An Assessment of Blame for the Kent State Shootings
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Chapter 29 Section 3 Conflicts at Home
Chapter 29 Section 3 Conflicts at Home One American’s Story A student journalist took Mary Ann Vecchio’s picture as she knelt by a dead student at Kent State University in Ohio. The dead youth was Jeffrey Glenn Miller, one of four students killed by the National Guard during an antiwar demonstration on May 4, 1970. Later, Vecchio said PRIMARY SOURCE “I couldn’t believe that people would kill . just because he demonstrated against the Vietnam War.” —Mary Ann Vecchio Gillum, conference at Emerson College, April 23, 1995 Mary Ann Vecchio was just 14 when she became a symbol of anguish over the Vietnam War. Growing opposition to the war led to deep divisions in American society. The Growing Antiwar Movement KEY QUESTION Why did so many Americans oppose the war? As the war escalated in the mid-1960s, antiwar feeling grew among Americans at home. Religious leaders, civil rights leaders, teachers, students, journalists, and others opposed the war for a variety of reasons. Protests Grow Some protestors believed that the United States had no business involving itself in another country’s civil war. Others believed that the methods of fighting the war were immoral. Still others thought that the costs to American society were too high. College students formed a large and vocal group of protesters. Many opposed the draft, which required young men to serve in the military. In protests nationwide, young men burned their draft cards. About 50,000 people staged such a protest in front of the Pentagon on October 21, 1967. Opponents of the draft pointed out its unfairness. -
May 4, 2014, Kent State Killings
KENT STATE KILLINGS MAY 4, 1970 Compiled by Dick Bennett for the OMNI Center for Peace, Justice, and Ecology, in Remembrance. Contents “Ohio” Google Search, May 4, 2014 44th Anniversary Google Search, May 4, 2014 “I Want to Remember” by Sidney Burris, May 4, 2013 2014, 44th Anniversary of Kent State Shootings Crosby, Stills, Nash & Young – “Ohio”, Google Search, May 4, 2014 • Ohio (Crosby, Stills, Nash & Young song) - Wikipedia, the ... en.wikipedia.org/.../Ohio_(Crosby,_Stills,_Nash_%26_Young... Wikipedia "Ohio" is a protest song and counterculture anthem written and composed by NeilYoung in reaction to the Kent State shootings of May 4, 1970, and performed ... Recording - Lyrics and reaction - Covers - Personnel • APUS Crosby, Stills, Nash & Young - Ohio (Lyric Video ... ► 2:59► 2:59 www.youtube.com/watch?v... YouTube Jun 4, 2013 - Uploaded by Grace Naef APUS Crosby, Stills, Nash & Young - Ohio (Lyric Video) - YouTube. Subscribe 19. All comments (49 ... • Crosby Stills Nash & Young - Ohio - (live audio 1970 ... ► 3:51► 3:51ww.youtube.com/watch?v=a6irfBMm48g YouTube Feb 22, 2010 - Uploaded by ElvinCole Wikipedia: Young wrote the lyrics to "Ohio" after seeing the photos of the incident in Life Magazine. On the ... • Neil Young Ohio Lyric Analysis - Thrasher's Wheat thrasherswheat.org/fot/ohio.htm Analysis of the lyrics of Crosby, Stills, Nash, and Young song "Ohio" ... Lasho interprets the meaning of the lyrics to Neil Young's song "Ohio" and offers an .. MAY 4, 1970 KENT STATE SHOOTINGS, Google Search, May 4, 2014 1. Kent State shootings - Wikipedia, the free encyclopedia en.wikipedia.org/wiki/Kent_State_shootings Wikipedia The Kent State shootings (also known as the May 4 massacre or the Kent State massacre) occurred at Kent State University in the US city of Kent, Ohio, and .. -
Commemorating the Kent State Tragedy Through Victims' Trauma In
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers in Communication Studies Communication Studies, Department of 2009 Commemorating the Kent State Tragedy through Victims’ Trauma in Television News Coverage, 1990–2000 Kristen Hoerl Auburn University, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/commstudiespapers Part of the Critical and Cultural Studies Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, and the Other Communication Commons Hoerl, Kristen, "Commemorating the Kent State Tragedy through Victims’ Trauma in Television News Coverage, 1990–2000" (2009). Papers in Communication Studies. 