AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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ecame aware of any suspicious activities or movements by Iranian student groups in the United States. 463 Over the last decade, the Iranian government had been concerned about Iranian students not returning to Iran. There were many reasons for the “brain drain” phenomenon. Iranians often had better opportunities abroad, and Iranian student activists faced danger if they returned home. Bahram Molla’i Daryani was a leftist-leaning Iranian student who studied in the United States from 1963 to 1967 and was a member of the executive committee of the ISAUS. 464 After returning to Iran Daryani faced the “excess zeal by SAVAK.” 465 Daryani’s leftist politics upset the shah, and this led him to tell a French correspondent that “concerning anti-Iranian activities, American and British intelligence networks are working together with the communists.” 466 While discussing Daryani, Foreign Minister Zahedi told Ambassador MacArthur that the shah’s opinions were still influenced by the early 1960s, especially Robert Kennedy’s 1962 meeting 463 Telegram form American Embassy in Tehran to Secretary of State William P. Rogers, “Limitation of Canadian Visa Issuance to Iranians During Empress’s Visit to Canada,” 9 June 1971, General Records of the Department of State, Central Foreign Policy Files 1970-1973, Box 2378, Folder POL 7 (6/3/71), RG 59, NA. The United States and Canada cooperated on the Iranian student issue. After Babak Zahraie was cleared of violating of immigration laws, the only issue that remained was whether or not he could be charged for not having the proper papers when he travelled to Canada in the fall of 1971. Refer to Mike Kelly, “Iranian Student in U.S. Wins Partial Victory,” The Militant, Vol. 36, No. 9 (10 March 1972), 21. 464 Telegram 3128 from the Embassy in Iran to the Department of State, 14 June 1971, 1141Z, FRUS 1969-1976, Vol. E-4, 1969-1976, Documents on Iran and Iraq, 1969-1972, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008); Letter from the Executive Committee of the ISAUS, 25 May 1964, printed in ISAUS, Iran in Turmoil, 43; For more information on Daryani’s return to Iran see AE Iran to the DOS, 14 June 1971, FRUS 1969- 1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008); AE Iran to the DOS, 14 June 1971, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008); Telegram 3146 from the Embassy in Iran to the Department of State, “Charges by Former Iranian Student Daryani that US Intelligence Agencies Working Against Iran,” 14 June 1971, 1517Z, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). It is reported that Daryani had numerous meetings with Soviet intelligence agents in the U.S and went to East Germany in 1970. 465 Telegram 3242 from the Embassy in Iran to the Assistant Secretary of State for Near Eastern and South Asian Affairs (Sisco), “Charges by Former Iranian Student Daryani that US Agencies Working Against Iran,” 17 June 1971, 1230Z, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 466 Telegram 3128 from the Embassy in Iran to the Department of State, 14 June 1971, 1141Z, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 110
with a group of Iranian students from Georgetown. 467 The recollection of incidents that occurred a decade earlier by a man who was no longer living led MacArthur to say that the shah had a split personality and an “elephant-like memory about what he considered past slights.” 468 When Alam was asked if he believed that the United States was working with anti-shah groups, he replied that “there was some feeling in certain quarters (he did not specify) that we might do more to curb demonstrations and activities of radical Iranian students in the U.S.” 469 MacArthur also noted that the shah’s sensitivities were “unquestionably wounded by demonstrations of radical Iranian students in US and elsewhere abroad.” 470 The ISAUS continued to protest the shah’s brutal regime, and the living conditions of the Iranian people. Still, Pahlavism in the United States was still prevalent in the United States. 471 The ISAUS sought to reverse the tide of Pahlavism, and William Sullivan later noted that “the stridency of the protests and the multiplier effect created by those young Americans who supported the Iranian students had introduced a new picture of the shah to much of the American electorate.” 472 While Iranian students had little impact on American foreign policy, they did believe that “the C.I.S. has been greatly successful in bringing to the Western public attention the true nature of the Shah’s regime, its dictatorial oppression and fascist control and suppression of 467 AE Iran to DOS, “Charges by Former Iranian Student Daryani that US Intelligence Agencies Working Against Iran,” 14 June 1971, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 468 AE Iran to Sisco, “Charges by Former Iranian Student Daryani that US Agencies Working Against Iran,” 17 June 1971, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 469 AE Iran to DOS, “Charges by Former Iranian Student Daryani that US Intelligence Agencies Working Against Iran,” 14 June 1971, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 470 AE Iran to Sisco, “Charges by Former Iranian Student Daryani that US Agencies Working Against Iran,” 17 June 1971, 1230Z, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 471 For an example of Pahlavism in the media see: “Proud as a Peacock,” Time, 31 March 1967, http://www.time.com/time/magazine/article/0,9171,941073,00.html (accessed on 26 June 2008). 472 Sullivan, Mission to Iran, 25. 111
