Summary of The Soviet Arms Buildup in Cuba †Humanities Essay

Summary of The Soviet Arms Buildup in Cuba – Humanities Essay Free Online Research Papers Summary of â€Å"The Soviet Arms Buildup in Cuba† Humanities Essay The statement originally read by John F Kennedy, delivered from the president’s office begins with Kennedy addressing his fellow citizens in an informative, yet personal tone. Foremost, he explains that the United States has â€Å"maintained the closest surveillance of the Soviet military buildup on the island of Cuba†. Kennedy is absolutely positive, and assures his listeners that they have hard evidence of active missile sites established in Cuba. The missile sites are of two kinds of set ups. The first are medium range ballistic missiles, capable of striking the United States, among other nations. The second type of set up are intermediate range ballistic missiles. They can travel twice as far are a much greater threat. Kennedy then makes the statement that Russia is using Cuba as an important â€Å"strategic base†. â€Å"..and clearly offensive weapons of sudden mass destruction-constitutes an explicit threat to the peace and security of all Americas..†. Kennedy now tries establishing a personal connection with his listeners, feeding them information in such a way so that they are more inclined to agree with his decisions. The missile installations also defy the Rio Pact of 1947, something that Kennedy uses in his address to make the Soviet Union seem all the more menacing. He explains that in order to establish these missile installations Russia had to have been planning them for several months. Just a month before the Soviet government made a statement that defies their proven actions, leading the United States government to feel strong concern as the Soviet threat. â€Å"Neither the United States of American nor the world community of nations can tolerate deliberate deception and offensive threats on part of any nation, large or small†. Kennedy acknowledges the fact that the US and Russia have been developing advanced weapons for years now, but the US has never deceived any nation as to the status and location of the weapons. He later refers to the missiles in Cuba as communist missiles, adding edge to the feeling of threat already established. Kennedy then explains that if any aggressive conduct in part of a nation goes unchallenged in any fashion that it can only lead to war. â€Å"Our unswerving objective, therefore, must be to prevent the use of these missiles against this or any other country, and to secure their withdrawal or elimination from the Western Hemisphere†. This leads into Kennedy’s plans of action. He has created seven initial steps to be taken on part of the United States. The first, to halt offensive buildup by issuing a quarantine of shipment of military equipment to Cuba. The second, continue to issue tight surveillance of military activity in Cuba. Third, declare policy that any missile fired from Cuba is to be assumed a direct attack upon the United States or any other nation in part of the Soviet Union. Fourth, reinforce the United States Guantanamo base. Fifth, call for an immediate meeting of the Organization of American States. Sixth, Call for an immediate meeting of the Security counsil as a response to the threat of world peace. Seventh and final, Kennedy calls upon Chairman Khrushchev to halt and eliminate the threat to world peace by withdrawing the weapons from Cuba. Kennedy reinforces the idea that the United States does not wish for war, that it will do all in its power to maintain world peace. Kennedy then turns and addresses the Cuban captives, acknowledging their desire to live free in a land free from oppression and threat of war. His sympathies lie with them. He ends the address with one final reassuring statement that the goal of the United States in its future actions is to ensure the peace and security of its citizens. Research Papers on Summary of â€Å"The Soviet Arms Buildup in Cuba† - Humanities EssayThe Effects of Illegal ImmigrationAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaHonest Iagos Truth through DeceptionPETSTEL analysis of IndiaNever Been Kicked Out of a Place This Nice19 Century Society: A Deeply Divided EraAnalysis of Ebay Expanding into AsiaCapital Punishment

Predictions to Support Reading Comprehension

Predictions to Support Reading Comprehension As a teacher, you know how important it is for students with dyslexia to make predictions while reading. You know it helps aid in reading comprehension; helping students both understand and retain the information they have read. The following tips can help teachers reinforce this essential skill. Supply students with a predictions worksheet while reading. You can create a simple worksheet by dividing a piece of paper in half, long ways, and writing Prediction on the left hand half and Evidence on the right hand half. As students read, they stop from time to time and write a prediction on what they think will happen next and write a few key words or phrases to back up why they made this prediction. Have students review the front and back of a book, the table of contents, the chapter names, subheadings and diagrams in a book prior to reading. This helps them gain an understanding of the material before reading and think about what the book may be about. Ask students to list as many possible outcomes of a story as they can think of. You might make this a class activity by reading a portion of a story and asking the class to think about different ways the story might turn out. List all the ideas on the board and review again after reading the rest of the story. Have students go on a treasure hunt in a story. Using a highlighter or having students write clues on a separate paper, go through the story slowly, thinking about the clues the author gives about how the story will end. Remind students to always look for the basics of a story: Who, What, Where, When, Why and How. This information will help them separate the important and nonessential information in the story so they can guess what will happen next. For younger children, go through the book, looking at and discussing the pictures before reading. Ask the student what he thinks is happening in the story. Then read the story to see how well he guessed. For non-fiction reading, help students identify the main topic sentence. Once students can quickly identify the main idea, they can make predictions about how the rest of the paragraph or section will provide information to back up this sentence. Predictions are closely related to inferences. To accurately make predictions students must understand not only what the author said, but what the author is implying. Help students understand how to make inferences while they are reading. Read a story, stopping before you reach the ending. Have each student writ e their own ending to the story. Explain there is no right or wrong answers, that each student brings their own perspective to the story and wants it to end in their own way. Read the endings aloud so students can see the different possibilities. You can also have students vote on which ending they think will most closely match the authors ending. Then read the rest of the story. Make predictions in steps. Have students look at the title and the front cover and make a prediction. Have them read the back cover or the first few paragraphs of the story and review and revise their prediction. Have them read more of the story, maybe a few more paragraphs or maybe the rest of the chapter (based on the age and the length of the story), and review and revise their prediction. Continue doing this until you have reached the end of the story. Make predictions about more than story endings. Use a students previous knowledge about a subject to predict what concepts are discussed in a chapter. Use vocabulary to discern what non-fiction text will be about. Use knowledge of an authors other works to predict writing style, plot or the structure of a book. Use the type of text, for example a textbook, to predict how information is presented. Share your predictions with the class. Students model teachers behaviors so if they see you making predictions and guessing about the en ding to a story, they will be more apt to employ this skill as well. Offer three possible endings to a story. Have the class vote on which ending they think matches the authors. Allow for plenty of practice. As with any skill, it improves with practice. Stop often in reading to ask the class for predictions, use worksheets and model predictions skills. The more students see and use predictions skills, the better they will be at making predictions. Â   References: Helping Students Develop Strong Content Area Reading Skills, 201, Joelle Brummitt-Yale, K12Readers.com Tips for Teaching: Comprehension Strategies, Date Unknown, Staff Writer, LearningPage.com