Krystal F. wrote:

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ok since i cant find any info on what i just picked, i need help!

what about the history of the coca-cola industry? 

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Krystal, it's not really the best topic for AP US History, although many studies have been done on the history of food lately, such as salt http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780142001615&itm=1, cod (fish) http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&EAN=9780140275018&itm=1, and others.  BTW, if you are interested in some trivia on coca-cola, check out this link (it is a powerpoint presentation) http://www.iearn.org/circles/lccourse/2006projects/cocaCola.ppt

 

Mr. E, my question again is...

How did the ideas and tactics of the Civil Rights Movement change when the Black Panther Party was introduced in 1966 and which Civil Rights Movement leaders, do you think, had a greater impact on today's society, pre-Black Panthers or post-Black Panthers?

Mr. E. wrote:

Leslie, its a good question but I doubt (and hope) that no one disagrees with your statement.  By doing so, they would implicitly admit to being a racist and a supporter of the KKK.  What about keeping the focus still on the KKK but questioning whether it was effective or not.  Everyone can then agree that it was wrong, know what I mean?  It could be wrong but still be effective in preventing civil rights and equality or it could be wrong and a futile effort to stand in the way of racial progress.  You could even form the previous sentence into the question itself if you want.  What do you think?

 i thought about what you said and i think i have another question:

Do you think the rise of the KKK and other racial groups, in any way, were a good attempt at completely eliminating racism? Why or why not? (Use the documents and your own knowledge of the Reconstruction Era to support your answer.)

Mr. E. is this what you're looking for in the outline?  this information could really help them support their answer for whatever position they take on. If not please tell me exactly what you're looking for. thank you!!

DBQ Outline:

 

• 13th Amendment abolished slavery (passed in 1865)


• 14th Amendment stated that any person that was born in the United States would automatically become a citizens of the U.S. and of the state where they were born in. (passed in 1868)


• 15th Amendment gave African American men the right to vote. (passed in 1870)


• At the end of the Civil War, blacks were no longer slaves to the white population.


• Although slavery was abolished, racism had become much stronger and much more public.


• Black codes were created.  They were a way of white southerners keeping slavery, in some sense.  These laws restricted the freedom of ex-slaves.   It was a way of white southerners “hiring” out blacks to work on their farms as laborers, (a lot like slavery).


• Freedmen’s Bureau= it was an organization that started on March 3, 1865.  This organization dealt with refugees of the Civil War (both freed blacks and white refugees).  They would provide food, clothing, shelter, and even medical help to them.


• The Freedmen’s Bureau also helped a lot in the field of education.  Blacks were able to step up and prove that they were indeed intelligent people.  They proved that they were able to bounce back and make a living for themselves.  African Americans were becoming teachers.  One of the first African American teachers was George Ruby.  

Here are my 10 primary sources:

(A Public Notice for the Spanish Influenza)

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(Emergency hospital)

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"...When the influenza of 1918 hit Monessen, my family was living on Short Street. My mom, Carolina Paggini Parigi, age 27, reported to Monessen High School on Knox and Sixth Street and was put to work nursing the sick. We were lucky, there was just the three of us: my father Nazzareno, my mother, and me. We fared well. So, my mother was free to help others, and she did. She had no education, but had taught herself to read and write..."

Elizabeth Parigi Vivian, Monessen, September, 1998, age 85.

---

Acetus, Anazalet, Oct 31
Agerda, Frank, Nov 3
Alesiana, Dominic, Nov 5
Alimonos, Mike, Oct 30
Allen, Mary J. Nov 8
Amantos, Apostol, Nov 11
Anseline, Joseph, Nov 1
Babiak, Anna, Nov 12
Beck, Robert, Oct 31
Beck, Peter, Nov 15
Beget, Joe, Nov 7
Benckovich, L, Nov 21
Billiak, Katrina, Nov 7 (maybe Oct)
Bizilya, Andy, Nov 22
Blama, Helen and baby, Oct 27
Brzezesnisky, Antonio, Nov 1
Bulonas, George, Nov 6 (maybe Oct)
Bunekovich, Joe, Nov 15
Butchks, George, Nov 22
Cain, Anna, Nov 13
Caladerse, Guisseppe, Nov 17

(A very small fragment of the victims of the influenza)

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"...Looking over your material, to my surprise, I found the name of my Aunt as one of the victims of the Spanish Influenza.  You asked to give you notice if there is a need of corrections with the list.  As you well know, at that time names were spelled incorrectly because of the English translation of the sound of letters in their pronunciation.  So if you do not mind, I would like to correct the spelling of my Aunt's name.  I checked the death date and it matches.  Her name should be changed from: Eda Viska to Ida Visca..."

