Volume 9:2

With few exceptions, historians and the general public alike have paid scant attention to the impact of U.S. foreign policy on domestic life in the United States. Instead, our narratives focus more often on military exploits and diplomatic maneuvers. However, the tragic events of September 11, 2001, could change that approach to telling the national tale, as Americans have been painfully awakened to the unquestionable link between domestic and foreign policy. We have come to recognize, perhaps more so than ever before, that our role in world affairs affects not only soldiers and spies but also everyday Americans as they make their way through the daily affairs of their lives. This realization appears most poignant in the time period historians have labeled "America's Half Century," the years from World War II to the present when the United States strengthened its position as the world's preeminent force.

The historians and curriculum authors in this issue of Illinois History Teacher examine ways in which selected United States' actions on the world stage in the last half of the twentieth century affected the lives of Illinois citizens. The first section treats World War II as a "time for heroes," as Chicagoans reacted to the shock of war and rapidly adjusted their lives to meet the demands of the transformed wartime economy. Chicago's geographic location as a transportation crossroads introduced significant challenges to its citizenry, and the extended length of the war tested Chicagoans' sustained support of American actions abroad. Nevertheless, the city's residents rose to the occasion and through the "unique civic experience" of World War II contributed to lasting legacies that could be seen in the immediate postwar period of the Cold War.

The second section deals directly with the Cold War, as it moves readers from the "good war" of 1941-1945 to the controversial experience of Vietnam. Through oral histories, students are treated to tales of Illinois' Vietnam veterans, not only during their times in battle but, perhaps more significantly, during their return home. The authors address a variety of veteran experiences, from a Medal of Honor winner disappointed with his stateside reception, to a converted Vietnam Veterans Against the War protestor, and, finally, to the family of a POW/MIA discouraged with what they perceived as the U.S. government's reluctance to candidly address his disappearance during the war. Students are encouraged to contrast the views of hawks and doves, to appreciate the Vietnamese culture as different from their own, and to expand their understanding of this "clearly unsettled event" by designing and carrying out their own oral history projects.

The third section explores the reactions of Chicago Catholics to the events of the early Cold War, focusing in particular on the belief that the spread of communism contributed to an encroaching modernism threatening the American way of life. Samuel Cardinal Stritch, the head of the Chicago Archdiocese, plays the lead role in this narrative, as he orchestrated subtle yet effective demonstrations against Soviet policies. Catholic newspapers and organizations took active roles in speaking out against communism in general and against its perceived contributions to the disintegrating family, the confusion of gender roles, and the besieging of American masculinity. Students are encouraged to consider the Catholic perspective not only as a piece of Cold War history but also as representative of other religious and cultural "crusades" throughout time.

The final section of this issue of Illinois History Teacher brings us to the present day by analyzing the participation of Illinois students in the current movement against corporate globalization. The authors describe the experiences of students from Illinois universities at recent protests directed against the World Trade Organization, the International Monetary Fund, and the World Bank, placing their participation in the context of the American tradition of street politics and linking their efforts as well to the protest movements of the 1960s. They also present the perspectives of other Illinois students critical of what they saw as the wrong-headed "protest of the week" mentality of the demonstrators and their supposed failure to address more pressing and immediate issues of local concern. The authors conclude that the protests reveal the significance of "redistribution of power" as a key issue in today's debate over the growth of corporate culture.

I would like to thank Keith Sculle for giving me the opportunity to edit this issue of Illinois History Teacher, and I especially want to thank the authors who contributed to this examination of "Illinois in America's Half Century." The historical narratives and curriculum materials woven throughout the four pieces will provide students and teachers alike with thought-provoking perspectives on the effect of U.S. foreigr policies on our day-to-day lives and will, in addition, help direct our attention more pointedly to the value of seeing American actions on the world stage through the lens of the domestic audience.

Sincerely,
Bruce E. Field
Guest Editor, Illinois History Teacher