AP US HistoryApril 1 – 5 2019

MONDAY Assessment on the Cold War 1945 – 1950

Materials Strategy/FormatQuiz form Assessment and Review (R.CCR.1) (W.CCR.2)

Student SkillsContextEvaluationSynthesis

Instructions Today we will have a quiz covering the Truman Administration and the Origins of the Cold War. This

covers class discussions from last week on Thursday and Friday. Now, if you were out of class for any number of reasons, I hope that you studied the web-notes. This is the reason why I so laboriously write them each week. Now, please don’t ask if you can have an “extra day” because you got to legally ditch my class.

The quiz today is mostly stimulus based as you should expect after low these many months together. This will be pretty long if your prepared or it will be pretty short if you didn’t study but, that’s on you.

Homework

TUESDAY

WEDNESDAY Examine the causes and effects of the Korean War (WOR-6,7) (POL-6)

Materials Strategy/FormatPPT Assessment-Lecture L.CCR.2-3

Student Skill TypesChronological Reasoning (1, 2, 3)Comp/Context (5)Historical Evidence (6,7)

Introduction

While Truman successfully won the showdown against Stalinism in Europe, the Far East was a whole other matter. The Communist Revolution in China that had subsided during the Japanese occupation now restarted. In October 1949, Chinese Communists under Mao-Tse-tung proclaimed the birth of the People's Republic of China. Chiang Kai-shek and the Chinese Nationalists were forced to flee to Formosa (now Taiwan). The "fall" of China shocked many Americans and would contribute to the myth that American government officials were somehow responsible for the country's loss to the Communists. The Republicans began to say that Truman and Acheson had “lost China.”

The Korean War 1950 – 1953

Only 5 years after WWII President Truman would be forced to commit U.S. forces once again. On June 25, 1950, Communist North Korean forces invaded South Korea, beginning a three-year war. Three days later, the South Korean capital of Seoul fell to the North Koreans. President Truman immediately ordered U.S. air and sea forces to "give the Korean government troops cover and support." The conflict lasted until July 27, 1953. The United States suffered 54,246 battle deaths and 103,284 wounded.

This is me (younger version) thinking about teaching history in the era of standardized testing.

The Background Causes and the WarTensions had festered since the Korean peninsula had been divided into a Communist North and a non-Communist South in 1945. With the partition, 10 million Koreans were separated from their families.

For three months, the United States was unable to stop the communist advance. Then, Douglas MacArthur successfully landed two divisions ashore at Inchon, behind enemy lines. The North Koreans fled in disarray across the 38th parallel, the pre-war border between North and South Korea.

The initial mandate that the United States had received from the United Nations called for the restoration of the original border at the 38th parallel. But the South Korean army had no intention of stopping at the pre-war border, and on Sept. 30, 1950, they crossed into the North. The United States pushed an updated mandate through the United Nations, and on Oct. 7, the Eighth Army crossed the border.

By November, U.S. Army and Marine units thought they could end the war in just five more months. China's communist leaders threatened to send combat forces into Korea, but the U.S. commander, Douglas MacArthur, thought they were bluffing. In mid-October, the first of 300,000 Chinese soldiers slipped into North Korea. When U.S. forces began what they expected to be their final assault in late November, they ran into the Chinese army. There was a danger that the U.S. Army might be overrun. The Chinese intervention ended any hope of reunifying Korea by force of arms.

General MacArthur called for the U.S. Joint Chiefs of Staff to unleash American air and naval power against China. But the chairman of the Joint Chiefs of Staff, Army General Omar Bradley, said a clash with China would be "the wrong war, in the wrong place, at the wrong time, and with the wrong enemy."

By mid-January 1951, Lt. Gen. Matthew B. Ridgway succeeded in halting an American retreat 50 miles south of the 38th parallel. A week and a half later, he had the army attacking northward again. By March, the front settled along the 38th parallel and the South Korean capital of Seoul was back in South Korean hands. American officials informed MacArthur that peace negotiations would be sought.

In April, President Truman relieved MacArthur of his command after the general, in defiance of Truman's orders, commanded the bombing of Chinese military bases in Manchuria. The president feared that such actions would bring the Soviet Union into the conflict.

The Korean War was filled with lessons for the future. First, it demonstrated that the United States was committed to the containment of communism, not only in Western Europe, but throughout the world. Prior to the outbreak of the Korean War, the Truman administration had indicated that Korea stood outside America's sphere of vital national interests. Now, it was unclear whether any nation was outside this sphere.

