In the summer of 1955, Eisenhower attempted to make yet another large step towards peace with the Soviet Union. At a summit, Eisenhower proposed his famed “Open Skies,” the plan that would allow mutual reconnaissance between all nuclear powers (Tal, 2001). Essentially, all the countries would disclose the location of every military and nuclear facility, and allow the other countries to fly surveillance planes above these facilities. This would allow the countries to verify that there is no plan or attempt at a surprise attack or preemptive strike. The Soviet Union unequivocally rejected the plan. While many Americans probably viewed this as an attempt to garner peace with the Russians, the Russians most likely saw it as an attempt to spy. However,
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Eisenhower refused to force states to desegregate unless a Governor requested it, fearing that he would overstep the states’ right to oversee education. However, he changed his stance when Arkansas Governor Orval Faubus used the National Guard to uphold segregation of Little Rock Central High School. Eisenhower, keeping with his peaceful and professional stance, met with the Governor and calmly asked him to desegregate the school. When he did not, Eisenhower ordered that federal troops enforce the Supreme Court’s decision (Stern, 1993). He also publicly mentioned his reluctance to use the troops, because that set a dangerous precedent and damaged relations with states. However, Eisenhower saw the troops as necessary and carried out his plan. Eisenhower’s actions during this crisis showed two things: he is willing to reverse his decision where it is his sworn duty and his willingness to sacrifice the south’s public opinion in favor of human rights. Eisenhower did not stop there with civil rights; soon after the Little Rock crisis, Eisenhower introduced the Civil Rights Act of 1957. The act, the first of its kind since Reconstruction, would further protect voting rights. It created the Civil Rights Commission, inundating it with the powers to investigate voting rights infractions and to prevent future laws from discriminating (“Civil Rights: Legislation: The Civil Rights Act of 1957,” 1958). This was an immense progression in civil rights, and Eisenhower showed the country his character and morality with
Eisenhower refused to force states to desegregate unless a Governor requested it, fearing that he would overstep the states’ right to oversee education. However, he changed his stance when Arkansas Governor Orval Faubus used the National Guard to uphold segregation of Little Rock Central High School. Eisenhower, keeping with his peaceful and professional stance, met with the Governor and calmly asked him to desegregate the school. When he did not, Eisenhower ordered that federal troops enforce the Supreme Court’s decision (Stern, 1993). He also publicly mentioned his reluctance to use the troops, because that set a dangerous precedent and damaged relations with states. However, Eisenhower saw the troops as necessary and carried out his plan. Eisenhower’s actions during this crisis showed two things: he is willing to reverse his decision where it is his sworn duty and his willingness to sacrifice the south’s public opinion in favor of human rights. Eisenhower did not stop there with civil rights; soon after the Little Rock crisis, Eisenhower introduced the Civil Rights Act of 1957. The act, the first of its kind since Reconstruction, would further protect voting rights. It created the Civil Rights Commission, inundating it with the powers to investigate voting rights infractions and to prevent future laws from discriminating (“Civil Rights: Legislation: The Civil Rights Act of 1957,” 1958). This was an immense progression in civil rights, and Eisenhower showed the country his character and morality with