HST 202 Module #7
Week 7: Teenage Wasteland (1939 CE - 1950 CE)
From 1939 to 1950, a transformative era swept across the land we call the United States of America. It was a time of both triumphs and tragedies, a period of significant change that would leave an indelible mark on the modern identity of the nation. The events of those years were not limited to the confines of that time but continue to reverberate through the very fabric of the country to this day. We shall endeavor to examine the virtues and vices of this epoch and why it is of utmost importance to delve into its study. The big kahuna of this time was World War II. The US got dragged into the fight in '41 after the Japanese bombed Pearl Harbor. This shook things up big time. Suddenly, the country struggling to survive the Great Depression was producing everything from tanks to toasters to help win the war. And boy, did the economy take off. After the dust settled, the US was on top of the world. The big cheese. The top dog. No one could touch their military and economic power. The win also led to the creation of the United Nations, which aimed to keep world peace.
As the dust settled after the war, the nation was left to grapple with the harsh reality of its actions. The shameful internment of Japanese-Americans, a blight on our history, had left a permanent stain on the nation's conscience. The wounds of segregation and discrimination still ran deep, and a long road to true equality lay ahead. However, a glimmer of hope emerged with President Truman's bold move to integrate the armed forces, a meaningful step in the fight for civil rights. Yet, as with any battle, the war for justice and equality was far from over, and the nation would continue to face difficult and complex struggles in the years to come. The post-war era was a hellish ride through a twisted landscape of booming economies and consumer culture. Families flocked to the 'burbs, lured by the seductive siren song of the "American Dream." in 1944, the GI Bill was signed into law, offering education and other perks to veterans, fueling the growth of the middle class. And, boy, did the economy boom. But this growth had a sinister price tag. The nation was wracked by a surge in income inequality, with the spoils of prosperity divided up all lopsided and unequal.
In those days, the Red Scare loomed large, a feverish dread that swept across the land. The powers that be, the suits in Washington, hunted down supposed communists with a fervor that left many fearing for their lives. The entertainment industry suffered greatly, with notable names cast out into the darkness, their reputations sullied by mere suspicion. And woe betides any poor soul accused of sympathizing with the communists, for they were branded as traitors and persecuted without mercy. It was a dark time of fear and suspicion when innocence was no shield against the relentless witch hunt. One must heed the lessons of US history's bygone days, for they are of utmost importance to the present. Matters of racial and income inequality, rampant during those times, remain prevalent today, and it behooves us to scrutinize the past for answers to address these issues. The aftermath of World War II serves as a stark reminder of the repercussions of global conflicts and the paramountcy of maintaining world peace. The Red Scare's horror story reminds us to be wary of political hysteria and safeguard our civil liberties.
The period from 1939 to 1950 is a momentous chapter in the annals of United States history. Many auspicious advancements, including the triumph in World War II, the surge of economic prosperity, and the dissolution of military segregation, marked it. Yet, concurrently, it was tainted by pernicious occurrences such as the confinement of Japanese-Americans, the Red Scare, and the ascendance of financial disparity. Delving into this period is vital as it proffers salient teachings on tackling injustice, preserving global harmony, and safeguarding civil liberties.
THE RUNDOWN
QUESTIONS
From 1939 to 1950, a transformative era swept across the land we call the United States of America. It was a time of both triumphs and tragedies, a period of significant change that would leave an indelible mark on the modern identity of the nation. The events of those years were not limited to the confines of that time but continue to reverberate through the very fabric of the country to this day. We shall endeavor to examine the virtues and vices of this epoch and why it is of utmost importance to delve into its study. The big kahuna of this time was World War II. The US got dragged into the fight in '41 after the Japanese bombed Pearl Harbor. This shook things up big time. Suddenly, the country struggling to survive the Great Depression was producing everything from tanks to toasters to help win the war. And boy, did the economy take off. After the dust settled, the US was on top of the world. The big cheese. The top dog. No one could touch their military and economic power. The win also led to the creation of the United Nations, which aimed to keep world peace.
As the dust settled after the war, the nation was left to grapple with the harsh reality of its actions. The shameful internment of Japanese-Americans, a blight on our history, had left a permanent stain on the nation's conscience. The wounds of segregation and discrimination still ran deep, and a long road to true equality lay ahead. However, a glimmer of hope emerged with President Truman's bold move to integrate the armed forces, a meaningful step in the fight for civil rights. Yet, as with any battle, the war for justice and equality was far from over, and the nation would continue to face difficult and complex struggles in the years to come. The post-war era was a hellish ride through a twisted landscape of booming economies and consumer culture. Families flocked to the 'burbs, lured by the seductive siren song of the "American Dream." in 1944, the GI Bill was signed into law, offering education and other perks to veterans, fueling the growth of the middle class. And, boy, did the economy boom. But this growth had a sinister price tag. The nation was wracked by a surge in income inequality, with the spoils of prosperity divided up all lopsided and unequal.
In those days, the Red Scare loomed large, a feverish dread that swept across the land. The powers that be, the suits in Washington, hunted down supposed communists with a fervor that left many fearing for their lives. The entertainment industry suffered greatly, with notable names cast out into the darkness, their reputations sullied by mere suspicion. And woe betides any poor soul accused of sympathizing with the communists, for they were branded as traitors and persecuted without mercy. It was a dark time of fear and suspicion when innocence was no shield against the relentless witch hunt. One must heed the lessons of US history's bygone days, for they are of utmost importance to the present. Matters of racial and income inequality, rampant during those times, remain prevalent today, and it behooves us to scrutinize the past for answers to address these issues. The aftermath of World War II serves as a stark reminder of the repercussions of global conflicts and the paramountcy of maintaining world peace. The Red Scare's horror story reminds us to be wary of political hysteria and safeguard our civil liberties.
The period from 1939 to 1950 is a momentous chapter in the annals of United States history. Many auspicious advancements, including the triumph in World War II, the surge of economic prosperity, and the dissolution of military segregation, marked it. Yet, concurrently, it was tainted by pernicious occurrences such as the confinement of Japanese-Americans, the Red Scare, and the ascendance of financial disparity. Delving into this period is vital as it proffers salient teachings on tackling injustice, preserving global harmony, and safeguarding civil liberties.
THE RUNDOWN
- From 1939 to 1950, the US underwent a transformative era of significant change.
- World War II was the big event of the time, and the US emerged as a military and economic superpower after the war.
- The shameful internment of Japanese-Americans left a permanent stain on the nation's conscience, and racial and income inequality were rampant.
