Unit 6 Study Guide Name: Date: 1. Which of the Following American
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William Rainey Harper College Business and Social Science Division General Course Outline
WILLIAM RAINEY HARPER COLLEGE BUSINESS AND SOCIAL SCIENCE DIVISION GENERAL COURSE OUTLINE HST 212 Recent American History, 1945-1980 (3-0) 3 Course Course Course Title Lec-Lab Credit Prefix Number Hours COURSE DESCRIPTION Provides students with a comprehensive analysis of the critical period 1945-1980 in American history. Incorporates politics and culture of the Cold War, the revival of liberalism, the Civil Rights movement, the rise of the New Left in the 60’s, the social and political history of the Vietnam War, the counterculture, Watergate, the personalization of political activism in the 70’s, the women’s movement, and the resurgence of conservatism. Emphasizes social history and cultural trends as well as political and economic history. TOPICAL OUTLINE I. Years of Opportunity II. The Hardening of the Cold War and Domestic Politics During the Truman Years III. The Politics of Fear IV. Hidden-Hand Presidency or the Politics of Inertia? V. The Way We Really Were VI. Patient No Longer VII. The Two 60’s - Idealism Turns Into Rebellion VIII. Success and Fragmentation Within the Civil Rights Movement IX. The Civil Rights Movement, and A Great Society X. Rumor of War XI. Vietnam and Democracy in the Streets XII. The Protest Movement and the Counterculture XIII. Rancor and Backlash - Richard Nixon and the “Silent Majority” XIV. Recession and the Wars of Watergate XV. “The Personal is Political” and the Presidency of Jimmy Carter XVI. The Election of 1980 METHODS OF PRESENTATION 1. Lecture 2. Discussion 3. Films STUDENT OUTCOMES (The student should . ) 1. identify and evaluate the variety of political, economic, and social trends of the period 1945-1980. -
Issues in US Foreign Policy: Things to Know
APUSH Review – Thematic Traces: Foreign Affairs Treaties Actions Treaty of Paris Stamp Act Congress Treaty of Ghent XYZ Affair Jay’s Treaty Louisiana Purchase Pinkney’s Treaty Embargo, Non-Intercourse, Macon’s Bill # 2 Treaty of Guadalupe—Hidalgo Washington Naval Conference “Seward’s Folly” Dawes Plan Clayton—Bulwer Treaty London Economic Conference Hay—Pauncefote Treaty Yalta Conference Hay—Bunau-Varilla Treaty Marshall Plan Treaty of Versailles Berlin Airlift ABM Treaty Nixon goes to China SALT I/II Treaties Gulf of Tonkin Resolution Camp-David Accords War Powers Act Policies Issues No Entangling Alliances Oostend Manifesto Monroe Doctrine Trent Affair Open Door Policy Lynching of Italians in New Orleans 1891 Teller Amendment Chile vs. US 1892 Platt Amendment Venezuela Crisis 1895-96 Roosevelt Corollary Russo-Japanese War 1904 Dollar Diplomacy Mexican Revolution – Huerta & Caranza Missionary Diplomacy US troops in Vera Cruz 14 Points CIA in Guatemala Isolationism/Neutrality Legislation Suez Crisis Good Neighbor Diplomacy U2 Incident Cash and Carry Hungarian Uprising Destroyers for Bases Prague Spring Lend-Lease Dienbienphu Atlantic Charter Pueblo Incident Unconditional Surrender Bay of Pigs Truman Doctrine Cuban Missile Crisis Containment OPEC Oil Crisis Massive Retaliation Iranian Hostage Crisis Rollback Bombing of US Barracks in Lebanon Police Action Iran-Contra Affair McCarthyism Annexation of the Philippines Détente Panama Canal Vietnamization Human-Rights * These items do not generally cover actions related to US wars, which by their nature are entirely foreign affairs and can be included without listing them below. . -
Venezuelan Affair and Roosevelt Corollary
Venezuelan Affair and Roosevelt Corollary By Marcqus Gerome Ramos, Ashton Rowe, Joseph Weichsel, and Noel Rogers ● Venezuela is broke from civil war Context/ ● Refuses to pay debts/damages to Europe Background ● Germany + Britain and Italy impose naval blockade ● Germany okay as long as it’s peaceful and doesn’t take territory ● When Germany created blockade it gave US reason to intervene Why the ● Roosevelt sent his big stick, US navy, to stop blockade ● Monroe doctrine rejects Euro. influence in West Hemisphere U.S. got involved In 1902 war is near with Germany How the ● Theodore Roosevelt decides to switch control of Culebra to the US U.S. got Navy and go en route towards the caribbean involved ● Venezuela was involved with major debt so President Roosevelt tries to pardon and help by pushing back the forces of the combined Anglo-French-German ● New imperialist doctrine Roosevelt ● State of the Union Address ● Against European imperialism Corollary ● Venezuelan Crisis ● Venezuelan Crisis led to the making of the Roosevelt Corollary Outcome ● Forced the warships of Germany and Britain to withdraw ● Better relationship w/ Venezuela ● Which countries were involved? Review ● What were the effects of the Time!!! Venezuelan Crisis of 1902? ● What did the Roosevelt do for Venezuela? GOOD JOB YOU PASSED THE REVIEW!!! WOW YOU DIDN'T GET ANYTHING RIGHT. I AM ASHAMED. YOU CALL YOURSELF FELLOW IB STUDENTS??????? ● Kshyk, Christopher J. “Roosevelt's Imperialism: The Venezuelan Crisis, the Panama Canal, and Works Cited the Origins of the Roosevelt Corollary.” Inquiries Journal/Student Pulse 7 (2015)., www.inquiriesjournal.com/a?id=1002 ● Pike, John. -
