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World History 2

<OpenstaxParagraph>
	The Cold War between West and East was fought on many fronts with many strategies. Both sides provided aid and technical assistance to countries in Latin America, Asia, and Africa, many of which had been European colonies until the end of World War II. Through such aid, the United States hoped to contain the spread of <OpenstaxTerm>communism</OpenstaxTerm> by depriving countries of an economic reason for aligning themselves with the Soviet Union. Communism was attractive to many poor people. It promised that a nation’s wealth would be used to provide for all its citizens, and under the Soviet system, people were provided with jobs, housing, education, health care, and public transportation. Although the standard of living was lower than in the West, for poor people who lived with the constant threat of hunger and homelessness and saw no chance of improving their situation, communism was an attractive alternative.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Propaganda in the form of literature, visual imagery, and films was also used by each side to shore up support for its policies and political ideology, and to damage the credibility and prestige of the other side. In 1950, the U.S.-funded Radio Free Europe began broadcasting news to the countries of the <OpenstaxTerm>Eastern Bloc</OpenstaxTerm>, and in 1953, Radio Liberty began broadcasting to the Soviet Union. Radio Free Europe and the Free Europe Committee, an organization of American business executives and lawyers established by the U.S. government, printed leaflets and posters touting the superiority of life in democratic, capitalist countries and dropped them from weather balloons over East Germany, Poland, Czechoslovakia, and Hungary.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Soviet <OpenstaxTerm>propaganda</OpenstaxTerm> stressed the USSR’s desire for world peace and praised the communist ideals of a classless society in which people were treated equally regardless of race or gender. This message had a strong appeal for people in Latin America, Africa, and Asia. Some African Americans, confronted by racism and segregation in the United States, were also attracted by these promises. Indeed, opponents of the civil rights movement in the United States often denounced it as communist in nature.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Sometimes propaganda took the form of athletic competitions in which each side used its swimmers, runners, weightlifters, and gymnasts to display the superiority of its system. Sports and news broadcasts kept a close watch on the number of medals won by U.S. and Soviet athletes during Olympic competitions. At other times, cultural exchanges took place. Soviet ballet dancers toured the United States, while American jazz musicians and symphony orchestras visited Eastern Bloc countries.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Beyond the Book </OpenstaxNoteTitle> <OpenstaxH3> Cold War Propaganda </OpenstaxH3>
	<OpenstaxParagraph>
		Both the United States and the Soviet Union used propaganda to convince their own citizens as well as those of the other country that their way of life was superior. U.S. propaganda touted the benefits of capitalism and democracy and warned of the lack of freedom under communism. The Soviet Union boasted of the productivity of its citizens and ridiculed the softness of capitalists. Soviet propaganda also routinely invoked the lack of freedom for people of color in the United States.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Following are two propaganda cartoons. The first is an <a href="https://openstax.org/l/77MakeMineFree">American video called <OpenstaxEm>Make Mine Freedom</OpenstaxEm></a> that was made in 1948.
	</OpenstaxParagraph>
	<OpenstaxIframe src="https://openstax.org/l/77MakeMineFree" width="660" height="371.4" />
	<OpenstaxParagraph>
		In it, viewers are warned about the dangers of “ism,” which listeners in the United States would understand to mean “communism.” Please note that the video contains racist imagery, as did many American cartoons from this time period. The salesman peddling “communism” to gullible Americans is wearing a zoot suit, a style of dress associated with men of color.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		The second video is a <a href="https://openstax.org/l/77Millionaire">Soviet cartoon called <OpenstaxEm>The Millionaire</OpenstaxEm></a> that portrays the behavior of the wealthy in the United States.
	</OpenstaxParagraph>
	<OpenstaxIframe src="https://openstax.org/l/77Millionaire" width="660" height="371.4" />
	<OpenstaxParagraph>
		As you watch the videos, look for the claims each side makes about the other.
	</OpenstaxParagraph>
	<OpenstaxUl>
		<OpenstaxLi>
			How does the American cartoon depict the United States? How does the Soviet cartoon depict the United States?
		</OpenstaxLi>
		<OpenstaxLi>
			To what extent is what the United States says about itself true? To what extent is the Soviet depiction of American life accurate?
		</OpenstaxLi>
	</OpenstaxUl>
</OpenstaxNote>
<OpenstaxParagraph>
