JOHN F. KENNEDY and the RACE to the MOON
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1 March 1961 Special Distribution
GENERAL AGREEMENT ON RESTRICTEDC/W/16 TARIFFS AND TRADE 1 March 1961 Special Distribution COUNCIL 22 February - 3 March 1961 CONCLUSIONS REACHED BY COUNCIL Drafts The following drafts of conclusions reached by the Council on certain items of its agenda are submitted for approval, (It should be understood that in the minutes of the Council's meeting these conclusions will in each case be preceded by a short statement of the question under discussion and by a note on the trend of the discussion.) Item 2: Provisional accession of Switzerland It was agreed that the consultations with Switzerland in accordance with the terms of the Declaration on the Provisional Accession of Switzerland should be continued. For this purpose, a small group of contracting parties, drawn mainly from important agricultural exporters to the Swiss market was appointed, with the following membership: Australia Netherlands Canada New ZealAnd Denmark United States France Uruguay Other contracting parties which considered that they had an important interest in the products covered by Switzerlands reservation in the Declaration would be free to participate in the work of the group. The group would meet on 6 and 7 April. It was felt that it should be possible for the group, at that meeting, to suggest a time-table for the completion of the discussions with Switzerland, after which it would submit a report either to a meeting of the Council or to a session of the CONTRACTING PARTIES, whichever was the earlier. Item5: Uruguayan import surcharges It was noted that the delegation of Uruguay had transmitted to the secretariat a list of the bound items affected by the surcharges, as well as the text of the Decree of 29 September 1960 :imposing the surcharges, end that these would be circulated to contracting parties as soon as possible, It was agreed that, in view of the limited time available, it would not be possible to deal with this item at the present meeting of the Council and that it should be discussed at the next meeting of the Council. -
Race to Space Educator Edition
National Aeronautics and Space Administration Grade Level RACE TO SPACE 10-11 Key Topic Instructional Objectives U.S. space efforts from Students will 1957 - 1969 • analyze primary and secondary source documents to be used as Degree of Difficulty supporting evidence; Moderate • incorporate outside information (information learned in the study of the course) as additional support; and Teacher Prep Time • write a well-developed argument that answers the document-based 2 hours essay question regarding the analogy between the Race to Space and the Cold War. Problem Duration 60 minutes: Degree of Difficulty -15 minute document analysis For the average AP US History student the problem may be at a moderate - 45 minute essay writing difficulty level. -------------------------------- Background AP Course Topics This problem is part of a series of Social Studies problems celebrating the - The United States and contributions of NASA’s Apollo Program. the Early Cold War - The 1950’s On May 25, 1961, President John F. Kennedy spoke before a special joint - The Turbulent 1960’s session of Congress and challenged the country to safely send and return an American to the Moon before the end of the decade. President NCSS Social Studies Kennedy’s vision for the three-year old National Aeronautics and Space Standards Administration (NASA) motivated the United States to develop enormous - Time, Continuity technological capabilities and inspired the nation to reach new heights. and Change Eight years after Kennedy’s speech, NASA’s Apollo program successfully - People, Places and met the president’s challenge. On July 20, 1969, the world witnessed one of Environments the most astounding technological achievements in the 20th century. -
The Space Race
The Space Race Aims: To arrange the key events of the “Space Race” in chronological order. To decide which country won the Space Race. Space – the Final Frontier “Space” is everything Atmosphere that exists outside of our planet’s atmosphere. The atmosphere is the layer of Earth gas which surrounds our planet. Without it, none of us would be able to breathe! Space The sun is a star which is orbited (circled) by a system of planets. Earth is the third planet from the sun. There are nine planets in our solar system. How many of the other eight can you name? Neptune Saturn Mars Venus SUN Pluto Uranus Jupiter EARTH Mercury What has this got to do with the COLD WAR? Another element of the Cold War was the race to control the final frontier – outer space! Why do you think this would be so important? The Space Race was considered important because it showed the world which country had the best science, technology, and economic system. It would prove which country was the greatest of the superpowers, the USSR or the USA, and which political system was the best – communism or capitalism. https://www.youtube.com/watch?v=xvaEvCNZymo The Space Race – key events Discuss the following slides in your groups. For each slide, try to agree on: • which of the three options is correct • whether this was an achievement of the Soviet Union (USSR) or the Americans (USA). When did humans first send a satellite into orbit around the Earth? 1940s, 1950s or 1960s? Sputnik 1 was launched in October 1957. -
