Here is a link to some photos I took yesterday at the HAHS Archive. I apologize for the poor quality, I misplaced my camera memory card and had to use my phone. You get the general idea of the cool stuff I found, even though some of it is not exactly connected to my project.
Photos
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Thursday, April 29, 2010
Tuesday, April 27, 2010
Fallout Shelters
Photograph of a basement family fallout shelter that includes a 14-day food supply that could be stored indefinitely, a battery-operated radio, auxiliary light sources, a two-week supply of water, and first aid, sanitary, and other miscellaneous supplies and equipment, ca.1957. [National Archives. http://www.archives.gov/education/lessons/fallout-docs/ ]
Pamphlet entitled "Facts about Fallout" page 7. [National Archives. http://www.archives.gov/education/lessons/fallout-docs/#documents]
Civil Defense Museum Art. Gallery of Photos
http://www.civildefensemuseum.com/artgal/artgallery2.html
Bert the Turtle
Duck and Cover. Famous Civil Defense film for children in which Bert the Turtle shows what to do in case of atomic attack.
[Youtube. also view @ Internet Archive. http://www.archive.org/details/DuckandC1951]
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Setting Up the Interview
Today I set the date to interview Ken. I’ll be going to his home in San Lorenzo next Wednesday, May 4th at 10am. He seems like an animated gentleman with good energy and quite a lot to say; I think the interview will go well. I am a little nervous about keeping him focused on the Cold War, but I’ll see where we go in the interview. It can’t hurt to stray from the topic from time to time.
I will be sending my draft of interview questions to Professor Ivey and Diane (HAHS) for their insight and approval. I’m still working through the Narrative (history) and trying to really understand the major events that might be discussed. It was brought to my attention that I need to think more about local issues, rather than the whole US for this project.
I plan to go and do more research tomorrow in regards to life in Hayward during the Cold War. What was happening here on a daily and yearly basis? +What was important in this community? I need to find out more about the local reactions to the hysteria: what were people really scared of in Hayward/ San Lorenzo? +What were politicians and community leaders doing to help calm (or scare) citizens? +How did people deal with the anxiety of a possible nuclear war? +Did people take special precautions in their homes, work, and schools?
After my questions are Okayed, I will send a copy to Ken, so he can prepare some of his views and know what I want him to talk about. I will also be sending him a copy of the Release Form, again so he will know what I am asking of him.
Overall, I think the project is coming along, but I’m nervous. I feel like there is so much more work to be done, but maybe I’m overreacting. Since my project is different from the regular format of the course, I feel like I’m not really hitting the assignments dead-on or in a timely fashion.
Sunday, April 25, 2010
Beginning the Narrative, II
Some Important American Actions.
+ NSC-68. National Security Council Report 68. 1950.
Changed the American political policies in regards to its actions in the world. The legislation aimed to give power to the military to secure America and the freedom of the world against the Soviet threat of communism.
+ Federal Civil Defense. 1950.
The federal government needed to protect its citizens from a possible nuclear attack, especially once the Soviet union successfully detonated an atom bomb in 1949. The program specifically wanted citizens to learn how to protect themselves in case of a nuclear attack, such as building their bomb or community bomb shelters, having well-planned evacuation routes, and training community members to be active leaders in times of disaster.
+ Second Red Scare/McCarthyism.
America saw another rise in anti-communism hatred sweep the nation as the fear and anxiety over the affairs with the Soviet Union started to really boil. Americans were scared communists were infiltration the country, thus began to ride on a tidal wave of “McCarthyism,” coined after a spokesman Senator Joseph McCarthy that incited much of the terror. As a result, people were accused of communist activities, black listed, and even prosecuted. The “Hollywood Ten” was a list of actors, screenwriters, and other various people involved in the film industry that were virtually kicked out of Hollywood for being sympathetic to communism; some such individuals were Charlie Chaplin, Humphrey Bogart. The hysteria of the Cold War had impacted the government, foreign policy, everyday life for Americans, and even tainted the entertainment industry.
+ NSC-68. National Security Council Report 68. 1950.
Changed the American political policies in regards to its actions in the world. The legislation aimed to give power to the military to secure America and the freedom of the world against the Soviet threat of communism.
+ Federal Civil Defense. 1950.
The federal government needed to protect its citizens from a possible nuclear attack, especially once the Soviet union successfully detonated an atom bomb in 1949. The program specifically wanted citizens to learn how to protect themselves in case of a nuclear attack, such as building their bomb or community bomb shelters, having well-planned evacuation routes, and training community members to be active leaders in times of disaster.