Second, the Korean War proved how difficult it was to achieve victory even under the best circumstances imaginable. In Korea, the United States faced a relatively weak adversary and had strong support from its allies. The United States possessed an almost total monopoly of sophisticated weaponry, and yet, the war dragged on for almost four years.

Third, the Korean War illustrated the difficulty of fighting a limited war. Limited wars are, by definition, fought for limited objectives. They are often unpopular at home because it is difficult to explain precisely what the country is fighting for. The military often complains that it is fighting with one armed tied behind its back. But if one tries to escalate a limited war, a major power, like China, might intervene.

Finally, in Korea U.S. policymakers assumed that they could make the South Korean government do what they wanted. In reality, the situation was often reversed. The South Korean government played a pivotal role in defining military strategy and shaping the peace negotiations. In the end, the United States was only able to extricate itself from the war by making a long-term commitment to the South Korean government in terms of money, men, and materiel

ConclusionAs I hope that you are aware, tensions still exist on the Korean Peninsula. Kim il-sung died and his son Kim jong il ruled until he dropped dead. Now Kim-jong-un is there but the same old tensions remain now amped up with nukes, ICBMs, and constant threats. The war has never really ended and still there is a table waiting for more negotiations and a treaty.

HomeworkComplete the Take home test posted on the class website. Here are the rules: there is no essay or short answer so I hope you did well. This is foreign policy of the 1920s, WWII, and the early Cold War (Truman Years). This is due

when you walk in here on Friday. There are NO EXCUSES for not having this complete. Any “group work” must be completed before you walk in here on Friday.

THURSDAY (Begin a New Unit) Examine the origins of the Civil Rights struggle 1944 - 1950s (POL-3)(CUL-2)

Materials FormatPower point/Video? Lecture-discussion L.CCR.2-3

Student Skill TypesChronological Reasoning (1, 2, 3)Comp/Context (5)Historical Evidence (6,7)

Introduction Eisenhower’s presidency is sometimes called the Affluent Society. And indeed the U.S. was almost

economically unchallenged in the 1950s. The middle class was never larger than the mid-late 1950s and as a result those values and ideas became completely dominant, or so it would seem. The youth were starting to have other ideas and the reign of the middle class was being questioned by those who most benefitted by that affluence; the educated upper middle class. The Beat Generation writers like Jack Kerouac and Alan Ginsberg started a literary assault on these values just as Mark Twain had chastised the Victorians before. Of course one of the most vexing issues for parents of the Greatest Generation (Those who fought the Depression and WWII) was the rise of rock –n-roll and youth culture. The 1950s beatniks were the origins of the 1960s Hippies. The development of the Civil Rights era of the 1950s and 1960s exists within this backdrop.

As we have seen, the civil rights movement became a vocal byproduct of WWII. Here’s a quick review of what you should know from events late in the FDR years and throughout Truman.a. The Double V Campaign (The campaign launched by the to call attention to both racism in Nazi Germany but also race issues in Americab. Tuskegee Airmen played a pivotal role in calling attention to the fighting abilities of black airmen and helping to erase preconceptions of race.c. Executive Order 8802 and A. Philip Randolph (After a threat to organize a march on Washington to demonstrate against injustice in pay and hiring practices in wartime industries, FDR was forced into an executive order equalizing pay and hiring.)d. CORE (Founded by James A. Farmer the Congress on Racial Equality pioneered non-violent protest methods in the 1940s such as the sit-down strike)e. To Secure the Rights and Truman’s Executive Order 9981 (Following the news that WWII veterans had been attacked in Georgia by white thugs, Truman issued orders for an investigation on race issues. The result was compiled and called To Secure these Rights. He issued an executive order desegregating the military and Federal government. This was a major step in civil rights.

To quickly sum up, the first wave of civil rights legislation in the 20th century was inspired by raising awareness and Presidential actions. The use of executive orders is important to understand. While the orders were the right of a President in dealing with issues impacting the Executive branch, they could do little in the name of Congressional legislation. Here similar to the antebellum period, southern states could often block Federal initiatives.

Eisenhower and the Civil Rights Years The best way to describe Ike’s feelings on civil rights was that he wished it would go away. He was far less

interested in the topic but ironically it might be that lack of interest that saw his administration forced to make key decisions.

On August 28, 1955, Emmett Till, a 14-year-old African American youth who was on a summer vacation from his home on Chicago’s South Side, was kidnapped by two white men from his uncle's home in

Mississippi. Four days later, Till's badly beaten body was recovered from the Tallahatchie River. A 75-pound cotton gin fan was attached with barbed wire to his neck.

