2. Civil Rights Movement: A Case Study  Civil Rights laws were passed after about 100 years of nothing…. Was it a coincidence that the Cold War was going on?  To analyze this idea we will take a different look at Civil Rights through a series of case studies (some you will know, some that may be new to you)

3. Case Study I: The World at War  World War I: W. E. B. Du Bois, “Returning Soldiers,” May 1919. [T]oday we return! We return from the slavery of uniform which the world’s madness demanded us to don to the freedom of civil garb. We stand again to look American squarely in the face and call a spade a spade. We sing: This country of ours, despite all its better souls have done and dreamed, is yet a shameful land. It lynches…. It disfranchises its own citizens…. It encourages ignorance…. It steals from us…. It insults us….

4. Case Study I: The World at War This is the country to which we Soldiers of Democracy return. This is the fatherland for which we fought! But it is our fatherland. It was right for us to fight. The faults of our country are our faults. Under similar circumstances, we would fight again. But by the God of Heaven, we are cowards and jackasses if now that that war is over, we do not marshal every ounce of our brain and brawn to fight a sterner, longer, more unbending battle against the forces of hell in our own land. We return. We return from fighting. We return fighting. Make way for Democracy! We saved it in France, and by the Great Jehovah we will save it in the United States of America, or know the reason why.

5. Case Study I: The World at War  Begins the process of the Civil Rights movement  WWII is so significant because African Americans experience racism at it’s most stark  The US is using rhetoric of freedom, liberty, wonderfulness… tell that to African Americans at home- or our soldiers who were segregated…Even the blood was segregated  A Nazi POW in America can sit in the front of the bus but African Americans cannot…even when they were there to guard them POW  On the home front African Americans working in factories are making about 60% of what everyone else was making  Baltimore- white female workers went on strike rather than share a bathroom with African American workers

6. WWII  The US knows they need everyone rallied together to win…  “Help us get some of the blessings of democracy here at home before you jump on the ‘free other peoples’ band wagon and tell us to go forth and die in a foreign land”- Norfolk Journal and Guide, 1943- African American paper  The way African American soldiers were greeted overseas with open arms… then they go back to America….they have come home with a greater sense of respect and pride and that they deserve this freedom, equality and liberty they are hearing about

7. Case Study II: “To Secure These Rights” 1947  WWII ends and the south becomes even more brutal towards segregation  “Freedom Train”- to celebrate winning- all these famous American mementos and send it throughout the country- the South won’t let the freedom train in because it has the Declaration of Independence and the Gettysburg Address because it speaks of freedom and equality and they don’t want those ideas  John Jones- in his military uniform was attacked by a group of whites with a hacksaw and then blow torched to death. Local law enforcement refused to commit to any arrests or prosecutions.

8. Case Study II: “To Secure These Rights” 1947  Truman decides to take on the Noah’s Ark approach to committee membership in creating a Committee on Civil Rights. He appointed two representatives from every group that might be interested in its work:: two women, two university presidents, two corporate executives, two southerners, two African Americans, etc.  The US has to do something just for humanitarian reasons, and also because of economics. Truman committee says this group needs to be included into our economy. More importantly we need to secure our image in the world.  The committee’s famous 1947 report, To Secure These Rights, recommended a variety of new federal civil rights initiatives in an attempt to address America's race problem.

9.  They also addressed the lynching of John Jones:  “Our domestic civil rights shortcomings are a serious obstacle to American leadership in the world… A lynching in rural American community is not a challenge to that community’s conscience alone. The repercussions of such a crime are heard not only in the locality, or indeed only in our own nation. They echo from one end of the globe to the other, and the world looks to the American national government for… an explanation of how such a shocking event can occur in a civilized country ”

10. Case Study 3: The Brown Decision (1954)  US Government Amicus Curiae Brief, Oliver Brown, et. Al. v. Board of Education of Topeka, Shawnee Country, Kansas, et. Al. October Term 1952: “The interest of the United States”  Eisenhower could care less about Civil Rights- met with African Americans in the White House once in 8 years… for 45 minutes…  Issue is more complicated than we think, than we present  Where is the humanitarianism here? They aren’t there.  Worried this makes us look bad to the Communists, to the United Nations, foreign press, foreign radio  “It raises doubts even among friendly nations as to the intensity of our devotion to the democratic faith.”  “It is in the context of the present world struggle between freedom and tyranny that the problem of racial discrimination must be viewed

