Dwight David Eisenhower (Ike) https://www. youtube. com/watch

1950s “Automania” 1956- Interstate Highway Act $250,000,000,000 for highways 41,000 miles of highway

Civilians could move out of URBAN AREAS Suburbs can be further and further away “White flight”- Poorer people remain in urban areas MILITARY could quickly move in event of war One of the reasons Eisenhower signs it Easier to TRANSPORT goods around country “trucking” leads to a decline in railroad use Stimulates other areas of the economy Hotels, fast food, tourism (Disneyland opens)

I. BRINKSMANSHIP RULES US POLICY Secretary of State DULLES in order to stop the spread of communism, the United States must promise to use all its force, INCLUDING NUCLEAR WEAPONS, against any aggressor nation BRINKSMANSHIP- Willingness of the United States to go to the edge (“brink”) of all-out war

“Massive Retaliation” with nukes was meant to “deter” Soviet aggression Army and Navy are trimmed; AIR FORCE (bomb delivery) and nuclear arsenal are expanded ARMS RACE- Both the U.S. and Soviets build up their nuclear stockpiles Fear of Nuclear War becomes a constant in American life for next 30 years

How can this massive build up actually make the world a safer place?

Mutual Assured Destruction (MAD) each side has enough nuclear weaponry to destroy the other side…. either side, if attacked for any reason by the other, would retaliate without fail with equal or greater force. (BRINKSMANSHIP)…. neither side will dare to launch a first strike because the other side will launch, resulting in unacceptable losses for both parties. The payoff of the MAD doctrine is expected to be a tense but stable global peace.

The Space Race Begins 1957: SPUTNIK launched US begins space Program 1958- launches 1st satelite

The U-2 Incident 1953- new Soviet leader: Nikita Kruschev U-2 spy plane shot down over USSR on May 1, 1960… Krushchev demands an apology….. Should we apologize?

The U-2 Incident Ike denies at first…. Then refuses to apologize Kruschev launches a tirade against the U.S. at a summit meeting before storming out… Cold War at its height for the 1960 election….

J JFK AND THE COLD WAR What kind of president was JFK?

JFK president video: https://www.youtube.com/watch?v=_9qzvanna1U CRISIS: http://www.youtube.com/watch?v=zObCklM5LPw Five options:

JKF GUARANTEES TO PUT A MAN ON THE MOON!

WHY INVADE? Fidel Castro creates a communist government in Cuba

RESULTS: Bay of Pigs Kennedy learns of plan to invade Cuba 9 days after elected…. Okays it… Disaster

Cuban Missile Crisis: BRINKSMANSHIP

October 1962- Cuban missile crisis

5 options: Do nothing: ignore the missiles in Cuba Open direct negotiations with Krushchev asking that the missiles be withdrawn (is this “negotiable”? Would it be giving in to, or rewarding, the action?) Order a blockade of Cuba until the missiles are removed (RFK) Send a warning to Castro and Kruschev, and if the dismantling of the missile sites is not underway within 24 hours, order an air strike against the sites (CIA director) *** “brinksmanship” Order an air strike against the missile sites without any warning (Taylor- chairman, joint chief of staff)

The result JFK: blockade Nukes gone… we will leave Cuba alone…. (we also agree to remove nukes from Greece and Turkey)

Unit 11 assessment- 2 days Multiple choice: 40 pts (1.5 each) Open notebook/ book…. Scaffolding questions- 25 points To be done by tomorrow Essay: 30 points May make an outline To be written in class tomorrow…

CRITERIA: The extent to which… Score of 5 Score of 4 Score of 3 Score of 2 Score of 1 student addresses the assigned task Thoroughly develops all aspects of the task evenly and in depth Develops all aspects of the task but may do so unevenly Develops all aspects of the task with little depth OR develops most of the aspects of the task in some depth Minimally develops all aspects of the task or develops some aspects of the task in some depth Minimally develops some aspects of the task Student utilizes higher level thinking skills in their response Is more analytical than descriptive (analyzes, evaluates, and/or creates information) Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information) Is more descriptive than analytical (applies, may analyze and/or evaluate information) Is primarily descriptive; may include faulty, weak, or isolated application or analysis Is descriptive; may lack understanding, application, or analysis Student support their ideas with fact, examples, and details Richly supports the theme with many relevant facts, examples, and details Supports the theme with relevant facts, examples and detail Includes some relevant facts, examples, and details; may include some minor inaccuracies Includes few relevant facts, examples, and details; may include some inaccuracies Student organizes and develops a social studies essay Demonstrates a logical and clear plan of organization; includes an introduction and conclusion that are beyond a restatement of the theme Demonstrates a satisfactory plan of organization; includes an introduction and conclusion that may be a restatement of the theme Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or conclusion May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or conclusion **information from documents Incorporates relevant information from at least 5 documents Incorporates some relevant information from some of the documents Incorporates limited relevant information from the documents or consists primarily of relevant information copied from the documents Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant information copied from the documents **relevant outside information Incorporates relevant outside information Incorporates limited outside information Presents little or no outside information Presents no relevant outside information

COLD WAR REPORT CARDS: