Mexican Women Factories: Free Trade and Exploitation on the Border

Reviewed by Thomas Hansen, Ph.D.

Ella Howard studies Mexican women working along the border in “maquilas” or factories, some of the more oppressive ones being referred to sometimes as “sweat shops.”  She conducts a quantitative component in the form of a survey to be completed by women, followed by a qualitative component in the form of one-on-one interviews following up on what is revealed in the surveys.  I focus here on how the book is organized, the kinds of questions Howard asks the women, and some of the topics for students to study.

Howard organizes the book by discussing the history of the border factories and the city of Nogales—which sits in two different countries.  She includes a history of the maquila industry and seeks to discover whether the industry has brought about liberation or exploitation of the women.  She also includes chapters on how she designed her study, what the study revealed, and ways we can think about what she discovered.  She also uses throughout the book the process of comparison-contrast, namely looking both at what is similar and what is different.

Howard poses questions related to both the working and living conditions of the women who are employed in the factories.  She also asks questions related to quality of life, purpose of the work, feelings women develop as a result of their work, demands, schedules, and earnings.  She includes in-depth discussion of the dwellings in which the women find themselves, the kinds of appliances they may have, the floor coverings, the furniture, and the utilities.  Howard reveals some very interesting details indeed about the “colonias” in which the women live.

There is a great deal revealed in this book about Mexican culture, American corporate greed, border communities, poverty, wealth, fairness, and other topics.  The reader will learn so much from looking at the situation, discovering what *NAFTA was supposed to achieve, and digesting the details of how things are for the people directly impacted by all of the new international factories found along the border.  This book is important reading for people who want to consider themselves informed voters, American citizens, and humane persons.

I recommend the book for many readers, but especially for educators dealing with these kinds of topics in their classes: border communities, American business practices, US bills and laws, international trade and business, Mexican culture, gender roles, cultural differences, wealth and poverty, trade agreements, and the both the history and impact of NAFTA.  The book is important as a history textbook, cultural book, and personal reading for teachers.  As educators, it is crucial we include fairness, advocacy, and empathy in our daily work.  It is also good to look at things from more than one perspective.  It is interesting to look at phenomena in their own context sometimes, and also revealing to look at things in a more universal way. 

Made in New York: 25 Innovators Who Shaped Our World

When singer Frank Sinatra famously crooned about New York, “If I can make it there, I’ll make it anywhere,” he could have been talking about New York’s great inventors whose works have travelled across the globe. New York has been a hotbed of innovation since its founding. Made in New York tells the stories behind the innovators and their inventions. Like many New Yorkers, some came from elsewhere to find success in their new home. Some became famous; others struggled for recognition. All were visionaries and risk-takers who were willing to put their lives on the line if necessary. From the first brassiere to the life-saving pacemaker, and from a solar lantern to the first mass-produced cameras, New York has been the seedbed of life-changing technologies that have altered how we live. Made in New York celebrates these compelling stories.

The Eight: The Lemmon Slave Case and the Fight for Freedom

The Eight tells the story of Lemmon v. New York—or, as it’s more popularly known, the Lemmon Slave Case. All but forgotten today, it was one of the most momentous civil rights cases in American history. There had been cases in which the enslaved had won their freedom after having resided in free states, but the Lemmon case was unique, posing the question of whether an enslaved person can win freedom by merely setting foot on New York soil—when brought there in the keep of an “owner.” The case concerned the fates of eight enslaved people from Virginia, brought through New York in 1852 by their owners, Juliet and Jonathan Lemmon. The Eight were in court seeking, legally, to become people—to change their status under law from objects into human beings. The Eight encountered Louis Napoleon, the son of a slave, an abolitionist activist, and a “conductor” of the Underground Railroad, who took enormous risks to help others. He was part of an anti-slavery movement in which African Americans played an integral role in the fight for freedom. The case was part of the broader judicial landscape at the time: If a law was morally repugnant but enshrined in the Constitution, what was the duty of the judge? Should there be, as some people advocated, a “higher law” that transcends the written law? These questions were at the heart of the Lemmon case. They were difficult and important ones in the 1850s—and, more than a century and a half later, we must still grapple with them today.

