Mccarthy and Mccarthyism
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NATO Expansion: Benefits and Consequences
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2001 NATO expansion: Benefits and consequences Jeffrey William Christiansen The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Christiansen, Jeffrey William, "NATO expansion: Benefits and consequences" (2001). Graduate Student Theses, Dissertations, & Professional Papers. 8802. https://scholarworks.umt.edu/etd/8802 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ■rr - Maween and Mike MANSFIELD LIBRARY The University of M ontana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature** Yes, I grant permission X No, I do not grant permission ________ Author's Signature; Date:__ ^ ^ 0 / Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. MSThe»i9\M«r«f»eld Library Permission Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. NATO EXPANSION: BENEFITS AND CONSEQUENCES by Jeffrey William Christiansen B.A. University of Montana, 2000 presented in partial fulfillment of the requirements for the degree of Master of Arts The University of Montana 2001 Approved by: hairpers Dean, Graduate School 7 - 24- 0 ^ Date Reproduced with permission of the copyright owner. -
The Cold War and Mccarthyism Howard Tennant
WARS The Cold War and McCarthyism Howard Tennant 1. Work in pairs. Read the text on the Cold War and then make questions, HISTORY using the phrases in bold. The first question has been done for you. Text A The Cold War The term ‘Cold War’ is used to describe the relationship between America and the Soviet Union from 1945 to 1980. It was a period of conflict, tension and rivalry between the world’s two superpowers. (1) Neither side fought the other – the consequences would be too terrible – but they did fight for their beliefs using other countries. For example, in (2) the Vietnam war in the 1960s and 1970s, (3) South Vietnam was against the Communists and supported by America. North Vietnam was pro-Communist and fought the south (4) using weapons from communist Russia or communist China. In Afghanistan, the Americans supplied the Afghans with weapons after (5) the Soviet Union invaded Afghanistan in 1979. They never physically involved themselves and so avoided direct conflict with the Soviet Union. 1. Did America and the Soviet Union fight each other? 2. When was ___________________________________________________________________________________________________________________________________________________? 3. Which country did the USA ____________________________________________________________________? 4. Which countries supplied weapons ______________________________________________________________? 5. When did the Soviet Union ______________________________________________________________________? • This page has been downloaded from www.onestopclil.com. 1 of 2 Written by Howard Tennant. © Copyright Macmillan Publishers Ltd 2008. FROM WEBSITE •PHOTOCOPIABLECAN BE DOWNLOADED HISTORY 2. In pairs read this text on McCarthyism and make the questions. Text B McCarthyism (1) The term ‘McCarthyism’ refers to a period of strong anti-communist suspicion in the USA that lasted from the late 1940s to the late 1950s. -
Mccarthyism Space and Arms Race Notes
Name ______________ Period ___ McCarthyism New Red Scare Beginning in 1950, Joseph ________________became the most visible public face of this era of anti-communism. – The term _________________________ was coined that same year(1950) to describe and condemn the senator's methods. – McCarthyism is the practice of making ____________ of disloyalty, especially pro-Communist activities. • In many instances unsupported by ____________ or based on slight, doubtful, or irrelevant ____________. – Later the term was applied more generally to the ______-___________ of the late 1940s through the late 1950s. – Today, it is often used even more broadly, to describe __________ attacks made on a persons' ______________ and/or patriotism. McCarthy's national reconition rose after a speech where he reportedly produced a piece of paper which he claimed contained a ________ of known Communists working for the __________ Department. – McCarthy is usually quoted to have said: "I have here in my hand a list of 205 people that were known to the Secretary of State as being members of the ________________ Party, and who, nevertheless, are still working and _________________ the policy of the State Department." Many people supported McCarthy because they were afraid that _______________ had indeed _________________ federal agencies. Arms Race United States v Soviet Union • 1949 -The Soviet Union exploded its _________ atomic bomb • 1953 - the United States and the Soviet Union had the ___-______ (Hydrogen bomb). • The United States _______________ the air force which would carry the _________ and built up __________ weapons. • The ___________ Union began to do the ______. • The ___________ arms __________ frightened many Americans. -
