DOCSLIB.ORG

Unit Seven 4/05 DRAFT Balance in Foreign Policy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Unit Seven 4/05 DRAFT Balance in Foreign Policy Proposed Social Studies Curriculum based on MSDE Standards and Goals UNITED STATES HISTORY 1865 TO THE PRESENT Rough Draft 2000-2001 Unit Seven 4/05 DRAFT Balance in Foreign Policy www.mcps.k12.md.us/curriculum/socialstd ©2001 MCPS Office of Instruction and Program Development • Department of Curriculum and Instruction 850 Hungerford Drive • Rockville, Maryland • 20850 How To Use This Guide Five easy steps to teaching enjoyment 1. Realize very few things work right the first time This is the instructional guide for unit seven, ninth grade around. Realize every time you do something, social studies. Unit eight is in production. Units two, it’s the first time around. three, and four will be developed for SY 2001-2002. 2. Read the whole guide through once, jotting notes as you go. Don’t skim for easy, one shot The guides have not been designed to be the “end all and photocopy lessons. be all” of social studies. They have been designed as a 3. Apply guide to reality – Get out a calendar and way to meet the state standards in a meaningful manner plan out your route. and allow time for individual teacher extension. As with 4. Make reproducibles and collect materials. all new curriculum, time for extension may only become 5. Teach lessons, take notes for next time. Go available after the teacher has run through the curriculum home. once or twice. Begin by reading the Enduring Understanding and Possible Essential Questions at the top of the facing page. Those two items encapsulate the whole idea or WHY of the unit. Why, as in “Why study this?” As you read through the guide you will see that the lessons sequentially build up to the ideas expressed in the Enduring Understanding. Next review the WHAT on the facing page. This is what MSDE wants kids to be able to know and do. We have also put the MSDE indicators in every lesson where they are taught. The rest of the guide and what you and your students actually do in the classroom is the HOW. A Note To Teachers In creating this unit the following was considered: • With guidance from the state, what are the most essential events in foreign policy post World War II? • How can we help students build a basic understanding of these events, prepare for Unit IX, NSL B, and encourage further independent study? Please keep in mind, this unit is only a guide – it is intended to: a. clearly target the Maryland Content Standards and Core Learning Goals. b. model lessons that are directly targeted to MSDE standards. c. sequentially develop skills and knowledge around a fundamental social studies concept. d. provide teachers the curriculum tools to meet the latest state requirements for assessment and proven techniques for effective instruction. How is this Unit different from NSL Unit IX, Foreign Policy? Deeply imbedded in this question are two structural characteristics of secondary social studies. First is the structure of survey courses in history which require a difficult balance of depth and student mastery against the race for "coverage." Second is the splitting of civics or government concepts from U.S. History. In Montgomery County this split occurred when the state developed the Citizenship Test. Before that time the course in ninth and tenth grade was "U.S. History And Government", the first half in ninth grade, the second half in tenth grade. The current development of separate course assessments for U.S. History and Government by the state confirms this split will continue. How do we deal with the problem that some of the content assessed by both tests is similar? We have tried to develop the U.S. course based on historical events with little contemporary application (except what is necessary for students to develop understanding of history). NSL deals more with contemporary governmental applications of the foreign policy to current events. In order for students to make such applications they will need a solid grounding in the historical development of U.S. foreign policy. In short, the U.S. history in ninth grade is foundational for the high level applications expected in tenth grade. Those of you familiar with NSL will notice this unit uses simplified versions of the elements, goals, and structures of foreign policy. To avoid confusion with NSL we have simply called these foreign policy objectives and choices. The "balance" concept is used to get students to understand that many factors go into deciding foreign policy - of course a two sided balance is a simple application of this concept, but may be more appropriate for ninth graders. ! ! ! MPORTANT NOTE ¡ ¡ ¡ A number of teachers have already recommended that the first Lesson Sequence of this Unit (Berlin Airlift, Korea, McCarthyism) be moved into Unit Five (The Common Good: World War II And Its Aftermath). That would start this