Fort Edgecomb State Historic Site [ME]

Description

Located on Davis Island in the Sheepscott River, Fort Edgecomb traces its origins to the early 19th century. Interpretive panels unfold the events surrounding the Fort's history when hostilities in Europe dictated construction of forts to protect local residents. The centerpiece of the fort is the Blockhouse that was completed in 1809 and represents the nation's best-preserved blockhouse of this period. It sits on the highest point overlooking the Sheepscott River, and visitors are welcome to discover the views from the horizontal musket ports.

The site offers tours and occasional recreational and educational events.

Anthony Pellegrino's Classroom Simulations: Begin with Paris

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Photo, Paris. Eiffel Tower, 1909-1919, LOC
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Costumes Not Required

In February 2011 two colleagues (Christopher Dean Lee and Alex de Erizans) and I completed a manuscript and presented excerpts from the paper at a social studies educator’s conference in Orlando, FL. Both the paper and the presentation were the results of successful experiences we had simulating historical events in our classrooms. We found these efforts fostered students' historical empathy and issues-analysis and decision-making skills, all necessary to the experience of “doing” history. While I admire those teachers who take simulations to the level of character reenactment—dressing the part of Napoleon to depict the Battle of Waterloo, for example—what we did here was a bit tamer, and more importantly, student-centered. For our exercise, we chose the 1919 Paris Peace Conference as the simulated historical event on which to focus. Our purpose was to provide opportunities for students to engage in deliberative exchanges based on the 20th-century event that set in motion so many truly global changes.

For this lesson, we attempted to bring some of the designs of Model UN into a history classroom.

An experience beyond traditional classroom discussion, deliberation requires generation of consensus through an investigative process. Classroom simulations employing deliberation are not new in social studies pedagogy. For over two decades organizations such as Model UN have provided opportunities for students to experience deliberation focused on contemporary global issues and challenges. These experiences, however, have largely been extracurricular and not part of the day-to-day learning environment. For this lesson, we attempted to bring some of the designs of Model UN into a history classroom.

Creating the Lesson

As preparation for the lesson, we designed various “position papers” which spelled out the proclivities and concerns of the representatives from each of the delegations at the conference including the Big Four: France, Britain, Italy, and the United States. These documents were developed using various primary and secondary sources including Margaret MacMillan’s book, Paris 1919: Six Months That Changed the World. We were fortunate that one of our colleagues, Alex, is a German historian who employed his vast knowledge and various sources to craft these documents. Websites such as Firstworldwar.com and the World War I Document Archive's post-1918 documents section provide examples of the sources we used.

We chose delegations based on region in an effort to provide students the realistic situation of grappling with regional challenges as well as mutual needs.

To begin, the teacher establishes delegate groups and distributes the position papers. Flexibility allows that the teacher may dictate some group dynamics. For example, the teacher may decide to assign a specific delegate group to each student or allow students to advocate for all groups within their delegation. Students might, therefore, receive all of the position papers from his or her delegation or receive only the one position paper of his or her group or nation. We chose delegations based on region in an effort to provide students the realistic situation of grappling with regional challenges as well as mutual needs. For example, Poles, Czechs, and Slovaks represented Northern Europe while the Turks, Arabs, and Jews represented the Middle East. Overall, four regions and the Big Four became our five delegations. For homework, students read their position papers and develop targeted questions designed to better understand their delegation’s stance.

In the subsequent class meeting the groups, representing the various delegations, are formed and tasked with reviewing the questions written for homework and developing a consensus statement (based on the position papers and various electronic and other sources available from the teacher) to be presented to the Big Four. Members of the Big Four delegation then deliberate in an effort to consider the demands of the delegates as well as their own constituents at home.

Authentic assessments are done via follow-up documents, which address the decisions of the Big Four in terms of delegations’ demands and actual outcomes of the conference. These assessments take the form of letters to the editors of home nation newspapers and detailed letters to the Big Four praising or raising concerns for the decisions made in Paris. The Big Four delegates write their own letters to home newspapers outlining the decisions they made and the reasons why these decisions are in the best interest of their constituents.

Upon completion, students will have a realistic sense of deliberating in the complex environment of 1919. Moreover, the revelations of the actual decisions made by the Big Four will likely provide memorable fodder for discussion as you move forward in 20th century history.

Expanding this Teaching Method

Our efforts in developing this simulation lesson have us excited about the possibility to find other historical events that may work with these activities. Thus far we have considered the Congress of Vienna, the Peace at Augsburg, the Continental Congress meetings, and even the Camp David Accords. As with any teaching strategy, we realize that many history teachers have successfully engaged students in activities akin to this. In an effort to amalgamate ideas, strategies, and resources, we have created a website designed to house historical simulation activities. If you are interested in employing historical simulation activities in your classroom, or if you have developed a simulation activity based on historical events, feel free to visit our nascent website, where you can find some details about the Paris simulation as well as contact information to submit your own historical simulation lesson activity.

For more information

Ready to gather primary sources to create your own position papers? We've reviewed more than 200 websites on World War I, many of them archives of primary sources.

Brown University has a few suggestions for using roleplaying in the classroom. While the Paris Peace Conference is more appropriate for high school students, you can roleplay with younger students, as well—check out Teaching in Action entry "Historical Context and Roleplaying" for ideas.

Elizabeth Schaefer's Vocabulary in Motion!

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Photo, Final Game of the Season, Mar. 13, 2010, timlauer, Flickr
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My middle school students contain tremendous physical energy and can struggle with the transition into the adult world of sitting still. Meanwhile, real kinesthetic learning is one of the most difficult areas to incorporate effectively into your history classroom. Last year, to meet my goal of getting the students moving in a relevant and productive manner, I created Policy Pull-Out—a fun and interactive game related to the key concepts of American Expansion.

