This is a very brief lesson on the history of the Vietnam war. It gives students not only an idea of what was going on overseas, but also what was going on at home.
This gives students a very brief history of the Vietnam war. It not only gives them insight to what was going on overseas, but also what was going on at home.
The document provides context about key events in 1960s America related to escalation of the Cold War and domestic issues. Some key points:
- The Cold War escalated between the US and Soviet Union, threatening nuclear conflict. America disagreed over military involvement abroad.
- Cuba transitioned to a communist regime under Castro after the failed Bay of Pigs invasion. This brought Soviet missiles to Cuba and nearly caused nuclear war during the Cuban Missile Crisis.
- America increasingly intervened in Vietnam amid the Domino Theory, but the Tet Offensive showed the war was not close to ending as believed.
- At home, civil rights legislation aimed to desegregate schools and public spaces, while protests grew.
Unit 6 section 2 lesson 3 war divides america (hs tmb240-16090's conflicted ...MrsSmithGHS
This lesson describes the growing divisions in American society over the Vietnam War between 1965-1968. It analyzes the Tet Offensive in early 1968, which showed the war was not going as well as claimed, and led to more opposition. It also summarizes how the 1968 presidential election was influenced by the war, the assassinations of MLK and RFK, and Nixon appealing to those not protesting the war.
The Vietnam War caused immense loss of life and deeply divided American society. Over 50,000 US troops and millions of Vietnamese and Cambodians were killed in the long and unsuccessful US effort to contain communism in Southeast Asia. Growing public opposition led to major protests and political upheaval in the US. Ultimately, the US withdrew and South Vietnam fell to a North Vietnamese communist government in 1975. The war left a legacy of distrust in government and trauma for many veterans.
There are two discussions I need to respond too. 100 words for both .docxOllieShoresna
There are two discussions I need to respond too. 100 words for both discussions. Needs to be done right away.
Discussion 1:
Former President Lyndon B. Johnson presented “The Great Society” speech. In this speech, Johnson declared war on poverty and racism. This legislation included laws upholding civil rights, public broadcasting, Medicare, Medicaid, environmental protection, aid to education, and the abolition of poverty. I will argue that that when he signed the Civil Rights Acts of 1964 and 1968 outlawing most forms of racial segregation and providing equal housing opportunities regardless of race, creed, or national origin, and passed the Voting Rights Act of 1965 outlawing discrimination in voting was his greatest accomplishment during his presidency. In my opinion, The Civil Rights Act of 1964 and 1968 gave black people back their dignity, pride, and in sense their freedom. Black people felt that they were now a part of America.
LBJ also appointed Thurgood Marshall as the first African American justice on the Supreme Court Signed the Elementary and Secondary Education Act and Higher Education Act to improve funding to schools, especially those in poor districts. Established the National Endowment for the Humanities and the National Endowment for the Arts to support humanists and artists and created programs to tackle poverty such as Head Start, food stamps, Work Study, Medicare, and Medicaid. I will say this his gun control policy act was one of his greatest mistakes domestically because it interfered with the 2
nd
amendment the right to bear arms. He came up with the policy to lessen gun violence after Kennedy was assassinated, but the problem was that he outlawed a great amount of weaponry, allowing only guns for sporting purposes. Another thing, this policy was not well thought out, it went through many different phases of revision because the simple fact is that was incomplete. I think because he was close to JFK and that he witnessed his assassination that his emotions maybe overpowered his decision professionally in regards to the gun control policy.
Despite of the accomplishments that Johnson made domestically, the Vietnam War overshadowed his domestic affairs. Which is so messed up when you think about because LBJ did not initiate the American involvement in Vietnam. Truman, Eisenhower, and Kennedy were the ones who made it so the U.S. would and could intervene. However, LBJ made the decision to Americanize the conflict in Vietnam. Despite promises to bring a swift end to American involvement in Indochina, Johnson steadily increased the number of U.S. troops deployed to Vietnam, hoping to ensure a U.S. victory before withdrawing forces. No American president had yet "lost" a war, and Johnson hoped he wouldn't be the first. By the end of his second term as president, his approval rates had plummeted and his hopes for bringing an end to the war in Vietnam had dissolved. In my opinion, LBJ had the opportunity to have a great .
The 60s american politics turbulent decadeMarcus9000
A look at the political history of the USA spanning the decade of the 1960s.
This covers events such as the Bay of Pigs, Cuban Missile Crisis, Vietnam, Civil Rights Movement and the Space Race as well as the Cold War.
The 1960s saw major social and political upheaval related to civil rights and racial equality. The Civil Rights Movement led by Martin Luther King Jr. and others fought to end segregation through numerous protests and demonstrations, including King's iconic "I Have a Dream" speech. Meanwhile, Nelson Mandela emerged as a leader against apartheid in South Africa, though he was imprisoned for much of the 1960s. The decade also saw the rise of feminism and the women's liberation movement seeking greater equality and freedom for women.
This is a very brief lesson on the history of the Vietnam war. It gives students not only an idea of what was going on overseas, but also what was going on at home.
This gives students a very brief history of the Vietnam war. It not only gives them insight to what was going on overseas, but also what was going on at home.
The document provides context about key events in 1960s America related to escalation of the Cold War and domestic issues. Some key points:
- The Cold War escalated between the US and Soviet Union, threatening nuclear conflict. America disagreed over military involvement abroad.
- Cuba transitioned to a communist regime under Castro after the failed Bay of Pigs invasion. This brought Soviet missiles to Cuba and nearly caused nuclear war during the Cuban Missile Crisis.
- America increasingly intervened in Vietnam amid the Domino Theory, but the Tet Offensive showed the war was not close to ending as believed.
- At home, civil rights legislation aimed to desegregate schools and public spaces, while protests grew.
Unit 6 section 2 lesson 3 war divides america (hs tmb240-16090's conflicted ...MrsSmithGHS
This lesson describes the growing divisions in American society over the Vietnam War between 1965-1968. It analyzes the Tet Offensive in early 1968, which showed the war was not going as well as claimed, and led to more opposition. It also summarizes how the 1968 presidential election was influenced by the war, the assassinations of MLK and RFK, and Nixon appealing to those not protesting the war.
The Vietnam War caused immense loss of life and deeply divided American society. Over 50,000 US troops and millions of Vietnamese and Cambodians were killed in the long and unsuccessful US effort to contain communism in Southeast Asia. Growing public opposition led to major protests and political upheaval in the US. Ultimately, the US withdrew and South Vietnam fell to a North Vietnamese communist government in 1975. The war left a legacy of distrust in government and trauma for many veterans.
There are two discussions I need to respond too. 100 words for both .docxOllieShoresna
There are two discussions I need to respond too. 100 words for both discussions. Needs to be done right away.
Discussion 1:
Former President Lyndon B. Johnson presented “The Great Society” speech. In this speech, Johnson declared war on poverty and racism. This legislation included laws upholding civil rights, public broadcasting, Medicare, Medicaid, environmental protection, aid to education, and the abolition of poverty. I will argue that that when he signed the Civil Rights Acts of 1964 and 1968 outlawing most forms of racial segregation and providing equal housing opportunities regardless of race, creed, or national origin, and passed the Voting Rights Act of 1965 outlawing discrimination in voting was his greatest accomplishment during his presidency. In my opinion, The Civil Rights Act of 1964 and 1968 gave black people back their dignity, pride, and in sense their freedom. Black people felt that they were now a part of America.
LBJ also appointed Thurgood Marshall as the first African American justice on the Supreme Court Signed the Elementary and Secondary Education Act and Higher Education Act to improve funding to schools, especially those in poor districts. Established the National Endowment for the Humanities and the National Endowment for the Arts to support humanists and artists and created programs to tackle poverty such as Head Start, food stamps, Work Study, Medicare, and Medicaid. I will say this his gun control policy act was one of his greatest mistakes domestically because it interfered with the 2
nd
amendment the right to bear arms. He came up with the policy to lessen gun violence after Kennedy was assassinated, but the problem was that he outlawed a great amount of weaponry, allowing only guns for sporting purposes. Another thing, this policy was not well thought out, it went through many different phases of revision because the simple fact is that was incomplete. I think because he was close to JFK and that he witnessed his assassination that his emotions maybe overpowered his decision professionally in regards to the gun control policy.
Despite of the accomplishments that Johnson made domestically, the Vietnam War overshadowed his domestic affairs. Which is so messed up when you think about because LBJ did not initiate the American involvement in Vietnam. Truman, Eisenhower, and Kennedy were the ones who made it so the U.S. would and could intervene. However, LBJ made the decision to Americanize the conflict in Vietnam. Despite promises to bring a swift end to American involvement in Indochina, Johnson steadily increased the number of U.S. troops deployed to Vietnam, hoping to ensure a U.S. victory before withdrawing forces. No American president had yet "lost" a war, and Johnson hoped he wouldn't be the first. By the end of his second term as president, his approval rates had plummeted and his hopes for bringing an end to the war in Vietnam had dissolved. In my opinion, LBJ had the opportunity to have a great .
The 60s american politics turbulent decadeMarcus9000
A look at the political history of the USA spanning the decade of the 1960s.
This covers events such as the Bay of Pigs, Cuban Missile Crisis, Vietnam, Civil Rights Movement and the Space Race as well as the Cold War.
The 1960s saw major social and political upheaval related to civil rights and racial equality. The Civil Rights Movement led by Martin Luther King Jr. and others fought to end segregation through numerous protests and demonstrations, including King's iconic "I Have a Dream" speech. Meanwhile, Nelson Mandela emerged as a leader against apartheid in South Africa, though he was imprisoned for much of the 1960s. The decade also saw the rise of feminism and the women's liberation movement seeking greater equality and freedom for women.
The document provides an overview of several key events and developments in the United States during the 1970s. It discusses the economic stagnation of the decade, the Vietnam War policies of President Nixon including Vietnamization and the bombing of Cambodia, the Watergate scandal, and the women's rights and environmental movements. It also summarizes several Supreme Court cases related to desegregation, affirmative action, and privacy rights.
The 1960s were a tumultuous decade defined by social unrest and foreign policy challenges for the United States. Kennedy faced problems with the Berlin Wall and Vietnam, pursuing a policy of flexible response. The decade saw the Cuban Missile Crisis, ongoing civil rights struggles, and escalating US involvement in Vietnam under Johnson. Mass protests against the war grew through the late 1960s, culminating in the Tet Offensive and Nixon's policy of Vietnamization. Domestically, Johnson pursued a Great Society agenda but divisions grew over civil rights amid inner city unrest. Cultural norms shifted significantly as well, with rising social liberalism, counterculture movements, and opposition to established authority.
Required Reading American YAWP Chapter 27Primary Sources.docxkellet1
Required Reading
: American YAWP Chapter 27
Primary Sources:
Lyndon Johnson, Howard University Commencement Address (1965)
National Organization for Women, “Statement of Purpose” (1966)
George M. Garcia, Vietnam Veteran, Oral Interview (2012/1969)
The Port Huron Statement (1962)
The 1960s was a pivotal decade in American history. The legacy of the 1960s, for example, the Vietnam War, Civil Rights, and feminism, still resonates in America today. When John Kennedy assumed the presidency in 1961, he inspired a generation of young people to serve their country in organizations like the Peace Corps. Millions of Baby Boomers, born after World War II, went to colleges and universities in the 1960s. Many young people in the 1960s felt they could change the nation for the better. Early in the decade, many young Americans fought for civil rights and the end to racial discrimination in public places and in voting. The Civil Rights movement had major successes in the 1960s with the Civil Rights Act of 1964 and the Voting Rights Act of 1965.
By 1964-65, the growing anti-war movement grew on college campuses across the country as the United States increased its military involvement in South Vietnam. Vietnam had been divided in 1954 between a communist North Vietnam and a democratic South Vietnam. The United States supported South Vietnam with economic and military assistance because we did not want South Vietnam to fall to communism. In 1965, President Lyndon Johnson began to dramatically increase US military involvement in South Vietnam as hundreds of thousands of American troops were sent to fight the war. The war became deeply unpopular in the United States among young people, and by the late 1960s, other Americans as well who became disillusioned by the lack of progress in the war.
The 1960s saw the rise of many movements to address sexism, homophobia, and the environmental crisis in America. The Second Wave feminist movement challenged the gender norms of the 1950s that women belonged in the home. The modern gay rights movement started during the Stonewall Riots in 1969 against police brutality and discrimination of gay and lesbian people. Finally, we also saw the environmental movement gain national attention as it focused on clean air and water.
QUIZ 10 (Short Essay format- Please use direct quotes/proper citations only from the primary sources listed above).
Describe some of the ways the Civil Rights movement worked to end Jim Crows laws in the 1960s? How did Lyndon Johnson help the cause of Civil Rights? What did he say to students at Howard University in 1965? What was the Great Society? How did the young people who wrote the Port Huron statement in 1962 see the United States? What issues did they care about? How did the United States get involved in Vietnam? What event in 196.
This document summarizes major events and policies from JFK's New Frontier to LBJ's Great Society programs in the 1960s. It outlines LBJ's goals to cut the deficit while maintaining military size and assist the less fortunate. His Great Society aimed to declare war on poverty through programs like Medicare, Medicaid, education assistance, and tax cuts. It also details LBJ's remarks calling for a Great Society with abundance and liberty for all. Major Great Society programs targeted poverty, housing, education, healthcare, and the environment. The Civil Rights Movement achieved acts and laws promoting voting rights and ending discrimination.
The document provides an overview of major events in US foreign policy and domestic politics from the 1950s through the 1970s. It summarizes the Cold War tensions with the Soviet Union, including the arms race and conflicts in Korea, Hungary, and Cuba. It also discusses the US escalating involvement in Vietnam under Presidents Eisenhower, Kennedy, Johnson, and Nixon. Domestically, it outlines the civil rights movement and key civil rights legislation of the 1950s-1960s, as well as Great Society programs and political scandals like Watergate in the 1960s-1970s.
The document summarizes key events and statistics of the Vietnam War from 1965 to 1968. It describes the escalation of US involvement, including major bombing campaigns and the deployment of ground troops. It notes that this was America's first lost war and resulted in many casualties despite immense firepower. The authors created the presentation to honor family members who fought in the war and educate others about the 'heroes' of the Vietnam War.
The Vietnam War lasted from 1954 to 1975 and involved military escalation by the United States in an attempt to prevent South Vietnam from falling to communist control. It began as a war of independence against the French and resulted in the partition of Vietnam into communist North Vietnam and democratic South Vietnam. Despite massive U.S. military involvement and bombing campaigns, the U.S. struggled against Vietnamese guerrilla tactics and growing domestic anti-war sentiment. This led to the withdrawal of U.S. troops and the eventual defeat of South Vietnam in 1975.
The document provides biographical information and accomplishments of U.S. presidents Harry Truman through Richard Nixon. It notes that Truman took over after FDR's death and dealt with the transition to peacetime economy after WWII. His accomplishments included the Marshall Plan and recognizing Israel. John F. Kennedy served as president from 1961-1963 until his assassination, focusing on space exploration and civil rights. Lyndon Johnson passed major civil rights legislation and launched the Great Society program. Richard Nixon ended U.S. involvement in Vietnam and established the EPA while also resigning due to the Watergate scandal.
The Cold War was a long-standing rivalry between the United States and the Soviet Union that lasted from 1946 to 1991. It involved political, economic and military tensions rather than direct military conflict. A key event was the Cuban Missile Crisis in 1962, when the U.S. discovered Soviet nuclear missiles in Cuba. The Cold War ended in the late 1980s with reforms in the Soviet Union under Mikhail Gorbachev that led to the dissolution of the USSR in 1991.
The document provides an overview of the Vietnam War through a series of sections that discuss key events and aspects of the war. It covers who was involved in the war, when and where it took place, the reasons for US involvement, how soldiers experienced combat, protests against the war by hippies, and images that depict some of the brutality of the war. In the end, the document concludes that the war was a waste of lives and that the outcome would have been the same even if the US had not sent troops.
Ashford 5: - Week 4 - Instructor Guidance
Week 4 - Instructor Guidance
HIS 206: United States History II
Instructor Guidance
Week 4
Congratulations to everyone to making it to week four! We are officially past the half way mark. This is a good time to take a step back and take stock of everything you have learned so far. If you are behind on your work for the course, it might be a good time to reach out to your instructor to see what you can do to get caught up.
This is also a good time to go over the sources that you have found for your final project, reading carefully and closely. It might help to keep researching at the Ashford Library (see the week three guidance for more help finding sources). As you read over your sources, ask yourself “what are they saying about the topic, and how can I use what they are saying to support what I want to say”. Also, take notes as you read, so that you can go back and use useful materials from sources. Use quotes sparingly and make sure that you explain the quote and put it in the context of your own thinking.
This week’s guidance will cover the following areas:
1. Utilizing Feedback
2. Checklist and Assignments for Week 4
3. Topics covered this week
4. Source list
Utilizing Feedback
Video Transcript
Go to top of page
Checklist and Assignments for Week 4
√
Week Four Learning Activities
Due Date
Review Announcements
Tuesday – Day 1
Review and reflect on Instructor Guidance
Tuesday – Day 1
Read Assigned Readings and View Assigned Videos
No later than Day 3
Post initial response to Discussion 1 – A Single American Nation
Thursday – Day 3
Contribute 100 words to Discussion 2 – Open Forum
Monday – Day 7
Complete Week Four Quiz
Monday – Day 7
Post two responses to peers in Discussions 1 and 2
Monday – Day 7
Watch “End of Course Survey” Video
Monday – Day 7
Go to top of page
Topics Covered This Week
Timeline
1946 February 22
George Kennan’s “Long Telegram” from Moscow outlines the need to contain communism.
1947 March 12
Truman Doctrine is announced.
1947 June 5
Secretary of State George Marshall announces “Marshall Plan” to rebuild Europe.
1948 June
The Berlin Blockade begins.
1948 July
Executive Order 9981 initiates the desegregation of the military.
1949 April
NATO is formed.
1949 August 29
The USSR tests its first nuclear weapon.
1949 October 1
Mao Tse-tung declares formation of the People’s Republic of China.