11. Case Study 3: The Brown Decision (1954)  The Warren Court decision that segregation in public school was “inherently unequal” and thus unconstitutional. This decision reversed the Plessy v. Ferguson decision.  More on this soon…

12. Case Study 4: 1964 Civil Rights Act  Independence movements in Africa plays a large role here. Africa is the new battlefield. And how can you win the hearts and support of the African people when we have things like this happening…  The ambassador of the newly formed Chad comes to America to meet with Kennedy, he is meeting with the government officials- takes the ambassador to get coffee, the woman working there says “We don’t serve your kind here” “I’m a foreign diplomat” “She said get your black ass out of here”  Kennedy apologizes, the ambassador is FURIOUS, the waitress isn’t sorry

13. Case Study 4: 1964 Civil Rights Act  “The person on the street (overseas) reacted above all to the status of minority groups in our country, especially the American negro, for he is the focus and symbol of human rights in America to the world as a whole.”- USIA report, 1964  Johnson is smart to Leftists he talks openly, to southerners he says he hates it too but that it makes us look bad internationally.  As soon as the bill is signed pictures and reports on it are sent out to nations around the world particularly Africa

14. Civil Rights Under Kennedy  Popcorn read the background on Kennedy’s Address on Civil Rights (June 11, 1963)  We will then listen to his speech while you follow along and determine why the president is sometimes called the “Persuader-in-Chief” and consider what rhetorical methods enhance JFK’s persuasive speech.  http://civilrights.jfklibrary.org/Media-Assets/Address-to-the- American-People.aspx#The-Address http://civilrights.jfklibrary.org/Media-Assets/Address-to-the- American-People.aspx#The-Address

15. Kennedy’s Assassination: LBJ  Kennedy was assassinated by Lee Harvey Oswald in Dallas, Texas. LBJ his Vice-President is sworn in.

16. Civil Rights Movement

17. School Desegregation  After World War II, the NAACP’s campaign for civil rights continued to proceed.  Led by Thurgood Marshall, the NAACP Legal Defense Fund challenged and overturned many forms of discrimination.  The main focus of the NAACP turned to equal educational opportunities.  Marshall and the Defense Fund worked with Southern plaintiffs to challenge the Plessy decision, arguing that separate was inherently unequal.  The Supreme Court of the United States heard arguments on five cases that challenged elementary and secondary school segregation.

18. School Desegregation  In May 1954, the Court issued its landmark ruling in Brown v. Board of Education of Topeka, stating racially segregated education was unconstitutional and overturning the Plessy decision.  White Southerners were shocked by the Brown decision.

19. School Desegregation  By 1955, white opposition in the South had grown into massive resistance, using a strategy to persuade all whites to resist compliance with the desegregation orders.  Tactics included firing school employees who showed willingness to seek integration, closing public schools rather than desegregating, and boycotting all public education that was integrated.

20. School Desegregation  Virtually no schools in the South segregated their schools in the first years following the Brown decision.  In Virginia, one county actually closed its public schools.  In 1957, Governor Orval Faubus defied a federal court order to admit nine African American students to Central High School in Little Rock, Arkansas.  President Dwight Eisenhower sent federal troops to enforce desegregation.

21. School Desegregation  The event was covered by the national media, and the fate of the nine students attempting to integrate the school gripped the nation.  Not all school desegregation was as dramatic as Little Rock schools gradually desegregated.  Often, schools were desegregated only in theory because racially segregated neighborhoods led to segregated schools.  To overcome the problem, some school districts began busing students to schools outside their neighborhoods in the 1970s.

22. School Desegregation  As desegregation continued, the membership of the Ku Klux Klan (KKK) grew.  The KKK used violence or threats against anyone who was suspected of favoring desegregation or African American civil rights.  Ku Klux Klan terror, including intimidation and murder, was widespread in the South during the 1950s and 1960s, though Klan activities were not always reported in the media.