Norman Visca, California, August, 2000

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"...This is all the information I could find on my grandmother, who is not on the list above. My grandparents lived on Ontario Street in Monessen. My grandmother's name was Antonio Berger Oberleitner and she was born in Austria. They had five children and the youngest was one year old when my grandmother died of the influenza at the age of 32 on June 29, 1918. I really didn't know or realize the terrible ordeal our area and the country had furing this epidemic..."

Janet Ritenoen, Belle Vernon PA, December 2000

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---

"A hard fight with the Germ" -- Cartoon

---

---

I had a little bird.  Its name was Enza.
I opened the window, And in-flu-enza*

Children's Rhyme 

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In the midst of perfect health, in a circumscribed community... the first case of influenza would occur, and then within the next few hours or days a large proportion- and occasionally every single individual of that community- would be stricken down with the same type of febrile illness, the rate of spread from one to another being remarkable... Barrack rooms which the day before had been full of bustle and life, would now converted wholesale into one great sick room, the number of sick developing so rapidly that hospitals were within a day or two so overfull that fresh admissions were impossible.

-Dr. Herbert French to the British Ministry of Health (Hoehling,18)

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"...Camp Devens is near Boston, and has about 50,000 men, or did have before this epidemic broke loose. It also has the base hospital for the Division of the Northeast. This epidemic started about four weeks ago, and has developed so rapidly that the camp is demoralized and all ordinary work is held up till is has passed. All assemblages of soldiers taboo. These men start with what appears to be an attack of la grippe or influenza, and when brought to the hospital they very rapidly develop the most viscous type of pneumonia that has ever been seen..."

Camp Devens, Mass.
Surgical Ward No. 16
29 September 1918

okay. so far...I have a grand total of.

3 documents :]

ohyay.

 

 

Document A

 

AMENDMENT XVIII

Passed by Congress December 18, 1917. Ratified January 16, 1919. Repealed by amendment 21.

Section 1.
After one year from the ratification of this article the manufacture, sale, or transportation of intoxicating liquors within, the importation thereof into, or the exportation thereof from the United States and all territory subject to the jurisdiction thereof for beverage purposes is hereby prohibited.

Section 2.
The Congress and the several States shall have concurrent power to enforce this article by appropriate legislation.

Section 3.
This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress.

http://www.archives.gov/national-archives-experience/charters/constitution_amendments_11-27.html#18

Document B

 

Document C

“The evil can no more be confined to the building in which it exists than the odor of a slaughter house to the block in which it is located. I know and you know that they are in league with every other form of evil in society. As a rule, if you let the liquor dealer have his way, he will have a disorderly house up stairs, he will have a gambling den in his back room and his place will be the centre of every sort of evil. The saloon is the bureau of information for every sort of crime. It is the first place that a policeman looks for crime and the last place he would go to look for virtue.”

                                    -William J. Bryan’s views on Prohibition

 

 

 

The Great Depression

Question: The Great Depression of 1929 caused severe collapse in the economy of America and several other countries who relied on America for support. The unequal distribution of wealth and the crash of the stock market were prominent factors in the collapse of the economy. What did Roosevelt introduce as major changes to try to improve the American economy during the depression? Were his actions successful or not?

Thesis: During Roosevelt’s presidency during the Great Depression he made attempts to improve the American economy through goals of recovery, relief, and reform. His main action that he took to try to restore the United States during its time of suffering was through his New Deal plan. He set up different programs that each targeted a different area of destruction that had occurred as a result of the depression. Roosevelt succeeded in his goal of helping the United States through taxation, industrial regulation, public works, social insurance, social-welfare service, and deficit spending.

Documents

Doc. A

Source: Map/ Graph of Effect of Depression in Europe

Doc. B

Source: Emergency Railroad Act June 6, 1933

SEC. 2. In order to foster and protect interstate commerce in relation to railroad transportation by preventing and relieving obstructions and burdens thereon resulting from the present acute economic emergency, and in order to safeguard and maintain an adequate national system of transportation, there is hereby created the office of Federal Coordinator of Transportation, who shall be appointed by the President, by and with the advice and consent of the Senate, or be designated by the President from the membership of the Commission.

