Category: US History

Strategies & Tactics for Social Change

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In the past year, millions in the United States have protested Washington’s attacks on democratic rights, ICE terror, and imperialist war. Among them are many young people, alongside others who have never before taken to the streets. These activists are testing strategies and tactics and debating how to push back Trump’s march toward one-man rule. Many of the questions they face have been posed before, perhaps most notably during the anti-Vietnam war movement in the United States in the 1960s and early ’70s. As a contribution to the discussion of strategy and tactics in today’s struggles, World-Outlook is publishing the 1971 column “Some Comments on the Mayday Actions” by Fred Halstead, a central leader of the anti-Vietnam war movement in the United States.

Minnesota Immigrant Rights Activists Honor, Learn from Civil Rights Movement

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On March 8, 2026, Minnesotans active in the fight against the Immigration and Customs Enforcement (ICE) siege in their state traveled to Selma, Alabama, to join a commemoration of the day in 1965 known as “Bloody Sunday.” On March 7, 1965, police — some on horseback and armed with Billy clubs and tear gas — attached civil rights demonstrators on the Edmund Pettus Bridge as they attempted a 50-mile march to the state capital of Montgomery. The decision by the Minnesota Immigrant Defense Network (IDN) to take 100 immigrant rights leaders from the upper Midwest to Selma is a sign of the connections being made as a result of the fight against the ICE “Operation Metro Surge” in Minneapolis and throughout Minnesota since the beginning of this year. Those who mobilized for over three months to defend immigrant communities are looking for lessons of the past that can help strengthen their struggle. They are making connections with others involved in the struggle for social justice — today’s activists and veterans of past resistance. 

The Fight Against Fascism and the Right to Free Speech

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The mass resistance to the Trump administration’s attempt to terrorize immigrants and other working people in Minnesota highlighted issues of strategy and tactics in the struggle to defend democratic rights and put the brakes on Trump’s march toward one-man rule. In the spirit of drawing on the lessons from working-class history to facilitate making disciplined and thoughtful decisions in today’s struggles, World-Outlook published the three-part series Strategy & Tactics in Fighting Racist, Fascist Attacks. As a follow-up, we publish the materials below from the Education for Socialists publication The Fight Against Fascism in the USA.

Strategy & Tactics in Fighting Racist, Fascist Attacks (III)

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This is the third of three parts with excerpts from a May 6, 1975, discussion among socialists led by Farrell Dobbs on strategy and tactics in the struggle against fascism. The lessons from this chapter of working-class history are relevant to similar issues that emerged in the mass resistance to ICE terror in Minneapolis over the last two months (December 2025 – January 2026).

Strategy & Tactics in Fighting Racist, Fascist Attacks (II)

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This is the second of three parts with excerpts from a May 6, 1975, discussion among socialists led by Farrell Dobbs on strategy and tactics in the struggle against fascism. The lessons from this chapter of working-class history are relevant to similar issues that emerged in the mass resistance to ICE terror in Minneapolis over the last two months (December 2025 – January 2026).

An Antiwar GI’s Story: An Interview with Howard Petrick

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“We would go into the barracks — big bays with 50 people in a bay — and we’d stand up on a footlocker and start talking about the war. We would try to get someone who was for the war to debate with us. We found that was the easiest way to bring up all the discrepancies of why we were fighting in Vietnam. There weren’t a lot of guys who would get up and speak for the war. But when there were, we wouldn’t try to destroy them; we would just try to reason. Having this open debate was how we could get many people to listen. It worked really well.”

Celebrating 100 Years since Birth of Malcolm X

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Today, May 19, is the centenary of the birth of African American leader Malcolm X. To celebrate his life and legacy, we publish below excerpts from one of his most famous speeches, “The Ballot or the Bullet.” Malcolm X emerged as the outstanding leader of the popular struggle for Black liberation in the United States. The post-World War II rise of that struggle was one of the most important political developments in the last half of the 20th century. (The other such development, advancing revolutionary prospects for the exploited and oppressed, was the triumph of the Cuban Revolution in 1959).

U.S. and African American History Are Inseparable

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On February 1, the first day of Black History Month, the College Board unveiled its curriculum for a new Advanced Placement (AP) class in African American studies. The course generated controversy prior to its release. Conservative politicians and pundits attacked its content based on a preliminary draft of the curriculum leaked last August to conservative publications, including the Florida Standard and National Review. The attacks on the course aimed to limit how the history of Black people in the United States can be taught and discussed. Subsequently, the College Board made substantial changes to the course prior to its final release. In response to the changes many academics, as well as liberal groups, journalists, and others then accused the board of succumbing to right-wing pressure. Last year, World-Outlook published a three-part series titled, “Critical Race Theory — What Are the Issues?” These articles go to the heart of the debate now under way on how to teach U.S. history. For these reasons we are providing here the links to these articles as a contribution to the current debate.