23. The Montgomery Bus Boycott  Despite threats and violence, the civil rights movement quickly moved beyond school desegregation to challenge segregation in other areas.  In December 1955, Rosa Parks, a member of the Montgomery, Alabama, branch of the NAACP, was told to give up her seat on a city bus to a white person.

24. The Montgomery Bus Boycott  When Parks refused to move, she was arrested. The local NAACP, led by Edgar D. Nixon, recognized that the arrest of Parks might rally local African Americans to protest segregated buses.  Montgomery’s African American community had long been angry about their mistreatment on city buses where white drivers were rude and abusive.  The community had previously considered a boycott of the buses and overnight one was organized.  The bus boycott was an immediate success, with almost unanimous support from the African Americans in Montgomery.

25. The Montgomery Bus Boycott  The boycott lasted for more than a year, expressing to the nation the determination of African Americans in the South to end segregation.  In November 1956, a federal court ordered Montgomery’s buses desegregated and the boycott ended in victory.

26. The Montgomery Bus Boycott  A Baptist minister named Martin Luther King, Jr., was president of the Montgomery Improvement Association, the organization that directed the boycott.  His involvement in the protest made him a national figure. Through his eloquent appeals to Christian brotherhood and American idealism he attracted people both inside and outside the South.

27. The Montgomery Bus Boycott  King became the president of the Southern Christian Leadership Conference (SCLC) when it was founded in 1957.  The SCLC complemented the NAACP’s legal strategy by encouraging the use of nonviolent, direct action to protest segregation. These activities included marches, demonstrations, and boycotts.  The harsh white response to African Americans’ direct action eventually forced the federal government to confront the issue of racism in the South.

28. Sit-Ins  On February 1, 1960, four African American college students from North Carolina A&T University began protesting racial segregation in restaurants by sitting at “White Only” lunch counters and waiting to be served.  This was not a new form of protest, but the response to the sit-ins spread throughout North Carolina, and within weeks sit-ins were taking place in cities across the South.  Many restaurants were desegregated in response to the sit-ins.  This form of protest demonstrated clearly to African Americans and whites alike that young African Americans were determined to reject segregation.

29. Sit-Ins  In April 1960, the Student Nonviolent Coordinating Committee (SNCC) was founded in Raleigh, North Carolina, to help organize and direct the student sit- in movement.  King encouraged SNCC’s creation, but the most important early advisor to the students was Ella Baker, who worked for both the NAACP and SCLC.

30. Sit-Ins  Baker believed that SNCC civil rights activities should be based in individual African American communities.  SNCC adopted Baker’s approach and focused on making changes in local communities, rather than striving for national change.

31. Freedom Riders  After the sit-in movement, some SNCC members participated in the 1961 Freedom Rides organized by CORE.  The Freedom Riders, both African American and white, traveled around the South in buses to test the effectiveness of a 1960 U.S. Supreme Court decision declaring segregation illegal in bus stations open to interstate travel.

32. Freedom Riders  The Freedom Rides began in Washington, D.C. Except for some violence in Rock Hill, South Carolina, the trip was peaceful until the buses reached Alabama, where violence erupted.  In Anniston, Alabama, one bus was burned and some riders were beaten.  In Birmingham, a mob attacked the riders when they got off the bus.  The riders suffered even more severe beatings in Montgomery.

33. Freedom Riders  The violence brought national attention to the Freedom Riders and fierce condemnation of Alabama officials for allowing the brutality to occur.  The administration of President John F. Kennedy stepped in to protect the Freedom Riders when it was clear that Alabama officials would not guarantee their safe travel.  The riders continued on to Jackson, Mississippi, where they were arrested and imprisoned at the state penitentiary, ending the protest.  The Freedom Rides did result in the desegregation of some bus stations, but more importantly they caught the attention of the American public.

34. Desegregating Southern Universities  In 1962, James Meredith—an African American—applied for admission to the University of Mississippi.  The university attempted to block Meredith’s admission, and he filed suit.  After working through the state courts, Meredith was successful when a federal court ordered the university to desegregate and accept Meredith as a student.

