Michelle Hess
Wake Forest University

The Cuban Missile Crisis

     For fourteen days in October of 1962, the United States hovered on the brink of nuclear war with the Soviet Union. President John F. Kennedy was able to avoid war, but the event still interests many historians today. Information about the crisis is available on the World Wide Web . . .

     . . . The first web site was the National Security Archive, a non-governmental research library located at George Washington University. Immediately the web site gains credibility by being linked to a well-known institution. A novice browser will probably recognize the name of the university or the library and thus be able to accept the information on the site. The authors also acknowledge the Freedom of Information Act, which allows them access to the information presented. The web site provides an introduction to the Cuban Missile Crisis by describing the history of the crisis. After this somewhat lengthy introduction the authors cite books used in the compilation of this information thus reiterating their credibility. The next aspect of the site is a detailed chronology of the events that takes the crisis from 1959 until developments in the 1990s. Throughout the chronology, the authors provide links to explain major players during the crisis as well as technical military terms that might require some clarification. At the end of the chronology, the reader can find additional text sources on the Cuban Missile Crisis that reaffirm the amount of research done to prepare this site. In addition to the links, the web site is equipped with a thorough glossary for additional understanding of the material. For visual understanding of the crisis, the web site is equipped with numerous photographs of the leaders and locations. The authors also provide transcripts and audio excerpts of important conversations and negotiations surrounding the crisis.

     The creators of the web site did interpret some of the information presented by making it relevant to the present and by drawing conclusions about some of the developments. There was some commentary included in the web site, especially within the introduction. The purpose of the site is connected to those who it. The National Security Archive strives to make information about governmental activity known to the people, and the organization achieves this purpose in relation to the Cuban Missile Crisis. The information on the site is clearly presented in a chronological fashion, and this method of organization is extremely effective in conveying the crisis.

     The National Security Archive effectively used the resources of the Internet by including audio clips, photographs and links to describe information. However, the introduction was merely text that could have been designed more effectively. The page itself was not outstanding in the technical sense: the font was small, very few graphics and little imagination in terms of artistic presentation. These faults can be excused when considering the ease with which one can examine the page and the amount of information contained on the site.

     The author would confine the use of this web site to those who were researching the Cuban Missile Crisis for academic purposes. It would appeal to college level students and beyond who were interested in the crisis. The site setup, with it's somewhat verbose descriptions, would not be suited to most high school students.

     The second web site captures the viewer's attention by its exciting visual presentation. Navigating through the site's extensive selection of links, audio clips and actual reproductions of reconnaissance pictures from 1962 shows the talent of the creators. A surprise awaits the browser when he or she locates the authors' page. A group of high school students had compiled the information on the site in order to win a contest sponsored by ThinkQuest, an organization that judges home pages or web sites created by students age 12-19 years old. The authors are now in the first year of college. Although the students do not claim to be experts on the crisis, they appear to have extensively researched the topic. They provide a list of sources, both primary and secondary, that verify the information presented.

     The organization of the site is unique. The information is divided into different rooms such as the Crisis Center, that summarizes causes and events of the crisis, and the Situation Room that details the correspondence between President Kennedy and Premier Khruschev as well as other pertinent documents. The Debriefing Room challenges the browser with a quiz as well as provides an opportunity for feedback. The links included provide biographies of those involved, relevant historical information and audio clips of speeches and negotiations. Included in the site is a full transcript of President Kennedy’s speech to the nation when he informs his fellow citizens of the threat the country is facing. There is minimal interpretation of the information presented and this is probably due to the fact that high school students created the site. The language is clear and easy to follow. The descriptions of the events however are not oversimplified. The complexities of the event are addressed but in a manner that is easy to understand.

     The site takes advantage of the possibilities of the World Wide Web. It is full of graphics, and the creators appear to have recognized the importance of artistic presentation. The authors also set up the links in such a way that it is easy to navigate through them. On each page, there is a sidebar with the areas listed to remind the browser where one has been and where one has yet to go.

     This site is ideal for the grade school or high school student. Its exciting graphics would keep the attention of younger students, and the information is presented clearly for the young browser. This web site is an excellent example of the use of technology for educational purposes. Using this medium to educate students, especially younger students, on historical events will change education forever. But this change will be positive because students will no longer see history as boring or dull when they experience important events in history through sound clips and other technological advances that bring the student to the forefront of the action. Placing history at the forefront of new technology will benefit the student and educator alike.