Essay Assignment: Due WEDNESDAY, 3/11
Due at turnitin by midnight WEDNESDAY night
Typed, 3 pages, double-spaced
1. Compare and contrast The Good War with A Rumor of War. As you read these great books, recognize sections that might be worthy of further analysis. Remember, your essay must focus on one particular area of these two books.
2. Is the story of U.S. history one of progress? Is our country getting “better” as a nation or worse?
3. President Obama once said, “If the people cannot trust their government to do the job for which it exists - to protect them and to promote their common welfare - all else is lost.” Judging from the shape of the nation today, and using historical examples to help you make your case, analyze this quote.
4. Choose at least two conspiracy theories from American history and discuss why they arose and what it is about people that attracts them to such theories.
Friday, February 27, 2009
civil rights outline
Social Movements: Civil Rights and Black Power
I. Civil Rights:
A. Enforcing Segregation:
1. Culturally
2. Legal: Plessy v Ferguson (1898)
B. Fighting Segregation:
1. NAACP
2. Brown v. Board of Education (1954)
a. The Brown Decision
b. Brown II
c. Resisting Justice:
Little Rock Central High School(1957)
Orval Faubus
3. Rosa Parks and the Bus Boycott:
4. The Sit-Ins:
5. Freedom Rides:
6. JFK:
a. Civil Rights Act of 1964
b. Voting Rights Act of 1965
--Fannie Lou Hammer
II. Non-Violent Revolution is an Oxymoron
I. Civil Rights:
A. Enforcing Segregation:
1. Culturally
2. Legal: Plessy v Ferguson (1898)
B. Fighting Segregation:
1. NAACP
2. Brown v. Board of Education (1954)
a. The Brown Decision
b. Brown II
c. Resisting Justice:
Little Rock Central High School(1957)
Orval Faubus
3. Rosa Parks and the Bus Boycott:
4. The Sit-Ins:
5. Freedom Rides:
6. JFK:
a. Civil Rights Act of 1964
b. Voting Rights Act of 1965
--Fannie Lou Hammer
II. Non-Violent Revolution is an Oxymoron
Wednesday, February 25, 2009
COLD WAR ISSUES
The Yalta Conference: Stalin, Churchill, FDR
Marshall Plan
TURKEY--$225.1 million
FRANCE--$2,713.6 million
GREECE--$706.7 million PORTUGAL--$51.2 m
WEST GERMANY--$1,390.6 million
AUSTRIA--$677.8 million
ITALY--$1,508.8 million SWEDEN--$107.3 m
COMECON: ROMANIA, EAST GERMANY,
HUNGARY, BULGARIA
Also in the Soviet Sphere:
YUGOSLAVIA, CZECHOSLOVAKIA, POLAND
Winston S. Churchill:"Iron Curtain Speech," March 5, 1946
It is my duty, however, to place before you certain facts about the present position in Europe.
From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia; all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject, in one form or another, not only to Soviet influence but to a very high and in some cases increasing measure of control from Moscow.
The safety of the world, ladies and gentlemen, requires a unity in Europe, from which no nation should be permanently outcast. It is from the quarrels of the strong parent races in Europe that the world wars we have witnessed, or which occurred in former times, have sprung.
Twice the United States has had to send several millions of its young men across the Atlantic to fight the wars. But now we all can find any nation, wherever it may dwell, between dusk and dawn. Surely we should work with conscious purpose for a grand pacification of Europe within the structure of the United Nations and in accordance with our Charter.
Joseph Stalin: Reply to Churchill, 1946
... In substance, Mr. Churchill now stands in the position of a firebrand of war. And Mr. Churchill is not alone here. He has friends not only in England but also in the United States of America. In this respect, one is reminded remarkably of Hitler and his friends. Hitler began to set war loose by announcing his racial theory, declaring that only people speaking the German language represent a fully valuable nation. Mr. Churchill begins to set war loose, also by a racial theory, maintaining that only nations speaking the English language are fully valuable nations, called upon to decide the destinies of the entire world. The German racial theory brought Hitler and his friends to the conclusion that the Germans, as the only fully valuable nation, must rule over other nations. The English racial theory brings Mr. Churchill and his friends to the conclusion that nations speaking the English language, being the only fully valuable nations, should rule over the remaining nations of the world....