Land of the Oneidas

The central part of New York State, the homeland of the Oneida Haudenosaunee people, helped shape American history. This book tells the story of the land and the people who made their homes there from its earliest habitation to the present day. It examines this region’s impact on the making of America, from its strategic importance in the Revolution and Early Republic to its symbolic significance now to a nation grappling with challenges rooted deep in its history. The book shows that in central New York—perhaps more than in any other region in the United States—the past has never remained neatly in the past. Land of the Oneidas is the first book in eighty years that tells the history of this region as it changed from century to century and into our own time.

Growing Up Roosevelt: A Granddaughter’s Memoir of Eleanor Roosevelt

Local History from SUNY Press

When Nina Roosevelt was just seven years old, her family moved from California to live with her grandmother at the small cottage, Val-Kill, in Hyde Park, New York. It was at Val-Kill Farm that Nina shared her childhood years with her remarkable grandmother, the woman who would change her life. To Nina, she was Grandmère, but, to most everyone else, she was Eleanor Roosevelt. Few people realize how important Val-Kill was for Eleanor Roosevelt. Returning “home again” nourished her, allowed her time for reflection, planning, and rejuvenation so that she could continue pouring her heart and soul into the needs of so many people the world over. Growing Up Roosevelt gives an intimate picture of life at Val-Kill as well as Nina’s wide-ranging experiences traveling as a teenager with her grandmother. When Nina Roosevelt was just seven years old, her family moved from California to live with her grandmother at the small cottage, Val-Kill, in Hyde Park, New York. It was at Val-Kill Farm that Nina shared her childhood years with her remarkable grandmother, the woman who would change her life. To Nina, she was Grandmère, but, to most everyone else, she was Eleanor Roosevelt.

Few people realize how important Val-Kill was for Eleanor Roosevelt. Returning “home again” nourished her, allowed her time for reflection, planning, and rejuvenation so that she could continue pouring her heart and soul into the needs of so many people the world over. Growing Up Roosevelt gives an intimate picture of life at Val-Kill as well as Nina’s wide-ranging experiences traveling as a teenager with her grandmother. Included are portraits of the family, staff, famous friends, people in need, and world leaders as disparate as Nikita Khrushchev, Haile Selassie, and John F. Kennedy. This book will appeal to anyone interested in the life and times of Eleanor Roosevelt, her work as a trailblazing political and feminist leader, and the intimate behind-the-scenes details that only her granddaughter can tell. Biographer Blanche Wiesen Cook writes “the woman Nina Roosevelt Gibson called Grand-Mere was Eleanor Roosevelt, and in Growing Up Roosevelt she vividly captures what it was like to spend a dozen formative years within the orbit of that extraordinary woman. She evokes the sights and sounds and changing seasons at her grandmother’s tranquil haven at Val Kill and also reveals what it was like to tag along on one of her frenetic trips abroad. No one interested in the Roosevelts will want to miss these warm and loving memories.”

Teaching with Documents: Wallace’s Defense of Segregation

Alabama Governor George Wallace delivers his first inaugural address.

In Freedom’s Dominion: A Saga of White Resistance to Federal Power (Basic Books, 2002), Jefferson Cowie focused on the history Barbour County, Alabama, to document the way a deeply self-serving concept of “freedom” was used by whites to justify racist policies. It was all about their “freedom.” White freedom meant freedom from government restraints; freedom from taxes to support public institutions and services; freedom to own and use guns; and freedom to mistreat African Americans without federal intervention. White freedom, dating to the era of Black enslavement and Jim Crow segregation, equated with racism. Source:https://www.nytimes.com/2022/12/12/books/review/freedoms-dominion-jefferson-cowie.html

Sadly, fear of federal imposition on white freedom remains alive and well today and was part of the justification for the January 6, 2021 insurrection at the United States Capitol building in Washington DC and is the ideological underpinning for the attack on Critical Race Theory by Florida Governor Ron DeSantis and other conservative Republicans. When DeSantis was reelected in November 2022, he declared that his election signified “Freedom is here to stay!” Polls repeatedly show that a large majority of white voters who identify as Republican believe that there is discrimination against white people in the United States and that little or nothing needs to be done to ensure equal rights for African Americans and other minority groups.

