What Students Should Know About the War on Terrorism

Description

Edward Turzanski of the Foreign Policy Research Institute attempts to sum up what students should be taught about the War on Terrorism, in order to prepare students to critically analyze world events and plan for and anticipate future events. He suggests that the languages of cultures beyond the Spanish-speaking and Western European world and world geography need to be more widely taught.

Audio and video options are available.

True Americans in the Cold War

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CPUSA membership card detail
Question

How did Cold War politics and culture create conflicts over what it meant to be a “true American”?

Answer

America has not yet emerged from conflicts over what it means to be a "true American." Consequently, historical assessments of the Cold War and its ramifications in American culture vary widely, depending on how they see the fundamental political issues at stake.

Internal and External Conflict

During the Cold War, the debate about what it meant to be a true American expressed tensions that had been present in the U.S. since its founding and had inspired reformers ever since. In that sense, Cold War struggles with the question of what it meant to be a true American represented an internal problem, rather than merely something thrust upon the country by an external threat. These struggles, for example, amplified popular ambivalence about the leftward swing of the country during the Depression and the New Deal, and the resulting recalibration of the relationship between the government and the individual.

Nevertheless, they also resulted from an external political and military challenge posed by the Soviet Union that deliberately "heightened the contradictions" within American culture, to use the Marxist term. Soviet policy aimed to advance the U.S.S.R.'s interests and to spread its revolution against capitalism around the world. The Soviets also recognized that this same policy would counter U.S. efforts to encircle or "contain" them in Europe, the Mideast, and Asia. The result was that many Americans at the time regarded the Cold War as a war with two fronts. One was abroad and one was at home.

Political Partisans

Toward the end of World War II, Democrats were criticized as being too tepid about the threat that international communism was "coming home" to America. Because of this, in the run-up to the election of 1944, FDR dumped his incumbent vice-president, Henry Wallace, and replaced him on the Democratic ticket with Harry Truman.

Henry Wallace ultimately ran for president on the Progressive Party ticket. In the 1948 election, he charged that the Cold War was America's fault, and was principally the invention of U.S. military and corporate interests for the purpose of consolidating their power by exploiting a baseless fear of the Soviet Union and communism. This line in fact mirrored what the Soviet Union was saying.

When Truman became president after FDR's death, he formulated his own foreign policy, trying to solidify a tough anti-communist effort in the face of his party's recent widely perceived softness. The strategy he adopted was that of "containment" and "deterrence" of the Soviet Union and communism abroad, combined with funding and promoting economic development in democratic and potentially democratic countries. This strategy was continued in one form or another by both Democratic and Republic presidents throughout the Cold War.

Nevertheless, beginning under the Truman administration and coming to a crescendo under Eisenhower's, a series of Congressional committees began to investigate whether the Executive Branch, during the New Deal under FDR and Truman, had been "infiltrated" by Soviet sympathizers and even active enemy agents. No matter what they uncovered, these investigations were bound to be clothed in divisive partisan politics.

Homegrown Conflicts about American Identity

In one sense, the contest over what constituted a "true American" reflected a competition between two great powers, each aiming to advance two variants of revolutionary ideologies, democracy and communism.

Was a "true American," then, a collectivist or an individualist? Liberal or conservative? Urban or rural? Part of an intact and content nuclear family or not? Was it more "American" for women to be stay-at-home mothers or to stay single and pursue their careers in the workplace?

Was it more "American" to rebel or to salute a flag? To submit to authority or to dissent from the status quo? To urge social reform or to honor traditional social mores? To sing "God Bless America" or "This Land is Your Land"? To work for a union or in an open shop? Was America a place that welcomed foreigners or not?

Such questions had not been settled before the Cold War; nor are they settled today. In addition, there were forces at work at every point along the political spectrum that both unified and fragmented the American identity. Necessarily, the question of what and who was a "true American" had ramifications in political debate about foreign and domestic policy, but it also appeared with many inflections in art, music, literature, cinema, and even in such areas of life as marriage, child-rearing, relations between men and women, and living arrangements.

On the "Home" Front

Historians have recently begun to look more closely at how the political and military challenges during the Cold War influenced social life and material culture. Overall, the social keynote of the times was high anxiety. Skimming the pages of the Los Angeles Times for the year 1948, for example, gives one a sense that America was being confronted by wave after wave of internal threats, not just external ones such as the Soviet blockade of West Berlin and its opposition to the Marshall Plan for rebuilding Europe.

Science was seen as both a progressive tool for achieving a bright future and a death-dealing weapon that might end human life. Fear of an atomic apocalypse affected culture and politics. Cold War movies dealt with political espionage, like The Red Menace, and nuclear anxieties, like Seven Days in May, The Bedford Incident, and Dr. Strangelove.

LA Times reports in the summer of 1948 on the phenomenon of smog were saturated with anxiety. American cars and industry had "manufactured" the modern, liberated lifestyle. But they had also "manufactured" a new threat: mysterious toxic clouds that threatened, like the atomic bomb, with little advance warning, that might blanket the city and cause widespread deaths. The newspaper proposed a smog "early warning system" (akin to the Civil Defense warning system for nuclear attack) as well as a variety of technological fixes.

Social Problems

The LA Times reported Elizabeth Bentley's revelations about a Communist spy ring to a Congressional committee alongside other disturbing news. A crippling port strike in Los Angeles grew more complicated when the union, part of the CIO, conducted internal purges of high-level officials accused of being clandestine Soviet agents. Turing the page of the Times, an ad for Admiral televisions promised to keep children safe at home. A reported rise in juvenile delinquency and crime appeared to threaten the institution of the family, with commentators identifying threats from outside (or at the margins of) society as well as threats from within.

Throughout the period, debates over various solutions to social problems centered on what was "truly American." This included the push for civil rights, for extending women's rights and roles outside the home, and for expanding government welfare programs. Singer Paul Robeson, for example, after a visit to the Soviet Union, made public statements that African Americans should prefer the Soviet system; N.A.A.C.P. President Roy Wilkins and baseball star Jackie Robinson vigorously disagreed.

The U.S. and the U.S.S.R. competed against each other during the Cold War in all realms. Each country offered its own culture (or at least what it wished to showcase) to the rest of the world as evidence of its superiority. Thus, the notion of being "true American" overlapped with enthusiasm for international sports teams, dance troupes, orchestras, bands, automobiles, tractors, soft drinks, and even kitchen appliances.

The Red Scare: Real and/or Imagined?

On the one hand, much of the "pro-American" and "anti-Communist" phenomena of Cold War culture during the "Red Scare" was bizarre, comical, and in some cases (such as the McCarthy hearings) downright dangerous. On the other hand, recent historical work on the Cold War has taken into account the extent of the Soviet Union's espionage activities, made public after the opening of the KGB archives and the dissolution of the Soviet Union. These revelations have demonstrated the widespread Soviet successes in America from the 1920s through the end of the Cold War and documented the real presence of sympathizers and spies among U.S. government employees. They also show Soviet funding for a range of political and social activist groups most of whose rank and file members never thought of them as anything but independent, homegrown, and purely "American."

For more information

Documentary Sources on the Political Foundations of the Cold War:
"Text of Bernard Baruch's Address at Portrait Unveiling," New York Times, April 17, 1947.
"Dr. Douglass Calls for End of 'Cold War,' Militant Peace," Washington Post, August 4, 1947.
Mr. X [George F. Kennan, Director of Policy and Planning, U.S. State Department], "The Sources of Soviet Conduct," Foreign Affairs Vol. 26, no. 2 (July 1947): 566-82.
Harry S. Truman, "Address before a Joint Session of Congress," March 12, 1947 [Truman Doctrine].
George C. Marshall, "Speech Delivered at Harvard University," June 5, 1947 [Marshall Plan].
"Text of Hoover Address Warning U.S. of 'Collectivism,'" New York Times, August 11, 1949.
Andrei Zhdanov, "Report on the International Situation to the Cominform," September 22, 1947.

Historians' Assessments of the Culture of the Cold War:
Paul Boyer. By the Bomb's Early Light: American Thought and Culture at the Dawn of the Atomic Age. Chapel Hill: University of North Carolina Press, 1994.
Christopher Andrew and Vasili Mitrokhin. The Sword and the Shield: The Mitrokhin Archive and the Secret History of the KGB. New York: Basic Books, 2000.
John Lewis Gaddis. We Now Know: Rethinking the Cold War. New York: Oxford University Press, 1997.
Arthur Herman. Joseph McCarthy: Reexamining the Life and Legacy of America's Most Hated Senator. New York: Free Press, 2000.
Ronald and Allis Radosh. Red Star over Hollywood: The Film Colony's Long Romance with the Left. San Francisco: Encounter Press, 2005.
Harvey Klehr, John Earl Haynes, Alexander Vassilev. . New Haven: Yale University Press, 2009.
Allen Weinstein and Alexander Vassiliev. The Haunted Wood: Soviet Espionage in America—The Stalin Era. New York: Random House, 2000.
Whittaker Chambers, Witness. Washington, D.C.: Regnery, 1997 [orig. publ. 1952].
John Earl Haynes and Harvey Klehr. In Denial: Historians, Communism and Espionage. Encounter Books, 2005.
John C. Culver and John Hyde. American Dreamer: A Life of Henry A. Wallace. New York: W.W. Norton, 2001.
Elaine Tyler May. Homeward Bound: American Families in the Cold War Era. New York: Basic Books, 1988.
Ruth Oldenziel and Karin Zachmann, eds. Cold War Kitchen: Americanization, Technology, and European Users. Cambridge: MIT Press, 2009.
Beatriz Colomina et al. Cold War Hothouses: Inventing Postwar Culture, from Cockpit to Playboy. New York: Princeton Architectural Press, 2004.
Larry May, ed. Recasting America: Culture and Politics in the Age of the Cold War. Chicago: University of Chicago Press, 1989.
Stephen J. Whitfield. The Culture of the Cold War, 2nd ed. Baltimore: Johns Hopkins University Press, 1996.
John Fousek. To Lead the Free World: American Nationalism and the Cultural Roots of the Cold War. Chapel Hill: University of North Carolina Press, 2000.
Elizabeth Borgwardt. A New Deal for the World: America's Vision for Human Rights. Cambridge: Belknap Press of Harvard University Press, 2005.
Richard M. Fried. The Russians Are Coming! The Russians Are Coming! Pageantry and Patriotism in Cold-War America. New York: Oxford University Press, 1998.
Laura A. Belmonte. Selling the American Way: U.S. Propaganda and the Cold War. Philadelphia: University of Pennsylvania Press, 2008.
Tony Shaw. Hollywood's Cold War. Amherst: University of Massachusetts Press, 2007.
Thomas Doherty. Cold War, Cool Medium: Television, McCarthyism, and American Culture. New York: Columbia University Press, 2005.
Jane Pavitt. Fear and Fashion in the Cold War. London: Victoria & Albert Museum, 2008.
The University of Washington library, The Red Scare: A Filmography.
Transcript of Richard Nixon and Nikita Kruschev's 1959 "Kitchen Debate."

Bibliography

Images:
Confessed Soviet spymaster Elizabeth Bentley, Prints and Photographs Division, Library of Congress.

Inside of membership card of Communist Party U.S.A.

Ben Tillman and Winthrop University

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Tillman Hall, Winthrop University
Question

In what town did Benjamin Ryan Tillman found a normal school?

Answer

It depends on what you mean by "founded."

Benjamin Ryan Tillman was involved in the early development of both Clemson (now University) and Winthrop (now University). Clemson began as a military school, while Winthrop was for training teachers, which is to say that it was a "Normal school." In 1886, Winthrop was actually founded by educator David Bancroft Johnson in Columbia, SC with seed money from a Boston philanthropist. At that time it was known at Winthrop Training School for Women. Tillman, then the governor of South Carolina, made the school state-run in 1891 and it was renamed The South Carolina Industrial and Winthrop Normal College. In 1893, it was renamed again, and was known as Winthrop Normal and Industrial College.

The records say Tillman, who was then a U.S. Senator, was "instrumental" in having the school moved to Rock Hill in 1895, where it is today. Whether his role was so prominent that he could be said to have "re-founded" the school in Rock Hill is a matter on which historians have disagreed. The first building erected for the college in its new location was Tillman Hall, an ornate Romanesque-style building, constructed with convict labor from the state penitentiary. In 1920, the school became known as Winthrop College, the South Carolina College for Women. In 1974, the school became co-ed and changed its name again to Winthrop College. It was integrated in 1964 (arch-White Supremacist "Pitchfork Ben" Tillman would undoubtedly have been appalled). In 1992 the school became Winthrop University. It now has an enrollment of about 6,500 students in its liberal arts curriculum.

Benjamin Tillman served on Winthrop’s Board of Trustees from 1891 (he was its chairman at the time the school relocated to Rock Hill) until his death in 1918. He had sisters that either worked at or attended Winthrop. All three of his daughters attended the school.