Till had allegedly entered a grocery store, bought some bubble gun, and whistled at a white woman who worked there. The woman's husband and his half-brother kidnapped and killed Till. As one put it: "I just decided it was time a few people got put on notice." An all-white jury acquitted the two men in an hour and seven minutes. One juror commented: "If we hadn't stopped to drink a pop, it wouldn't have taken that long.

The Till case presented the President with an issue that was common in U.S. history but one that had been at least dormant for a while; state’s rights. The fact that murder cases were state matters inhibited justice in cases involving race. Federal laws as you well know were often blocked by “black codes” and “Jim Crow” laws all over the country. The 1950s forced this issue into the open.

Brown v. Board of Education Topeka Cases (1954)Facts of the Case  

Black children were denied admission to public schools attended by white children under laws requiring or permitting segregation according to the races. These laws were defended as part of the infamous Plessey v. Ferguson ruling in the 1890s where the doctrine of “separate but equal” had been established. The white and black schools approached equality in terms of buildings, curricula, qualifications, and teacher salaries.

Question  

Does the segregation of children in public schools solely on the basis of race deprive the minority children of the equal protection of the laws guaranteed by the 14th Amendment? NAACP attorneys argued the case and Thurgood Marshall, future Supreme Court Justice, became well known as a result of this case.

Conclusion  

Decision: 9 votes for Brown, 0 vote(s) againstLegal provision: Equal Protection clause of the 14th amendment: The Supreme Court's Brown v. Board of Education decision did not abolish segregation in other public areas, such as restaurants and restrooms, nor did it require desegregation of public schools by a specific time. It did, however, declare the permissive or mandatory segregation that existed in 21 states unconstitutional. It was a giant step towards complete desegregation of public schools. Even partial desegregation of these schools, however, was still very far away, as would soon become apparent. Despite the equalization of the schools by "objective" factors, intangible issues foster and maintain inequality. Racial segregation in public education has a detrimental effect on minority children because it is interpreted as a sign of inferiority. The long-held doctrine that separate facilities were permissible provided they were equal was rejected. Separate but equal is inherently unequal in the context of public education. The unanimous opinion sounded the death-knell for all forms of state-maintained racial separation.

Little Rock Central

It took only a short time for the implications of the Brown case to be felt. Three years after the Supreme Court's Brown v. Board of Education decision, which officially ended public-school segregation, a federal court ordered Little Rock to comply. On September 4, 1957, Governor Orval Faubus defied the court, calling in the Arkansas National Guard to prevent nine African American students--"The Little Rock Nine"--from entering the building. Ten days later in a meeting with President Eisenhower, Faubus agreed to use the National Guard to protect the African American teenagers, but on returning to Little Rock, he dismissed the troops, leaving the African American students exposed to an angry white mob. Within hours, the jeering, brick-throwing mob had beaten several reporters and smashed many of the school's windows and doors. By noon, local police were forced to evacuate the nine students.

When Faubus did not restore order, President Eisenhower dispatched 101st Airborne Division paratroopers to Little Rock and put the Arkansas National Guard under federal command. By 3 a.m., soldiers surrounded

the school, bayonets fixed. The Use of the 101st Airborne was perhaps significant as they are similar to Special Forces and perhaps a sign to any guardsmen who might try to interfere.

Under federal protection, the "Little Rock Nine" finished out the school year. The following year, Faubus closed all the high schools, forcing the African American students to take correspondence courses or go to out-of-state schools. The school board reopened the schools in the fall of 1959, and despite more violence--for example, the bombing of one student's house--four of the nine students returned, this time protected by local police.

The use of Federal power over state power was a sign of things to come in the realm of civil rights.

Rosa Parks and the Montgomery Bus Boycott On December 1, 1955, Rosa Parks, a 42-year-old African American woman who worked as a seamstress,

boarded this Montgomery City bus to go home from work. On this bus on that day, Rosa Parks initiated a new era in the American quest for freedom and equality.

She sat near the middle of the bus, just behind the 10 seats reserved for whites. Soon all of the seats in the bus were filled. When a white man entered the bus, the driver (following the standard practice of segregation) insisted that all four blacks sitting just behind the white section give up their seats so that the man could sit there. Mrs. Parks, who was an active member of the local NAACP, quietly refused to give up her seat. Her action was spontaneous and not pre-meditated, although her previous civil rights involvement and strong sense of justice were obvious influences. Parks was arrested and convicted of violating the laws of segregation, an obvious “Jim Crow” law. Mrs. Parks appealed her conviction and thus formally challenged the legality of segregation.