Sources: https://www.local10.com/vote-2022/2022/11/08/is-desantis-on-path-to-remain-governor-of-florida/https://thehill.com/hilltv/what-americas-thinking/433270-poll-republicans-and-democrats-differ-strongly-on-whether-white/https://www.pewresearch.org/politics/2021/08/12/deep-divisions-in-americans-views-of-nations-racial-history-and-how-to-address-it/

Barbour County’s best-known native son was George Wallace, Governor of Alabama from 1963 to 1967, 1971 to 1979, and 1983 to 1987. Wallace was also a candidate for President of the United States four times, both in Democratic Party primaries and as an independent candidate. In June 1963, while Governor of Alabama, Wallace staged standing in the entrance to the University of Alabama in Tuscaloosa to block the enrollment of Black students. In defiance of a federal court order, he accused the federal government of usurping state authority in the field of education by calling for desegregation. Wallace finally backed down when the Kennedy Administration federalized Units of the 31st (Dixie) Division of the Alabama National Guard.

Source: https://archive.nytimes.com/www.nytimes.com/library/national/race/061263race-ra.html

For Black History Month, students, Black, white, Asian, and Latinx, should read texts and listen to speeches by inspiring Black authors and orators. But to understand the depth of racism in the past and today, they also need to read and understand racist texts that defended slavery and racial segregation. In his January 1963 inaugural address, George Wallace, as the newly elected governor of Alabama, issued a defiant defense of racial segregation. At the time, only fourteen percent of eligible Black citizens were registered to vote in Alabama although at least 30% of the population was Black. Poll taxes, literacy tests, and hostile registrars effectively ensured white supremacy, white freedom, in the state. Sources: https://rediscovering-black-history.blogs.archives.gov/2016/10/25/voting-rights-in-the-early-1960s-registering-who-they-wanted-to/; http://www.bplonline.org/resources/government/AlabamaPopulation.aspx

“Segregation Now, Segregation Forever” (1963)

By Alabama Governor George Wallace

A. “Before I begin my talk with you, I want to ask you for a few minutes patience while I say something that is on my heart: I want to thank those home folks of my county who first gave an anxious country boy his opportunity to serve in State politics. I shall always owe a lot to those who gave me that first opportunity to serve . . . This is the day of my Inauguration as Governor of the State of Alabama. And on this day I feel a deep obligation to renew my pledges, my covenants with you . . . the people of this great state.”

B. “General Robert E. Lee said that ‘duty’ is the sublimest word on the English language and I have come, increasingly, to realize what he meant. I SHALL do my duty to you, God helping . . . to every man, to every woman . . . yes, to every child in this state . . . I shall fulfill my duty in working hard to bring industry into our state, not only by maintaining an honest, sober and free­ enterprise climate of government in which industry can have confidence . . . but in going out and getting it . . . so that our people can have industrial jobs in Alabama and provide a better life for their children.”

C. “Today I have stood, where once Jefferson Davis stood, and took an oath to my people. It is very appropriate then that from this Cradle of the Confederacy, this very Heart of the Great Anglo­ Saxon Southland, that today we sound the drum for freedom as have our generations of forebears before us done, time and time again through history. Let us rise to the call of freedom­ loving blood that is in us and send our answer to the tyranny that clanks its chains upon the South. In the name of the greatest people that have ever trod this earth, I draw the line in the dust and toss the gauntlet before the feet of tyranny . . . and I say . . . segregation today . . . segregation tomorrow . . . segregation forever.”