Doc. C

Source: A Home Building and Loan Association vs. Blaisdwell- 1934

The Act provides that, during the emergency declared to exist, relief may be had through authorized judicial proceedings with respect to foreclosures of mortgages, and execution sales, of real estates; that sales may be postponed and periods of redemption may be extended....

Doc. D

Source: United States Securities and Exchange Commission

The country now enjoys the safety of bank savings under the new banking laws, the careful checking of new securities under the Securities Act and the curtailment of rank stock speculation through the Securities Exchange Act.

Doc. E

Source: National Recovery Act- 1933

It is hereby declared to be the policy of Congress to remove obstructions to the free flow of interstate and foreign commerce which tend to diminish the amount thereof; and to provide for the general welfare by promoting the organization of industry for the purpose of cooperative action among trade groups, to induce and maintain united action of labor and management under adequate governmental sanctions and supervision, to eliminate unfair competitive practices, to promote the fullest possible utilization of the present productive capacity of industries, to avoid undue restriction of production to increase the consumption of industrial and agricultural products by increasing purchasing power, to reduce and relieve unemployment, to improve standards of labor, and otherwise to rehabilitate industry and to conserve natural resources.

Doc. F

Source: Title I—Grants To States For Old Age Assistance Appropriation-
Social Security Act– 1934

SECTION 1. For the purpose of z each State to furnish financial assistance, as far as practicable under the conditions in such State, to aged needy individuals, there is hereby authorized to be appropriated for the fiscal year ending June 30, 1936, the sum of $49,750,000, and there is hereby authorized to be appropriated for each fiscal year thereafter a sum sufficient to carry out the purposes of this title.

Doc. G

Source: Works Progress Administration, 1935

Doc. H

Source: ADDRESS OF THE PRESIDENT DELIVERED BY RADIO FROM THE WHITE HOUSE-October 22,1933- On the Currency Crisis

I make the further request which many of you know has already been made through the great Federal credit organizations that if there is any family in the United States about to lose its home or about to lose its chattels, that family should telegraph at once either to the Farm Credit Administration or the Home Owners Loan Corporation in Washington requesting their help.

Doc. I

Source: Civilian Conservation Corps

Doc. J

Source: Federal Deposit Insurance Corporation

Doc. K

Source: Title I— Agricultural Adjustment- 1933 (Declaration Of Emergency)

DECLARATION OF POLICY
SEC. 2. It is hereby declared to be the policy of Congress—
(l) To establish and maintain such balance between the production and consumption of agricultural commodities, and such marketing conditions therefor, as will reestablish prices to farmers at a level that will give agricultural commodities a purchasing power with respect to articles that farmers
buy, equivalent to the purchasing power of agricultural commodities in the base period.

Works Cited

Map/ Graph of Effect of Depression in Europe

         http://www.english.uiuc.edu/maps/depression/about.htm

Emergency Railroad Act June 6, 1933

      http://www.historycentral.com/Documents/Emergencyrail.html

A Home Building and Loan Association vs. Blaisdwell- 1934

      http://www.historycentral.com/Documents/HomeBuilding.html

United States Securities and Exchange Commission

      http://www.historycentral.com/Documents/SocialSecurityact.html

National Recovery Act- 1933

      http://www.historycentral.com/Documents/NRA.html

      http://www.archives.gov/education/lessons/fdr-fireside/ (Picture)

Title I—Grants To States For Old Age Assistance Appropriation-Social Security Act– 1934

      http://www.historycentral.com/Documents/SocialSecurityact.html

Works Progress Administration, 1935

      http://www.historycentral.com/DEP/WPACreated.html

 

ADDRESS OF THE PRESIDENT DELIVERED BY RADIO FROM THE WHITE HOUSE-October 22,1933- On the Currency Crisis

      http://www.historycentral.com/Documents/FDRsfourthfirside.html

Civilian Conservation Corps

      http://en.wikipedia.org/wiki/Civilian_Conservation_Corps

Federal Deposit Insurance Corporation

       http://en.wikipedia.org/wiki/Federal_Deposit_Insurance_Corporation

Title I- Agricultural Adjustment - 1933(Declaration of Emergency) 

      http://www.historycentral.com/Documents/Agriculture.html

Document Analysis

Doc. A

Source: Map/ Graph of Effect of Depression in Europe

After the first World War, Germany had fallen into great debt. They had to borrow money in order to pay for industrial reconstruction and to pay European powers. America fell into debt as well when a depression occurred, and the government did what they needed to do in order to help the American economy. The US pulled back their loans but it caused the banking system in Germany to collapse. The map shows the effect of this. The point of this map is to show how important it was to get the US economy back on its feet. Germany ended up in a huge hole and we needed to stay away from that. It was important to do whatever it took to stay healthy as a country.

