Thirteen Days: John F. Kennedy, the Cuban Missile Crisis, and Purpose
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Oral History Interview – 2/10/2003 Administrative Information
Sid Davis Oral History Interview – 2/10/2003 Administrative Information Creator: Sid Davis Interviewer: Vicki Daitch Date of Interview: February 10, 2003 Place of Interview: Washington D.C. Length: 76 pages Biographical Note Davis was a journalist, a White House correspondent (1959-1968) and Washington News Bureau chief (1968-1977) for the Westinghouse Broadcasting; director (1977-1979), bureau chief (1979-1980), and vice president and bureau chief (1980-1982) for NBC News; and a senior Washington correspondent (1982-1987) and director of office programs for the Voice of America (1987-1994). In this interview, he discusses the 1960 presidential campaign, John F. Kennedy’s assassination and Lyndon B. Johnson’s swearing in, and the press coverage of the White House, among other issues. Access Open. Usage Restrictions According to the deed of gift signed on April 5, 2004, copyright of these materials has been assigned to the United States Government. Users of these materials are advised to determine the copyright status of any document from which they wish to publish. Copyright The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be “used for any purpose other than private study, scholarship, or research.” If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excesses of “fair use,” that user may be liable for copyright infringement. -
2013 Winter Newsletter
HHHHHHH LEGACY JOHN F. KENNEDY LIBRARY FOUNDATION Winter | 2013 Freedom 7 Splashes Down at JFK Presidential Library and Museum “I believe this nation should commit itself, to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth.” – President Kennedy, May 25, 1961 he John F. Kennedy Presidential Library and Museum Joined on September 12 by three students from Pinkerton opened a special new installation featuring Freedom 7, Academy, the alma mater of astronaut Alan B. Shepard Jr., Tthe iconic space capsule that U.S. Navy Commander Kennedy Library Director Tom Putnam unveiled Freedom 7, Alan B. Shepard Jr. piloted on the first American-manned stating, “In bringing the Freedom 7 space capsule to our spaceflight. Celebrating American ingenuity and determination, Museum, the Kennedy Library hopes to inspire a new the new exhibit opened on September 12, the 50th anniversary generation of Americans to use science and technology of President Kennedy’s speech at Rice University, where he so for the betterment of our humankind.” eloquently championed America’s manned space efforts: Freedom 7 had been on display at the U.S. Naval “We choose to go to the moon in this decade and do the Academy in Annapolis, MD since 1998, on loan from the other things, not because they are easy, but because they are Smithsonian Air and Space Museum. At the request of hard, because that goal will serve to organize and measure Caroline Kennedy, Secretary of the Navy Ray Mabus, the best of our energies and skills, because that challenge is the U.S. -
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. -
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. -
The Red Scare- Soviet Union
JCC: The Red Scare- Soviet Union Chair: Bridget Arnold Vice-Chair: 1 Table of Contents 3. Letter from Chair 4. Committee Background 7. Topic A: Race to the Moon 15. Topic B: Developing Tensions is the West 24. Positions 2 Letter from the Chair: Dear Fellow Comrades, Hello, and welcome to LYMUN VII! I am extremely excited to be chairing (the better side) of the JCC: The Red Scare. My name is Bridget Arnold, I am currently a Senior at Lyons Township and I have participated in Model UN since my Freshman year. Outside of MUN, I participate in various clubs such as Mock Trial and PSI and in general have a huge fascination with politics. In anticipation of the conference, you are expected to write one position paper outlining your person’s beliefs on the topics that you have been given. Both topics will be discussed in order but only one position paper is required. All delegates should maintain their character’s policy within the committee and should avoid slipping into their own personal beliefs. During committee, I will not only be looking for delegates who speak a lot but those who work well with other delegates, contribute to discussions, and exemplify knowledge about the topic in their speeches. With that being said, I encourage all delegates to speak at least once in this committee. Any experience with public speaking will benefit your skills as a public speaker now and in the future. Writing directives and crisis notes with your own original ideas are also crucial for success in this cabinet. -
Cuban Missile Crisis: Applying Strategic Culture to Gametheory
