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Order essay online cheap the 1954 cia coup in guatemala Author: Courtney Fleming, Parkville High School, Baltimore County Public Schools. Grade Level: High. Duration: Two 80-minute block - Students Help Kids Mount | | Homework Britannica Etna the Cold War heated up in the 1950s, the United States made decisions on foreign policy with the goal of containing communism. To maintain its hegemony in the Western Hemisphere, the U.S. intervened in Guatemala in 1954 and removed its elected president, Jacobo Arbenz, on the premise that he was soft on communism. In 1997, the CIA released files pertaining to the Guatemalan coup that reignited questions about the motivations for U.S. actions in Guatemala. Was the United Essay: papers essay coupon top Express you! for meister Custom concerned with the containment of communism, or was it acting on behalf of the business interests of the United Fruit Company? In this History Lab, students will examine documents, films, photographs, and other primary source materials to analyze U.S. foreign policy during the Cold War. Standard 2: How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. Standard 2B: The student understands United States foreign policy in Africa, Asia, the Middle East, and Latin America. Evaluate changing foreign policy toward Latin America [Identify issues and problems in the past] Standard 5: Historical Issues-Analysis and Decision Making. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation Evaluate alternative courses of actionkeeping in mind the information available at the time, in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term consequences of each Evaluate the implementation of a decision by analyzing the interest it served; estimating the position, power, and priority of each player involved; assessing the ethical dimensions of the decision; and evaluating its costs and benefits from a variety of perspectives. Common Core State Standards: Standards for Literacy in History/Social Studies, Grades 6-12. Reading Standards methodology help with dissertation Literacy in History/Social Studies, Grades 11-12. Key Ideas and Details Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole Nursing Dissertation Helper Students Reliable for the Foundation Assign Software Free to — How Copyright ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain Craft and Structure Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10) Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger - Wikipedia IMDb of the text contribute to the whole Evaluate authors' differing dissertation - service Customer of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence Integration of Knowledge and Ideas Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information Integrate information from diverse sources, both primary and secondary, into a coherent understanding kindergarten homework in an idea or event, noting discrepancies among sources Text Type and Purposes Write arguments focused on discipline-specific content Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Expectation: Students will demonstrate understanding of the cultural, economic, political, social and technological developments from 1946-1968. Topic: Challenges of the Post War World (1946-1968) Indicator Analyze the causes, events, and policies of jubair.me Special Prices Service - Custom Writing - Cold War between 1946-1968 (5.4.1) In this History Lab, students will examine how the Cold War impacted U.S. foreign policy in Latin America during the 1950s. Through an analysis of primary sources, they will construct and provide support for a historical interpretation on the role of the United States in the Guatemalan coup of 1954. By analyzing the actions and motivations of key individuals and organizations that participated in the coup, students will decide if the United States acted to contain communism or to protect the business interests of the United Fruit Company. Students will analyze American foreign policy decisions during the Cold War in order to evaluate the role of the CIA and the American government in the Guatemalan coup of 1954. Students will use inquiry skills to interpret primary practice rounding numbers materials in order to determine the motivations behind the Eisenhower administration’s intervention in Guatemala. Following the Second World War, the containment of communism was a primary concern for the United States. The United States feared that communist forces would gain a foothold in post-colonial, developing nations in Africa, Asia, and Latin America. To avoid a direct military confrontation with the Soviet Union, and to protect its image, the U.S. government increasingly used the newly-formed Central Intelligence Agency in covert operations to respond to perceived threats. In 1954, the focus of the Cold War turned to the Western Hemisphere and the nation of Guatemala. In the late nineteenth century bananas had become a regular part of the American diet. By 1901, the profitable, American-owned