Doc. B

Source: Emergency Railroad Act June 6, 1933

A plan needed to be devised for railroad transportation to run smoothly. This required the electric railway and the steam railway to join forces, working as a team, providing transportation without repeat excess spending. The routes would be shared, none would be eliminated, and fixed charges would be reduced, thus helping the public and its economy. This document shows how the railroads would effect everyone and would help improve the lives of everyone.

Doc. C

Source: A Home Building and Loan Association vs. Blaisdwell- 1934

This allowed persons who held mortgages during the depression to have extended time to pay on their property without fear of foreclosure. During this time the owner is actually living as rental property, paying until he is able to catch up on the taxes and insurance. Later the court will release the property back to the owner. This document targets people who have mortgages and Roosevelt wanted to make sure it was taken care of.

Doc. D

Source: United States Securities and Exchange Commission

The US Congress established the SEC in 1934. It was created to regulate the stock market and prevent corporate abuses. It had the power to license and regulate stock and exchanges. This document was supposed to reach the average person, or maybe people who had money in the stock market before it crashed.

Doc. E

Source: National Recovery Act- 1933

Franklin D. Roosevelt developed the National Recovery Administration. It gave industries a chance to reduce destructive competition. It would also help workers because it set minimum wages and set maximum weekly hours. Some historians believe that it was a failure, but about 23,000,000 people worked under the NRA fair code. Roosevelt was mostly targeting workers and people who had businesses. He knew that he needed to help people keep their jobs so the economy would keep running in a circle of business. He also needed people to be able to keep their industries strong so they would be their for the workers. It all ran in one big circle.

Doc. F

Source: Title I—Grants To States For Old Age Assistance Appropriation-
Social Security Act– 1934
The Social Security Act was passed by Congress as part of the New Deal and was drafted by Roosevelt’s committee on economic security. At first it was opposed because it was thought that it would cause a lot of people to lose their jobs, but the program became very popular. It gave benefits to people who were retired and unemployed. Payments to retirees were financed by a payroll tax on workers’ wages. Half would be paid as a payroll tax and half would be paid by the employer. This document truly expresses Roosevelt’s strive to try to help everyone during the depression, not just the young and able. He specifically tried to reach those who he knew would not be able to survive without help. He gave help to the retired and the the unemployed. His assisted the elderly.

Doc. G

Source: Works Progress Administration, 1935

The picture shows what life was like right before the Works Administration Program was founded. The WPA started after the Emergency Relief Appropriation Act. The biggest part of the appropriation went to help the WPA. The WPA helped greatly in the recovery of the Great Depression. It built or improved 20,000 hospitals, along with schools, airports, and playgrounds. It even employed 3.5 million workers. The WPA had programs for unemployed artists and writers. By 1943 it had employed more than 8.5 million people. This picture seems to be targeting families. The meaning behind the picture talks about hospitals, school, playgrounds, and so on. It targets the average person who was trying to help their family during the depression. Roosevelt was probably trying to show his concern for everyone.

Doc. H

Source: ADDRESS OF THE PRESIDENT DELIVERED BY RADIO FROM THE WHITE HOUSE-October 22,1933- On the Currency Crisis

This was a speech that Roosevelt gave over the radio that focused on helping everyone during the depression, but this section focuses on the farmers and their dilemmas. The Farm Credit Administration was part of the New Deal that was established in 1933. It helped farmers refinance mortgages over longer periods of time at lower than market interest rates. It gets its authority from the Farm Credit Act of 1971 and is an extension on the Farm Credit System that was established in 1916.

Doc. I

Source: Civilian Conservation Corps

The picture is of a Civilian Conservation Corps Camp. The Civilian Conservation Corps was a work relief program that helped young men. President Roosevelt established the program in March, 1933. It was part of the New Deal that was supposed to reduce unemployment and poverty. The men who were part of it did construction, and this program became very popular. Roosevelt started these camps in order to help men who needed to get back on their feet and support themselves. By helping the men it was probably helping other people like their families they had to support. It opened the chance for different opportunities

Doc. J

Source: Federal Deposit Insurance Corporation

The FDIC had to do with the Great Depression’s recovery. It was a United States government corporation created by the Glass-Steagall Act of 1933. The Congress wanted to create an institution that would guarantee banks. It is still around today, and it provides deposit insurance. The FDIC was basically for everyone because it helped in getting back the economy to the way it was supposed to be, and that effected everyone.

