Friday, April 3, 2009

Review Book Ch 26 and 27 DBQs

Chapter 26
1. George Kennan's "long telegram" contributed to the development of the Cold War mainly because it elevated the American fear of the spread of communism. The telegram exemplifies the feelings (ie. insecure, fearful of direct foreign contact, and fearful of foreign penetration) and motives of Russian rulers at the time, and provides an "explanation for their behavior." Russian rulers (namely, Stalin) desired a communist takeover of the world and a total worldwide overthrow of the capitalist system. This led to the adoption of the containment policy, established by President Truman with influence from Kennan and others, which was meant to quarantine communism where it already existed.

2. The significance of the Truman Doctrine is that it encouraged people "to assist [the] free peoples of the world against the totalitarianism of Communist governments," and "keep hope alive." In this speech, Truman declares it is the job of America to be a leader in the retaliation against totalitarian regimes that seek to institute themselves upon free nations, and to help them maintain their national integrity. Truman also acknowledges that if America were to fail in helping to oppose totalitarian regimes, not only would it endanger world peace, but also the welfare of the United States. In the midst of a potential worldwide communist takeover, this was an uplifting speech meant to curb fear and revitalize Americans.

3. The part of Andrei Vyshinsky's attack on the Marshall plan that was likely propaganda was the part stating that the United States was trying to put European "under the direct economic and political control of the United States." Another piece of propaganda appears to be the idea that, with the help of the United Kingdom and France, the United States was attempting to divide Europe into two camps by forming a bloc of "European countries hostile to the interests of the democratic countries of Eastern Europe and most particularly to the interests of the Soviet Union." Neither of these were the purpose of the Marshall Plan, but rather, it was meant to help the nations of Europe revive their economies, while also fortifying democratic governments.

The part of Vyshinsky's speech that may have reflected legitimate concerns of the Soviet Union was the part about the Marshall Plan making European countries "dependent on the interests of American monopolies." However, once again, this was not the intention of the Marshall Plan. The United States was simply just trying to help European countries repair their economies by giving them economic aid. In fact, the Marshall Plan did help Western Europe achieve self-sustaining growth by the 1950s, ended any true threat of Communist political successes in the region, and greatly increased United States exports to Europe which boosted U.S. prosperity.

4. The constitutional reason Lippmann thinks that the containment policy was ill-suited to the United States was because it is a policy of shifts and maneuvers that may be better suited to the government of the Soviet Union. Economically, Lippmann thinks the containment policy is unsuited to the American economy which is "unregimented and uncontrolled, and therefore cannot be administered according to a plan." In other words, the American capitalistic economy is not regulated enough and unpredictable. Lastly, politically he thinks the containment policy is not practical for the U.S. because although the United States is a great country, it cannot "muster 'unalterable counterforce' at all individual sectors," especially on the massive Euasian continent. In addition, the containment policy has to be enforced "persistently and patiently for an indefinite period of time," which the American military is unable to do because it is "distinguished by its mobility, its speed, its range and its offensive striking force."


Chapter 27
1. One of the tactics or strategies that Senator McCarthy used in his 1950s speech that later became known as McCarthyism is accusing individuals of being disloyal, Communist traitors without proper regard for evidence. He tries to justify his accusations by stating that they "would appear to be either card-carrying members of certainly loyal to the Communist Party, but who nonetheless are still helping to shape our foreign policy." This is not good, concrete evidence, especially because of his use of the world "appear". This means that he has not actually proven that those he speaks of are Communists, but rather that he merely suspects them of being such. He makes these accused persons appear to be sinister to this observers by stating that their actions permit the enemy to guide and shape U.S. policy. Senator McCarthy's speech was a propaganda to get people to support his indictment that the government is infested with Communists.

Lastly, McCarthy might be called a populist because he claimed to support the people as opposed the elite.

2. In his 1961 farewell address, President Eisenhower warned against increasing military influence, and the potential dangers new scientific technologies proposed. Although he made it clear that it is important to keep the military maintained, he also states that it could endanger American liberties or the democratic process if Americans did not guard against the "acquisition of unwarranted influence, whether sought or unsought, by the military-industrial complex." The then-new innovations in military/scientific technology had become the new face of warfare, and were thus responsible for the drastic changes in the "industrial-military posture." These dangers were a result of the cold war because as the Americans' fears of a Communist takeover increased, it pushed the military to take more action and for new technological innovations. Also, Eisenhower did not want the arms race between the U.S. and Russia to get out of control.