1950 February 9
Joseph McCarthy declares there are 205 enemies within the state department.
1950 June 25
The Korean War begins.
1951
Color television is introduced.
1952
Car seat belts are introduced.
1952
The U.S. explodes the first hydrogen bomb over the Marshall Islands.
1953
James Crick and Francis Watson create DNA model.
1953 March 5
Soviet leader, Joseph Stalin, dies.
1953 June 19
Julius and Ethel Rosenberg are executed for conspiracy to commit espionage.
1953 July
Fighting in the Korean War ends with a divided Korea.
1953 August 12
Soviet Union explodes first hydrogen bomb.
1.
The Vietnam War lasted from 1954 to 1975 and consisted of three phases. Phase 1 was a war of independence against the French which ended in French defeat in 1954. This led to the partitioning of Vietnam into communist North Vietnam and democratic South Vietnam. Phase 2 saw escalating American military involvement under presidents Kennedy and Johnson following the Gulf of Tonkin Incident. Despite escalation, the US struggled against Vietnamese guerrilla forces. Phase 3 was the Vietnamese Civil War from 1973-1975, which resulted in a final North Vietnamese victory and reunification of Vietnam under communist rule.
Hogan's History- Cold War: Kennedy to Vietnam WarWilliam Hogan
This document provides background information on the Vietnam War. It discusses key events and individuals involved in the escalation of US involvement in Vietnam from the 1950s through the 1960s. Some of the main points covered include the Eisenhower Doctrine and Domino Theory that influenced US foreign policy, the division of Vietnam following French withdrawal, the Gulf of Tonkin Resolution that increased US troop deployment, strategies employed by both sides in the war, and the growing anti-war movement in the US in response to the human and economic costs of the war.
The document summarizes key events and aspects of the Vietnam War, including the initial involvement of the US in supporting South Vietnam, major battles like the Battle of Hamburger Hill, the integration of African American soldiers, and protests against the war including at Kent State University. It also discusses the Cold War context with communism in North Vietnam and China/Soviet assistance, as well as simultaneous domestic civil rights issues in the US.
The document discusses US public opinion toward the Vietnam War over time from 1965 to the 1970s. It shows that initial public support for the war declined significantly as the war dragged on, with a majority opposing the war by the late 1960s. Major events like the Tet Offensive and Kent State shooting further eroded support. Protests grew substantially and included organizations like Vietnam Veterans Against the War as well as large peace demonstrations. However, some supporters of the war argued they represented a "silent majority". Overall, opposition to the war had a large impact by contributing to Lyndon Johnson's decision not to seek re-election and pressuring Richard Nixon to begin withdrawing troops.
The Cold War began after World War II between the Soviet Union and the United States and lasted from 1947 to 1991. It was an ideological conflict between capitalism and communism that did not involve direct military combat. Key figures included Joseph Stalin of the Soviet Union, John F. Kennedy and Harry S. Truman of the United States. Major events during the Cold War included the Soviet development of nuclear weapons, the formation of NATO and the Warsaw Pact, and the Cuban Missile Crisis. The Cold War ended in 1991 with the fall of the Soviet Union.
LBJ greatly expanded social programs under the Great Society but became bogged down in the Vietnam War. He escalated US involvement despite growing domestic opposition. By 1968 the Tet Offensive showed the war was unwinnable, leading LBJ to not seek re-election. The war deeply divided the US and eroded trust in government. It ended in 1975 with a communist victory in Vietnam after the US withdrew.
This document provides an introduction and table of contents for a dissertation analyzing US involvement in Vietnam from 1956-1965. It gives background on the situation in Vietnam leading up to 1956, including the temporary division of North and South Vietnam along the 17th parallel following the 1954 Geneva Accords. The dissertation will examine key events and decisions that deepened US involvement during the Eisenhower, Kennedy, and Johnson administrations, such as the failed 1956 reunification election, the 1963 assassination of Ngo Dinh Diem, and the Gulf of Tonkin incident of 1964. It ends its analysis in 1965 when US combat troops were deployed and bombing of North Vietnam began, representing the point of no return in American involvement in the Vietnam War.
The document discusses the increasing involvement of the United States in Vietnam from 1945 to 1965. It notes the progression from financial support to political involvement to direct military involvement. Two key events that triggered greater American involvement were the Gulf of Tonkin incident in 1964, which led to the Gulf of Tonkin Resolution granting war powers, and the landing of 3,500 US marines in Da Nang in 1965, marking the beginning of direct American ground combat operations.
CASE STUDY COMMENTARY• Individual written task in Harvard sty.docxmoggdede
CASE STUDY COMMENTARY
• Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.
• The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies may be referred to when providing examples. Cite all sources.
• Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.
• Prepare and Introduction, Body, and Conclusion paragraphs.
• Sources must be used, identified, and properly cited.
• Format: PDF submitted through Turnitin
• The answers should analyse the following based on the case study provided with this task below the Rubrics:
1. Identify and explain the relevant parties in this case study?
2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources.
3. What ethical theories can each party use to support their behavior or decisions? Cite your sources.
4. Identify and discuss the points of law raised in the case? Cite your sources.
5. Identify and explain an additional case that supports or differentiates this case/situation.
Case study:
Cyber Harassment
In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other, and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help. They must be encouraged to choose to build people up and not tear them down.”
In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names. Hernández uploaded a video of this confrontation online, attracting much attention.
While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom.
Case Study Chapter 5 100 wordsTranscultural Nursing in the.docxmoggdede
Case Study Chapter 5
100 words
Transcultural Nursing in the Community Community health clients belong to a variety of cultural groups. To gain acceptance, nurses must strive to introduce improved health practices that are presented in a manner consistent with clients’ cultural values. The student nurse is going to visit two different homes with the community health nurse with different cultural beliefs. 1. In preparation for the student nurse’s visits to two different homes, what five transcultural principles will assist in guiding community health nursing practice in these settings? 2. During the first visit, the student nurse has to conduct a cultural assessment by questioning the patient and observing the family dynamics. The community health nurse has requested that the student nurse assess for appropriate information in six major areas. What six major areas should the student nurse consider? 3. After the conclusion of the first visit, the community health nurse cautions the student nurse to be consciously aware of any ethnocentrism attitudes toward other cultures and the importance of cultural diversity. What is ethnocentrism and why is it so important to be conscious of cultural diversity?
.
Case Study Chapter 10 Boss, We’ve got a problemBy Kayla Cur.docxmoggdede
Case Study: Chapter 10
Boss, We’ve got a problem
By Kayla Curry
Background
Charlie Upton was the most beloved citizen of the close knit village of Summit. Everyone knew and respected Charlie. As a 17 year veteran of the police department, he was valued and admired for his unyielding care for the community. Charlie Upton gained acclaim for his heavy involvement in youth activities. He coached the boys pee-wee football team to victory in back to back seasons. He was known to get passionate about a bad call by referees. Coach Upton cared so much for his team, he generously offered to reward the team with a trip to Disney World. The man was even President of the local school board at one time. The highlight of the Christmas season was when he would dress up as a convincing Santa Claus for all of Summit’s children and visit the elementary schools.
Cont.
Charlie Upton’s popularity within Summit was unparalleled. Upton was known to rub shoulders with the Village’s elite. Primarily Village Administrator Tim Bell, whose son was star quarterback of Upton’s pee-wee team, and his own boss Police Chief Martin Owens. It was safe to say, nobody was expecting the coming scandal that would forever shake the community of Summit.
When Chief Martin Owens first heard the news, he decided to run straight to Administrator Tim Bell for direction. Highly unsettled, together they came up with a plan to combat the coming storm.
Cont.
Chief Owens and Administrator Bell called Charlie Upton into the Chief’s office and demanded an explanation to the allegations brought against him. A 12 year old boy who was being treated by a social worker for emotional problems, claimed that he had been sexual molested by none other than the Department’s beloved Charlie Upton.
When confronted with the accusations Upton replied simply, “well, there goes 17 years of police work down the drain.” Taking Upton’s non-denial as admission of guilt, Bell furiously demands he surrenders his badge and places him on unpaid leave on the spot. An outside agency would handle a 3 week investigation into the charges and in the meantime nobody outside of those three parties would know why Charlie Upton was being investigated.
Cont.
The investigation was completed and Upton was charged with criminal sexual conduct with a minor. He was immediately terminated. Against legal advice Administrator Bell refused to pay Upton’s separation pay of $26,000 in unused vacation time and sick leave.
From that point, the Village of Summit turned into a political circus:
Anticipating tough questions, Bell and Owens crafted their responses ahead of time
Pending public announcement Administrator Bell held a closed door meeting with the Council informing them that the Officer in charge of youth offenses was a child molester
Three of the Council members didn’t believe Upton would do such a thing and demanded Bell put him back in a uniform and on the streets
When the public was made aware they went int.
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The document provides an overview of several key events and developments in the United States during the 1970s. It discusses the economic stagnation of the decade, the Vietnam War policies of President Nixon including Vietnamization and the bombing of Cambodia, the Watergate scandal, and the women's rights and environmental movements. It also summarizes several Supreme Court cases related to desegregation, affirmative action, and privacy rights.
The 1960s were a tumultuous decade defined by social unrest and foreign policy challenges for the United States. Kennedy faced problems with the Berlin Wall and Vietnam, pursuing a policy of flexible response. The decade saw the Cuban Missile Crisis, ongoing civil rights struggles, and escalating US involvement in Vietnam under Johnson. Mass protests against the war grew through the late 1960s, culminating in the Tet Offensive and Nixon's policy of Vietnamization. Domestically, Johnson pursued a Great Society agenda but divisions grew over civil rights amid inner city unrest. Cultural norms shifted significantly as well, with rising social liberalism, counterculture movements, and opposition to established authority.
Required Reading American YAWP Chapter 27Primary Sources.docxkellet1
Required Reading
: American YAWP Chapter 27
Primary Sources:
Lyndon Johnson, Howard University Commencement Address (1965)
National Organization for Women, “Statement of Purpose” (1966)
George M. Garcia, Vietnam Veteran, Oral Interview (2012/1969)
The Port Huron Statement (1962)
The 1960s was a pivotal decade in American history. The legacy of the 1960s, for example, the Vietnam War, Civil Rights, and feminism, still resonates in America today. When John Kennedy assumed the presidency in 1961, he inspired a generation of young people to serve their country in organizations like the Peace Corps. Millions of Baby Boomers, born after World War II, went to colleges and universities in the 1960s. Many young people in the 1960s felt they could change the nation for the better. Early in the decade, many young Americans fought for civil rights and the end to racial discrimination in public places and in voting. The Civil Rights movement had major successes in the 1960s with the Civil Rights Act of 1964 and the Voting Rights Act of 1965.
By 1964-65, the growing anti-war movement grew on college campuses across the country as the United States increased its military involvement in South Vietnam. Vietnam had been divided in 1954 between a communist North Vietnam and a democratic South Vietnam. The United States supported South Vietnam with economic and military assistance because we did not want South Vietnam to fall to communism. In 1965, President Lyndon Johnson began to dramatically increase US military involvement in South Vietnam as hundreds of thousands of American troops were sent to fight the war. The war became deeply unpopular in the United States among young people, and by the late 1960s, other Americans as well who became disillusioned by the lack of progress in the war.
The 1960s saw the rise of many movements to address sexism, homophobia, and the environmental crisis in America. The Second Wave feminist movement challenged the gender norms of the 1950s that women belonged in the home. The modern gay rights movement started during the Stonewall Riots in 1969 against police brutality and discrimination of gay and lesbian people. Finally, we also saw the environmental movement gain national attention as it focused on clean air and water.
QUIZ 10 (Short Essay format- Please use direct quotes/proper citations only from the primary sources listed above).
Describe some of the ways the Civil Rights movement worked to end Jim Crows laws in the 1960s? How did Lyndon Johnson help the cause of Civil Rights? What did he say to students at Howard University in 1965? What was the Great Society? How did the young people who wrote the Port Huron statement in 1962 see the United States? What issues did they care about? How did the United States get involved in Vietnam? What event in 196.
This document summarizes major events and policies from JFK's New Frontier to LBJ's Great Society programs in the 1960s. It outlines LBJ's goals to cut the deficit while maintaining military size and assist the less fortunate. His Great Society aimed to declare war on poverty through programs like Medicare, Medicaid, education assistance, and tax cuts. It also details LBJ's remarks calling for a Great Society with abundance and liberty for all. Major Great Society programs targeted poverty, housing, education, healthcare, and the environment. The Civil Rights Movement achieved acts and laws promoting voting rights and ending discrimination.
The document provides an overview of major events in US foreign policy and domestic politics from the 1950s through the 1970s. It summarizes the Cold War tensions with the Soviet Union, including the arms race and conflicts in Korea, Hungary, and Cuba. It also discusses the US escalating involvement in Vietnam under Presidents Eisenhower, Kennedy, Johnson, and Nixon. Domestically, it outlines the civil rights movement and key civil rights legislation of the 1950s-1960s, as well as Great Society programs and political scandals like Watergate in the 1960s-1970s.
The document summarizes key events and statistics of the Vietnam War from 1965 to 1968. It describes the escalation of US involvement, including major bombing campaigns and the deployment of ground troops. It notes that this was America's first lost war and resulted in many casualties despite immense firepower. The authors created the presentation to honor family members who fought in the war and educate others about the 'heroes' of the Vietnam War.
The Vietnam War lasted from 1954 to 1975 and involved military escalation by the United States in an attempt to prevent South Vietnam from falling to communist control. It began as a war of independence against the French and resulted in the partition of Vietnam into communist North Vietnam and democratic South Vietnam. Despite massive U.S. military involvement and bombing campaigns, the U.S. struggled against Vietnamese guerrilla tactics and growing domestic anti-war sentiment. This led to the withdrawal of U.S. troops and the eventual defeat of South Vietnam in 1975.
The document provides biographical information and accomplishments of U.S. presidents Harry Truman through Richard Nixon. It notes that Truman took over after FDR's death and dealt with the transition to peacetime economy after WWII. His accomplishments included the Marshall Plan and recognizing Israel. John F. Kennedy served as president from 1961-1963 until his assassination, focusing on space exploration and civil rights. Lyndon Johnson passed major civil rights legislation and launched the Great Society program. Richard Nixon ended U.S. involvement in Vietnam and established the EPA while also resigning due to the Watergate scandal.
The Cold War was a long-standing rivalry between the United States and the Soviet Union that lasted from 1946 to 1991. It involved political, economic and military tensions rather than direct military conflict. A key event was the Cuban Missile Crisis in 1962, when the U.S. discovered Soviet nuclear missiles in Cuba. The Cold War ended in the late 1980s with reforms in the Soviet Union under Mikhail Gorbachev that led to the dissolution of the USSR in 1991.
The document provides an overview of the Vietnam War through a series of sections that discuss key events and aspects of the war. It covers who was involved in the war, when and where it took place, the reasons for US involvement, how soldiers experienced combat, protests against the war by hippies, and images that depict some of the brutality of the war. In the end, the document concludes that the war was a waste of lives and that the outcome would have been the same even if the US had not sent troops.
Ashford 5: - Week 4 - Instructor Guidance
Week 4 - Instructor Guidance
HIS 206: United States History II
Instructor Guidance
Week 4
Congratulations to everyone to making it to week four! We are officially past the half way mark. This is a good time to take a step back and take stock of everything you have learned so far. If you are behind on your work for the course, it might be a good time to reach out to your instructor to see what you can do to get caught up.
This is also a good time to go over the sources that you have found for your final project, reading carefully and closely. It might help to keep researching at the Ashford Library (see the week three guidance for more help finding sources). As you read over your sources, ask yourself “what are they saying about the topic, and how can I use what they are saying to support what I want to say”. Also, take notes as you read, so that you can go back and use useful materials from sources. Use quotes sparingly and make sure that you explain the quote and put it in the context of your own thinking.
This week’s guidance will cover the following areas:
1. Utilizing Feedback
2. Checklist and Assignments for Week 4
3. Topics covered this week
4. Source list
Utilizing Feedback
Video Transcript
Go to top of page
Checklist and Assignments for Week 4
√
Week Four Learning Activities
Due Date
Review Announcements
Tuesday – Day 1
Review and reflect on Instructor Guidance
Tuesday – Day 1
Read Assigned Readings and View Assigned Videos
No later than Day 3
Post initial response to Discussion 1 – A Single American Nation
Thursday – Day 3
Contribute 100 words to Discussion 2 – Open Forum
Monday – Day 7
Complete Week Four Quiz
Monday – Day 7
Post two responses to peers in Discussions 1 and 2
Monday – Day 7
Watch “End of Course Survey” Video
Monday – Day 7
Go to top of page
Topics Covered This Week
Timeline
1946 February 22
George Kennan’s “Long Telegram” from Moscow outlines the need to contain communism.
1947 March 12
Truman Doctrine is announced.
1947 June 5
Secretary of State George Marshall announces “Marshall Plan” to rebuild Europe.
1948 June
The Berlin Blockade begins.
1948 July
Executive Order 9981 initiates the desegregation of the military.
1949 April
NATO is formed.
1949 August 29
The USSR tests its first nuclear weapon.
1949 October 1
Mao Tse-tung declares formation of the People’s Republic of China.
1950 February 9
Joseph McCarthy declares there are 205 enemies within the state department.
1950 June 25
The Korean War begins.
1951
Color television is introduced.
1952
Car seat belts are introduced.
1952
The U.S. explodes the first hydrogen bomb over the Marshall Islands.
1953
James Crick and Francis Watson create DNA model.
1953 March 5
Soviet leader, Joseph Stalin, dies.
1953 June 19
Julius and Ethel Rosenberg are executed for conspiracy to commit espionage.
1953 July
Fighting in the Korean War ends with a divided Korea.
1953 August 12
Soviet Union explodes first hydrogen bomb.
1.
The Vietnam War lasted from 1954 to 1975 and consisted of three phases. Phase 1 was a war of independence against the French which ended in French defeat in 1954. This led to the partitioning of Vietnam into communist North Vietnam and democratic South Vietnam. Phase 2 saw escalating American military involvement under presidents Kennedy and Johnson following the Gulf of Tonkin Incident. Despite escalation, the US struggled against Vietnamese guerrilla forces. Phase 3 was the Vietnamese Civil War from 1973-1975, which resulted in a final North Vietnamese victory and reunification of Vietnam under communist rule.
Hogan's History- Cold War: Kennedy to Vietnam WarWilliam Hogan
This document provides background information on the Vietnam War. It discusses key events and individuals involved in the escalation of US involvement in Vietnam from the 1950s through the 1960s. Some of the main points covered include the Eisenhower Doctrine and Domino Theory that influenced US foreign policy, the division of Vietnam following French withdrawal, the Gulf of Tonkin Resolution that increased US troop deployment, strategies employed by both sides in the war, and the growing anti-war movement in the US in response to the human and economic costs of the war.
The document summarizes key events and aspects of the Vietnam War, including the initial involvement of the US in supporting South Vietnam, major battles like the Battle of Hamburger Hill, the integration of African American soldiers, and protests against the war including at Kent State University. It also discusses the Cold War context with communism in North Vietnam and China/Soviet assistance, as well as simultaneous domestic civil rights issues in the US.
The document discusses US public opinion toward the Vietnam War over time from 1965 to the 1970s. It shows that initial public support for the war declined significantly as the war dragged on, with a majority opposing the war by the late 1960s. Major events like the Tet Offensive and Kent State shooting further eroded support. Protests grew substantially and included organizations like Vietnam Veterans Against the War as well as large peace demonstrations. However, some supporters of the war argued they represented a "silent majority". Overall, opposition to the war had a large impact by contributing to Lyndon Johnson's decision not to seek re-election and pressuring Richard Nixon to begin withdrawing troops.
The Cold War began after World War II between the Soviet Union and the United States and lasted from 1947 to 1991. It was an ideological conflict between capitalism and communism that did not involve direct military combat. Key figures included Joseph Stalin of the Soviet Union, John F. Kennedy and Harry S. Truman of the United States. Major events during the Cold War included the Soviet development of nuclear weapons, the formation of NATO and the Warsaw Pact, and the Cuban Missile Crisis. The Cold War ended in 1991 with the fall of the Soviet Union.
LBJ greatly expanded social programs under the Great Society but became bogged down in the Vietnam War. He escalated US involvement despite growing domestic opposition. By 1968 the Tet Offensive showed the war was unwinnable, leading LBJ to not seek re-election. The war deeply divided the US and eroded trust in government. It ended in 1975 with a communist victory in Vietnam after the US withdrew.
This document provides an introduction and table of contents for a dissertation analyzing US involvement in Vietnam from 1956-1965. It gives background on the situation in Vietnam leading up to 1956, including the temporary division of North and South Vietnam along the 17th parallel following the 1954 Geneva Accords. The dissertation will examine key events and decisions that deepened US involvement during the Eisenhower, Kennedy, and Johnson administrations, such as the failed 1956 reunification election, the 1963 assassination of Ngo Dinh Diem, and the Gulf of Tonkin incident of 1964. It ends its analysis in 1965 when US combat troops were deployed and bombing of North Vietnam began, representing the point of no return in American involvement in the Vietnam War.
The document discusses the increasing involvement of the United States in Vietnam from 1945 to 1965. It notes the progression from financial support to political involvement to direct military involvement. Two key events that triggered greater American involvement were the Gulf of Tonkin incident in 1964, which led to the Gulf of Tonkin Resolution granting war powers, and the landing of 3,500 US marines in Da Nang in 1965, marking the beginning of direct American ground combat operations.
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CASE STUDY COMMENTARY• Individual written task in Harvard sty.docxmoggdede
CASE STUDY COMMENTARY
• Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.
• The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies may be referred to when providing examples. Cite all sources.
• Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.
• Prepare and Introduction, Body, and Conclusion paragraphs.
• Sources must be used, identified, and properly cited.
• Format: PDF submitted through Turnitin
• The answers should analyse the following based on the case study provided with this task below the Rubrics:
1. Identify and explain the relevant parties in this case study?
2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources.
3. What ethical theories can each party use to support their behavior or decisions? Cite your sources.
4. Identify and discuss the points of law raised in the case? Cite your sources.
5. Identify and explain an additional case that supports or differentiates this case/situation.
Case study:
Cyber Harassment
In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other, and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help. They must be encouraged to choose to build people up and not tear them down.”
In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names. Hernández uploaded a video of this confrontation online, attracting much attention.
While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom.
Case Study Chapter 5 100 wordsTranscultural Nursing in the.docxmoggdede
Case Study Chapter 5
100 words
Transcultural Nursing in the Community Community health clients belong to a variety of cultural groups. To gain acceptance, nurses must strive to introduce improved health practices that are presented in a manner consistent with clients’ cultural values. The student nurse is going to visit two different homes with the community health nurse with different cultural beliefs. 1. In preparation for the student nurse’s visits to two different homes, what five transcultural principles will assist in guiding community health nursing practice in these settings? 2. During the first visit, the student nurse has to conduct a cultural assessment by questioning the patient and observing the family dynamics. The community health nurse has requested that the student nurse assess for appropriate information in six major areas. What six major areas should the student nurse consider? 3. After the conclusion of the first visit, the community health nurse cautions the student nurse to be consciously aware of any ethnocentrism attitudes toward other cultures and the importance of cultural diversity. What is ethnocentrism and why is it so important to be conscious of cultural diversity?
.
Case Study Chapter 10 Boss, We’ve got a problemBy Kayla Cur.docxmoggdede
Case Study: Chapter 10
Boss, We’ve got a problem
By Kayla Curry
Background
Charlie Upton was the most beloved citizen of the close knit village of Summit. Everyone knew and respected Charlie. As a 17 year veteran of the police department, he was valued and admired for his unyielding care for the community. Charlie Upton gained acclaim for his heavy involvement in youth activities. He coached the boys pee-wee football team to victory in back to back seasons. He was known to get passionate about a bad call by referees. Coach Upton cared so much for his team, he generously offered to reward the team with a trip to Disney World. The man was even President of the local school board at one time. The highlight of the Christmas season was when he would dress up as a convincing Santa Claus for all of Summit’s children and visit the elementary schools.
Cont.
Charlie Upton’s popularity within Summit was unparalleled. Upton was known to rub shoulders with the Village’s elite. Primarily Village Administrator Tim Bell, whose son was star quarterback of Upton’s pee-wee team, and his own boss Police Chief Martin Owens. It was safe to say, nobody was expecting the coming scandal that would forever shake the community of Summit.
When Chief Martin Owens first heard the news, he decided to run straight to Administrator Tim Bell for direction. Highly unsettled, together they came up with a plan to combat the coming storm.
Cont.
Chief Owens and Administrator Bell called Charlie Upton into the Chief’s office and demanded an explanation to the allegations brought against him. A 12 year old boy who was being treated by a social worker for emotional problems, claimed that he had been sexual molested by none other than the Department’s beloved Charlie Upton.
When confronted with the accusations Upton replied simply, “well, there goes 17 years of police work down the drain.” Taking Upton’s non-denial as admission of guilt, Bell furiously demands he surrenders his badge and places him on unpaid leave on the spot. An outside agency would handle a 3 week investigation into the charges and in the meantime nobody outside of those three parties would know why Charlie Upton was being investigated.
Cont.
The investigation was completed and Upton was charged with criminal sexual conduct with a minor. He was immediately terminated. Against legal advice Administrator Bell refused to pay Upton’s separation pay of $26,000 in unused vacation time and sick leave.
From that point, the Village of Summit turned into a political circus:
Anticipating tough questions, Bell and Owens crafted their responses ahead of time
Pending public announcement Administrator Bell held a closed door meeting with the Council informing them that the Officer in charge of youth offenses was a child molester
Three of the Council members didn’t believe Upton would do such a thing and demanded Bell put him back in a uniform and on the streets
When the public was made aware they went int.
CASE STUDY Caregiver Role Strain Ms. Sandra A. Sandra, a 47-year-o.docxmoggdede
CASE STUDY: Caregiver Role Strain: Ms. Sandra A. Sandra, a 47-year-old divorced woman, received a diagnosis of stage 3 ovarian cancer 4 years ago, for which she had a total hysterectomy, bilateral salpingo- oophorectomy, omentectomy, lymphadenectomy, and tumor debulking followed by chemotherapy, consisting of cisplatin (Platinol), paclitaxel (Taxol), and doxorubicin (Adriamycin). She did well for 2 years and then moved back to her hometown near her family and underwent three more rounds of secondline chemotherapy. She accepted a less stressful job, bought a house, renewed old friendships, and became more involved with her two sisters and their families. Sandra developed several complications, including metastasis to the lungs. Then she could no longer work, drive, or care for herself. She had been told by her oncologist that there was nothing else that could be done and that she should consider entering a hospice. She met her attorney and prepared an advance directive and completed her will. She decided to have hospice care at home and, with the help of her family, set up her first floor as a living and sleeping area. She was cared for by family members around the clock for approximately 3 days. Sandra observed that she was tiring everyone out so much that they could not really enjoy each other’s company. At this time, she contacted the Visiting Nurse Association (VNA) to seek assistance. Her plan was to try to enjoy her family and friend’s visits. After assessment, the VNA nurse prioritized her problems to include fatigue and caregiver role strain. Other potential problem areas that may need to be incorporated into the care plan include anticipatory grieving and impaired comfort.
Reflective Questions
1. What are some of the stresses on Sandra’s middle-aged sisters and their families?
2. What resources are available to manage these stresses and support the sisters while caring for their dying sister Sandra?
3. Describe Sandra’s feelings about dependency and loss of autonomy because she is unable to do her own activities of daily living any longer
.
Case Study Answers Week 7 and 8Group OneIn your grou.docxmoggdede
This document outlines case study assignments for four groups. Each group is assigned to analyze one of InFocus's four business units (Beverages, Snackfoods, Supplements, Sportswear) using the BCG matrix, GE-McKinsey matrix, and Synergy matrix. They must also provide a recommendation for what InFocus should do with that business unit. The document also provides InFocus business statistics and outlines portfolio analyses and recommendations for each business unit.
Case Study and Transition Plan TemplateCase StudyD.docxmoggdede
Case Study and Transition Plan Template
Case Study
Darren is a 17-year-old student. He is a junior at his local high school. Darren has a specific learning disability in reading. He attends the resource classroom for English classes. All other courses are in the general education setting with accommodations, modified grades (for some subjects), and push-in supports from the special education teacher at least three times per week for core courses requiring extensive reading and writing. He is currently decoding at the fifth grade reading level, but reading comprehension is at the third grade level. Fluency is at the fifth grade level.
Darren also has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work. His handwriting is difficult to read and it takes him a long time to complete written assignments without assistive technology and software. He can be impulsive, and will sometimes miss important portions of written directions resulting in frequent errors on assignments. He frequently turns in assignments late or not at all. He needs assistance remembering to take his medication at school and at home. He has tried to pass a driver’s license exam so he can get a driver’s permit to learn how to drive. However, his impulsivity and reading ability have affected his performance and he has not been able to pass the written exam as required by the state motor vehicle department.
Darren loves cars. He can describe makes and models of practically any vehicle and describe the type of engine and standard features. He also helps his dad and older brother work on vehicles in the family’s car restoration business. Darren can wash the cars, detail the interior, and clean the windows. He has recently started doing oil changes with some supervision.
His parents are concerned about Darren’s impulsivity, his inability to remember directions, and his unrealistic views of his abilities. His mother is concerned about him needing prompts to brush his teeth, wear clean clothes, and comb his hair before leaving the house. He tends to blame others when he is not successful and makes excuses for not following through on responsibilities. His father expressed concern about Darren’s difficulty in putting tools away in the shop and cleaning up his work area after he changes the oil in a vehicle. Teachers express concern over late assignments, a reluctance to take responsibility for his own actions, and the need for constant prompts and reminders. Darren uses an electronic spelling dictionary and a word processor with word prediction software and spell check to complete assignments.
Darren’s parents indicated on a parent survey that they do not know if Darren would be eligible to receive adult services, social security, and they do not know how to contact adult service agencies.
During a student interview, Darren stated he wanted to become a professional foo.
Case Study AnalysisRead Compassion for Samantha Case Study.docxmoggdede
Case Study Analysis
Read
Compassion for Samantha Case Study
Samantha Lizonia has been with Prestige Shipping for 35 years. As one of the first employees hired when the business launched, she has weathered many storms with the company, including receiving late paychecks, times of slow growth, a year where she worked 7 days a week without fail, and working for 4 years in a row without a vacation or sick day. As the office manager, she greets all visitors and is the first point of contact when customers and vendors calls. The CEO always praises Samantha and often states that without her diligence and faithfulness all those years they may not have survived.
Unfortunately, Samantha’s job performance has been declining. She has submitted reports untimely and unfinished, been late to work, and has become cold and difficult to work with. Coworkers and vendors complain about her rude comments and harsh demeanor. The CEO spoke to Samantha about her performance and behavior, but nothing has changed. Actually, she did not appreciate being reprimanded, and her behavior got worse. However, during their meeting, the CEO did find out that Samantha is planning on retiring in 2 years, and the value of her retirement savings plan has drastically declined.
If Samantha would have been any other employee, she would have been fired a long time ago. Because of her age, years of loyal service, lack of retirement savings, and the CEO’s commitment to continuing the family-like environment, this is a difficult choice. However, he knows that he must come to a decision about her soon.
Consider
the following:
SHRM ethical guidelines
Ethical processes for hiring, evaluating, disciplining, and terminating employees
Regulations for equal opportunity and employee rights
Commonly held values such as compassion, courage, integrity, and wisdom that can help people clarify their differences with others, understand their positions, and communicate values more effectively
Disagreements about moral choices in an organization are a natural part of doing business. Appreciate the viewpoints of other parties instead of vilifying them. Anticipate these disagreements by developing strategies for dealing with the most common conflicts you will face in your work.
Your personal strengths, unique voice, core identity and desired self-image.
Potential arguments that others will use to support immoral or unethical behavior
Write
a 1,050- to 1,400-word analysis of the scenario. Include the following:
Describe the ethical dilemma presented in the scenario, and explain why it is an ethical dilemma.
Describe the government and industry regulations relevant to this scenario.
Explain why specific elements from SHRM guidelines would apply to this situation.
Describe the ethical way to resolve the issue with Samantha.
Justify your resolution.
Format
your paper according to APA guidelines.
Reference
2 peer-reviewed scholarly ariticles
.
Case Study AnalysisAn understanding of cells and cell behavi.docxmoggdede
Case Study Analysis
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
Scenario: Case study
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described.
28 (28%) - 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
25 (25%) - 27 (27%)
The response describes the patient's symptoms.
The response includes accurate reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
23 (23%) - 24 (24%)
The response describes the patient's symptoms in a manner that is vague or inaccurate.
The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.
0 (0%) - 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the de.
Case Study Analysis and FindingsThe final assignment for this co.docxmoggdede
Case Study Analysis and Findings
The final assignment for this course is a Case Study Analysis and Findings. The purpose of the Case Study Analysis and Findings is for you to utilize the knowledge and skills developed in this course to evaluate the psychological methods and theoretical models of criminal behavior as well as the police psychology and the psychological aspects of all participants in the criminal justice process relative to a specific criminal episode. An overview of forensic psychology as it relates to the criminal justice process should be included.
This course has addressed issues of psychological theory and practice relative to the functioning of the criminal justice system. These impacts range from the offender, to law enforcement and investigations, to practices and legalities of law in the courtroom, to the participation and impact of victims and witnesses, and to treatment and sentencing rendered in the correctional environment. Research continues regarding the biological, genetic, psychological, and social impacts on mental health and resulting behavior. These findings will continue to find their way into the legal implications of the psychological influences on behavior.
The focus of your Case Study Analysis and Findings paper will be based, in large part, on the weekly assignments you completed throughout the course. In each of the weekly assignments, you address a particular aspect of the overall criminal case and offender that you selected in Week 1.
In the Week 1 Literature Review assignment, you provide the resources necessary for each phase of your final analysis and findings.
In the Week 2 Case Summary and Offender Profile assignment, you provide an analysis of the behavior of the offender relative to the psychological history and evaluation of the offender.
In the Week 3 Investigative Psychology assignment, you provide an analysis of the behavior of the investigators including the analysis of the crime scene. This assignment also describes the psychological, behavioral, environmental, and cognitive factors that influence the investigation, including intervention strategies to reduce the impact of stress on law enforcement.
In the Week 4 Legal Psychology and Victimization assignment, you provide a discussion on the role of the psychological profile of the offender and the victims have on the presentation of evidence in court, including the analysis of legal psychology as it is implemented in the criminal justice process.
Finally, in the Week 5 Psychological Treatment in Correctional Settings assignment, you provide a discussion on the impacts the psychological make–up of offenders have on the functional responsibilities of incarceration facilities and how the biases and assumptions of correctional service providers influence their assessment of and interaction with these offenders.
Utilizing your research and analyses completed for the Weeks 1 through 5 assignments, consider the psychological methods .
Case Study Analysis A TutorialWhat is it Case studies are a .docxmoggdede
Case Study Analysis: A Tutorial
What is it? Case studies are a popular and effective teaching tool for business and non-business students. Often described as the “Harvard method,” case studies permit students to apply learned concepts and techniques to “real world” situations. Although our assignments are individual work only, case studies may also allow students to use their knowledge of course material in addressing business/marketing problems or issues through collaboration (much as in the workplace). Case studies may be quite detailed or simple in scope. In some assignments, strong familiarity with financial analysis and operations management are needed to successfully complete the case.
How to be effective? For any case study assignment, common sense; research; and a good understanding of basic marketing/management concepts are needed. You should carefully read the case several times, highlighting information/details that you believe important. Understand what the assignment is requesting. In the Popchips and Grand Theft Auto cases, you are asked questions for response. In addressing each question, you should justify (document) your answer with case information and additional Internet research. All sources should be properly cited.