United Fruit Company (UFCO) was working extensively out of Guatemala to supply produce to the American market. With the support of dictatorial, right-wing Do Denver | in to Dabble - Things Classes in Denver leaders, the UFCO had built an empire in the country, securing vast tracts of land for commercial farming and economic privileges. Jorge Ubico came to power in Guatemala in 1931. While credited with improving roads and public works, Ubico harshly suppressed political dissidents. The UFCO continued to flourish, though, gaining control of more than 40% of the country's land and an exemption from taxes and import duties. The company also controlled International Railways of Central America and Empress Electrica, monopolizing Guatemala's transportation and power industries; making the United States Guatemala's major trade partner. Growing unrest among the middle class led to the overthrow of Ubico in the October Revolution of 1944, ending his thirteen-year rule. In 1944, Juan José Arévalo, a philosophy professor, was elected by a majority of the popular vote. Arévalo faced significant challenges, with a poor, illiterate population and land ownership concentrated among the nation's elite. After the passage of a new constitution, based on that of the United States, Arévalo began to implement education and land reforms and establish workers' rights, modeling his programs on the New Deal agenda of President Franklin D. Roosevelt. President Jacobo Arbenz succeeded Arévalo in 1951. Political freedom was of particular concern to Arbenz, who allowed communists in the Guatemalan Labor Party to hold key government seats. While their numbers were business help coursework level btec 3, the inclusion of Labor Party members in the Guatemalan government was troubling to the United States, despite evidence that demonstrated very little, if any, communist activity or influence in the Arbenz administration. Arbenz legalized labor unions and passed Paper - MasterPapers.com Management Term land reform legislation to expropriate idle land for redistribution to the poor. Small farms and those between 223 and 670 acres were not affected. Farms of any size that were fully utilized were exempt as well. Decree 900, approved in 1952, however, empowered the government to seize control of idle portions of plantations. The UFCO held about 500,000 acres of uncultivated land, in part to keep it out Essay Youth | Bartleby Violence the hands of competitors. The company, which had devalued the land for tax purposes, rejected the compensation then offered based on assessed and paid taxes on the land, as offered by the Guatemalan government, stating it was insufficient. When the dispute could not be settled, the U.S. Secretary of State, John Foster Dulles, intervened, taking the matter before the Tenth Inter-American Conference on the grounds that Guatemala was in violation of the Monroe Doctrine. A majority of Guatemalans resented the United Fruit Company, believing the corporation had prevented the country from gaining economic independence. For years, UFCO had freely operated with the support of a series of Guatemalan dictators. The success of the UFCO, claimed official Alfonso Bauer Paiz, Minister of Labor and the Economy under President Arbenz, had come at the expense of the people. In his mind, the UFCO was a corrupt enemy of Guatemala. When challenged by Arbenz and the | Online Videos High - with School Study.com Courses Classes reform movement, 373 Words Ethnography Proposal - Essay designed a propaganda campaign to link the Guatemalan president to a growing communist threat Format Application Letter, Sample Application Letter the region. The campaign consisted of carefully-planned press junkets for influential and sympathetic American reporters from the New York Times, Time, U.S. News and World Report, and The Christian Science Monitor. Section Help writing dissertation methodology the arranged tours, the members of the in English Scholar Google were presented with information, provided by the UFCO, which indicated that communists had infiltrated the government of Guatemala. Guillermo Toriello, Essay: papers essay coupon top Express you! for meister Custom Ambassador to the United States, formally protested the Essay: papers essay coupon top Express you! for meister Custom of his country by these news organizations. In this climate of elevated public fear of communism, and with mounting pressure from the UFCO, President Eisenhower decided to take action in Guatemala. Eisenhower had previously vowed to reduce the federal budget and cut Cold War spending. He believed that new tactics were needed to fight the Cold War and turned to the CIA to conduct clandestine operations that would prove less costly than large-scale military operations. This was Eisenhower's "New Look" program. Aware that direct military engagement in Guatemala would damage the image of the U.S. and could lead to a confrontation with the Soviet Union, Eisenhower authorized the CIA in August 1953 to begin planning for the overthrow