Presbyterians and Mccarthyism the Anticommunist Campaign of Senator Joseph Mccarthy Prompted a National Debate on the Protection of Civil Liberties
For Truth and Liberty: Presbyterians and McCarthyism The anticommunist campaign of Senator Joseph McCarthy prompted a national debate on the protection of civil liberties. The Presbyterian Church defended the freedom of dissent. by Rick Nutt THE COLD WAR WITH THE SOVIET UNION tions, charges levelled without regard to context dominated life in the United States after and shifts in historical circumstances…and, above all, suspicion. McCarthyism describes, more- World War II. The will to stop the spread of over, a basically negative approach to the prob- communism was clear in both global and lems of communism under the pretense of patrio- domestic policies, and Presbyterians mani- tism but without concern for free government in fested that conviction along with their fel- an open society.…2 low citizens—indeed, at times Presbyterians One of the most vigorous statements of were in the midst of the conflict over com- opposition to McCarthyism was issued by munism. It was at Westminster College in the General Council of the Presbyterian Fulton, Missouri, in 1946 that Winston Church, U.S.A. (PCUSA) in 1953. This essay Churchill added the phrase “Iron Curtain” to will survey the Presbyterian response to our vocabulary. Perhaps the two most fa- McCarthy, with special attention to the mous Presbyterians of the 1950s were Dwight PCUSA’s “Letter to Presbyterians” and the Eisenhower and John Foster Dulles, presi- reaction it evoked. dent and secretary of state respectively, re- sponsible for opposing communism abroad I and at home (Dulles became famous for his resistance of communism by a policy of World War II was a watershed in the “brinksmanship”). -
End of Instruction Notes DAY 2 1949 NATO—North Atlantic Treaty
End of Instruction Notes DAY 2 1949 NATO—North Atlantic Treaty Organization. When it became apparent the UN could not stop war and aggression, the former Allies signed this treaty stating, “armed attack against one or more of them…shall be considered an attack against all.” Truman did not allow the US to return to isolationism after WWII. Warsaw Pact—after NATO allowed West Germany to re-arm. Soviet Union responded by organizing a military alliance in Eastern Europe Soviets successfully test atomic bomb this led to the arms race with the US China turns communist with Mao Zedong 1950s 1950 Korean War—divided after WWII, by Allies occupying forces withdrew in 1948-49. North Korea invaded the south to reunite them. The Soviets were boycotting the UN. The UN voted to defend South Korea. Douglas MacArthur headed troops after years of fighting he wanted to push war harder and to consider the bomb. Truman disagreed. Mac went behind his back and Truman fired him. 1952--Communists took control of Iran. CIA overthrew communists and replaced with Shah 1953—President Eisenhower wants to end the Korean War—Stalin died—Korea divided on 48th parallel. Vietnam conflict starting. Eisenhower sends advisors. Latin America—US feared Soviets might try to spread communism there US first then the USSR tested nuclear bombs 1954—CIA overthrew Guatemala gov’t to replace with US friendly one 1957—Soviet uses ballistic missiles armed with nuclear warheads. US lags behind in missile technology. Soviets also launch Sputnik, 1st satellite to orbit the earth—this leads to the space race. -
Letter from Senator Joseph Mccarthy to the President of the United States
Letter from Senator Joseph McCarthy to the President of the United States This letter from Senator Joseph McCarthy, Republican representative of Wisconsin, to President Harry Truman was written three days after McCarthy’s famous Wheeling Speech. This speech signaled McCarthy’s rise to influence, as he gained national attention by producing a piece of paper on which he claimed he had listed the names of 205 members of the Communist Party working secretly in the U.S. State Department. McCarthy was, at the time of this letter, beginning to exploit national concerns about Communist infiltration during the Cold War. This fear of infiltration was intensified by the Soviet Union’s recent development of the atomic bomb and the coming Communist takeover of China. “McCarthyism” however was not yet at its peak. Senator McCarthy here at first encourages President Truman to commit more resources to the war of containment being fought in South Korea, and secondly questioned the legitimacy and effectiveness of Truman’s loyalty program, signed into effect by Executive Order 9835 in 1947. This program required the FBI to run checks on almost anyone involved in the U.S. government and subsequently to launch investigations into any government employee with what could be presumed as questionable political associations. The Loyalty Program was not enough to satisfy Senator McCarthy, who suspected that a number of subversives had slipped through the investigation and remained in the State Department. President Truman made it clear that he would not take McCarthy’s accusations seriously and that the Senator was “the best asset the Kremlin has.”109 July 12, 1950 The President The White House Washington, D. -
