Sohee Han: JFK and Cuban Missile Crisis

Sohee Han writes: In “John F. Kennedy, Cuban Missile Address,” Kennedy actually had many different ways to react against the Soviet Union. Rather than announce its risk, he could hide it from the public making secret compromise with Castro privately. This raises the question why Kennedy determines to publish such a danger to his people. I can think of two reasons why Kennedy took his action. First, he wants to show that he is not going to pull back from the war if the Soviet Union threats the United States. The United States and the Soviet Union held the major powers during the Cold War. If Kennedy pulled back when the Soviet Union showed some threats, the Soviet Union will belittle the United States and it can even bring worse result such as causing another war. The other reason I could think of is the reputation himself. By sharing such important news with people, citizens will trust him more and likely to follow his decision even though Kennedy may change his mind. The article “John F. Kennedy, Cuban Missile Address” is very interesting documents that makes readers to think why Kennedy takes such an action with taking risk.

Angela Kim: Democratic North Korea?

Angela Kim writes:

Title: The Democratic People's Republic of Korea (North Korea, not South)
As we talk about the communist regime in North Korea and how the Soviet has influenced that regime both in class (as the professor mentioned specifically today) and in the text, some may wonder why North Korea, of all countries, has its name so contradictory to its form of government. We all know that it is actually the farthest possible from a democratic country, with two consecutive generations of dictatorship and another one yet to come. The verdict is that the good old Soviet influence was not only conceptual but also nominal-- in the sense that it influenced the shape of NK's name as well. Well, there's three parts to the name: the "Democratic," the "People," and the "Republic." Starting from the last one, the "Republic" comes from the turn of history marking the end of the Russian Empire, the end of a monarchic rule. The "People," of course, refers to the socialist principle that was prevalent through the totalitarian governments during the Cold War Period. The last one, "Democratic," comes from the overall dedication of the government for the "people" in support for the riddance of classes. In relating the "people" aspect, they came up with the "Democratic" to insert into its name. And so, the big name The Democratic People's Republic of Korea was formed. Next time you read its name hopefully you won't be as confused.

Source: http://www.slate.com/id/2215156/

Sohee Han: Korean Cold War?

Sohee Han writes: What is the origin of the term “Cold War”? The term “Cold War” was originated from the post World War II where two major powers, the United States and the Soviet Union, fought over each other. However, this war was different from previous wars such as World War I and World War II, because unlike those previous wars, there was no arm used during Cold War. This reminds me the division between North and South Korea today. Once they were united into one country, but they are divided into two separate countries today. However, it is important to recognize that these two nations are not completely divided yet. Can these two countries be called Cold War? I doubt it. Although they are divided, they are not fighting. Thus, I don’t think the tension between North and South Korea can be called Cold War.

Sohee Han: Special Education and Segregation

Sohee Han writes: In the last decades, many public places were segregated and school was not an exception. In chapter 25, Brown v. Board of Education, it discusses about the unfairness of accepting students within the schools. Black people could not attend schools, not only by a prejudice perception, but as a law. Soon, under the Fourteenth Amendment, the black people also could have education but with separated facilities. Although the law states that black people have right to have equal opportunity as white people, the reality is different. As a future educator, it remained me the law in today’s society. Today, the United States published the law that all people who born in the United States have right to have education. This not only includes different races of people, but even people who are disabled. If a child is disabled in physically or mentally that may affected on learning, it is school’s responsibility to teach a child when his/her parents asked the school. This shows how the education system has improved over last several decades.

Sohee Han: Rosa Parks

Sohee Han writes: Losing act of rights due to the color skin is unfair and should not be placed. However, the segregation between whites and blacks remained fairly long in our history. Black people had to give up their rights for white people and even the laws supported this segregation. For example, black people had to give up their seats to whites in the bus. Not because white people pay more for the bus seats, but because they are white and the law said to do so. Rosa Parks is the one who recognizes as the first black person who refused to give up her seat. Since nobody refused to give up their seats before, her action put people in shock. Then, why did she not give up her seat? Was her action was planned before she get on the bus? There are many controversies on this subject and I found one interesting reason: she did not give up her seat because she was too tired from her long work on the following website: http://www.grandtimes.com/rosa.html. Also, there is description about her after story.