  1. Who did Wallace quote on the importance of “duty”? What signal was Wallace sending to his audience by quoting him?
  2. What other references does Wallace make in the speech to ensure his audience understands his political point of view?
  3. How does Wallace propose to battle “tyranny” and defend “freedom”?
  4. Wallace pledged to honor “covenants with you . . . the people of this great state.” In your opinion, to who was Wallace referring? What evidence in the text supports this interpretation?

Erie Canal Learning Hub

The Erie Canal Learning Hub (https://eriecanalway.org/learn/teachers/resources) is a joint initiative of the Erie Canalway National Heritage Corridor and the New York State Canal Corporation, with additional support from the National Park Foundation and the National Park Service. This page contains DBQs, lesson plans, and links to other useful resources and primary source materials. You’ll find useful content for students throughout the LEARN section, including Fast Facts3D Tours of Canal StructuresSocial Reform & Innovation, and Native Americans.

Document Based Questions: Use these worksheets to help students read and interpret images and documents to learn about the Erie Canal.

Seneca Lake Survey (Grades 6-8)

Canal shipwrecks discovered in the deep waters of Seneca Lake provide a fascinating window into history, underwater archeology, bathymetry, invasive species, and water quality. Choose from a set of four lesson plans that combine teacher instructions, original source documents and images, and student worksheets.

Opening the Gates to Change: The Erie Canal and Woman’s Suffrage (Grades 6-12)

This 9-minute video and corresponding lesson plan explore the impacts of the Erie Canal on development of 19th century social reform movements, particularly women’s rights. While it examines the history of the struggle for equality, it also compares past movements to contemporary issues and shows ways that young people are finding their voices in today’s struggle for social justice.

The Erie Canal Adventure: Unlocking the Waterway Wonders (Grades 4-6)

This 40-minute film explores the Erie Canal’s impact on the development of New York and the significance of waterways in connecting communities across the state. Companion lesson plans give students the opportunity to learn about the types of fish that live in Western New York waters and test their design skills by building their own canal boat.

Building the Erie Canal (Grades 4-8)

Lesson plan with pre- and post-visit activities for classes visiting the Albany Institute of History & Art as part of Ticket to Ride. Students will examine the work that went into building the Erie Canal and consider the political and physical barriers that were overcome to accomplish its construction.

Historical Photographs and Documents

Two Hundred Years on the Erie Canal

This online exhibition illustrates the incredible story of the Erie Canal with historical images and primary-source documents. From early concepts and plans to canal construction to its impact and lasting legacy, the exhibition provides a comprehensive visual resource of information for teachers and students.

Consider the Source: New York

Free online community that connects educators across New York State to the valuable primary sources materials found in the churches, museums, historical organizations, libraries, and state and local governments with a series of highly-engaging learning activities designed to guide and encourage students at all grade levels to make discoveries using critical thinking skills. Includes Erie Canal source materials and lessons.

Erie Canal Way Itineraries 

Erie Canalway itineraries make it easy for students and their families to visit the Erie Canal today and learn about its impacts on New York and the Nation. Download and share copies of our itineraries with students or share the link to our itinerary’s web page with students and their families.

The Erie Canal
Devoted to the history of the Erie Canal through images, prints, and traces of past canal structures.

The Erie Canal Museum
Located in downtown Syracuse, NY, the museum engages the public in the story of the canal’s transformative impacts.

The Erie Canal Song
History, lyrics, audio, and notes for guitar and piano of Low Bridge, Everybody Down written by Thomas Allen in 1905.

New Jersey Women Who Belong in the Curriculum

Katharine E. White (1906-1985). White was Mayor of Red Bank from 1951 to 1956 and then was chairman of the New Jersey Highway Authority. From 1964 until 1968 she was United States Ambassador to Denmark. Source: https://dk.usembassy.gov/ambassador-katharine-elkus-white/

Promoting Student Discussion Using Prompts and the Rule of THREE

We have all experienced the frustration of asking a class and question and being greeted by silence. Students either didn’t understand what we were asking, didn’t know the answer, or no one was prepared to risk themselves by answering. Even when someone answers, it is often difficult to promote more general discussion. I find the most effective way to engage students in examining a topic together is by providing them with material to respond to, such as a chart, graph, image, map, or text with specific questions to answer before discussion begins. I try to organize questions from simple to more complex, from identifying information to forming opinions. While students are writing, I circulate around the room, identifying students with different points of view that I can call on to open discussion. Then I deploy what I call the rule of THREE, twice. What does it say? Where is the evidence in the text? What do you think? I will ask two students to answer and a third student, “Which of the two do you agree with more and why?” After that I open discussion to the full class, generally with good results.

