DISCUSSION #5 — HERE IS THE SPECIFIC ASSIGNMENT:
— First post by you is due by the Due Date above. You won’t be able to see any one else’s first post until after you write your own first post. This is to ensure originality and to make sure everyone is doing their own work.
TO RECEIVE FULL CREDIT:
In this first post: Answer the 5 questions, below. Write answers in complete sentences, with at least one sentence for each number. So, write at least (a minimum of) 5 sentences total for your entire Discussion post.
— Number the parts of your answer with 1, 2, 3, 4, 5 to receive full credit).
1. FILMs on “Best Years” and “Happy Daze” for Week 5 (from The Century: America’s Time): Provide 1 example of a U.S. foreign policy issue in the film “Best Years” or “Happy Daze”between 1946 and 1959 and explain why the specific example you chose was important during that time period (or what impact did it have?). — Also provide 1 example of a domestic policy issue or social or cultural issue (in the U.S.) in the film “Best Years” or “Happy Daze” between 1946 and 1959 and explain why it was important during that time period (or what impact did it have?). — State which film you are using — “Best Years” or “Happy Daze” — for EACH example and state how many minutes into the film the example occurs (and use the minutes digital clock counter at the bottom of the film page where you can move back and forth in the film.)
2. FILM “Defcon 2” on the Cuban Missile Crisis: Provide a specific example from the film which explains why the Cuban Missile Crisis was a significant issue in U.S. foreign policy in 1962 at the height of the Cold War. Clearly state what occurred with regard to the conflict between the U.S. and the Soviet Union, and explain an action that President Kennedy took to defuse the crisis. State how many minutes into the film the example occurs (and use the minutes digital clock counter at the bottom of the film page where you can move back and forth in the film.)
3. Documents in 2nd Handout Set, posted in Files in Canvas and in Reading the American Past: Use page numbers for your examples in the 2nd Handout Set and from Reading the American Past. Provide 2 answers as explained below:
— A. — There are 3 short documents for this week in Reading the American Past: NSC-68 (re: Cold War policy), Civil Defense /Nuclear, and Pres. Eisenhower re: the Military-Industrial Complex. Read all 3 to understand the historical context of 1950s U.S. foreign policy, but just answer this question on the 3rd document: Provide a specific warning that Pres. Eisenhower made regarding the military-industrial complex and its impact in America. Use a page number in Reading the American Past.
— B. — There are 3 short 1950s documents to read in the 2nd Handout Set, posted in Files in Canvas: Ron Kovic criticizing traditional male gender roles, Betty Friedan criticizing restrictions on female gender roles, and Loretta Collier criticizing discrimination against lesbians in the U.S. armed forces. Read all 3 to understand the historical context, but just answer this question on your choice of any of the 3 documents: Provide a specific example of how one of the authors criticizes the status quo (the situation as it existed then) in 1950s America with regard to: traditional male gender roles; or restrictions on female gender roles; or discrimination against lesbians in the armed forces. Use a page number in the 2nd Handout Set and the author’s name.
4. Terms from Ch. 26 and Ch. 27, from the syllabus, Week 5, in The American Promise textbook: Use 1 (one) term from Ch. 26 in the textbook that is also on the syllabus for Week 5 to explain a U.S. foreign policy issue and what impact it had in that time period. Then choose 1 (one) term from Ch. 27 in the textbook that is also on the syllabus for Week 5 to explain a U.S. domestic policy issue (within the U.S.) and what impact it had in that time period. (Do NOT use the issues you have already referred to regarding the films, above.) Provide page numbers in the textbook for the 2 terms you have chosen.
5. Geography question: Knowing Geography is important to understanding History. Understanding where the states and major cities are in the U.S., and in relationship to each other, is important to understanding the history of America. With that in mind, to complete this Question #5: Please see the assignment that is posted in the Geography module for this week. This part of the assignment involves brief answers to three short questions on that page.
After you take the map quiz games, then answer the questions below to complete Question #5 as part of Discussion #5. Along with using the map quiz game, you can also find information in the textbook, The American Promise, and in the map with the names of the 50 states, above, to answer the questions.
For Question #5 in Discussion #5:
A. Name 2 main cities on the map in Northern California in the quiz game, and then name 2 main cities on the map in Southern California in the quiz game. State your answer as: Two main cities in Northern California are . . . . and two main cities in Southern California are . . . . List all 4 cities in order from North to South, geographically, from the most northern city to the most southern city (of the 4 cities in the map quiz game).
B. Name 4 major cities north of Washington D.C. in the map quiz game. State your answer as: Four major cities north of Washington, D.C. are . . . . List all 4 cities in order from north to south, geographically, from the most northern to the most southern, that is, above Washington, D.C.
C. Name 1 state that borders California. Next, name 1 state that borders Texas. Then, name 1 state that borders Illinois. Finally, name 1 state that borders New York. State your answer by providing the name of the bordering state before each of the four descriptions, above.
2Handouts attached in the file
Link to the book:
Link to The American Promise:
Link to Reading the American Past:
Link to the Film:
Part 1 of “Best Years” (15 minutes)
You can watch Part 1 here:
Part 2 of “Best Years” (15 minutes)
Unfortunately, Youtube has put an age-restriction on this Part 2 of the video, so you would need to sign in to watch it. It’s not clear why they did this, since it is just a history video, reporting the facts. For those who do not want to sign in, here is a summary of what is in this part, which you can also find in the textbook of course: — At the end of WW2, Europe had been devastated by war, U.S. puts the Marshall plan in place to help aid Europe, Soviets put the “iron curtain” in place dividing Eastern and Western Europe, Soviets also try to remove U.S. from Berlin, Germany, but U.S. stays with the success of the Berlin Airlift, Soviets gain atomic bomb in 1949, Americans build bomb shelters in their backyards, Mao comes to power in Communist China, war breaks out between North Korea and South Korea, U.S. becomes involved in the Korean War.
Part 3 of “Best Years” (15 minutes)
You can watch Part 3 here:
“Happy Daze” (1953 – 1960)
from the series “The Century : America’s Time”
Below is Part 1, the first 15 minutes, and if you click on the Link, in red, it will take you to Part 1 in Youtube, and then it will automatically play Part 2 and Part 3 (each part is 15 minutes, so all 3 together are a total of 45 minutes for this entire film).
Link Part 1 : https://youtu.be/xRShq4Bht7E
Part 2: https://youtu.be/Xa4DNqsKmFs
Part 3: https://youtu.be/x7CHzsv23rE
Defcon 2: Cuban Missile Crisis (1962)
This amazing film is about 50 minutes long.
Link : https://youtu.be/UatWQlmiAEY
Read by Thur. May 5:
Roark, The American Promise, p. 703-726 (Ch. 26); p. 727-754 (Ch. 27); Ron Kovic, Betty Friedan, Loretta Collier (Handouts)
Johnson, Reading the American Past, p. 217-221, 242-249 (NSC-68, Civil Defense/Nuclear, Eisenhower re: Military-Industrial Complex)
(optional: Kennan, p. 213-217)
Terms: (Ch. 26, Cold War, 1945-1960): Helen Gahagan Douglas, Richard Nixon (p. 704, 717), Joseph Stalin’s goals, Harry Truman’s goals,
Cold War, divided Germany, iron curtain, containment policy, Truman Doctrine, Marshall Plan, Berlin Airlift, national security state goals,
atomic weapons (U.S. vs. Soviets) & deterrence, Nat’l. Security Council (NSC), NATO, CIA, Third World/developing nations’ liberation >
> movements, China vs. Taiwan, Japan re-industrializes, Palestinians/Israel; McCarthyism/anti-Communism, loyalty review boards, HUAC,
Hollywood Ten, Korean War, MacArthur, 1952 election/Eisenhower, NSC-68/military spending/fed. govt. contracts, MAD, Ho Chi Minh in >
> Vietnam, domino theory, Guatemala/United Fruit Co., Cuban Revolution, Iran/CIA, Egypt/Israel, nuclear arms race, Sputnik, missiles/ICBMs,
NASA, math/science/foreign language/education, stockpile of nuclear weapons, bomb shelters, U-2 incident, military-industrial complex
Terms: (Ch. 27, Politics and Culture, 1945-1960): Nixon/Khruschev/”kitchen debate”; Truman’s Fair Deal (p. 729 & 731+), postwar labor >
> relations, postwar women’s jobs, GI Bill/uneven impact/gender/race/sexual orientation, 1946 & 1948 elections, Taft-Hartley Art re: labor,
univ. health care blocked (p. 733, 737), McCarran-Walter Act-1952/immigration, Jackie Robinson/integration baseball, desegregation of military,
Mex.Amer./LULAC, Mendez v. Westminister; Eisenhower, 1952 election, moderate Republicanism, polio vaccine, Interstate Highway Act,
1956 election, Nat.Amer.Indians/termination & relocation, postwar prosperity, agribusiness, labor union growth, women’s low wages, suburbs,
Sun Belt, Gun Belt, smog/environmental issues, bracero program, Hernandez v. Texas, higher education expands w/limits, consumer culture,
baby boom (p. 745 & 746), Betty Friedan’s The Feminine Mystique, religious revival, television’s impact, Kinsey/sexuality studies,
rock and roll music, NAACP, Brown v. Board of Education, Little Rock Nine, Rosa Parks, Montgomery bus boycott, Martin Luther King Jr., SCLC.
DISCUSSION #5 — HERE IS THE SPECIFIC ASSIGNMENT: ______________________________
DISCUSSION #5 — HERE IS THE SPECIFIC ASSIGNMENT: