This document summarizes the book "Freedom Betrayed: Herbert Hoover's Secret History of the Second World War and Its Aftermath". The book is a critical analysis of FDR and Churchill's actions before, during, and after WWII. It argues that FDR deliberately led the US into WWII against public opinion and betrayed Eastern European nations to Stalin. It also asserts that FDR provoked Japan into attacking Pearl Harbor by imposing sanctions. The book challenges conventional views of WWII and the actions of FDR and Churchill. It provides extensive documentation through footnotes to support its claims and interpretations of events.
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST REVISIONISTS VIEWS. A presentation containing: a view over post revisionists and post revisionism, views of John Lewis Gaddis, LaFeber, Leffler, Trachtenberg, Accuf.
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST REVISIONISTS VIEWS. A presentation containing: a view over post revisionists and post revisionism, views of John Lewis Gaddis, LaFeber, Leffler, Trachtenberg, Accuf.
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVI...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVISIONISTS VIEWS. A presentation containing: a view over revisionists and revisionism, views of Walter Lippman, William Appleman Williams, Gal Alperovitz, Gabriel Kolko, Michael Hughes et all.
CAMBRIDGE IGCSE HISTORY REVISION 6 - WHO WAS TO BLAME FOR THE COLD WAR - TRAD...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 6 WHO WAS TO BLAME FOR THE COLD WAR - TRADITIONALISTS VIEWS. A presentation containing: a view over traditionalism, hero vs. villain scenario, the policy of containment, the dominant vision, views of Arthur Schlesinger, Michael Hart, Paul Wolfowitz, Christopher Andrew, Eugene Rostow, et all.
CAMBRIDGE A2 HISTORY: TRUMAN'S CONTAINMENT POLICY. Content: Truman's containment policy, key policy, key terms, containment definition, George Kennan, USA's presidents and the containment policy, human rights vs anti-communism, the X-Article, countering soviet pressure, controversy, Dulles and Nitze, expansion of US military budget.
Hello..!! its my first presentation...please keep support me ..i will provide your subjects related meterial..i want to teach or understand each and basic knowledge of our world ..
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVI...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVISIONISTS VIEWS. A presentation containing: a view over revisionists and revisionism, views of Walter Lippman, William Appleman Williams, Gal Alperovitz, Gabriel Kolko, Michael Hughes et all.
CAMBRIDGE IGCSE HISTORY REVISION 6 - WHO WAS TO BLAME FOR THE COLD WAR - TRAD...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 6 WHO WAS TO BLAME FOR THE COLD WAR - TRADITIONALISTS VIEWS. A presentation containing: a view over traditionalism, hero vs. villain scenario, the policy of containment, the dominant vision, views of Arthur Schlesinger, Michael Hart, Paul Wolfowitz, Christopher Andrew, Eugene Rostow, et all.
CAMBRIDGE A2 HISTORY: TRUMAN'S CONTAINMENT POLICY. Content: Truman's containment policy, key policy, key terms, containment definition, George Kennan, USA's presidents and the containment policy, human rights vs anti-communism, the X-Article, countering soviet pressure, controversy, Dulles and Nitze, expansion of US military budget.
Hello..!! its my first presentation...please keep support me ..i will provide your subjects related meterial..i want to teach or understand each and basic knowledge of our world ..
Compromise and cowardice hurts everyone concerned. Cowardice is destructive and short-sighted. In Revelation 21:8, Cowards are at the top of the list of those who will be condemned by God for all eternity - thrown into the Lake of Fire.
John Heintz is a respected Chicago educational consultant who previously held leadership responsibilities with the Niles Township High School District 219. An avid reader, Chicago native John Heintz particularly enjoys 20th century fiction classics such as To Kill A Mockingbird and The Great Gatsby. Mr. Heintz was, after all, an English teacher for fifteen years before building the consultancy Second Rail Education. Two of his favorite nonfiction authors are Doris Kearns Goodwin and Tony Judt. Mr. Heintz finds Ms. Goodwin's work No Ordinary Time - Franklin and Eleanor Roosevelt: The Home Front in World War II particularly compelling.