	Both sides highlighted their ingenuity and technological achievements. At a 1959 exhibition in Moscow, U.S. vice president Richard <OpenstaxTerm>Nixon</OpenstaxTerm> proudly showed off American technology to Soviet premier Nikita <OpenstaxTerm>Khrushchev</OpenstaxTerm> in the form of a model kitchen. Khrushchev’s response to the labor-saving gadgetry on display was to inquire whether American families also had machines to save them the effort of putting food in their mouths and swallowing it. The two countries competed to dominate space as well. In 1957, the United States suffered a serious blow to its pride when the Soviet Union launched <OpenstaxTerm><OpenstaxEm>Sputnik</OpenstaxEm></OpenstaxTerm>, the first satellite (<a href="#fig-00004">Figure 14.7</a>). In response, in 1958 President Dwight D. <OpenstaxTerm>Eisenhower</OpenstaxTerm> called on Congress to establish an agency to explore space. The <OpenstaxTerm>National Aeronautics and Space Administration (NASA)</OpenstaxTerm> was established that year. In 1961 the Soviet Union sent the first astronaut into space. In 1969 the United States put the first humans on the surface of the moon.
</OpenstaxParagraph>
<OpenstaxFigure id="fig-00004" src="https://openstax.org/apps/archive/20240226.174525/resources/33fb7908344dcbc81c15b99ee68bbeab5edb1b72" alt="Part a is a drawing that shows a top portion of the Earth in the bottom right of the drawing. An orb with four projections coming off of it, one in each direction, is shown in the middle of the drawing floating in space above the Earth. Part b is a stamp that includes a dog. The stamp reads “Posta R.P.Romina” and “Kaika Primul Calator in Cosmos.”" mediaType="image/jpg" width="1301" height="571" />
<OpenstaxFigureText width="1301">
	<strong>Figure 14.7</strong> The Soviet Union’s 1957 launching of the satellite Sputnik, shown here in an artist’s rendering, spurred the United States to create NASA, its own space agency. The following month, the Soviets topped their achievement by sending a dog, Laika, into space aboard Sputnik 2 (b), commemorated in this 1959 Romanian stamp. (credit a: modification of work “First report of Sputnik” by Universal Newsreel/Wikimedia Commons, Public Domain; credit b: modification of work “Laika, dog launched into space on stamp from Rumania Posta Romania, 1957” by Unknown/Wikimedia Commons, Public Domain)
</OpenstaxFigureText>
<OpenstaxNote>
	<OpenstaxNoteTitle> Link to Learning </OpenstaxNoteTitle> 
	<OpenstaxParagraph>
		The late 1950s and 1960s witnessed the efforts of the United States and the Soviet Union to outdo one another in the area of space exploration. Visit the online exhibition dedicated to the <a href="https://openstax.org/l/77SpaceRace">history of the space race</a> at the Smithsonian’s National Air and Space Museum.
	</OpenstaxParagraph>
</OpenstaxNote>
<OpenstaxParagraph>
	Espionage was another important tool, carried out by the United States through the <OpenstaxTerm>Central Intelligence Agency (CIA)</OpenstaxTerm> formed in 1947, and by the USSR with its spy agency the <OpenstaxTerm>KGB</OpenstaxTerm>. Besides surveilling the other nation, these agencies also plotted, assisted in, and carried out acts of sabotage and the assassination of those deemed enemies of their country. Both the CIA and the KGB fomented discontent in foreign nations as well, trained fighting forces, and encouraged revolution and insurgency to topple foreign governments and install leaders who would be friendly to their respective countries. The CIA, for example, trained Cuban insurgents with the goal of overthrowing the Caribbean island’s communist government under Fidel Castro in 1961. Similarly, the KGB gave assistance to Vietnamese communists attempting to defeat the government of South Vietnam during the Vietnam War.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The most dangerous venue for competition, however, and the two sides’ chief means of reining in aggression on the part of the other, was the stockpiling of massive nuclear arsenals. In 1949, the Soviet Union detonated an <OpenstaxTerm>atomic bomb</OpenstaxTerm>, ending the U.S. monopoly on nuclear weapons. In 1952 the United States took the next step, one opposed by some of the same atomic scientists who had worked on the Manhattan Project during World War II, and developed the hydrogen bomb, testing it on the Pacific atoll of Eniwetok in 1952. This missile was one thousand times more powerful than the bomb dropped on Hiroshima. U.S. development of such a weapon meant the Soviet Union needed to do the same.
</OpenstaxParagraph>
<OpenstaxParagraph>
	In the 1950s, both the United States and the USSR developed <OpenstaxTerm>intercontinental ballistic missiles (ICBMs)</OpenstaxTerm> as well. Now missiles armed with nuclear warheads could be launched from within the home country’s own territory or within the borders of satellite nations; an air force capable of intercepting bomb-bearing planes was no longer sufficient to protect against nuclear attack. Although countries in both the Western and Eastern Blocs prepared for potential war by creating shelters to protect citizens in the event of nuclear war, neither side put great faith in its ability to emerge victorious. Both the United States and the USSR quickly came to believe that the key to survival lay in building an immense retaliatory capacity, the ability to unleash devastation so great that the other side would never detonate the first bomb for fear of its own annihilation. In the United States, this defense policy came to be referred to as “mutually assured destruction” (MAD). Should these nuclear stockpiles prove unsuccessful at deterring a conflict, the large military forces the rivals built up during the Cold War, along with billions of dollars’ worth of battleships, submarines, and fighter jets, ensured they possessed the capacity to fight a conventional war as well.
</OpenstaxParagraph>