+ Second Red Scare/McCarthyism.
America saw another rise in anti-communism hatred sweep the nation as the fear and anxiety over the affairs with the Soviet Union started to really boil. Americans were scared communists were infiltration the country, thus began to ride on a tidal wave of “McCarthyism,” coined after a spokesman Senator Joseph McCarthy that incited much of the terror. As a result, people were accused of communist activities, black listed, and even prosecuted. The “Hollywood Ten” was a list of actors, screenwriters, and other various people involved in the film industry that were virtually kicked out of Hollywood for being sympathetic to communism; some such individuals were Charlie Chaplin, Humphrey Bogart. The hysteria of the Cold War had impacted the government, foreign policy, everyday life for Americans, and even tainted the entertainment industry.
Friday, April 23, 2010
Assignment Three. Beginning the Narrative
The Cold War
The Cold War was a proxy war between the United States of America and the Soviet Union. The two super powers were both seeking world domination in the wake of World War Two; both nations aimed to spread their sphere of influence into the third world (developing nations) that were established at the Yalta Conference in 1945. The new organization of countries would lead to major conflicts between the major players in post-WWII.
By sending troops and aid to far away lands, the US and the Soviet Union were responsible for numerous civil wars around the world that killed hundreds of thousands of people. The threat of communism spreading across the world was the premier concern for the United States. Containing the diffusion of communism forced the US into overthrowing foreign governments, aiding revolts and rebellions, and alarming their won citizens into a constant state of alarm and terror.
Causes:
+ The end of WWII divided up Europe into smaller nations that would be assisted by The US (democratic-type governments) or the Soviet Union (communist-type governments). The two nations wanted to extend their form of government (and society) into any and all nations that would be easily subdued by their persuasive tactics.
+ The tensions were starting to brew between the super powers due to technological advances of the atom bomb. The US detonated two successful atom bombs that devastated Japan in the summer of 1945; it was not much later (1949) that the Soviet Union possessed the same power. America was no longer the only nation in the world that was capable of nuclear weapons and this alarmed the American military and government.
>> These few causes were only the beginning of the War. The ceaseless battle for the most influence in the world created a sense of urgency for President Truman to entangle his resources (troops, finances, and politicians) in dangerous debacles, such as the notable Korean War (1950-53) and the Vietnam War (1945-1975). These wars would continue to kill thousands of Americans abroad in addition to those individuals (combatants and noncombatants) in the countries involved. Huge sums of federal expenditures were spent to finance the international conflicts, furthering the stress and tension between the United States and Soviet Union.
Timelines
+ Dr. Quintard Taylor, Jr, of the university of Washington sketched a brief timeline of events of the Cold War.
http://faculty.washington.edu/qtaylor/a_us_history/cold_war_timeline.htm
+ The Cold War Museum has a great collection of timelines arranged by decade, starting in the 1940s. Each of the decades has a list of major events and key players, each with their own snippet of information. It’s a great resource!
http://www.coldwar.org/articles/40s/index.asp
Because my interviewee distinctly remembers the Bay of Pigs Incident of 1961, I took special care to research the event. Under the administration of John Fitzgerald Kennedy, the US government (CIA) and military secretly supported an attempted brutal coup to topple the Castro Regime in Cuba. By supplying Cuban exiles with arms and other support, the US hoped to inspire a revolution of Cubans to overthrow the government and place a more acceptable leader in control of the small Caribbean nation. After several calamities thwarted the infiltration of the island, the invasion of the Bay of Pigs was a huge disaster.
Along with a price tag over $50 million, the Bay of Pigs would preclude the Cuban Missile Crisis of late 1962. JFK was subjected to political criticism and the nation was seen in a very negative light from around the world for inciting violence and trying to oust Castro, a powerful leader that was initiating a relationship with communist Soviet Union.
http://www.jfklibrary.org/Historical+Resources/JFK+in+History/JFK+and+the+Bay+of+Pigs.htm
This history will focus chiefly on the American pint of view, due to materials available to my study, as well as the main goal of the project, to find the perspective of one individual living in the Hayward are during the Cold War. The earlier years of the Cold War are the main focus of the project, ending around 1965.
…More history to be updated in the next couple days.
The Cold War was a proxy war between the United States of America and the Soviet Union. The two super powers were both seeking world domination in the wake of World War Two; both nations aimed to spread their sphere of influence into the third world (developing nations) that were established at the Yalta Conference in 1945. The new organization of countries would lead to major conflicts between the major players in post-WWII.
By sending troops and aid to far away lands, the US and the Soviet Union were responsible for numerous civil wars around the world that killed hundreds of thousands of people. The threat of communism spreading across the world was the premier concern for the United States. Containing the diffusion of communism forced the US into overthrowing foreign governments, aiding revolts and rebellions, and alarming their won citizens into a constant state of alarm and terror.
Causes:
+ The end of WWII divided up Europe into smaller nations that would be assisted by The US (democratic-type governments) or the Soviet Union (communist-type governments). The two nations wanted to extend their form of government (and society) into any and all nations that would be easily subdued by their persuasive tactics.
+ The tensions were starting to brew between the super powers due to technological advances of the atom bomb. The US detonated two successful atom bombs that devastated Japan in the summer of 1945; it was not much later (1949) that the Soviet Union possessed the same power. America was no longer the only nation in the world that was capable of nuclear weapons and this alarmed the American military and government.
>> These few causes were only the beginning of the War. The ceaseless battle for the most influence in the world created a sense of urgency for President Truman to entangle his resources (troops, finances, and politicians) in dangerous debacles, such as the notable Korean War (1950-53) and the Vietnam War (1945-1975). These wars would continue to kill thousands of Americans abroad in addition to those individuals (combatants and noncombatants) in the countries involved. Huge sums of federal expenditures were spent to finance the international conflicts, furthering the stress and tension between the United States and Soviet Union.
Timelines
+ Dr. Quintard Taylor, Jr, of the university of Washington sketched a brief timeline of events of the Cold War.
http://faculty.washington.edu/qtaylor/a_us_history/cold_war_timeline.htm
+ The Cold War Museum has a great collection of timelines arranged by decade, starting in the 1940s. Each of the decades has a list of major events and key players, each with their own snippet of information. It’s a great resource!
http://www.coldwar.org/articles/40s/index.asp
Because my interviewee distinctly remembers the Bay of Pigs Incident of 1961, I took special care to research the event. Under the administration of John Fitzgerald Kennedy, the US government (CIA) and military secretly supported an attempted brutal coup to topple the Castro Regime in Cuba. By supplying Cuban exiles with arms and other support, the US hoped to inspire a revolution of Cubans to overthrow the government and place a more acceptable leader in control of the small Caribbean nation. After several calamities thwarted the infiltration of the island, the invasion of the Bay of Pigs was a huge disaster.
Along with a price tag over $50 million, the Bay of Pigs would preclude the Cuban Missile Crisis of late 1962. JFK was subjected to political criticism and the nation was seen in a very negative light from around the world for inciting violence and trying to oust Castro, a powerful leader that was initiating a relationship with communist Soviet Union.
http://www.jfklibrary.org/Historical+Resources/JFK+in+History/JFK+and+the+Bay+of+Pigs.htm
This history will focus chiefly on the American pint of view, due to materials available to my study, as well as the main goal of the project, to find the perspective of one individual living in the Hayward are during the Cold War. The earlier years of the Cold War are the main focus of the project, ending around 1965.
…More history to be updated in the next couple days.
Friday, April 16, 2010
Meeting with Diane, 10am.
This morning I met with Diane at HAHS to go over my Oral History project. She is setting me up with a man name Ken G. He is an elderly man living in San Lorenzo that lived during and was very active in WWII and the Cold War. He was a Marine during WWII, actually fighting on Iwo Jima. After the war he worked in construction, digging out bomb shelters here in the Bay Area. He has been very involved in Veteran organizations and is a current member of HAHS. He seems, so far without my actual contact, a very interesting man. I will be calling him next week to set up an appointment, to be scheduled after April 26 sometime.
The aim of this project is to discuss the man’s views of the early Cold War, ranging from the end of WWII until the mid-1960s, in preparation of an exhibition in the distant future. Since the man was involved in WWII, he can (hopefully) offer a rich perspective about the tensions stemming from the hot war. His military background also influences his opinions and views of both wars. The goal of the interview is to undercover how the Cold War ultimately affected Hayward: did the city change during the Cold War? How was the community affected? How did citizens behave? To uncover the impact of the cold War on the daily lives of people who lived and worked in the Hayward Area.