It is important that you do not assume anything. Many students err in case analysis by confusing personal opinion or inference (guess) with the facts presented in the case. It is permissible (and, often required) to supplement case information with various research methods (i.e., observation and/or Internet) gain a clearer understanding of the issues, forces, questions and requirements of the case. Rely on the text book and lecture notes to help you.
Put yourself in the case as the key decision maker(s). What needs to be addressed concerning marketing? What could have been done differently? What should the marketing strategy (plan) be going forward? Be prepared to explain your reasoning.
Most importantly, don’t procrastinate on this assignment. Your time well-spent will result in a well-done report.
In summary, to complete a case study assignment successfully, you must:
1. Read the case thoroughly several times.
2. Complete independent research about the case issue/topic.
3. Identify and verify sources.
4. Answer the questions contained in the case with completeness and accuracy using case and research information.
5. Write your report and proof it for grammar, spelling and punctuation mistakes.
A Rite of Passage Approach
Designed to Preserve the
Families of Substance-Abusing
African American Women
Vanesta L. Poitier, Makini Niliwaambieni, and
Cyprian Lamar Rowe
This article approaches the treatment of addicted
African American women in ways drawn from
traditional African culture. While the modern African
American woman is clearly not the same as her
continental African foremother, the reality of her life
is still predicated on the basis of her culture and
her material wealth or.
Case Study AlcoholCertain occasional behaviors can cause more tro.docxmoggdede
Case Study: Alcohol
Certain occasional behaviors can cause more trouble than one might think. For many college students, drinking does not seem dangerous and is often viewed as a normal. Alcohol absorption and factors involved with alcohol metabolism are rarely discussed.
Review the following case study and answer the questions in essay format.
Paulo is a sophomore in college. On the weekends he goes out with his friends and will have anywhere from 5-8 drinks during the evening. Paulo met his friends during freshman year and they all agree that drinking is part of the college experience. Paulo always has a hangover after a big night of drinking, but doesn't think it's an issue because he never drinks on the weekdays and it isn't affecting his schoolwork. On a football weekend that included a lot of drinking, one of Paulo's friends, Luke, got into a fight and ended up in the emergency room. The doctor told Luke his Blood Alcohol Concentration was so high that he nearly had alcohol poisoning. Although Paulo knew drinking and driving could be dangerous, Paulo was surprised that the doctor warned Luke about "binge drinking." Paulo began to wonder whether his drinking was affecting his own health.
How common is binge drinking in college? What factors increase an individual's risk for the short and long term effects of alcohol? Why do college students like Paulo feel it is part of the college experience to drink regularly? What should universities, parents, friends, and others do to address high risk drinking and to change these behaviors?
4 Essays, 1 essay per Part:
Part I: Finding the Perfect Balance
Chapter # 1 General Health Concepts
Chapter # 2 Promoting and Preserving Your Psychological Health
Chapter # 3 Managing Stress: Managing Stress and Coping with Life Challenges
Chapter # 4 Preventing Violence and Injury
Part II: Building Healthy Relationships
Chapter # 5 Understanding Sexuality
Chapter # 6 Considering your Reproductive Alternatives
Part III: Avoiding Risks Related to Bad Habits
Chapter # 7 Recognizing and Avoiding Addiction and Drug Use
Chapter # 8 Drinking Alcohol Responsibly and Ending Tobacco Use
Part IV: Building Healthy Lifestyles
Chapter # 9 Eating for a Healthier You
Chapter # 10 Reaching and Maintaining a Healthy Weight
.
Case study A group of nurse educators are having a discussion about.docxmoggdede
Case study: A group of nurse educators are having a discussion about the minority student nurses. The nurse educators believe that there are numerous barriers to minority student success in nursing education. The nurse educators want to develop strategies to increase the success rate in graduation of these students.
1. The nurse educators make a list of the barriers that exist for minority student success. What are common barriers for minority student success?
2. The group of nurse educators is acutely aware that different generations are represented in nursing today. These different generations have different attitudes and value systems, which greatly affect the settings in which they work. What are the key characteristics of the four generational groups that are present in today’s workforce?
3. Analyze and describe how the different generations present in nursing today affect nursing care and the nursing workplace.
.
Case study ;1Callista Roy and Betty Neumans theories view the.docxmoggdede
Case study ;1
Callista Roy and Betty Neuman's theories view the person (individual, group, or community) as a holistic adaptive system that constantly interacts with the internal and external environments. Both theories view the person as being the center of nursing and present health/wellness and illness as parts of the same continuum, however there are some key assumptions that are different. As such, select one of the theories and identify1 assumption of the theory and discuss how the care rendered for this patient by an advanced practice nurse would be structured (assessment, diagnosis, planning, intervention, evaluation) according to the theory. Give 2 specific examples of interventions that you anticipate will be included in the patient's care.
Mr. Reynolds is a 32 year-old male patient hospitalized on the orthopedic unit of the hospital. He is status-post motorcycle accident and right leg below the knee amputation. He has a history of Depression and Schizophrenia. He is currently separated from his wife and estranged from his family. He is awaiting social work for placement in a rehabilitation facility, where he will continue his recovery.
.
Case Study 9Running head BP & THE GULF OF MEXICO OIL SPILLC.docxmoggdede
Case Study 9
Running head: BP & THE GULF OF MEXICO OIL SPILL
Case Study: BP & The Gulf of Mexico Oil Spill
Central Michigan University
Organizational Dynamics & Human Behavior – MSA 601
Abstract
This paper will focus on the monumental disaster and ensuing public relations nightmare of British Petroleum (BP). This disaster of course was brought about by the oil rig explosion and fire in the Gulf of Mexico. BP is a multinational conglomerate of gargantuan proportions. They have molded and perfected their public image over decades. This paper will take a look at the lapses in BP’s management and public relations efforts and what measures the company should have taken.
BP & the Gulf of Mexico Oil Spill
The reason that the authors selected to evaluate British Petroleum (BP) for a case study was due in no small part to the endless media attention given to the oil spill in the Gulf. BP is an extremely popular brand that everyone in this country undoubtedly is effected by in one way or another. One of the initial reasons for choosing BP was the unmitigated disaster put forth on the public relations front in explaining the company’s efforts at dealing with the Gulf of Mexico oil crisis. The authors were further intrigued at this assignment for the poor leadership and decision making acumen of the former CEO Tony Hayward (CMU, 2009, p. 227). With this multi-focal approach, the study will highlight the conflicting messaging presented to the public and the lackluster and ultimately ineffective leadership within the organization.
BP is a huge multinational conglomerate whose primary focus is the petroleum industry. The company does business in over 30 countries around the globe. Its annual operating income is $239 billion dollars with over $14 billion dollars in profit in the year 2009. The company employs over 80,300 individuals and owns 16 refineries worldwide. BP operates several subsidiaries under the names AM/PM markets, BP and ARCO gas stations, Aral gas stations in Germany, Wild Bean Café, and Castrol Motor Oil (BP at a glance, 2010).
The competition within the petroleum industry is not as plentiful as one might think. There are actually very few players in the game. Due to the limited number of refiners of crude in this country the oil from various sources are blended prior to coming to the consumer. BP doesn’t have much use for the service station business anymore. In 2007, it announced plans to sell the last 700 stations that it hadn’t already sold to franchisees. The company chose to focus on finding and collecting oil. Once companies make a discovery, it comes out of the ground and ends up at a refinery. There, it can be mixed with oil that a variety of companies have poured into the tanks. This is further evidenced by BP’s plans to divest itself of its remaining 700 gas service stations. The highest percentage of income is made from oil exploration and extraction and not in the selling of gasoline at its stations (Lieber, 2010).
BP.
Case Study 9-1 IT Governance at University of the Southeast. Answer .docxmoggdede
The University of the Southeast had an IT governance system in place that involved decision rights and structure. The IT governance structure included an IT steering committee that was responsible for making strategic IT decisions and an IT coordinating council that implemented the decisions of the steering committee. This ensured that IT decisions were made strategically with input from stakeholders and then properly implemented.
Case Study 7-2 Sony Pictures The Criminals Won. Answer question 2 W.docxmoggdede
Case Study 7-2 Sony Pictures: The Criminals Won. Answer question 2 What access and data protection controls would you recommend Sony use to provide better security for unreleased digital films and emails?
Note: Minimum 300 words not including title and reference page. References should be taken from peer revived
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Case Study 8.1 Team DenialEmory University Holocaust studies pr.docxmoggdede
Case Study 8.1: Team Denial
Emory University Holocaust studies professor Deborah Lipstadt faced an uphill battle when she was sued by British amateur historian David Irving in 1995. Irving was the world’s best known Holocaust denier. He claimed that Hitler didn’t order the killing of Jews. Instead, the Führer’s subordinates acted on their own, without his knowledge. Irving’s most audacious assertion was that no Jews and other victims were gassed at the Auschwitz concentration camp. He denied that there were gas chambers. Instead, deaths were caused by typhus and other illnesses, not murder. Speaking before neo-Nazi groups, Irving declared that more people died in the back of Senator Edward Kennedy’s car (one young woman) than were deliberately killed at Auschwitz.
In her book Denying the Holocaust: The Growing Assault on Truth and Memory, professor Lipstadt called Irving “a Hitler partisan wearing blinkers” who distorted historical evidence to “reach historically untenable conclusions.”1 Irving then threatened to sue unless she retracted her comments. He likely thought she would settle out of court. Not Lipstadt. Surrender would give deniers a victory, meaning a “second death” to the victims of Auschwitz and other Jews who perished under the Nazis. But Irving had the upper hand. Under British law, Lipstadt had to defend herself from the allegations. (In the United States, accusers have to prove that they have been libeled and defamed.) The lengthy court case would cost over a million dollars to fight and would be held in London, thousands of miles from Atlanta, where Lipstadt taught.
Fortunately for Dr. Lipstadt, others rallied to her cause. Emory gave her financial support and paid leave while hiring adjuncts to teach her classes. (School officials believed that canceling Holocaust courses would be a victory for Irving.) Penguin, her publisher, provided legal and financial support and Jewish groups raised money for her defense. Most important, she gained the support of a top-notch legal team who believed in her cause. This team included (1) those who prepared her case—a team of researchers who gathered information and the attorneys who assembled court documents; and (2) a pair of barristers who argued in front of the judge. (In Britain, one set of attorneys prepares the case while a different set of attorneys presents the case in court.) Lipstadt needed all the help she could get. Preparation for the trial took five years. Researchers had to sift through thousands of documents checking footnotes as well as hundreds of Irving’s personal diaries. They generated an eight-foot-tall stack of trial notebooks.
The legal team decided to put Irving on trial, demonstrating how he systematically altered historical evidence to support his anti-Semitic views. That meant that Deborah wouldn’t testify, turning her into a spectator at her own trial. Lipstadt, a skilled public speaker, objected to these restrictions but eventually gave in. She said, “Being q.
Case Study 7 Solving Team Challenges at DocSystems Billing, Inc.docxmoggdede
Case Study 7: Solving Team Challenges at DocSystems Billing, Inc.
Read the DocSystems Billing case, including the briefing document and four scenes, and consider the following questions:
What problems exist in this organization? How do these problems differ based on the employees’ roles? Why do employees object to Jim’s proposed solution?
Make a recommendation to the client about what could be done next based on the data included. Summarize your observations for Jim, offer possible interpretations, and suggest an approach for next steps.
Briefing Document: DocSystems Billing, Inc.
About the Company
DocSystems Billing, Inc., processes insurance billing paperwork for a network of small health care clinics throughout the United States. Privately owned physician practices, as well as specialists such as cardiologists and physical therapists, contract with DocSystems to process the billing paperwork through the maze of health care insurance companies and networks. DocSystems charges either a flat fee for each bill it processes or a percentage of the total, depending on the contract with the provider.
About the Call Center
Forty full-time employees work at the onsite call center: 30 Medical Insurance Specialists (who handle cases of moderate complexity) and 10 Senior Insurance Consultants (who handle very complex cases). The senior consultants have usually worked up through the ranks, often first working on basic billing, then as medical insurance specialists. Most of them have a long tenure with DocSystems, ranging from 17 to 23 years.
An additional 100 employees (called Billing Specialists) work at an outsourced call center. DocSystems contracts out the initial processing of claims and basic computer input. The contract employees used to work at DocSystems until the outsourcing.
285
The call center was outsourced a year ago to another organization. Almost all of the former DocSystems employees were offered jobs with the new company, but the pay and benefits were not comparable. Word has spread to the former colleagues who remain at DocSystems that the outsourcing company treats its employees poorly.
Call Center Reorganization
The remaining group of 40 employees was reorganized into two new teams about 3 months ago. Initially, there had been two managers—Alex managed the senior insurance consultants, and Dana managed the medical insurance specialists. Both reported to Jim, the senior director. In the new structure, Alex and Dana both manage 20 employees, with each managing half of the specialists and half of the consultants.
That meant that some of each group remained with their former manager, while some moved to a new manager. Senior management hoped that the integrated teams would start to share knowledge between more senior and more junior practitioners.
Roles and Work Process
Billing Specialist
The billing specialists do the initial computer input and handle the majority of the cases. Normally this occurs without any need .
Case Study 5.2 Hiding the Real Story at Midwestern Community Acti.docxmoggdede
Case Study 5.2: Hiding the Real Story at Midwestern Community Action
Recently, life at Midwestern Community Action has been anything but smooth. The nonprofit runs a variety of programs in a midsized city, including preschools, teen drop-in centers, a food pantry, a medical clinic, and low-income housing. Health problems forced founding executive director Sally May, who was well loved by staff, to quit after 20 years in her position. The board then appointed Josiah Lang, who had served as the manager of a local government service agency, as the next executive director.
When Lang arrived at Community Action, he discovered that May had been a hands-off leader. She allowed coordinators to run their programs without much supervision. Used to operating on their own, they resisted Lang’s efforts to institute performance evaluations, to evaluate the effectiveness of each program, and to reallocate funds between programs. It didn’t help that Lang made little effort to get to know his subordinates and has an abrasive personality. Three coordinators and a half dozen front-line staff quit. Lang has the support of the board, which believes that the organization needs more structure and accountability, but staff morale is low. Employees have lost faith in the organization’s leadership. However, they remain committed to helping the disadvantaged and to Community Action’s mission. For that reason, they largely keep their frustrations to themselves and are careful to protect the organization’s public image. Community Action continues to be well regarded by clients, government officials, donors, and the public at large.
This week Community Action will interview an applicant for its housing coordinator position, a vacancy created when the previous coordinator left in frustration. This is the most important open position to fill. The housing coordinator oversees three apartment complexes with 200 tenants and manages the most employees. Failure to fill the vacancy soon could reduce Community Action’s outreach to the homeless. The applicant, Albert Singh, appears to be highly qualified. If he takes the position, Singh will move his family from out of state. He has no idea that Community Action is dealing with significant conflict and poor morale.
Singh will make a brief presentation to the entire staff during his visit and then meet for an extended time with the current program coordinators. During this session, the coordinators (without the director present) will question him and present an overview of Community Action. Albert will also have an opportunity to ask questions of the coordinators.
Discussion Probes
1. What ethical duties are in conflict in this situation?
2. Are Community Action employees justified in keeping their concerns “in house,” out of the public eye? Why or why not?
3. If you were one of the current program coordinators, how much would you reveal about the turmoil at Community Action to Singh?
4. As a coordinator, what would you say if Singh.
Case Study 5.1Write a 3 to 4 (not including title or reference.docxmoggdede
Case Study 5.1
Write a 3 to 4 (not including title or reference page) page paper that describes some your state laws protecting data or security of personal information (the state you live in ,have lived in, or want to live in). First, list the state you chose. Then provide the name and a brief description of the law, to include when it was enacted, punishment if not followed, and who/what the law protects. Make sure you follow the grading rubric and write your paper in APA format. Cite all sources appropriately.
Writing Requirements
4 pages in length (excluding cover page, abstract, and reference list)
Include at least two peer reviewed sources that are properly cited
APA format, Use the
APA template
located in the
Student Resource Center
to complete the assignment.
Please use the Case Study Guide as a reference point for writing your case study.
.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
12 The Turbulent YearsHulton ArchiveGetty ImagesThe M.docx
1. 12 The Turbulent Years
Hulton Archive/Getty Images
The March on Washington for Jobs and Freedom still
stands as one of the largest political gatherings in
U.S. history. At this August 27, 1963, event, Martin
Luther King Jr. delivered the iconic “I Have a Dream”
speech. The event gave extra momentum to passage of
the Civil Rights Act of 1964.
bar82063_12_c12_371-410.indd 371 1/9/15 9:35 AM
American Lives: Ron Kovic
Pre-Test
1. The government created NASA in 1958 as a response to the
Soviet launch of the orbiting
Sputnik satellite. T/F
2. President John F. Kennedy successfully managed important
foreign affairs crises in Cuba,
such as the Bay of Pigs and the Cuban Missile Crisis. T/F
3. President Lyndon Johnson’s Great Society can be described
as using a “curative strategy”
in the War on Poverty. T/F
2. 4. President Lyndon Johnson’s approach to the Vietnam War
after 1964 was called
“Americanization.” T/F
5. The 1968 presidential election demonstrated the harmony of
political and social
consensus in the United States. T/F
Answers can be found at the end of the chapter.
Learning Objectives
By the end of this chapter, you should be able to:
• Describe the aims of Kennedy’s New Frontier.
• Discuss the major international crises of the early 1960s Cold
War.
• Explain the ways that Johnson’s Great Society differed from
Kennedy’s New Frontier.
• Discuss the major achievements of the civil rights movement
in the 1960s.
• Describe the tactics of the civil rights movement and explain
how different groups
used them.
• Explain how and why the Cold War consensus shifted to
oppose the Vietnam War.
American Lives: Ron Kovic
Ronald Lawrence Kovic, peace activist and author of the
memoir Born on the Fourth of July, was
among the first wave of baby boomers, who came of age in the
turbulent 1960s. Born in 1946,
Kovic grew up in Massapequa, New York, and joined the U.S.
4. 2. President John F. Kennedy successfully managed important
foreign affairs crises in Cuba,
such as the Bay of Pigs and the Cuban Missile Crisis. T/F
3. President Lyndon Johnson’s Great Society can be described
as using a “curative strategy”
in the War on Poverty. T/F
4. President Lyndon Johnson’s approach to the Vietnam War
after 1964 was called
“Americanization.” T/F
5. The 1968 presidential election demonstrated the harmony of
political and social
consensus in the United States. T/F
Answers can be found at the end of the chapter.
Learning Objectives
By the end of this chapter, you should be able to:
• Describe the aims of Kennedy’s New Frontier.
• Discuss the major international crises of the early 1960s Cold
War.
• Explain the ways that Johnson’s Great Society differed from
Kennedy’s New Frontier.
• Discuss the major achievements of the civil rights movement
in the 1960s.
• Describe the tactics of the civil rights movement and explain
how different groups
used them.
• Explain how and why the Cold War consensus shifted to
oppose the Vietnam War.
6. his life forever and led Kovic to become
a peace activist and an outspoken critic
of U.S. foreign policy. During a confusing
ambush in October 1967, he acciden-
tally shot and killed another American
soldier. The incident left him emotion-
ally devastated. Three months later,
while leading a squad of soldiers across
a field, Kovic was seriously wounded
by enemy fire. Two Marines who came
to his aid were killed. As a result of his
wounds, Kovic was paralyzed from the
chest down.
Like many of his generation, Kovic
began to question the Cold War consen-
sus that led the United States to inter-
vene in Vietnam and other conflicts. He
saw the war as unwinnable and grew frustrated at the disrespect
accorded to the veterans of the
conflict, especially the poor conditions in veterans’ hospitals.
Kovic joined with other Vietnam veterans and civilian activists
at multiple protests against the
still-raging war and became a member of a growing
organization, Vietnam Veterans Against the
War. He delivered his first major speech at a high school in the
middle-class suburb of Levittown,
New York, and was later arrested several times as he continued
his antiwar activities.
At first some war supporters derided him as a Communist or as
un-American, but public opinion
gradually changed, and many other voices joined his in speaking
out against the Vietnam War.
In an interview on CBS television, Kovic proclaimed:
7. I’m a Vietnam veteran, I gave America my all and the leaders of
the government
threw me and the others away to rot in their V.A. hospitals.
What’s happening in
Vietnam is a crime against humanity, and I want the American
people to know
that. (Kovic, 2005, p. 15)
In 1974 Kovic penned his memoir, and in 1989 Oliver Stone
directed a motion picture based on
the book, for which he won that year’s Academy Award for Best
Director. Kovic’s story reflected
many Americans’ growing dissent and discontent with the status
quo and growing skepticism
of the U.S. government and national leaders. Kovic published a
second edition of Born on the
Fourth of July in 2005, and he continues to actively protest U.S.
involvement in foreign conflicts,
most recently the Iraq War (Kovic, 2005).
For further thought:
1. How does Kovic’s experience reflect a change in attitudes
toward U.S. Cold War policy?
2. Besides his personal injury, what may have influenced
Kovic’s peace activism?
American Lives: Ron Kovic
bar82063_12_c12_371-410.indd 373 1/9/15 9:35 AM
Section 12.1 The Kennedy Years
12.1 The Kennedy Years
8. Beginning with Roosevelt’s New Deal programs, the federal
government expanded its influ-
ence over Americans’ daily lives. The expansion continued
during World War II, when
the government controlled numerous industries in support of the
war effort. While these
returned to private hands after the war, increased spending on
social welfare programs and
national defense continued. The Democrats wanted to continue
the growth of the welfare
state and sought to achieve initiatives such as federal health
insurance and more sweeping
social benefits.
Though Republicans limited several of these attempts, the
political landscape was changing.
Even the presidential campaigns themselves reflected a
significant difference from the recent
past, especially with the prevalence of television requiring
candidates to become much more
media savvy. The 1960 election exemplified all of these
political trends. It was a campaign
that set the stage for three future presidents, and it was one of
the closest elections in Ameri-
can history.
Kennedy and Nixon
By 1960 Eisenhower had reached the end of his term limit; he
was the first president to be
affected by the 22nd Amendment, which stated that presidents
could only run for two terms.
With Eisenhower unable to run for reelection, the Republicans
nominated Vice President
Richard Nixon to run, and John F. Kennedy and his vice
presidential nominee, Lyndon John-
9. son, headed the Democratic ticket. Kennedy was a young
Massachusetts senator and just the
second Catholic ever nominated to run for president. He came
from a wealthy family with
several generations of political connections. His grandfather
had served as the mayor of Bos-
ton and a three-term congressman. His father, Joseph P.
Kennedy, made a huge fortune in
the stock market and later became the U.S. ambassador to the
United Kingdom. Johnson, a
senator from Texas with a long-standing political record,
balanced the ticket by attracting
southern Democrats.
The Republican strategy was to contrast Nixon’s experience
with Kennedy’s youth. The elec-
tion introduced many of the features that currently dominate
political campaigns, such as
massive advertising on radio and television, wealthy donors
making contributions, and the
voters making decisions based more on the candidate than the
party.
It also demonstrated how a single misstep with the press could
negatively affect an entire
campaign. When a reporter asked Eisenhower if Nixon
contributed anything important to his
presidency, Eisenhower quipped, “If you give me a week, I
might think of one. I don’t remem-
ber” (as cited in Jamieson, 1996, p. 146). Although he later
indicated the remark was in jest,
the Kennedy campaign highlighted the remark in a political ad
that succeeded in calling Nix-
on’s credibility into question.
Another key moment in the election was the first Kennedy–
10. Nixon debate, the first presiden-
tial debate to be televised. Kennedy’s smooth and charismatic
style appealed to television
audiences better than Nixon’s stiff formality. Nixon was also
recovering from a knee injury
bar82063_12_c12_371-410.indd 374 1/9/15 9:35 AM
Section 12.1 The Kennedy Years
that required a 2-week hospital stay,
had a five-o’clock shadow, and sweated
profusely under the lights. It was the
first time that most Americans had
seen the candidates together; 70 mil-
lion people watched the debate and
focused more on what they saw than
what they heard.
Kennedy won the Electoral College by
303 to 219, but his margin of victory
in the popular election was just one
tenth of 1%. His campaign raised con-
cerns over the Soviet Union’s success
in launching Sputnik, the first satel-
lite, into orbit in 1957. The satellite’s
launch surprised the American public
and raised fears that the Soviets were
eclipsing the United States in the race
for space technology. Kennedy also
emphasized the so-called missile gap
created when the Soviets tested the first intercontinental
ballistic missile (ICBM). Although
11. American technology far surpassed that of the Soviets, Kennedy
argued that under the Repub-
licans’ watch, the United States had lost its focus and direction
in fighting the Cold War.
Embarking on the New Frontier
In keeping with presidents assigning names to their domestic
programs, Kennedy called his
the New Frontier. The name invoked the daring, adventure, and
hope symbolized by the
physical frontiers in American history, and the program called
for the largest set of domestic
legislation since the New Deal. Kennedy told the American
people:
Today, some would say that . . . all the horizons have been
explored, that all
the battles have been won, that there is no longer an American
frontier. We
stand today on the edge of a New Frontier—the frontier of the
1960s—a fron-
tier of unknown opportunities and perils—a frontier of
unfulfilled hopes and
threats. (as cited in Limerick, White, & Grossman, 1994, p. 81)
Kennedy was president for fewer than 3 years, but his image
stands larger than life in Ameri-
can culture. A young man when he entered the White House—he
was elected at 43—Kenne-
dy’s style and manner was a marked contrast to that of the
fatherly Eisenhower. He appeared
frequently on television and was the first president to conduct
televised press conferences.
His wife, Jacqueline Kennedy, became a fashion icon and, after
overseeing a massive redecora-
12. tion project, led the nation on a televised tour of the White
House. The first family included
two young children, Caroline and John Jr. (a third child died a
few days after being born in
Associated Press
During the 1960 presidential election, televised
debates brought Democrat John F. Kennedy and
Republican Richard Nixon into American homes.
bar82063_12_c12_371-410.indd 375 1/9/15 9:35 AM
Section 12.1 The Kennedy Years
August 1963). The nation looked on as famous writers, artists,
and entertainers visited the
White House, revealing the family’s commitment to high culture
(Patterson, 1996).
The conditions Kennedy encountered on the cam-
paign trail in rural West Virginia turned poverty
relief into one of his top policy goals. While seek-
ing the votes of rural Americans, he witnessed
firsthand the abysmal circumstances that pushed
many Appalachians to leave their homes for indus-
trial jobs outside the region (see Chapter 11). In
1962 Kennedy secured more than $2 billion from
Congress for his urban renewal plan. The measure
established job-training programs for the unem-
ployed and economic incentives for businesses to
relocate to economically depressed areas. The fol-
lowing year he formed a joint federal and state com-
mittee to develop a regional approach to solving
13. poverty issues in Appalachia (Duncan, 2013).
Kennedy’s agenda extended to other measures
that pushed the nation toward economic and social
justice. Promising economic growth, he convinced
Congress to increase the social welfare safety net
by raising the minimum wage, expanding unem-
ployment benefits, and enhancing Social Security.
He also initiated a large series of tax cuts that were
opposed by conservative Republicans, who argued
for the necessity of maintaining a balanced budget.
In contrast, Kennedy embraced Keynesian economics, the notion
that government spending,
strategic tax cuts, and other policies could stimulate the
economy, especially in times of eco-
nomic slowdown, as the best way to ensure the nation’s
economic health. At the time he pro-
posed tax cuts, the top income tax rate, for those with incomes
over $3 million, stood at 91%,
and the lowest marginal rate, for incomes up to $30,000, was
20%.
Finally passed in February 1964, 3 months after Kennedy’s
death, the tax cuts helped spur an
economic boom and contributed to the creation of thousands of
jobs. Tax rates for the nation’s
top earners dropped to 77%, and those in the lower income
brackets also benefited substan-
tially. The average worker, who earned about $6,500 in 1965
(about $48,000 in today’s dol-
lars), paid only 16% in federal taxes under the new measure.
Kennedy and the World
Although he made some important efforts on the domestic front,
it was foreign affairs, and
14. especially the tension between the United States and the Soviet
Union, that occupied most of
Courtesy Everett Collection
President John F. Kennedy, First Lady
Jacqueline Kennedy, and children
Caroline and John represented the
model American family.
bar82063_12_c12_371-410.indd 376 1/9/15 9:35 AM
Section 12.1 The Kennedy Years
Kennedy’s attention. In one of his first acts as president, he
issued an executive order creat-
ing the Peace Corps, which sent American men and women
abroad to aid developing nations
in establishing educational and economic institutions that would
promote prosperity and
reduce poverty. Kennedy also hoped the young Americans
would improve the image of the
United States abroad and adhere developing countries to
America. The men and women of
the Peace Corps also supported the national Cold War agenda by
sharing America’s demo-
cratic values abroad.
In a speech before potential Peace Corps recruits at the
University of Michigan in October
1960, Kennedy warned that the Soviet Union “had hundreds of
men and women, scientists,
physicists, teachers, engineers, doctors, and nurses . . . prepared
to spend their lives abroad in
15. the service of world communism” (as cited in Crotty, 2010).
The Peace Corps was Kennedy’s
parallel plan for actively supporting the development of
democracy and freedom in the
world community.
Kennedy’s plans for volunteers to
serve abroad struck home with thou-
sands who, like Ron Kovic, responded
to the president’s call to do something
for their country. Enthusiastic and
confident, it is not surprising that Ken-
nedy moved thousands of young men
and women to serve their country,
whether in the U.S. military, the Peace
Corps, or in domestic programs. One
early volunteer recalled, “I’d never
done anything political, patriotic or
unselfish because nobody ever asked
me to. Kennedy asked” (Wilson &
Wilson, 2011, p. 7).
Most Peace Corps volunteers were
young, but not all. Bill Bridges was
nearly 50 when he left his job processing disability applications
for the state of Kentucky
to serve 2 years in Bangladesh. Nancy Dare and her husband,
Phil, volunteered together for
service in Malaysia educating local children, especially
teaching English. Nancy remembered,
“We were answering the call, thinking that maybe we could do
something to help” (as cited in
Wilson & Wilson, 2011, p. 8).
Bay of Pigs and Cuban Missile Crisis
17. the Communist Soviet Union.
Eisenhower suspended trade with the island nation and
authorized CIA training of anti-Castro
exiles for an invasion to retake the country. Kennedy inherited
this crisis when he took office.
When the CIA-trained insurgents landed at Cuba’s Bay of Pigs
in April 1961, they expected
American air and ground support. However, fearing an
escalation in the conflict with the
Soviet Union, Kennedy canceled American reinforcement. The
invasion collapsed, with 300
of the insurgents killed by Castro’s tanks and guns and 1,100
captured by his army. Kennedy
accepted blame for the humiliating and tragic fiasco. In a
conversation with White House spe-
cial counsel Ted Sorensen, he said, “How could I have been so
stupid, to let them go ahead?”
(as cited in Jones, 2009, p. 110). A New York Times reporter
editorialized that the United
States “looked like fools to our friends, rascals to our enemies,
and incompetents to the rest”
(Woods, 2005, p. 213).
America’s weakness at the Bay of Pigs gave Soviet premier
Nikita Khrushchev incentive to fur-
ther test Kennedy’s resolve and courage. Another factor was a
series of provocative military
exercises Kennedy initiated on islands in close proximity to
Cuba. Khrushchev thus saw Cuba
(just 90 miles south of Florida) as the perfect place to establish
an offensive show of power,
and he authorized the construction of missile sites there.
Flying over the region in October 1962, American spy planes
uncovered the installation of
18. missiles capable of reaching the United States (see Figure 12.1).
In the ensuing 13 days, the
Cuban Missile Crisis brought the nations to the brink of nuclear
war. Kennedy’s military
advisors urged an attack on Cuba that would surely provoke a
Soviet response, but instead
Kennedy ordered a blockade of the island that prevented Soviet
access by air and sea and
demanded the removal of the installations.
Figure 12.1: The Cuban conflict, 1961–1962
The Cuban Missile Crisis brought the world close to the brink
of nuclear war but ended in the removal of
Soviet missiles in Cuba and U.S. missiles in Turkey.
G o l fo d e
Ba ta b a n ó
G o l fo d e
G u a c a n aya b o
G u l f o f
M e x i c o
A T L A N T I C
O C E A N
C a r i b b e a n
S e a
Ba h í a d e
C o c h i n o s
19. ( Bay o f P i g s )
G u a n tá n a m o
Bay
Havana
Andros
Island
Guantánamo Bay
U.S. Naval
Station
Guanajay
IRBM Site
Sagua La Grande
MRBM Site
Remedios
IRBM Site
San Cristobal
MRBM Site
B A H A M A S
C U B A
F LO R I DA
( U S A )
Miami
20. F l o r i d a
K ey
s
bar82063_12_c12_371-410.indd 378 1/9/15 9:35 AM
G o l fo d e
Ba ta b a n ó
G o l fo d e
G u a c a n aya b o
G u l f o f
M e x i c o
A T L A N T I C
O C E A N
C a r i b b e a n
S e a
Ba h í a d e
C o c h i n o s
( Bay o f P i g s )
G u a n tá n a m o
Bay
22. Section 12.1 The Kennedy Years
In a series of tense negotiations that occurred largely behind the
scenes, Khrushchev agreed
to dismantle the missile installments in exchange for an
American agreement not to invade
Cuba. In addition, Kennedy pledged to remove American
missiles located in Turkey and Italy,
where they could easily be launched into the Soviet Union.
The resolution of the crisis marked a temporary improvement in
relations between the two
nations, and for the first time, the Kremlin and the White House
established a permanent
hotline for direct communication. Kennedy himself described
calling the Soviets’ bluff as “one
hell of a gamble” (as cited in Fursenko & Naftali, 1997, p. ix).
It represented the most danger-
ous moment of the Cold War, when any misstep on either side
could have resulted in nuclear
war (Fursenko & Naftali, 1997).
Latin American nations, including Guatemala and Cuba, grew
increasingly unhappy with
American political intervention and the economic dominance of
U.S. corporations such as
the United Fruit Company. In 1954 Eisenhower had approved a
covert CIA operation that
overthrew Guatemalan president Jacobo Arbenz, and following
his ouster that nation was
ruled by U.S.-backed military regimes.
Eisenhower planned a similar intervention in Cuba after Fidel
Castro, a Marxist rebel leader,
ousted dictator Fulgencio Batista and began nationalizing the
Cuban property of American
23. businessmen. Shunning American influence, Castro allied with
the Communist Soviet Union.
Eisenhower suspended trade with the island nation and
authorized CIA training of anti-Castro
exiles for an invasion to retake the country. Kennedy inherited
this crisis when he took office.
When the CIA-trained insurgents landed at Cuba’s Bay of Pigs
in April 1961, they expected
American air and ground support. However, fearing an
escalation in the conflict with the
Soviet Union, Kennedy canceled American reinforcement. The
invasion collapsed, with 300
of the insurgents killed by Castro’s tanks and guns and 1,100
captured by his army. Kennedy
accepted blame for the humiliating and tragic fiasco. In a
conversation with White House spe-
cial counsel Ted Sorensen, he said, “How could I have been so
stupid, to let them go ahead?”
(as cited in Jones, 2009, p. 110). A New York Times reporter
editorialized that the United
States “looked like fools to our friends, rascals to our enemies,
and incompetents to the rest”
(Woods, 2005, p. 213).
America’s weakness at the Bay of Pigs gave Soviet premier
Nikita Khrushchev incentive to fur-
ther test Kennedy’s resolve and courage. Another factor was a
series of provocative military
exercises Kennedy initiated on islands in close proximity to
Cuba. Khrushchev thus saw Cuba
(just 90 miles south of Florida) as the perfect place to establish
an offensive show of power,
and he authorized the construction of missile sites there.
Flying over the region in October 1962, American spy planes
24. uncovered the installation of
missiles capable of reaching the United States (see Figure 12.1).