CAMBRIDGE A2 HISTORY: THE MAIN INTERPRETATIONS OF THE COLD WAR AND A LITERATU...George Dumitrache
The first presentation for Paper 3, "The main interpretations of the Cold War and a literature review". Suitable for Cambridge Examination starting May/June and November 2016. It contains: the origins of the Cold War; orthodox traditional interpretation and the historians (Thomas Bailey, Herbert Feis, George Kennan); revisionist interpretation and the historians (William Appleman, Walter LaFeber, Gal Alperovits, Gabriel Kolko); post-revisionist interpretations and the historians (Thomas Patterson, Lewis Gaddis, Ernest May).
The Cold War impacted nearly every aspect of American life in the im.pdffedosys
The Cold War impacted nearly every aspect of American life in the immediate postwar Era.
Considering the primary source documents concerning American foreign policy in the Early
Cold War (The Truman Doctrine, NSC-68 and the Ideological Cold War, A Critique of
Containment) as well as those concerning domestic Cold War politics (Joseph R. McCarthy on
the Attack, \"Who is Loyal to America\" and \"The American Way of Life\"), explain how
American foreign policy after 1945 affected American life at home. Based on these readings,
explain whether or not you believe the reaction to global communism at home and abroad was
appropriate and/or successful?
Solution
I. The Causes of the Cold War: The Great Debate and Beyond
The divide between capitalism and Communism, and the elimination of a common enemy at the
end of World War II, do much to explain the Cold War\'s onset, but each explanation minimizes
the complexity of the situation. As historian William A. Williams framed the issue: \"which side
committed its power and policies which hardened the natural and inherent tensions and
propensities into bitter antagonisms and inflexible positions?\" Scholars have provided several
answers, and while many would eschew such labels, it is helpful to think of their positions as
representing three general view points: orthodox, revisionist, and post-revisionist.
Orthodox historians, many of whom were former Roosevelt or Truman administration officials,
place primary responsibility for the Cold War on the Soviet Union. According to this view,
Moscow\'s aggressive and expansionist tendencies stood in stark contrast to Washington\'s
passive and defensive behavior. Herbert Feis\' studies, such as Churchill, Roosevelt, and Stalin:
The Wars They Waged and the Peace They Sought and From Trust to Terror: The Onset of the
Cold War, 1945-1950, exemplify this perspective. These works emphasize Stalin\'s
\"ruthlessness,\" \"spirit of mistrust,\" and revolutionary goals. Louis Halle presents a more
nuanced though generally traditional interpretation in The Cold War as History. While rooting
his analysis in \"realism\" and refusing to find fault with either side, he nonetheless presents the
Cold War as a \"power contest in which one expanding power has threatened to make itself
predominant, and in which other powers have banded together in a defensive coalition to
frustrate it.\"
In the late 1950s, a few scholars began to question the orthodoxy of American passivity and
Communist aggression. These \"revisionists\" rejected the notion that the Soviet Union was
solely to blame for the Cold War, suggesting instead that the conflict emerged more from
America\'s pursuit of its own global economic and strategic agenda. William A. Williams
spawned the revisionist school with his classic and controversial work The Tragedy of American
Diplomacy. Williams argues that the United States \"crystallized\" the Cold War in its
determination to further its traditional policy of Open Door expans.
The article describes about the inspiring personality of wold's most influential foreign policy analyst of our time and his majestic recent book" World Order"
HY 1120, American History II 1 Course Learning Out.docxtarifarmarie
HY 1120, American History II 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
5. Contrast varied perspectives concerning America’s presence in the world.
5.1 Discuss America’s experience in becoming a world military power during World War I (WWI).
5.2 Describe reactions to America’s impact on the world stage during the WWI era.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Readings: U.S. History
Unit III Scholarly Activity
5.2
Unit Lesson
Readings: U.S. History
Unit III Scholarly Activity
Reading Assignment
Throughout this course, you will be provided with sections of content from the online resource U.S. History.
You may be tested on your knowledge and understanding of the material listed below as well as the
information presented in the unit lesson. Click on the link below to access your material.
Click here to access this unit’s readings from U.S. History. The chapter/section titles are also provided below.
Chapter 22 (Sections 22.1–22.5): Age of Empire: American Foreign Policy, 1890-1914
Chapter 23 (Sections 23.1–23.5): Americans and the Great War, 1914-1919
Unit Lesson
We ended the previous unit with the ascent of Teddy Roosevelt taking over as president for the deceased
McKinley. The turn of the century would prove to be a period of great change for the United States, and it
began with a larger-than-life figure in the Oval Office.
Roosevelt was viewed as a warrior, sportsman, cowboy, activist, reformer, and politician. He led the American
people with a confidence and charisma that inspired feelings of American infallibility and arrogance.
Politically, his influence is perhaps best known for trust-busting, or enforcing regulations on the monopolies
that had overtaken the railroads, oil, and other economic entities, which used laissez-faire tactics to widen the
economic gap. Roosevelt also believed in holding these corruptive influences publicly liable, which would
become synonymous with his role in supporting muckrakers—and arguably being one. He was first a man of
the citizens, hoping to build relationships rather than enemies, and he even served as a mediator of labor
disputes such as with the United Mine Workers (UMW). He did not seek to punish the successful but simply to
ensure that the system was fair for all.
At the beginning of the 20th century, the contiguous U.S. map, with the exception of a few southwestern
territories, closely resembled that of modern America—at least politically. The treatment of Hawaii and
Alaska, as protected U.S. territories at the time, along with Roosevelt’s arrogance, led to questions about
America’s imperial potential. The same “big stick” that Roosevelt had used to bust corrupt corporations would
also sometimes reach beyond U.S. boundaries. He would be directly influential in U.S. actions in Cuba and
Panama. As a Navy man, he was an advocate of international am.
Sept. 10, 2004 -- When U.S. forces toppled Saddam Hussein’s regime.docxbagotjesusa
Sept. 10, 2004 -- When U.S. forces toppled Saddam Hussein’s regime, some American policymakers were unprepared for the intensity of the resistance that ensued. John Judis’ latest book, The Folly of Empire: What George W. Bush Could Learn from Theodore Roosevelt and Woodrow Wilson, finds the postwar developments in Iraq entirely unsurprising.
Judis, senior editor for The New Republic offers a survey of U.S. foreign policy since the late 19th century—and finds that the Bush administration has failed to learn from past attempts at American imperialism.
Book Excerpt: The Folly of Empire
At noon, October 18, 2003, President George W. Bush landed in Manila as part of a six-nation Asian tour. Because officials were concerned about a terrorist attack on the embattled islands, the presidential airplane, Air Force One, was shepherded into Philippine air space by F-15s. Bush’s speech to the Philippine Congress was delayed by what one reporter described as “undulating throngs of demonstrators who lined his motorcade route past rows of shacks.” Outside the Philippine House of Representatives, several thousand more demonstrators greeted Bush, and several Philippine legislators staged a walkout during his twenty-minute speech.
In his speech, Bush took credit for America transforming the Philippines into “the first democratic nation in Asia.” Said Bush, “America is proud of its part in the great story of the Filipino people. Together our soldiers liberated the Philippines from colonial rule. Together we rescued the islands from invasion and occupation.” And he drew an analogy between America’s attempt to create democracy in the Philippines and its attempt to create a democratic Middle East through invading and occupying Iraq in the spring of 2003: “Democracy always has skeptics. Some say the culture of the Middle East will not sustain the institutions of democracy. The same doubts were once expressed about the culture of Asia. These doubts were proven wrong nearly six decades ago, when the Republic of the Philippines became the first democratic nation in Asia.”
After a state dinner, Bush and his party were bundled back onto Air Force One and shunted off to the president’s next stop, Thailand. The Secret Service had warned Bush that it was not safe for him to remain overnight in the “first Democratic nation in Asia.”
As many Philippine commentators remarked afterward, Bush’s rendition of Philippine-American history bore very little relation to fact. True, the United States Navy under Admiral George Dewey had ousted Spain from the Philippines in the Spanish-American War of 1898. But instead of creating a Philippine democracy, President William McKinley annexed the country and installed a colonial administrator. The United States then fought a brutal war against the same Philippine independence movement it had encouraged to fight Spain. The war dragged on for fourteen years. Before it was over, about 120,000 American troops were deployed and more than 4,00.
460 THE JOURNAL OF SOUTHERN HISTORYagainst slavery and aga.docxalinainglis
460 THE JOURNAL OF SOUTHERN HISTORY
against slavery and against national oppression led humankind onto an
increasingly progressive path” (p. 137).
Garrison and Mazzini were not without their differences, however. On the
one hand, Garrison was committed to nonviolence. He also scorned those
who worked within the political framework of the slaveholding American
republic to promote antislavery causes. On the other hand, Mazzini advocated
for violent upheavals against Italy’s overlords. And his goal of creating a
republic was inherently political. Despite these differences, Garrison and
Mazzini were equally steadfast in adhering to their principles, even against
pressure from fellow reformers. Garrison’s abolitionist movement splintered
into competing factions, with some former allies engaging in politics and
others encouraging armed resistance against slaveholders. Meanwhile,
Mazzini was often forced into exile for refusing to compromise. He was
therefore physically and politically marginalized when others who did not
share his commitment to democracy unified the peninsula.
Parallel lines never cross. But parallel lives can intersect. Garrison and
Mazzini met twice, in 1846 and 1867. Dal Lago claims that the two formed
“a lifelong friendship” (p. 116). However, he never shows that Garrison and
Mazzini were more than acquaintances with similar views and mutual
respect. Not that it matters; they clearly supported one another’s causes.
In 1849 Garrison endorsed the short-lived Roman Republic, which elected
Mazzini to its executive triumvirate. He also printed Mazzini’s abolitionist
essays and authored an introduction to a posthumous collection of Mazzini’s
autobiographical writings. Curiously, Dal Lago cites few of these presumably
rich sources. Moreover, other sources he includes suggest a more interesting
narrative—one with London as the center of gravity in the Atlantic’s galaxy
of reformers, with foreign stars like Garrison and Mazzini orbiting around
British sympathizers. After all, it was the British politician William Henry
Ashurst who introduced Garrison and Mazzini. And it was Ashurst’s daugh
ter, Emily Ashurst-Venturi, who arranged for Garrison to provide the intro
duction to Mazzini’s autobiography.
Comparative biography is a tricky genre. Dal Lago does an admirable job
of focusing on the similarities between abolitionism and democratic nation
alism, despite alternating between Garrison and Mazzini. But was a compar
ative biography of two leaders the best vehicle for conducting such a study?
Happily, Garrison got to witness the abolition of slavery. In contrast,
Mazzini, the fierce republican, was hardly satisfied when the Kingdom of
Italy was proclaimed in 1861. Let’s just say that this book leaves its readers
feeling more like Mazzini than Garrison.
Princeton University C r a ig B. H o l l a n d e r
To Raise Up a Nation: John Brown, Frederick Douglass, and the Making
o f a Free Country. By Will.
This is a presentation that I received from David Moosa Pidcock and here I am sharing the same with permission from David. This is an important source for anyone interested in history of wars, nature of political developments and future course of history.
CAMBRIDGE A2 HISTORY: IRON CURTAIN. Content: Stalin Balshoi speech, the Long telegram, the Fulton speech, historian opinion, suspicions after the speech, different beliefs, aims, resentments, events, Russia's salami tactics, cartoon.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. “Freedom Betrayed is an extended excoriation of
Franklin D. Roosevelt, and his foreign policy... the
words will be jarring to many who today regard World
War II in uniformly heroic terms”. - Tim Ferguson, Forbes
6. “A remarkably well-
researched, heavily
footnoted revisionist
history… seems
destined to become
one of the key
historical documents
of the mid-20th
century, challenging
many long-accepted
interpretations of
events”.
- James E. Person Jr.,
The Washington Times
7. “Freedom Betrayed is a searing indictment of FDR and the men around
him as politicians who lied prodigiously about their desire to keep
America out of war, even as they took one deliberate step after another
to take us into war.”- Pat Buchanan, “Did FDR Provoke Pearl Harbour?”
8. “In its sharp dissent from
the conventional
understanding of the
mid-twentieth century,
Herbert Hoover's book
succeeds in bringing that
history back to life and in
forcing us to think about
it in ways that will surely
be unfamiliar to many.”
- Tom Bethell,
“Revisionist History
That Matters”,
The American Spectator.
9. “Freedom Betrayed is the
work of a serious student
of history, and is heavily
researched and
footnoted. Its publication
is a monumental moment
in the history of
presidential writings,
and Nash deserves credit
for his persistence
and dedication
in shaping it.”
- Gerald J. Russello
“Herbert Hoover, Revisionist”, The University Bookman
10. “What an amazing historical
find! Historian
George H. Nash, the dean of
Herbert Hoover studies,
has brought forth a very rare
manuscript in Freedom
Betrayed. Here is Hoover
unplugged, delineating on
everything from the ‘lost
statesmanship’ of FDR to the
Korean War.
A truly invaluable work
of presidential history.
Highly recommended.”
- DOUGLAS BRINKLEY,
is professor of history
at Rice University and editor
of The Reagan Diaries.
11. “Finally, after waiting for close
to half a century, we now have
Hoover’s massive and
impassioned account of
American foreign policy from
1933 to the early 1950s.
Thanks to the efforts of George
H. Nash, there exists an
unparalleled picture of
Hoover’s world view, one long
shared by many conservatives.
Nash’s thorough and
perceptive introduction shows
why he remains America’s
leading Hoover scholar.”
- JUSTUS D. DOENECKE, author of
Storm on the Horizon: The Challenge to
American Intervention, 1939-1941
12. “A forcefully argued and well documented alternative to, and critique of,
the conventional liberal historical narrative of America’s road to war and
its war aims. Even readers comfortable with the established account
will find themselves thinking that on some points the accepted history
should be reconsidered and perhaps revised.”
- JOHN EARL HAYNES,
- author of
Spies: The Rise and Fall of
the KGB in America.
13. “Freedom Betrayed
offers vivid proof of
William Faulkner’s famous
dictum that
“The past is never dead.
It’s not even past.”
For those who might think
that history has settled the
mantle of consensus around
the events of the World War
II era, Hoover’s iconoclastic
narrative will come as an
unsettling reminder that
much controversy remains.
14. By turns quirky and astute, in prose that is often acerbic and unfailingly
provocative, Hoover opens some old wounds and inflicts a few new
ones of his own, while assembling a passionate case for the tragic errors
of Franklin Roosevelt’s diplomacy.
15. - DAVID M. KENNEDY is professor of history emeritus at Stanford
University and the author of Freedom From Fear: The American
People in Depression and War, 1929-1945
Freedom Betrayed is must-read for anyone
interested in the most consequential upheaval
of the twentieth century.”
16. Imagine spending 20 years
writing and rewriting
a monumental tome
dissecting 20th-century
global conflicts,
only to have it sit in storage
for nearly five more decades !
17. Such was the fate of the book
Herbert Hoover called his Magnum
Opus: a heavily documented effort
to expose hidden aspects of
U.S. foreign policy before,
during and after World War II.
18. At last Freedom Betrayed, the
manuscript that the 31st president
completed in 1963, is in print
(Hoover Institution Press).
19.
20.