Diane set me up with some great materials. Aside from the information about the interviewee, she also gave me some materials on conducting oral interviews (“Interviewing: Conducting Oral history Interviews” and “Conducting Oral history Interviews: A How-To Manual”), an official release form, a collegiate essay about the Cold War (“Hayward, an American Cold War City”), and a list of some questions directly concerning the Cold War. There will be collaboration between Diane, Dr. Ivey, and me over the key questions to discuss with Ken.
The basic process of conducting an oral history is slightly more involved than one might expect.
>>Before the interview, one must do quite a bit of background research on the prime goal, in this case the Cold War. I need to find out as much about the Cold War as possible so I can understand references and dig deeper into the memories of the interviewee. Diane said the “basic research is to ask the next basic question.”
>>I will be sending a list of the primary questions to the interviewee so he can think about his answers and prepare his response in advance.
>>After the interview takes place, I will transcribe the event and send it back to Ken for his edit, especially spelling of names and make sure he is still comfortable with the publication of his answers.
>>Then a final edition will be given in print to both HAHS and Ken. The final version will include a synopsis, field notes, and a glossary-type section to include definitions and summaries of possible unfamiliar names/events/terms from the interview itself.
I am very excited to being researching the Cold War. Since I’ve taken a course dedicated specifically to the Cold War I do have a decent background of information, but I need to review the significant events and key players, as well as the history of Hayward/San Lorenzo during this time period.
The aim of this project is to discuss the man’s views of the early Cold War, ranging from the end of WWII until the mid-1960s, in preparation of an exhibition in the distant future. Since the man was involved in WWII, he can (hopefully) offer a rich perspective about the tensions stemming from the hot war. His military background also influences his opinions and views of both wars. The goal of the interview is to undercover how the Cold War ultimately affected Hayward: did the city change during the Cold War? How was the community affected? How did citizens behave? To uncover the impact of the cold War on the daily lives of people who lived and worked in the Hayward Area.
Diane set me up with some great materials. Aside from the information about the interviewee, she also gave me some materials on conducting oral interviews (“Interviewing: Conducting Oral history Interviews” and “Conducting Oral history Interviews: A How-To Manual”), an official release form, a collegiate essay about the Cold War (“Hayward, an American Cold War City”), and a list of some questions directly concerning the Cold War. There will be collaboration between Diane, Dr. Ivey, and me over the key questions to discuss with Ken.
The basic process of conducting an oral history is slightly more involved than one might expect.
>>Before the interview, one must do quite a bit of background research on the prime goal, in this case the Cold War. I need to find out as much about the Cold War as possible so I can understand references and dig deeper into the memories of the interviewee. Diane said the “basic research is to ask the next basic question.”
>>I will be sending a list of the primary questions to the interviewee so he can think about his answers and prepare his response in advance.
>>After the interview takes place, I will transcribe the event and send it back to Ken for his edit, especially spelling of names and make sure he is still comfortable with the publication of his answers.
>>Then a final edition will be given in print to both HAHS and Ken. The final version will include a synopsis, field notes, and a glossary-type section to include definitions and summaries of possible unfamiliar names/events/terms from the interview itself.
I am very excited to being researching the Cold War. Since I’ve taken a course dedicated specifically to the Cold War I do have a decent background of information, but I need to review the significant events and key players, as well as the history of Hayward/San Lorenzo during this time period.
Thursday, April 15, 2010
Meeting
Tomorrow I will be meeting with Diane, my contact at HAHS, to go over information I will need in regards to the oral history, especially the preparation for the interview. I will be focusing on the Cold War (and possibly WWII) aspects of life of a gentlemen. I'll be sure to post my notes and thoughts after the meeting. I will be conducting more research on conducting oral histories and materials concerning the Cold War.
Tuesday, April 13, 2010
Assignment 2.
Since I will be pursuing oral histories of residents in Hayward, I cannot conduct much historical background information and primary sources just yet. I will need to get in contact with the individual(s) I will interview and find out some necessary background information before I can really start to dig into supportive historical documents and secondary pieces that correspond to my topic.
For now, I’ve been looking up information about conducting oral histories: how to prepare, what to bring, what types of questions to ask, how to follow-up, and the like.
I found a helpful pamphlet called “The Smithsonian Folklife and Oral history interviewing Guide.” While some of the sections of questions do not necessarily pertain to my goal, there were some very good questions that will jump-start my compilation of questions to ask during the interview.