Background Information

Picture students moving around, excited about history vocabulary, with all learning levels engaged. Welcome to Policy Pull-Out! As the winter months drag on, allowing the students to be active will be extra important to their moods and their excitement about learning. This game will also reinforce and add a dimension to ideas vital to American history class.

Picture students moving around, excited about history vocabulary, with all learning levels engaged.

Policy Pull-Out was created to specifically support and review for DC's 8.5.2: Explain and identify on a map the territorial expansion during the terms of the first four presidents. The game has been played with 8th grade in American History but I feel could be age-appropriate from 4th through 10th depending on your students and your spin on it. Although a teacher hopes that students always picture history in 3-D, that concept seems especially important in this unit. The students should be able to reflect on what expansionism means, what Manifest Destiny looks like, and what isolationism feels like. Once the students have a deeper understanding of these political concepts, they can begin putting themselves in the position of 1800s decision makers imagining the benefits and foreshadowing the issues that will arise.

The Concept

Policy Pull-Out stemmed from a game that I had played as an after-school coordinator, called “Huggie Bear.” In Huggie Bear, the students mingle around until the teacher calls out a number. Whether the number is seven or two, the students have to gather in a group of that number of students. If students do not find a group that size or cannot find a group fast enough, they are out.

In Policy Pull-Out, we use history-related calls demanding different numbers of people group together or do a specific action. The motions they use in these calls directly relate to understanding the meaning of the words.

The Calls

As mentioned, the students mingle in place until they receive one of the following calls:

  • “Diplomacy” – (ALL) Everyone continues moving around but has to shake hands with everyone.
  • “Isolationism” – (one person) Stand in place alone and cover your eyes.
  • “Negotiate” – (two people) Find a partner and shake hands.
  • “Expansionism” – (three people) Three people need to hold hands (with the ends unbound and spread out as far as they can).

Once the students have those four calls, I then add on three more rules:

  • “Manifest Destiny” – (ALL) Everyone runs out to the borders (basketball court lines) to show we are spreading our territory to the coasts.
  • “Expansionism + number” – (Teacher picks) Same except the number expanding changes.
  • “George Washington” – (Representing his farewell address – three people) One person shakes a finger at the other two who stand back to back.
The Process

First, you need to secure an adequate space. For teachers whose weather permits, I recommend trying this outside. For other teachers, a gym or large classroom would be appropriate. A basketball court is a useful playing field because it allows definite borders.

The students love this game and are always very excited to be doing an activity out of the norm.

Before leaving the classroom, I recommend reviewing the first four calls and having a volunteer demonstrate each one. The students should have already been introduced to the key concepts and vocabulary but this would be a good time to discuss why certain words represent certain motions and allow them to make the connections for themselves. Perhaps they could even add to the game with their own ideas! You can give students the option of a cheat sheet depending on the situation.

After the class has arrived at the chosen location, the games can begin! The students love this game and are always very excited to be doing an activity out of the norm, but it is important to anticipate problems and set up ground rules about student-to-student contact, referee absolutes, and what to do when you are out. In the past, the students have been very invested in playing the game and are afraid to be taken out as long as you define clear borders. I limit the first round to four calls and then add as we go by gathering the group back together.

At the end of the game, debriefing is necessary in order to reinforce the purposefulness of the game: Did anyone feel safe when they were isolated? Did anyone prefer expansionism? How did you like running to the borders for Manifest Destiny? Do you think that our early presidents may have experienced some of these feelings? As the individuals within a class will form different opinions of their favorite motions, there are mixed opinions about the policies that would be best for our country.

Policy Pull-Out will reinforce the connection between human history and geography to help your students remember and understand why our 50 states exist today!

This conversation should be a jumping-off point for more directly connected historical thinking activities. As the following step in scaffolding, I recommend using a collection of primary sources including documents that supported expansion and ones that warned against it. As another logical step, several research assignments could stem from this. For example, the students could compare George Washington to the later presidents that preferred expansionism, or research the motivations of different presidents who did expand (e.g., Thomas Jefferson’s motivations compared to James Monroe’s). Policy Pull-Out should be viewed as an early scaffold to more critical thinking about these concepts.

I hope that you and your students enjoy this game! It has been a highlight of my teaching. When spun correctly, Policy Pull-Out will reinforce the connection between human history and geography to help your students remember and understand why our 50 states exist today!

For more information

For more suggested activities for secondary-level classrooms, read Schaefer's blog entries on teaching 9/11, the Declaration of Independence, and mental mapping.

One of the most notable developments in early American expansionism was the Louisiana Purchase. Listen to historian Leah Glaser analyze a letter from Thomas Jefferson to Congress, asking for funding for the Corps of Discovery, or search our Website Reviews for materials on the Purchase and the Corps. Digital collections such as the Library of Congress's George Washington Papers, Thomas Jefferson Papers, and James Madison Papers can also provide insight into early presidents' policies and thoughts.

Cold War Wrestling Match

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1961, B&W photo, Meeting in Vienna: JFK and Khrushchev, Presidential Library
Question

There is a political cartoon of Kennedy arm wrestling Khrushchev, and they are both sitting on hydrogen bombs. I would like to know who drew that, when it was drawn, and where was it first seen.

Answer

Welsh-born cartoonist Leslie Gilbert Illingworth drew the famous cartoon of John F. Kennedy and Soviet Premier Nikita Khrushchev arm wrestling while sitting on hydrogen bombs. It appeared in the October 29, 1962 edition of the British newspaper The Daily Mail.

Born in 1902, Illingworth started drawing cartoons for the famous British news magazine Punch in 1927. The Daily Mail hired him as well in 1937 and he continued to provide cartoons for both publications for the rest of his career. He gained a measure of national fame for the effective cartoons he drew during England's dogged stand against Nazi Germany.