Images:

Senator Tillman, his wife, and their daughter at the Democratic National Convention, 1912. Prints and Photographs Collection, Library of Congress.

Tillman Building, Winthrop College campus, Rock Hill, South Carolina, Historic American Buildings Survey, Library of Congress.

For more information

For many of the details of this answer, I am indebted to Gina White, the Director of Archives and Special Collections at the Dacus Library of Winthrop University.

Winthrop University's website.

Bibliography

Simkins, Francis Butler. Pitchford Ben Tillman, South Carolinian. Columbia, S.C.: University of South Carolina Press, 2002; orig. published 1944.
&#8212&#8212 The Tillman Movement in South Carolina. Durham, N.C.: Duke University Press, 1926.

Snowden, Yates ed. History of South Carolina, volume 5 (Chicago: Lewis Publishing Company, 1920).

Responding to Terrorism: Challenges for Democracy

Description

In 9 short video clips, ranging in length from 57 seconds to over three minutes, scholars Joseph Cirincione, Ricardo Lagos, P. Terrence Hopmann, Thomas Nichols, and Paulo Sérgio Pinheiro examine the issue of terrorism in the wake of 9/11. Intended to accompany the Choices Program's curriculum Responding to Terrorism: Challenges for Democracy, these clips may still be used independently.

Registration is required, but free.

iCivics

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Screenshot, Cast Your Vote, iCivics
Annotation

iCivics teaches students civics by way of online casual gaming. Don't write the site off because it consists primarily of games. Most of them are actually both entertaining and educational.

Games are divided into sections—Citizen Participation, the Constitution and Bill of Rights, Budgeting, Separation of Powers, the Executive Branch, Legislative Branch, and the Judicial Branch, with one to four games each. Games can also be sorted by overall time needed to play.

Try Cast Your Vote to learn to prioritize issues of importance to you and evaluate political candidates, Immigration Nation to learn reasons why people are and are not allowed into the country, Do I Have a Right? to review your amendments, Branches of Power to emphasize the relationships among the three branches of government, Executive Command to discover the responsibilities of the President, People's Pie to create a national budget, or Counties Work to manage county services. For an in-depth example, take a look at our Tech for Teachers entry on Do I Have a Right?.

Note that games include teacher's guides in the menu below the play area. Select Teachers' Tools, and look under Teacher's Files. Also under Teachers' Tools, you can search by your state name to find any standards directly related to the game in question.

Players can also earn points, and spend them on various causes such as Teens Against Domestic Abuse. The causes with the highest points each three months are awarded a monetary prize. This gives gaming point acquisition a real-life application.

In addition to games, the website offers curriculum units on budgeting, foundations of government, citizenship and participation, persuasive writing, and each of the three branches of government. These packages include lesson plans, appropriate iCivics games, and webquests. Webquests consist of thematic information linked to resources on external websites. You can also search for appropriate content by specific state standards, and/or register to create a class account.

What's Iraq Got to Do With It?

Description

Harvey Sicherman, President of the Foreign Policy Research Institute, looks at the current war in Iraq; and asks what relationship it has with the War on Terrorism. He outlines previous presidential stands on terrorism, which largely ideologically opposed terrorism, but did not take direct, open action against it—contrasting them with Bush's active declaration of war against terrorism. Sicherman argues that the war in Iraq functions as an extension of the war on terrorism and of previous U.S. policy in the Middle East.

Video and audio options are available.

Elizabeth Schaefer on the Impact of 9/11 in the Classroom

Date Published
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Photo, September 11 memorial, September 28, 2005, FatBusinessman, Flickr
Article Body

Early in the year, teachers scramble to put back on their 500 hats and begin the year on the right foot. For the past two years, I have used a September 11th interview project in my 8th-grade U.S. History class to meet many early-in-the-year needs. With a week of instruction and one project, I have been able to better understand the level and lives of the students, communicate with families early on, set the tone for thinking historically within my class, and most importantly, gotten the students engaged and excited about American history.