The Cold War
The American Yawp Chapter 25 – The Cold War Quiz 1. What was the first military action taken by the United States against international communism? a. American soldiers fought against the Red Army during the Russian civil war b. American soldiers fought isolated battles against the Soviet Union during World War II c. The Berlin Airlift d. The Korean War 2. Greece and Turkey were early flashpoints in the Cold War. How did the United States respond to unrest in Greece and Turkey in 1947? a. The United States established long range missiles in these nations, capable of reaching Moscow b. The United States sent military advisers to train anti-communist forces in both countries c. The United States actively intervened in Greece but not in Turkey d. The United States sent $400 million to both nations to be used in resisting communism 3. What was the purpose of the Marshall Plan? a. Rebuild Western Europe b. Create new markets for American goods c. Generate support for Capitalist democracies d. All of the above 4. When was the Atlantic Charter issued? a. After World War I b. Before the United States entered World War II c. After World War II d. When the Soviet Union invaded Korea 5. What was the message of NSC-68? a. A warning that the idea of the domino theory may represent a slippery slope commitment that would result in dozens of new wars b. An economic argument for isolationism c. A call for a tripling of the annual defense budget for the purpose of stopping communism d. -
Joe Mccarthy and the Red Scare
Joe McCarthy and the Red Scare "We must not confuse dissent with disloyalty. We must remember always that accusation is not proof and that conviction depends upon evidence and due process of law. We will not walk in fear, one of another. We will not be driven by fear into an age of unreason, if we dig deep in our history and our doctrine, and remember that we are not descended from fearful men--not from men who feared to write, to speak, to associate and to defend causes that were, for the moment, unpopular." ~Edward R. Murrow Overview In this lesson, students will study the effects of the actions of Joseph McCarthy and the Red Scare on American life in the 1950’s. During the warm up, students will be set up to replicate the actions of Senator McCarthy by accusing particular people of being communist, with no information other than a picture. Students will then receive an overview of the First Red Scare, as well as gain an understanding of the foreign and domestic reasons for the Second Red Scare, via an interactive Power Point presentation. The lesson culminates with students creating television commercials and campaign posters supporting or opposing the reelection of Senator Joe McCarthy. Grade 11 NC Essential Standards for American History II • AH2.H.1.2- Use Historical comprehension… • AH2.H.1.3- Use historical analysis and interpretation… • AH2.H.1.4- Use historical research… • AH2.H.2.1 - Analyze key political, economic, and social turning points since the end of Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.). -
Academic American History
CORE BODY OF KNOWLEDGE HONORS AMERICAN HISTORY For each of the sections that follow students may be required to analyze, recall, explain, interpret, apply, or evaluate the particular concepts being taught. MODERN AMERICA EMERGES – 1890-1920 • Describe the causes and the effects of the Spanish-American War and its impact on U.S. Imperialism • Summarize how in the first tow decades of the 1900’s, Americans embraced the Progressive movement and many of its reforms. • Give examples of progressive reform at the urban, state and federal levels • Describe the long campaign and great effort required to achieve women’s suffrage • Identify World War I as a conflict of global origins and dimensions • Describe President Wilson’s efforts to fashion a lasting peace after World War I AMERICA IN THE 1920’S • Describe the new prosperity and conveniences produced by American businesses • Examine why Americans lash out at those who are different throughout the decade • Assess the reasons for the clash between rural America and a faster paced urban culture • Describe the influence of mass media on women’s attitudes and roles • Assess the conservative lasses-faire political philosophy that characterized the presidencies of Harding, Coolidge and Hoover THE GREAT DEPRESSION • Assess the factors that cause an economic collapse in 1929 • Examine why millions of Americans lose their jobs and President Hoover is unable to end the downslide • Summarize President Roosevelt’s New Deal program • Analyze the legacy of the Great Depression and Roosevelt’s New Deal WORLD WAR II AND THE HOME FRONT • Identify the aggressive nations of Europe and Asia and their leaders • Identify Japan’s attack on Pearl Harbor as the aggressive action that propelled the U.S. -
Hofstra University Model United Nations Conference