- President Truman's integration of the armed forces was a step towards civil rights, but the fight for justice and equality continued.
- The post-war era saw the growth of the middle class, fueled by the GI Bill, but income inequality also surged.
- The Red Scare was a dark time of fear and suspicion, with many persecuted for supposed communist sympathies.
- Lessons from this era are important today, particularly in addressing issues of racial and income inequality, maintaining world peace, and safeguarding civil liberties.
QUESTIONS
- What were the main events that occurred in the United States during the period from 1939 to 1950?
- What lessons can we learn from the United States' history during this period, and how can we apply these lessons to contemporary social and political issues?
- How has the legacy of the events from 1939 to 1950 continued to impact the United States today, and what are some of the ongoing challenges that the nation faces as a result?
#7 Historiography is Important and is Never Stagnant.
What does this word mean, which sounds like many other words yet is still challenging to say? By Wikipedia standards, historiography is the study of historians' methods in developing history as an academic discipline; by extension, it is any body of historical work on a subject. The Historiography of a specific topic covers how historians have studied that topic using sources, techniques, and theoretical approaches.
This is a fancy way of saying that history lenses are all different as we value things differently over time. An ancient Greek historian like Herodotus will interpret data and culture much other than someone more contemporary like Howard Zinn. All voices are important, but we need to remember who and why these voices are talking. Think of all the people over time that could have contributed to historical thought that just never learned to read or write? That is a substantial missing demographic we take for granted. Things like the internet have revolutionized how we collect data and record history, a far cry from the archaic days of parchments and scrolls.
Currently, history's battle lines are drawn in the sand with "traditional" and "revisionist" history. As we have seen in the other rules, history can easily be manipulated for political gains. But the term "revisionist" seems silly when you investigate our historiography. We aren't changing history; we are merely reshaping how we view history. I'll bore you later with the tedious speech of confederate statues, which I assume you already have a preconceived notion about.
Historiography is a vital part of the study of history. It goes beyond merely collecting facts to examine the methods, assumptions, and interpretations used in creating historical works. Historiography is far from static; it is a constantly evolving field that changes with discoveries, perspectives, and interpretations. Although there are both benefits and drawbacks to historiography, it continues to be an indispensable part of history study. Historiography is cool because it gives historians the middle finger to old interpretations of history. Like, before the 1960s, the story of Native Americans was all about how they were savages and stuff, thanks to the white dudes writing the history books. But then, the American Indian Movement came along and said, "Hey, let's hear from the actual Native Americans about their history." So, Vine Deloria Jr. and others published books like Custer Died for Your Sins (1969), and God is Red (1973), which told it like it is and paved the way for more inclusive and accurate histories of Native Americans.
Historiography: It's like digging deep into the past to understand better how we got to where we are today. Historians are like culinary explorers, always searching for new ingredients to add to their dishes. And when they find something new, like the Dead Sea Scrolls, it's like discovering a rare spice that takes their dish to the next level. The Scrolls gave us a peek into the beliefs and practices of the Essenes, a Jewish sect and helped us better understand the history of Judaism and early Christianity. That's some deep flavor right there. Historiography is not all sunshine and rainbows. Yeah, it's got some benefits, but there's a dark side to it too. One of the things that can screw things up is bias. Historians they got their ideas and their ways of seeing things, and that can mess with their interpretations. Take the Cold War, for instance. Many American historians were anti-communist, and that bias seeped into their work. The result? Many histories of the Soviet Union and communism were just plain distorted. That anti-communist bias was like a fog. It clouded everything, and the truth was hard to find.
Another curse of historiography is its susceptibility to politics. Many historians toil under the sway of government or political factions and are compelled to craft histories that favor their patrons' agendas. In the Third Reich era, the Fatherland's scholarly scribes were coerced to fashion histories that lauded the Nazi Party and its ideologies. This putrid influence infected the annals of history, tainting it with the stench of deceit and half-truths, ultimately resulting in a distorted view of the atrocities committed by the regime.
In sum, historiography plays a crucial role in the study of history by allowing historians to question and alter previous historical interpretations and thus gain a deeper understanding of the past. Although historiography presents advantages and disadvantages, it remains a vital aspect of historical inquiry today. By remaining mindful of the potential biases and political influences that can taint historiography, historians can strive to produce objective and truthful historical accounts.
THE RUNDOWN
What does this word mean, which sounds like many other words yet is still challenging to say? By Wikipedia standards, historiography is the study of historians' methods in developing history as an academic discipline; by extension, it is any body of historical work on a subject. The Historiography of a specific topic covers how historians have studied that topic using sources, techniques, and theoretical approaches.
This is a fancy way of saying that history lenses are all different as we value things differently over time. An ancient Greek historian like Herodotus will interpret data and culture much other than someone more contemporary like Howard Zinn. All voices are important, but we need to remember who and why these voices are talking. Think of all the people over time that could have contributed to historical thought that just never learned to read or write? That is a substantial missing demographic we take for granted. Things like the internet have revolutionized how we collect data and record history, a far cry from the archaic days of parchments and scrolls.
Currently, history's battle lines are drawn in the sand with "traditional" and "revisionist" history. As we have seen in the other rules, history can easily be manipulated for political gains. But the term "revisionist" seems silly when you investigate our historiography. We aren't changing history; we are merely reshaping how we view history. I'll bore you later with the tedious speech of confederate statues, which I assume you already have a preconceived notion about.
Historiography is a vital part of the study of history. It goes beyond merely collecting facts to examine the methods, assumptions, and interpretations used in creating historical works. Historiography is far from static; it is a constantly evolving field that changes with discoveries, perspectives, and interpretations. Although there are both benefits and drawbacks to historiography, it continues to be an indispensable part of history study. Historiography is cool because it gives historians the middle finger to old interpretations of history. Like, before the 1960s, the story of Native Americans was all about how they were savages and stuff, thanks to the white dudes writing the history books. But then, the American Indian Movement came along and said, "Hey, let's hear from the actual Native Americans about their history." So, Vine Deloria Jr. and others published books like Custer Died for Your Sins (1969), and God is Red (1973), which told it like it is and paved the way for more inclusive and accurate histories of Native Americans.
