Dr. Libby                                                            A345 Chronology Update

American Diplomatic History A345

Office......................CA-527

Office Phone................274-3981

(Please speak clearly, especially when giving a phone number).


History Office..............CA-504M

History Office Secretary....Cheryl Montgomery

History Office Phone........274-3811



The trouble of the world is not that people know so little, but that they know so many things that ain't so.

(Mark Twain)


One of the purposes of this course is to correct, in some small way, Twain's theory and introduce the student to the broad spectrum of American diplomatic history from the Albany Congress in 1754 until the decision by the Supreme Court regarding the "Insular Cases" in 1901.

This course will provide the student with perhaps his or her first introduction to historical research, writing a sizeable paper, footnoting (end noting), and concluding his or her study with a bibliographical essay.


Textbook: Walter LaFeber, The American Age: U.S. Foreign Policy at Home and Abroad Since l750

Written Paper: The student will choose one of the topics listed below and write a 15-25 page analytical paper on the importance and significance of the treaty or Secretary of State upon American diplomatic history. The paper will be more fully explained in class.


Examinations: There will be mid-term and a final examination....details will be discussed more fully in class.


The paper will constitute 40% of the class grade while the examinations

will account for 60% of the grade.

 

*****Examinations are intended to let the student reveal how knowledgeable she or he has become with the various theses concerning American diplomatic history and relate these to the larger panorama of American history.


Please read through the announcement of the Monroe Doctrine for the first examination. The second examination will be from that point in history until the Supreme Court's decision regarding the "Insular Cases" in 1901.


PLEASE READ CAREFULLY:


University policy now requires that I take attendance and in time a form will come to me where I will be required to note those students not attending class to the Registrar and Admissions Office. The Federal Government is now monitoring student attendance in classes thus your continuing absences could affect your financial standing so I would suggest attending class or withdrawing if not fulfilling your desired objectives.

I ask students not to record my lectures; this is a private conversation between you and me and since lectures were recorded years ago and sold to students, I adopted this procedure.

If you are hearing impaired or, in any other way cannot take lecture notes without a tape recorder (for example because English is not your native language), please visit the Office of Adaptive Educational Services in CA-001C and have them contact me.

If you need to call that office the phone number is:

274-3241 or 274-3242.


Indiana University has a policy regarding cheating and plagiarism. I ask you not to do either as no one wins.


If a student plans on leaving the course I would recommend that you withdraw officially by visiting the Registrar's Office.


Do not assume that I know you left the course because you have chosen to no longer attend the class.

Many students find out much later that they are not officially withdrawn from the class and there is no way I can be of assistance.


Should you call my office I have an answering machine which records the time and date of the call...for some reason students will speak clearly when talking to such machines but then give their phone numbers too rapidly for the mechanism to record.

Please speak precisely so the machine can pick up your whole messsage.


If have never had a good experience in a history course (presuming you were taught by an historian) I would recommend staying current with your reading in the textbook and the Chronology to avoid that sense of being overwhelmed and frustrated by the course's requirements.


There is no daily nor weekly reading assignment. By the time you have arrived at the college-university level educational process, you should be able to make such judgements for yourself.


The textbook is a supplement to my lecture but it cannot serve as a substitute for learning the material required for the course.


If you work schedule or other activities will keep you from lecture then by all means you might consider withdrawing from the class before the work overwhelms you and frustration sets in for the semester.

The semester officially ends on WEDNESDAY….JUNE 19, 2002


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THE SEMESTER WILL PASS VERY QUICKLY.


In addition, the grade of incomplete is rarely given, usually for deaths in the family or hospitalization...I do check. Do not rely on the possibility of an incomplete to save you if you have not completed the work.


If you have any questions regarding the grade of incomplete please see Dean Miriam Langsam in CA-401. The phone number is 274-3976.

I encourage students to ask questions in class so do not be embarrassed. If the question is an honest inquiry then there is no reason not to clear up any confusing aspects of the course or its content.

An extensive Chronology has been prepared for this course and is for sale in the Bookstore.

The main information you will need for the examinations will come from my lectures...the Chronology will give you an overall panorama of the information contained in our course and the textbook is a supplement.

If you have not had any experience in writing essay examinations I suggest you visit the Writing Center (CA-427) on the fourth floor for assistance. Do check for the center's hours of assistance.



****THE DATE OF THE MIDTERM EXAMINATION WILL BE ANNOUNCED IN CLASS.

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*****The semester paper is due on ………….MONDAY EVENING, JUNE 10, 2002

 

I WILL DISCUSS THE FINAL EXAMINATION PROCEDURE AND DATE MORE COMPLETELY IN CLASS.

____________________________________________________________

If any of my directions are unclear, please see me

for clarification.


Office Hours for the Summer Semester 2001


MONDAY-TUESDAY-THURSDAY..........4:00 P. M.-5:45 P. M.


I SHALL TRY AND BE IN THE OFFICE MONDAY AND THURSDAY MORNINGS FROM 10:00 A.M. UNTIL MY 1:00 CLASS.


AND BY APPPOINTMENT.


Paper Assignment:



I will make a note of a student's choice of topic. I d not wish to see students competing for books which will be difficult to find in our library so I suggest you inquire at the Marion County Public Library on St. Clair Street between Meridian and Pennsylvania Streets and quickly seek interlibrary loan privileges from our reference personnel in the main IUPUI library. Please do not request extensions. You have time and you have been forewarned.


TOPICS:

 

1. Treaty of Paris . . . . . . . . . ..September 3, 1783.

...................................

2. Jay's Treaty (November 19, 1794) and Pinckney's (October 27, 1795). Treaty also known as the Treaty of San Lorenzo.

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3. Louisiana Purchase Treaty.............April 30, 1803.

....................................

4. Treaty of Ghent.......................December 24, 1814.

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5. Rush-Bagot Agreement..................April 28-29, 1817.

Convention of 1818....................October 20, 1818.

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6. Adams-Onis (Transcontinental Treaty)..February 22, 1819.

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7. Webster-Ashburton Treaty...............August 9, 1842.

Oregon Treaty......................... June 15, 1846.

....................................


8. Treaty of Guadalupe Hidalgo............February 2, 1848.

Gadsden Purchase Treaty...............December 30, 1853.

....................................


9. Clayton-Bulwer Treaty..................April 19, 1850.

....................................


10. East Asian Treaties:


Treaty of Kanagawa (Empire of Japan), March 31, 1854.

....................................



11. Treaty of Wang-hsia...................July 3, 1844.

....................................


12. Burlingame Treaty.....................July 28, 1868.

Chinese Treaty........................November 17,1880.

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13. Treaty of Washington..................May 8, 1871.

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14. Treaty of Paris.......................December 10, 1898.

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Secretaries of State:


George Washington Administration:


15. Thomas Jefferson......................1789-1793

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16. Timothy Pickering.....................1795-1797

(served both Washington and Adams administrations)

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John Adams Administration:



17. John Marshall.........................1800-1801

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Thomas Jefferson Administration:



18. James Madison.........................1801-1809

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James Madison Administration:



19. Robert Smith..........................1809-1811

James Monroe..........................1811-1817

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James Monroe Administration:



20. John Quincy Adams.....................1817-1825

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John Quincy Adams Administration:



21. Henry Clay............................1825-1829

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Andrew Jackson Administration:



22. Martin Van Buren......................1829-1831

Edward Livingston.....................1831-1833

Louis McLane..........................1833-1834

John Forsyth..........................1834-1837

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Martin Van Buren Administation:


23. John Forsyth..........................1837-1841

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William Henry Harrison Administration:



24. Daniel Webster........................1841-1843

(Webster served in both the Harrison and Tyler administrations while Legare, Upshur and Calhoun

served in the Tyler administration).

....................................

Hugh S. Legare........................1843

Abel P. Upshur........................1843-1844

John C. Calhoun.......................1844-1845



James K. Polk Administration:


25. James Buchanan........................1845-1849

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Zachary Taylor Administration:



26. John M. Clayton.......................1849-1850

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Millard Fillmore Administration:


27. Daniel Webster........................1850-1852

Edward Everett........................1852-1853

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Franklin Pierce Administration:


28. William L. Marcy......................1853-1857

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James Buchanan Administration:



29. Lewis Cass............................1857-1860

Jeremiah S. Black.....................1860-1861

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Abraham Lincoln Administration:



30. William H. Seward.....................1861-1869

(Served in both the Lincoln and Johnson administrations).


Ulysses Simpson Grant Administration:



31. Elihu B. Washburne....................1869

 

Hamilton Fish.........................1869-1877

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Rutherford B. Hayes Administration:



32. William B. Evarts.....................1877-1881

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James A. Garfield Administration:



33. James G. Blaine.......................1881

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Chester A. Arthur Administration:



34. Frederick T. Frelinghuysen............1881-1885

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Grover Cleveland Administration:



35. Thomas F. Bayard......................1885-1889

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Benjamin Harrison Administration:



36. James G. Blaine.......................1889-1892

John W. Foster........................1892-1893

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Grover Cleveland Administration:



37. Walter Q. Gresham.....................1893-1895

Richard Olney.........................1895-1897

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William McKinley Administration:



38. John Sherman..........................1897-1898

William R. Day........................1898

John Hay..............................1898-1901



Some of the Secretaries of State did not serve very long in office such as Edmund Randolph nor did some distinguish themselves like Elihu Washburne, so I have combined Secretaries of State in order for you to have the opportunity of writing a more precise and expansive paper.