unit with Vietnam, allowing more time to explore the complexities of the war at home and in the foreign policy arena. This move would also permit more time to study the post Vietnam era and the end of the Cold War. Unless there is considerable disagreement, this change will be made next year. For input please contact Susan Spencer on First Class. Please stay tuned to the social studies conference on First Class for opportunities for feedback. We need it! 2 Unit Seven: Balance in Foreign Policy Possible Essential Questions Enduring Understanding 1. What are the objectives of foreign policy? Balance has been a defining goal of U.S. foreign policy 2. What is balance in foreign policy and why is since World War II. Objectives such as ideology and it important? national security are often balanced against one another to 3. How are choices used to achieve balance? help shape the many choices that enact foreign policy. 4. How and when do choices change? Choices that enact foreign policy range from no action to 5. How do economic and cultural differences full invasion. influence foreign policy? 6. To what degree to regional differences The balance of these objectives and choices has helped influence foreign7 policy decisions? determine the economic, cultural, and political relationships 7. Is balance the same as stability? of the United States as a world leader throughout the Cold 8. Should a political philosophy be promoted or War. contained? 9. How do foreign policy decisions affect Since the end of the Cold War, balance is being redefined in domestic politics? the foreign policy of the United States. MSDE Content Standards (5/19/00) [italics = not directly assessed on HAS, bold = MSDE glossary word, [brackets] = MCPS notes] U.S. History Students demonstrate understanding of how the Cold War and related conflicts influenced domestic politics and foreign policy from 1945 to the present. 1. trace the origins, evolution, and end of the Cold War including the Era of McCarthyism, the Truman Doctrine, the Berlin Blockade, Cuban Missile Crisis, disarmament policies, and the Vietnam War (US 2.2.3, US 2.2.4, US 2.2.3) 2. evaluate the rationale for and the effect of United States communist containment policies in Korea and Vietnam on domestic politics (US 2.2.3, US 2.2.4) 3. analyze major United States foreign policy initiatives and responses to major crises since the early 1970’s (G 2.1.1, G 2.1.2, US 2.2.5) 4. explain the strategic, political, and economic factors in Middle East policy, including the Gulf War (US 2.2.5) Economics 1. assess how the incentives inherent in a market economy preserve political and economic freedom 2. describe and analyze the economic costs and benefits of protectionism (tariffs, subsidies, standards and quotas) on international trade and the short- and long-term effects of voluntary free trade on worldwide standards of living (US 4.1.2, US 2.1.1) Geography What?1. use a variety of geographic tools to collect, synthesize, interpret, Why? analyze, and evaluate information to answer geographic questions in the context of other social sciences (SFS 2.2.2 ) 2. analyze the roles and relationships of regions on the formation and implementation of government policy. (G 3.1.3) 3. analyze how shifts in regional relationships result from changes in political, economic, cultural, and environmental factors (G3.13, 3.1.1, 3.1.2) Political Systems 1. analyze significant issues of United States foreign policy and the role of national interests, values, and principles (G 2.1.1) Social Studies Skills 1. demonstrate understanding of the meaning, implication, and impact of historical events and hypothesize how events could have taken other directions (SFS 2.2.2, 2.2.3) 2. analyze problems drawn from social studies, establish criteria for solution, evaluate information related to the problem, and propose and justify solutions (SFS 2.2.3, 2.4.5 ) 3. evaluate issues by stating and summarizing the issue, and drawing conclusions based on conflicting data (SFS 2.2.6, 2.1.1 ) 4. analyze the impact of the media on public opinion and the behavior of the electorate (G 1.1.4; SFS 2.2.3) ©2000 MCPS Social Studies 3 Unit Overview Unit Seven of ninth grade United States History is a survey of foreign policy in the postwar era. Balance in decision making and prioritizing objectives is the conceptual focus that unifies this complex era. To understand the Cold War period and beyond, students will analyze decisions of leaders and countries during the period to determine how the decisions maintained a balance between democratic United States and communist Soviet Union. Students will also determine how the Cold War and related conflicts How? influenced domestic politics and foreign policy from 1945 to the present.
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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”).
    [Show full text]
  • 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.
    [Show full text]
  • The United States, Brazil, and the Cuban Missile Crisis, 1962 (Part 1)
    TheHershberg United States, Brazil, and the Cuban Missile Crisis, 1962 The United States, Brazil, and the Cuban Missile Crisis, 1962 (Part 1) ✣ What options did John F. Kennedy consider after his aides in- formed him on 16 October 1962 that the Soviet Union was secretly deploy- ing medium-range nuclear-capable missiles in Cuba? In most accounts, his options fell into three categories: 1. military: an attack against Cuba involving a large-scale air strike against the missile sites, a full-scale invasion, or the ªrst followed by the second; 2. political-military: a naval blockade of Cuba (euphemistically called a “quarantine”) to prevent the shipment of further “offensive” military equipment and allow time to pressure Soviet leader Nikita Khrush- chev into withdrawing the missiles; or 3. diplomatic: a private overture to Moscow to persuade Khrushchev to back down without a public confrontation. Kennedy ultimately chose the second option and announced it on 22 Octo- ber in his nationally televised address. That option and the ªrst (direct mili- tary action against Cuba) have been exhaustively analyzed over the years by Western scholars. Much less attention has been devoted to the third alterna- tive, the diplomatic route. This article shows, however, that a variant of that option—a variant that has never previously received any serious scholarly treatment—was actually adopted by Kennedy at the peak of the crisis. The United States pursued a separate diplomatic track leading not to Moscow but to Havana (via Rio de Janeiro), and not to Khrushchev but to Fidel Castro, in a secret effort to convince the Cuban leader to make a deal: If Castro agreed to end his alliance with Moscow, demand the removal of the Soviet missiles, and disavow any further support for revolutionary subversion in the Western hemisphere, he could expect “many changes” in Washington’s policy toward Journal of Cold War Studies Vol.
    [Show full text]
  • 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.
    [Show full text]
  • Timeline of the Cold War
    Timeline of the Cold War 1945 Defeat of Germany and Japan February 4-11: Yalta Conference meeting of FDR, Churchill, Stalin - the 'Big Three' Soviet Union has control of Eastern Europe. The Cold War Begins May 8: VE Day - Victory in Europe. Germany surrenders to the Red Army in Berlin July: Potsdam Conference - Germany was officially partitioned into four zones of occupation. August 6: The United States drops atomic bomb on Hiroshima (20 kiloton bomb 'Little Boy' kills 80,000) August 8: Russia declares war on Japan August 9: The United States drops atomic bomb on Nagasaki (22 kiloton 'Fat Man' kills 70,000) August 14 : Japanese surrender End of World War II August 15: Emperor surrender broadcast - VJ Day 1946 February 9: Stalin hostile speech - communism & capitalism were incompatible March 5 : "Sinews of Peace" Iron Curtain Speech by Winston Churchill - "an "iron curtain" has descended on Europe" March 10: Truman demands Russia leave Iran July 1: Operation Crossroads with Test Able was the first public demonstration of America's atomic arsenal July 25: America's Test Baker - underwater explosion 1947 Containment March 12 : Truman Doctrine - Truman declares active role in Greek Civil War June : Marshall Plan is announced setting a precedent for helping countries combat poverty, disease and malnutrition September 2: Rio Pact - U.S. meet 19 Latin American countries and created a security zone around the hemisphere 1948 Containment February 25 : Communist takeover in Czechoslovakia March 2: Truman's Loyalty Program created to catch Cold War
    [Show full text]
  • 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.
    [Show full text]
  • The Life and Works of Philip J. Jaffe: a Foreigner's Foray
    THE LIFE AND WORKS OF PHILIP J. JAFFE: A FOREIGNER’S FORAY INTO CHINESE COMMUNISM Patrick Nichols “…the capitalist world is divided into two rival sectors, the one in favor of peace and the status quo, and the other the Fascist aggressors and provokers of a new world war.” These words spoken by Mao Tse Tung to Philip J. Jaffe in a confidential interview. Although China has long held international relations within its Asian sphere of influence, the introduction of a significant Western persuasion following their defeats in the Opium Wars was the first instance in which China had been subservient to the desires of foreigners. With the institution of a highly westernized and open trading policy per the wishes of the British, China had lost the luster of its dynastic splendor and had deteriorated into little more than a colony of Western powers. Nevertheless, as China entered the 20th century, an age of new political ideologies and institutions began to flourish. When the Kuomintang finally succeeded in wrestling control of the nation from the hands of the northern warlords following the Northern Expedition1, it signaled a modern approach to democratizing China. However, as the course of Chinese political history will show, the KMT was a morally weak ruling body that appeased the imperial intentions of the Japanese at the cost of Chinese citizens and failed to truly assert its political legitimacy during it‟s almost ten year reign. Under these conditions, a radical and highly determined sect began to form within the KMT along with foreign assistance. The party held firmly on the idea of general welfare, but focused mostly on the rights of the working class and student nationalists.