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-2013 Cuban Missile Crisis: Applying Strategic Culture to Gametheory Chelsea E. Carattini Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Political Science Commons Recommended Citation Carattini, Chelsea E., "Cuban Missile Crisis: Applying Strategic Culture to Gametheory" (2013). All Graduate Plan B and other Reports. 236. https://digitalcommons.usu.edu/gradreports/236 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Introduction Game theory applied to political situations offers a unique approach to analyzing and understanding international relations. Yet the rigid structure that lends itself so well to mathematics is not practical in the real world . It lacks a built in mechanism for determining a player's preferences, which is a key part of an international "game" or situation. Strategic culture, another international relations theory, is quite the opposite. Critics claim it suffers from a lack of structure, but it captures the spirit of international actors and what makes them tick. This paper explores the idea of pairing the two otherwise unrelated theories to bolster both in the areas where they are lacking in order to provide a more complete understanding of international states' behavior and motivations. Brief Summary of Major Theories The theories presented in the following pages are drawn from distinct schools of thought; consequently it is necessary to provide some background information. -
The Northern Black Sea Region in Classical Antiquity 4
The Northern Black Sea Region by Kerstin Susanne Jobst In historical studies, the Black Sea region is viewed as a separate historical region which has been shaped in particular by vast migration and acculturation processes. Another prominent feature of the region's history is the great diversity of religions and cultures which existed there up to the 20th century. The region is understood as a complex interwoven entity. This article focuses on the northern Black Sea region, which in the present day is primarily inhabited by Slavic people. Most of this region currently belongs to Ukraine, which has been an independent state since 1991. It consists primarily of the former imperial Russian administrative province of Novorossiia (not including Bessarabia, which for a time was administered as part of Novorossiia) and the Crimean Peninsula, including the adjoining areas to the north. The article also discusses how the region, which has been inhabited by Scythians, Sarmatians, Greeks, Romans, Goths, Huns, Khazars, Italians, Tatars, East Slavs and others, fitted into broader geographical and political contexts. TABLE OF CONTENTS 1. Introduction 2. Space of Myths and Legends 3. The Northern Black Sea Region in Classical Antiquity 4. From the Khazar Empire to the Crimean Khanate and the Ottomans 5. Russian Rule: The Region as Novorossiia 6. World War, Revolutions and Soviet Rule 7. From the Second World War until the End of the Soviet Union 8. Summary and Future Perspective 9. Appendix 1. Sources 2. Literature 3. Notes Indices Citation Introduction -
The Ascendancy of the Secretary of Defense : Robert S. Mcnamara
The Ascendancy of the Secretary ofJULY Defense 2013 The Ascendancy of the Secretary of Defense Robert S. McNamara 1961-1963 Special Study 4 Historical Office Office of the Secretary of Defense Cold War Foreign Policy Series • Special Study 4 The Ascendancy of the Secretary of Defense The Ascendancy of the Secretary of Defense Robert S. McNamara 1961-1963 Cover Photo: Secretary Robert S. McNamara, Gen. Maxwell D. Taylor, and President John F. Kennedy at the White House, January 1963 Source: Robert Knudson/John F. Kennedy Library, used with permission. Cover Design: OSD Graphics, Pentagon. Cold War Foreign Policy Series • Special Study 4 The Ascendancy of the Secretary of Defense The Ascendancy of the Secretary of Defense Robert S. McNamara 1961-1963 Special Study 4 Series Editors Erin R. Mahan, Ph.D. Chief Historian, Office of the Secretary of Defense Jeffrey A. Larsen, Ph.D. President, Larsen Consulting Group Historical Office Office of the Secretary of Defense July 2013 ii iii Cold War Foreign Policy Series • Special Study 4 The Ascendancy of the Secretary of Defense Contents This study was reviewed for declassification by the appropriate U.S. Government departments and agencies and cleared for release. The study is an official publication of the Office of the Secretary of Defense, Foreword..........................................vii but inasmuch as the text has not been considered by the Office of the Secretary of Defense, it must be construed as descriptive only and does Executive Summary...................................ix not constitute the official position of OSD on any subject. Restructuring the National Security Council ................2 Portions of this work may be quoted or reprinted without permission, provided that a standard source credit line in included. -
The Cuban Missile Crisis: How to Respond?