Chapter Fourteen Men Into Space: the Space Race and Entertainment Television Margaret A. Weitekamp
CHAPTER FOURTEEN MEN INTO SPACE: THE SPACE RACE AND ENTERTAINMENT TELEVISION MARGARET A. WEITEKAMP The origins of the Cold War space race were not only political and technological, but also cultural.1 On American television, the drama, Men into Space (CBS, 1959-60), illustrated one way that entertainment television shaped the United States’ entry into the Cold War space race in the 1950s. By examining the program’s relationship to previous space operas and spaceflight advocacy, a close reading of the 38 episodes reveals how gender roles, the dangers of spaceflight, and the realities of the Moon as a place were depicted. By doing so, this article seeks to build upon and develop the recent scholarly investigations into cultural aspects of the Cold War. The space age began with the launch of the first artificial satellite, Sputnik, by the Soviet Union on October 4, 1957. But the space race that followed was not a foregone conclusion. When examining the United States, scholars have examined all of the factors that led to the space technology competition that emerged.2 Notably, Howard McCurdy has argued in Space and the American Imagination (1997) that proponents of human spaceflight 1 Notably, Asif A. Siddiqi, The Rocket’s Red Glare: Spaceflight and the Soviet Imagination, 1857-1957, Cambridge Centennial of Flight (Cambridge: Cambridge University Press, 2010) offers the first history of the social and cultural contexts of Soviet science and the military rocket program. Alexander C. T. Geppert, ed., Imagining Outer Space: European Astroculture in the Twentieth Century (New York: Palgrave Macmillan, 2012) resulted from a conference examining the intersections of the social, cultural, and political histories of spaceflight in the Western European context. -
Fifty Years Ago This May, John F. Kennedy Molded Cold War Fears Into a Collective Resolve to Achieve the Almost Unthinkable: Land American Astronauts on the Moon
SHOOTING FOR THE MOON Fifty years ago this May, John F. Kennedy molded Cold War fears into a collective resolve to achieve the almost unthinkable: land American astronauts on the moon. In a new book, Professor Emeritus John Logsdon mines the details behind the president’s epochal decision. .ORG S GE A IM NASA Y OF S NASA/COURTE SHOOTING FOR THE MOON Fifty years ago this May, John F. Kennedy molded Cold War fears into a collective resolve to achieve the almost unthinkable: land American astronauts on the moon. In a new book, Professor Emeritus John Logsdon mines the details behind the president’s epochal decision. BY JOHN M. LOGSDON President John F. Kennedy, addressing a joint session of Congress on May 25, 1961, had called for “a great new American enterprise.” n the middle of a July night in 1969, standing The rest, of course, is history: The Eagle landed. Before a TV outside a faceless building along Florida’s eastern audience of half a billion people, Neil Armstrong took “one giant coast, three men in bright white spacesuits strolled leap for mankind,” and Buzz Aldrin emerged soon after, describing by, a few feet from me—on their way to the moon. the moonscape before him as “magnificent desolation.” They climbed into their spacecraft, atop a But the landing at Tranquility Base was not the whole story massive Saturn V rocket, and, a few hours later, of Project Apollo. I with a powerful blast, went roaring into space, the It was the story behind the story that had placed me at weight on their shoulders far more than could be measured Kennedy Space Center that July day. -
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. -
Kennedy's Quest: Leadership in Space