Doc. K

Source: Title I— Agricultural Adjustment- 1933 (Declaration Of Emergency)

This was established by Roosevelt in order to provide relief for farmers. It would raise crop prices by paying the farmers grants from the government to make up for cutbacks that were in their production. They would get their money through funds through taxes that were on industries that had crops. But by the time this actually came into play, the farming season was basically over. The AAA was abandoned in 1936. This document was set out to reach the farmers who were in despair from the depression and looking for ways to start up their farms again.

ahhh mr e. when i sent my stuff to my email today in class it didnt work, so i'm not going to be able to analyze my documents but i can do it quick in class tomorrow because it's pretty easy. ill send my thesis in a few

 

 

sorrrrrry

The Holocaust was one of the most disturbing and destructive events of history.  The Nazis of Germany formed genocide against the minorities of Europe and North Africa. The Nazis were lead by Adolf Hitler, and his main target was the Jews of Europe. His idea was to create the perfect race and get rid of all of those who did not apply to it by any means necessary.

Was it possible for the minorities to overcome their destruction and turn against the Nazis because of their mass population?

 

    The Jews of Europe were the main target of Nazi's plan of destruction.  Although there were millions of them, I think their deaths were ultimately unavoidable.  Adolf Hitler and other Nazi's were good at manipulating people and making them think that what they were doing was okay.  I also believe that the Jews were too scared of what would happen if they did revolt. Strong leaders would be needed to turn against this time of terror and save themselves from destruction.

 

In this DBQ i would show the ways Hitler's speeches made it sound like it was okay for him to be doing what he was doing

 

I would also show the statistics of how many Jews there were that were killed

 

I would discuss the grueling conditions and a normal day at a concentration camp or hiding from the Nazis

Also printing my paper put Mr. E.

Sources

http://www.nowayoutproject.com/letters.html

http://www.annefrank.com/2_life_excerpts.htm

www.orpheus.uscd.edu

 

http://wheresyourgod.com/121405theholocaustisntamyth.htm

 

www.thehistoryplace.com

 

Holocaust Encyclopedia

 

www.images.google.com

Hey mr.e i still need a few more documents for my DBQ assignment and it would really help me if you could tell me if you knew where to find an article on one of the massacres in result form the kansas nebraska act and possibly where i could find the words Emerson gave to john brown at his death.... sorry i know it kind of late but thanx ahead of time

Steven wrote:

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Hey mr.e i still need a few more documents for my DBQ assignment and it would really help me if you could tell me if you knew where to find an article on one of the massacres in result form the kansas nebraska act and possibly where i could find the words Emerson gave to john brown at his death.... sorry i know it kind of late but thanx ahead of time

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Steven, I have an old book of the collected works of Ralph Waldo Emerson (1929) at home.  I've found the speech and some other material on John Brown in it.  I'll scan it and upload it here, ok?

Steven wrote:

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Hey mr.e i still need a few more documents for my DBQ assignment and it would really help me if you could tell me if you knew where to find an article on one of the massacres in result form the kansas nebraska act and possibly where i could find the words Emerson gave to john brown at his death.... sorry i know it kind of late but thanx ahead of time

---

Steven, check out this essay by Thorea http://www.yale.edu/lawweb/avalon/treatise/thoreau/thoreau_001.htm and this is the scanned speech by Emerson on John Brown from a very old book.  Here are also some links on the massacre in Kansas: http://www.pbs.org/wgbh/amex/brown/peopleevents/pande07.html, http://en.wikipedia.org/wiki/Pottawatomie_Massacre, and http://www.kancoll.org/khq/1940/40_1_malin.htm.   I couldn't find any direct primary sources online.  I have quotes in the book on John Brown I am currently reading that I can share with you tomorrow.

Tanya Schestak

---

1.  Question:

Over the centuries women have been discriminated against in society. How effective was the "second wave" of feminism in the late twentieth century on dealing with the issues society presented them with?