Illingworth was not an overtly political cartoonist and this is evident in this arm wrestling cartoon. One notices the characteristic Illingworth preference for detail rather than commentary on who is right or wrong. The intensity of the struggle is captured both by the energy that radiates out of Kennedy and Khrushchev's gripped hands, but also by the fact that each is sweating profusely. Each man still has his finger on the button that will detonate the bombs.

Illingworth's cartoon reminded readers that the superpower struggle would continue and that the possibility of nuclear annihilation remained.

Illingworth's drawings contrast sharply with those of Edmund Valtman, the Pulitzer Prize-winning and fiercely anti-communist cartoonist for The Hartford Times. On October 30, after the crisis had seemingly passed, his paper published a Valtman cartoon of Khrushchev yanking missile-shaped teeth out of a hideous-looking Castro's mouth. The caption above the illustration reads, “This Hurts Me More Than It Hurts You” and the cartoon clearly represents a moment of American gloating over the communists.

That the Illingworth cartoon was published in a British newspaper bears witness to the fact that the outcome of the Cuban Missile Crisis affected the fate of populations beyond those of the United States and the Soviet Union. Indeed the whole world was watching. The publication date of October 29 is also significant since on October 28, Khrushchev announced that he was withdrawing the missiles out of Cuba and the crisis seemingly had passed. Illingworth's cartoon reminded readers that the superpower struggle would continue and that the possibility of nuclear annihilation remained.

For more information

Gaddis, John Lewis. The Cold War: A New History. New York: The Penguin Group, 2005.

Frankel, Max. High Noon in the Cold War: Kennedy, Khrushchev, and the Cuban Missile Crisis. New York: Presidio Press, 2004.

Library of Congress. "Prints and Photographs Collection Online Catalog." Accessed January 2011.

Taubman, William. Khrushchev: The Man and His Era. New York: W. W. Norton & Company, 2004.

University of Kent. "British Cartoon Archive, Illingsworth Collection" Accessed January 2011.

Bibliography

Dobbs, Michael. One Minute to Midnight: Kennedy, Khrushchev, and Castro on the Brink of Nuclear War. New York: Vintage Books, 2008.

Kennedy, Robert F. Thirteen Days. New York: W.W. Norton & Company, 1999.

Illingsworth, Leslie Gilbert. "Kennedy/Khrushchev". The Daily Mail, October 29, 1962. Accessed January 2011.

Valtman, Edmund. "This hurts me more than it hurts you." The Hartford Times, October 30, 1962. Accessed January 2011.

Trade Routes and Emerging Colonial Economies

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Newsprint, Sale of Africans from the Windward Coast, New York Public Library
Question

“What was the impact of trade routes on emerging colonies in the Americas?”

Answer

Good question and one that is often answered a bit too narrowly. The key issue is whether trade routes promoted resource extraction and/or economic development, and if the latter, what sort of development. Of course, the most famous route, with the greatest impact on New World colonies, was the Triangular Trade, which had some variants. In addition, though, there were several versions of a simpler two-way transatlantic trade, from the UK to the northern colonies, from France to Quebec, and from Spain/Portugal to Latin American places. Last, and less known, a transpacific trade took shape in the 17th century, connecting the Philippines with Mexico through the west coast port of Acapulco. So here we have at least half dozen routes to assess in terms of impacts.

These ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains between the 16th and 19th centuries

The core of the triangular trade, ca. 1600-1800, was the exchange of slaves for materials and goods – African captives brought to eastern Atlantic ports, exchanged for gold or British manufactured products, then transshipped brutally to colonial depots – Charleston, New Orleans, the Caribbean islands, and in smaller numbers, New York, for example. There, captives were again sold, for cash or goods (sugar, tobacco, timber) which returned to a UK starting point (often Liverpool). Yet this sequence was not the only one, particularly in New England, where merchants sent rum and other North American goods to Africa, secured slaves for auction to sugar plantations in the Caribbean, and brought liquid sugar (molasses) to American shores for distillation into more rum. Though this sounds tidy, actually, rarely was either triangle completed by one ship in one voyage; each triangle stands more as a mythical model than a description of standard practice. Nonetheless these ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains across the 16th through the 19th centuries. That’s quite an impact, creating slave economies from Virginia to Trinidad to Brazil. Another three-sided trade involved slavery indirectly, as when Yankees sent colonial goods to the sugar islands, shipped to Russia to exchange sugar for iron, which returned to New England.

Trade did not automatically translate into sustained development

Bilateral trade is simpler to grasp, and yet may depart from our current notions of exchange. The Kingdom of Spain extracted precious metals from Latin America, sending back goods for colonizers, especially through Veracruz, which became Mexico’s principal east coast harbor. By contrast, French trade with Quebec was a constant drain on the monarchy’s funds; often goods sent to sustain some 50,000 settlers cost more than double the value of furs gathered and sold. However, Virginia tobacco sold to Britain at times created high profits, but this single-crop economy proved vulnerable to commodity price fluctuations (Cotton’s southern surge came after the American Revolution.). Clearly trade did not automatically translate into sustained development, though port cities did prosper, not least because they became anchors for coastal shipping within and among colonies. At times, expanding trade could irritate the colonizing state, as when Mexican merchants created a long-distance 16th-18th century trans-Pacific route from Acapulco, trading an estimated 100 tons of silver annually for Chinese silks, cottons, spices, and pottery – resources the Crown thought should be sent to Madrid instead. Overall, my sense is that colonial trade routes deepened exploitation of people and nature appreciably more than they fostered investment and economic development.

For more information

Bailey, Anne. African Voices of the Atlantic Slave Trade. Boston: Beacon, 2006.

Bjork, Katherine. “The Link That Kept the Philippines Spanish: Mexican Merchant Interests and the Manila Trade, 1571-1815.” Journal of World History 9 (1998): 25-50.

