Lecture Notes on Birds, Syllabus Changes, Cuban Missile Crisis, and Civil Rights Movements 28

Syllabus Changes

  • Test 3 grading is delayed but should be reviewed by Tuesday.
  • Withdrawal deadline has passed.
  • Most activities and discussions are canceled due to lost class time, except possibly the ERA (Equal Rights Amendment) discussion, which is likely to be removed.
  • No more small assignments are expected; remaining work includes the rough draft, final draft, and the last test.
  • Action Item: Check current grades and submit any missing assignments by Thursday, May 1, at 11:59 PM, with late penalties applied.
  • No late work will be accepted after the deadline, regardless of the situation.
  • The last week of class will be held, potentially including non-academic activities.
  • The "final" is just the fourth test, not a comprehensive midterm/final.
  • A proposal is MANDATORY for the term paper; failure to submit it results in an automatic zero on both the proposal and rough draft.
  • Feedback on proposals is available and must be reviewed, even with a high score.

Cuban Missile Crisis

  • Context: 1960s, Cold War era. The Cuban Missile Crisis was closest the world has ever been to World War III.
  • President: John F. Kennedy (JFK) was in office.
  • Soviet Union and Cuba: The Soviet Union allied with Fidel Castro's Cuba, placing nuclear ICBMs (intercontinental ballistic missiles) there.
  • ICBMs: These missiles are launched from silos, traveling thousands of miles to their targets.
  • Threat: These missiles could flatten major US cities, excluding those in Alaska, Oregon, and Washington. At this time this type of destruction was terrifying, because of vastly superior nuclear weapons.
  • Negotiations: Intense negotiations occurred between the US and the Soviet Union.
  • Nuclear Arms Race: Both sides knew nuclear war meant no winners due to mutual destruction.
  • American Missiles in Turkey: The USSR was concerned about American nuclear missiles in Turkey, near the Russian border.
  • Resolution: The Soviet Union removed missiles from Cuba in exchange for the US withdrawing missiles from Turkey.
  • Impact: Public fear was high, as illustrated by protest signs saying "Peace or Perish."

The 1960s: A Decade of Contradictions

  • Counterculture: Despite nuclear tensions, the 1960s was also a decade of hippies, drugs, and anti-establishment sentiments.
    • Escapism: Drug use and anti-establishment views were a form of escapism from the harsh realities of the time.
  • Vietnam War and Civil Rights: This decade included the Vietnam War, the Civil Rights Movement, and significant social upheaval.
  • Capitalism: Capitalism continued to thrive despite the counterculture movements.
    • Volkswagen Marketing: Volkswagen used the hippie culture to market its cars, even making fun of itself in advertisements.

Corporate Messaging and Cynicism

  • Pride Month and Branding: Companies often change logos for Pride Month in the US but not in countries with anti-LGBTQ+ laws.
  • Ad Campaigns: These are typically created by ad agencies hired to sell products, not necessarily reflecting the company's true values.
  • Cynicism: Encouragement to be cynical about corporate messaging, recognizing that it is often just marketing.
  • Hippies and Capitalism: Even hippies, who often opposed private property, would buy Volkswagen buses to attend festivals like Woodstock.

Inequality and Civil Rights Movements

  • Multiple Movements: Recognition of multiple civil rights movements, not just one.
  • Poverty Data: Disparities in poverty levels between white Americans and black, Latino, Asian, and Native American communities in the 1960s.
    • Poverty Rates: Significant gap in poverty rates between white Americans and minority groups in 1959, with some improvement by 1969.
  • Interconnectedness: The Cuban Missile Crisis, hippie culture, and poverty levels all occurred simultaneously and influenced each other.
  • Escapism: Drug use was an attempt to escape the chaos and stress of the time.

Nonviolence and the Institutional Approach

  • Gandhi: Martin Luther King drew inspiration from Gandhi's nonviolent resistance against British colonization in India.
    • Religious Coalition: Gandhi united people from Hinduism, Islam, and Buddhism.
  • Nonviolence: Peaceful protest involves disturbing the status quo.
  • Martin Luther King: MLK studied Gandhi and combined nonviolent resistance with an institutional approach.
    • Institutional Approach: Working with the government (e.g., meeting with the President) to pass legislation while simultaneously protesting in the streets.
  • MLK's Pragmatism: Despite advocating nonviolence, MLK was often armed and pragmatic.
  • Lyndon Johnson: LBJ, despite holding some racist views, supported equality but often urged MLK to move more slowly.
  • Desegregation: It was a gradual process involving laws, court cases, and fights at every level (schools, public buildings, private businesses).
  • Civil Rights Act of 1965: This act didn't eliminate racism; multiple laws and efforts were required.
  • Televised Protests: Civil rights protests were televised, keeping the issue in the American and global consciousness.
  • Confrontation: Nonviolence is still confrontation; it forces the issue.
  • Global Reputation: Images of violence against protesters damaged the US's global reputation during the Cold War.
    • Soviet Propaganda: The Soviet Union used these images to portray the US as racist and oppressive.
    • Cold War Context: Both the US and the Soviet Union were trying to win hearts and minds during the Cold War.
    • USSR Constitution: The USSR constitution stated all races are created equal, which they used for propaganda purposes.

Resistance Tactics

  • Sit-ins: African Americans sitting at segregated lunch counters demanding service.
  • Planning: Sit-ins were meticulously planned and choreographed.
  • Training: Protesters were trained to endure verbal and physical abuse.
  • Nonviolent Confrontation: Sit-ins were nonviolent but confrontational, provoking resistance from patrons and police.
  • Televised Abuse: Televised abuse made it difficult for segregationists to appear as the good guys.
  • Integration: James Meredith being escorted to class at the University of Mississippi by US Marshals.
  • George Wallace: Alabama Governor George Wallace stands defiantly at the door at BAMA, blocking the attempted integration of the school.
  • Political Resistance: Wallace's segregationist stance was supported by many voters, highlighting the need for continuous activism.
  • Forrest Gump: Reference to the movie Forrest Gump scene with George Wallace.