Karla Mercado: Pre-Rosa Parks Bus Activism

Karla Mercado writes: I heard from a friend who majors in American History that Rosa Parks wasn't the first to refuse to give up her seat on the bus for a white person. Nine months before, a 15-year-old named Claudette Colvin also refused. I found an article about her that was published less than a month ago. The site of the article is http://www.newsweek.com/id/187325. Her story was not overseen as thoroughly as Rosa Parks' story because of the fact that she was only a 15-year-old who became pregnant a few months later. The civil rights activists did not want a pregnant teenager to be the figure of their boycott. During Thursday's discussion, we noticed how Jo Ann Gibson Robinson's document on the Montgomery Bus Boycott lauded Rosa Parks' stature, stating that Parks was "dignified and reserved". We also heard from Lindsay that the Rosa Parks' incident was planned. I think that since Parks was part of the NAACP, the NAACP must've been aware of other people refusing to give up their seats on the bus for whites and decided that they needed an African American who was more involved with society and more respected to increase awareness. Civil rights activists needed a strong figure to represent their cause. I think that the activists were very clever to have chosen Rosa Parks, but at the same time, Claudette Colvin should also be remembered and recognized for her efforts.

Achieve in Africa

A Message From Boston University Student Brendan Callahan:



In my final year here at Boston University, I co-founded a non-profit organization called Achieve in Africa with another BU student, Alyssa Snow. Starting this organization has been something I have wanted to do ever since I visited Africa two summers ago (as a sophomore) and saw children thirsty for knowledge, but lacking the facilities and supplies needed for a proper education.



The mission of the organization is to give children in Africa the ability to achieve in school by providing the facilities and supplies needed for a proper education.



Currently, the goal is to raise $30,000 for Olasiti Primary School in Tanzania. This school was chosen because it is overcrowded and the villagers are mostly subsistence farmers who are unable to support the school since household incomes average between only $90 and $100 per year. For pictures and information about this school and the organization, please visit AchieveInAfrica.org



After graduation in May, I will be traveling to Tanzania in June to oversee construction. The cost of the flight will not be paid for by donations. All funds raised will go directly to the materials and labor required for this school. Since Achieve in Africa a registered 501(c)(3) nonprofit organization, all donations are tax-exempt.



I would appreciate if you passed on this email to anyone who you think would be interested in the cause. Thank you for taking the time to read this.



In Swahili, "Pamoja, Tutafaulu." Together, we will achieve.

Sohee Han: US Imperialistic in Korea?

Sohee Han writes: DMZ in Korea is one of the interesting subjects to many, especially to foreigners. DMZ was created by the war between North and South Korea. After several years of war between these two groups, they were exhausted and made agreement to take a rest creating DMZ, but it is still exist today. I think the major reason for division for South and North Korea is not because of the fight between these two groups, but instead the fight between two powerful United Nations: the United States and the Soviet Union. Since Korea was not a strong country like the United States, France, Britain, Germany, the Soviet Union, and many others, these powerful countries cause the war in Korea to compete their power. I think it was unfair to use a small country to compete strong nations because what it left is the division of the nation still seen today.

midterm review: essay themes & ID terms

On the Essay Section of the midterm, you will be presented with 2 questions selected from the following set of themes. You will be required to write an essay on 1 of them:

1. Civil Rights reform and racist reaction from Reconstruction to the dawn of the Cold War.

2. World War One, the League of Nations, and the limits of Woodrow Wilson's progressive agenda.

3. The causes of the Great Depression and the policy legacy of FDR.

4. Changing American attitudes towards communism and the USSR before, during, and after World War Two.


ID Section

From the following list of names and terms, 10 will appear on the midterm. From among those 10, you will be required to select 6 and explain the historical significance of each:


1.Thaddeus Stevens

2.Andrew Johnson

3.“Tilden or Blood”

4.Compromise of 1877

5.Little Big Horn

6.Buffalo Soldiers

7.Victoria Woodhull

8.Homestead Strike

9.The “Cross of Gold” Speech

10.Mark Hanna

11.Emilio Aguinaldo

12.W.E.B. Du Bois

13.Pragmatism

14.“The Bully Pulpit”

15.Upton Sinclair

16.John Muir

17.The 16th Amendment

18.“Birth of a Nation”

19.Lusitania

20.Creel Commission

21.Versailles

22.“Return to Normalcy”

23.Marcus Garvey

24.Fordism

25.Installment Plan

26.Black Tuesday

27.Hoovervilles

28.CCC

29.TVA

30.Atlantic Charter

31.Axis Powers

32.Robert Oppenheimer

33.George F. Kennan

34.Sidney Hook

35.Berlin Airlift

Josh Dill: Internment Camps vs. Military Prisons

Josh Dill writes:

http://www.youtube.com/watch?v=dWfOuqAwbgs

"We talked recently about the Japanese Interment Camps during WWII. The American government has since admitted this was a foolish blunder. In today's world Guantanamo Bay is much like the interment camps of WWII. President Barack Obama recently signed an order to shut down the detention center at Guantanamo. However, what this video talks about is the detention center in Bagram Air Base, which in some ways is worse than Guantanamo. With Guantanamo closing the detention center at Bagram will be expanding. It seems these detention centers are highly valuable for American security. This sequence of events should cause all of us to think.

- Has America changed its policy at all since the internment camps of WWII?
- Is American security worth trading the rights of a few possible terrorists?

In my opinion I think these detention centers are critical for American security and therefore justified. But they must also have judicial review and surveillance to assure the prisoners are not held indefinitely or tortured in any way. But what bothers me the most about this situation is the politics of it. President Obama is clearly aware of our detention centers including this specific center at Bagram. Still Guantanamo has been such as 'black eye' in the Bush administration that I believe President Obama's decision to close it down was a political move aimed at gaining approval. In some ways it is symbolic of the "change" he promised so many. But is this change of policy or just a change of appearance?"

Sohee Han: Japanese Development

Sohee Han writes: Today, many people associate Japan with the advanced technology. Then, what made this country so developed? I think the geography of the country made this improvement as Japan is an island. Compared to other countries, Japan is neither big nor does it have plentiful resources. So, in order to compete with other countries, the only way is to be technologically advanced. As we learned in the lecture last week, Japan developed its technology as they imitated others. Some argue it is a bad act of cheating, but I think it was one of the way to develop further by learning from others.

Are We Entering a Major Depression?

Sohee Han: 19th Century Worse for African Americans or Chinese?

Chinese Exclusion Act in 1882 was the first immigration law that prevents a single ethnic group. Do you think it was fair? What about treatment of slaves or black people in the South in early 1800s? Today, some argue that black people were treated as not human beings. Which ethnic group was worse position and why? For me, personally, I think black people were treated worse than Chinese people. They both had unfair treatment but black people were in worse position in fact they had no choice but forced to work. They not only had freedom of going back home, but had no choice than work under bad conditions such as low wages, inadequate shelter, and so on. For Chinese, perhaps Chinese Exclusion Act prevented them to enter the United States, they still had their country, the place where they could live.

Sohee Han: Challenges of Immigration

Sohee Han writes:

Like Lee Chew, many Chinese immigrated to America to get wealthy; going to the land of America was one of the Chinese’s dreams. However, from a different perspective, Chinese were treated badly and paid lower than other American laborers and living in America was not cheap; it would cost the same amount as other American’s cost of living. According to Lee Chew, he earned $3.5 a week and saved $3, however, living in America will cost as much as other Americans and I wonder how he saved that much money. I would like to remind readers to ask the question: was it worth it for Chinese to go to America abandoning family and feeling isolated?

film images of TR's 1905 inauguration

Many say T.R. was the first modern president, and he was one of the first to be filmed taking the oath of office:

blogging the Inuaguration pt. 2

From HI 152 Teaching Fellow Kerri Greenidge in Washington D.C. on 1/20/08

I got to shake hands with John Lewis [pictured LEFT] and with two former Freedom Riders. It is amazing. I am SO tired but so incredibly happy that I had the opportunity to go. The energy of the crowd is amazing, and although I risk sounding corny it really is astounding how many people came here from so far away just to be a part of this event. I met a family from Kenya who came here all the way from Maine, where the father is doing doctorate in marine studies at the University of Maine. They were telling me that they cannot believe that this has happened, that it is as if this is something that is a dream.
Now I am off to get in the car and drive back to Boston for class tomorrow. I will hopefully recall more to share with everybody but at the moment I am so overwhelmed.

blogging the Inuaguration

(More images of the Jan. 18th 2009 "We Are One" concert at the Lincoln Memorial available at flickr.)

HI 152 Teaching Fellow Kerri Greenidge is in D.C. right now for the Inauguration and she just sent this post:

It is madness here! A great kind of madness that is kind of refreshing. I met a 75 year old white Republican from New Mexico who came all the way here with his daughter and biracial grandkids and a black man who can remember being beaten with a billy club in Virginia for riding at the front of the bus in the 1960s . . . AFTER segregation in public transportation was supposedly outlawed. Amazing stuff. I will email you more hopefully tomorrow but I can also email you on Wednesday with my recollections of the event.
See you when I get back,
Kerri Greenidge

Course Syllabus

HI 152: United States Since 1865

Spring 2009
TuTh 3:30-5PM
Stone B50
Instructor: R. S. Deese
Email: rsdeese@bu.edu
Telephone: (617) 458 9059
Office:226 Bay State Road, Room 502
Office Hours: MWF 11-12
(or by appointment)


This course will chart several major transformations in U.S. history, from the industrial revolution and urbanization of the late nineteenth century to the era of rapid globalization in which we live today. In this course we will explore such seminal topics in American history as Reconstruction, industrialism, imperial expansion, progressive politics, World War I, the Great Depression, the New Deal, World War II, and the Cold War. We will also survey the economic, environmental, and military challenges facing the U.S. in the 21st century. To succeed in this course, you must come to section each week fully prepared to discuss the assigned reading for the week, and you must prepare early for your midterm, final paper, and final exam.


