Using a chronological framework Martin McCauley sets all the events of the Cold War period into their full global context: taking in the Korean War, the Hungarian Revolution, the Cuban crisis, Afghanistan, and, finally, the collapse of the Soviet Union.

The conflict between Russia and America shaped the world for over four decades. Both were universalist powers – they wanted every country in the world to copy their model of government and economy. They could not rest until the other side had been vanquished, and until the mid-1980s this included the prospect of nuclear war. In a new edition of one of the best-selling books in the Seminar Studies in History Series, Martin McCauley looks at the epic struggle between the two superpowers that put everyone in danger. In a clear and accessible manner, the book: Gives a succinct summary of the main turning points in the conflict Looks at how the whole world was sucked into the Cold War Shows how the arms race eventually bankrupted Russia Discusses whether or not America and Russia have learnt anything from this confrontation Also containing a Chronology, Glossary and Who’s Who of key figures, this revised second edition of Russia, America and the Cold War is essential reading for all students of twentieth century history. Martin McCauley is a seasoned writer and broadcaster who has a wealth of experience in Russian and international affairs. His recent publications include The Origins of the Cold War revised 3rd edition (2008), Stalin and Stalinism revised 3rd edition (2008) and The Rise and Fall of the Soviet Union (2007)

In 1949, mounting tensions between the Soviet Union and the United States created an intense distrust between the two nations. This book tells the story of how that rivalry-known as the Cold War-dominated the foreign policies of the time, ultimately leading America into the Korean War and the Vietnam War. It also tells the story of how influential leaders, both black and white, advanced the cause of civil rights. Book jacket.

This is the fifth volume in a multi-volume collection on Soviet-American relations. The goal is to provide a comprehensive collection of documents which explicates and clarifies the evolving political ties between the U.S. and the former Soviet Union.

Debating the Origins of the Cold War examines the coming of the Cold War through Americans' and Russians' contrasting perspectives and actions. In two engaging essays, the authors demonstrate that a huge gap existed between the democratic, capitalist, and global vision of the post-World War II peace that most Americans believed in and the dictatorial, xenophobic, and regional approach that characterized Soviet policies. The authors argue that repeated failures to find mutually acceptable solutions to concrete problems led to the rapid development of the Cold War, and they conclude that, given the respective concerns and perspectives of the time, both superpowers were largely justified in their courses of action. Supplemented by primary sources, including documents detailing Soviet espionage in the United States during the 1930s and 1940s and correspondence between Premier Josef Stalin and Foreign Minister V. M. Molotov during postwar meetings, this is the first book to give equal attention to the U.S. and Soviet policies and perspectives.

This book is open access under a CC BY 4.0 license. This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.