35. Desegregating Southern Universities  The Governor of Mississippi, Ross Barnett, defied the court order and tried to prevent Meredith from enrolling.  In response, the administration of President Kennedy intervened to uphold the court order. Kennedy sent federal troops to protect Meredith when he went to enroll.  During his first night on campus, a riot broke out when whites began to harass the federal marshals.  In the end, two people were killed and several hundred were wounded.

36. Desegregating Southern Universities  In 1963, the governor of Alabama, George C. Wallace, threatened a similar stand, trying to block the desegregation of the University of Alabama. The Kennedy administration responded with the full power of the federal government, including the U.S. Army.  The confrontations with Barnett and Wallace pushed President Kennedy into a full commitment to end segregation.  In June 1963, Kennedy proposed civil rights legislation.

37. The March on Washington  National civil rights leaders decided to keep pressure on both the Kennedy administration and Congress to pass the civil rights legislation. The leaders planned a March on Washington to take place in August 1963.  This idea was a revival of A. Phillip Randolph’s planned 1941 march, which had resulted in a commitment to fair employment during World War II.  Randolph was present at the march in 1963, along with the leaders of the NAACP, CORE, SCLC, the Urban League, and SNCC.

38. The March on Washington  Martin Luther King, Jr., delivered a moving address to an audience of more than 200,000 people.  His “I Have a Dream” speech—delivered in front of the giant statue of Abraham Lincoln—became famous for the way in which it expressed the ideals of the civil rights movement.  After President Kennedy was assassinated in November 1963, the new president, Lyndon Johnson, strongly urged the passage of the civil rights legislation as a tribute to Kennedy’s memory.

39. The March on Washington  Over fierce opposition from Southern legislators, Johnson pushed the Civil Rights Act of 1964 through Congress.  It prohibited segregation in public accommodations and discrimination in education and employment. It also gave the executive branch of government the power to enforce the act’s provisions.

40. Voter Registration  Starting in 1961, SNCC and CORE organized voter registration campaigns in the predominantly African American counties of Mississippi, Alabama, and Georgia.  SNCC concentrated on voter registration because leaders believed that voting was a way to empower African Americans so that they could change racist policies in the South.  SNCC members worked to teach African Americans necessary skills, such as reading, writing, and the correct answers to the voter registration application.

41. Voter Registration  These activities caused violent reactions from Mississippi’s white supremacists.  In June 1963, Medgar Evers, the NAACP Mississippi field secretary, was shot and killed in front of his home.  In 1964, SNCC workers organized the Mississippi Summer Project to register African Americans to vote in the state, wanting to focus national attention on the state’s racism.

42. Voter Registration  SNCC recruited Northern college students, teachers, artists, and clergy to work on the project. They believed the participation of these people would make the country concerned about discrimination and violence in Mississippi.  The project did receive national attention, especially after three participants—two of whom were white—disappeared in June and were later found murdered and buried near Philadelphia, Mississippi.

43. Voter Registration  By the end of the summer, the project had helped thousands of African Americans attempt to register, and about one thousand actually became registered voters.  In early 1965, SCLC members employed a direct-action technique in a voting-rights protest initiated by SNCC in Selma, Alabama.  When protests at the local courthouse were unsuccessful, protesters began to march to Montgomery, the state capital.

44. Voter Registration  As marchers were leaving Selma, mounted police beat and tear-gassed them.  Televised scenes of the violence, called Bloody Sunday, shocked many Americans, and the resulting outrage led to a commitment to continue the Selma March.

45. Voter Registration  King and SCLC members led hundreds of people on a five-day, fifty-mile march to Montgomery.  The Selma March drummed up broad national support for a law to protect Southern African Americans’ right to vote.  President Johnson persuaded Congress to pass the Voting Rights Act of 1965, which suspended the use of literacy and other voter qualification tests in voter registration.

46. Voter Registration  Over the next three years, almost one million more African Americans in the South registered to vote.  By 1968, African American voters had having a significant impact on Southern politics.  During the 1970s, African Americans were seeking and winning public offices in majority African American electoral districts.