14.1.3 Cold War Strategies

1 Understanding the Past

1.1 Developing a Global Perspective

1.1.1 World History as Preparation for Life After College

1.1.2 World History and Global Citizenship

1.1.3 Features of This Textbook

1.2 Primary Sources

1.2.1 Learning to Evaluate Documents and Images

1.2.2 Documentary Sources: Competing Narratives

1.2.3 Textual Sources: The Importance of Language

1.2.4 Hidden in History

1.3 Causation and Interpretation in History

1.3.1 Levels of Causation

1.3.2 Interpretation in History

2 Exchange in East Asia and the Indian Ocean

2.1 India and International Connections

2.1.1 The Mughal Empire

2.1.2 The Sultanate of Gujarat

2.1.3 The Rise of the Maratha Empire

2.1.4 European Colonialism

2.2 The Malacca Sultanate

2.2.1 The Rise of the Malacca Sultanate

2.2.2 European Malacca

2.3 Exchange in East Asia

2.3.1 Japan

2.3.2 China’s Dynastic Exchanges

2.3.3 Korea and Its Neighbors

3 Early Modern Africa and the Wider World

3.1 The Roots of African Trade

3.1.1 Saharan Trade Routes

3.1.2 The Spread of Islam

3.1.3 The Mali Empire

3.2 The Songhai Empire

3.2.1 The Rise of Imperial Songhai

3.2.2 The Reign of Askia the Great

3.2.3 The Decline of Songhai

3.3 The Swahili Coast

3.3.1 The Rise of the Swahili City-States

3.3.2 Slavery on the Swahili Coast

3.3.3 The Contest for the Swahili Coast

3.4 The Trans-Saharan Slave Trade

3.4.1 The Role of Kanem-Bornu

3.4.2 The Arrival of Europeans

3.4.3 The Later Trans-Saharan Slave Trade

4 The Islamic World

4.1 A Connected Islamic World

4.1.1 Politics and Religion in the Ummah

4.1.2 Islamic Trade Networks

4.1.3 Technology in the Islamic World

4.2 The Ottoman Empire

4.2.1 Culture and Society

4.2.2 Expansion, Revolutions, and Reform

4.2.3 Science and Technology

4.3 The Safavid Empire

4.3.1 The Rise of the Safavid Empire

4.3.2 Establishing Shi‘ism as the State Religion

4.3.3 Safavid Government and Culture

5 Foundations of the Atlantic World

5.1 The Protestant Reformation

5.1.1 The Origins of the Protestant Reformation

5.1.2 Calvinists, Anabaptists, and Anglicans

5.1.3 The Catholic Reformation and the Wars of Religion

5.2 Crossing the Atlantic

5.2.1 The Rise of Maritime Nations

5.2.2 The Columbian Exchange

5.3 The Mercantilist Economy

5.3.1 The Rise of Mercantilism

5.3.2 Mercantilism and the Expansion of Empire

5.3.3 Mercantilism and Its Critics

5.4 The Atlantic Slave Trade

5.4.1 Slavery and the Triangular Trade

5.4.2 African and North American Slavery

5.4.3 The Economics of Slavery

6 Colonization and Economic Expansion

6.1 European Colonization in the Americas

6.1.1 Spain’s Encomienda System

6.1.2 English Settlements in North America

6.1.3 French and Dutch Settlements

6.2 The Rise of a Global Economy

6.2.1 The Seven Years’ War

6.2.2 British Influence in India

6.2.3 China’s Dominance in Trade

6.2.4 Colonial Resistance and Revolution

6.3 Capitalism and the First Industrial Revolution

6.3.1 From Mercantilism to Capitalism

6.3.2 Mechanization

6.3.3 Marxism

7 Revolutions in Europe and North America

7.1 The Enlightenment

7.1.1 The Authority of Reason

7.1.2 Natural Rights

7.1.3 Social Contract Theory

7.2 The Exchange of Ideas in the Public Sphere

7.2.1 Public Debate and Dissent

7.2.2 The Republic of Letters

7.2.3 Academies, Universities, and Intellectuals

7.3 Revolutions: America, France, and Haiti

7.3.1 The American Revolution

7.3.2 The French Revolution

7.3.3 The Haitian Revolution