Bravo, Karen. “Exploring the Analogy between Modern Trafficking in Humans and the Transatlantic Slave Trade.” Boston University Int’nl Law Journal 25 (2007), 207-95.

Evans, Chris and Goran Ryden. Baltic Iron in the Atlantic World Leiden: Brill, 2007.

Hart, Michael. A Trading Nation: Canadian Trade Policy from Colonialism to Globalization. Vancouver: University of British Columbia Press, 2002.

Jamestown-Yorktown Foundation, Jamestown Settlement, and Yorktown Victory Center[VA]

Ostrander, Gilman. “The Making of the Transatlantic Slave Trade Myth,” William and Mary Quarterly 30 (1973): 635-44.

Rawley, James and Stephen Behrendt. “The Coastal Trade of the British North American Colonies,” Journal of Economic History 34 (1972): 783-810.

Bibliography

Canny, Nicholas. “Writing Atlantic History; or, Reconfiguring the History of Colonial British America,” Journal of American History 86 (1999): 1093-1114.

Price, Jacob and Paul Clemens. “A Revolution of Scale in Overseas Trade: British Firms in the Chesapeake Trade, 1675-1775.” Journal of Economic History 47(1987): 1-43.

Rawley, James and Stephen Berendt. The Transatlantic Slave Trade: A History. Lincoln: University of Nebraska Press, 2005.

Spanish Colonial Trade Routes

The U.S. and Egypt in the 1950s jbuescher Thu, 04/08/2010 - 10:03
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Eisenhower and JF Dulles 1956
Question

What did the United States do to try to stop Egypt from becoming a communist satellite state in the 1950s?

Answer

The goals of U.S. foreign policy toward Egypt during the 1950s were to protect American and western European access to oil in the Middle East, to end British colonial rule throughout the area in line with the ideal of self-determination expressed in the Atlantic Charter, to contain the expansion of communism and particularly the influence of the Soviet Union in the region, and to support the independence of Israel without alienating the Arab states.

In all this, the U.S. State Department regarded Egypt as the natural leader among the Arab states and sought to make it an ally and to encourage pro-Western elements in Egyptian society.

The Basic U.S. Strategy

One essential problem was that the various goals of U.S. policy toward Egypt were often at odds with one another. As one example, the U.S. was sympathetic to Egypt's desire to free itself from British colonial rule--just as the U.S. had done--and emphasized its support for full Egyptian self-rule to the country's political and military leaders. But the U.S. was also allied with Britain to oppose the Soviet Union's expansion into Europe.

Almost all of Europe's oil at the time came through the Suez Canal. Britain was divesting itself of its empire, but in Egypt it had strong concerns about leaving the Suez Canal undefended. Britain's lingering military presence in the Mideast helped protect oil shipping lanes, the canal, and the oil fields from the threat posed by the Soviet Red Army. For its part, Egypt simply wanted Britain out and was disappointed when the U.S. did not always take its side.

Another example of internally conflicting goals--the U.S. supported "peoples' right to self-determination." This was, in fact, one way of framing why the U.S. opposed communism and the Soviet Union in particular: because it was totalitarian and crushed individuals' liberties. However, the U.S. had in mind a model of self-governance that assumed its own historical situation and that of other western European states who were the heirs of the Enlightenment and its ideals of individual autonomy. Other places were not necessarily burgeoning libertarian strongholds that only wanted a chance to grow to fruition as western-style capitalist democracies.

Eisenhower's Secretary of State, John Foster Dulles, approached this dilemma by applying a "Marshall Plan" strategy of massive aid to places such as the Middle East, Asia, and Africa, while also implicitly dealing with the fact that in these places (unlike in the European countries with strong democratic traditions that had been devastated by World War II), the "people" were not necessarily committed to turning their countries into capitalist, pro-western democracies.

Dulles's State Department believed that countries such as Egypt, for example, would naturally undergo a two-step process. First, relatively corrupt old regimes would be cast aside (least destructively, by military coups) and the governments would then be controlled by relatively authoritarian regimes that would pull together and organize the country's various factions. Second, with development aid and the establishment of trade ties with the rest of the world, the countries would emerge (through a peaceful evolutionary process, it was hoped) as full-fledged democracies.

Even if this were a true description of the "natural" evolution of Third World countries, however, none of this could happen in isolation. Larger political forces, outside the individual countries, affected their internal politics.

For the U.S., Dulles's goal of opposing and, as he framed it, "containing" the expansion of the totalitarianism of the Soviet Union and China provided a dilemma. When colonial powers disengaged from their former colonies in the Third World, the power vacuum that resulted meant that the U.S. found itself in various places giving its support to indigenous, but authoritarian and even dictatorial, regimes. This, it was thought, would cordon off these countries' borders, as it were, against communist intrusion and provide an opportunity for the U.S. to engage there in what the State Department came to call "nation building," which generally meant the infusion of massive economic and military aid. The eventual goal was the peaceful evolution of these countries into functioning, pro-western democracies.

This was the template for U.S. policy toward Egypt in the 1950s. Unfortunately for its prospects of success, it was only partly congruent with Egypt's own perceived interests. In particular, Egypt's leaders were generally never sympathetic to communism, but they did not fear anything like a takeover by the Soviet Union. In fact, following a long established practice in Mideast diplomatic circles, they looked for ways to play off one great power against another to their advantage.

Egypt had centuries of experience in warding off the domination of great powers by playing them against one another. When the U.S. stalled in advancing Egypt's positions against Britain, Egypt sought to engage with the Soviet Union, partly because that was where it could find military and economic support and partly because it was a way to exact more concessions from the U.S. in return.

In addition, the political power that Egyptian leaders wielded, like that in other countries in the region, was weak. In a way that American diplomats did not understand, Mideast leaders had to adjust their countries' alliances constantly with one another and could not make permanent, unilateral alliances. It was an Egyptian goal to enhance its own power in the region, not as the leader of a pro-American alliance.

Initial Post-World War II Problems for the U.S. and Egypt

Beginning with President Roosevelt's meeting with King Farouk at the end of World War II, American diplomats (including Truman's Secretary of State Dean Acheson) assured Egyptian leaders that the U.S. supported the country's efforts at self-determination. The Egyptians unfailingly heard these assurances to mean that the U.S. would help them rid Egypt of Britain. Sometimes, however, U.S. diplomats used this sort of language to mean that the U.S. would protect Egypt from communist subversion, internally or externally, from the Soviet Union. This miscommunication caused confusion.

Internal Egyptian politics made Egyptian King Farouk align himself increasingly with factions that demanded an immediate abrogation of an earlier treaty that allowed Britain to continue control over the Suez Canal and that Britain pull all its troops out of Egypt. The U.S. found the King to be unsympathetic to America's reluctance to go along with the demand for Britain to abandon Egypt and the canal immediately. To the U.S., it seemed that political power in Egypt was rapidly being corrupted and that it was flowing "down the drain," out to the more radical political factions.

The U.S. State Department concluded that it would find a more sympathetic hearing from another ruler. Historians have reached different conclusions about the extent of the involvement of U.S. diplomats and CIA operatives at this juncture, but it seems fairly clear that they met with dissatisfied Egyptian military officers and at least promised them that if there was a military coup, that the U.S. would not oppose it, and that the U.S. would prevent possible British opposition to it, as long as foreign nationals and property were protected.

The coup occurred in July 1952. Two military officers, General Mohammed Naguid and Colonel Gamel Abdel Nasser, emerged as the new Egyptian leaders. The military government immediately asked for U.S. military and economic aid. A State Department official agreed, but the Secretary of State and the President balked at the deal, which caused internal political problems for the Egyptian leaders.

U.S. Efforts Intensify after Truman and Acheson Give Way to Eisenhower and Dulles

President Truman and Secretary of State Acheson were succeeded by President Eisenhower and Secretary of State Dulles in 1953. Dulles' brother Allen was made director of the CIA.

The Dulles brothers provided military advisors and equipment to the Egyptian army. Through clandestine contacts, both the State Department and the CIA gave Egyptian leaders, especially Nasser, important intelligence training and assistance in moderating potential internal political rivals and in conducting propaganda campaigns.

In 1954, Nasser edged out Naguid and ascended to sole leadership of the military government. During the tumult surrounding this, Nasser was able to disband the main faction of his opposition, the Moslem Brotherhood, after an assassination attempt during one of his speeches, in which the would-be assassin fired seven shots at him, but missed. Public sympathy for Nasser surged, allowing him to quash his opposition. Nasser's chief of security much later admitted that the CIA had given Nasser a bulletproof vest, which he was wearing during his speech, raising the issue of whether the assassination attempt was a setup, designed to benefit Nasser.

Egypt looked for military equipment and aid. During this period, both State and the CIA provided it, sometimes clandestinely, hoping for a formal military alliance with Egypt, and for Egypt to take the lead in reaching a peace settlement with Israel. Egypt, however, extracted as much military and economic assistance from the U.S. as it could, but refused a military alliance with the West. It was Nasser's intention to adopt a policy of "neutralism" between West and East (that is, between the U.S. and the U.S.S.R.) in order to maintain its own independence, and, in fact, to heighten competition between the two in the region in order to fend off domination and to gain as much aid as possible from each.

U.S. Hopes for a Mideast Pro-Western Alliance

The U.S. recognized that by the mid-1950s the U.S.S.R. had developed a Third World strategy of pouring vast amounts of money and material into countries in Asia, Africa, and the Mideast that had recently been colonies of Western countries. The Soviets hoped to counter Western influence in these countries by promoting anti-colonial sentiment and supporting socialist reform there. The strategy was quite successful, at least for a time. The result was that in much of the Third World, the Soviet Union was viewed more favorably than the United States.

The U.S. and Britain attempted to form a cordon of defensive alliances around the world in order to prevent Soviet expansion. This included NATA in Europe and SEATO in Southeast Asia. The initial plan also included a Mideast alliance to bridge the gap between the two, but when the U.S. and Britain began formalizing agreements with Turkey and Iraq (rivals of Egypt in regional influence), Nasser felt that they had discarded Egypt. Nasser's idea was to form a regional military alliance within the Arab League, with him as leader. The souring of relations between Nasser and the West resulted in a turning point in 1955 in which Nasser asked for, and received, large-scale military equipment sales from the Soviet Union, and distanced his country and himself from the United States. Indeed, he adopted socialist reforms and heavily promoted "pan-Arab nationalism," as well as "neutralism" and "noncooperation with the West."

Despite that, the U.S. continued to court Nasser with economic aid, which indeed he was happy to receive. The U.S. accepted that a "neutralist" Egypt was better than a communist one, and recognized that the Soviets, from this time, intended to block Western efforts to cordon them and, to do that, were encouraging vast sales of its military equipment all over the region, as well as supporting the idea of Arab nationalism, especially in opposition to Israel. The U.S. pressured Israel and Egypt to make concessions toward a settlement, with the intention of avoiding war and reducing Soviet influence in the region.

The U.S. Ends Its Balancing Act

When the U.S. found that Nasser and Israeli Prime Minister Ben Gurion were ultimately unable or unwilling to conclude a peace agreement, President Eisenhower and Secretary of State Dulles opted to call Nasser's bluff by countering him in several covert ways, especially in promoting relations with his regional Arab rivals in Iraq, Saudi Arabia, and Libya. The U.S. calculated that Nasser, confronted by the possibility that the other Arab states were aligning with the West, would find himself in a situation that he would find unacceptable--namely, with only one powerful "friend," the Soviet Union.