In the ensuing 13 days, the
Cuban Missile Crisis brought the nations to the brink of nuclear
war. Kennedy’s military
advisors urged an attack on Cuba that would surely provoke a
Soviet response, but instead
Kennedy ordered a blockade of the island that prevented Soviet
access by air and sea and
demanded the removal of the installations.
Figure 12.1: The Cuban conflict, 1961–1962
The Cuban Missile Crisis brought the world close to the brink
of nuclear war but ended in the removal of
Soviet missiles in Cuba and U.S. missiles in Turkey.
G o l fo d e
Ba ta b a n ó
G o l fo d e
G u a c a n aya b o
G u l f o f
M e x i c o
A T L A N T I C
O C E A N
C a r i b b e a n
S e a
Ba h í a d e
25. C o c h i n o s
( Bay o f P i g s )
G u a n tá n a m o
Bay
Havana
Andros
Island
Guantánamo Bay
U.S. Naval
Station
Guanajay
IRBM Site
Sagua La Grande
MRBM Site
Remedios
IRBM Site
San Cristobal
MRBM Site
B A H A M A S
C U B A
F LO R I DA
( U S A )
26. Miami
F l o r i d a
K ey
s
bar82063_12_c12_371-410.indd 379 1/9/15 9:35 AM
Section 12.1 The Kennedy Years
Technology in America: Birth of the Space Age
After launching the world’s first orbiting satellite in 1957, the
Soviet Union temporarily
enjoyed technological superiority over the United States in the
realm of space exploration.
Established as a new federal agency in 1958, at the height of the
Cold War, the National
Aeronautics and Space Administration (NASA) aimed to
perform basic research and
develop military and civil space exploration programs (Eastman,
1958). NASA’s task was
not to bring U.S. space capabilities in line with the Soviet
Union, but to ensure that the U.S.
space program left the Soviets far behind in technology and
implementation.
Thus began the so-called space race of the 1960s, when the
Soviets and Americans
raced to place the first man in space and to reach the moon.
Although the Soviet cosmo-
naut Yuri Gagarin became the first man to orbit the earth in
1961, only Americans made
27. a moon landing.
In the 1960s Americans believed reaching the moon offered the
ultimate prize and sym-
bol of scientific and national superiority. In May 1961 Kennedy
delivered the now famous
NASA/Associated Press
Seen here in his Mercury space
suit, John Glenn was the first
American to orbit the Earth, on
February 20, 1962.
Berlin
Two months after the Bay of Pigs, Kennedy traveled to Vienna,
Austria, to meet with Khrush-
chev. The meeting accomplished little except for some
antagonistic exchanges between them,
along with a threat from Khrushchev insinuating that he would
begin restricting American
access to West Berlin. A dispute over the Berlin Wall quickly
became Kennedy’s most per-
plexing international concern. Built in 1961 to divide East
Berlin (controlled by the Soviet
Union) and West Berlin (under Western European and U.S.
influence), it was one of the only
places in the world where Cold War participants confronted
each other eye to eye.
In June 1963 Kennedy flew to West Berlin to personally address
the people of the city. Though
he knew no German, he wanted to include a phrase in the native
language that would resonate
with his audience. He recalled from his history classes that
Roman citizens proudly said Civis
28. romanium sum, which meant “I am a citizen of Rome” in Latin.
Kennedy thought that a similar
sentiment in German, Ich bin ein Berliner, meaning “I am a
Berliner,” would inspire his Ger-
man audience.
The speech, well received among West Berliners, formed an
iconic moment in the Cold War,
expressing America’s strength and commitment to its partners
and allies in the fight against
communism (Smyser, 2009). Khrushchev derided Kennedy’s
determined tone but agreed to
continue seeking a middle ground. Following the close call of
the Cuban Missile Crisis, both
world leaders recognized the real danger nuclear attacks posed
for both Americans and
Soviets.
Kennedy used this change in momentum to achieve some
positive gains in the United States’
relationship with the Soviet Union. Among his important
accomplishments was the Nuclear
Test Ban Treaty, which the United States, Great Britain, and the
Soviet Union signed on
August 5, 1963. It banned all nuclear tests except those
conducted underground. The treaty
was an important step in soothing fears of nuclear
contamination but did not stop the produc-
tion and stockpiling of nuclear weapons, which continued
throughout the Cold War.
(continued)
bar82063_12_c12_371-410.indd 380 1/9/15 9:35 AM
29. Section 12.1 The Kennedy Years
“Urgent National Needs” speech before a joint ses-
sion of Congress. He predicted that the United States
would land a man on the moon before the decade’s end,
declaring:
Now it is time to take longer strides—time for
a great new American enterprise—time for this
nation to take a clearly leading role in space
achievement, which in many ways may hold
the key to our future on Earth. (Launius, 2004,
pp. 127–128)
Kennedy asked the entire nation to commit itself to
achieving this goal quickly and efficiently—and before
the Soviet Union. This component of the Cold War
required a boost in education, especially in science
and math. Arguing that such education was important
to national security, Kennedy funneled federal funds
to both government research and science and math
education.
NASA entered the space race behind the Soviets and
did everything in its power to win, not just techni-
cally but also with publicity. The agency impressed
the nation with quick and dramatic accomplishments,
including John Glenn’s first manned space orbit of the
earth on February 20, 1962.
The early astronauts like Glenn were daring test pilots willing
to risk their lives f lying
experimental aircraft on a daily basis. However, this was not the
image that NASA wanted
for the space program. In place of the daredevil image, NASA
30. “wished to portray this
unprecedented, dangerous, high-risk endeavor as something
precise, careful, moderate,
reliable, technically sound, and unfailingly cautious” (Allen,
2009, p. 163).
NASA achieved its goals when Neil Armstrong stepped onto the
surface of the moon on July
20, 1969. At the moment his foot touched the surface, he spoke
the famous words: “That’s
one small step for man, one giant leap for mankind” (as cited in
Hansen, 2005, p. 493).
Eventually, the United States and Soviet Union curtailed some
of the competition in the
space race and collaborated on several space programs,
beginning with a joint docking
mission in 1975.
Space technology created many products and technologies that
still benefit consumers
today. Among these are airplane deicing systems, freeze-dried
food, cordless hand vacuum
cleaners, and memory foam.
For further reading, see:
Anderson, C. V. (2002). National Aeronautics and Space
Administration (NASA): Background, issues, bibliography.
Hauppauge, NY: Nova Science.
Kay, W. D. (2005). Defining NASA: The historical debate over
the agency’s mission. Albany: State University of New
York Press.
Technology in America: Birth of the Space Age
After launching the world’s first orbiting satellite in 1957, the
31. Soviet Union temporarily
enjoyed technological superiority over the United States in the
realm of space exploration.
Established as a new federal agency in 1958, at the height of the
Cold War, the National
Aeronautics and Space Administration (NASA) aimed to
perform basic research and
develop military and civil space exploration programs (Eastman,
1958). NASA’s task was
not to bring U.S. space capabilities in line with the Soviet
Union, but to ensure that the U.S.
space program left the Soviets far behind in technology and
implementation.
Thus began the so-called space race of the 1960s, when the
Soviets and Americans
raced to place the first man in space and to reach the moon.
Although the Soviet cosmo-
naut Yuri Gagarin became the first man to orbit the earth in
1961, only Americans made
a moon landing.
In the 1960s Americans believed reaching the moon offered the
ultimate prize and sym-
bol of scientific and national superiority. In May 1961 Kennedy
delivered the now famous
NASA/Associated Press
Seen here in his Mercury space
suit, John Glenn was the first
American to orbit the Earth, on
February 20, 1962.
Technology in America: Birth of the Space Age (continued)
32. bar82063_12_c12_371-410.indd 381 1/9/15 9:35 AM
Section 12.1 The Kennedy Years
Southeast Asia
During his tenure in office, Kennedy significantly increased the
U.S. military commitment to
Southeast Asia. He accepted Eisenhower’s domino theory but
differed from his predecessor
in important ways. While Eisenhower primarily sent economic
aid and military equipment
to the region, Kennedy sent 16,000 combat advisors into
Vietnam because he believed that
the nation symbolized the wider Cold War competition for the
hearts and minds of the non-
White world (Melanson, 2005). Faced with growing movements
for civil rights among multi-
ple minority groups at home, a commitment to help the Asian
nation in its struggle to remain
free made America seem more tolerant.
By 1963, however, the troubles in Vietnam were worsening
almost daily. The U.S.-supported
premier of South Vietnam, Ngo Dinh Diem, a devout Catholic in
a largely Buddhist nation,
was corrupt, repressive, and out of touch with his people. His
attempts to convert the nation
to Catholicism sparked intense protest. The most shocking of
these was conducted by a Bud-
dhist monk who protested Diem’s policies by sitting on the
street, pouring gasoline over his
head, and lighting himself on fire. Other monks soon followed
suit.
33. The horrific photographs of such protestors outraged millions of
people worldwide. Madame
Nhu, the premier’s sister-in-law, made the situation worse when
she said that she clapped
her hands with each suicide and called them “barbecued monks”
(as cited in Hatcher, 1990,
p. 141). At this moment the Kennedy administration knew it
needed a dramatic change in
course (Hatcher, 1990).
In the fall of 1963, American CIA operatives learned of a
military plan to assassinate and
overthrow Diem, and though U.S. officials did not directly
support it, they did nothing to pre-
vent it from happening or to inform Diem his life was in danger.
Instead, American officials
signaled a willingness to work with a new government in
Vietnam. On November 2 a group
of Army of the Republic of Vietnam officers captured Diem,
assassinated him in the back of a
car, and dumped his body in an unmarked grave next to the
house of the U.S. ambassador to
Vietnam (Herring, 2002). The people of South Vietnam largely
applauded Diem’s death and
celebrated with street demonstrations, but the Soviet Union and
China condemned the act.
Assassination
Three weeks after Diem’s assassination, at 1:40 p.m. on Friday,
November 22, 1963, Walter
Cronkite broke into regularly scheduled CBS television
broadcasts with a somber announce-
ment. Kennedy had been shot and killed in Dallas, Texas, while
traveling in a motorcade. Vice
President Lyndon Johnson took the oath of office onboard Air
Force One as Kennedy’s body
35. even suggested CIA or even Soviet
involvement. To search for the truth,
Johnson appointed a special commis-
sion headed by Chief Justice Earl War-
ren, which eventually concluded that
Oswald operated alone.
12.2 The Freedom Movement Expands
Prior to his death, President Kennedy was poised to make
substantial civil rights advances as
the movement gained momentum in the 1960s. The civil rights
activism of the 1950s took a
new turn during his presidency and received considerable
support from both the Kennedy
and Johnson administrations. Martin Luther King Jr. and other
activists wanted to spread
the momentum of the Montgomery Bus Boycott (see Chapter 11)
to a full-fledged movement
against segregation across the South.
Along with other southern ministers, King founded the Southern
Christian Leadership
Conference (SCLC) in 1957, but the organization struggled to
gain traction after Montgom-
ery. The number of African American voters in southern states
actually decreased between
1956 and 1960 because militant local Whites employed
violence, intimidation, and fraudu-
lent registration tactics to suppress their exercise of the
franchise (Aldridge, 2011). In the
1960s a new generation of civil rights activists emerged to drive
the movement and the SCLC
in new directions.
New Tactics
36. African American college students in the South, whom
established African American leaders,
including King, had once criticized as apathetic and apolitical,
pushed the movement for civil
rights forward in the 1960s. Influencing members of the SCLC
and inspiring others to join in
peaceful acts of civil disobedience, they were responsible for
dramatic changes that continue
to impact Americans in the 21st century.
Southeast Asia
During his tenure in office, Kennedy significantly increased the
U.S. military commitment to
Southeast Asia. He accepted Eisenhower’s domino theory but
differed from his predecessor
in important ways. While Eisenhower primarily sent economic
aid and military equipment
to the region, Kennedy sent 16,000 combat advisors into
Vietnam because he believed that
the nation symbolized the wider Cold War competition for the
hearts and minds of the non-
White world (Melanson, 2005). Faced with growing movements
for civil rights among multi-
ple minority groups at home, a commitment to help the Asian
nation in its struggle to remain
free made America seem more tolerant.
By 1963, however, the troubles in Vietnam were worsening
almost daily. The U.S.-supported
premier of South Vietnam, Ngo Dinh Diem, a devout Catholic in
a largely Buddhist nation,
was corrupt, repressive, and out of touch with his people. His
attempts to convert the nation
to Catholicism sparked intense protest. The most shocking of
these was conducted by a Bud-
dhist monk who protested Diem’s policies by sitting on the
37. street, pouring gasoline over his
head, and lighting himself on fire. Other monks soon followed
suit.
The horrific photographs of such protestors outraged millions of
people worldwide. Madame
Nhu, the premier’s sister-in-law, made the situation worse when
she said that she clapped
her hands with each suicide and called them “barbecued monks”
(as cited in Hatcher, 1990,
p. 141). At this moment the Kennedy administration knew it
needed a dramatic change in
course (Hatcher, 1990).
In the fall of 1963, American CIA operatives learned of a
military plan to assassinate and
overthrow Diem, and though U.S. officials did not directly
support it, they did nothing to pre-
vent it from happening or to inform Diem his life was in danger.
Instead, American officials
signaled a willingness to work with a new government in
Vietnam. On November 2 a group
of Army of the Republic of Vietnam officers captured Diem,
assassinated him in the back of a
car, and dumped his body in an unmarked grave next to the
house of the U.S. ambassador to
Vietnam (Herring, 2002). The people of South Vietnam largely
applauded Diem’s death and
celebrated with street demonstrations, but the Soviet Union and
China condemned the act.
Assassination
Three weeks after Diem’s assassination, at 1:40 p.m. on Friday,
November 22, 1963, Walter
Cronkite broke into regularly scheduled CBS television
broadcasts with a somber announce-
39. freshmen, acted out of frustration and
impatience with the slow, legalistic methods of King and older
civil rights activists. Like
other politically aware and well-educated African American
youth, they rejected the conser-
vative and cautious methods of their elders and were determined
to take matters in their
own hands.
When the four students were asked
to leave, they did so, but the following
day 29 students appeared at the lunch
counter. Over succeeding days the pro-
test grew until hundreds of students,
African American and White, occupied
the lunch counter. They sat quietly
and endured taunts, curses, and even
being spat upon. The protest spread to
other stores in other cities across the
South. Police generally left the protest-
ers alone, but when violence erupted,
protestors and their White challengers
were often arrested. Although college
student protestors generally retained
their cool and held to nonviolent prin-
ciples, when high school students
joined the protests it was common for
fights to ensue as tempers flared. In
Portsmouth, Virginia, White and Afri-
can American high school students were arrested for exchanging
blows after a sit-in. Violence
following a Chattanooga, Tennessee, sit-in on February 23
involved more than 1,000 people,
leading to the arrest of 30 White people and ending only after
police turned fire hoses on the
41. Congress of Racial Equality
(CORE), to sponsor a series of “Freedom Rides” to force
southern states to comply with a 1960
Supreme Court ruling banning segregation in public interstate
travel. Taking routes across
multiple southern states, White and African American
volunteers, carefully selected by CORE,
sat together on buses and used restrooms and waiting areas in
bus stations without regard to
segregation rules. It was one of the most dangerous strategies of
the civil rights movement,
and riders took a special course in nonviolent resistance in
anticipation of physical attack by
organizations such as the Ku Klux Klan and other advocates of
maintaining segregation.
Freedom Riders hailed from all walks of life. Walter Bergman, a
retired Michigan college pro-
fessor, was among the riders aboard two buses, a Greyhound
and a Trailways, that departed
from Washington, D.C., bound for New Orleans in May 1961.
Bergman was a longtime advo-
cate of social justice causes and believed the New Deal had not
gone far enough in its attack
on poverty (New York Times, 1999).
Traveling across several southern states, one of the buses
carrying Bergman and the other
Freedom Riders made a scheduled stop in Anniston, Alabama,
on May 14, 1961. It was Moth-
er’s Day, and many local residents were just finishing a midday
family meal. Media accounts
let them know when the buses were scheduled to arrive, and a
mob of angry Whites headed
by Ku Klux Klan leader Kenneth Adams intercepted the
Greyhound.
42. The mob slashed the bus’s tires, but the driver managed to
speed away. Six miles out of town,
now on flat tires, the driver stopped the bus and fled as dozens
of cars filled with angry Whites
converged. A firebomb crashed through a window, setting the
bus on fire. The mob held the
doors closed, temporarily preventing the riders’ escape, but
there were no major injuries.
A second Trailways bus carrying more
Freedom Riders arrived in Anniston
an hour later, and its riders suffered
an even worse fate. Whites boarded
the bus at the station and brutally beat
the Freedom Riders, including Walter
Bergman, with clubs and soda bottles
(Noble, 2013). Media images of the
burning bus and beaten riders gained
public sympathy for the cause, but
Bergman was severely injured. Beaten
unconscious, he suffered a stroke a few
days later and remained wheelchair-
bound for the remainder of his life.
Like Ron Kovic, Bergman did not let his
disability stop him, and he remained
an outspoken advocate of freedom and
justice.
Following the events in Alabama, the Freedom Riders continued
to Mississippi, reinforced
with members of CORE and SNCC to replace the wounded
riders. When they entered Jackson
on May 24, state police and National Guard troops surrounded
the buses. When the riders
tried to use the Whites-only facilities in the bus depot, they
43. were promptly arrested.
Underwood Archives/Getty Images
Freedom Riders escape a burning Greyhound bus
after it was firebombed near Anniston, Alabama, on
May 14, 1961.
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Section 12.2 The Freedom Movement Expands
Aiming to fill the jails, the subsequent buses also headed for
Jackson, where Yale Univer-
sity chaplain William Coffin joined southern ministers Ralph
Abernathy and Fred Shuttles-
worth in the city jail. When the local jail filled, officials
transferred the Freedom Riders to
the state penitentiary, where at one point as many as 300
endured harsh treatment. The
violence the Freedom Rides provoked shocked the nation and
brought much needed atten-
tion to the civil rights cause.