UNITED STATES ATOMIC ENERGY COMMISSION, Washington, D. C., May 27,1954.
Subject: Findings and recommendation of the Personnel Security Board in the case of Dr. J. Robert Oppenheimer.
Mr. K. D. NICHOLS, General Manager, U. S. Atomic Energy Commission, 1901 Constitution Avenue NW., Washington 25, D. C.
DEAR MR. NICHOLS: On December 23, 1953, Dr. J. Robert Oppenheimer was notified by letter that his security clearance had been suspended. He was furnished a list of items of derogatory information and was advised of his rights to a hearing under AEC procedures. On March 4, 1954, Dr. Oppenheimer requested that he be afforded a hearing. A hearing has been conducted by the Board appointed by you for this purpose, and we submit our findings and recommendation.
ECONOMIC RECONSTRUCTION:
Remarks of Secretary of State,
George C. Marshall at Harvard, June 5, 1947
“The truth of the matter is that Europe's requirements for the next three or four years of foreign food and other essential products--principally from America--are so much greater than her present ability to pay that she must have substantial additional help or face economic, social, and political deterioration of a very grave character.
The remedy lies in breaking the vicious circle and restoring the confidence of the European people in the economic future of their own countries and of Europe as a whole. The manufacturer and the farmer throughout wide areas must be able and willing to exchange their products for currencies, the continuing value of which is not open to question.”
Truman Doctrine: 1947
The U.S. should give economic aid to countries where communism threatens to take over (especially Greece and Turkey).
The Truman doctrine creates the
“two worlds” theory crucial to understanding the Cold War.
Marshall Plan:
Greece: $277 million
Turkey: $225 million
France: $2.7 billion
West Germany: $1.3 billion
Italy: $1.5 billion
England: $3 billion
How much did the Marshall Plan really remake Europe?
Economically: 2% of GDP
Symbolically: (much more)
Marshall Plan
TURKEY--$225.1 million
FRANCE--$2,713.6 million
GREECE--$706.7 million PORTUGAL--$51.2 m
WEST GERMANY--$1,390.6 million
AUSTRIA--$677.8 million
ITALY--$1,508.8 million SWEDEN--$107.3 m
COMECON: ROMANIA, EAST GERMANY,
HUNGARY, BULGARIA
Also in the Soviet Sphere:
YUGOSLAVIA, CZECHOSLOVAKIA, POLAND
Winston S. Churchill:"Iron Curtain Speech," March 5, 1946
It is my duty, however, to place before you certain facts about the present position in Europe.
From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia; all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject, in one form or another, not only to Soviet influence but to a very high and in some cases increasing measure of control from Moscow.
The safety of the world, ladies and gentlemen, requires a unity in Europe, from which no nation should be permanently outcast. It is from the quarrels of the strong parent races in Europe that the world wars we have witnessed, or which occurred in former times, have sprung.
Twice the United States has had to send several millions of its young men across the Atlantic to fight the wars. But now we all can find any nation, wherever it may dwell, between dusk and dawn. Surely we should work with conscious purpose for a grand pacification of Europe within the structure of the United Nations and in accordance with our Charter.
Joseph Stalin: Reply to Churchill, 1946
... In substance, Mr. Churchill now stands in the position of a firebrand of war. And Mr. Churchill is not alone here. He has friends not only in England but also in the United States of America. In this respect, one is reminded remarkably of Hitler and his friends. Hitler began to set war loose by announcing his racial theory, declaring that only people speaking the German language represent a fully valuable nation. Mr. Churchill begins to set war loose, also by a racial theory, maintaining that only nations speaking the English language are fully valuable nations, called upon to decide the destinies of the entire world. The German racial theory brought Hitler and his friends to the conclusion that the Germans, as the only fully valuable nation, must rule over other nations. The English racial theory brings Mr. Churchill and his friends to the conclusion that nations speaking the English language, being the only fully valuable nations, should rule over the remaining nations of the world....