191. http://digitalcommons.unl.edu/commstudiespapers/191 This Article is brought to you for free and open access by the Communication Studies, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers in Communication Studies by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in The Communication Review 12:2 (2009), pp. 107–131; doi: 10.1080/10714420902921101 Copyright © 2009 Taylor & Francis Group, LLC. Used by permission. Published online May 27, 2009. Commemorating the Kent State Tragedy through Victims’ Trauma in Television News Coverage, 1990–2000 Kristen Hoerl Department of Communication and Journalism, Auburn University, Auburn, Alabama, USA Corresponding author – Kristen Hoerl, Department of Communication and Journalism, Auburn University, 0336 Haley, Auburn, AL 36849, USA, email [email protected] Abstract On May 4, 1970, the Ohio National Guard fired into a crowd at Kent State University and killed four students. This essay critically interprets mainstream television journalism that commemorated the shootings in the past 18 years. Throughout this coverage, predominant framing devices depoliticized the Kent State tragedy by characterizing both former students and guard members as trauma victims. -
The Historical and Cultural Meanings of American Music Lyrics from the Vietnam War
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2013 The historical and cultural meanings of American music lyrics from the Vietnam War. Erin Ruth McCoy University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation McCoy, Erin Ruth, "The historical and cultural meanings of American music lyrics from the Vietnam War." (2013). Electronic Theses and Dissertations. Paper 940. https://doi.org/10.18297/etd/940 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. THE HISTORICAL AND CULTURAL MEANINGS OF AMERICAN MUSIC LYRICS FROM THE VIETNAM WAR By Erin Ruth McCoy B.A., Wingate University, 2003 M.A., Clemson University, 2007 A Dissertation Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville In Partial Fulfillment of the Requirements For the degree of Doctor of Philosophy Department of Humanities University of Louisville Louisville, KY May 2013 Copyright 2013 by Erin R. McCoy All Rights Reserved THE HISTORICAL AND CULTURAL MEANINGS OF AMERICAN MUSIC LYRICS FROM THE VIENTAM WAR By Erin Ruth McCoy B.A., Wingate University, 2003 M.A., Clemson University, 2007 A Dissertation Approved on April 5, 2013 by the following Dissertation Committee: _______________________________________________________ Dr. -
The Americans Unit 6
Kennedy and the Cold War MAIN IDEA WHY IT MATTERS NOW Terms & Names The Kennedy administration America’s response to Soviet •John F. Kennedy •hot line faced some of the most threats developed the United •flexible response •Li mited Test Ban dangerous Soviet confronta- States as a military superpower. •Fidel Castro Treaty tions in American history. •Berlin Wall One American's Story John F. Kennedy became the 35th president of the United States on a crisp and sparkling day in January 1961. Appearing without a coat in freezing weather, he issued a challenge to the American people. He said that the world was in “its hour of maximum danger,” as Cold War tensions ran high. Rather than shrinking from the danger, the United States should confront the “iron tyranny” of communism. A PERSONAL VOICE JOHN F. KENNEDY “ Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans, born in this century,tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed. Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, sup- port any friend, oppose any . foe, in order to assure . the survival and the success of liberty.” —Inaugural Address, January 20, 1961 The young president won praise for his well-crafted speech. -
Name: Period: ___Challenge Problem 1 Week of April 25, 2011
Name: ________________________ Period: ____________ Challenge Problem 1 Week of April 25, 2011 Directions: Solve the question below correctly for 1 extra credit point. Your solution must include all work and your final answer circled. Remember all work must be shown in order to receive credit and you may only submit one problem per week. What year am I? On May 4 of this year, four students were killed by the National Guard when they participated in an antiwar demonstration on the campus of Kent State University in Ohio. The students were Allison Krause, 19; Sandra Lee Scheuer, 20; Jeffery Glenn Miller, 20; and William Schroeder, 19. • My date is divisible by ten. • My hundreds and tens digits are odd integers whose sum is 16. • My tens digit is a prime number. What year am I? Name: ________________________ Period: ____________ Challenge Problem 2 Week of April 25, 2011 Directions: Solve the question below correctly for 2 extra credit points. Your solution must include all work and your final answer circled. Remember all work must be shown in order to receive credit and you may only submit one problem per week. Two by Canoe Tashawn and Forrest are taking a three-day canoe trip. They'll paddle upstream for two days to a campground they have stayed at before (spending one night camping in a field), then paddle back downstream the third day in time to meet Forrest's mother at the spot where she dropped them off. The first day the boys paddle 13 hours. It takes them 9 hours of paddling the second day to get to the campground. -