47. Malcom X and the Black Panthers  King's methods and ideas were not without opposition. Some in the black community questioned the merits of a racially integrated society. Others started to think that King's ideas were becoming outdated and obsolete, an opinion especially popular with the younger generation. Inspired by the actions of Marcus Garvey during the 1920s Harlem Renaissance, black separatist groups began to form out of frustration with the slow moving progress toward civil rights. The goals of each separatist organization varied, with objectives ranging from a return to Africa campaign to the occupation of an exclusive land area in the United States set aside by the government.

48. Malcom X and the Black Panthers  Born Malcolm Little, Malcolm X changed his surname to protest his "lost African identity in white America."  Malcolm X was greatly influenced by the militant black separatist Elijah Muhammad, the Black Muslim leader and founder of the Nation of Islam. Like King, Malcolm X was a charismatic speaker and an inspiring leader. For most of his turbulent career, his message was that of "black power," black separatism, and the need to fight against the "blue-eyed white devils."  To achieve his goals and to further African American rights, Malcolm X did not shy away from the use of violence, stating that the objectives must be attained by "any means necessary."

49. Malcom X and the Black Panthers  Near the end of his life, Malcolm X began to change his perspective on race relations toward a more tempered attitude. In 1964 he broke off relations with the Nation of Islam and started his own organization devoted to seeking to unite all nonwhite people in the world and to seek methods for achieving racial harmony. His desertion from the Nation of Islam greatly upset the organization, and on February 21, 1965, he was assassinated by three members of the Nation of Islam in Harlem, while he was giving a speech on racial harmony.

50. The End of the Movement  For many people the civil rights movement ended with the death of Martin Luther King, Jr. in 1968.  Others believe it was over after the Selma March, because there have not been any significant changes since then.  Still others argue the movement continues today because the goal of full equality has not yet been achieved.

51. The “Affluent” Society  More people had less to be angry and complain about…. Or they were also afraid to complain and be called a communist!

52. -Was there a generation gap? The Problem of “Youth” -Baby boomers and their heft in the population -First generation raised in affluence -The youth market -The delinquency crisis… of white kids so it made it harder for them to ignore

53. The Broad Context of Cultural Change -The “Greatest Generation” -Immersion in organizational society- Teamwork and all that -Migration out of urban area into the suburbs- suburbanization, and the evaporation of “primary groups”, away from established church groups- -higher suicide rates….More stress. But above all, the bewildering development of affluence -Americans worked their way through this value gap- trying to get closer to their economic structure -Were they committed to traditional value? -Suburbanization, the consumer ethic, and the challenge to “accumulation” -Sexual Prudery (MADMEN) -As of 1960, 97% of Americans said they believed in God but only 44% went to church regularly. The Search for Intense Experience-LSD -Compare that to the old drugs of choice- alcohol for men and sleeping pills for women -The Spiritual Trip-Rise of Hinduism, Buddhism, all things eastern

54. The Broad Context of Cultural Change -Postwar America and the Erosion of “Traditional Values” -Sometimes defenders of value systems are the once who are most vehement of recognizing these norms as they are being carved out from under them- social systems- the public reaction to change…For example- American affluence was cutting out the value system- rather than save save save- it’s shop shop shop -The traditional value system was supposedly the Protestant ethic. Delayed gratification, faith, loyalty? The Alleged Values of the ‘Establishment’ -The work ethic transformed to the ‘organizational ethic’ -The post-war man.

55. Culture and Counterculture in the 1960s -Television war- Living room War-watching the Vietnam war unfold in your living room -This was still censored- rarely saw a US soldier bloody for example -Using satellites which was a huge change -Tet offensive changed things- won the battle, lost the minds… the video of the prisoner of War being shot was shown on television

56. Students for Democratic Society (SDS) Hard to sort them out from the New Left because in many ways they were the New Left- they were the baby boomers, they were the first to be raised with TV, raised with MADD magazine, raised with Spock’s mindset of wanting and deserving more than a 9-5 job and a suburban home. -Primarily white, idealistic young people who felt they were thrust into a world they were pre-formed for which was comfortable but which stifled existence. -Their parents themselves had been stifled- born during McCarthyism, etc. “Red Diaper Babies” -Alan Haber- SDS- hung out with the beatniks in Germany went to University of Michigan

57. Paul Potter, Students for a Democratic Society “Name the System!” Easter Peace March, April 17, 1965 One of the most revealing speeches of the 1960s, he is describing hypocrisy -Dehumanization of Vietnamese AND of Americans -Trying to identify it’s structure which is out in the shadows- pointing out the issue between Government officials who make someone else pull the trigger. War-makers versus soldiers. -Putting materialism and wealth ahead of human life -The word capitalism isn’t there… -Lack of accountability- lack of democracy? –Elitist Imperialism -He never names the system- or does he? Are we capitalist? Socialist? Communist? Lost our way- what are we now? Can he name the system even? -This is a system that insulates the presidency from what’s really at hand- bureaucracy- this is the system! Which is inherently inhuman! This is a piece of rhetoric built on sentimentality- -Focused on democracy, equal justice, and person to person diplomacy -Did they become libertarians? Yes and No- statist liberals, supported the Great Society- Many became college professors

58.  Foreign Policy and Protests  Six-Day War  Vietnam Protests  Students for a Democratic Society  Stonewall Rebellion  Kent State  1968  Democratic National Convention

59.  The Stalemate Seventies (39)  Stagnation  Nixon  Vietnamization  Nixon Doctrine  Silent Majority  My Lai Massacre  Kent State University  Détente with Beijing and Moscow

60.  Home front  Philadelphia Plan  Rachel Carson  EPA  Earth Day  Southern strategy  Nixon Landslide  Cambodia  War Powers Act  Arab Oil Embargo and the Energy Crisis  Watergate  Ford  Defeat in Vietnam  Feminism  Roe v. Wade  Equal Rights Amendment  Carter’s Presidency  Humanitarian  Economic and Energy Woes  Malaise Speech  Iran  Iran hostage crisis

61. Port Huron Statement and Anti- Vietnam

62. Conformity vs. Beatniks and Nonconformists

63. Women’s Movement

64. Cold War Continues in Asia…Vietnam PLEASE NOTE, WE ARE GOING TO COVER A VAST AMOUNT OF TIME TO DISCUSS THE VIETNAM WAR (WE WILL RETURN TO DISCUSS THESE TOPICS…THINGS LIKE KENNEDY, SPACE RACE, CUBA, LBJ, CIVIL RIGHTS, PROTEST, ETC. )

65. Vietnam We thought the US went to Vietnam to protect ourselves…not true. Vietnam is not a tradition trading partner or alliance or even an enemy. Vietnam doesn’t sit on resources, it’s not a democracy, it’s not in a strategic location… and yet the US not only goes to war but does so with an un-paralleled force. 58,000 Americans dead and 3 million Vietnamese. Spent about 200 billion... dropped twice as many bombs as we did in all of World War II… in fact dropped more bombs in neighboring Cambodia than we did in all of World War II. 338,000 tons of Napalm dropped, cluster bombs, etc… so what’s going on here and why did it spark almost as many debates as the Civil War did?

66. Road to War: WWII -Vietminh: Colony of France (prior to that controlled by China). 3 rd largest producer of rice. -Michelin- got rubber from there for the War. -Germany inherits the French colonies but gives Vietnam to Japan. Japan goes in to take over and an independence guerilla group the Vietminh forms to oust them. First leader was not Communist. Vietminh believe that rich land owners who in fact helped the colonists will be able to keep their land, anyone who helps the Japanese however will not. Whoever you are, if you help the Vietminh you’re good. -The Vietminh gives what they take from the “traitors” and gives it to the peasants. They get rid of taxes, and self-rule begins.

67. Road to War: WWII -1945- Japan is driven out, the Vietminh are ready to take their independence! The problem is France who wants to take their colony back! -Roosevelt wants to support Vietnam but doesn’t think Vietnam is ready to run themselves. He wants to set up a Trusteeship, but shortly before his death he determines to allow France be the trusteeship… -“If the public here comes to realize that you are against us in Indochina, there will be terrific disappointment, and nobody knows to what that will lead. We do not want to become communist, we do not want to fall into the Russian orbit, but I hope you do not push us into it”- de Gaulle (France), March 1945

68. Ho Chi Minh “Appeal at the Founding of the Communist Party of Indochina”, February 18, 1930 Cause of WWI to Ho Chi Minh- Imperialism. France is devastated and in order to restore their place in the world they have to double down on their colonies. The result eventually is WWII. If WWII breaks out why will Vietnam win? Because the poor people (the proletariat) is the “good guy”. The bad guy is the capitalist (the imperialist).