Silent Majorities: the Brief History of a Curious Term, 1920-1980
University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) 2019 Silent Majorities: The rB ief History of a Curious Term, 1920-1980 Jordan R. Holman University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the History Commons Recommended Citation Holman, Jordan R., "Silent Majorities: The rB ief History of a Curious Term, 1920-1980" (2019). Honors Theses. 1224. https://egrove.olemiss.edu/hon_thesis/1224 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. SILENT MAJORITIES: THE BRIEF HISTORY OF A CURIOUS TERM, 1920-1980 by Jordan R. Holman A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford May 2019 Approved by Advisor: Professor Darren Grem Reader: Professor Rebecca Marchiel Reader: Dr. Kathryn McKee © 2019 Jordan Ryanne Holman ALL RIGHTS RESERVED 2 ABSTRACT This paper examines the use of the term “the silent majority” from 1920-1980, tracing the term from its roots in the prohibition and moral movements of the 1920s and 1930s, to its resurfacing in the 1950s in connection to race and integration, to finally Nixon’s popularization of the term. The sources in which the term was used as such were located through Google Books, the University of Mississippi’s One Search tool, and the Chronicling America database. -
Chapter One: Postwar Resentment and the Invention of Middle America 10
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Jeffrey Christopher Bickerstaff Doctor of Philosophy ________________________________________ Timothy Melley, Director ________________________________________ C. Barry Chabot, Reader ________________________________________ Whitney Womack Smith, Reader ________________________________________ Marguerite S. Shaffer, Graduate School Representative ABSTRACT TALES FROM THE SILENT MAJORITY: CONSERVATIVE POPULISM AND THE INVENTION OF MIDDLE AMERICA by Jeffrey Christopher Bickerstaff In this dissertation I show how the conservative movement lured the white working class out of the Democratic New Deal Coalition and into the Republican Majority. I argue that this political transformation was accomplished in part by what I call the "invention" of Middle America. Using such cultural representations as mainstream print media, literature, and film, conservatives successfully exploited what came to be known as the Social Issue and constructed "Liberalism" as effeminate, impractical, and elitist. Chapter One charts the rise of conservative populism and Middle America against the backdrop of 1960s social upheaval. I stress the importance of backlash and resentment to Richard Nixon's ascendancy to the Presidency, describe strategies employed by the conservative movement to win majority status for the GOP, and explore the conflict between this goal and the will to ideological purity. In Chapter Two I read Rabbit Redux as John Updike's attempt to model the racial education of a conservative Middle American, Harry "Rabbit" Angstrom, in "teach-in" scenes that reflect the conflict between the social conservative and Eastern Liberal within the author's psyche. I conclude that this conflict undermines the project and, despite laudable intentions, Updike perpetuates caricatures of the Left and hastens Middle America's rejection of Liberalism. -
“Techno-Diplomacy” for the Twenty-First Century: Lessons of U.S.-Soviet Space Cooperation for U.S.-Russian Cooperation in the Arctic
THE HURFORD FOUNDATION 2015-2016 HURFORD NEXT GENERATION FELLOWSHIP RESEARCH PAPERS No. 6 “TECHNO-DIPLOMACY” FOR THE TWENTY-FIRST CENTURY: LESSONS OF U.S.-SOVIET SPACE COOPERATION FOR U.S.-RUSSIAN COOPERATION IN THE ARCTIC Rachel S. Salzman EASI-Hurford Next Generation Fellow The Hurford Fellows Program is sponsored by the Carnegie Endowment for International Peace and is made possible by a generous grant from the Hurford Foundation THE HURFORD FOUNDATION The Hurford Fellowships, administered by the Carnegie Endowment for International Peace, support the Euro- Atlantic Security Initiative (EASI) Next Generation Network in identifying young academics conducting innovative research on international security in the Euro- Atlantic area. 2 Table of Contents Introduction ............................................................................................................................................ 