WAR IN VIETNAM AND NIXON AND WATERGATE...

I. War in Vietnam

            A. Anti-Communist Context:

                        Containment and Domino Thinking

                       

B. Escalation

                        1. Advisors:

                        2. Lyndon Baines Johnson "Great Society"

                                    --SEE LIST BELOW--

                        3. Gulf of Tonkin

                        4. Rolling Thunder

5. The Crucial Year: 1968

a. Anti-War Movement—SDS

            Anti-War Music:

fixin to die rag country joe

war Edwin starr

ohio Crosby stills nash young

masters of war dylan

           

b. The Tet Offensive

                                    c. Enter Tricky Dick:

"secret plan"

II. Watergate

A. Break-In/Cover-Up

B. Reform:

                        1. War Powers Act of 1973

                        2. Congressional Budget and                                                                         Impoundment Act

                        3. Fair Campaign Act of 1974

                        4. Freedom of Information Act

                        5. --Attitude Adjustment--

III. Losing a War:

SOME OF THE POLICY PRODUCTS OF THE GREAT SOCIETY

Head Start

Upward Bound

Job Corps

Volunteers in Service to America

Office of Economic Opportunity

Civil Rights Act of 1964

Voting Rights Act of 1965

Aid to Families with Dependent Children (AFDC)

Elementary and Secondary Education Act of 1965

Immigration Act of 1965

Public Works and Economic Development Act

Clean Air Act

Highway Safety Act

R and D bills

Historic Preservation Act

Crime bills

Medicaire

Medicaid

Affirmative Action

Vietnamese Declaration of Independence, 1945

"All men are created equal. They are endowed by their Creator with certain inalienable rights; among these are Life, Liberty, and the pursuit of Happiness."

This immortal statement was made in the Declaration of Independence of the United States of America in 1776. In a broader sense, this means: All the peoples on the earth are equal from birth, all the peoples have a right to live, to be happy and free. The Declaration of the French Revolution…states: "All men are born free and with equal rights, and must always remain free and have equal rights." Those are undeniable truths. Yet, the French imperialists, abusing the standard of Liberty, Equality, and Fraternity, have violated our Fatherland and oppressed our fellow citizens. They have acted contrary to the ideals of humanity and justice. In the field of politics, they have deprived our people of every democratic liberty.

FINAL EXAM STUDY GUIDE

FINAL EXAM DATE AND TIME:   WED, JUNE 13, 5-7:30

I.MULTIPLE CHOICE: 25 of 27  (50%)

These questions will be on what we have covered together. The outlines are all on the blog: the 1920s, the New Deal, WW Two, the War in Vietnam, Civil Rights and other rights movements, and Watergate.

 Would you like an example of a multiple choice question? There will be two given during the first minute of class on Monday.

II. ESSAY: (50%)
The final exam will have one of the following essay questions:


1. How did the U.S. change as a result of the Civil War, World War I, World War II, AND the War in Vietnam? Judging from the nation’s experience of war, can you make some generalization regarding the impact of war on a country?

2. Discuss the social and political transformation that the country went through during the New Deal AND the changes associated with the 1960s. Which of these periods of reform ushered in the most profound social change? Which period resulted in the deepest political shift?

The Problem with No Name/Making the Personal Political

Betty Friedan: Feminine Mystique (1963)

--“the problem lay buried"

--Women “could desire no greater destiny than to glory in their own femininity,"

FREEDOM SUMMER:

"we didn't come down here to work as a maid this summer."

"Assumptions of male superiority are as widespread and deeply rooted and every much as crippling to the women as the assumptions of white superiority are to the Negro."

--Presidential Commission on the Status of Women

--Civil Rights Act of 1964 and the Equal Employment Opportunity Commission

National Organization for Women:

"to take action to bring women into full participation in the mainstream of American society now, exercising all privileges and responsibilities thereof in truly equal partnership with men."

1967: 1000 members

1971: 15,000 members

LIBERAL VS. RADICAL FEMINISM

Liberal Feminism:  NOW

Radical Feminism:

            SCUM

            W.I.T.C.H.