Kennedy’s Quest: Leadership in Space Overview Topic: “Space Race” Grade Level: 9-12 Subject Area: US History Time Required: One class period. Goals/Rationale: The decision by the Kennedy Administration to make a manned lunar landing the major goal of the US space program derived from political as well as scientific motivations. In this lesson plan, students do a close reading of four primary sources related to the US space program in 1961, analyzing how and why public statements made by the White House regarding space may have differed from private statements made within the Kennedy Administration. Essential Questions: How was the “Space Race” connected to the Cold War? How and why might the White House communicate differently in public and in private? How might the Administration garner support for their policy? Objectives Students will be able to: analyze primary sources, considering the purpose of the source, the audience, and the occasion. analyze the differences in the tone or content of the primary sources. explain the Kennedy Administration’s arguments for putting a human on the Moon by the end of the 1960s. Connections to Curriculum (Standards) National History Standards US History, Era 9: Postwar United States (1945 to early 1970s) Standard 2A: The student understands the international origins and domestic consequences of the Cold War. Historical Thinking Skills Standard 2: Historical Comprehension Reconstruct the literal meaning of a historical passage. Appreciate historical perspectives . Historical Thinking Skills Standard 4: Historical Research Capabilities Support interpretations with historical evidence. Massachusetts History and Social Science Curriculum Frameworks USII [T.5] 1. Using primary sources such as campaign literature and debates, news articles/analyses, editorials, and television coverage, analyze the important policies and events that took place during the presidencies of John F. -
The Influence of Space Power Upon History (1944-1998)*
* The Influence of Space Power upon History (1944-1998) by Captain John Shaw, USAF * My interest in this subject grew during my experiences as an Air Force Intern 1997-98, working in both the Office of the Deputy Undersecretary of Defense for Space, and in SAF/AQ, Space and Nuclear Deterrence Directorate. I owe thanks to Mr. Gil Klinger (acting DUSD(Space)) and BGen James Beale (SAF/AQS) for their advice and guidance during my internships. Thanks also to Mr. John Landon, Col Michael Mantz, Col James Warner, Lt Col Robert Fisher, and Lt Col David Spataro. Special thanks to Col Simon P. Worden for his insight on this topic. A primary task of the historian is to interpret events in the course of history through a unique lens, affording the scholar a new, and more intellectually useful, understanding of historical outcomes. This is precisely what Alfred Thayer Mahan achieved when he wrote his tour de force The Influence of Sea Power upon History (1660-1783). He interpreted the ebb and flow of national power in terms of naval power, and his conclusions on the necessity of sea control to guarantee national welfare led many governments of his time to expand their naval capabilities. When Mahan published his work in 1890, naval power had for centuries already been a central determinant of national military power.1 It remained so until joined, even eclipsed, by airpower in this century. Space, by contrast, was still the subject of extreme fiction a mere one hundred years ago, when Jules Verne’s From the Earth to the Moon and H.G. -
Director of Dounreay: Mr. RR Matthews
NO.4871 March 9, 1963 NATURE 953 was educated at the Imperial College of Science and decide before the end of the year whether a prototype Technology, where he obtained the degree of B.Sc.(Eng.) nuclear ship would be built. In these circumstances, the in 1953 and five years later was awarded the degree of Government had decided that the time had come to have Ph.D. Following graduation, Dr. Clarricoats was em discussions with the shipping and shipbuilding industries ployed by the General Electric Company at Stanmore about the arrangements for such a ship. It was expected until 1958, when he was appointed lecturer in the Depart that it would be possible to decide before the end of the ment of Light Electrical Engineering in the Queen's year which reactor system should be installed in a proto University of Belfast. There he created a microwave type nuclear ship, if one is built. The Civil Lord of the research group and arranged contracts with the Depart Admiralty, Mr. C. Ian Orr-Ewing, added that the nent of Scientific and Industrial Research and the Admiralty had no present plans for building a nuclear Ministry of Aviation, which provided apparatus and powered surface vessel, but was keeping in close touch grants. In 1962, he was appointed lecturer in the with the latest developments and applying the knowle?-ge Department of Electrical Engineering at the University gained from them to studies of possible future warshIps, of Sheffield. He was awarded two premiums by the Institution of Electrical Engineers for his work on Teaching Machines and Programme Learning microwave ferrites. -
Organizational Behavior Program March 1962 PUBLICATIONS AND