How are holidays celebrated in your family? What are traditional foods found in your community? Have these traditions changed over time?
Can you draw a map of your local community? What places stand out the most? What memories come to mind?
http://www.folklife.si.edu/resources/pdf/InterviewingGuide.pdf
The T. Harry Williams center for Oral History has proved to be a great source of information regarding oral histories. There are links to different series of oral histories that belong to the LSU Libraries’ Special Collections, PDF version of their published findings, and recordings of oral histories. There is also a great version of a interviewee release form that I will use a reference.
Career, education, childhood, and family sections offered even more dynamic questions that will help me delve deeper into the world of the interviewee.
http://www.lib.lsu.edu/special/williams/interview_qs.pdf
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I have emailed my contact at the Hayward Area Historical Society to set me up with individual(s) that has/have expressed interest in being the subject of an oral history. I am waiting on a response.
I plan to record the interview and transcribe the interview for HAHS. The future use of the visual and written records of the interview can be helpful to scholars and other interested individuals.
I will post my interview questions once I've compiled my list.
For now, I’ve been looking up information about conducting oral histories: how to prepare, what to bring, what types of questions to ask, how to follow-up, and the like.
I found a helpful pamphlet called “The Smithsonian Folklife and Oral history interviewing Guide.” While some of the sections of questions do not necessarily pertain to my goal, there were some very good questions that will jump-start my compilation of questions to ask during the interview.
How are holidays celebrated in your family? What are traditional foods found in your community? Have these traditions changed over time?
Can you draw a map of your local community? What places stand out the most? What memories come to mind?
http://www.folklife.si.edu/resources/pdf/InterviewingGuide.pdf
The T. Harry Williams center for Oral History has proved to be a great source of information regarding oral histories. There are links to different series of oral histories that belong to the LSU Libraries’ Special Collections, PDF version of their published findings, and recordings of oral histories. There is also a great version of a interviewee release form that I will use a reference.
Career, education, childhood, and family sections offered even more dynamic questions that will help me delve deeper into the world of the interviewee.
http://www.lib.lsu.edu/special/williams/interview_qs.pdf
----
I have emailed my contact at the Hayward Area Historical Society to set me up with individual(s) that has/have expressed interest in being the subject of an oral history. I am waiting on a response.
I plan to record the interview and transcribe the interview for HAHS. The future use of the visual and written records of the interview can be helpful to scholars and other interested individuals.
I will post my interview questions once I've compiled my list.
Tuesday, April 6, 2010
Assignment.1. Biography & Background
I’m open to interviewing the individuals that expressed interested to the Hayward Area Historical Society. I’m a little nervous about arranging meetings with the individual(s) due to transportation constraints, but things will work out. I might interview my boss, as well; she has lived in Hayward since birth and has already given me a lot of insight into how the town itself has changed over the past 50+ years.
Oral histories are a rich traditional form of history that explicitly encourages historians to engage their subjects. Delving deep into an individual’s life experiences is an excellent way to really learn how someone grows due to the events that change, alter, and shape someone’s life and the world around them. It is easy to take a survey course in college and learn about “The New Deal” or how agriculture changed ancient civilizations, but it is hard to see those major alterations change someone’s life.
Studying someone’s life is a great way to understand how society has changed, whether in a matter of 2 or 3 years, or 2 generations. By incorporating the general lessons of history taught in the classroom, the oral histories can help to reinforce or challenge the lectures I’ve taken notes on in the past. It will be very consuming of both time and energy, but the rewards will be endless: meeting interesting people; going on a journey with someone through time and space; seeing the world through their eyes; discovering how hind-sight might have changed their perception of the past.
Oral histories are a rich traditional form of history that explicitly encourages historians to engage their subjects. Delving deep into an individual’s life experiences is an excellent way to really learn how someone grows due to the events that change, alter, and shape someone’s life and the world around them. It is easy to take a survey course in college and learn about “The New Deal” or how agriculture changed ancient civilizations, but it is hard to see those major alterations change someone’s life.
Studying someone’s life is a great way to understand how society has changed, whether in a matter of 2 or 3 years, or 2 generations. By incorporating the general lessons of history taught in the classroom, the oral histories can help to reinforce or challenge the lectures I’ve taken notes on in the past. It will be very consuming of both time and energy, but the rewards will be endless: meeting interesting people; going on a journey with someone through time and space; seeing the world through their eyes; discovering how hind-sight might have changed their perception of the past.
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