3. Int the case Brown v. Board of Education of Topeka (1954), the Supreme Court's evidence used to strike down "separate but equal" was that by separating African American students from other students (namely, white students), a feeling of inferiority is implanted in their minds. Not to mention, African American schools were not as well funded as white schools. For both of these reasons "separate but equal" was not really equal. This evidence was controversial because many white people would argue that African Americans were stupid that they did not want their children going to school with them. However, African American students are just as capable of participating, learning, and doing well in school as students of any other race, including Caucasians.

4. In "Little Boxes" by Malvina Reynolds, the wealthy upper class is blamed for the growing conformity in American society. She describes how these people bask in their wealth, and go to universities that don't teach these people how to be individuals. Even though they many wind up pursuing different careers, they end up living very similar lives. They provide for the same type of lives for their children, and thus a cycle has formed (a cycle of wealth, one could call it).

5. Of the four documents, the exerts from Senator McCarthy's speech and President Eisenhower's Farewell Address can be most traced to the effects of the Cold War. The war caused many to suspect members of the government where Communist traitors, not just McCarthy, although he appears to have exploited this fear of Communist in government to get the media to focus on him and discredit the Truman administration. The Cold War was also the reason why Eisenhower warned against the increasing influence of the military, and to be cautious about new scientific technologies, especially in respect to the arm race (as it can be inferred).

In Addition, these documents appear to support the view that the 1950s was essentially an era of conformity and consenus. People were afraid to think differently because due to the fear of being accused of being a Communist; and because of the Red Scare, among other things, which exacerbated a nation-wise hatred for Communism. Also, there was a large increase in white-collar jobs, which led to somewhat of a social standard of life. This standard generally included, but was not limited to, a large suburban home, one or two cars (with a new one every two or three years), and a nuclear family.

Monday, February 16, 2009

Western Expansion (Textbook vs. Review Book Critique)

After reading the material relating to the western expansion of the United States from the textbook and the review book, I have come to the conclusion that the review book is an excellent supplement to, if not a brilliant replacement for, the textbook. The textbook gave appropriate information, however I find it to be unfavorable. The review book impeccably summarizes the textbook material without neglecting the quality of information, and is therefore more auspicious.

First of all, the textbook chapter was too lengthy. It gives a lot of information that is not necessary in order for the reader to comprehend the historical events that it is trying to impart. Honestly, thirty plus pages is too extensive and it took way too long to read. I find that it is much more difficult for me to learn from something so massive than from something that is condense and too the point. As I was reading the textbook, I often found myself daydreaming and reading passages without actually absorbing the information I was reading.

Secondly, the review book expresses the topic much better than the textbook. It states the facts, gives important side information, and is easy to understand. It only gives what is necessary for the reader to pass the Advanced Placement Examination, and not too much more. The textbook, on the other hand, does indeed give a lot of facts, however many of them are not significant enough to commit to memory. It tends to ramble about insignificant details that I frankly think take away from the main ideas. When I read for history, I do not want to be bombarded with trivial details; I just want a simple explanation of the main facts

Content-wise I find that both books pay sufficient attention to each topic, especially the effect of western expansion on the Native American Indians and the environment (i.e. the Indians’ forced movement to reservations, Indian wars, Indian population decrease, broken treaties, buffalo depletion, pollution, etc.). Nonetheless, both books appear to be sympathetic towards the Native Americans, with which I completely agree. They also effectively describe the positive affects of expansion on the United States, such as the booming mining industry, although not as extensively as the negative effects on the Native Americans. However, in order for either book to be a reliable and non-biased resource of information, it must show both the positive and negative effects, which they do.

In conclusion, based on my reading about western expansion from both sources, the review book offers outstanding coverage of the historical content presented in the textbook. The textbook is lengthy, boring, and gives too many details. The review book, conversely, is condensed, easy to read, direct. Both books, however, present the essential positive and negative effects of western expansion that make them dependable and non-biased sources of information. In my opinion, the review book is obviously the most favorable informational source.