... it is the desire of the President that you shall use your best efforts to obtain a cession of that Province [California] from Mexico to the United States. Could you accomplish this object, you would render immense service to your country and establish an enviable reputation for yourself.

Secretary of State James Buchanan to John Slidell,
Appointed United States Minister to Mexico,
Letter, November 10, 1845

1.  Problem

On February 5, 2003 Secretary of State Colin Powell addressed the United Nations, noting, "The United States will not and cannot run that risk for the American people. Leaving Saddam Hussein in possession of weapons of mass destruction for a few more months or years is not an option, not in a post-September 11 world." His remarks were accompanied by PowerPoint slides offered as evidence for WMD. On 19 March 2003, President Bush addressed the nation from the oval office. He stated, "My fellow citizens, at this hour, American and coalition forces are in the early stages of military operations to disarm Iraq, to free its people, and to defend the world from grave danger.. . .Our nation enters this conflict reluctantly -- yet, our purpose is sure. The people of the United States and our friends and allies will not live at the mercy of an outlaw regime that threatens the peace with weapons of mass murder.. . .Now that conflict has come, the only way to limit its duration is to apply decisive force. And I assure you, this will not be a campaign of half measures, and we will accept no outcome but victory."

Your task as investigative historical journalists is to craft a presentation, based on historical evidence presented in Chapter 12 of Going to The Source, to increase your understanding of the historical "climate of opinion" on the eve of each of the conflicts noted above. what elements are used to justify wars which came to be termed "preemptive." Demonstrate your ability to think about the 1840s as well as our own era in new and different ways. Your challenge is to be informative and comprehensive.

2. Reasoning through problem, identification of learning issues * by each designated learning group - complete for submission

What questions does the problem raise?

What do you think you know in order to answer?

What do you need to find out in order to resolve the problem?

3. Resource

Justification for War: The Case of the Mexican-American War ~
U.S.-MX War

Remarks to the United Nations Security Council
Secretary Colin L. Powell ~ New York City, February 5, 2003

4. Self-directed study

a. Research identified learning issues

b. Apply knowledge to the problem

c. Analyze and synthesize appropriate aspects of problem

d. Submit topic discussion/PBL paper summarizing learning issues, research, question response, and final analysis (see item 6 - 2 below)

5. Learning Outcomes:

a. examine interpretive problems using historical evidence and connect them with contemporary events;

b. be able to explore historical processes through a wide lens in order to relate the past in a global context;

c. be able to meet the challenge of incorporating new globally focused material into an already crowded curriculum and build relevance into course themes.

6. Problem Based Learning (PBL) Assignment:

1) Participate in the identification of learning issues and resources in class see the problem case link for presentation of problem, learning issue grid, and assignment description. Complete the scheduled follow-up discussion U.S.-MX War group forum to exchange information. 

2) There are two parts to your evaluation for your unit 1 Topic Analysis/PBL grade:

• Group Grade (50 %): Develop a PowerPoint© (PP) presentation that explores aspects of the PBL problem and resolution. Include a list of resources based. All PP presentations are delivered by each group, in-class, on the assigned date (see course calendar). Groups plan and develop their PP using the discussion forum. When complete each is attached to a post in the forum for ease of in-class access. Your group grade is determined by instructor and peer evaluation (each student completes an evaluation form). Individual PBL Report (50 %): in the BbV assignment box, upload a written report (3-4 pages). First summarize your group analysis, your learning issues, and your individual response to assigned questions as posted on the BB. Include your group and individual resource list as well as answers to questions 4, 5 & 6 of Analyzing Diplomatic Correspondence (page 251) and a one paragraph summary of "The Rest of the Story" page 251 - 252 (as a Word document). See the check list.
• CAUTION: If you do not use Microsoft Word, then save your file in rich text format (rtf) prior to uploading - I will convert to Word and return your graded report, with comments, for you to download and review.

7. Discussion Board BbV Access: Use the BbV Discussion Board (BB) to discuss group learning issues and distribute results to designated learning group. Post final learning group outcomes and completed group PowerPoint slide presentation on the BB.

• BbV is an Online Learning Management System.
• In order to access your BbV course support materials go to http://www.accd.edu/portal.htm then click on San Antonio College and set up your Eportal account for SAC pipeline access to your course -- set up BbV login
• You will ONLY be able to access the assigned BbV course support materials through BbV login.
  
  * Department of Medical Education, Southern Illinois University School of Medicine

---

Last updated August, 2008

page created by Carol A. Keller