Historiography: It's like digging deep into the past to understand better how we got to where we are today. Historians are like culinary explorers, always searching for new ingredients to add to their dishes. And when they find something new, like the Dead Sea Scrolls, it's like discovering a rare spice that takes their dish to the next level. The Scrolls gave us a peek into the beliefs and practices of the Essenes, a Jewish sect and helped us better understand the history of Judaism and early Christianity. That's some deep flavor right there. Historiography is not all sunshine and rainbows. Yeah, it's got some benefits, but there's a dark side to it too. One of the things that can screw things up is bias. Historians they got their ideas and their ways of seeing things, and that can mess with their interpretations. Take the Cold War, for instance. Many American historians were anti-communist, and that bias seeped into their work. The result? Many histories of the Soviet Union and communism were just plain distorted. That anti-communist bias was like a fog. It clouded everything, and the truth was hard to find.
Another curse of historiography is its susceptibility to politics. Many historians toil under the sway of government or political factions and are compelled to craft histories that favor their patrons' agendas. In the Third Reich era, the Fatherland's scholarly scribes were coerced to fashion histories that lauded the Nazi Party and its ideologies. This putrid influence infected the annals of history, tainting it with the stench of deceit and half-truths, ultimately resulting in a distorted view of the atrocities committed by the regime.
In sum, historiography plays a crucial role in the study of history by allowing historians to question and alter previous historical interpretations and thus gain a deeper understanding of the past. Although historiography presents advantages and disadvantages, it remains a vital aspect of historical inquiry today. By remaining mindful of the potential biases and political influences that can taint historiography, historians can strive to produce objective and truthful historical accounts.
THE RUNDOWN
- Historiography means studying how historians make history an academic subject. It includes examining how they view a topic using different sources, working methods, and theories.
- It is essential because it's about gathering facts and exploring the methods, assumptions, and interpretations used in creating historical works. It's constantly changing with discoveries, ideas, and viewpoints.
- However, historiography can be influenced by bias and politics, which can lead to inaccurate historical accounts.
- Historiography can reshape how we understand history by allowing historians to challenge earlier interpretations and create a better understanding of the past.
- Examples of historiography in action include Native American historical perspectives and the discovery of the Dead Sea Scrolls, which helped better understand the history of Judaism and early Christianity.
STATE OF THE UNION
HIGHLIGHTS
|
|
We've got some fine classroom lectures coming your way, all courtesy of the RPTM podcast. These lectures will take you on a wild ride through history, exploring everything from ancient civilizations and epic battles to scientific breakthroughs and artistic revolutions. The podcast will guide you through each lecture with its no-nonsense, straight-talking style, using various sources to give you the lowdown on each topic. You won't find any fancy-pants jargon or convoluted theories here, just plain and straightforward explanations anyone can understand. So sit back and prepare to soak up some knowledge.
LECTURES
LECTURES
- COMING SOON
READING
Carnes, Chapter 25: From “Normalcy” to Economic Collapse: 1921-1933
This class utilizes the following textbook:
Carnes, Mark C., and John A. Garraty. American Destiny: Narrative of a Nation. 4th ed. Vol. 2.: Pearson, 2011.
Mark C. Carnes and John A. Garraty are respected historians who have made notable contributions to American history. Carnes specializes in American education and culture, focusing on the role of secret societies in shaping American culture in the 19th century. Garraty is known for his general surveys of American history, his biographies of American historical figures and studies of specific aspects of American history, and his clear and accessible writing.
Carnes, Chapter 25: From “Normalcy” to Economic Collapse: 1921-1933
This class utilizes the following textbook:
Carnes, Mark C., and John A. Garraty. American Destiny: Narrative of a Nation. 4th ed. Vol. 2.: Pearson, 2011.
Mark C. Carnes and John A. Garraty are respected historians who have made notable contributions to American history. Carnes specializes in American education and culture, focusing on the role of secret societies in shaping American culture in the 19th century. Garraty is known for his general surveys of American history, his biographies of American historical figures and studies of specific aspects of American history, and his clear and accessible writing.
Howard Zinn was a historian, writer, and political activist known for his critical analysis of American history. He is particularly well-known for his counter-narrative to traditional American history accounts and highlights marginalized groups' experiences and perspectives. Zinn's work is often associated with social history and is known for his Marxist and socialist views. Larry Schweikart is also a historian, but his work and perspective are often considered more conservative. Schweikart's work is often associated with military history, and he is known for his support of free-market economics and limited government. Overall, Zinn and Schweikart have different perspectives on various historical issues and events and may interpret historical events and phenomena differently. Occasionally, we will also look at Thaddeus Russell, a historian, author, and academic. Russell has written extensively on the history of social and cultural change, and his work focuses on how marginalized and oppressed groups have challenged and transformed mainstream culture. Russell is known for his unconventional and controversial ideas, and his work has been praised for its originality and provocative nature.
My classes utilize both Howard Zinn's A People's History of the United States and Larry Schweikart's Patriot's History of the United States, mostly in excerpts posted to the modules. You can access the full text of People's History or Patriot's History by clicking on the links.
My classes utilize both Howard Zinn's A People's History of the United States and Larry Schweikart's Patriot's History of the United States, mostly in excerpts posted to the modules. You can access the full text of People's History or Patriot's History by clicking on the links.
Zinn, A People's History of the United States
"... These German bombings were very small compared with the British and American bombings of German cities. In January 1943 the Allies met at Casablanca and agreed on large-scale air attacks to achieve 'the destruction and dislocation of the German military, industrial and
economic system and the undermining of the morale of the German people to the point where their capacity for armed resistance is fatally weakened.' And so, the saturation bombing of German cities began-with thousand -plane raids on Cologne, Essen, Frankfurt, Hamburg. The English flew at night with no pretense of aiming at 'military' targets; the Americans flew in the daytime and pretended precision, but bombing from high altitudes made that impossible. The climax of this terror bombing was the bombing of Dresden in early 1945, in which the tremendous heat generated by the bombs created a vacuum into which fire leaped swiftly in a great firestorm through the city. More than 100,000 died in Dresden. (Winston Churchill, in his wartime memoirs, confined himself to this account of the incident: 'We made a heavy raid in the latter month on Dresden, then a center of communication of Germany's Eastern Front') The bombing of Japanese cities continued the strategy of saturation bombing to destroy civilian morale; one nighttime fire-bombing of Tokyo took 80,000 lives. And then, on August 6, 1945, came the lone American plane in the sky over Hiroshima, dropping the first atomic bomb, leaving perhaps 100,000 Japanese dead, and tens of thousands more slowly dying from radiation poisoning. Twelve U.S. navy fliers in the Hiroshima city jail were killed in the bombing, a fact that the U.S. government has never officially acknowledged, according to historian Martin Sherwin (A World Destroyed). Three days later, a second atomic bomb was dropped on the city of Nagasaki, with perhaps 50,000 killed. The justification for these atrocities was that this would end the war quickly, making unnecessary an invasion of Japan. Such an invasion would cost a huge number of lives, the government said-a million, according to Secretary of State Byrnes; half a million, Truman claimed was the figure given him by General George Marshall. (When the papers of the Manhattan Project-the project to build the atom bomb- were released years later, they showed that Marshall urged a warning to the Japanese about the bomb, so people could be removed and only military targets hit.) These estimates of invasion losses were not realistic, and seem to have been pulled out of the air to justify bombings which, as their effects became known, horrified more and more people. Japan, by August 1945, was in desperate shape and ready to surrender..."