21.
22.
23.
24.
25. Edited and introduced by historian George H. Nash,
the 900-page memoir offers an encyclopaedia of uncomfortable truths
that dull the gloss of President Franklin D. Roosevelt and Prime Minister
Winston Churchill.
27. This, in the face of his 1940 campaign promise:
"I have said this before, but I shall say it again and again and again:
Your boys are not going to be sent into any foreign wars."
28. In the author's view, the wise
course would have been to
let Russia's Stalin
and Germany's Hitler
—"destroy each other."
29. American territory was never threatened by
the Germans, and even Western Europe
would have remained unscathed had it not
attempted to stop Germany's eastward push.
30. Instead, by partnering with
Stalin to defeat Hitler,
Roosevelt and Churchill gave
communism legitimacy.
31.
32.
33.
34. Worse, by acceding to the Russian dictator's territorial demands, they
betrayed the very principles of universal self-determination they had
proclaimed in the Atlantic Charter.
35.
36. By November 1943, secret commitments by the Allies at their Tehran
Conference constituted
"the greatest blows to human freedom
in this century."
37. The Soviet Union would be allowed
to annex Estonia, Latvia, Lithuania,
Bessarabia, Bukovina and parts of
Finland and Poland and to secure a
periphery of
"friendly border states."
38. Thus, fifteen nations were betrayed to
Communism and the independent life
and freedom they had enjoyed were
snuffed out.
41. His economic sanctions against Japan and shunning of
Japanese peace overtures sparked the Pearl Harbour
attack and ultimately the
U.S. atomic bombing of Hiroshima and Nagasaki
—"the act of unparalleled brutality
in all American history."
42. Hoover cites other markers along
the slippery slope of the Stalin
alliance: the Yalta Conference
agreement ceding the Kurile
Islands and Sakhalin Island
to Russia
(in exchange for promised help, of
dubious value, against Japan);
43. the broken agreement with
Chinese nationalist leader
Chiang Kai-shek to consult him
on matters pertaining to Asia;
the loss of China and North
Korea to communism.
44. One of the author's provocative questions: What part did Communist
agents in U.S. government positions play in Roosevelt's policies?
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58. Freedom Betrayed,
resembles a prosecutor’s
brief against Roosevelt
—and against Winston
Churchill as well
— at the bar of history.
Hoover’s “thunderbolt”
now strikes—
nearly a half-century
after it was readied.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78. The former president’s interpretation of the conduct and
consequences of the Second World War… challenges us
to think afresh about our past.”
- BERTRAND M. PATENAUDE,
author
of A Wealth of Ideas: Revelations
from the
Hoover Institution Archives
79.
80. “Nearly fifty years after his death, Herbert Hoover returns as
the ultimate revisionist historian, prosecuting his heavily
documented indictment of US foreign policy before, during,
and after the Second World War. Brilliantly edited by George
Nash, Freedom Betrayed is as passionate as it is provocative.
81. Many no doubt will
dispute Hoover’s strategic
vision. But few can dispute
the historical significance
of this unique volume,
published even as
Americans of the
twenty-first century
debate their moral and
military obligations.”
- RICHARD NORTON SMITH is a
presidential historian and
author, former director of
several presidential libraries,
and Current scholar-in-residence at
George Mason University
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108. We need to understand the context of our history
and rediscover the real facts, the real people and the real history
- so that we might counter satan's deceptions of the nations.
Facts are Stubborn Things
109. Dr. Peter Hammond
Reformation Society
P.O. Box 74
Newlands, 7725
Cape Town, South Africa
Tel: (021) 689-4480
Fax: (021) 685-5884
Email: info@ReformationSA.org
Website: www.ReformationSA.org
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128. Dr. Peter Hammond
Reformation Society
P.O. Box 74
Newlands, 7725
Cape Town, South Africa
Tel: (021) 689-4480
Fax: (021) 685-5884
Email: info@ReformationSA.org
Website: www.ReformationSA.org