---

2. & 5.  10 primary source documents & their sources:

Mr. Everett, I had to send you the picture documents via e-mail because it wouldn't let me post them on here -.-

Document A

(picture sent)

table of contents; "No More Fun and Games; A Journal of Female Liberation"; February, 1969

http://scriptorium.lib.duke.edu/wlm/fun-games2/

Document B

(picture sent)

by James Oppenheim; “inspired by banners carried by young mill girls in the 1912 Lawrence textile strike”

http://scriptorium.lib.duke.edu/wlm/mcafee/

Document C

(picture sent)

a book on the rebirth years of the Women’s Liberation Movement;

this book was written by 1960s radical feminists; 1979; Editors: Kathie Sarachild, Carol Hanisch, Faye Levine, Barbara Leon, Colette Price.

http://scriptorium.lib.duke.edu/wlm/fem/fem-cont2-72.jpeg

Document D

(picture sent)

at the Miss America Protest, demonstrators crowned a sheep Miss America and threw symbols of oppression into trash cans; labels of different literary works that came out in 1968 about feminism

http://www.afn.org/~redstock/classics.html

Document E

From Women's Liberation and National Health Care: Confronting the Myth of America
"National health insurance is one of those universal programs that will help free women from having primary and unpaid responsibility for child care and family care...When combined with feminist consciousness and organizing, all these programs can help give women more bargaining power -- at home with men, and as wage earners...Feminists in the United States have only the barest inkling how much more has really been accomplished in other countries and why."

“Women’s Liberation and National Health Care: Confronting the Myth of America” is a book that looks at the issue of health care for women; it analyzes the accomplishments of the feminist movement and looks at other things that can be done with the movement; edited by Kathie Sarachild, Jenny Brown & Amy Coenen

http://www.afn.org/~redstock/HCpacket.html

Document F

(picture sent)

“Redstockings disrupts an abortion reform hearing. Demanding repeal of all abortion laws and that women testify as the real experts on abortion. New York City 1969.”; source: New York Times, February 14, 1969

http://www.afn.org/~redstock/movingforward.html

Document G

“More than half of the population of the United States is female. But women occupy only 2 percent of the managerial positions. They have not even reached the level of tokenism yet No women sit on the AFL-CIO council or Supreme Court There have been only two women who have held Cabinet rank, and at present there are none. Only two women now hold ambassadorial rank in the diplomatic corps. In Congress, we are down to one Senator and 10 Representatives.”

quote from Shirley Chisholm; “Equal Rights For Women”; Originally presented in the House of Representatives, May 21, 1969.

http://scriptorium.lib.duke.edu/wlm/equal/

Document H

(picture sent)

“Fight on Sisters…and Other Songs for Liberation” by Carol Hanisch; song, “We’ll Find The Way”; c1978 Franklin Printing

http://scriptorium.lib.duke.edu/wlm/fighton/fighton-p21-72.jpeg

Document I

"Civil liberties are an essential part of the overall human rights concern--the equality of all people and the ability to be free.""

quote by Ruth Bader Ginsburg - Supreme Court Justice

http://www.hoover.archives.gov/exhibits/AmericanWomen/106women.html

Document J

(picture sent)

first page of:  Press Release by the Women's Action Alliance, Jan. 12, 1972

http://www.smith.edu/libraries/libs/ssc/curriculum/waa1-1zjpg.html

---

3.  Outline of outside information:

Judith Brown - co-founder of Gainesville (Florida) Women's Liberation

Carol Giardina - organizer in the Women's Liberation Movement

Commission on the Status of Women - established by President Kennedy in 1961

National Organization for Women - co-founded in 1966 by Betty Friedan

“The Feminine Mystique” - written by Betty Friedan

NOW fought for an Equal Rights Amendment that came three states short of being ratified in 1982

PWC (Professional Women's Caucus)

FEW (Federally Employed Women)

WEAL (Women's Equity Action League)

Dorothy Kenyan - feminist lawyer and judge

Jessie Lloyd O'Connor - labor journalist and pacifist

Mary Kaufman - civil rights and labor attorney

Constance Baker Motley - civil rights attorney

Frances Fox Piven - professor and welfare rights advocate

Gloria Steinem - feminist and writer

National Congress of Neighborhood Women (NCNW) - feminist organization

Women's Action Alliance - national anti-sexism information clearinghouse

Robin Morgan - was active in civil rights organizations like:

the Congress of Racial Equality (CORE) and

Student Nonviolent Coordinating Committee (SNCC)

Robin Morgan founded the Women’s International Terrorist Conspiracy from Hell (WITCH)

women protested against gender discrimination, however, they were ridiculed:

SNCC leader Stokely Carmichael said, “The only position for women in SNCC is prone.”

feminists in the late twentieth century disagreed about:

pornography, marriage, how much to expect from government, capitalism, and men

some feminists were more concerned about gender equality (like full female service in the military)

        however, others wanted to keep a feminism of gender difference (like maternity leave)

sources: the above websites and our text book:

Bailey, Thomas A., Cohen, Lizabeth, Kennedy, David M.  "The American Pageant." Boston, & New York:  Houghton Mifflin Company, 2006.