"... These German bombings were very small compared with the British and American bombings of German cities. In January 1943 the Allies met at Casablanca and agreed on large-scale air attacks to achieve 'the destruction and dislocation of the German military, industrial and
economic system and the undermining of the morale of the German people to the point where their capacity for armed resistance is fatally weakened.' And so, the saturation bombing of German cities began-with thousand -plane raids on Cologne, Essen, Frankfurt, Hamburg. The English flew at night with no pretense of aiming at 'military' targets; the Americans flew in the daytime and pretended precision, but bombing from high altitudes made that impossible. The climax of this terror bombing was the bombing of Dresden in early 1945, in which the tremendous heat generated by the bombs created a vacuum into which fire leaped swiftly in a great firestorm through the city. More than 100,000 died in Dresden. (Winston Churchill, in his wartime memoirs, confined himself to this account of the incident: 'We made a heavy raid in the latter month on Dresden, then a center of communication of Germany's Eastern Front') The bombing of Japanese cities continued the strategy of saturation bombing to destroy civilian morale; one nighttime fire-bombing of Tokyo took 80,000 lives. And then, on August 6, 1945, came the lone American plane in the sky over Hiroshima, dropping the first atomic bomb, leaving perhaps 100,000 Japanese dead, and tens of thousands more slowly dying from radiation poisoning. Twelve U.S. navy fliers in the Hiroshima city jail were killed in the bombing, a fact that the U.S. government has never officially acknowledged, according to historian Martin Sherwin (A World Destroyed). Three days later, a second atomic bomb was dropped on the city of Nagasaki, with perhaps 50,000 killed. The justification for these atrocities was that this would end the war quickly, making unnecessary an invasion of Japan. Such an invasion would cost a huge number of lives, the government said-a million, according to Secretary of State Byrnes; half a million, Truman claimed was the figure given him by General George Marshall. (When the papers of the Manhattan Project-the project to build the atom bomb- were released years later, they showed that Marshall urged a warning to the Japanese about the bomb, so people could be removed and only military targets hit.) These estimates of invasion losses were not realistic, and seem to have been pulled out of the air to justify bombings which, as their effects became known, horrified more and more people. Japan, by August 1945, was in desperate shape and ready to surrender..."
Larry Schweikart, A Patriot's History of the United States
"... Experiments with splitting the atom had taken place in England in 1932, and by the time Hitler invaded Poland, most of the world’s scientists understood that a man-made atomic explosion could be accomplished. How long before the actual fabrication of such a device could occur, however, no one knew. Roosevelt had already received a letter from one of the world’s leading pacifists, Albert Einstein, urging him to build a uranium bomb before the Nazis did. FDR set up a Uranium Committee in October 1939, which gained momentum less than a year later when British scientists, fearing their island might fall to the Nazis, arrived in America with a black box containing British atomic secrets. After mid-1941, when it was established, the Office of Scientific Research and Development (OSRD), headed by Vannevar Bush, was investigating the bomb’s feasibility.
Kept out of the loop by Bush, who feared he was a security risk, Einstein used his influence to nudge FDR toward the bomb project. Recent evidence suggests Einstein’s role in bringing the problem to Roosevelt’s attention was even greater than previously thought. Ironically, as Einstein’s biographer has pointed out, without the genius’s support, the bombs would have been built anyway, but not in time for use against Japan. Instead, with civilian and military authorities insufficiently aware of the vast destructiveness of such weapons in real situations, they may well have been used in Korea, at a time when the Soviet Union would have had its own bombs for counterattack, thus offering the terrifying possibility of a nuclear conflict over Korea. By wielding his considerable influence in 1939 and 1940, Einstein may have saved innumerable lives, beyond those of the Americans and Japanese who would have clashed in Operation Olympic, the invasion of the Japanese home islands.
No one knew the status of Hitler’s bomb project—only that there was one. As late as 1944, American intelligence was still seeking to assassinate Walter Heisenberg (head of the Nazi bomb project), among others, unaware at the time that the German bomb was all but kaput. In total secrecy, then, the Manhattan Project, placed under the U.S. Army’s Corps of Engineers and begun in the Borough of Manhattan, was directed by a general, Leslie Groves, a man with an appreciation for the fruits of capitalism. He scarcely blinked at the incredible demands for material, requiring thousands of tons of silver for wiring, only to be told, 'In the Treasury [Department] we do not speak of tons of silver. Our unit is the troy ounce.' Yet Groves got his silver and everything else he required. Roosevelt made sure the Manhattan Project lacked for nothing, although Roosevelt himself died before seeing the terrible fruition of the Manhattan Project’s deadly labors..."
"... Experiments with splitting the atom had taken place in England in 1932, and by the time Hitler invaded Poland, most of the world’s scientists understood that a man-made atomic explosion could be accomplished. How long before the actual fabrication of such a device could occur, however, no one knew. Roosevelt had already received a letter from one of the world’s leading pacifists, Albert Einstein, urging him to build a uranium bomb before the Nazis did. FDR set up a Uranium Committee in October 1939, which gained momentum less than a year later when British scientists, fearing their island might fall to the Nazis, arrived in America with a black box containing British atomic secrets. After mid-1941, when it was established, the Office of Scientific Research and Development (OSRD), headed by Vannevar Bush, was investigating the bomb’s feasibility.
Kept out of the loop by Bush, who feared he was a security risk, Einstein used his influence to nudge FDR toward the bomb project. Recent evidence suggests Einstein’s role in bringing the problem to Roosevelt’s attention was even greater than previously thought. Ironically, as Einstein’s biographer has pointed out, without the genius’s support, the bombs would have been built anyway, but not in time for use against Japan. Instead, with civilian and military authorities insufficiently aware of the vast destructiveness of such weapons in real situations, they may well have been used in Korea, at a time when the Soviet Union would have had its own bombs for counterattack, thus offering the terrifying possibility of a nuclear conflict over Korea. By wielding his considerable influence in 1939 and 1940, Einstein may have saved innumerable lives, beyond those of the Americans and Japanese who would have clashed in Operation Olympic, the invasion of the Japanese home islands.