Project Design

The original idea began simply with concern that my 13- and 14-year-old students did not understand what actually happened on 9/11 or its relation to our presence in Afghanistan and Iraq. Simultaneously, I knew I needed to meet standards and could not linger too long on a timeframe outside of my content area. Based on this balance of social studies duties, I ended up using 9/11 as a lens to teach the beginning of the year’s "history tools and vocabulary" unit. The consequential project design ended up looking like this during the first full week of school (ideal for a pre-Labor Day start time):

Monday - Students are introduced to primary and secondary sources and basic vocabulary. They work in groups to perform a primary source analysis on four different pieces: New York Times Sept. 12 cover, a photograph of people crying, a photograph protesting the backlash against Muslims, and the transcripts from 911 conversations. I found the conversations through my local NPR website. The students record descriptions, inferences, and questions.

The original idea began simply with concern that my 13- and 14-year-old students did not understand what actually happened on 9/11...

Tuesday - The students take guided notes on what happened during the day of September 11th, a simplistic statement about "why,” and basic bullet-pointed effects. I include the people that died from a variety of countries and positions in life, the economy, changes in transportation, the related wars, and increased hate crimes against Muslims.

Wednesday - The interview project itself is introduced. Students brainstorm a possible person to interview about their September 11th experience. In class, the students create two sourcing questions (find out about your subject), four experience questions (find out about his or her experience) and two opinion questions (find out about his or her thoughts or life after). Questions are modeled to demonstrate open-ended and information-based questions.

Thursday - The students bring in a minimum of 10 questions which they should have developed for homework (including the eight from the day before) and the class conducts peer edits based on open-endedness and knowledge.

Friday - Check back in with all students to make sure they have an interview plan. Model how to ask an adult to interview and set them up to turn the project in successfully with a grading rubric. The grading rubric involves an outline including an introduction to the interview, a question/answer section, and finally a four-part conclusion including a connection they made with their subject, a surprise, an additional question, and finally a reflection on the experience.

Due Date - In my classes, the interview project has been due on or next to the anniversary of 9/11. The students take a mini-quiz on the topic and then the students each share-out about their interview. This has been a very special day both years that I have done this project.

Improvements

As this was my second year using this project, several major adjustments were made. First, I fully committed to the mini-unit and had no qualms about using a full week to make sure that it integrated practical history skills and provided time for clarity. My students have been very interested in this subject and have many questions. When you are approaching this, there needs to be an outlet and plenty of time for an excess of GOOD questions.

This year I mentally prepared to get political and stick to the historic facts.

Secondly, this year I mentally prepared to get political and stick to the historic facts. The knowledge students have on this subject largely comes from their families. They have surprised me with their in-depth knowledge of conspiracy theories as well as confusion about their parents' anti-Islamic statements. I recommend requesting a trusted person to observe you if this is a concern. I personally felt relieved after my mentor teacher viewed a session to ensure that I was teaching the students to be good, knowledgeable citizens of the world as well as inquisitive historians without veering off the facts.

Finally, I had come to accept that as a middle-school teacher I should be in the beginning of their education, not the end. Although the students and I both want to go deeper into the history and the causes of September 11th, I needed to give myself clear boundaries recognizing the pieces I could teach effectively in the time allowed.

Next year more changes will be needed. I plan to increase guidance on how to interview. In retrospect, a full model interview session would have been helpful. Although the student's questions improved year-to-year, I would also like to move my next group closer to thinking deeply about the unique perspective of their subject and formulating questions based on their location, job, or past. As of now, this is the only interview that my students conduct, but I am considering making it a gateway to a more advanced interview later in the year to make sure that the students are growing in inquiry skills instead of just information.

Results

Early in the year, the results of this one-week experience are powerful for the teacher. The excitement about history is tangible in the classroom and written in student reflections. The information gathered about families on the second week of school is invaluable in a way that a parent survey could never be. With a very structured project outline, the data gathered on student's writing, ability to reapply knowledge, and ability to follow directions is worth much more than the test averages from the year before.

The excitement about history is tangible in the classroom and written in student reflections.

As for the students, according to their quizzes, they no longer think that the Pentagon is in New York or that Iraq is directly responsible for 9/11. Their conclusions however tell of a much deeper impact:

"I can't believe something so big happened during my lifetime and I never really knew about it."

"I did not know that my mom knew stuff about history. I really liked talking to her about this. "

"My dad told me more about 9/11 than the questions but I didn't report it because it was too personal. He cried and that never happens."

For more information

Interested in teaching 9/11 yourself? Try the September 11 Digital Archive or September 11, 2001: Attack on America for primary sources.

Created for the Bracero Archive, "People as Primary Sources: Conducting Interviews" presents useful tips for conducting oral history interviews.