            Redstockings

            Cell 16

AS A RESULT OF THE WOMEN’S MOVEMENT:

            1. increased participation of women in politics on all levels

            2. Title IX of Educational Amendments Acts of 1972, prohibited colleges from discriminating on basis of sex, requiring schools to fund womens' sports at a comparable level to mens' sports

            3. Roe v. Wade: 1973, struck down Texas and Georgia statutes outlawing   abortion, saying that states could no longer outlaw abortions in the  first trimester of pregnancy

            4. Equal Credit Opportunity Commission: in 1974, made it possible for women to get credit in their own name

            5. ERA, which passed in Congress, and has to be seen as a victory in one sense, because it did pass in Congress, even though it is not now an amendment, since states did not ratify it in time. Why a victory? Military academies and other military arenas thought it would pass so they began to make changes that helped the position of women in the military

Regarding the book about Civil Rights...

I have read the Montgomery Boycott book and found it helpful for understanding the period in question. If you would prefer an alternate reading, let me suggest Anne Moody’s Coming of Age in Mississippi. If you would like another option, find a different book and ask me if you can read it.

You must have a book about Civil Rights read by Wednesday, May 23^rd. On that day, we will be continuing our discussion of Civil Rights in preparation for the in class essay on Civil Rights that will take place on Wednesday, May 30^th.

AS PROMISED, HERE ARE SOME GUIDELINES FOR THE IN CLASS ESSAY:

·         You may bring an outline. Make sure it is an outline, not full sentences or a paragraph. You know the difference;

·         You may bring  any book, or other sources;

·         You may not use electronics during the essay;

·         You will have the whole period to write your essay;

·         You may not ask your instructor how long the essay should be; the essay should have an introduction and conclusion and various body paragraphs. The essay should be detailed with names, dates, organizations, and anything else that helps you make your case;

·         Your essay will be judged on the strength of the argument and the quality of evidence that you employ to prove your case. Your essay will be judged on the argument. What this means is that I expect standard English but not perfect form or perfect grammar and spelling.

For that essay, you will be able to bring in your sources, an outline, or anything else that will help you write a powerful essay on one of the following topics:

1. What was the role of organizations and individuals in the Civil Rights movement and/or resistance against it?

2. Was the strategy of non-violence in the Civil Rights movement realistic? Was it effective? Why did some start to move away from that strategy?

3. The traditional story of Civil Rights focuses on the big events, the main characters, and the key pieces of legislation. How does the history change if we add individuals on the sidelines?

4. Based on your analysis of the culture of evidence, were the most important changes of Civil Rights to law of the land or to the attitudes of the generations during and after the period in question?

5. COME UP WITH YOUR OWN QUESTION...IT MUST BE CLEARED WITH ME FIRST!

World War Two Outline

QUARANTEENING HITLER OR                        AVOIDING WAR?

I. Intro:

II. PEACE IN THE 1920s

     A. Isolation

     B. Washington Conference

     C. Kellogg-Briand Pact

     D. The Peace Movement

III. ISOLATION TO WAR

     A. Isolation:

           1. Nye Committee

           2. Neutrality Acts

           3. Ludlow Amendment

     B. Non-Beligerence

           1. Stockpile Act

           2. Educational Orders Act

           3. Civilian War Resources Board

           4. Lend-Lease

           5. The Atlantic Charter

     C. War: Attack of Pearl Harbor

IV. Significance:

1. historical pace

     2. focussing event

REGARDING THE EXAM...

The following questions were not scored (and hence not counted against you) on the exam:

1, 6, 11, 18, 21, 22, 31, 32, 40, 41, 42, 43, 48, 51, 55, 56, 57, 58, 59, 63

You will receive your actual exam back on Wednesday.

HOMEWORK DUE WEDNESDAY

What were the key policies of the New Deal?
Choose one; was it successful?

(may be handwritten or typed...should be about a paragraph)

THE GREAT DEPRESSION AND THE NEW DEAL

Origins of the Great Depression:

1.              U.S. Business Fundamentally Flawed

a.     Overproduction/underconsumption

b.     Stock market speculation                         

                                    c. Run on the Banks               

                        2. Farm Depression

                                    The Dust Bowl

                        3. Worldwide depression

                        4. Bad Policy:

a. Hawley-Smoot Tariff

b. Agricultural Marketing Act:

            c. National Credit Corporation:

d. Reconstruction Finance Corporation:

e. Presidential Organization for

Unemployment Relief (POUR)

f. Bonus March

THE NEW DEAL

I. The Election of 1932:

Herbert Hoover vs. Franklin Delano Roosevelt

Hoover: “General prosperity had been a great ally

in the election of 1928. Great Depression was a major enemy in 1932.”

“Herbert Roosevelt and Franklin Hoover”

      --one columnist’s opinion of the two candidates

Campaign Song for FDR:

“Happy Days are Here Again.”

http://www.youtube.com/watch?v=gqsT4xnKZPg

Bonus Army: “Hoover sent the army. Roosevelt

sent his wife.”

         FDR: “Above all, be sure there is plenty of

good coffee. No questions asked. Just let free coffee flow all the time.”

Electoral Vote: 472 to 59

Inauguration: March 4, 1933

http://www.youtube.com/watch?v=MX_v0zxM23Q&feature=related

II. THE NEW DEAL

“Brain Trust”

     --FDR’s trusted advisers

--politicians and professors

First Hundred Days:

     March 9 to June 16, 1933

Will Rogers:

“Congress does pass legislation—they just wave at the bills as they go by.”

John Maynard Keynes(1883 to 1946):

     Keynesian Economics

--unemployment leads to money hoarding

 --govt. must expand money supply

--short term but massive government spending

          Nixon: "We are all Keynesians now."

POLICIES OF THE NEW DEAL

--RELIEF, RECOVERY, REFORM--

A. RELIEF:

 1. work relief:

1935--1943

WPA --employed 8.5 million americans

--spent $10.5 billion

--constructed 651,087 miles of roads

--125,110 public buildings

--8192 parks

--853 airports

-- built or repaired 124,087 bridges

                  

2. direct assistance

B. RECOVERY:

1. industry:

2. agriculture:

C. REFORM:

1. Social Security Act:

        2. Emergency Banking Act:

Was the New Deal Successful?

III. OTHER RESPONSES TO THE DEPRESSION:

A. Cultural Responses

B. Political Responses from the Left:

       1. Huey Long, "Share Our Wealth

 2. Dr. Townsend, "Old Age Revolving Pension"              3. Father Coughlin, "Social Justice"

C. Political Responses from the Right:

              1. Father Coughlin turns Right          

              2. William Dudley Pelly's "Silver Shirts"

IV. SIGNIFICANCE:

   A. desperate times require desperate policy

   B. changing expectation of govt. involvement

COURSE SYLLABUS

Course Description: We will examine the political, social, and cultural foundations of American history from 1870 to the Present. We will cover Reconstruction, the problems of an increasingly urban and industrialized society, and the United States in World Affairs.

Course Reading: Course Reading WILL FOLLOW MAYNARD'S PLAN.

Grading Scale:
10% Debate on Dropping of the Bomb
10% Participation
25% Writing About Civil Rights
25% MIDTERM (FROM PROF. MAYNARD)
30% Final Exam

The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, just go to http://history232spring2012.blogspot.com/
You need go to this blog this week.
You will also have short readings on the blog. I will announce these in class.

Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing 15% of the quarter. You cannot do that and pass.

Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader(that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of the Marne begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. If you are late a few (that means three) times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent. It’s an accident. But if you are late several times, you will not be able to receive a participation grade above 50%.

The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Cristina Aguilera ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Oh, and guess what, this room is designed to give your teacher a perfect view of you with a phone beneath the table; is that text message really worth 10% of the quarter grade? Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing: when you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for a while.

In-Class Essay on Civil Rights:
In the later part of the quarter, we will be writing an in-class essay on some aspect of the Civil Rights movements in the 1950s and 1960s. We will have several readings, lectures, and class discussions leading up to this assignment.

Participation:
You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive full credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade! Just being here does not guarantee a 100% participation grade, since you must be regularly actively involved for that to be possible.

Academic Integrity
The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.
http://www.csub.edu/studentconduct/documents/academicintegrity.pdf

Course Schedule:
5/9 The Contradictory 1920s

5/14 The Great Depression AND the New Deal
5/16 From Quarantine to War/Dropping the Bomb Prep

5/21 Bomb Debate/Post War Conformity

5/23 The Cold War

5/28 MEMORIAL DAY HOLIDAY...CAMPUS CLOSED

5/30 Civil Rights Book Due to be read..please bring to class

6/4 New Rights Movements/Writing About Civil Rights
6/6 War in Vietnam

6/11 LAST DAY OF CLASS/Watergate and the Turbulent 70s

FINAL EXAM SCHEDULE FOR WED, JUNE 13, 5-7:30

REMEMBER, although this syllabus is the “law” of the class, I reserve the right to change it at any time to suit the particular needs of our class. If I must do so, it will always be in your best interest, and I’ll always advise you as soon as possible.