69. Ho Chi Minh “Declaration of Independence, Democratic Republic of Vietnam”, September 1945 -Condemning the French but there is a similarity to Declaration of Independence -Is Ho Chi Minh a communist? Or A nationalist? This questions shows American failure. ◦Americans assume you cannot be a nationalist and a communist at the same time. -“Question whether Ho is as much nationalist as communist is irrelevant. All Stalinists in colonial areas are Nationalists.” Dean Acheson, 1945 Ho Chi Minh is both. America can’t accept this -Don’t forget that during WWII Ho Chi Minh worked with America… the enemy of my enemy is my friend- Ho Chi Minh fought against Japan so America liked them. Ho Chi Minh almost died of malaria during the war but he was seen as such an important asset, the US parachuted a doctor in to save him

70. Road to War: Truman Years -American Aid Program- 1950-1954 the US sent 2.6 billion dollars to aid them against Vietnam…more than we sent them to rebuild after WWII as part of the Marshall plan. This fails, the French lose…again. The French were never really behind it, AFTER Diem Bien Fu France gives up. -Geneva Accords (1945)- the 17 th parallel set up. Ho Chi Minh in the North, America and France in the South. Ho Chi Minh voluntarily retreats- in part because the Geneva promises a popular election in 2 years which the Vietminh believe Ho Chi Minh will win. China and Soviets pressure them to give in- didn’t want a war with America. -US appoints Ngo Dinh Diem- similar story as in Korea- picks a man with moderate nationalist tendencies, Catholic in a Buddhist area, lived in America for a while, has dictatorship qualities. In 1956 the election is canceled… Eisenhower uses various excuses… instead rigs the election for Diem to become Prime Minister… -Much conflicts arise for obvious reasons, religious, mob, etc.

71. Road to War: Kennedy Years -We had tried to keep the US military out- Eisenhower had a plan based on the domino theory- strengthen Southern Vietnam via nation building- keep it from falling. Disaster. Sent food, money, culture, etc. – main issue- put military in charge of this so mainly they actually got more weapons. -This was top down- never asked the Vietnamese what they wanted. They were uninterested. America never tried to talk to Vietnamese people or get to know their culture. (ISSUE OF NATION BUILDING!) -Some missionaries tried to create essentially a small US village there…brought in dogs for the “family”- trained German Shepard’s to protect people as well… came back a bit later, the people had eaten the dogs-This is what Kennedy inherits.

72. Road to War: Kennedy Years -During Kennedy’s presidency the military numbers shot up. No evidence that Kennedy was really going to withdraw. These statements were prefaced by “if the war is going well”…which it wasn’t. Great series of tapes where his advisors say maybe we can pull out a thousand troops. Kennedy says yes, we can pick a date but then what if things aren’t going well? Response: we can pick another date. -Diem Coup- Diem is assassinated… He has fallen out of favor with the Americans quickly. Had tried to get Diem to spread liberties and he won’t. Diem had reached out to the North to stop fighting each other and instead fight America. BAD MOVE. America is approached by some South Vietnamese to stage a coup, American does not discourage this. Actually actively encourage it.

73. LBJ, the Tonkin Gulf and the Resolution for War -Operation 34? - covert operations which started against the North and were increased by Johnson -Spring of 1964- draft a resolution giving the President the power to escalate the war -Tonkin Gulf-August 2nd The USS Maddox in 1964 reports that it has been has been shot upon by North Vietnamese motor torpedo boats, what is not reported is that this boat was part of the covert operations- Robert McNamara claim these are just routine boats- not true. -August 4 th - USS Turner Joy says it has been attacked- turned out the USS Turner Joy had not been fired upon- the only reason they thought they had been was from radar and sonar. Not true, there was bad weather, not torpedoes (Tonkin Ghosts). Because they were expecting fire, they just assumed this was the case. -The Tonkin Gulf Resolution is very vague- what powers does it give Johnson? Whatever he wants… -Senator Wayne Morse (D-OR) 1964. He says this was a mistake and only time will tell.