In order to avoid such an outcome, the U.S. believed, Nasser would become more tractable to a peace settlement with Israel, so that he would not be left behind, relative to the other Arab states. In response, Nasser stepped up anti-American rhetoric in the region and, in return from the Soviets for help in setting up covert intelligence operations in the region designed to undermine the Arab monarchies of Saudi Arabia, Jordan, Libya, and Iraq, Nasser agreed to accept Soviet military assistance.

The denouement occurred over the plans to construct the Aswan High Dam, which the U.S. had been willing to fund, but which the Soviet Union had told Nasser that it would also be willing to do. Secretary of State Dulles, with Eisenhower's agreement, finally decided to extract the U.S. from situations in the Third World in which the countries were deliberately playing them off against the Soviet Union. In 1956, Dulles let it be known to Nasser that the U.S. would not fund the dam, believing that Nasser's only other option to finance it was to accept the Soviet Union's offer. This, Dulles believed correctly, Nasser would be highly reluctant to do. Nasser responded by opening diplomatic relations with China.

The Suez Crisis

Nasser also had another option that the U.S. did not anticipate: He suddenly took an enormously dangerous risk and nationalized the Suez Canal, anticipating that Egypt could use the canal revenues to finance the construction of the Aswan High Dam without U.S. or Soviet funding.

In response, three months later, Britain, France (the two foreign shareholders in the canal), and Israel attacked Egypt, resulting in a quick and decisive military defeat for Egypt. The Israelis occupied a large portion of the Sinai Peninsula, and the Anglo-French forces occupied Port Said and Port Fouad at the Mediterranean terminus of the Suez Canal. All of this they did without consulting the U.S.

Eisenhower and Dulles were appalled at the attack. They believed with some good evidence that it would result in a military response from the Soviet Union, risking a much larger war, and, in any event, would throw the weight of public opinion throughout the Arab Middle East entirely against the West and into the Soviet camp. The U.S., therefore, strongly and publicly opposed the invasion and worked in the U.N., especially with Canada, to pass a cease-fire resolution and a call for the withdrawal of military forces.

In addition, the U.S. pressured Britain by threatening to sell the British bonds it held, which would have forced a devaluation of the British currency and threatened Britain's ability to import food and oil. The British relented, a cease-fire was called, and the occupying forces were evacuated.

In the Suez Crisis, the Third World in general and the Arab states in particular saw the U.S. as having acted as its friend. Despite Egypt's military loss, Nasser remained in power with the Suez Canal under Egypt's control, and the British, French, and Israelis evacuated the region they had invaded.

The Eisenhower Doctrine

For the next few years, U.S. policy toward Egypt was guided by what became known as the "Eisenhower Doctrine," a declaration that the U.S. was prepared to offer assistance to any Middle Eastern country (if it asked for assistance) in order to oppose the military threat of "any nation controlled by international communism." In reality, the doctrine was fairly impractical for a number of reasons.

It invited pro-Western countries in the region to gin up internal or external "communist threats" as a simple way to procure U.S. aid without the necessity to negotiate agreements or treaties. Also, the policy was actually aimed at thwarting Nasser's ambitions to undermine his Middle Eastern rivals in the region, many of whom were pro-Western. The policy was given public shape, however, in a resolution that the Eisenhower Administration had pushed through Congress by the expediency of using the phrase "international communism." This left the Administration's actual policy in the dark and often at odds with its publicly expressed policy.

The practical result of this was State Department and CIA involvement, by covert means, in the complicated internal politics of the region, as the political winds within each country shifted. This created unintended and unwanted consequences for the United States, for which the CIA coined the term "blowback." Much of this activity, including coups and counter-coups, was inspired, influenced, or even orchestrated by the CIA. In Egypt, CIA operator Kermit Roosevelt, Jr. (Teddy's grandson), developed an exceedingly complicated and intimate relationship with (and sometimes against) the Nasser regime, as did CIA operative Miles Copeland. The U.S., however, acted for the rest of the decade under the conviction that Nasser himself was too powerful to be deposed and came to reconcile itself to containing his attempts to consolidate his influence with the other Arab states.

For more information

L. Carl Brown, International Politics and the Middle East: Old Rules, Dangerous Game. Princeton: University Press, 1984.

Miles Copeland, The Game Player: Confessions of the CIA's Original Political Operative. London: Aurum, 1989.

Rami Ginat, The Soviet Union and Egypt, 1945-1955. London: Frank Cass, 1993.

Peter L. Hahn, The United States, Great Britain, and Egypt, 1945-1956: strategy and diplomacy in the Cold War. Chapel Hill: University of North Carolina Press, 1991.

Matthew F. Holland, America and Egypt: from Roosevelt to Eisenhower. Westport, CT: Praeger, 1996.

Mohrez Mahmoud El Hussini, Soviet-Egyptian Relations, 1945-85. New York: St. Martin's Press, 1987.

"Memo to Secretary of State John Foster Dulles from President Dwight D. Eisenhower Regarding Ceasefire during Suez Crisis, November 1, 1956." John Foster Dulles Papers, 1950-1959, National Archives and Records Administration. Archival Research Catalog 594643.

Karl E. Meyer and Shareen Blair Brysac, Kingmakers: The Invention of the Modern Middle East. New York: W.W. Norton, 2008.

Ray Takeyh, The Origins of the Eisenhower Doctrine: The US, Britain and Nasser's Egypt, 1953-57. New York: St. Martin's Press, 2001.

Bibliography

Images:
Detail of DOD map of Port Said, Egypt, October 1956. National Archives and Records Administration, Archival Research Catalog 596269.

Photograph of Dwight D. Eisenhower and John Foster Dulles Meeting, August 14, 1956. National Archives and Records Administration, Archival Research Catalog 594350.