Organizational Behavior Program March 1962 PUBLICATIONS AND RESEARCH DOCUMENTS - 1960 and 1961 ANDREWS. F. 1904 1630 A Study of Company Sponsored Foundations. New York: Russell Sage Founda• tion, I960, 86 pp. 1844 (See Pelz 1844) Mr. Frank Andrews has contributed substantially to a series of reports con• cerning the performance of scientific and technical personnel. Since these reports constitute an integrated series, they are all listed and described together under the name of the principle author, Dr. Donald C. Pelz, p. 4. B1AKEL0CK, E. 1604 A new look at the new leisure. Administrative Science Quarterly, 1960, 4 (4), 446-467. 1620 (With Platz, A.) Productivity of American psychologists: Quantity versus quality. American Psychologist, 1960, 15 (5), 310-312. 1696 A Durkheimian approach to some temporal problems of leisure. Paper read at the Convention of the Society for the Study of Social Problems, August I960, New York, 16 pp., mimeo. BOWERS. D. 1690R (With Patchen, M.) Factors determining first-line supervision at the Dobeckmun Company, Report II, August 1960, 43 pp., mimeo. 1803R Tabulated agency responses: Northwestern Mutual Life Insurance Company. September 1961, 242 pp., mimeo. 1872 Some aspects of affiliative behavior in work groups. Unpublished doctoral dissertation, The University of Michigan, January 1962. 1847 Some aspects of affiliative behavior in work groups. .Abstract of doctoral dissertation, January 1962, 3 pp., mimeo. Study of life insurance agents and agencies: Methods. Report I, December 1961, 11 pp., mimeo. Insurance agents and agency management: Descriptive summary. Report II, December 1961, 41 pp.., typescript. Plus a few documents from 1962. NOTE: Some items have not been issued ISR publication numbers. -
Space Race and Arms Race in the Western Media and the Czechoslovak Media
MASARYK UNIVERSITY FACULTY OF EDUCATION Department of English Language and Literature Space Race and Arms Race in the Western Media and the Czechoslovak Media Bachelor thesis Brno 2017 Thesis Supervisor: Author: Mgr. Zdeněk Janík, M.A., Ph.D. Věra Gábová Annotation The bachelor thesis deals with selected Second World War and Cold War events, which were embodied in arms race and space race. Among events discussed are for example the first use of ballistic missiles, development of atomic and hydrogen bombs, launching the first artificial satellites etc. The thesis focuses on presentation of such events in the Czechoslovak and the Western press, compares them and also provides some historical facts to emphasize subjectivity in the media. Its aim is not only to describe the period as it is generally known, but to contrast the sources of information which were available at those times and to point out the nuances in the media. It explains why there are such differences, how space race and arms race are related and why the progress in science and technology was so important for the media. Key words The Second World War, the Cold War, space race, arms race, press, objectivity, censorship, propaganda 2 Anotace Tato bakalářská práce se zabývá některými událostmi druhé světové a studené války, které byly součástí závodu ve zbrojení a závodu v dobývání vesmíru. Mezi probíranými událostmi je například první použití balistických raket, vývoj atomové a vodíkové bomby, vypuštění první umělé družice Země atd. Práce se zaměřuje na prezentaci těchto událostí v Československém a západním tisku, porovnává je a také uvádí některá historická fakta pro zdůraznění subjektivity v médiích. -
Intrepid Sea, Air & Space Museum the Cold War Through the Collections of the Intrepid Museum NEH Summer Institute Proposal
NEH Summer Institute for Teachers: The Cold War through the Collections of the Intrepid Museum Intrepid Sea, Air & Space Museum/ Project Narrative Intrepid Sea, Air & Space Museum The Cold War through the Collections of the Intrepid Museum NEH Summer Institute Proposal, Summer 2020 Project Director: Dr. Lynda Kennedy Introduction The Intrepid Sea, Air & Space Museum’s Education Department proposes a two-week Summer Institute for classroom teachers from July 20 to July 31, 2020. The Institute, previously offered in Summer 2018, embodies the principles of the NEH Standing Together initiative through the use of two historic sites—the former U.S. aircraft carrier Intrepid, a National Historic Landmark, and the former U.S. submarine, Growler, a unique artifact that represents the technology and tensions of the Cold War. These historic sites, along with the oral histories of the men that served on these vessels, will provide a powerful starting point for examining the history and legacy of Cold War technology. The Cold War through the Collections of the Intrepid Museum will immerse teachers in scholarly historical research as well as the history, artifacts and oral histories in the Museum’s collection that embody the Cold War era. Integrating content exploring the historical context of technological innovation, the Institute will serve a national group of 25 high school history and science teachers in order to deepen their understanding and increase confidence in their ability to explore the subject thoroughly, critically and engagingly with their students. Dr. Lynda Kennedy, vice president of education and evaluation for the Intrepid Museum, will serve as a Project Director for the Institute.