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AN AUGURY OF REVOLUTION: THE IRANIA
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ABSTRACT The Iranian student moveme
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ACKNOWLEDGMENTS There are many peop
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DEDICATION This thesis is dedicated
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CHAPTER I - INTRODUCTION AND HISTOR
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a blank check to purchase any non-n
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and collective confrontation of ill
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The Iranian intelligentsia that bec
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man.” 20 More and more Iranians h
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developments took place during the
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7,610 students. 39 James Bill ackno
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the potential to provide an alterna
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ole that the United States was assu
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and Ayatollah Ruhollah Khomeini ret
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Mosaddeq was soft on communism, res
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decade. Inequality, imperialism, co
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Iranian Students.” 77 Fereydoun H
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visit he made from the early 1960s
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Iranian general recalled that when
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epresented a wide variety of politi
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Iranian student protests in the ear
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government. 114 Information from th
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“Their message was clear: Don’t
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on six issues. Land reform was one
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Roosevelt of California. 143 Faribo
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a group of picketing Iranian studen
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progressive-mindedness that charact
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embarrassing to the United States G
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Throughout Kennedy’s presidency,
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of an impossible leader - - by enli
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The shah saw Iranian students abroa
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people. Show the Shah that you cond
Page 65 and 66:
warned the Iranian students that th
Page 67 and 68: Iranian students under warning from
Page 69 and 70: people whether they were themselves
Page 71 and 72: unprecedented, with the exception o
Page 73 and 74: ecause they were active members and
Page 75 and 76: youth organizations such as the Fre
Page 77 and 78: approchement with the Soviet Union
Page 79 and 80: Iranian students in the United Stat
Page 81 and 82: condemnation of American imperialis
Page 83 and 84: quarterly publication of the ISAUS,
Page 85 and 86: States. When Bunting asked if the g
Page 87 and 88: the police used four water cannons
Page 89 and 90: With the trip postponed, the briefi
Page 91 and 92: diplomats in Tehran noted that they
Page 93 and 94: the modernization of education thre
Page 95 and 96: The shah made his last visit to the
Page 97 and 98: intimately involved in the U.S. cou
Page 99 and 100: CHAPTER IV - THE RADICALIZATION OF
Page 101 and 102: and networking with western student
Page 103 and 104: Marxists had taken place.” 393 Fo
Page 105 and 106: Demonstrations occurred in Iran tha
Page 107 and 108: agents in the Iranian Embassy in Wa
Page 109 and 110: student movement abroad was by far
Page 111 and 112: The group ended up receiving cots f
Page 113 and 114: were the result of high unemploymen
Page 115 and 116: egan to give the wrong people hairc
Page 117: opportunities for the CIS and well-
Page 121 and 122: same day the lavish ceremonies were
Page 123 and 124: For the rest of the shah’s rule,
Page 125 and 126: question the nature of American inv
Page 127 and 128: over.” 499 As a result of a possi
Page 129 and 130: Even though Jimmy Carter used human
Page 131 and 132: augury stretched far beyond that on
Page 133 and 134: percent were inspired by communism.
Page 135 and 136: etaliatory response to the hostages
Page 137 and 138: did not desire the establishment of
Page 139 and 140: further radicalized the opposition.
Page 141 and 142: Douglas, William O. The Court Years
Page 143 and 144: Sick, Gary. All Fall Down: America
Page 145 and 146: Demonstrate: Tuesday, Sept. 1st, 4:
Page 147 and 148: SECONDARY SOURCES Abrahamian, Ervan
Page 149 and 150: Dixon, David and Shirin Hakimzadeh.
Page 151 and 152: Heineman, Kenneth J. Campus Wars: T
Page 153 and 154: McAlister, Melani. Epic Encounters:
Page 155 and 156: Von Dirke, Sabine. “All Power to
Page 157 and 158: (above) Figure 3. Ali Mohammad Fate
Page 159 and 160: (above) Figure 8. Heading of demons
Page 161 and 162: (above) Figure 12. Masked Iranian s
Page 163 and 164: (below) Figure16. Front page of ISA
Page 165: (left) Figure 19. The battle lines
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AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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