America Abroad jbuescher Mon, 02/01/2010 - 12:28
field_image
Battleship USS Connecticut, 1906
Question

Was America's shift away from a predominantly isolationist foreign policy stance a historical inevitability or did Theodore Roosevelt and his persuasive image as a leader push us into the modern age of global interaction?

Answer

Political, social, economic, and cultural forces were at work at the time, but Roosevelt's actions, undertaken consciously and intentionally, had important consequences as well.

American Isolationism?

The conventional wisdom that America was generally "isolationist" until the end of the 19th century has some severe limits. It is only true if it means that the United States was reluctant to become involved in European politics (as opposed to European business, manufacturing, and trade relationships, which the U.S. was not so reluctant to engage in, despite the imposition of protectionist tariffs).

The reluctance derived from the fact that European immigrants to America, from the very beginning, had often fled to escape Europe. For them, America was a place apart, free of the "entangling alliances" (Jefferson's phrase) of entrenched interests, monarchies, and religious restrictions. The idea was fortified by geography, with oceans separating the Old World and the New.

The problem with the idea of "American isolationism," however, comes when it is taken to imply that the policy of the U.S. during this time was "peace with each other and all the world" (as President Polk said during his inaugural address) or that it was guided exclusively by the simple desire not to interfere with other peoples' lives. If the U.S. relationship with North American indigenous peoples is not evidence enough to the contrary, its relationship with Mexico throughout the 19th century—well before the Spanish-American War—should demonstrate that the U.S. did not refrain from interfering with other peoples' lives or other country's policies or from exercising military power over them.

Progressivism

The Northern victory in the U.S. Civil War and the consequent abolition of slavery, appeared to justify the use of state power to impose solutions to social problems, to demonstrate that social progress could be engineered by the state. This was the essence of "Progressivism," and, as a political or social philosophy, it was a departure from the deep-rooted American suspicion of, and aversion to, a strong central state power. Progressives sought first to uplift and re-order America, but then turned their view outward, especially with the emergence of a popular view that the valued American pioneer "spirit" would diminish as the westward settling of the continent reached the Pacific Ocean.

The Progressives contemplated doing unto other lands what they were already doing to their own; or, as Mark Twain sarcastically put it, "extending the blessings of civilization to our brother who sits in darkness."

The U.S. did not refrain from interfering with other peoples' lives or other country's policies or from exercising its military power over them.
American Action Abroad Dependent on Strengthening Naval Power

Nevertheless, if we limit ourselves to considering American actions overseas, then a sea change of sorts did occur toward the end of the 19th century. America deliberately fashioned itself into a formidable naval power. U.S. Naval officer Alfred Thayer Mahan encapsulated the rationale for this in his highly influential book, The Influence of Sea Power Upon History, published in 1890.

Not surprisingly, America's overseas reach was made possible by a large effort to expand and modernize the U.S. Navy, which began under President Chester A. Arthur in 1882, 16 years before the Spanish-American War. President Arthur also negotiated with the Kingdom of Hawaii the right to use Pearl Harbor as a coaling station for U.S. Navy ships.

It was also in 1882 that young Theodore Roosevelt published his first historical book, The Naval War of 1812. He was friends with Mahan and shared his view of the need for the U.S. to develop its navy. President William McKinley appointed Roosevelt to the post of Assistant Secretary of the Navy in 1897. He resigned the following year to fight in the Spanish-American War.

America's overseas reach was made possible by a large effort to expand and modernize the U.S. Navy
Foreign Trade

Counting the value of foreign commerce in the leading commercial nations from 1870 to 1890, the U.S. ranked 4th behind the United Kingdom, Germany, and France.

From 1850 to 1890, the dollar value of U.S. total imports and exports rose from $318 million to $1.3 billion, an increase of 400 percent. As America's own industries grew in the 2nd half of the 19th century, the percentage of manufactured goods (as opposed to raw materials) exported also grew.

Just as important, America's direct investment overseas increased, placing more American businesses in situations in which they operated within local conditions around the world. These businesses dealt directly with local foreign markets, governments, labor pools, and raw material suppliers.

Filibustering around the Americas

During this period, American business entrepreneurs in the Pacific and in Central and South America began to venture deeply into local political and even military affairs. Actions sometimes reached far beyond mere business activities, including the organization of "free lance" military expeditions called "filibusters" against governments in the Caribbean and Central and South America.

American companies, such as the United Fruit Company, came to own vast plantations in these countries and operated them as agricultural colonies. They often pressured the U.S., especially throughout the 1st half of the 20th century, to intervene militarily in countries such as Nicaragua, Honduras, and Haiti when their interests were threatened by local wars and revolutions.

America across the Pacific

The pattern of American commercial interests supported by American military power had already been set by the beginning of the 20th century. Hawaii was first annexed to the U.S. in February 1893, after immigrant businessmen and politicians from the U.S., including Sanford Dole (his cousin James would become the "Pineapple King") ousted the Hawaiian royalty, with the backing of U.S. diplomats and soldiers. The annexation was withdrawn, but was re-instituted under President McKinley in 1898, with an eye toward using Hawaii as a naval base in the Pacific to fight Spain in Guam and the Philippines.

In the Spanish-American War of 1898, naval power was decisive to the U.S. victory. Quasi-colonial competition between the U.S. and Spain was one factor in the war, as well as an ambivalent notion in the U.S. that it was expelling Old World domination (Catholic and monarchical) from the New World. This in theory helped to free the hemisphere for democratic revolution and republicanism, while at the same time advancing U.S. economic and political power over the same region.

The end of the war saw the U.S. emerge as a fully-fledged, although ideologically conflicted, colonial power. That ideological conflict regarding the destiny and direction of American foreign policy would continue through the 20th century. This new era of foreign involvement was underway before Theodore Roosevelt held any national elected office.