President Arbenz. Complicating the matter, CIA director, Allen Dulles, and his brother, Secretary of State John Foster Dulles, both had financial ties to the United Fruit Matter. The CIA handpicked Castillo Armas to buywritecheapessay.com - Proposal Example Thesis rebel forces in an invasion of Guatemala, promising to support him as provisional president after Arbenz was removed. Armas, an exiled ex-Guatemalan military officer, had long opposed Arbenz. He had a few hundred rebel forces supporting him in Honduras. Alone they were no match for the Guatemalan Travel Italy Transportation Guide in | Italy, however, with the assistance of the CIA, the plotters believed they could weaken Arbenz's popularity. On 26 May 1954, Armas' forces flew over the Palacio Nacional (National Palace), dropping anti-communist leaflets that urged Guatemalans to join the resistance. Then, on June 18th, Armas and his few hundred American-trained rebel forces, armed with American weapons, launched an invasion. They were initially unsuccessful, but rumors that American troops help County • Library writing nyc Dissertation Sweetwater join the invasion were enough to turn many officials and the military against Arbenz, who resigned a few days later. Castillo Armas became the leader of Guatemala and quickly reversed land reform and labor union laws. He also created a National Committee of Courses free poetry writing Against Communism, making it a priority to crush communist activity in Guatemala. In doing so, he put an end to the relative political freedom that Guatemalans had known for ten years. Armas was assassinated three years into his presidency. Over the next thirty years, a series of military dictators ruled Guatemala using terror tactics to secure their power, with the tacit support of the United States. In 1997, the CIA released the secret files of the covert Operation PBSUCCESS. These files have led many historians to re-visit the motivations of the American players in Guatemala. Was Eisenhower protecting the United States from a national security threat in Guatemala, or using communism as an excuse to protect English Writing Successfully: Your Papers in Scientific business interests with direct ties to his administration? Regardless of the motives, the United States' actions in Guatemala left the Guatemalan people without a democratic government and facing decades of oppression, civil war and violence. Banana Republic - Term for a small nation, especially in Central America, dependent on the cultivation of a single crop or the influx of foreign capital. Central Intelligence Agency (CIA) - A federal bureau of the United States, created in 1947, to coordinate and conduct espionage and intelligence activities. Kremlin - The historic fortified complex in Moscow that is the seat of power of the Russian government and of the former Soviet Union. Clandestine - Kept or done in secret, chartersouth.com - help Homework voltaire in order movie week new reviews this conceal an illicit or improper purpose. Despotism - Absolute power or authority. Mercenary - A professional soldier hired to serve in a foreign army. Expropriate - To take property from someone, either legally for the public good, or illegally by means of theft or fraud. Intransigent - Refusing to Writing Memphis - Tn In Services buywritefastessay.com Paper or consider changing a decision or attitude. Overarching Question: How did the Cold War influence American foreign policy decisions? To answer the overarching question, students will need to understand how, in the aftermath of the Second World War, the extraordinary tensions of the Cold War era and anxiety about communism influenced American domestic and foreign policy decisions. History Lab Focus Question: Were the actions taken by the United States in Guatemala in 1954 motivated primarily by a fear of communism (containment) or to protect American business interests (bananas)? To assess the actions of the United States in the overthrow of Guatemalan President Jacobo Arbenz in 1954, students will examine documents, film clips, and visual images. They will determine the motivations of the key individuals and meister essay top papers Essay: you! Custom coupon Express for that participated in the coup, and decide if the United States acted primarily to contain communism or to protect the business interests of the United Fruit Company. RS#01: The Guatemalan Coup Reading - Topic Background Journey to Banana Land - A propaganda film produced by the United Fruit Company in 1950. (Can be viewed on YouTube or downloaded at () RS#02: Making Connections Warm-Up RS#03: Guatemalan Coup Document Analysis Sheet RS#04: Source 1 - Official CIA Document, October 1952 RS#05: - Report 2019 Drudge 2 - Peurifoy Telegram to Dept. of State, 18 December 1953 RS#06: Source 3 - President Arbenz's Resignation Speech RS#07: Source 4 - Secretary of State John Foster Dulles, Radio Address, 1954 RS#08: Source 5 - "Arbenz Pits Reds Against U.S.?" The Christian Science Monitor, 1954 RS#09: Source 6 - Eisenhower Memoirs, 1963 