    [Show full text]
  • Doherty, Thomas, Cold War, Cool Medium: Television, Mccarthyism
    doherty_FM 8/21/03 3:20 PM Page i COLD WAR, COOL MEDIUM TELEVISION, McCARTHYISM, AND AMERICAN CULTURE doherty_FM 8/21/03 3:20 PM Page ii Film and Culture A series of Columbia University Press Edited by John Belton What Made Pistachio Nuts? Early Sound Comedy and the Vaudeville Aesthetic Henry Jenkins Showstoppers: Busby Berkeley and the Tradition of Spectacle Martin Rubin Projections of War: Hollywood, American Culture, and World War II Thomas Doherty Laughing Screaming: Modern Hollywood Horror and Comedy William Paul Laughing Hysterically: American Screen Comedy of the 1950s Ed Sikov Primitive Passions: Visuality, Sexuality, Ethnography, and Contemporary Chinese Cinema Rey Chow The Cinema of Max Ophuls: Magisterial Vision and the Figure of Woman Susan M. White Black Women as Cultural Readers Jacqueline Bobo Picturing Japaneseness: Monumental Style, National Identity, Japanese Film Darrell William Davis Attack of the Leading Ladies: Gender, Sexuality, and Spectatorship in Classic Horror Cinema Rhona J. Berenstein This Mad Masquerade: Stardom and Masculinity in the Jazz Age Gaylyn Studlar Sexual Politics and Narrative Film: Hollywood and Beyond Robin Wood The Sounds of Commerce: Marketing Popular Film Music Jeff Smith Orson Welles, Shakespeare, and Popular Culture Michael Anderegg Pre-Code Hollywood: Sex, Immorality, and Insurrection in American Cinema, ‒ Thomas Doherty Sound Technology and the American Cinema: Perception, Representation, Modernity James Lastra Melodrama and Modernity: Early Sensational Cinema and Its Contexts Ben Singer
    [Show full text]
  • Konrad Adenauer and the Cuban Missile Crisis: West German Documents
    SECTION 5: Non-Communist Europe and Israel Konrad Adenauer and the Cuban Missile Crisis: West German Documents access agency, the exchange of mutual non-aggression declara- d. Note: Much like the other NATO allies of the United tions and the establishment of FRG-GDR technical commissions. States, West Germany was not involved in either the ori- Somehow the proposals leaked to the German press, leading gins or the resolution of the 1962 Cuban Missile Crisis.1 Secretary of State Dean Rusk to protest the serious breach of confi- EBut, of course, nowhere in Europe was the immediate impact of dence. Hurt by the accusation, Adenauer withdrew his longstand- Khrushchev’s nuclear missile gamble felt more acutely than in ing confidante and ambassador to Washington, Wilhelm Grewe. Berlin. Ever since the Soviet premier’s November 1958 ultima- Relations went from cool to icy when the chancellor publicly dis- tum, designed to dislodge Western allied forces from the western tanced himself from Washington’s negotiation package at a press sectors of the former German Reich’s capital, Berlin had been the conference in May. By time the missile crisis erupted in October, focus of heightened East-West tensions. Following the building Adenauer’s trust in the United States had been severely shaken.4 of the Berlin Wall in August 1961 and the October stand-off The missile crisis spurred a momentary warming in the between Soviet and American tanks at the Checkpoint Charlie uneasy Adenauer-Kennedy relationship. Unlike other European crossing, a deceptive lull had settled over the city.2 allies, Adenauer backed Kennedy’s staunch attitude during the cri- Yet the Berlin question (centering around Western rights sis wholeheartedly, a fact that did not go unnoticed in Washington.
    [Show full text]
  • Information to Users
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 UNNEGOTIATED TRANSITION . SUCCESSFUL OUTCOME: THE PROCESSES OF DEMOCRATIC CONSOLIDATION IN GREECE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Neovi M, Karakatsanis, B.A., M.A.
    [Show full text]