Aim: What were the underlying causes of the Great Irish Famine (1845-1852)?

Instructions: Read the selection below, examine the political cartoon, and answer questions 1-6.

  1. According to the author, how would France and England have responded to “blight and famine” if they had occurred in those countries?
  2. Why does the author dismiss English claims that famine relief was too costly?
  3. How was the world made aware of conditions in Ireland?
  4. What does the author propose as the solution to what was taking place in Ireland?
  5. Does the cartoonist agree or disagree with the author? Explain.
  6. In your opinion, was the author writing as a political activist or a historian? Explain.

“If blight and famine fell upon the South of France, the whole common revenue of the kingdom would certainly be largely employed in setting the people to labour upon works of public utility; in purchasing and storing for sale, at a cheap rate, such quantities of foreign corn as might be needed, until the season of distress should pass over, and another harvest should come. If Yorkshire and Lancashire had sustained a little calamity in England, there is no doubt such measures as these would have been taken promptly and liberally. And we know that the English Government is not slow to borrow money for great public objects, when it suits

Source: Punch, 1849

British policy so to do. They borrowed twenty million sterling to give away to their slaveholding colonists for a mischievous whim . . . It will be easy to appreciate the feelings which then prevailed in the two islands — in Ireland, a vague and dim sense that we were somehow robbed; in England, a still more vague and blundering idea, that an impudent beggar was demanding their money, with a scowl in his eye and a threat upon his tongue . . . In addition to the proceeds of the new Poor law, Parliament appropriated a further sum of £50,000, to be applied in giving work in some absolutely pauper districts where there was no hope of ever raising rates to repay it. £50,000 was just the sum which was that same year voted out of the English and Irish revenue to improve the buildings of the British Museum . . . In this year (1847) it was that the Irish famine began to be a world’s wonder, and men’s hearts were moved in the uttermost ends of the earth by the recital of its horrors. The London Illustrated News began to be adorned with engravings of tottering windowless hovels in Skibbereen, and elsewhere, with naked wretches dying on a truss of wet straw; and the constant language of English ministers and members of Parliament created the impression abroad that Ireland was in need of alms, and nothing but alms; whereas Irishmen themselves uniformly protested that what they required was a repeal of the Union, so that the English might cease to devour their substance.”

Instructions: Working with your team, examine the six statements below. Which statement or statements come closest to your understanding of the underlying cause of the Great Irish Famine? Select a representative to present your teams views to the class.

A. “The time has not yet arrived at which any man can with confidence say, that he fully appreciates the nature and the bearings of that great event which will long be inseparably associated with the year just departed.  Yet we think that we may render some service to the public by attempting thus early to review, with the calm temper of a future generation, the history of the great Irish famine of 1847.  Unless we are much deceived, posterity will trace up to that famine the commencement of a salutary revolution in the habits of a nation long singularly unfortunate, and will acknowledge that on this, as on many other occasions, Supreme Wisdom has educed perm-anent good out of transient evil.” – Charles Trevelyan, Assistant Secretary to the Treasury, 1848

B. “The poorer Irish are the most easily contented and the most truly happy of any peasantry I have ever seen. They are faithful, generous, warm-hearted, fearless and reckless. They smile in peace over a handful of bad potatoes and devoutly thank God who provides it.” – E. Newman, Notes on Irish Natural History (1840).

