U.S. Response to Decolonoization (College Board AP® US History)

Study Guide

Kristin Marciniak

Written by: Kristin Marciniak

Reviewed by: Bridgette Barrett

Updated on

Timeline:

1954 – CIA helps overthrow Guatemalan government

1957 – Eisenhower Doctrine

April 1961 – Bay of Pigs invasion

October 1962 – Cuban Missile Crisis

1960 – U.S intervenes in Congo’s civil war

1964 – U.S. supports military coup in Brazil

Summary

Dozens of colonial empires collapsed in the years following World War II. This almost always left a vacuum of power that the United States and the USSR were eager to fill with either democratic capitalism or authoritarian communism. The United States involved itself in regime changes in Latin America, Africa, and the Middle East to promote democracy and, often, its own economic interests.

At home, politicians and citizens debated the pros and cons of the growing nuclear arms race with the USSR, while President Dwight Eisenhower cautioned against policymaking via the military‒industrial complex.

Latin America

  • The United States had a vested interest in keeping communism out of Latin America because it was so close to home

    • This often led to the U.S. supporting corrupt and/or dangerous dictators

    • In 1954, the CIA helped overthrow Guatemala’s socialist-leaning government that threatened U.S. business interests

    • In April 1961, U.S. President John F. Kennedy authorized the invasion of communist Cuba by CIA-trained Cuban exiles

      • The Bay of Pigs invasion was a failure

      • Castro had the Soviets build underground missile launchers aimed toward the United States

      • This resulted in the Cuban Missile Crisis

    • President Lyndon Johnson was more concerned about whether nations were against communism than whether they were committed to democracy

      • In 1964, the U.S. supported a military coup against communist leadership in Brazil

    • In 1965, Johnson sent troops into the Dominican Republic to prevent a communist overthrow of the government

Africa and the Middle East

  • Thirty-seven new nations emerged from formerly colonized lands in Africa and the Middle East between 1947and 1960

  • These new countries lacked political and economic stability

    • The United States referred to these as “Third World” countries

  • As in Latin America, the United States and the USSR tried to persuade these new countries to adopt democracy or communism

    • The United States promoted democracy through foreign aid

      • Until 1952, most foreign aid went to Europe. By 1960, 90% of foreign aid was sent to Third World nations

The Einsenhower Doctrine

  • In 1957, President Dwight Eisenhower pledged that the United States would provide economic and military support to any Middle Eastern country threatened by communism

    • This later became known as the Eisenhower Doctrine

    • Eisenhower made this proclamation in response to the USSR’s growing influence in Egypt and Syria

  • Some countries, such as India and Egypt, refused to choose democracy or communism (even if they accepted foreign aid)

    • They followed a nonalignment policy

Reaction to U.S. intervention

  • In 1960, the United States helped the United Nations stop a civil war in the Congo, where it was feared that communists were about to take control of the government

  • U.S. intervention caused resentment among many African nationalists

    • They saw U.S. involvement as another example of white colonialism

    • For many years, anti-communist groups in Africa were segregationists

    • The United States cut its ties with these groups after Richard Nixon’s presidency

Examiner Tips and Tricks

Some people confuse socialism and communism. The two political and economic systems share similarities, but they also have quite a few differences. The major differences can be summarized in this brief statement: Socialism Shares, Communism Controls.

This statement refers to how much influence governments and/or communities have over local businesses. In socialist societies, the government owns and manages major industries like healthcare, energy, and transportation that all benefit the public good. Individuals can own their own property and private, capitalistic businesses. Economic power in these types of communities is shared.

That’s not the case in communist societies. Under communism, the government controls all property and economic activity, from education and transportation down to bakeries and the production of clothing.

Worked Example

In which scenario would the United States have been the most likely to offer monetary and military aid to a foreign government during the 1950s and 1960s?

A. The nation, which was well-established, was under threat of a military coup by an authoritarian, communist regime

B. The nation, which was recently formed and had a democratic government, and suffered a devastating natural disaster

C. The nation, which was well-established, suffered a humanitarian health crisis due to the policies of its current, Soviet-aligned dictator

D. The nation, which was recently formed and had a weak democratic government, was locked in a civil war with Soviet-backed opponents

Answer:

D) The nation, which was recently formed and had a weak democratic government, was locked in a civil war with Soviet-backed opponents. During the 1950s and 1960s, the United States sent financial and military aid to Third World countries under the threat of communism. A politically and economically unstable new nation would be considered a Third World country, and Soviet-backed opponents would be considered a major communist threat.

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Kristin Marciniak

Author: Kristin Marciniak

Expertise: History Content Creator

Kristin is a freelance writer and editor with 15 years of experience in educational publishing, specializing in grades 2–12 English Language Arts and Social Studies. She has authored 21 school library books, including LGBTQ Discrimination in America and The Revolutionary War: Why They Fought, and created over 40 study guides for literature and historical documents. Kristin also writes and edits textbooks, teacher’s editions, and test questions. A graduate of the University of Missouri-Columbia with a degree in journalism, she enjoys teaching creative writing and hosting book clubs for tweens and teens.

Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.