No one knew the status of Hitler’s bomb project—only that there was one. As late as 1944, American intelligence was still seeking to assassinate Walter Heisenberg (head of the Nazi bomb project), among others, unaware at the time that the German bomb was all but kaput. In total secrecy, then, the Manhattan Project, placed under the U.S. Army’s Corps of Engineers and begun in the Borough of Manhattan, was directed by a general, Leslie Groves, a man with an appreciation for the fruits of capitalism. He scarcely blinked at the incredible demands for material, requiring thousands of tons of silver for wiring, only to be told, 'In the Treasury [Department] we do not speak of tons of silver. Our unit is the troy ounce.' Yet Groves got his silver and everything else he required. Roosevelt made sure the Manhattan Project lacked for nothing, although Roosevelt himself died before seeing the terrible fruition of the Manhattan Project’s deadly labors..."
Thaddeus Russell, A Renegade History of the United States
"... In 1957 East German authorities responded to the youth rebellion with justified despair for the future of Communism. Alfred Kurella, head of the new Commission for Culture in the Central Committee of the Socialist Unity Party (the ruling, Soviet-controlled party in the GDR), warned of the “danger of growing decadent influences” that were spurring the 'animalistic element' in East German youth. Kurella announced that it was time for good Communists to 'save the cultural and social life of the … nation from this destruction' and to preserve 'the true national culture.' The party’s Culture Conference in October 1957 declared that in recent years 'damaging influences of the Western capitalist nonculture' had 'penetrated' the GDR. By the following year, rock-and-roll had replaced jazz as the most dangerous of Western cultural products. In a 1958 announcement on rock, General Secretary Walter Ulbricht condemned 'its noise' as an 'expression of impetuosity' that characterized the “anarchism of capitalist society.' Defense Minister Willi Stoph distributed a warning, published in East German newspapers, that 'rock ’n’ roll was a means of seduction to make the youth ripe for atomic war.' Stoph singled out Bill Haley and the Comets, who had toured West Germany in 1958. 'It was Haley’s mission,' Stoph said, 'to engender fanatical, hysterical enthusiasm among German youth and lead them into a mass grave with rock & roll.' State-run newspapers broadcast these warnings. Neues Deutschland called Elvis Presley a 'Cold War Weapon,' and Junge Welt counseled its young readers, 'Those persons plotting an atomic war are making a fuss about Presley because they know youths dumb enough to become Presley fans are dumb enough to fight in the war.'..."
What Does Professor Lancaster Think?
The story of the atomic bomb, like many events in history, is shrouded in controversy and emotion. Its use during World War II remains a heated debate even today. But how did it all begin? In 1939, the renowned scientist Albert Einstein approached President Roosevelt with a dire warning: the Nazis could be on the verge of developing an atomic bomb. Einstein urged the President to begin work on an atomic bomb before it was too late. And so, the Uranium Committee was established to investigate the feasibility of such a project. But when British scientists arrived in the United States with atomic secrets, the Office of Scientific Research and Development (OSRD) began researching atomic bomb development. Using his immense influence, Einstein relentlessly pushed FDR toward the bomb project.
Recent evidence suggests that the bombs would have been built regardless, but not in time for use against Japan. Nevertheless, the Manhattan Project, directed by General Leslie Groves, was launched in total secrecy. Roosevelt made sure that the project lacked nothing. Unfortunately, Roosevelt would not live to see the deadly consequences of the atomic bomb. The decision to use it remains a source of controversy and anguish as the world struggles to grapple with the moral implications of its creation and use. August 1945 brought a barrage of bombs on Hiroshima and Nagasaki that snuffed out thousands of innocent civilian lives. The powers that be said it was necessary to put a swift end to the war and steer clear of invading Japan. But as it turned out, their invasion loss estimates were a load of hooey, and the aftermath of the bombings only intensified the outrage. Japan was already waving the white flag, but instead, the bombings dragged out the war and inflicted much hurt.
The atomic bombs, oh boy. On the plus side, they ended the war and potentially saved countless Allied troops who would have perished in a Japanese invasion. They also flexed America's global muscle, clarifying who the boss was, and scared off potential adversaries. But hold on to your hats, cause on the downside, innocent civilians, including little ones and women, were blasted to kingdom come. Survivors of the blast had to deal with long-term health problems. Plus, the bombs set a gnarly precedent for the future use of nuclear weapons, adding fuel to the already scorching Cold War flames. It was the late 1950s, and the East German authorities were sweating bullets over the dangerous influence of rock and roll music. They saw it as a symbol of Western capitalist nonculture, a seductive force threatening the country's precious Communist values. State-run newspapers blasted out dire warnings that rock and roll would lead the youth into a mass grave with its slick beats and a devil-may-care attitude towards atomic war. The authorities urged good Communists to rise and save the cultural and social life of the nation from this impending destruction, to preserve the authentic national culture at all costs. But they failed to see the insidious danger of attempting to control and manipulate the artistic expressions of a generation.
By god, there is a reason to study the history of that atomic bomb and its damned impact on the world. It reveals the ethical and moral quandaries of war and the use of those blasted weapons of mass destruction. It begets the question of the responsibility of those damned scientists and leaders and their obligation to ponder the consequences of their actions on the innocent folk. And let us not forget them East German brutes and their efforts to control and stifle the arts, reminding us of the dangerous dangers of government censorship and the significance of preserving artistic and cultural expression as a fundamental human right. To end, governments hold sway over their people's existence. Look to the use of atomic bombs during WWII and East German authorities who governed culture and art. These choices bring both good and evil that still linger in present times. Scrutinizing these occurrences is necessary to unravel the intricate moral and ethical predicaments of war, weapons of mass destruction, and freedom of speech.