4 Cooperation and Techno-Diplomacy: Some Definitions ......................................................... 4 Learning the Wrong Lessons: Is the Cold War Really the Right Frame? ............................ 6 From “the Pearl Harbor of American Science” to the “Handshake in Space”: U.S.- Soviet Space Cooperation ................................................................................................................... 7 The Good .............................................................................................................................................................. 8 The Bad ............................................................................................................................................................. -
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). -
Rhetoric and Reality
History Studies Volume 13 History Studies Volume 13 information on Walsh, but he was still dismissed by the Catholic Church. After his sacking Jimmy Walsh was Rhetoric and Reality -A History of the Formation employed as a hospital porter, but spent the rest of his life of the 'Domino Theory' trying to enter various religious orders, becoming a novice in a Luke Butterly Benedictine Monastery. He was unsuccessful in these attempts Gaps between rhetoric and reality in U.S. foreign however because he had once been married and was now policy have often been large; indeed such gaps might be said to constitute a defining characteristic of this separated. Jimmy Walsh died after a prolonged illness on 12 nation's diplomacy. I March 1977. and was buried in Sydney. He had never returned 76 to treland. When U.S. President Dwight D. Eisenhower announced the 'domino theory' at a news conference in 1954, he was not announcing a radical departure in Washington's understanding of the emerging situation in Indochina. Rather, he was making public aspects of U.S. foreign policy that had been in the making since the end of World War ll, which in turn interacted with older themes. This essay will first situate this 'theory' in the historiography of the Vietnam War in order to contextualise what follows. It will then map the formation of the domino theory from 1945 to 1954, and will briefly look at the broader implications of such an approach in foreign policy. This will be achieved by examining the secondary literature on the various historical events covered and reviewing the relevant primary sources. -
Dynamics of Trust and Distrust: an Analysis of the Cuban Missile Crisis
Copyright © 2008 Alex Gillespie Do not quote without the author’s permission Dynamics of trust and distrust: An analysis of the Cuban Missile Crisis Alex Gillespie University of Stirling The Cold War was ‘cold’ because it was fought in almost every field except the open battlefield. It was fought the fields of ideology, coalitions, political influence, technological development, scientific development, space and military stock piling. It was also fought through proxy wars. The reason for this new and almost sublimated form of war was the advent of the nuclear age. Both the USA and the USSR had thousands of nuclear missiles pointed at each other. Any first strike would lead to retaliation and mutually assured destruction. As Nikita Khrushchev, the Soviet Premier, wrote: You can regard us with distrust, but, in any case, you can be calm in this regard, that we are of sound mind and understand perfectly well that if we attack you, you will respond the same way. But you too will receive the same that you hurl against us. And I think that you also understand this. (26 th October 1962, Zelikow & May, 2001b, p. 351) Although the nuclear stock piling grew out of distrust, the outcome of mutually assured destruction was a degree of trust. Mutually assured destruction provided a guarantee that the other would not initiate war, that is, as long as one can trust that the other is “of sound mind.” Mutual knowledge of the power of nuclear weapons combined with mutual knowledge that the other is “of sound mind” enables Khrushchev to say, in a sense, that despite distrust there can be trust. -
Key Concepts Chart (The Cold War)
Unit 8, Activity 1, Key Concepts Chart Key Concepts Chart (The Cold War) Key Concept + ? - Explanation Extra Information Containment The attempt of one nation to The United States attempts block another nation from to stop the spread of spreading its influence to other communism during the Cold nations. War era. Marshall Plan In 1947, Secretary of State The nations that accepted George Marshall proposed an United States aid had to economic plan to rebuild remove all trade barriers Europe after WWII. and agree to cooperate economically with each other. Truman The United States gave Greece Following the war Great Doctrine and Turkey over $400 million in Britain originally tried to aid to prevent the spread of send economic and military communism in Europe. aid to Greece and Turkey to prevent the spread of communism. containment deterrence domino theory brinkmanship “Iron Curtain” speech Truman Doctrine Marshall Plan Berlin airlift NATO Blackline Masters, U.S. History Page 8-1 Unit 8, Activity 1, Key Concepts Chart Key Concept + ? - Explanation Extra Information Warsaw Pact Korean War Suez Crisis Sputnik the Second Red Scare Taft-Hartley Act of 1947 Fair Deal McCarthyism military- industrial complex space race U-2 incident Bay of Pigs invasion Cuban Missile Crisis Berlin Wall Limited Test Blackline Masters, U.S. History Page 8-2 Unit 8, Activity 1, Key Concepts Chart Key Concept + ? - Explanation Extra Information Ban Treaty domino theory Vietnam War Gulf of Tonkin Resolution Tet Offensive My Lai Massacre Vietnamization Cambodia War Powers Act silent majority Détente Poland’s Solidarity movement Strategic Defense Initiative Intermediate- Range Nuclear Forces Treaty Blackline Masters, U.S. -
Eastern Mediterranean Brinkmanship Is a Clear and Present Danger GMF Experts
Transatlantic Take 28 August 2020 Eastern Mediterranean Brinkmanship Is a Clear and Present Danger GMF Experts The United States and Europe cannot be complacent about the risk of conflict in the Eastern Mediterranean. Alongside the dangerous situation in the South China Sea, the deepening confrontation in the Aegean and in the waters off Cyprus, Crete, and Libya is arguably the most serious and immediate security flashpoint facing transatlantic partners today. The crisis poses key tests for NATO and the European Union. On the face of it, the crisis has been driven by maritime demarcation disputes affecting offshore energy exploration and trans- port. These differences are longstanding and could be amenable to legal and diplomatic solutions. However, current brinkmanship is not really about energy per se, and it is being shaped by wider strategic developments. Greek-Turkish relations are at the core. The détente that has prevailed between Athens and Ankara since the late 1990s is on the verge of collapse. This would have profound implications for regional stability and NATO’s ability to function in the face of pressing security demand emanating from the Levant, North Africa, and around the Mediterranean. Even if the immediate threat of conflict can be contained, the alliance could be faced with a return to the tense conditions that prevailed for decades and impeded NATO solidarity and operations. There have been profound changes on both sides. Turkey has lost its inhibitions regarding power projection. It has become a more independent and assertive actor, encouraged by operational successes in Syria and Libya. The country has also rediscovered its maritime interests and strategy. -
The Cold War and President JFK E
The Cold War and President JFK E. America Enters World War II (1945-Present) f. Analyze the social, cultural, and economic changes at the onset of the Cold War era g. Analyze the origins of the Cold War, foreign policy developments, and major events of the administrations from Truman to present John F. Kennedy -In 1960, Eisenhower’s Vice President, Richard Nixon, ran for the Republican Party for the Presidency. He faced off against a young Democrat named John F. Kennedy. -They had the first televised Presidential debate. Television greatly helped JFK due to his youthful appearance and communication skills. -JFK was only 43 years old when he became President. He became the icon for change in the USA. He asserted in his inaugural address that, “The torch has been passed to a new generation.” The Nixon vs. JFK Debate on TV Policies of JFK -JFK supported one of the chief issues of his day, the Civil Rights Movement. He wanted to see Jim Crow Segregation end and for African Americans to possess the rights they deserved. -As the Cold War continued, JFK was afraid impoverished countries would embrace Communism. He encouraged aid to be given to these nations and for Americans to volunteer to work in groups like the Peace Corps to assist these countries. -Instead of Brinkmanship, JFK wanted the USA to be able to fight ground wars as well, not just threaten the USSR with nuclear annihilation. This strategy was called the “Flexible Response.” In this picture, JFK met with young Americans who volunteered to serve in the Peace Corps.