74. LBJ, the Tonkin Gulf and the Resolution for War -LBJ and Escalation of the War (1965-67) ◦CIA Intelligence Assessment of US Bombing Campaign, 1967 ◦Essentially we bombed the heck out of Vietnam. Not good. -General William Westmoreland- he asks Johnson for the ground troops- says we can’t rely on the South Vietnamese troops, we need our own. Johnson agrees and sends in troops March of 1965. -Johnson approves 100,000 troops to Vietnam, already spent 20 times more on the war in Vietnam than they were spending on Johnson’s Great Society…. Woof. -Ho Chi Minh trail- gets forces from the North to the South- always under construction -Viet Cong Tunnel Complex- http://www.history.com/topics/vietnam-war/cu-chi-tunnelshttp://www.history.com/topics/vietnam-war/cu-chi-tunnels -“We would be shot upon and then couldn’t find them- they disappeared” -Two Days in October- film on Vietnam by PBS- A battle that was spun into a victory for America juxtaposed by the anti-war movement. WATCH THIS!

75. Tet: 1968 -Tet Offensive- South Vietnamese chief of police photographed executing a hand-cuffed Viet-Cong- seen worldwide. -Military defeat for the North… BUT the fact that it occurred at all and had been so coordinated and happened when America had said over and over that they were winning provided a “credibility gap” to the American public. -Stories are not matching up. -Military defeat for North, but psychological victory -Walter Cronkite, February 27, 1968- he goes to Vietnam during Tet Offensive, asks questions about how it is going, most trusted man- says look this is a stalemate…we can’t win this https://www.youtube.com/watch?v=Nn4w-ud-TyE https://www.youtube.com/watch?v=Nn4w-ud-TyE -Johnson- “If I’ve lost Cronkite, I’ve lost middle-American”

87. Nixon and Vietnam: 1969-1973 -“Achieving peace with honor” -No more willing to lose than Johnson, but wants to end war fast and go about things differently. -Diplomacy- with Soviet Union -Policy of Vietnamization- really starts with Johnson in his last year in office but Nixon gives a new name to it- can’t just stop the war now or it will have all been for nothing- instead changes the policy and turns the fighting back over to the Southern Vietnamese troops. -Takes a long time to happen but more troops do start heading home! -Draft ends in 1972 -This helps with anti-war movement- slowing the war down. -Bombing of Cambodia- third part of ending the war -Tries to disrupt the Ho Chi Minh supply line -But when that comes out you get another round of anti-war movements

88. 1971- Leaks the Pentagon Papers: TIME Magazine -Outlines everything, all the ways we were getting more involved than revealed, Nixon tried to block this from coming out- Supreme Court sided with TIME -Public opinion shifted entirely. -Mai Li Massacre -“Christmas bombing” December 1972

89. Peace at Last January 1973 Peace Treaty -Last troops leave by March of 1973 -Spring of 75 final offensive was launched- led to the Fall of Saigon- evacuation of American embassy

90. THE GREAT SOCIETY

91. First 5 minutes https://www.youtube.com/watch?v=mUc2eLe-ruI

92. Silent Read LBJ’s “Great Society” In your notebook, respond to the following: Source- What type of document is this? Close reading- What is the message of this document? Context- What sorts of government programs do you think President Johnson would support, based on this document?

93. Great Society Programs Which of these programs have you heard of? Which programs do you think have been successful? How do you measure if the programs are successful? How is the Great Society like the New Deal? How is it different?

94. Quick Clip https://www.youtube.com/watch?v=kx0K637mBV E https://www.youtube.com/watch?v=kx0K637mBV E As you watched, what types of programs did LBJ support? According to the clip, was the Great Society a success or failure?

95. Pro/Con Document Read the Pros/Cons documents with your group and fill out the graphic organizer with your group.

96. Revolutions in Science, Technology, and Medicine

97. Nixon

98. Détente

99. Opec

100. Nixon and Watergate

101. Carter’s Presidency