THE RUNDOWN
QUESTIONS
"... In 1957 East German authorities responded to the youth rebellion with justified despair for the future of Communism. Alfred Kurella, head of the new Commission for Culture in the Central Committee of the Socialist Unity Party (the ruling, Soviet-controlled party in the GDR), warned of the “danger of growing decadent influences” that were spurring the 'animalistic element' in East German youth. Kurella announced that it was time for good Communists to 'save the cultural and social life of the … nation from this destruction' and to preserve 'the true national culture.' The party’s Culture Conference in October 1957 declared that in recent years 'damaging influences of the Western capitalist nonculture' had 'penetrated' the GDR. By the following year, rock-and-roll had replaced jazz as the most dangerous of Western cultural products. In a 1958 announcement on rock, General Secretary Walter Ulbricht condemned 'its noise' as an 'expression of impetuosity' that characterized the “anarchism of capitalist society.' Defense Minister Willi Stoph distributed a warning, published in East German newspapers, that 'rock ’n’ roll was a means of seduction to make the youth ripe for atomic war.' Stoph singled out Bill Haley and the Comets, who had toured West Germany in 1958. 'It was Haley’s mission,' Stoph said, 'to engender fanatical, hysterical enthusiasm among German youth and lead them into a mass grave with rock & roll.' State-run newspapers broadcast these warnings. Neues Deutschland called Elvis Presley a 'Cold War Weapon,' and Junge Welt counseled its young readers, 'Those persons plotting an atomic war are making a fuss about Presley because they know youths dumb enough to become Presley fans are dumb enough to fight in the war.'..."
What Does Professor Lancaster Think?
The story of the atomic bomb, like many events in history, is shrouded in controversy and emotion. Its use during World War II remains a heated debate even today. But how did it all begin? In 1939, the renowned scientist Albert Einstein approached President Roosevelt with a dire warning: the Nazis could be on the verge of developing an atomic bomb. Einstein urged the President to begin work on an atomic bomb before it was too late. And so, the Uranium Committee was established to investigate the feasibility of such a project. But when British scientists arrived in the United States with atomic secrets, the Office of Scientific Research and Development (OSRD) began researching atomic bomb development. Using his immense influence, Einstein relentlessly pushed FDR toward the bomb project.
Recent evidence suggests that the bombs would have been built regardless, but not in time for use against Japan. Nevertheless, the Manhattan Project, directed by General Leslie Groves, was launched in total secrecy. Roosevelt made sure that the project lacked nothing. Unfortunately, Roosevelt would not live to see the deadly consequences of the atomic bomb. The decision to use it remains a source of controversy and anguish as the world struggles to grapple with the moral implications of its creation and use. August 1945 brought a barrage of bombs on Hiroshima and Nagasaki that snuffed out thousands of innocent civilian lives. The powers that be said it was necessary to put a swift end to the war and steer clear of invading Japan. But as it turned out, their invasion loss estimates were a load of hooey, and the aftermath of the bombings only intensified the outrage. Japan was already waving the white flag, but instead, the bombings dragged out the war and inflicted much hurt.
The atomic bombs, oh boy. On the plus side, they ended the war and potentially saved countless Allied troops who would have perished in a Japanese invasion. They also flexed America's global muscle, clarifying who the boss was, and scared off potential adversaries. But hold on to your hats, cause on the downside, innocent civilians, including little ones and women, were blasted to kingdom come. Survivors of the blast had to deal with long-term health problems. Plus, the bombs set a gnarly precedent for the future use of nuclear weapons, adding fuel to the already scorching Cold War flames. It was the late 1950s, and the East German authorities were sweating bullets over the dangerous influence of rock and roll music. They saw it as a symbol of Western capitalist nonculture, a seductive force threatening the country's precious Communist values. State-run newspapers blasted out dire warnings that rock and roll would lead the youth into a mass grave with its slick beats and a devil-may-care attitude towards atomic war. The authorities urged good Communists to rise and save the cultural and social life of the nation from this impending destruction, to preserve the authentic national culture at all costs. But they failed to see the insidious danger of attempting to control and manipulate the artistic expressions of a generation.
By god, there is a reason to study the history of that atomic bomb and its damned impact on the world. It reveals the ethical and moral quandaries of war and the use of those blasted weapons of mass destruction. It begets the question of the responsibility of those damned scientists and leaders and their obligation to ponder the consequences of their actions on the innocent folk. And let us not forget them East German brutes and their efforts to control and stifle the arts, reminding us of the dangerous dangers of government censorship and the significance of preserving artistic and cultural expression as a fundamental human right. To end, governments hold sway over their people's existence. Look to the use of atomic bombs during WWII and East German authorities who governed culture and art. These choices bring both good and evil that still linger in present times. Scrutinizing these occurrences is necessary to unravel the intricate moral and ethical predicaments of war, weapons of mass destruction, and freedom of speech.
THE RUNDOWN
- In 1939, Albert Einstein warned President Roosevelt of the possibility of the Nazis developing an atomic bomb and urged the US to start a project to build one.
- The Manhattan Project was launched in secrecy, with Roosevelt ensuring it had all the necessary resources.
- The decision to drop atomic bombs on Hiroshima and Nagasaki in August 1945 remains controversial, with some arguing that it unnecessarily caused the deaths of innocent civilians.
- The use of atomic bombs helped to end the war and demonstrated the US's global power.
- The aftermath of the bombings had long-term health consequences and set a precedent for future nuclear weapon use.
- East German authorities in the late 1950s were concerned about the influence of rock and roll music, seeing it as a threat to Communist values.
- The history of the atomic bomb and East German censorship highlights the moral and ethical issues surrounding war, weapons of mass destruction, and freedom of speech.
QUESTIONS
- How did the development of the atomic bomb begin, and what was the urgency behind it?
- What ethical and moral questions does the use of the atomic bomb raise about the responsibility of scientists and leaders towards innocent civilians?
- How do these historical events continue to impact our present times, and what can we learn from them to navigate the complex moral and ethical dilemmas of war, weapons of mass destruction, and freedom of speech?
THE RUNDOWN
Amidst the glistening prosperity that swept through the land of the free, there lay a grim reminder of the fierce struggles that had recently occurred beyond the borders. For those who had suffered the brutal Soviet occupation of Eastern Europe, the specter of oppression still loomed large, haunting their every waking moment. The unbreakable chains of totalitarianism seemed to hold them fast, even as their brethren in the West basked in the warm glow of liberty. But the Allies would not stand idly by as the Soviet juggernaut rolled ever onward. With steely determination, they worked to contain the communist menace and prevent its spread into the rest of Europe. The Berlin Airlift, a massive operation of unprecedented proportions, saw brave pilots risking life and limb to provide essential supplies to the people of West Berlin, cut off from the rest of the world by the iron fist of the Red Army.
And yet, even as these valiant efforts were underway, a new and ominous threat emerged that would shake the foundations of the fledgling Cold War. It was the revelation of the Soviet Union's development of an atomic bomb, a weapon of unimaginable power, that threatened to tip the balance of power in favor of the communist cause. The once clear and specific lines of the conflict were blurred, and the stakes were raised to a new level. There could be no compromise for those who had tasted the bitter fruits of tyranny. The struggle against the forces of darkness would continue, no matter the cost. And so, amid the American dream, the specter of war still lingered, a constant reminder of the perilous journey ahead.