UNITED STATES ATOMIC ENERGY COMMISSION, Washington, D. C., May 27,1954.
Subject: Findings and recommendation of the Personnel Security Board in the case of Dr. J. Robert Oppenheimer.
Mr. K. D. NICHOLS, General Manager, U. S. Atomic Energy Commission, 1901 Constitution Avenue NW., Washington 25, D. C.
DEAR MR. NICHOLS: On December 23, 1953, Dr. J. Robert Oppenheimer was notified by letter that his security clearance had been suspended. He was furnished a list of items of derogatory information and was advised of his rights to a hearing under AEC procedures. On March 4, 1954, Dr. Oppenheimer requested that he be afforded a hearing. A hearing has been conducted by the Board appointed by you for this purpose, and we submit our findings and recommendation.
ECONOMIC RECONSTRUCTION:
Remarks of Secretary of State,
George C. Marshall at Harvard, June 5, 1947
“The truth of the matter is that Europe's requirements for the next three or four years of foreign food and other essential products--principally from America--are so much greater than her present ability to pay that she must have substantial additional help or face economic, social, and political deterioration of a very grave character.
The remedy lies in breaking the vicious circle and restoring the confidence of the European people in the economic future of their own countries and of Europe as a whole. The manufacturer and the farmer throughout wide areas must be able and willing to exchange their products for currencies, the continuing value of which is not open to question.”
Truman Doctrine: 1947
The U.S. should give economic aid to countries where communism threatens to take over (especially Greece and Turkey).
The Truman doctrine creates the
“two worlds” theory crucial to understanding the Cold War.
Marshall Plan:
Greece: $277 million
Turkey: $225 million
France: $2.7 billion
West Germany: $1.3 billion
Italy: $1.5 billion
England: $3 billion
How much did the Marshall Plan really remake Europe?
Economically: 2% of GDP
Symbolically: (much more)
Friday, February 13, 2009
WW Two
"This neighbor told me that what we needed was a damn good war, and we'd solve our agricultural problems. And I said, 'Yes, but I'd hate to pay for it with my son. Which we did.' He weeps. 'It's too much of a price to pay.'"
"The war was fun for America. I'm not talking about the poor souls who lost sons and daughters. But for the rest of us, the war was a hell of a good time."
"The war changed our whole idea of how we wanted to live when we got back. We set our sights pretty high. All of us wanted better levels of living."
"Ours was the only country among the combatants in World War Two that was neither invaded not bombed. Ours were the only cities not blasted to rubble."
How to Quarantine Disease in an Isolationist Country:
I. Intro:
Abraham Lincoln Brigade
II. PEACE IN THE 1920s
A. Isolation
B. Washington Conference
C. Kellogg-Briand Pact
D. The Peace Movement
III. ISOLATION TO WAR
A. Isolationist Tension:
1. Reciprocal Trade Agreement Act (1934)
“Foreign markets must be regained if producers are to rebuild a full and enduring domestic prosperity.” (FDR)
2. Nye Committee
3. Neutrality Acts
FDR: “no state has the right to intervene in the internal or external affairs of another.”
4. Ludlow Amendment
B. Non-Belligerence:
1. Stockpile Act
2. Educational Orders Act
3. Civilian War Resources Board
4. Lend-Lease
5. The Atlantic Charter
C. War: Attack of Pearl Harbor
IV. War:
16 million men and women entered 1/8th in combat
33 months=average time of service
"The war was fun for America. I'm not talking about the poor souls who lost sons and daughters. But for the rest of us, the war was a hell of a good time."
"The war changed our whole idea of how we wanted to live when we got back. We set our sights pretty high. All of us wanted better levels of living."
"Ours was the only country among the combatants in World War Two that was neither invaded not bombed. Ours were the only cities not blasted to rubble."
How to Quarantine Disease in an Isolationist Country:
I. Intro:
Abraham Lincoln Brigade
II. PEACE IN THE 1920s
A. Isolation
B. Washington Conference
C. Kellogg-Briand Pact
D. The Peace Movement
III. ISOLATION TO WAR
A. Isolationist Tension:
1. Reciprocal Trade Agreement Act (1934)
“Foreign markets must be regained if producers are to rebuild a full and enduring domestic prosperity.” (FDR)
2. Nye Committee
3. Neutrality Acts
FDR: “no state has the right to intervene in the internal or external affairs of another.”
4. Ludlow Amendment
B. Non-Belligerence:
1. Stockpile Act
2. Educational Orders Act
3. Civilian War Resources Board
4. Lend-Lease
5. The Atlantic Charter
C. War: Attack of Pearl Harbor
IV. War:
16 million men and women entered 1/8th in combat
33 months=average time of service
Friday, February 6, 2009
NEW DEAL LECTURE
Congressional Record dated Thursday, May 1, 1997
Senate Section
A joint resolution (S.J. Res. 29) to direct the Secretary of the Interior to design and construct a permanent addition to the Franklin Delano Roosevelt
Memorial in Washington, D.C., and for other purposes.
The FDR Memorial will be dedicated on Friday, May 2, 1997. This memorial
represents a plan and design that has undergone extensive review and study by the Commission of Fine Arts, the National Park Service, the Department of the Interior, and the Congress. After 23 years, and three design competitions, one of which bestowed a $50,000 award, the final design for the memorial was approved in 1978.
Approximately 2 years ago, after all design plans were approved, all funding appropriated by the Congress, and the construction of the memorial was well underway, the disabled community made a demand that the Commission add another statue of FDR in a wheelchair. In the early days, the children of Franklin and Eleanor Roosevelt made it clear they wanted no statue showing President Roosevelt in a wheelchair. I might add that during the approval process no member of the disabled community came forth to request the Commission amend the design plans for the memorial.
However, in an effort to be sensitive to their concerns yet historically
accurate, the Commission agreed to display an exact replica of one of
President Roosevelt's wheelchairs in the entry building of the memorial.
From Reason Magazine:
“Of course, in the rough and tumble of special-interest politics, some groups will inevitably lose out. All reference to one of FDR’s most memorable talismans, the smoldering cigarette holder, was quietly omitted from Estern’s statue, indeed from all images of the president that adorn his memorial.”
So, here’s your ethical dilemma:
Should the FDR memorial have included a wheelchair, cigarette, neither, or both?
Justify your answer:
Here’s another one, just for discussion:
Would FDR have been elected if the country
had known he was in a wheelchair?
Would someone in a wheelchair be elected president today?
I. The Election of 1932:
Herbert Hoover vs. Franklin Delano Roosevelt
II. THE NEW DEAL
--RELIEF, RECOVERY, REFORM—
A. RELIEF:
1. work relief:
2. direct assistance
B. RECOVERY:
1. industry:
2. agriculture:
C. REFORM:
1. Social Security Act:
2. Emergency Banking Act:
Was the New Deal Successful?
III. OTHER RESPONSES TO THE DEPRESSION:
A. Cultural Responses
B. Political Responses from the Left:
1. Huey Long, "Share Our Wealth"
2. Dr. Townsend, "Old Age Revolving
Pension"
3. Father Coughlin, "Social Justice"
C. Political Responses from the Right:
1. Father Coughlin turns Right
2. William Dudley Pelly's "Silver Shirts"
IV. SIGNIFICANCE:
A. desperate times require desperate policy
B. changing expectation of government involvement
Senate Section
A joint resolution (S.J. Res. 29) to direct the Secretary of the Interior to design and construct a permanent addition to the Franklin Delano Roosevelt
Memorial in Washington, D.C., and for other purposes.