Telling Their Own Story: How Student Newspapers Reported Campus Unrest, 1962-1970 Kaylene Dial Armstrong University of Southern Mississippi
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Aquila Digital Community The University of Southern Mississippi The Aquila Digital Community Dissertations Summer 8-2013 Telling Their Own Story: How Student Newspapers Reported Campus Unrest, 1962-1970 Kaylene Dial Armstrong University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Civic and Community Engagement Commons, Other American Studies Commons, and the Peace and Conflict Studies Commons Recommended Citation Armstrong, Kaylene Dial, "Telling Their Own Story: How Student Newspapers Reported Campus Unrest, 1962-1970" (2013). Dissertations. 156. https://aquila.usm.edu/dissertations/156 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi TELLING THEIR OWN STORY: HOW STUDENT NEWSPAPERS REPORTED CAMPUS UNREST, 1962-1970 by Kaylene Dial Armstrong Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2013 ABSTRACT TELLING THEIR OWN STORY: HOW STUDENT NEWSPAPERS REPORTED CAMPUS UNREST, 1962-1970 by Kaylene Dial Armstrong August 2013 The work of student journalists often appears as a source in the footnotes when researchers tell the story of perhaps the most significant period in the history of higher education in the United States – the student protest era throughout the 1960s and early 1970s. -
John Lindsay and the Vietnam War
Unleashed: John Lindsay and the Vietnam War The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Sanzone, Robert Zachary. 2021. Unleashed: John Lindsay and the Vietnam War. Master's thesis, Harvard University Division of Continuing Education. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37367689 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Unleashed: John Lindsay and the Vietnam War Robert Zachary Sanzone A Thesis in the Field of History for the Degree of Master of Liberal Arts in Extension Studies Harvard University March 2021 Copyright 2021 Robert Zachary Sanzone Abstract This thesis examines New York City Mayor John Lindsay’s calculated decision to side with the Vietnam anti-war movement as part of his re-election strategy in 1969 and how that stance influenced the pro-war movement’s role in the Hardhat Riots in May of 1970. Through examining New York City-based newspapers, particularly the Daily News, and the New York Times, as well as other periodicals written at the time such as Time Magazine, the research focused specifically on Mayor John Lindsay’s order to lower all American flags atop municipal buildings on October 15, 1969—Moratorium Day—and how the pro-war movement exploited that decision to further their own efforts to support President Richard Nixon’s foreign policy. -
VVMF Education Guide
FOUNDERS OF THE WALL ECHOES FROM THE WALL Wars usually take place far from American soil in places that few Americans understand. Americans are thus dependent on others, such as the government, the news media, and the entertainment industry, to help them understand why the nation is at war, the progress of the war, and the outcomes and implications. IN THE CLASSROOM DISCUSSION GUIDE This lesson plan will involve a review of how information on war has been The Media and War reported over the course of the 20th Americans rely heavily on the news media for information about the How do Americans century. Students will analyze and nation’s wars. Begin by asking students what they believe to be the role of the media in society: Is it to keep citizens informed? Is it to tell the truth at any cost? Is it to influence Understand the Wars debate the validity of information change? Is it to confirm what we already believe? Can it play several roles at once? coming from different news sources, Across much of American history, the U.S. government exercised little control over the from Vietnam to today, and discuss ability of the news media to report on military operations. But during the First and Their Nation Fights? Second World Wars, the United States placed new restrictions on the flow of information. the role of a free press. During the Second World War, for example, the newly established Office of Censorship circulated a “Code of Wartime Practices for the American Press,” which prohibited journalists from reporting any information – everything from details about troop movements to weather reports to industrial production figures – that might have value to the enemy. -
This Poem Is Written Least It Happen Again. It Is a Tragedy of Lost Innocence
This poem is written least it happen again. It is a tragedy of lost innocence. Order Restored It was a calm noon day, mid spring in Ohio, rather cool, when we reached campus commons. Immediately General Canterbury ordered -lock and load. Click- rifle clips engage, lethal bullets loaded. We form a line and march against the students-bayonets raised. We fire tear gas grenades, hoping to disperse. Slowly we retreat up then down the other side of Blanket Hill, a fence blocks our way. My commander shouts “Retreat! Restore order” The line backs up the hill, then stops I look down, from on top of Blanket Hill at hundreds of furious students throwing angry chants, about 300 feet away. As long as a football field. My mind screams crowd control- I know nothing of crowd control. I just want to go home. I stand, my hands trembling, holding my rifle. One of 77 strong, some guardsmen stand, some kneel. Rifles point in the air, Rifles point to the ground. Rifles point at the students. I hear the rifles crack, then feel my finger move. Students fall, Some to never rise again. Then feel myself fade away, never to rise again. This day May 4,1970 at Kent State University. I, Allison Krause, stand on the student line, shouting curses, angry at Nixon’s betrayal, sick and tired of this hideous war, watching, as if in a surreal dream, the rifles pointing. Suddenly a bullet pierces my left side, and I shout no more. This day May 4, 1970 at Kent State University. -
An Army Nurse Remembers
_____________ NAME CLASS DATE An Army Nurse Remembers Grace Barolet O’Brien served as a nurse in an army hospital in Vietnam from January 1966 to August 1967. Like many others, she had to ignore her emotions in order to survive the constant stress under which she lived and worked. As you read, try to visualize the conditions in the makeshift medical units set up in Vietnam. went into the Quonset hut and felt overwhelmed of responsibility in caring for the patients. I even I seeing all those guys either on stretchers or the tually ended up working on the surgical floors all small metal beds. My first recollection was of old, the time, The overflow from ICU would come funky green fatigues that had mud all over them over to us, and I used to always think, “God, are and those brown gauze bandages that were all they going to be really hairy cases? Am I going to bloody. I remember feeling almost in shock. I didn’t be able to do a good enough job?” know what to do and said something like, “Well, I remember one lieutenant who had a bad what should we do?” I was told to help take vital belly wound. He really hurt an awful lot. It was signs. , Later, I was assigned to a young soldier very difficult for him to get out of bed. Once I got who was on a stretcher. He was unconscious, and very aggravated with him and told him that he I was supposed to take his blood pressure. -
“...We Will Act with Kindness and Respect in All
SPRING/SUMMER 2020 P.O. Box 5190 • Kent, OH 44242-0001 University Communications and Marketing 101188 KENT STATE MAGAZINE Electronic Service Requested “...we will act with kindness 50 Years On and respect in all we do.” From the roots of tragedy have grown tolerance and – Todd Diacon, PhD respect for opposing views. President, Kent State University SEE PAGES 12-27 CONTENTS Take Note SPRING/SUMMER 2020 On the cover: May 4 50th Commemoration. See pages 12-27. “In these uncertain times”—we’ve lost count 28 of how often we’ve seen that phrase in recent COVER ART: JOHN-NOALL REID, BA ’98 FEATURES weeks. The coronavirus crisis grew into a global pandemic as we were putting together 04 Perspective on a Pandemic this issue, and suddenly we were washing our Tara C. Smith, PhD, professor of epidemiology at Kent State, hands repeatedly and working remotely. says lessons learned from the influenza pandemic of 1918 are As announcements of cancellations and 21 postponements came in, we had to adapt, informing the response to the current COVID-19 crisis. adding and cutting content when necessary. 14 May 4 50th Commemoration Although there wasn’t room for everything and We reflect on how the university memorialized this tragic everyone we had hoped to cover in the print event, receive an update on the nine who were wounded, version, please check out the online version of recall the lives of the four who were slain, and round up some the magazine for more stories and links. digital projects that are helping educate a new generation.