Critical Race Theory – What Are the Issues? (III)

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This is the third and final part of a three-part series on what are the issues in a public debate in the United States on critical race theory (CRT). The first part explained how the right-wing campaign against CRT is aimed at preventing the teaching of essential facts of US history. The second article outlined why distortions of history by liberal academics, journalists, or others weaken the effort to place facts and evidence at the center of the study of history as well as the fight against racism. This article takes up other notions that present similar obstacles to such an effective fight, including arguments that “embracing white guilt” or “renouncing white privilege” are necessary to combat racism.

Critical Race Theory – What Are the Issues? (II)

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This is the second part of a three-part series on the issues in a public debate in the United States on critical race theory (CRT). The first part focused on the right-wing crusade against CRT aimed at preventing the teaching of essential facts of U.S. history. The second part explains how refuting this right-wing campaign has been weakened by false arguments promoted by a variety of liberals. These academics, journalists, or others make assertions that do not meet the test of evidence. Some go further to offer interpretations of history that do not stand up to careful examination. Other stalwart opponents of racism do not share these views. These arguments include erroneous claims or exaggerations of facts regarding the character of the American Revolution of 1776, and the reasons for the war for independence against the British monarchy, put forward by the New York Times 1619 Project.

Critical Race Theory – What Are the Issues? (I)

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Over the past year a sharp debate has broken out over how to teach U.S. history. At its center are virulent attacks on critical race theory (CRT). Critical race theory, which the New York Times describes as “a graduate-level academic framework that encompasses decades of scholarship,” is primarily a course of study at the university level. Its originators are not demanding it replace the curriculum in elementary schools or high schools. Nor is it the only approach on the subject at the graduate level. These facts do not matter to those who attack it. This first part of a three-part series explains how the right-wing “Stop CRT” campaign is aimed at preventing the teaching of essential facts of U.S. history; particularly those related to chattel slavery, the U.S. Civil War, Radical Reconstruction, Jim Crow segregation, the civil rights movement, and the institutionalized racism prevalent in the U.S. to this day.

Thoughts on the Emancipation Proclamation (II)

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This is part 2 of an article by Marxist scholar George Novack, written in 1963 as the civil rights movement was dismantling the Jim Crow system of segregation through the sustained mass action of Black working people and their allies. Almost 60 years later it remains relevant to today’s ongoing battles against racism as well as to understanding the vital history of the African American nationality and its indomitable battle for freedom and equality.

Thoughts on the Emancipation Proclamation (I)

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This is part 1 of an article by Marxist scholar George Novack written in 1963 as the civil rights movement was dismantling the Jim Crow system of segregation through the sustained mass action of Black working people and their allies. Almost 60 years later it remains relevant to today’s ongoing battles against racism as well as to understanding the vital history of the African American nationality and its indomitable battle for freedom and equality.

Two Lessons of Radical Reconstruction (II)

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This is the second part of an essay Marxist scholar George Novack wrote in 1950. The post-Civil War period known as “Radical Reconstruction” is among the most important in U.S. history. It receives far too little attention in the country’s educational system. Its promise of genuine democracy was enormous. The “struggle to determine whether the southern revolution would be consummated according to the needs of the masses or be manipulated and restrained by the big bourgeoisie, came to the fore during this period,” wrote Novack.

Two Lessons of Radical Reconstruction (I)

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This is the first part of an essay Marxist scholar George Novack wrote in 1950. World-Outlook is publishing it to celebrate Juneteenth (short for June 19th), an annual holiday marking the end of slavery at the conclusion of the Civil War. On June 17, 2021, more than a century and a half since African Americans began celebrating Juneteenth, the U.S. government declared it a federal holiday.

The U.S. Civil War: Its Place in History (III)

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This is part 3 of an essay Marxist scholar George Novack wrote in 1961, in the thick of the mass struggle to end Jim Crow segregation in the United States. World-Outlook is publishing it to mark the 160th anniversary of the start of the U.S. Civil War, and in celebration of Juneteenth (short for June 19th), an annual holiday commemorating the end of slavery at the conclusion of the Civil War.

The U.S. Civil War: Its Place in History (II)

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This is part 2 of an essay Marxist scholar George Novack wrote in 1961, in the thick of the mass struggle to end Jim Crow segregation in the United States. World-Outlook is publishing it to mark the 160th anniversary of the start of the U.S. Civil War, and in celebration of Juneteenth (short for June 19th), an annual holiday commemorating the end of slavery at the conclusion of the Civil War.

The U.S. Civil War: Its Place in History (I)

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This is part 1 of an essay Marxist scholar George Novack wrote in 1961, in the thick of the mass struggle to end Jim Crow segregation in the United States. World-Outlook is publishing it to mark the 160th anniversary of the start of the U.S. Civil War, and in celebration of Juneteenth (short for June 19th), an annual holiday commemorating the end of slavery at the conclusion of the Civil War.