THE SEMESTER IS SHORT SO DO NOT DELAY.



PLEASE THE FOLLOWING CAREFULLY:



One of the best sources for those who have served as Secretary of State is volumes editing by Samuel Flagg Bemis and Robert Ferrell in a series entitled: American Secretaries of State that is available in the library.


Be sure to check the computer for the call number or see a Reference Librarian for assistance. In fact, during the semester do visit the library and allow the Reference librarians to assist you.


Our sources are meager at the university library so you will have to choose your topic early, visit the Marion County Library on St. Clair Street between Pennsylvania and Meridian streets as well as the State Library at Ohio and Senate streets for sources and books.


You may need to order books through inter-library loan from the Bloomington campus... SO DO NOT DELAY CHOOSING A TOPIC AS WELL AS RESEARCHING AND WRITING YOUR PAPER WITH TIME TO BE ASSISTED BY THE WRITING CENTER.

Should there be a part of the world that the United States inaugurated diplomatic relations between 1789 and 1901 and is not among the treaties listed above then be sure to see me and we will discuss the viability of that topic during the summer semester.

REMEMBER:

the focus of this course is on the diplomatic traditions established, maintained and pursued by the United States from George Washington until the ascension to the presidency of Theodore Roosevelt.

Please keep that fact as the main focus of your paper whatever topic you choose.

 

Please Read Carefully:

Some students have a tendency to write short, choppy and very uninteresting sentences. Try to combine thoughts into a sentence by using a comma, a coordinating conjunction and letting the style flow.


Somewhere in the background of students some teacher taught you to write such sentences or did not correct your tendency to do so but it produces a poorly written essay.


One of the hints I have given students over the years is to read the paper aloud to someone who does not know anything about your topic. If that person understands your essay then you are fulfilling the objective of the assignment.


You and the listener should also hear the short sentence structure as you read and can make corrections at that moment. It does take time and effort.

When quoting always identify whom the speaker is...for example:


Senator John Crittenden commented:

Mark Twain said:

AND SO FORTH

 

DO NOT JUST DROP IN LONG QUOTES WITHOUT A SPEAKER BEING IDENTIFIED.


IN FACT, ONLY USE LONG QUOTES WHEN ABSOLUTELY NECESSARY.

IT IS BETTER TO PARAPHRASE IN YOUR OWN WORDS.

ANY QUOTE OVER THREE LINES IN DURATION IS TO BE:

CENTERED

INDENTED

NO QUOTATION MARKS USED


PLEASE DO NOT WRITE SUCH WORDS AS:


HE THOUGHT

SHE BELIEVED

HE FELT

AND SO FORTH


YOU HAVE NO IDEA WHAT OTHER PEOPLE REALLY THINK, FEEL OR BELIEVE. THE MOST WE KNOW ABOUT OTHER PEOPLE IS WHAT THEY HAVE SAID OR WHAT THEY HAVE DONE.


DO NOT ASSUME FOR OTHER PEOPLE AND FIND APPROPRIATE WORDS TO CONVEY YOUR IDEAS BESIDES PERSONAL TERMS WHICH ARE INAPPROPRIATE AND HISTORICALLY INACCURATE.

Taking your paper to the Writing Center for review can be very helpful in producing a sophisticated and college level paper.


Please do not begin sentences with the word "However" or "But" or "Or" or words of that nature.

These words should be used to separate thoughts and do not initiate thoughts.

For example: The American Congress, however, decided to vote for the proposal.


NOT

 

However, the American Congress decided not to vote for the proposal.


Again, the instructors in the Writing Center (CA-427) can be very helpful in producing a very finely written paper if you give them time to review it with you.


In addition, please do not use contractions:

wasn't....use the full spelling....was not

didn't....use the full spelling....did not

won't.....use the full spelling....will not

 

Please learn the difference between it's and its.

It's...means it is

Its....means its

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For my course, please follow my footnote-endnote instructions and use the language correctly. Be a good and careful editor.

Furthermore, it takes a minimum of two sentences to make a paragraph. The shame of it all is that I have to make these suggestions and comments on how to write a paper. These previously mentioned specifics on how to write an essay should have been taught to you in the earlier years.

THANK YOU FOR READING THIS HANDOUT CAREFULLY.


IF THERE ARE ANY QUESTIONS OR CONFUSIONS, PLEASE SEE ME.

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.