---

4.  Analysis of each document:

Document A - By looking at the table of contents, some of the sections in the book deal with obtaining women’s rights, such as “an argument for black women’s liberation,” “female liberation as the basis,” and “on sisterhood.” (These titles could be elaborated on with outside information.)

Document B - This song mentions how working women were treated as lesser than men. It also mentions that they aren’t going to take the unfair treatment any longer, and are going to start fighting for better conditions for women.

Document C - This book discusses the different ways women are treated unfairly in society and ways to learn from it and how to do stuff about it with future movements. It was written to inform people of personal experiences and to help the movement go further.

Document D - This picture of women protesting shows one of the actions women took to speak up and to get society to recognize their equality among men and that they wanted the oppression to stop.

Document E - This quote is saying that if women were able to receive health care from themselves, it would make them more independent; feminists don’t know that in other industrialized countries, people get free health care no matter what their employment, age, or marital status.

Document F - This picture is could be used to infer that some women argued that it was their right to decide if they wanted an abortion or not. While other women argued that abortions shouldn’t take place.

Document G - This quote discusses the political positions and how hardly any women have held them. Shirley Chisholm wants to change that and end discrimination of women in the political job opportunities.

Document H - This song is saying that feminists will find a way to get their rights, and won’t give up until they do so. They will find a way to rise above the ones that discriminate against them and they will find a way to change society.

Document I - This quote is saying that everyone should have the same civil liberties. Everyone is equal and free, and therefore should be treated so.

Document J - This document describes what the alliance will do for women. The alliance will offer “research and technical assistance to local action groups in areas left uncovered by existing organizations.” It will also “send out consultants to local groups in need of more individualized advice.” These are some things described on this page of the statement.

 

1. A well focused question on a specific topic or issue in American History:

How did the United States government deal with the Spanish Influenza outbreak in 1918 and was the response to the virus effective?  Describe the causes and effects of the flu virus in American society.

 

2. A set of 10-12 primary source documents to use with the question:

Document C

"...When the influenza of 1918 hit Monessen, my family was living on Short Street. My mom, Carolina Paggini Parigi, age 27, reported to Monessen High School on Knox and Sixth Street and was put to work nursing the sick. We were lucky, there was just the three of us: my father Nazzareno, my mother, and me. We fared well. So, my mother was free to help others, and she did. She had no education, but had taught herself to read and write..."

                                Elizabeth Parigi Vivian, Monessen, September, 1998, age 85.

Document D

"...Looking over your material, to my surprise, I found the name of my Aunt as one of the victims of the Spanish Influenza.  You asked to give you notice if there is a need of corrections with the list.  As you well know, at that time names were spelled incorrectly because of the English translation of the sound of letters in their pronunciation.  So if you do not mind, I would like to correct the spelling of my Aunt's name.  I checked the death date and it matches.  Her name should be changed from: Eda Viska to Ida Visca..."

                                Norman Visca, California, August, 2000

Document E

"...This is all the information I could find on my grandmother, who is not on the list above. My grandparents lived on Ontario Street in Monessen. My grandmother's name was Antonio Berger Oberleitner and she was born in Austria. They had five children and the youngest was one year old when my grandmother died of the influenza at the age of 32 on June 29, 1918. I really didn't know or realize the terrible ordeal our area and the country had furing this epidemic.                                                            Janet Ritenoen, Belle Vernon PA, December 2000

 

 

Document H – A Children’s rhyme about the Spanish Flu and its contagiousness

I had a little bird.  Its name was Enza.
I opened the window, And in-flu-enza

Document I – A quote from the Sheridan Post – 1918

Everybody is now praying for a storm -- preferably snow. While there is a difference of opinion on the part of physicians whether or not cold would kill the germs, it is conceded that a heavy snow fall or a big rain would clarify the air and prevent the germs being carried about with the dust of the streets.

 (My pictures arent showing)

 

To be continued...

Plessy V. Ferguson

Question: During post-Reconstruction, many changes were made to American society. Blacks were now considered “equal” citizens and whites were finding new ways to deal with this concept. In 1896, a man named Homer Plessy sued the state of Louisiana for being forced to sit in the “colored” car on a train. He lost and the courts decision deemed it okay for blacks and whites to be separated as long as they were equal. Was the Plessy ruling of “separate but equal” an act to oppress black people, or an effort by whites to truly protect their way of life?