KEY TERMS
Amidst the glistening prosperity that swept through the land of the free, there lay a grim reminder of the fierce struggles that had recently occurred beyond the borders. For those who had suffered the brutal Soviet occupation of Eastern Europe, the specter of oppression still loomed large, haunting their every waking moment. The unbreakable chains of totalitarianism seemed to hold them fast, even as their brethren in the West basked in the warm glow of liberty. But the Allies would not stand idly by as the Soviet juggernaut rolled ever onward. With steely determination, they worked to contain the communist menace and prevent its spread into the rest of Europe. The Berlin Airlift, a massive operation of unprecedented proportions, saw brave pilots risking life and limb to provide essential supplies to the people of West Berlin, cut off from the rest of the world by the iron fist of the Red Army.
And yet, even as these valiant efforts were underway, a new and ominous threat emerged that would shake the foundations of the fledgling Cold War. It was the revelation of the Soviet Union's development of an atomic bomb, a weapon of unimaginable power, that threatened to tip the balance of power in favor of the communist cause. The once clear and specific lines of the conflict were blurred, and the stakes were raised to a new level. There could be no compromise for those who had tasted the bitter fruits of tyranny. The struggle against the forces of darkness would continue, no matter the cost. And so, amid the American dream, the specter of war still lingered, a constant reminder of the perilous journey ahead.
KEY TERMS
- 1941 Japanese planes attack Pearl Harbor, Hawaii. United States enters World War II.
- 1942 Order 9066
- 1942 The Manhattan Project / Atomic Bomb
- 1944 Fort Ontario
- The Atomic Bombing of Hiroshima and Nagasaki
- 1939 Apple Pie
- 1939 Technicolor
- 1940- Fashion
- 1940 R & B Music
- 1942 Bracero Program
- 1943 Zoot Suit Riots
- 1943 Nachos
- 1943 Pizza
- 1945 Operation Paperclip
- 1945: Television is born
- 1947 Jackie Robinson
- 1948 President Truman Orders Racial Equality in the Military
- 1948 Sexual Behavior in the Human Male
- Perez v. Sharp
- 1949 George Orwell
- 1949 The Fairness Doctrine
- 1950-53 Korean War
- 1950- Fashion
DISCLAIMER: Welcome scholars to the wild and wacky world of history class. This isn't your granddaddy's boring ol' lecture, baby. We will take a trip through time, which will be one wild ride. I know some of you are in a brick-and-mortar setting, while others are in the vast digital wasteland. But fear not; we're all in this together. Online students might miss out on some in-person interaction, but you can still join in on the fun. This little shindig aims to get you all engaged with the course material and understand how past societies have shaped the world we know today. We'll talk about revolutions, wars, and other crazy stuff. So get ready, kids, because it's going to be one heck of a trip. And for all, you online students out there, don't be shy. Please share your thoughts and ideas with the rest of us. The Professor will do his best to give everyone an equal opportunity to learn, so don't hold back. So, let's do this thing!
Activity: Debate on the Decision to Drop the Atomic Bombs on Japan
Instructions:
Classroom: "Analyzing Political Cartoons from the 1940s"
Instructions:
SUMMARY
ASSIGNMENTS
Need help with the Final Thesis? Click HERE for the rundown!
Remember all assignments, tests and quizzes must be submitted official via BLACKBOARD
Forum Discussion #8
Activity: Debate on the Decision to Drop the Atomic Bombs on Japan
Instructions:
- Divide the class into two groups, each representing one side of the debate. One group will argue in favor of the decision to drop the atomic bombs, while the other will argue against it.
- Provide students with background information on the events leading up to the decision to drop the atomic bombs, including the Manhattan Project, the Potsdam Conference, and the Japanese response to the ultimatum.
- Each group will have 20-30 minutes to prepare their arguments based on primary sources, such as government documents, newspaper articles, and personal accounts.
- Once the groups have prepared their arguments, they will present them to the class in a structured debate format. Each side will have an opportunity to present their opening statements, cross-examine their opponents, and provide rebuttals.
- After the debate, facilitate a class discussion where students can reflect on what they learned and share their opinions on the decision to drop the atomic bombs.
Classroom: "Analyzing Political Cartoons from the 1940s"
Instructions:
- Start by providing some background information about political cartoons and their use during the 1940s. You can discuss how political cartoons were used to comment on political and social issues of the time, and how they can be analyzed as primary sources to gain insight into the attitudes and beliefs of people during the time period.
- Divide the class into small groups of 3-4 students, and provide each group with a set of political cartoons from the 1940s. Make sure to include a diverse selection of cartoons that cover a range of topics, such as the war effort, civil rights, and the Red Scare.
- Ask each group to choose one cartoon from their set and analyze it in detail. They should consider the following questions:
- What is the main message or point of the cartoon?
- What symbols or imagery are used in the cartoon, and what do they represent?
- Who is the intended audience for the cartoon, and what is the tone or mood of the cartoon?
- How does the cartoon reflect the political and social climate of the time period?
- After the groups have had time to analyze their cartoons, ask each group to present their findings to the class. Each group should share their chosen cartoon, their analysis, and their interpretation of how the cartoon reflects the political and social climate of the 1940s.
- As a class, discuss how political cartoons were used during the 1940s to comment on political and social issues, and how they can be analyzed as primary sources to gain insight into the attitudes and beliefs of people during the time period.
- Finally, ask each student to choose a political cartoon from the 1940s and write a short analysis of it. They should use the questions from step 3 as a guide and include their interpretation of how the cartoon reflects the political and social climate of the time period.
- This activity should help students develop their skills in analyzing primary sources, while also providing them with a deeper understanding of the political and social climate of the 1940s.
SUMMARY
- The years from 1939 to 1950 were a transformative era for the United States.
- The period was marked by significant changes, including World War II and the post-war boom.
- The aftermath of World War II saw the nation grapple with issues such as segregation and discrimination, which would take years to address fully.
- The Red Scare of the post-war era cast a dark shadow over the country, leading to a hunt for supposed communists.
- The study of the period is essential as it provides insights into tackling injustice, preserving global harmony, and safeguarding civil liberties.
- Historiography is crucial as it examines the methods, assumptions, and interpretations used in creating historical works, and it reshapes how we view history.
