his own autobiography and King should prove a
fascinating study for any student interested in how to win a war on multiple
fronts while battling civilian and Allied priorities that did not always agree
with naval objectives.
Z. Admiral
Charles Lockwood, Commander-in-Chief of Pacific Fleet Submarines
(COMSUBPAC). There are many fine
studies of the "Silent Service" and its contributions to winning the
war in the Pacific.
You
can concentrate on either Lockwood or the submarine service in this
paper...whichever provides you with the most material.
Be
sure to see studies by Clay Blair and submarine commanders who left their
remembrances of the war in autobiographical form.
AA. General
Douglas MacArthur, Commander-in-Chief of Southwest Pacific area. I would ask the student choosing this topic
to concentrate on the general's Pacific War activities including his
"Return" to the Philippine strategy.
A
brief biographical overview is fine but his World War II successes and failures
should be the main focus of the essay.
BB. Admiral
Chester W. Nimitz, Commander-in-Chief Pacific Fleet (CINCPAC) and
Commander-in-Chief Pacific Ocean Area (CINCPOA).
Nimitz
replaced Kimmel as Commander-in-Chief of the Pacific Fleet and there are
excellent studies for the student to use in creating an historical portrait of
this important naval leader during the Pacific war. A good biography and
additional monograph materials do exist and should be utilized.
CC. Admiral
Raymond Spruance, Commander 5th Fleet and, although a cruiser commander by
training, the admiral was in overall command of important naval engagements
during the war and deserves a carefully crafted paper revealing both his
strengths and weaknesses. A good
biography does exist.
There
is also a good biography by of Spruance
available to the resarcher.
There are other naval, army
and marine personalities who assisted in the defeat of Japan including the list
below and biographies and/or autobiographies do exist and should be researched
through the library computer system.
If the student, however, has
a special personality he or she wishes to write about and is not on this list
please see me in the office.
Admiral Arleigh
Burke..........................("31 Knot Burke") Destroyer Commander and later Executive Officer for Admiral Marc A. Mitscher.
Admiral Joseph J.
"Jocko" Clark...........Carrier Task Group Commander
Army General Robert
Eichelberger........Attached to MacArthur's staff
and commander of various
operations throughout the Pacific war.
Admiral Aubrey
Fitch.............................Carrier Task Group Commander
Admiral Frank Jack
Fletcher...............….Carrier Task Force Commander
Marine General Roy
Geiger..................Commander during various operations
throughout the Pacific war.
Admiral Thomas C.
Hart......................Commander of the Asiatic
Fleet until the collapse
of the Philippines in 1941.
Admiral Thomas
Kinkaid.....................Commander of carriers and
cruisers during various
operations throughout the
Pacific war.
Army General George
Kenney............MacArthur's Air Corps Chief
(5th
Air Force) throughout
many
campaigns of the Pacific
war
and one of his most trusted advisors.
Army General Walter
Krueger............Attached to MacArthur's staff
and commander of various
operations during the Pacific war.
German born and a veteran of the Spanish-
American War (Krueger knew MacArthur's
father--Arthur MacArthur and trusted his
wise
and sage military decision making.
Admiral Willis
"Ching" Lee...............Battleship Task Group Commander
Admiral John S.
McCain....................Carrier Task Force Commander
The
grandfather of the present day senator
John McCain (R. Arizona).
Admiral Marc A.
Mitscher..................Carrier Task Force Commander
Aggressive and irrascible, Mitscher
replaced a more conservative and less
aggressive Admiral Charles ("Baldy") Pownall and became one of the premier air commanders during the war.
Admiral Jesse Oldendorf.....................Battleship
Task Group Commander
Underrated and ignored by naval historians
but important during the Battle of Leyte Gulf.
Marine General William Rupertus......Commander during
various operations throughout the
Pacific war.
He died in March 1945 and did not live to see
the
victory over Japan that he so
heroically fought to
achieve.
Admiral Forrest P.
Sherman................Carrier Task Group Commander
(Do not confuse with Admiral Frederick
Sherman).
Admiral Frederick
Sherman................Carrier Task Group Commander
(Do not confuse with Admiral Forrest P. Sherman
noted above).