March on Washington
Sit-ins, Freedom Rides, and other tactics kept the demand for
civil rights at the forefront of
the nation’s attention during Kennedy’s presidency and
prompted him to craft a civil rights
bill. Early in his presidency Kennedy was reluctant to speak out
in favor of civil rights for
African Americans, largely because he feared losing the support
of White southerners. After
observing the actions of civil rights activists in their struggle to
44. integrate public schools, lunch
counters, universities, and other venues, however, the president
shifted toward a strong sup-
port for the movement. To support the civil rights bill that
would advance the cause of African
American rights, the leaders of multiple freedom, economic, and
civil rights organizations
came together for a gathering in the nation’s capital. Planned as
the March on Washington
for Jobs and Freedom, this largest ever political rally for human
rights on August 28, 1963,
is considered by many as the most memorable moment in the
civil rights movement.
In the days leading up to the event, the president and Attorney
General Robert F. Kennedy
grew ever more anxious. At one point, the Kennedy
administration sought to stop the march,
weighing the enormous possibility for change against the
potential for domestic unrest. Both
men worried about the reaction of White Americans but also
realized that the moment marked
a turning point in the movement and for U.S. society. At risk
was the fate of major civil rights
legislation that President Kennedy supported. Attorney General
Kennedy assigned a small
number of Justice Department staff to help with the event’s
coordination. Despite the con-
cerns, the event proved a success. Standing before a crowd of
nearly 250,000, Martin Luther
King Jr. delivered his iconic “I Have a Dream” speech. Few
would have guessed that within
3 months the president who proposed the civil rights bill they
celebrated would be gone.
Midmovement Achievement
45. President Kennedy supported a broad-based bill that would end
discrimination based on
race, color, religion, sex, or national origin, but at the time of
his death it was stalled in the
House of Representatives. Upon assuming the presidency,
Johnson used his political influence
to propel the measure through Congress by suggesting that the
bill honored the legacy of the
fallen president. Even though he realized that the bill could
swing southern political support
toward the Republican Party, Johnson pushed ahead. Addressing
a joint session of Congress in
November 1963, he said, “No memorial oration or eulogy could
more eloquently honor Presi-
dent Kennedy’s memory than the earliest possible passage of
the civil rights bill for which he
fought so long” (as cited in Loevy, 1997, p. 159). The House
voted 289 to 126 on the final bill,
and the Senate approved it by a measure of 73 to 27.
The Civil Rights Act of 1964 counts as a major victory of the
civil rights movement. It out-
lawed discrimination based on race, color, religion, sex, or
national origin when hiring, pro-
moting, or firing employees; in public accommodations; and in
all programs receiving federal
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Section 12.2 The Freedom Movement Expands
funding. At the last moment conservative Virginia
representative Howard W. Smith added the
word sex to the final language in the hope that adding women
46. into the mix would kill the bill.
Despite his intention, the final law also included a ban on
gender discrimination.
The act also created the Equal Employment Opportunity
Commission within the Justice
Department to oversee its implementation and enforce its
antidiscriminatory provisions.
Finally, it expanded the right of the federal government to
prosecute civil rights violations in
southern states.
Freedom Summer
Voting rights stood out as the major civil rights hurdle not
addressed by the 1964 law. Most
southern states had disfranchised African Americans in the late
19th and early 20th centuries
through violence and intimidation as well as unfair poll taxes
and literacy tests. Invigorated
by recent victories, multiple civil rights organizations and
White northerners moved into Mis-
sissippi, a state widely known for strident opposition to African
American civil rights, in the
summer of 1964 to participate in drives to register African
American voters. Although most
of the leadership and financing came from SNCC, other groups
including CORE and the NAACP,
and King’s SCLC also lent support.
Mississippi’s White residents resented the intrusion
of outsiders bent on forcing social change. Almost
immediately, activists faced physical attack. On
June 21 a deputy sheriff arrested three CORE orga-
nizers; one African American, James Chaney; and
two Whites, Michael Schwerner and Andrew Good-
man. After they were released later that night, a
48. Section 12.2 The Freedom Movement Expands
including SNCC organizer Fannie Lou Hamer, known for
singing Christian hymns during voter
registration drives.
Elected vice chair of the MFDP delegation, Hamer testified to
the violence and intimidation
she and other African Americans faced in their drive to vote or
help register others. At the end
of her testimony, she declared:
If the Freedom Democratic Party is not seated now I question
America. Is
this America, the land of the free and the home of the brave,
where we have
to sleep with our telephones off of the hook because our lives
be threatened
daily, because we want to live as decent human beings in
America? (as cited
in Lee, 1999, p. 89)
Convention organizers offered to seat two African American
delegates as a compromise
and to reform the selection process for succeeding conventions,
but the MFDP refused.
The Voting Rights Act
Hamer’s impassioned testimony failed to win her party seats at
the convention but did
heighten awareness of the problem of African American
disfranchisement. It was primar-
ily, however, the continued violent attacks upon nonviolent
protestors that finally moved the
nation and Johnson to act. In January 1965 Martin Luther King
Jr. initiated a voting rights cam-
49. paign focusing on the city of Selma, Alabama, where only a few
hundred of the city’s 15,000
African Americans had registered to vote.
The culmination of the drive was to be a peaceful march
covering the 54 miles between Selma
and the state capital at Montgomery. On two occasions
television cameras captured marchers
under police assault as officers attacked them with cattle prods,
tear gas, and clubs.
Moved to act, Johnson addressed Congress, asking that it enact
a law guaranteeing all Amer-
icans the right to vote. Closing his speech with the language of
the civil rights movement,
he assured the nation, “we shall overcome” (as cited in Albert &
Hoffman, 1990, p. 212).
Congress quickly passed the Voting Rights Act of 1965, which
Johnson signed into law on
August 6. The law established federal jurisdiction over elections
and required certain juris-
dictions (mostly in the South) to seek the attorney general’s
approval before implementing
changes that affect voting, such as redrawing districts
(Aldridge, 2011).
Expanding the Fight for Equality
A host of groups paralleled and followed the African American
civil rights movement, redefin-
ing what it meant to be an American and challenging the
conservative status quo that domi-
nated the postwar era. Often referred to as part of the New Left,
these groups sought a broad
range of economic and social reforms. Unlike the Communist
Party sympathizers of an earlier
generation, they rejected the Soviet Union as a model and
50. generally eschewed involvement
in labor politics. Instead, they emphasized the liberalism of the
New Deal as a model for eco-
nomic justice. They emulated the tactics of the civil rights
movement, including sit-ins, boy-
cotts, and peaceful protests, and applied them to their own
causes.
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Section 12.2 The Freedom Movement Expands
Women’s Liberation
One movement challenged the secondary status of women in
American society. Early in the
20th century, women’s rights activists had focused their energy
on winning the right to vote,
but with that battle won, 1960s feminists emphasized a broad
range of issues, including offi-
cial legal inequalities, sexuality, the workplace, and
reproductive rights (Horowitz, 1998). In
1957 writer and journalist Betty Friedan conducted a survey of
her college classmates for
their upcoming 15th reunion. She found that most of her fellow
graduates of Smith College
were unhappy in their traditional roles
as housewives. Even affluent women
living in the suburbs with all the mod-
ern conveniences felt unfulfilled. She
continued to research the issue and
published her findings in The Feminine
Mystique, the 1963 best seller that
sparked the beginning of second-wave
feminism.
51. Friedan’s Feminine Mystique resonated
most strongly with White middle-class
women. She urged women to seek
a career path for fulfillment. At the
time of the book’s publication, single
women did not have access to birth
control, and married women did not
have access to credit independent of
their husbands. Access to birth control
and family planning, which Friedan
supported, gave women the ability to pace the birth of their
children, plan careers, and pursue
professional goals. Earning their own wages also offered women
more financial freedom and
purchasing power of their own.
Seeking economic and social justice, feminists formed
consciousness-raising groups through-
out the United States. In 1966 the National Organization for
Women (NOW) formed with
Friedan as its first president. Modeled on civil rights groups,
NOW called for equal opportu-
nity in the workplace and education and objected to media
portrayals of women.
Some feminists gained militant reputations as they publicly
rejected things they regarded
as objects of female oppression, such as bras, girdles, and high-
heeled shoes. Stereotypes
of women as “bra burners” did not depict reality, however.
Feminists sought equality of the
sexes, and they did not burn their undergarments in protest.
Instead, they organized and
worked diligently to overturn laws and support new legislation.
52. Women of color and working-class women often did not relate
to Friedan’s brand of femi-
nism, however. Many of these women, who never had a choice
but to work, endured an ever-
widening wage gap and were relegated to clerical jobs, sales
jobs, or other so-called women’s
work. Some feminists came to embrace a more radical form of
feminism and joined groups
such as the Redstockings movement, which formed in 1969 to
raise public consciousness
about women’s oppression in a male-dominated society and to
call for supportive legislation
for family planning and other women’s issues (Rosen, 2013).
Associated Press
Betty Friedan, the first president of the National
Organization for Women, demanded an end to
discrimination and called for equality between
the sexes.
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Section 12.2 The Freedom Movement Expands
Latino Civil Rights
Hispanic Americans began demanding equal rights in the 1940s,
but in the 1960s Latinos
formally organized in support of economic justice and legal
equality. Hispanic Americans in
eastern cities such as Philadelphia and New York, largely
Puerto Ricans, faced issues of urban
poverty and discrimination and focused on those needs. In the
West, where many Mexican
53. Americans worked in agriculture, the struggle for civil rights
was more closely linked to the
labor movement. In California, César Chávez emerged in 1965
as leader of a 5-year struggle
to organize migrant farmworkers and improve the working and
living conditions of Latinos
in the Southwest.
The son of migrant farmworkers, Chávez watched and admired
the activism of Martin Luther
King Jr. He patterned his struggle in the fields after King’s
nonviolent protests, using marches,
rallies, and hunger strikes to bring attention to the United Farm
Workers’ cause. A national
grape boycott finally pressured growers to agree to a contract
that gave workers better pay
and living conditions. Chávez became a nationally recognized
labor and civil rights leader and
continued to fight for change through the 1970s.
Red Power
Native Americans also saw the 1960s as an opportunity to raise
their voices against ineq-
uity. They successfully fought against a federal attempt to
terminate the sovereignty guar-
anteed them under the reservation system, and Johnson’s
policies made special efforts to
extend programs to Native American tribes (Shriver, 1966). In
1968 the American Indian
Movement (AIM) organized protests to bring attention to Native
American issues and to
inspire the renewal of native culture.
AIM also coordinated education and
employment programs among rural
and urban Native American commu-
55. Gay Rights
Gay men and lesbians did not enjoy much tolerance in 1960s
America, and they were often
forced to conceal their identities to avoid derision and
discrimination. Until 1973 the Ameri-
can Psychiatric Association considered homosexuality a mental
illness, and in most states
homosexual sex was outlawed. The Civil Rights Act of 1964 did
not apply to gays, who could
be fired from their jobs, arrested for sexual behavior, or even
have their children taken away.
A vibrant but underground gay community emerged in the
United States during the 1950s
and 1960s. As early as 1953 the pro-gay ONE Magazine began
publishing from Los Angeles,
although the following year the U.S. Post Office declared it to
be an obscene publication and
banned its circulation in the mail. After winning an important
First Amendment legal
battle in the Supreme Court case of One, Inc. v. Olesen, it
began circulating again, and until
1967 it provided an important forum for gay news and dialog
among subscribers in cities
across the nation.
Subscribers often wrote to detail the discrimination and
violence the lesbian, gay, bisexual,
and transgender community experienced. Many detailed the
urban antigay crackdown as
police in disguise raided gay bars or otherwise tried to entrap
unsuspecting men. One cor-
respondent informed ONE readers of recent activity in the
Northeast: “Philadelphia raided
twice. Carted the boys to jail for a nite for ‘frequenting a
disorderly place’” and “NYC still quiet
56. and closed down fairly tight, so streets are busy” (Loftin, 2012,
pp. 109–110). New York City
would not remain quiet for long. Despite the risks, some gays
did organize to demand equality.
A gay rights movement emerged from a series of violent
protests and demonstrations that
began on June 29, 1969. That night police raided the Stonewall
Inn, a bar in New York’s
Greenwich Village where gay men, transvestites, and lesbians
regularly gathered. Refusing
to submit to police, the bar’s patrons fought back, resisting
arrest and in one case trying
to overturn a police vehicle. This confrontation sparked a series
of protests known as the
Stonewall Riots that continued over the next 6 days.
After the initial violence, more peaceful protests took place in a
nearby park, and activists
began to form a more coordinated gay rights movement. Two
important organizations came
out of the protests. The Gay Liberation Front and the Gay
Activists Alliance were emblematic
of new gay rights organizations that inspired thousands of gay
men and lesbians across the
United States to demand civil and human rights (Carter, 2004).
Their collective strength cre-
ated a movement to overturn antigay laws and to push for gay
rights.
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Section 12.2 The Freedom Movement Expands
57. American Experience: Rachel Carson’s Silent Spring
The modern environmental movement, also
rooted in the 1960s, received a huge boost
with the 1962 publication of Rachel Carson’s
nonfiction book, Silent Spring. The book
shocked the nation by revealing the detri-
mental effects of pesticides, especially DDT,
the most widely used pesticide in agricultural
production. A marine biologist by training,
Carson wrote a series of popular nonfiction
nature books in the 1950s and even won a
National Book Award before turning her atten-
tion to the environmental problems pesticides
caused. She later credited a letter from a friend
with bringing the issue to her attention, and
she spent several years conducting research
and consulting other scientists.
Silent Spring emphasized the negative impacts
humans often have on the natural world.
Carson argued that pesticides harmed more
than undesirable insects and that DDT in par-
ticular killed birds and aquatic life and posed
harm to humans as well. Carson also revealed
the relationship between large-scale farm-
ers, the U.S. Department of Agriculture, and
the chemical industry in promoting the use of
pesticides and concealing their ill effects. She argued that
economic self-interest kept these
industries from honestly assessing the risks and that instead
they falsely told the public
that the pesticides were safe.
A special television program based on her book and hosted by
Eric Sevareid reached 10
59. dangers of pesticides and other chemicals.
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Section 12.2 The Freedom Movement Expands
Black Power
Federal backing for civil and voting rights concentrated in the
South, but African Americans
in other areas of the country expressed their own desires for
change. Uttered in 1966 by
SNCC leader Stokely Carmichael, Black Power became a phrase
associated with calls for
African Americans all over the United States to unify to support
community change and to
celebrate their heritage. The movement argued that all people of
African descent should
come together to achieve self-determination and to oppose the
oppression of people of color
by the White race.
Carmichael and others also used the term to express their
frustration with the slow and
moderate gains of the nonviolent civil rights movement. The
Black Power movement gave
expression to a growing belief that African Americans should
not have to ask White society
to support them in a struggle for civil rights. Instead, they
demanded that they be accorded
the rights guaranteed them as Americans. Through Black Power,
young civil rights activists
articulated a more militant stance and set of tactics in pursuit of
black freedom.
60. Malcolm X
The militant and sometimes threatening expression of Black
Power is most associated with
the influence of Malcolm X. Born Malcolm Little in Nebraska
in 1925, he grew up in a house-
hold far removed from the Jim Crow South with a father who
supported the Black Nationalism
of Marcus Garvey (see Chapter 5).
While imprisoned for burglary, Little became affiliated with the
Nation of Islam, which had
formed in the 1930s and celebrated African American self-
actualization and cultural contri-
butions to American society. Changing his name to Malcolm X
because he believed Little was
a slave surname, he became the movement’s leading spokesman.
Under his leadership, the
Nation of Islam swelled to more than 30,000 members by 1963.
Malcolm X challenged the nonviolent
tactics and philosophy of Martin Luther
King Jr. and the early student move-
ment. He called for African American
pride and separation from White soci-
ety, and he urged African Americans
to resist White violence “by any means
necessary.” Carmichael and student
leaders of SNCC agreed and began to
emphasize African American pride and
to seek solidarity with people of color
around the world.
Other organizations followed his lead
as well, including the Black Panther
Party for Self Defense, which formed in
Oakland, California, in 1966 to combat
62. civil rights guarantees did little to improve their financial
conditions, and many still lived
below the poverty level. From the mid-1960s, pressures
stemming from this reality led to
violent riots in urban centers outside the South.
One of the largest uprisings, which took place in August 1965
in the Watts neighborhood
of Los Angeles, was triggered by the arrest of African American
motorist Marquette Frye.
His brother and mother somehow came into contact with police
as well, and they were also
arrested. A crowd that gathered during the altercation grew as
rumors of police brutality
spread, and soon rioting erupted. For 6 days as many as 50,000
city residents attacked police
and firefighters, looted White-owned businesses, and burned
buildings. Finally subdued with
the help of the National Guard, the Watts uprising resulted in
$40 million in property damage
as well as 34 deaths and more than 1,000 injuries (Campbell,
2008).
The Watts Riot marked the tipping point for urban unrest.
Similar violence soon erupted in
the northern cities of Newark, New Jersey; Detroit; and
Cleveland. In 1967 Johnson appointed
a special commission to study the cause of the rioting, but no
clear proposal for change
emerged.
By the late 1960s poverty moved front and center among some
civil rights and antiwar activ-
ists. The issues of poverty and war coalesced as working-class
young men disproportion-
ately filled the ranks of the military while middle- and upper
63. class youth remained in college,
exempted from the draft. Established civil rights leaders turned
their attention to urban liv-
ing conditions and poverty. Martin Luther King Jr. refocused
his efforts on his Poor People’s
Campaign, an effort to gain economic justice for the millions of
Americans living below the
poverty line. However, by 1967 the escalation of the Vietnam
War subsumed the nation’s
attention and its resources.
12.3 Johnson’s Great Society
Although John F. Kennedy proposed the New Frontier, it was
Lyndon Johnson who was
referred to as the “last frontiersman” (Alsop, 1973, p. 8).
Emerging from humble beginnings
in the Texas Hill Country, Johnson was one of the most skilled
politicians ever to assume the
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Section 12.3 Johnson’s Great Society
presidency. Before entering politics, Johnson earned a teaching
degree and briefly taught high
school in Texas. He also became a champion for Latino civil
rights. During the New Deal he
headed the National Youth Administration in Texas, where he
used his teaching experience to
expand educational opportunities for Texas youth. He left after
2 years to run for Congress.