The Cuban Missile Crisis: How to Respond? Topic: Cuban Missile Crisis Grade Level: Grades 9 – 12 Subject Area: US and World History after World War II; US Government Time Required: 1-2 hours Goals/Rationale: During the Cuban Missile Crisis, Kennedy's advisors discussed many options regarding how they might respond to the installation of Soviet missiles in Cuba. In this lesson, students examine primary source documents and recordings to consider some of the options discussed by Kennedy's advisors during this crisis and the rationale for why the president might have selected the path he chose. Essential Question: Does an individual's role in government influence his or her view on how to respond to important issues? Objectives Students will: discuss some of the options considered by Kennedy’s advisors during the Cuban Missile Crisis; identify the governmental role of participants involved in decision making and consider whether or not their role influenced their choice of option(s); consider the ramifications of each option; discuss the additional information that might have been helpful as of October 18, 1962 for Kennedy and his staff to know in order to make the most effective decision. analyze why President Kennedy made the decision to place a naval blockade around Cuba. Connections to Curriculum (Standards) National History Standards US History, Era 9 Standard 2: How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. Standard 2A: The student understands the international origins and domestic consequences of the Cold War. Massachusetts History and Social Studies Curriculum Frameworks USII.T5 (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 BATTLE of STALINGRAD Belligerents
THE BATTLE OF STALINGRAD DATE: AUGUST 23 1942 – FEBRUARY 02 1943 Belligerents Germany Soviet Union Italy Romania Hungary Croatia The Battle of Stalingrad was a brutal military campaign between Russian forces and those of Nazi Germany and the Axis powers during World War 2. The battle is infamous as one of the largest, longest and bloodiest engagements in modern warfare: from August 1942 through February 1943, more than two million troops fought in close quarters – and nearly two million people were killed or injured in the fighting, including tens of thousands of Russian civilians. But the Battle of Stalingrad (one of Russia’s important industrial cities) ultimately turned the tide of World War 2 in favor of the Allied forces. PRELUDE In the middle of World War 2 – having captured territory in much of present-day Ukraine and Belarus in the spring on 1942 – Germany’s Wehrmacht forces decide to mount an offensive on southern Russia in the summer of that year. Under the leadership of ruthless head of state Joseph Stalin, Russian forces had already successfully rebuffed a German attack on the western part of the country – one that had the ultimate goal of taking Moscow – during the winter of 1941-42. However, Stalin’s Red Army had suffered significant losses in the fighting, both in terms of manpower and weaponry. Stalin and his generals, including future Soviet Union leader Nikita Khrushchev, fully expected another Nazi attack to be aimed at Moscow. However, Hitler and the Wehrmacht had other ideas. They set their sights on Stalingrad; the city served as an industrial center in Russia, producing, among other important goods, artillery for the country’s troops. -
Mikhail Gorbachev and His Role in the Peaceful Solution of the Cold War
City University of New York (CUNY) CUNY Academic Works Dissertations and Theses City College of New York 2011 Mikhail Gorbachev and His Role in the Peaceful Solution of the Cold War Natalia Zemtsova CUNY City College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/cc_etds_theses/49 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Mikhail Gorbachev and His Role in the Peaceful Solution of the Cold War Natalia Zemtsova May 2011 Master’s Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of International Affairs at the City College of New York Advisor: Jean Krasno ABSTRACT The role of a political leader has always been important for understanding both domestic and world politics. The most significant historical events are usually associated in our minds with the images of the people who were directly involved and who were in charge of the most crucial decisions at that particular moment in time. Thus, analyzing the American Civil War, we always mention the great role and the achievements of Abraham Lincoln as the president of the United States. We cannot forget about the actions of such charismatic leaders as Adolf Hitler, Josef Stalin, Winston Churchill, and Franklin D. Roosevelt when we think about the brutal events and the outcome of the World War II. Or, for example, the Cuban Missile Crisis and its peaceful solution went down in history highlighting roles of John F. -
DECISION MAKING in the U.S. ADMINISTRATION and the ROLE of BUREAUCRACY DURING the BERLIN CRISIS 1961 a Thesis Presented in Parti
DECISION MAKING IN THE U.S. ADMINISTRATION AND THE ROLE OF BUREAUCRACY DURING THE BERLIN CRISIS 1961 A Thesis Presented in Partial Fulfillment of the Requirements for the Degree of a Master of Arts in the Graduate School of the Ohio State University By Schanett Riller ***** The Ohio State University 1998 Master's Examination Committee: Approved by Dr. Peter L. Hahn, Adviser Dr. Carole Fink Dr. Ahmad Sikainga ABSTRACT This thesis investigates the role bureaucracy played during the Berlin crisis in 1961/62. It focuses on two aspects: first, the process of decision making in the Kennedy administration before August 13, 1961, and second, the question of policy implementation in Berlin from September 1961 to April 1962. With regard to the question of decision making, this thesis finds that Kennedy's informal governmental style and accessability for his staff provided him with a broad range of opinions on all matters concerning the Berlin problem. He established several working groups on Berlin, who discussed policy options in an open atmosphere and made valuable recommendations. In Washington, therefore, the policy making body worked smoothly and enabled the President to make carefully considered decisions. The record of the policy-implementation process, however, looks different, for implementation was not ensured. Both technical problems and personal differences between commanders in the European theater disrupted the execution of instructions from Washington. General Clay's presence in ii Berlin as Kennedy's Personal Representative complicated the situation further. Though Clay had no authority technically, he still initiated actions of his own. The climax of this policy was the dangerous confrontation of U.S.