Hofstra University Model United Nations Conference EXCOMM October, 1962 Crisis Committee Timothy Lachapelle Chairperson 1 Letter from the Chair Dear Delegates, Welcome to Hofstra Model United Nations, and the West Wing Crisis Committee. My name is Tim Lachapelle. I worked on the staff of the first HMUNC Crisis Committee, which re-created the West Wing in the post 9/11 Era. After two days of fast paced debate, and constant threat of nuclear Armageddon, the Hofstra Model UN club quickly discovered that the HMUNC delegates were up to any challenge that we throw at them. This year we are presenting another historical crisis scenario. In this committee you will all be acting as members of the Oval Office during the JFK era. The leaders of the nation are faced with many challenges during his presidency and this committee will be responsible for managing two potential crises: the first is the threat of Soviet missiles off the coast of Florida; the second is the constant threat of an attempt on the President’s life. Although this committee will rely on historical fact to solve these crises, the events will not play out exactly as they did in the history books. Some events or people involved may change depending on how the committee resolves each issue. I am currently a sophomore at Hofstra University, studying Political Science. I have been doing Model United Nations for one year. My first Model UN conference was at the University of Pennsylvania and I represented Iran in the World Health Organization. I discovered a passion for crisis committees when I worked on the staff of the crisis committee during the first Model UN conference ever hosted by Hofstra University. -
Mccarthyism Lesson Plan
Joe McCarthy and the Red Scare "We must not confuse dissent with disloyalty. We must remember always that accusation is not proof and that conviction depends upon evidence and due process of law. We will not walk in fear, one of another. We will not be driven by fear into an age of unreason, if we dig deep in our history and our doctrine, and remember that we are not descended from fearful men--not from men who feared to write, to speak, to associate and to defend causes that were, for the moment, unpopular." ~Edward R. Murrow Overview In this lesson, students will study the effects of the actions of Joseph McCarthy and the Red Scare on American life in the 1950’s. During the warm up, students will be set up to replicate the actions of Senator McCarthy by accusing particular people of being communist, with no information other than a picture. Students will then receive an overview of the First Red Scare, as well as gain an understanding of the foreign and domestic reasons for the Second Red Scare, via an interactive Power Point presentation. The lesson culminates with students creating television commercials and campaign posters supporting or opposing the reelection of Senator Joe McCarthy. Grade 11 NC Essential Standards for American History II AH2.H.1.2- Use Historical comprehension… AH2.H.1.3- Use historical analysis and interpretation… AH2.H.1.4- Use historical research… AH2.H.2.1 - Analyze key political, economic, and social turning points since the end of Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.). -
Military Advisors in Vietnam: 1963
Military Advisors in Vietnam: 1963 Topic: Vietnam Grade Level: 9-12 Subject Area: US History after World War II Time Required: 1 class period Goals/Rationale In the winter of 1963, the eyes of most Americans were not on Vietnam. However, Vietnam would soon become a battleground familiar to all Americans. In this lesson plan, students analyze a letter to President Kennedy from a woman who had just lost her brother in South Vietnam and consider Kennedy’s reply, explaining his rationale for sending US military personnel there. Essential Question: What were the origins of US involvement in Vietnam prior to its engagement of combat troops? Objectives Students will: analyze primary sources. discuss US involvement in the Vietnam conflict prior to 1963. evaluate the “domino theory” from the historical perspective of Americans living in 1963. Connections to Curriculum (Standards) National Standards: National Center for History in the Schools Era 9 - Postwar United States (1945 to early 1970s), 2B - The student understands United States foreign policy in Africa, Asia, the Middle East, and Latin America. Era 9, 2C - The student understands the foreign and domestic consequences of US involvement in Vietnam. Massachusetts Frameworks US II.20 – Explain the causes, course and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. Prior Knowledge Students should have a working knowledge of the Cold War. They should be able to analyze primary sources. Prepared by the Department of Education and Public Programs, John F. Kennedy Presidential Library and Museum Historical Background and Context After World War II, the French tried to re-establish their colonial control over Vietnam, the most strategic of the three states comprising the former Indochina (Cambodia, Vietnam and Laos).