Roosevelt's Role

Practically speaking, of course, the U.S. had no way to become militarily entangled in Europe—even if it had wished to—until it had a navy and commercial fleet capable of protecting its own shores, but more importantly, capable of transporting troops and supplies across the Atlantic.

As the Republican Vice Presidential candidate in 1900 campaigning for McKinley's second term, Roosevelt publicly argued in favor of the annexation of the Philippines, contending that both the Philippines and the U.S. would benefit.

After McKinley was assassinated in 1901 and Roosevelt became President, he built the "Great White Fleet," four battleship squadrons of new naval ships. He then dispatched them around the world from 1907-1909 on a mission of friendship and goodwill, but with a subtext of demonstrating that the U.S. had come of age as an international naval power.

Roosevelt also strengthened and extended the Monroe Doctrine in his 1904 address to Congress. He claimed that the U.S. had the right to intervene—to exercise "international police power"—in the economic affairs of Central American and Caribbean nations in order to stabilize them. This claim became known as the "Roosevelt Corollary" to the Monroe Doctrine.

Roosevelt had wide support in the U.S. for his foreign policy bullishness, although strong and significant opposition existed against actions that appeared to be at odds with the country's own republican ideals.

He quickly recognized the legitimacy of Panamanian rebels to separate from Columbia, and he committed the U.S. to protect their independence. But this (and the U.S.'s negotiated lease for the Canal Zone) suggested an action quite at odds with the country's refusal to allow states to secede from the Union during the Civil War.

Roosevelt, however, was convinced that a canal would be built across the Isthmus of Panama and that the U.S. must control it. During the war, American ships fought in the Atlantic and the Pacific. Transferring the fleets from one ocean to the other meant sending ships around Cape Horn, a difficult, expensive, and time-consuming operation. When the canal was finished, thought Roosevelt, only if American controlled it, could the U.S. ensure its ability to defend both of its own coasts.

All of Roosevelt's actions fortified the outward-looking expansive trend in U.S. foreign policy. Roosevelt's decisions, such as undertaking the Panama Canal project and strengthening the Navy, had long term consequences for the U.S.

Bibliography

Alfred Thayer Mahan. The Influence of Sea Power upon History, 1660-1783, Boston: Little, Brown, and Company, 1890.
Alfred Thayer Mahan. The Interest of America in Sea Power, Present and Future, Boston: Little, Brown, and Company, 1898.

Theodore Roosevelt. The Naval War of 1812; or the History of the United States Navy during the Last War with Great Britain to Which Is Appended an Account of the Battle of New Orleans. New York: G. P. Putnam's Sons, 1882.
Mark Twain. "To the Person Sitting in Darkness," North American Review, Vol. 172, issue 531 (February, 1901): 161-176.

U. S. Treasury Department. Annual Report and Statements of the Chief of the Bureau of Statistics on the Foreign Commerce and Navigation, Immigration, and Tonnage of the United States for the Year Ending June 30, 1890. Washington: Government Printing Office, 1891.

Theodore Roosevelt's Corollary to the Monroe Doctrine (1905) at www.ourdocuments.gov. (Theodore Roosevelt's Annual Message to Congress for 1904; House Records HR 58-A-K2; Records of the U.S. House of Representatives; Record Group 233; Center for Legislative Archives; National Archives).

Robert Kagan. Dangerous Nation: America's Foreign Policy from Its Earliest Days to the Dawn of the Twentieth Century. New York: Vintage Books, 2007.

Warren Zimmermann. First Great Triumph: How Five Americans Made Their Country a World Power. New York: Farrar, Straus and Giroux, 2002.

Howard K. Beale. Theodore Roosevelt and the Rise of America to World Power. Baltimore: Johns Hopkins University Press, 1956.

James R. Holmes. Theodore Roosevelt and World Order: Police Power in International Relations. Washington, DC: Potomac Books, 2006.

David McCullough. The Path between the Seas: The Creation of the Panama Canal, 1870–1914. New York: Simon and Schuster, 1977.

Images:
Assistant Secretary of the Navy Theodore Roosevelt (front, center) at the Naval War College, Newport, Rhode Island, circa 1897, with the college's faculty and class members. U.S. Naval Historical Center.

Battleship USS Connecticut, BB-18, running speed trials off the Maine coast, 1906. U.S. Naval Historical Center.

Doing Oral History

Image
Photo, From project, "The Stonewall Riots and Their Aftermath"
Annotation

A collection of 17 oral histories conducted by secondary students focusing on topics relating to "The American Century": World War II; the Cold War; Vietnam; the "rights revolution"; immigration; education; and science and technology. Each oral history entry contains a biography of the interviewee, historical contextualization and evaluation essays, and bibliography.

The site provides tools for teachers to use in designing oral history courses: release form for interviewees, pre-interview worksheet, "do's and don'ts," guidelines for transcribing and editing interviews, how to analyze the historical value of an interview, grading rubrics, and student feedback. Also offers a 36-title bibliography, including 24 links to related sites. Of interest to teachers preparing oral history courses and for those studying selected 20th-century American history topics.

Making History on the Web: Creating Online Materials for Teaching U.S. History

Image
Cartoon, Of McKinley, From Puck
Annotation

Designed around a sample American history survey course, this site offers 10 teaching units, each comprised of eight to 12 documents (texts and images), and introductory essays by various scholars. Additionally, some units provide manuscript sources from the University of Virginia's (UVA) archival collections.

The units, covering American history from the Revolution to the First World War, are uneven, and the teaching suggestions are sparse. Still, the materials here are useful as a general introduction. The site, which includes links to teaching and history resources, is a product of a 1996 summer seminar held at UVA.

Click "A Sample U.S. History Resource Course" to reach the available units.