Marine General Holland M.
Smith......Known to friends and foes alike as "Howling Mad"
Smith and most controversial, especially in removing Army General
Ralph Smith during the Saipan campaign.
The resounding consequences of the Marine general's actions
reverberated throughout the Army
and in the Joint Chiefs of Staff long
after the war ended. Most interesting.
Admiral Richmond K.
Turner............."Terrible Turner" to his friends and foes
alike and Commander Amphibious Landing
Operations during the major invasions of the
Pacific war.
If anyone had a worse temper than General
Holland 'Howlin Mad' Smith, it was Admiral
Turner
....a virtual hurricane when the two
commanders met...
and DISAGREED.
Marine General Alexander
Vandegrift... Commanded forces on Guadalcanal and other operations during
the Pacific war.
Replaced General Thomas Holcomb
as Commandant during the conflict.
Admiral Harry
Yarnell..............................Commander of the Asiatic Fleet
prior to Admiral Thomas Hart.
There are some Japanese army
and naval personalities that might interest a student including:
****Admiral
Yamamoto Isoroku
Commander
of the Combined Fleet and
ambushed
by American pilots north of
Buin
near Bougainville in the Solomon
Islands
on April 14, 1943.
****General
Tojo Hideki
Leading
advocate of war with the
United
States and held numerous
cabinet
offices during the war.
****Admiral
Koga Mineichi
One
of Japan's premier naval officers
and
involved in various operations during
the
Pacific war. Became commander of the
Commander
of the Combined Fleet upon the
death
of Yamamoto in 1943.
*****Admiral
Kondo Nobutake
One
of Japan's premier naval officers
and
involved in many operations during
the
Pacific war.
****Admiral
Mikawa Gunichi
Commander
in charge of Japanese naval
defenses
at Guadalcanal and the Philippines.
****Admiral
Nagano Osami
Chief
of Staff of the Imperial
Japanese
Navy General Staff.
****Admiral
Nagumo Chuichi
Commanded
the Kido Butai that attacked
Pearl
Harbor and other operations.
****Admiral Onishi Takijiro
Assisted
in planning for the attack upon
Pearl
Harbor, the defense of the Philippines
and created the Kamikaze suicide mission
operational
policy.
****Admiral
Ozawa Jisaburo
Involved
in various operations during
the
Pacific war including the offensive operations in both the Indian
Ocean and Malaya
and the defense of the Marianas and the
Philippines.
****Admiral
Toyoda Soeumu
One
of Japan's premier naval officers
who
became commander of the Combined Fleet
upon
the death of Admiral Koga Mineichi in
an
air crash in the Philippines in November
1944.
****Commander
Genda Minoru
Assisted
in planning the attack upon
Pearl
Harbor.
There
are other Japanese diplomatic, military and naval leaders and should the
student wish to study one of them please see me for sources are limited.There
have been some very interesting interpretations regarding the Japanese attack
upon Pearl Harbor and listed below are some authors who have advanced
controversial theories concerning that catastrophe including Harry Elmer
Barnes, Charles Beard, Henry Chamberlain, John Flynn,
George Morgenstern, Charles Tansill and others.
These men influenced a
generation of what we call historical revisionists but there are others and if
you choose this topic, please see me in my office for guidance.
There were technological
advances made during the war on the ground, in the air and on the seas and a
student may wish, if interested, to pursue the development and implementations
of any
advance that helped the
United States defeat Japan but does not get the notoriety given to some
individuals and battles.