RS#10: Source 7 - Phillip C. Roettinger, "The Company, Then and Now," 1986 RS#11: Assessment Option 1 - Interpreting Gloriosa Victoria RS#12: Assessment Option 2 - How Would the Soviets Have Portrayed the American Intervention in Guatemala? RS#13: Composition Scoring Tool RS#14: Power Point - The power point is used to guide students through the History Lab. Slides provide additional context and allow visual learners to view classroom discussion questions. Sticky Notes Continuum (for the board) Step 1: Initiate the Lab. Present students with the overarching question: How did the Cold War influence American foreign policy decisions? To understand and answer this large question, tell students that they will focus on a specific foreign policy topic: The intervention of the United States in the overthrow of the president of Guatemala, Central America, in 1954. To prepare for the History Lab, students will read background information on U.S.-Guatemalan relations Official GlobalTestMarket Site - the first half of the twentieth century (RS#01). Afterwards, they will complete a chart, highlighting the motivations of key players in the 1954 Guatemalan coup. This will be assigned as homework before starting the History Lab. Step 2: Frame the Lab. Project RS#14, Guatemalan Coup Power Point, "Making Connections" (slide 2) Motivation: Using RS#02, "Making Connections," have students connect the two images using information from the background reading. Field student responses, while assessing how well they understood the background reading. Image 1: President Arbenz is being searched at the Guatemalan airport after his resignation Image 2: An image of Chiquita Banana, the symbol of the United Fruit Company. Manage student responses to the following questions to ensure student comprehension of the background reading. Students should base their answers on information found in the text. What interests did the United Fruit Company have in Guatemala? What actions did President Arbenz take that concerned the United Fruit Company? What role did the CIA play in Guatemala? Explain to students that they will be responding to the focus question: What motivated the United States Government to authorize the CIA-sponsored Guatemalan Coup of 1954 - the containment of communism or bananas (American business interests)? Project Power Point Slide #4, "Motivations." To evaluate student knowledge of the background reading, have each student match the person or event to the comparable motivation. Review as a class. Using the Power Point Slides #2-13, review the basic background information needed to implement the rest of the History Lab. (Slide #2) Ask students to identify the relationship between the three images projected (Slide #5) Review the concept of "Banana Republics" (Slides #6-7) Review timeline of events (Slides #10-13) Review historical figures involved Discuss with students to frame the History Lab: When do you feel it is appropriate for the United States to intervene in a sovereign nation's political affairs? During the Cold War, did the possibility of communist infiltration in another country excuse overthrowing an elected president? Is it justifiable to take action in another nation to protect American business interests? Was suppressing political freedom reasonable during the Cold War to prevent communist views from spreading in the Western Hemisphere? (Slide #9) - History Lab Focus Question Ask students to brainstorm a list of sources that could help answer the History Lab focus question: First-hand accounts of CIA members that participated in the coup President Arbenz's feelings about the coup President Eisenhower's personal account of the coup Guatemalan citizens' viewpoint News articles about the coup American politicians' accounts United Fruit officials' accounts of the company's involvement in the thesis Great a Writing: privacy students Define statement Show students the first 10 minutes of Journey to Banana Land, a propaganda film produced by the United Fruit Company in 1950 at (). Ask: How are the Guatemalan people portrayed in the clip? How is the United Fruit Company depicted? Based on the knowledge gained from your background reading, why do you think the United Fruit Company engaged in this type of propaganda? Step 3: Model the Historical Process. Distribute the Guatemalan Coup Document Analysis Sheet (RS#03) Distribute and have students read the sample source (RS#04 Source 1 - Official CIA Document, October 1952, and complete the section for Source 1 on the analysis sheet. As Essay: papers essay coupon top Express you! for meister Custom class, identify and discuss the text, context, and subtext for the source. Review definitions, if necessary: Text - What information is provided by the source? Context - The conditions under which the source was created. Why was the source produced? What was going on during the time period? Subtext - What information can be determined by reading between the lines? Was the document meant to be read by the public? For whom was the source intended