C. “The Irish poor are the cause of their own misery. The potato crop encourages, from childhood, habits of laziness, negligence and waste. No other crop produces such an abundance of food on the same amount of ground, requires so little skill and labor, and leaves so large a portion of the laborer’s time unoccupied, as the potato. These are great temptations. It requires thought and energy to overcome them. When the Irish go to England or America, they earn their keep.”  – The Plough (1846).

D. “No destruction of a city or attack on a castle ever approached the horror and dislocation to the slaughters done in Ireland by government policies and the principles of political economy. The Almighty sent the potato blight, but the English created the famine.” – John Mitchel, The Last Conquest of Ireland (1861).

E.Famine seems to be the last, the most dreadful resource of nature. The power of population growth is much greater than to the power of the earth to provide all people with enough food to survive. Because of this, premature death must visit the human race. The vices of mankind are active contributors to depopulation. They come before the great army of destruction and often complete the dreadful work. But if human vices fail in this war of extermination, epidemics, pestilence, and plague advance in terrific array, and sweep off their thousands and tens of thousands. Should success be still incomplete, gigantic inevitable famine stalks in the rear, and with one mighty blow levels the population.”  – Thomas Robert Malthus, Essay on the Principle of Population (1798).

F. “The cause of poverty in Ireland lies in the existing social conditions. The land is divided into small units for rental. This causes sharp competition between tenant farmers. It prevents farmers from investing in improving their farms.” – Friedrich Engels, The Condition of the Working Class in England (1845).

United States Foreign Policy History and Resource Guide

The Vietnam Memorial Wall and Women’s Memorial statue in Washington DC.

This website is designed with three purposes in mind. One is to provide a coherent overview of United States foreign policies, covering the nation’s wars, military interventions, and major doctrines over the course of some 250 years. While written for the general public and undergraduate students, it can be adapted for use in high schools. Each entry draws on the work of experts in the area of study, summarizing major developments, analyzing causes and contexts, and providing links to additional information and resources. 

The second purpose is to examine great debates over U.S. foreign policies and wars, focusing especially on leaders and movements advocating peace and diplomacy. Controversy has been the hallmark of U.S. foreign policy from the War for Independence to the wars in Afghanistan and Iraq in the 21st century.

The third purpose is to evaluate U.S. foreign policies and wars from a principled perspective, one that reflects “just war” and international humanitarian norms today. This is a history about the United States’ role in the world, but it does not define “success” and “progress” in terms of the advancement of national power and interests, even the winning of wars.

The website was launched in October 2015 by Roger Peace.  The Historians for Peace and Democracy became a sponsor the following month, and the Peace History Society, in June 2016. Contributors include Brian D’Haeseleer, Assistant Professor of U.S. History at Lyon College; Charles Howlett, Professor of Education Emeritus at Molloy College; Jeremy Kuzmarov, managing editor for CovertAction Magazine; John Marciano, Professor Emeritus at the State University of New York at Cortland; Anne Meisenzahl, a adult education teacher;  Roger Peace, author of A Call to Conscience: The Anti-Contra War Campaign; Elizabeth Schmidt, Professor Emeritus of history at Loyola University Maryland; and Virginia Williams, director of the Peace, Justice, & Conflict Resolution Studies program at Winthrop University. 

The website has a Chronology of U.S. Foreign Policy, 1775-2021 with links to pages with documents from the War of 1812 through the 21st century “War on Terror.”

There is no shortage of books, articles, and websites addressing the history of United States foreign policy. There is nevertheless, within the United States, a dearth of understanding and often knowledge about the subject. This is due in part to popular nationalistic history, which tends to obscure, overwrite, and sometimes whitewash actual history. 

The central assumption of this celebratory national history is that America “has been a unique and unrivaled force for good in the world,” as the historian Christian Appy described it. This assumption underpins the more muscular belief that the more power the U.S. acquires and wields in the world, the better. In other words, the U.S. should rightfully be the dominant military power in the world, given its benefic intentions and noble ideals. This flattering self-image is often buttressed by depictions of America’s opponents as moral pariahs – aggressors, oppressors, “enemies of freedom.” 