At the same time, local civil rights activists initiated a boycott of the Montgomery bus system. In cities across the South, segregated bus companies were daily reminders of the inequities of American society. Since African Americans made up about 75 percent of the riders in Montgomery, the boycott posed a serious economic threat to the company and a social threat to white rule in the city.

A new civil rights group made its appearance. The Southern Christian Leadership Conference (SCLC). As their leader, they chose a young Baptist minister who was new to Montgomery: Martin Luther King, Jr. Sparked by Mrs. Parks’ action, the boycott lasted 381 days, into December 1956 when the U.S. Supreme Court ruled that the segregation law was unconstitutional and the Montgomery buses were integrated. The Montgomery Bus Boycott was the beginning of a revolutionary era of non-violent mass protests in support of civil rights in the United States. There had been a bus boycott in Baton Rouge, Louisiana, in 1953, but black leaders compromised before making real gains. Joann Robinson, a black university professor and activist in Montgomery, had suggested the idea of a bus boycott months before the Parks arrest.

Conclusion

The 1950s represented the beginnings of the era for civil rights. For the most part the protests were non-violent and because of the use of TV many white began to support civil rights ideas. The civil rights groups had focused most of their attention on issues of social and economic segregation. As the 1950s winded down the new focus was upon voting rights (not to imply that the war on segregation was over). Congress did pass two pieces of civil rights legislation. The Civil Rights Act, 1957: Eisenhower signed this bill to establish a permanent commission on civil rights with investigative powers but it did not guarantee a ballot for blacks (meaning protection of the right won in 1866 and 1920). It was the first civil-rights bill to be enacted after Reconstruction which was supported by most non-southern whites. The Civil Rights Act, 1960: Eisenhower passed this bill to appease strong southern resistance and only slightly strengthened the first measures provisions. Neither act was able to empower federal officials to register the right to vote for African-Americans and was not effective. It is unlikely that you will see these as often as the 1964 and 1968 acts which we will discuss later.

HomeworkGilded Age Part II Big Business and Laborhttp://www.quia.com/quiz/4591786.html

FRIDAY Analyze sources on the early Civil Rights movement 1940s – 1950s

Materials Strategy/FormatDocuments & Questions Close text Reading (R.CCR.1)

Student Skill TypesChronological Reasoning (1, 2, 3)Comp/Context (5)Historical Evidence (6,7)

Introduction and Instructions As we have seen, the Civil Rights movement was certainly a product of WWII and the new-found power of

African-Americans. The nature of a global war certainly gave African-Americans new found leverage but, I think the revelation of the horrors of racism in Nazi Germany gave the movement new power. Certainly, the Holocaust was not the same issue as race relations in the U.S. but one could see the argument the history of slavery and its terrible abuses was not so different. After all, blacks’ people had been enslaved, murdered, and worked to death largely due to the color of their skin. Was being killed because of your ethnicity and religious beliefs. Some of the American liberators of the Nazi death camps were African-Americans and one can only image the viewpoint that they must have had.

Here’s a good article if you care to read further.https://furtherglory.wordpress.com/2010/04/14/african-american-soldiers-who-liberated-buchenwald/

As we said in class, I think that real hero of the early Civil Rights movement at the Federal level was Truman. I mean Executive Order 8802 was really forced on FDR. But the moral decision to desegregate the Military and Federal government was all Truman. And in 1948 it nearly cost him the White House.

Weekend Homework (Due Monday) Answer the following questions from your textbook starting on Chapter 26 page 840-850 (top) 1. In the 1950s what was meant by the term Pax America?2. List and explain the institutions created by the Bretton Woods Agreements

a. World Bank b. IMF c. GATT

3. See the photograph: What was the famous "kitchen debate?"4. What was meant by the term "military-industrial complex" and why was this an engine of prosperity in the 1950s and 1960s?5. Why did advancements in the Soviet Union such as the launch of Sputnik stoke Federal Spending? What areas received the largest portions of federal expenditures?6. What were the subjects of the books The Affluent Society (1958) and The Other America (1962)? Be sure to list the authors?7. How did the tastes and values of the post-war middle class affect the country?8. What impact did the coming of television have upon 1950s and 1960s culture?9. What was meant by the expression "youth culture" and what were some important hallmark/traits of this new culture?10. Under the heading of Cultural Dissenters: what were some forms and examples of this rebellion? Be sure and provide some key examples.11. What did the photo caption say was the importance of Motown as a musical genre.12. How did youth rebellion become an integral part of the 1950s-1960s consumer culture?13. What factors might explain the explosion of religious fervor in the 1950s-1960s? Who were the key leaders of this religious movement?