A student may explain and
analyze any major land, naval or air battle during the Pacific War that helped
the United States defeat Imperial Japan including:
a. Battle of the Java Sea..............27
February 1942
b. Battle of the Coral Sea.............5-8 May
1942
c. Battle of Midway....................3-6 June
1942
d. Battle of Savo Island...............8 August
1942
e. Battle of the Eastern Solomons......24
August 1942
f. Battle of
Cape Esperance............11-12 October 1942
g. Battle of Santa Cruz Island.........26-27
October 1942
h. Naval Battle of Guadalcanal.........12-15
November 1942
i. Naval
Battle of Tassafaronga........30 November 1942
j. Battle for
Tarawa and Makin.........20-23 November 1943
k. Battle of
the Marshalls.................31- January-18 February 1944
(Kwajalein and Eniwetok)
l. Battle for
Saipan...........................15 June-9 July 1944
m. Battle for Guam.........................21
July-10 August 1944
n. Battle for the Palaus...................15
September-21 October 1944
and
especially Peleliu
o. Battle of Leyte
Gulf....................23-27 October 1944
p. Battle for Iwo Jima....................19
February-26 March 1945
q. Battle for
Okinawa.....................1 April-30 June 1945
If any student is
interested in a topic not listed feel free to see me to discuss the
possibilities of doing a paper on that subject.
My office hours for the
Spring Semester 2002 are as follows:
Monday......................3:00
P.M.-5:30 P.M.
Tuesday-Thursday.....8:00
A.M.-9:15 A. M.
Tuesday......................1:00
P. M.-2:00 P.M.
AND BY APPOINTMENT
IUPUI
Principles of Undergraduate Learning
The
Principles of Undergraduate Learning are the essential ingredients of the
undergraduate educational experience at Indiana University Purdue University
Indianapolis. These principles form a conceptual framework for all students'
general education but necessarily permeate the curriculum in the major field of
study as well. More specific expectations for IUPUI's graduates are
determined by the faculty in a student's major field of study. Together, these
expectations speak to what graduates of IUPUI will know and what they will be
able to do upon completion of their degree.
Core Communication and Quantitative Skills
[Definition:] The ability of students to write, read, speak and
listen, perform quantitative analysis, and use information resources and
technology--the foundation skills necessary for all IUPUI students to succeed.
[Outcomes:] This set of skills is demonstrated, respectively, by
the ability (a) to express ideas and facts to others effectively in a variety
of written formats, (b) to comprehend, interpret, and analyze texts, (c) to
communicate orally in one-on-one and group settings, (d) to solve problems that
are quantitative in nature, and (e) to make efficient use of information
resources and technology for personal and professional needs.
Critical Thinking
[Definition:] The ability of students to analyze carefully and logically information and ideas from multiple perspectives.
[Outcomes:] This skill is demonstrated by the ability of students
(a) to analyze complex issues and make informed decisions, (b) to synthesize
information in order to arrive at reasoned conclusions, (c) to evaluate the
logic, validity, and relevance of data, (d) to solve challenging problems, and
(e) to use knowledge and understanding in order to generate and explore new
questions.
Integration and Application of Knowledge
[Definition:] The ability of students to use information and
concepts from studies in multiple disciplines in their intellectual,
professional, and community lives.
[Outcomes:] This skill is demonstrated by the ability of students
to apply knowledge (a) to enhance their personal lives, (b) to meet
professional standards and competencies, and (c) to further the goals of
society.
Intellectual Depth, Breadth, and Adaptiveness
[Definition:] The ability of students to examine and organize
disciplinary ways of knowing and to apply them to specific issues and problems.
[Outcomes:] (a) Intellectual depth describes the demonstration of
substantial knowledge and understanding of at least one field of study; (b)
intellectual breadth is demonstrated by the ability to compare and contrast
approaches to knowledge in different disciplines; (c) adaptiveness is
demonstrated by the ability to modify one's approach to an issue or problem
based on the contexts and requirements of particular situations.
Understanding Society and Culture
[Definition:] The ability of students to recognize their own
cultural traditions and to understand and appreciate the diversity of the human
experience, both within the United States and internationally.
[Outcomes:] This skill is demonstrated by the ability (a) to
compare and contrast the range of diversity and universality in human history,
societies, and ways of life; (b) to analyze and understand the
interconnectedness of global and local concerns; and (c) to operate with
civility in a complex social world.
Values and Ethics
[Definition:] The ability of students to make judgments with
respect to individual conduct, citizenship, and aesthetics.
[Outcomes:] A sense of values and ethics is demonstrated by the
ability of students (a) to make informed and principled choices regarding
conflicting situations in their personal and public lives and to foresee the
consequences of these choices; and (b) to recognize the importance of
aesthetics in their personal lives and to society.