ASSIGNMENTS
- Forum Discussion #8
- FINAL THESIS
Need help with the Final Thesis? Click HERE for the rundown!
Remember all assignments, tests and quizzes must be submitted official via BLACKBOARD
Forum Discussion #8
Wisecrack is a US-American film, and video production company founded in 2014 and produces various web series and podcasts such as Thug Notes, Earthling Cinema, and 8-Bit Philosophy. The group focuses on analyzing anime, film, literature, and video games, drawing out philosophy, sociology, psychology, and other meanings that we can interpret from media. Watch this short video on fascism and answer the following questions:
Would you consider former President Trump a fascist, in the vein of Adolf Hitler or Benito Mussolini? Why or why not? Use real-world examples from World War II in your response.
Your initial post should be no less than two paragraphs with at least two sources. You must have your discussion question posted by Sunday by 11:59 pm. Remember, you will be required to respond to two of your peers with a thoughtful question/rebuttal before 11:59 pm.
Need help? Remember the Discussion Board Rubric.
THE RUNDOWN
Aye, a wise and truthful tale hath been spun by WiseCrack, speaking of the dilution and overuse of the epithet 'fascist.' It hath been tossed about willy-nilly, hurled at the innocent and the undeserving. The concept, they say, is a tangled web without a singular principle or ideology to bind it. As such, it hath become a vague and meaningless insult, drained of all its potency. The video doth preach that when we cast aside the truth of history and fail to delve into the roots of political movements, we are guilty of robbing them of their true significance. We belittle the sufferings of those who have been afflicted by fascism, and in so doing, we take from them their rightful due.
WORK CITED
Hey, welcome to the work cited section! Here's where you'll find all the heavy hitters that inspired the content you've just consumed. Some might think citations are as dull as unbuttered toast, but nothing gets my intellectual juices flowing like a good reference list. Don't get me wrong, just because we've cited a source; doesn't mean we're always going to see eye-to-eye. But that's the beauty of it - it's up to you to chew on the material and come to conclusions. Listen, we've gone to great lengths to ensure these citations are accurate, but let's face it, we're all human. So, give us a holler if you notice any mistakes or suggest more sources. We're always looking to up our game. Ultimately, it's all about pursuing knowledge and truth, my friends.
LEGAL MUMBO JUMBO
Would you consider former President Trump a fascist, in the vein of Adolf Hitler or Benito Mussolini? Why or why not? Use real-world examples from World War II in your response.
Your initial post should be no less than two paragraphs with at least two sources. You must have your discussion question posted by Sunday by 11:59 pm. Remember, you will be required to respond to two of your peers with a thoughtful question/rebuttal before 11:59 pm.
Need help? Remember the Discussion Board Rubric.
THE RUNDOWN
Aye, a wise and truthful tale hath been spun by WiseCrack, speaking of the dilution and overuse of the epithet 'fascist.' It hath been tossed about willy-nilly, hurled at the innocent and the undeserving. The concept, they say, is a tangled web without a singular principle or ideology to bind it. As such, it hath become a vague and meaningless insult, drained of all its potency. The video doth preach that when we cast aside the truth of history and fail to delve into the roots of political movements, we are guilty of robbing them of their true significance. We belittle the sufferings of those who have been afflicted by fascism, and in so doing, we take from them their rightful due.
WORK CITED
Hey, welcome to the work cited section! Here's where you'll find all the heavy hitters that inspired the content you've just consumed. Some might think citations are as dull as unbuttered toast, but nothing gets my intellectual juices flowing like a good reference list. Don't get me wrong, just because we've cited a source; doesn't mean we're always going to see eye-to-eye. But that's the beauty of it - it's up to you to chew on the material and come to conclusions. Listen, we've gone to great lengths to ensure these citations are accurate, but let's face it, we're all human. So, give us a holler if you notice any mistakes or suggest more sources. We're always looking to up our game. Ultimately, it's all about pursuing knowledge and truth, my friends.
- Brinkley, A. (1994). The Unfinished Nation: A Concise History of the American People. McGraw-Hill.
- Kennedy, D. M., Cohen, L., & Bailey, T. A. (2013). The American Pageant: A History of the Republic. Cengage Learning.
- National Archives. (n.d.). Executive Order 9981: Desegregation of the Armed Forces. Retrieved from https://www.archives.gov/education/lessons/executive-order-9981
- National Park Service. (n.d.). The Red Scare. Retrieved from https://www.nps.gov/articles/the-red-scare.htm
- The Gilder Lehrman Institute of American History. (n.d.). The GI Bill: Its History and Impact on Military Education. Retrieved from https://www.gilderlehrman.org/history-by-era/world-war-ii/resources/gi-bill-its-history-and-impact-military-education
- "The Decision to Drop the Bomb." The Atlantic, Atlantic Media Company, 3 Aug. 2017, https://www.theatlantic.com/magazine/archive/1946/02/the-decision-to-drop-the-bomb/376236/.
- "East Germany's 'Rock and Roll War'." The Conversation, 15 Apr. 2014, https://theconversation.com/east-germanys-rock-and-roll-war-25125.
- "Hiroshima and Nagasaki Bombings." History.com, A&E Television Networks, 22 Feb. 2021, https://www.history.com/topics/world-war-ii/hiroshima-nagasaki.
- US Department of State. (n.d.). The United States and the Founding of the United Nations, August 1941 - October 1945. Retrieved from https://history.state.gov/milestones/1937-1945/un-founding
- Zinn, H. (2015). A People's History of the United States. HarperCollins.
LEGAL MUMBO JUMBO
- (Disclaimer: This is not professional or legal advice. If it were, the article would be followed with an invoice. Do not expect to win any social media arguments by hyperlinking my articles. Chances are, we are both wrong).
- (Trigger Warning: This article or section, or pages it links to, contains antiquated language or disturbing images which may be triggering to some.)
- (Permission to reprint this blog post in whole or in part is granted, provided that the author (or authors) and www.ryanglancaster.com are appropriately cited.)
- This site is for educational purposes only.
- Fair Use: Copyright Disclaimer under section 107 of the Copyright Act of 1976, allowance is made for “fair use” for purposes such as criticism, comment, news reporting, teaching, scholarship, education, and research. Fair use is permitted by copyright statute that might otherwise be infringing.
- Fair Use Definition: Fair use is a doctrine in United States copyright law that allows limited use of copyrighted material without requiring permission from the rights holders, such as commentary, criticism, news reporting, research, teaching, or scholarship. It provides for the legal, non-licensed citation or incorporation of copyrighted material in another author’s work under a four-factor balancing test.