Basic Ground Rules:


1. Turn off all cell phones, beepers, etc. before all class meetings begin.

2. Always come on time to all class meetings, and participate in all discussions. Please don’t be shy about speaking up in class discussions, and don’t be afraid to ask questions. Virtually all original scholarship begins by posing questions that others have overlooked or dismissed as simply not worth asking; therefore, the very question you might be afraid to ask because it seems naïve or unorthodox could well be the most interesting and groundbreaking question that anyone could raise. Don’t hesitate to ask it. Also, please remember that I am more than happy to field your questions and address your concerns via email, telephone, and during my regular office hours.

3. Always come to class prepared to discuss all readings for that week. When you do the assigned reading each week, be sure to underline passages that you see as important, and write down questions that you would like to raise in our section meetings and in my office hours.


Grade Breakdown:

Attendance & Participation: 30%
Midterm: 20% 3/5
Term Paper 25% 4/16
Final Exam 25% 5/5 3:00p.m. - 5:00p.m.



Midterm and Final Examinations: To prepare for these exams, be sure to review the assigned readings and your notes from lectures and discussion sections. Feel free to contact me via email or during office hours concerning any questions you might have. A portion of the class prior to the midterm will be devoted to review, and I will also a hold review session prior to the final exam. Please bear in mind that these review sessions will be most profitable to those who have prepared for them by thoroughly studying the material at hand.

Term Paper: You are required to write an 8-page position paper analyzing three primary source documents from Boezi. In this paper, you will be required to develop an original thesis that relates the three primary sources to each other and to their historical context.

Regulations Against Plagiarism: Needless to say, the work you present must be entirely your own and all sources must be diligently credited in your footnotes and bibliography. Any attempt at plagiarism, representing the work of another person as your own, will be result in failure in this course and severe disciplinary action by Boston University. If you should need more information on this subject, consult the website of the History Department.


Required Readings:

Jacqueline Jones, et al. Created Equal: Social and Political History of the United States, Volume II

Michael Boezi, ed. Voices of Created Equal, Volume II



Schedule of Readings & Lectures:

Week One

Required Readings: Jones, ch. 15; Boezi, ch. 15

1/15 Introduction; Civil War & Reconstruction

Week Two

Required Readings: Jones, ch. 16; Boezi, ch. 16

1/20 1877 and the End of the First American Reconstruction

1/22 The Gilded Age


Week Three

Required Readings: Jones, chs. 17, 18; Boezi, chs. 17, 18

1/27 Responses to Industrial Crises: Populism

1/29 Responses to Industrial Crises: Imperialism

Week Four

Required Readings: Jones, chs.19, 20; Boezi chs. 19, 20

2/3 Pragmatism and Progressivism

2/5 WWI, Wilson, and the End of Progressivism

Week Five

Required Readings: Jones ch. 21; Boezi ch. 21

2/10 “Return to Normalcy”: the Economy & Culture of the 1920s

2/12 Isolationism, Laissez Faire, & the Breakdown of the Global Economy

Week Six

Required Readings: Jones ch. 22; Boezi ch. 22


2/17 MONDAY SCHEDULE; NO LECTURE

2/19 FDR and the New Deal

Week Seven

Required Readings: Jones, ch. 23; Boezi, ch. 23

2/24 Dr. New Deal becomes Dr. Win the War

2/26 America and the Aftermath of WWII

Week Eight

Required Readings: Jones, ch. 24; Boezi, ch. 24

3/3 The Cold War and the Birth of the National Security State

3/5 MIDTERM EXAM

Week Nine: SPRING RECESS

Week Ten

Required Readings: Jones, chs. 25, 26; Boezi, chs. 25,26

3/17 Postwar America and the Liberal Consensus

3/19 Vietnam and the Breakdown of the Liberal Consensus

Week Eleven

Required Readings: Jones, ch. 27; Boezi ch. 27

3/24 “Nixinger”

3/26 Watergate & Beyond


Week Twelve

Required Readings: Jones ch. 28; Boezi, ch. 28

3/31 Carter and the Roots of the Reagan Revolution

4/2 The Gipper, at Home and Abroad

Week Thirteen

Required Readings: Jones ch.29, Boezi ch. 29

4/6 The World After 1989

4/9 Clinton and “the Third Way”

Week Fourteen

Required Reading: Jones ch. 30; Boezi ch. 30

4/14 The Election of 2000

4/16 Terrorism and the Expansion of Executive Power TERM PAPER DUE IN CLASS

Week Fifteen

4/21 George W. Bush’s Foreign Policy Legacy

4/23 MONDAY SCHEDULE; NO LECTURE

Week Sixteen

4/28 George W. Bush’s Domestic Legacy

4/30 The Election of 2008


FINAL EXAM T 5/5 3:00p.m. - 5:00p.m.