The FDR Memorial will be dedicated on Friday, May 2, 1997. This memorial
represents a plan and design that has undergone extensive review and study by the Commission of Fine Arts, the National Park Service, the Department of the Interior, and the Congress. After 23 years, and three design competitions, one of which bestowed a $50,000 award, the final design for the memorial was approved in 1978.
Approximately 2 years ago, after all design plans were approved, all funding appropriated by the Congress, and the construction of the memorial was well underway, the disabled community made a demand that the Commission add another statue of FDR in a wheelchair. In the early days, the children of Franklin and Eleanor Roosevelt made it clear they wanted no statue showing President Roosevelt in a wheelchair. I might add that during the approval process no member of the disabled community came forth to request the Commission amend the design plans for the memorial.
However, in an effort to be sensitive to their concerns yet historically
accurate, the Commission agreed to display an exact replica of one of
President Roosevelt's wheelchairs in the entry building of the memorial.
From Reason Magazine:
“Of course, in the rough and tumble of special-interest politics, some groups will inevitably lose out. All reference to one of FDR’s most memorable talismans, the smoldering cigarette holder, was quietly omitted from Estern’s statue, indeed from all images of the president that adorn his memorial.”
So, here’s your ethical dilemma:
Should the FDR memorial have included a wheelchair, cigarette, neither, or both?
Justify your answer:
Here’s another one, just for discussion:
Would FDR have been elected if the country
had known he was in a wheelchair?
Would someone in a wheelchair be elected president today?
I. The Election of 1932:
Herbert Hoover vs. Franklin Delano Roosevelt
II. THE NEW DEAL
--RELIEF, RECOVERY, REFORM—
A. RELIEF:
1. work relief:
2. direct assistance
B. RECOVERY:
1. industry:
2. agriculture:
C. REFORM:
1. Social Security Act:
2. Emergency Banking Act:
Was the New Deal Successful?
III. OTHER RESPONSES TO THE DEPRESSION:
A. Cultural Responses
B. Political Responses from the Left:
1. Huey Long, "Share Our Wealth"
2. Dr. Townsend, "Old Age Revolving
Pension"
3. Father Coughlin, "Social Justice"
C. Political Responses from the Right:
1. Father Coughlin turns Right
2. William Dudley Pelly's "Silver Shirts"
IV. SIGNIFICANCE:
A. desperate times require desperate policy
B. changing expectation of government involvement
Monday, February 2, 2009
GOOD WAR READING GUIDE
Take simple notes as you read to remind yourself of key ideas.
1. Read the introduction
2. Read one story from each section:
For example, in "Sunday Morning," you might choose to read the story of John Garcia. In "Chance Encounter" you have a choice between Robert Rasmus and Richard Prendergast. In "Flying High" there's only one story. Any guesses as to what you do? Yes, read it.
Sound good? It's due in class on Friday the 13th. Yikes!
1. Read the introduction
2. Read one story from each section:
For example, in "Sunday Morning," you might choose to read the story of John Garcia. In "Chance Encounter" you have a choice between Robert Rasmus and Richard Prendergast. In "Flying High" there's only one story. Any guesses as to what you do? Yes, read it.
Sound good? It's due in class on Friday the 13th. Yikes!