Celebratory national history is deeply rooted in American culture. As may be seen in the second sentence of the war memorial below, American armed forces are typically portrayed as fighting “the forces of tyranny” and upholding the principles of liberty, dignity, and democracy.

America’s opposition to “tyranny” has a long ideological pedigree. In the Declaration of Independence of 1776, Patriot rebels denounced the King of Great Britain for “repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States.” In fact, the British objective was to raise revenue from the colonies and curtail their smuggling. However oppressive particular acts, the British government was nonetheless the most democratic in Europe, with an elected House of Commons and established rights for Englishmen that had evolved over a 600-year period. The new American government continued to build on this democratic tradition, as did the British themselves. The idea that America represented “freedom” as opposed to “tyranny” nonetheless became an ideological fixture in the new nation, invoking a virtuous and noble national identity.

In its second 100 years of existence, the United States became a world power, joining the ranks of Old World empires such as Great Britain. As the U.S. prepared to militarily intervene in Cuba and the Philippines in 1898, President William McKinley declared, “We intervene not for conquest. We intervene for humanity’s sake” and to “earn the praises of every lover of freedom the world over.” Most lovers of freedom, however, denounced subsequent U.S. actions. The U.S. turned Cuba into an American “protectorate,” and the Philippines into an American colony. Rather than fighting to uphold freedom, the U.S. fought to suppress Filipino independence – at a cost of some 200,000 Filipino and 4,300 American lives.

A half-century later, at the outset of the Cold War, President Harry Truman asserted that the United States must “support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures.” Truman highlighted the tyranny of the Soviet Union and its alleged threat to Greece and Turkey, but he utterly ignored the more widespread tyranny of European domination over most of Asia and Africa. In the case of Vietnam, the U.S. opted to side with the oppressor, aiding French efforts to re-conquer the country. Truman’s fateful decision in 1950 led to direct U.S. involvement in Vietnam fifteen years later.

In 1961, President John F. Kennedy famously proclaimed that the United States would “pay any price, bear any burden . . . to assure the survival and the success of liberty.” These appealing words reminded Americans of their mythic moral identity, but they hardly guided U.S. foreign policy. During the long Cold War (1946-91), the U.S. provided military and economic aid to a host of dictatorial and repressive regimes, including those in Cuba (before Fidel Castro assumed power), Nicaragua, Haiti, Guatemala, El Salvador, Argentina, Ecuador, Chile, Brazil, Zaire, Somalia, South Africa, Turkey, Greece, Iran, Pakistan, Indonesia, South Korea, South Vietnam, and the Philippines. The U.S. also employed covert action to help overthrow democratically elected governments in Iran, Guatemala, and Chile. Despite propping up authoritarian governments and undermining democratic ones, U.S. leaders described their allies as the “free world.”

In the 21st century, the rhetoric of fighting tyranny and upholding freedom has been grafted onto the “War on Terror,” declared by President George W. Bush in the wake of terrorist attacks in the U.S. on September 11, 2001. The attacks were carried out by individuals from Saudi Arabia and other friendly Arab states, but Bush directed public fears and anger toward wars against Afghanistan and Iraq. Unable to find weapons of mass destruction or ties to al Qaeda in Iraq, Bush reverted to the standard American rationale – promoting freedom. “As long as the Middle East remains a place where freedom does not flourish,” he declared on November 7, 2003, “it will remain a place of stagnation, resentment and violence ready for export.” 

Today, the U.S. is the world’s sole “superpower,” with the largest military budget, the most sophisticated weaponry, a network of over 700 military bases worldwide, and the capability to militarily intervene in other nations at will. The latter includes the frequent use of armed drones to assassinate suspected terrorists in countries with which the U.S. is not at war. Americans on the whole do not regard this overwhelming military power as a threat to other nations or global stability. British historian Nial Ferguson has commented that the “United States is an empire in every sense but one, and that one sense is that it doesn’t recognize itself as such.” The diplomatic historian William Appleman Williams described this dominant American worldview as “imperial self-deception.”