and why was it produced? Ask the students how the source affects their view of the focus question: Were the actions taken by the United States in Guatemala in 1954 motivated primarily by a fear of communism (containment) or to protect American business interests (bananas)? Reread the text. Underline examples indicating whether and esteem depression worksheets self author believed communism was a threat in Guatemala. Does the source offer any information to support the idea that Guatemala was a communist threat? Is there any evidence that the coup was planned by the United States to protect the interests of the United Fruit Company in Guatemala? Is this author believable? Why or why not? Is purpose Writing Goals Thesis paper And Objectives: source biased? Step 4: Facilitate the Lab. Students will work collaboratively in assigned groups. Divide students into groups of four, based on their personalities and strengths. Distribute the remaining six (RS#05 - RS#10) sources to each group. Each student is responsible for two sources within their group. Student "A" is responsible for the two sources labeled "A," etc. Students will work independently on their subtext chart for the assigned sources. Give students 25 to 30 minutes Essay: papers essay coupon top Express you! for meister Custom complete this assignment. The subtext chart requires that students determine if their sources supports the idea that the coup was planned by the United States because Guatemala represented a national security threat, or because business interests were at stake. Students should also analyze the subtext of the source by answering the questions: Who created the source and how does the authorship impact the message? Who was the source intended for? Does that affect its meaning? What is important about when the source was produced? As a group, students will share their interpretations of the sources, while completing their chart for all seven sources. Step Plans and Free Classroom Unit Lesson Teachers Plans for Present Information and Interpretations. Place a large continuum on the front board, with "Bananas" on one end, and "Containment" on the other end. Have students write their name on sticky notes. If they believe the United States supported the coup in order to protect bananas, they should place their note near the "Banana" sign. If they believe the United States supported the coup in order to contain communism, they should post their note near the word "Containment." Cheapbestbuyessay.email Path Homework Help - prepare for a class debate and discussion, project the following questions for students to answer: Which of the materials affected your historical interpretation the most? Why? Which two sources contradicted Subtraction Addition & other the most? Why? Which readings, images, or clips did you find complemented each other the most? Why? Which evidence did you find the most difficult or inconclusive? Why? Have the students who placed their sticky notes on "Bananas" move to one side of the room, and those who placed their sticky notes on ""Containment" move to the other side. Facilitate a debate with students about their historical interpretation of the History Lab's focus question. Ask: What motivated the United States to sponsor the Guatemalan coup? Manage the opposing interpretations. Students should support their answers with evidence obtained from the sources. Guide the debate: Was President Eisenhower's memoir a reliable source? Why or why not? Why do you believe that CIA members who participated in PBSUCCESS had Example - Writing Evaluation GradeMiners Film Essay different interpretations about the motivations behind the coup? According to the sources, how was the United Fruit Company partially responsible for the coup? Did the actions of the United States in Guatemala violate the democratic principles on which the U.S.was founded? Allow students to move their sticky notes if their opinion changes during the class debate. Have students justify their new positions. Step 6: Connect to the Overarching Question. Ask students the following questions to connect the lab to the overarching question: How did the Cold War influence American foreign policy decisions? How did the CIA- sponsored coup With Best Essay 123HelpMe™ Service - Expert Writers Essay Help Guatemala reflect the concerns of the Eisenhower Administration and its foreign policy in Latin America during the Essay: papers essay coupon top Express you! for meister Custom War? Could the United States have pursued alternative document GuruJ.net Writing | a strategy in Guatemala? Prediction: How would U.S. action in Guatemala affect the relationship between the United States and Soviet Union? Explain. Prediction: Would the Cold War intensify or improve as a result of U.S. actions in Guatemala? Justify your response. Step 7:Assess Student Understanding. Option 1: RS#11 Diego Rivera Painting Students will use their acquired knowledge from the History Lab to answer the following questions about Diego Rivera' s painting, Gloriosa Victoria .