First elected as a Democrat to the House of Representatives in
64. 1937, he moved on to the
Senate in 1948, where he served as majority leader. Johnson
was committed to an agenda
of liberal reform, and upon assuming the presidency he moved
to complete Kennedy’s out-
standing goals and to extend his own program of social welfare
and civil rights. Although not
as media savvy as Kennedy, Johnson worked behind the scenes
to convince members of Con-
gress to support his legislative agenda. In his first address to
Congress, Johnson also assured
the nation of his commitment to continue Kennedy’s actions in
South Vietnam.
He proclaimed that he and the nation needed to “resolve that
John Fitzgerald Kennedy did
not live—or die—in vain” (as cited in Waldman, 2010, p. 192).
The tax cut came next on the
unfinished Kennedy agenda, and Johnson signed it into law in
February 1964. Civil rights
proved a tougher sell in Congress, where southern Democrats
provided staunch opposition,
and Johnson turned his attention toward equality for all
Americans as the fall election began
to consume the nation’s attention.
Johnson’s Social Programs
In the year before the 1964 election, Johnson also
began his own domestic legislative agenda under
the umbrella of a program known as the Great Soci-
ety. Johnson’s domestic goals were broad and aimed
at eliminating poverty, increasing educational
opportunities, and securing racial justice. He pro-
posed a broad range of new spending programs to
address the needs of education, the nation’s health
care, and both urban and rural poverty.
66. below the poverty level. John-
son said, “I don’t know if I’ll pass a single law or get a single
dollar appropriated, but before
I’m through, no community in America will be able to ignore
the poverty in its midst” (as cited
in Gillette, 2010, p. xi).
At the president’s urging, Congress passed the Economic
Opportunity Act in August 1964,
creating 10 new programs aimed at reducing poverty in America
(see Table 12.1). Congress
also allocated a staggering $800 million to the programs for the
first year. Controversial
among the programs was the Community Action Program, which
empowered poor people
to oversee programs in their own communities, including early
childhood education through
Head Start, home weatherization programs, and the Low Income
Home Energy Assistance
Program. Operating with various degrees of success,
Community Action organizations relied
heavily on volunteers and a combination of federal, state, and
local funding.
Table 12.1: Major programs of the Economic Opportunity Act
Program Purpose
Head Start Early childhood education for youth ages 3 to 5
Job Corps Vocational training for youth ages 16 to 24
Volunteers in Service to America Domestic program akin to the
Peace Corps but focusing on reliev-
ing poverty and related problems in the United States
67. Community Action Program Community-based agencies
overseeing a range of antipoverty
services
Legal Services Program (Legal Aid) Legal representation for
those in need
Work Study Federally funded work assistance for college
students
The Landslide 1964 Election
Although he had held office less than a year before seeking the
1964 Democratic nomina-
tion, Johnson and his agenda proved widely popular, even with
Republican voters. A pollster
canvassing in rural Texas, a region long considered a
conservative stronghold, was amazed at
what he discovered. Many of those polled compared Johnson to
FDR, and not one opposed his
candidacy. One woman, who claimed she had not voted for a
Democrat since 1936, declared,
“I’m not just for him, I’ll fight for him!” (as cited in Bernstein,
1996, p. 26).
The election of 1964 turned out to be one of the most lopsided
in the nation’s history. John-
son promised a series of social reforms, including poverty relief
and an end to segregation,
under his Great Society. His Republican opponent, Arizona
businessman Barry Goldwater,
stood in stark contrast, considered too conservative even by
many party stalwarts. Credited
with reviving the modern conservative movement, Goldwater
mobilized opposition to the
New Deal–like ideals and programs of his opponent, but his
ideas proved to have little voter
68. appeal in this election.
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Section 12.3 Johnson’s Great Society
Johnson won 44 of the 50 states, and an amazing 61% of the
popular vote. It was the mandate
he needed to finish his reform agenda. The election also
strengthened the Democratic major-
ity in Congress. In the House the Democratic majority
approached two thirds after it took
36 seats from Republicans. The party’s lead of 68 to 32 in the
Senate exceeded two thirds,
although Democrats picked up only two seats.
The Great Society Continues
The election gave Johnson a mandate to press forward with his
Great Society initiatives (see
Table 12.2). He used evidence gathered from his trip to
Appalachia and from the President’s
Appalachian Regional Commission, begun under Kennedy’s
administration, to support the
Appalachian Regional Development Act. Signed into law in
March 1965, it created a perma-
nent federally funded agency, known as the Appalachian
Regional Commission, that aimed
to increase employment, improve infrastructure, and reduce
regional isolation through con-
struction of a highway system.
The Great Society approached the nation’s education needs
through two important pieces of
legislation. The 1965 Elementary and Secondary Education Act
69. allotted $1 billion in federal
grants to states to aid schools in areas with high concentrations
of poverty. The most far-
reaching congressionally passed education measure, the bill
aimed to provide equal access
to education and to create a system of accountability without
enacting a national curriculum.
The Higher Education Act of 1965 similarly offered federal
support and funding for state col-
leges and universities and established scholarships and student
loans. The new law made it
possible for millions of American youth to afford a university
education and established a
long-lasting trend of public funding for higher education.
One of the most visible and long-lasting legacies of the Great
Society came with revisions to
the Social Security system to provide government insured health
care services to the elderly
and poor under the Medicaid and Medicare programs. Debate
over a national health insurance
program was not new, but the large Democratic majority in
Congress finally made it a seri-
ous possibility. Although conservative Republicans, including
future president Ronald Reagan,
condemned it as socialism, the bill passed the House by a
margin of 313 to 115 and the Senate
by a margin of 68 to 21. Johnson signed it into law on July 30,
1965 (Oberlander, 2003).
Table 12.2: Great Society legislation, 1965
Legislation Purpose
Elementary and Secondary School Act Provided $1 billion in
public school funds
70. Higher Education Act Increased federal support to colleges and
universities
Medicare Provided health care to the aged
Medicaid Provided health care to the poor
Voting Rights Act Prohibited racial discrimination in voting
Water Quality Act Required states to issue standards to assure
water quality
Air Quality Act Instituted standards for regulating auto
emissions
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Section 12.4 The Vietnam War
12.4 The Vietnam War
Johnson’s Great Society eventually took a backseat to the
growing military and diplomatic cri-
sis in Southeast Asia. In the months after the assassinations of
South Vietnamese leader Diem
and President Kennedy, political disarray and guerilla
insurgency in South Vietnam made U.S.
experts fear the capital of Saigon would fall to the enemy.
Soviet support for the already Com-
munist North Vietnam was expanding. Many of Johnson’s close
advisors, including Defense
Secretary Robert McNamara, urged military escalation, but the
president hesitated.
71. Entering the Quagmire
Johnson overcame his reluctance in August 1964, when North
Vietnamese torpedo boats
apparently fired twice on an American destroyer in the Gulf of
Tonkin in the South China Sea.
Much later, once documentation became public, the public
learned that the second attack
had never occurred. Although intelligence services were still
gathering evidence about the
attacks, Johnson declared the incident an act of aggression and
asked Congress to pass a joint
resolution that gave him the authority “to take all necessary
measures to repel any armed
attack against the forces of the United States and to prevent
further aggression” (as cited in
McMahon, 2003, p. 145). Only two senators opposed the
measure (Hall, 2007).
Americanization of the War
American troops acted in an advisory capacity before the
escalation of the ground war in
Vietnam, with just over 23,000 in the country in 1964. Johnson
waited until after the fall
election to begin openly supporting escalation of U.S.
involvement, which became known as
Americanization, but his show of strength in asking for the Gulf
of Tonkin Resolution helped
cement his victory.
By that point, continued instability in South Vietnam after the
ousting of the dictator Diem
became a rising concern. In the spring of 1965, the South
Vietnam–based Viet Cong, who
opposed the southern government and detested the presence of
U.S. military advisors, also
72. began to step up attacks against American personnel. McNamara
urged action, including com-
mitting thousands of American combat troops. He called the
operation Rolling Thunder.
The swell of American ground troops began in 1965, and within
3 years more than a half mil-
lion U.S. soldiers were “in country,” a term used by U.S.
soldiers to mean they were in Vietnam.
More soldiers meant more Americans killed, missing, or
wounded in action. Total U.S. casual-
ties grew from 2,500 at the end of 1965 to over 130,000 at the
end of 1968, which marked the
high point of American troop presence. Troops fought regular
North Vietnamese army troops
but also the Viet Cong, who were more difficult to identify
because they were often disguised
as civilians (see Figure 12.2).
Fighting in the humid jungles of Southeast Asia was difficult,
so to aid American and South
Vietnamese fighting forces, the U.S. military sprayed toxic
chemical defoliants, including
Agent Orange, to help clear the forests. Hitting millions of
acres, the defoliants destroyed half
of the nation’s timber. There was little consideration of the
long-term effect of the chemicals
on human and animal life (Patterson, 1996). Although evidence
is not completely conclusive,
studies show increased rates of cancer, as well as nerve and
digestive disorders, among veter-
ans exposed to the defoliant.
Figure 12.2: The Vietnam War
The escalation of the Vietnam War brought the incursion of
73. more than a half million U.S. troops into the
region. By the 1968 election, Americans were losing faith that
the war was winnable and that it was
possible to prevent the spread of communism into South
Vietnam.
17º N. Demarcation line
G u l f o f
T o n k i n
G u l f o f
T h a i l a n d
S O U T H
C H I N A
S E A
M
e
ko
n
g
R
iver
Red River Black River
C H I N A
74. L
A
O
S
H a i n a n
( C H I N A )
T
H
A
I L
A N
D
C
A
M
B O
D I
A
B U R M A
( M Y A N M A R )
77. Khon Kaen
Udon Thani Nakhom
Phanom
Ubon
RatchataniRachasima
Ta Khli
Don Muang
Sattahip
Can
Tho
Vinh Long
Dalat
Nha Trang
Quy Nhon
Da Nang
Hue
Quang Tri
Tuy HoaBuon
Ma Thuot
Kon Tum
78. Khe Sanh
Lang Vei
Pleiku
Bien Hua
Tan Son Nhut
Cholon
Ca Mau
My Tho
Demilitarized Zone
(DMZ)
Harbor mined,
1972
Maddox Incident,
1972
U.S. IN
VASION, 1970
VIETNAMESE INVASION, 1978
Major U.S. base
Major battles of the Tet Offensive,
(January 1968)
Boat people refugees
(after U.S. withdrawal in 1975)
79. U.S. Seventh Fleet
operations during the war
bar82063_12_c12_371-410.indd 398 1/9/15 9:35 AM
17º N. Demarcation line
G u l f o f
T o n k i n
G u l f o f
T h a i l a n d
S O U T H
C H I N A
S E A
M
e
ko
n
g
R
iver
Red River Black River
80. C H I N A
L
A
O
S
H a i n a n
( C H I N A )
T
H
A
I L
A N
D
C
A
M
B O
D I
A
81. B U R M A
( M Y A N M A R )
N
O
R
T
H
V
I
E
T
N
A
M
S
O
U
T
H
V
I E
83. Long Binh
Khon Kaen
Udon Thani Nakhom
Phanom
Ubon
RatchataniRachasima
Ta Khli
Don Muang
Sattahip
Can
Tho
Vinh Long
Dalat
Nha Trang
Quy Nhon
Da Nang
Hue
Quang Tri
Tuy HoaBuon
Ma Thuot
84. Kon Tum
Khe Sanh
Lang Vei
Pleiku
Bien Hua
Tan Son Nhut
Cholon
Ca Mau
My Tho
Demilitarized Zone
(DMZ)
Harbor mined,
1972
Maddox Incident,
1972
U.S. IN
VASION, 1970
VIETNAMESE INVASION, 1978
Major U.S. base
Major battles of the Tet Offensive,
(January 1968)
85. Boat people refugees
(after U.S. withdrawal in 1975)
U.S. Seventh Fleet
operations during the war
Section 12.4 The Vietnam War
12.4 The Vietnam War
Johnson’s Great Society eventually took a backseat to the
growing military and diplomatic cri-
sis in Southeast Asia. In the months after the assassinations of
South Vietnamese leader Diem
and President Kennedy, political disarray and guerilla
insurgency in South Vietnam made U.S.
experts fear the capital of Saigon would fall to the enemy.
Soviet support for the already Com-
munist North Vietnam was expanding. Many of Johnson’s close
advisors, including Defense
Secretary Robert McNamara, urged military escalation, but the
president hesitated.
Entering the Quagmire
Johnson overcame his reluctance in August 1964, when North
Vietnamese torpedo boats
apparently fired twice on an American destroyer in the Gulf of
Tonkin in the South China Sea.
Much later, once documentation became public, the public
learned that the second attack
had never occurred. Although intelligence services were still
gathering evidence about the
attacks, Johnson declared the incident an act of aggression and
asked Congress to pass a joint
resolution that gave him the authority “to take all necessary
measures to repel any armed
86. attack against the forces of the United States and to prevent
further aggression” (as cited in
McMahon, 2003, p. 145). Only two senators opposed the
measure (Hall, 2007).
Americanization of the War
American troops acted in an advisory capacity before the
escalation of the ground war in
Vietnam, with just over 23,000 in the country in 1964. Johnson
waited until after the fall
election to begin openly supporting escalation of U.S.
involvement, which became known as
Americanization, but his show of strength in asking for the Gulf
of Tonkin Resolution helped
cement his victory.
By that point, continued instability in South Vietnam after the
ousting of the dictator Diem
became a rising concern. In the spring of 1965, the South
Vietnam–based Viet Cong, who
opposed the southern government and detested the presence of
U.S. military advisors, also
began to step up attacks against American personnel. McNamara
urged action, including com-
mitting thousands of American combat troops. He called the
operation Rolling Thunder.
The swell of American ground troops began in 1965, and within
3 years more than a half mil-
lion U.S. soldiers were “in country,” a term used by U.S.
soldiers to mean they were in Vietnam.
More soldiers meant more Americans killed, missing, or
wounded in action. Total U.S. casual-
ties grew from 2,500 at the end of 1965 to over 130,000 at the
end of 1968, which marked the
high point of American troop presence. Troops fought regular
87. North Vietnamese army troops
but also the Viet Cong, who were more difficult to identify
because they were often disguised
as civilians (see Figure 12.2).
Fighting in the humid jungles of Southeast Asia was difficult,
so to aid American and South
Vietnamese fighting forces, the U.S. military sprayed toxic
chemical defoliants, including
Agent Orange, to help clear the forests. Hitting millions of
acres, the defoliants destroyed half
of the nation’s timber. There was little consideration of the
long-term effect of the chemicals
on human and animal life (Patterson, 1996). Although evidence
is not completely conclusive,
studies show increased rates of cancer, as well as nerve and
digestive disorders, among veter-
ans exposed to the defoliant.
Figure 12.2: The Vietnam War
The escalation of the Vietnam War brought the incursion of
more than a half million U.S. troops into the
region. By the 1968 election, Americans were losing faith that
the war was winnable and that it was
possible to prevent the spread of communism into South
Vietnam.
17º N. Demarcation line
G u l f o f
T o n k i n
G u l f o f
T h a i l a n d
88. S O U T H
C H I N A
S E A
M
e
ko
n
g
R
iver
Red River Black River
C H I N A
L
A
O
S
H a i n a n
89. ( C H I N A )
T
H
A
I L
A N
D
C
A
M
B O
D I
A
B U R M A
( M Y A N M A R )
N
O
R
T
H
V
I
91. Hanoi
Dien Bien Phu
Chu Lai
An Khe
Vung Tau
My Lai
Can Ranh Bay
Bu Dop
CA M AU
P E N I N S U L A
Bangkok
Long Binh
Khon Kaen
Udon Thani Nakhom
Phanom
Ubon
RatchataniRachasima
Ta Khli
Don Muang
Sattahip
92. Can
Tho
Vinh Long
Dalat
Nha Trang
Quy Nhon
Da Nang
Hue
Quang Tri
Tuy HoaBuon
Ma Thuot
Kon Tum
Khe Sanh
Lang Vei
Pleiku
Bien Hua
Tan Son Nhut
Cholon
Ca Mau
My Tho
93. Demilitarized Zone
(DMZ)
Harbor mined,
1972
Maddox Incident,
1972
U.S. IN
VASION, 1970
VIETNAMESE INVASION, 1978
Major U.S. base
Major battles of the Tet Offensive,
(January 1968)
Boat people refugees
(after U.S. withdrawal in 1975)
U.S. Seventh Fleet
operations during the war
bar82063_12_c12_371-410.indd 399 1/9/15 9:35 AM
Section 12.4 The Vietnam War
Despite employing the full force of the U.S. military, troops
made little progress in pushing the
North Vietnamese forces out of the region. The North
Vietnamese relied heavily on guerilla
94. tactics and on sympathetic southern residents and political
activists known as the Viet Cong,
and they were willing to suffer high casualties.
The geography of Vietnam proved another problem for combat
troops. Jungles dense with
foliage, wet marshes, and even razor-sharp elephant grass made
the combat mission almost
unbearable. The North Vietnamese imprisoned U.S. soldiers in
deplorable conditions and
fought relentlessly. As U.S. casualty figures rose, some began
to question the war’s goals and
blamed the president for involving the nation in “Mr. Johnson’s
War.”
Media and the War
Thanks to modern media, Americans watched war developments
on their televisions as war
correspondents, including CBS Evening News anchor Walter
Cronkite, reported directly from
the conflict zone. During World War II and the Korean War,
media coverage had been limited
due to technological limitations and government censorship.
Newspaper and radio accounts
and short newsreels that aired in movie theaters before a feature
film provided the main
images and news of war in the 1940s. Television improved
steadily in the 1950s, and net-
works provided some war coverage, but Cronkite’s coverage of
Vietnam brought the war
home to millions of Americans.
Cronkite arrived in Southeast Asia shortly after the conclusion
of the Tet Offensive, in
which the Viet Cong and North Vietnamese launched a series of
surprise attacks against