AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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shah’s regime, which by the early 1970s had become a very large segment of Iranian society. According to the ISAUS, “their anti-imperialist, anti-reactionary battle is currently directed against the puppet regime of the Shah of Iran and its principal supporter, U.S. imperialism.” 480 The view that the shah was a puppet of the United States “increased in scope today to fulfill the ‘Nixon Doctrine’ as the Gendarme of the Persian Gulf.” 481 On 30 May 1972, on their way back to Washington from a summit in Moscow, Nixon and Kissinger stopped in Tehran to reaffirm their relationship with the shah. Iranian students studying abroad were discussed at the meeting, and Nixon asked the shah, “Are your students infected” 482 However, the main talking point of the meeting was military hardware and the role of the shah in the Persian Gulf. At the meeting, Nixon asked the shah to “Protect me,” by becoming a surrogate for American power in the Persian Gulf and Indian Ocean. 483 Consequently, the shah was given a blank check to purchase all the nonnuclear weapons that the United States had to offer. Against the wishes of the Defense Department, the decision made by Kissinger and Nixon “effectively exempted Iran from arms sales review processes in the State and Defense Departments” and “created a bonanza for American weapons manufacturers, the procurement branches of three U.S. services, and the Defense Security Assistance Agency.” 484 480 CISNU, Iranian Peoples’ Movement, 1953-1973, Iran Report, no. 2, June 1974, 1. 481 CISNU, Iranian Peoples’ Movement, 1953-1973, Iran Report, no. 2, June 1974, 1. 482 Memorandum of Conversation between Richard Nixon, Henry Kissinger, the Shah of Iran, 31 May 1972, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 483 Memorandum of Conversation between Richard Nixon, Henry Kissinger, the Shah of Iran, 31 May 1972, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008); Gary Sick, All Fall Down: America’s Tragic Encounter with Iran (New York: Random House, 1985), 14. 484 Quote from the Senate Committee on Foreign Relations, Subcommittee on Foreign Assistance, Staff Report, U.S. Military Sales to Iran (Washington, D.C.: Government Printing Office, 1976), viii-ix in Bill, The Eagle and the Lion, 200. 114
For the rest of the shah’s rule, decisions regarding the acquisition of military equipment were essentially left up to the Iranian government. 485 The ISAUS realized the importance of the trip when they noted that “A decision by President Nixon in 1972 allowed the Shah to buy virtually any weapons he wanted.” 486 The ISAUS also recognized that as a result of this agreement, “The Iranian economy was soon flooded with American capital, the military with American guns, planes, and bombs, and American capitalists’ pockets were soon bulging at the seams with Iranian oil profits.” 487 The agreement reached between Nixon and the shah on 30 May 1972 solidified the role that Iran played in the Twin Pillars policy that had been conceived in the final year of the Johnson administration, further developed with the Nixon Doctrine, and finalized in Tehran in May 1972. In the eyes of the Nixon administration, if peace and stability along with Western interests in the Persian Gulf were to be maintained, the “principal burden must fall on Iran.” 488 Protests occurred in the United States and Iran as a result of the stop in Tehran. ISA spokesman Fahad Bibak reported that the CISNU “initiated the call for May 30 protest actions to coincide with Nixon’s arrival in Iran.” 489 Protests were arranged in Washington, Chicago, and San Francisco. The Washington-Baltimore area ISA organized a demonstration that consisted of more than one hundred participants in the nation’s capital. The demonstrators shouted chants that included “U.S. get out of Iran, U.S. get out of Vietnam.” 490 An ISA statement argued that “The present trip is to consolidate the ‘Nixon Doctrine’ in Iran. Despite its failure in Vietnam, 485 “Follow-Up on the President’s Talk with the Shah of Iran,” DNSA, Iran Revolution, 25 July 1972, Secret, Memorandum from Henry Kissinger to the Secretaries of State and Defense, IR00782. 486 ISAUS, On the Violation of Human Rights in Iran, 23. 487 CISNU, Iranian Peoples’ Movement, 1953-1973, Iran Report, no. 2, June 1974, 2. 488 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). 489 Vinnie Longo, “March Protests Nixon-Shah Meeting,” The Militant, Vol. 36, No. 22 (9 June 1972), 4. 490 Longo, “March Protests Nixon-Shah Meeting,” 4. 115
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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
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warned the Iranian students that th
Page 67 and 68:
Iranian students under warning from
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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 and 118: opportunities for the CIS and well-
Page 119 and 120: with a group of Iranian students fr
Page 121: same day the lavish ceremonies were
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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