Cuban missel crisis

Essay Instructions:

need by December 8 at 8 pm Central Standard time please and thank you. Cuban Missile Crisis Essay audience: Someone who hasn’t read the articles you use (so you’ll have to give some context for ideas to make sense) Essay length: 4 full typed, double-spaced pages using Times New Roman 12-point font (not counting your Works Cited page) Your completed essay should contain the following parts. (I highly recommend creating your body paragraphs first and then creating your introduction, conclusion, and title) • Title • Compose an interesting phrase. • Avoid generic or too general titles, such as “Civilian Conservation Corps in Texas.” • Introduction paragraph (no longer than 10 lines) • Begin with an attention-getting “hook” (not a question). • Introduce your subject and explain why you found it interesting. • Body paragraph 1: Answer these questions: What information that you learned from the works I provided do you find most interesting, and why? Pick no more than 3 ideas to discuss, and get specific about each of your points. Example of being specific: If you find it inspiring/interesting that Juanita Craft was key to integrating the State Fair of Texas, don’t just stop at that general point. Instead, explore what must have make it hard for her to accomplish that goal (keep in mind that not all obstacles are external). Include up to 3 short quotes or paraphrases from any of the works I provided. • Body paragraph 2: Explain what you’d like to know more about your subject (or a related topic/issue), and why. No research is needed in this paragraph. Example of how I might research a topic/issue related to my chosen subject: After I researched the Cuban Missile Crisis, I wanted to know how the Cuban Missile Crisis affected U.S. and Soviet relations. I might also search “Cuban Missile Crisis Putin” (again, no quotation marks) because he’s the current leader of Russia. • Body paragraph 3: Introduce an article you’ve found, mention 1-3 (no more) ideas from it, and explain why you find them interesting and/or important. Include 1-3 short quotes or paraphrase in this paragraph. Please note: Your article or blog post must be something I can access myself, so an Internet or Dallas College database source. I have to be able to check your articles.  Body paragraph 4: Introduce an article you found, mention 1-3 (no more) ideas from it, and explain why you find them interesting and/or important. Include 1-3 short quotes or paraphrase in this paragraph. Please note: Your article or blog post must be something I can access myself, so an Internet or Dallas College database source. I have to be able to check your articles.  Conclusion: Explain why you feel it’s important that people today know about this subject, how knowing about the subject will impact you (this doesn’t have to be dramatic) and any related issues you’d like to mention. • Reminders:  Get specific in every paragraph. See example above under Body Paragraph 1.  Avoid making obvious or circular points. Example of an obvious/circular statement: It’s interesting the Civilian Conservation Corp helped young men build community projects because they created works for many people. This statement is basically saying, “It’s interesting these people did a thing because they did the thing.” • Format your essay and document source material (research) using MLA style: • Include in-text citations and a Works Cited page and follow all other rules to avoid plagiarism (for instance, put exact words in quotation marks). It’s your responsibility to make sure you avoid plagiarizing. Important reminders • I highly recommend printing out this instruction sheet and using it as a checklist. If you don’t have a printer, you can print it out at a campus or Dallas library. I print out all detailed instructions from my supervisors. • You must follow the instructions above to earn any credit for this essay. I can’t give partial credit for an essay that doesn’t generally follow the instructions. • Assignments that contain evidence of plagiarism or collusion or, again, that don’t generally follow the assignment will earn a “0” without the possibility of rewriting. • You may use “I” in this assignment. • I want you to do well, so follow my time management strategies from earlier in the semester. They work.

Essay Sample Content Preview:

Student Tutor Course Date The Thirteen Days: Cuban Missile Crisis The October 1962 13-day Cuban missile crisis is an underrated event considering how it marked some of the decisions that changed the diplomatic and socio-political trajectory of the world. The significance of this crisis is marked by the fact that it almost indulged the world into another nuclear war on a global scale merely two decades after the Second World War. The crisis occurred at the height of the Cold War when the US and the Soviet Union struck a standoff over the Soviet’s move to install missiles in Cuba. An introduction of offensive weapons into Cuba by the Soviet Union could have catastrophic impacts on the US. As such, it was inevitable for the US to react, through the inputs of President Kennedy, to stall any threatening collaborations between the Soviet Union and Cuba. This topic is interesting considering some of the unique attributes that it attracted. Office of the Historian reports the crisis as interesting because it was the closest that the US and the Soviet Union had reached toward starting another world war. This topic is also noteworthy because it featured calculations and miscalculations as well as communications and miscommunications between the two parties. Moreover, this crisis was unique because it was devoid of the bureaucracies as the White House and the Kremlin engaged directly in the entirety of its course. An analysis of the Cuban missile crisis is warranted bearing the lessons that it features from the leadership point of view, the insights from various perspectives of the crisis, and the unanswered questions that it keeps attracting. Three lessons stand out in the exploration of the Cuban missile crisis. First among such lessons is the value of restraint in leadership, especially during a crisis. Upon learning about the intentions of the Soviet Union in Cuba, President Kennedy had a range of options to explore as a reaction. Prominent among the decision options was to implement an immediate military strike on Russia and Cuba. Such a move could lead to a fully-fledged war. Instead of taking that option, the president chose to implement a naval blockade, a strategic move that would stop Soviet ships from entering Cuba. In making the decision, the Office of the Historian quotes Kennedy as having said “We’re not going to war over this unless it’s necessary.” Restraint was a significant attribute in Kennedy’s decision-making because any other course of action could have led to disastrous outcomes. The second lesson learned from this crisis was the value of direct communication in resolving issues. Throughout the 13 days of the crisis, both the White House and the Kremlin opened direct channels for engagement thereby bypassing the bureaucratic channels. Direct communication in this crisis was significant for various reasons. Firstly, it allowed President Kennedy and Soviet Premier Nikita Khrushchev to engage directly on the nature of this crisis and how it would be resolved. Also, this direct engagement eliminated bureaucracy, which is characterized by extensive delays even in crises. Finally, the direct engagements tamed anxiety from members of the public who were unaware of the backchannel negotiations. Through the direct engagements, the two parties compromised their positions with the US removing its Jupiter missiles from Turkey. Finally, the crisis outlined the value of public opinion in political and diplomatic decisions. The American public did not support the chances of a nuclear war. Such opinions put immense pressure on leaders to resolve the crisis without resorting to catastrophic measures like a declaration of a nuclear war. The Cuban missile crisis still raises more questions even though the events of the 13 days are documented extensively in various historical accounts. One question that I keep asking about this crisis is the public opinion of the Soviet people. That is, what role did the public opinion of the Soviets play in fueling or curtailing the Cuban missil...

Updated on March 6, 2025

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