MIDTERM REVIEW
History 232/Dr. Schmoll/Winter 2009/Midterm Review
Test Date: Monday, February 9
Bring a Blue Book
Format: 5 identifications of 6 choices and 1 Essay of 2 choices
I. IDENTIFICATIONS: I’ll put 6 of these, and you’ll write on 5 of them:
Wade-Davis Bill Tenure of Office Act
14th Amendment Freedmen’s Bureau
Andrew Carnegie Laissez faire
Social Darwinism Yellow Journalism
USS Maine Pure Food and Drug Act
Triangle Shirtwaist Factory Sheppard-Towner Act
Carrie Nation 18th Amendment
Volstead Act 19th Amendment
Black Tuesday Harlem Renaissance
Sacco and Vanzetti Scopes Monkey Trial
Hawley-Smoot Tariff Agricultural Adjustment Act
Emergency Banking Act Civilian Conservation Corps
Tennessee Valley Authority Works Progress Administration
Social Security Act Harry Hopkins
Huey Long Jim Crow Laws
SAMPLE IDENTIFICATION: To receive full credit you must accurately identify and give the significance of each term. Here’s an answer from a student from last quarter that received full credit.
The USS Maine was a ship stationed in Havana Harbor in 1898 to control the violence in Cuba between the Spanish and the Cuban revolutionaries. An explosion in the boiler room killed around 120 Americans aboard the Maine, leading newspapers and people in the U.S. Congress to blame the Spanish. This was a perfect example of yellow journalism, where Hearst and Pulitzer’s newspapers exaggerated events to sell more papers: “if it bleeds it leads.” The result of this was the Spanish American War. This was important because it gave the U.S. an empire for the first time, ending the Spanish empire. It also showed the importance of journalism in the modern world.
II. ESSAY: I’ll put two of these, and you’ll write an essay on one of them:
Ø What happened to the former slaves at the end of the Civil War? Was government successful in giving aid and in reconstructing the South?
Ø What were the most important reforms of the Progressive era? Why did these reforms come about?
Ø What caused the Great Depression? What were the key government responses?
Ø The decade of the 1920s has been characterized by both cultural flowering and signs of provincialism. Discuss how the 1920s was a time of both ignorance and advance. Finally, which is a more accurate way of characterizing that period, progress or decay?
Test Date: Monday, February 9
Bring a Blue Book
Format: 5 identifications of 6 choices and 1 Essay of 2 choices
I. IDENTIFICATIONS: I’ll put 6 of these, and you’ll write on 5 of them:
Wade-Davis Bill Tenure of Office Act
14th Amendment Freedmen’s Bureau
Andrew Carnegie Laissez faire
Social Darwinism Yellow Journalism
USS Maine Pure Food and Drug Act
Triangle Shirtwaist Factory Sheppard-Towner Act
Carrie Nation 18th Amendment
Volstead Act 19th Amendment
Black Tuesday Harlem Renaissance
Sacco and Vanzetti Scopes Monkey Trial
Hawley-Smoot Tariff Agricultural Adjustment Act
Emergency Banking Act Civilian Conservation Corps
Tennessee Valley Authority Works Progress Administration
Social Security Act Harry Hopkins
Huey Long Jim Crow Laws
SAMPLE IDENTIFICATION: To receive full credit you must accurately identify and give the significance of each term. Here’s an answer from a student from last quarter that received full credit.
The USS Maine was a ship stationed in Havana Harbor in 1898 to control the violence in Cuba between the Spanish and the Cuban revolutionaries. An explosion in the boiler room killed around 120 Americans aboard the Maine, leading newspapers and people in the U.S. Congress to blame the Spanish. This was a perfect example of yellow journalism, where Hearst and Pulitzer’s newspapers exaggerated events to sell more papers: “if it bleeds it leads.” The result of this was the Spanish American War. This was important because it gave the U.S. an empire for the first time, ending the Spanish empire. It also showed the importance of journalism in the modern world.
II. ESSAY: I’ll put two of these, and you’ll write an essay on one of them:
Ø What happened to the former slaves at the end of the Civil War? Was government successful in giving aid and in reconstructing the South?
Ø What were the most important reforms of the Progressive era? Why did these reforms come about?
Ø What caused the Great Depression? What were the key government responses?
Ø The decade of the 1920s has been characterized by both cultural flowering and signs of provincialism. Discuss how the 1920s was a time of both ignorance and advance. Finally, which is a more accurate way of characterizing that period, progress or decay?
Subscribe to:
Comments (Atom)