Doc. A: Justice Henry Brown, Speaking for a seven-person majority on the ruling of Plessy V. Ferguson, 1896

"That [the Separate Car Act] does not conflict with the Thirteenth Amendment, which abolished slavery...is too clear for argument...A statute which implies merely a legal distinction between the white and colored races -- a distinction which is founded in the color of the two races, and which must always exist so long as white men are distinguished from the other race by color -- has no tendency to destroy the legal equality of the two races...The object of the [Fourteenth A]mendment was undoubtedly to enforce the absolute equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political equality, or a commingling of the two races upon terms unsatisfactory to either."

 

 

Doc. B: Brown V. Board of Education of Topeka, 1954

Was a landmark decision of the United States Supreme Court which explicitly outlawed racial segregation of public education facilities (legal establishment of separate government-run schools for blacks and whites), ruling so on the grounds that the doctrine of "separate but equal" public education could never truly provide black Americans with facilities of the same standards available to white Americans.

 

 

Doc. C: Justice John Marshall Harlan, a former slave owner commenting on Plessy V. Ferguson, 1896

"Our Constitution is color-blind, and neither knows nor tolerates classes among citizens. In respect of civil rights, all citizens are equal before the law...In my opinion, the judgment this day rendered will, in time, prove to be quite as pernicious as the decision made by this tribunal in the Dred Scott case...The present decision, it may well be apprehended, will not only stimulate aggressions, more or less brutal and irritating, upon the admitted rights of colored citizens, but will encourage the belief that it is possible, by means of state enactments, to defeat the beneficient purposes which the people of the United States had in view when they adopted the recent amendments of the Constitution."

 

 

 

Doc D: Examples of Jim Crow Laws, Alabama

“Buses. All passenger stations in this state operated by any motor transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored races."

"Railroads. The conductor of each passenger train is authorized and required to assign each passenger to the car or the division of the car, when it is divided by a partition, designated for the race to which such passenger belongs."

 

Doc E: Picture of blacks protesting segregation

 

Doc F: Justice Bradley on Plessy v Ferguson 1896

" It would be running the slavery question into the ground,' said Mr. Justice Bradley,' to make it apply to every act of discrimination which a person may see fit to make as to the guests he will entertain, or as to the people he will take into his coach or cab or car, or admit to his concert or theater, or deal with in other matters of intercourse or business.'

 

Doc G: Henry Billings Brown, majority opinion of the justices, 1896

“Legislation is powerless to eradicate racial instincts or to abolish distinctions based on physical differences, and the attempt to do so can only result in accentuating the differences of the present situation. If the civil and political rights of both races be equal, one cannot be inferior to the other civilly or politically. If one race be inferior to the other socially, the Constitution of the United States cannot put them on the same plane.”

 

 

 

 

Doc H: 14th Amendment of The Constitution

Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Doc I: "Negro Going in Colored Entrance of Movie House, Belzoni, Mississippi Delta, Mississippi." October 1939.

 

Doc J: Number Of Persons Lynched in the U.S by Race 1882-1970

Year Whites Blacks Total

1882 64 49 113

1885 110 74 184

1890 11 85 96

1895 66 113 179

1900 9 106 115

1905 5 57 62

1910 9 67 76

1915 13 56 69

1920 8 53 61

1925 0 17 17

1930 1 20 21

1935 2 18 20

1940 1 4 5

1945 0 1 1

1950 1 1 2

1965 0 0 0

Outline To answer Question

If you support the idea that blacks are oppressed…

Examples of everyday peoples stories about how Plessy affected them

Statistics on the percentage of white kids in schools compared to blacks.

Examples of the conditions of separate black schools and buildings compared to whites

Voter registration- the difference between black and white qualifications.

If you support the argument that that whites were protecting their way of life…..

Use information from the reconstruction period such as the effects freed slaves had on white society

Use examples of people who believed that white culture need to be protected like, Nathaniel Forest.

Use opinions of other justices in the trial and everyday people to support your view.

 

Outline of each Document

Doc A: Can be used to support the idea that blacks were not being oppressed, because a black persons rights was not being violated

Doc B: Can be used to support the argument that that the Plessy ruling was illegal or unjust.

Doc C: Can be used to support the argument that the Plessy is wrong. Talk about how it jeopardizes the whole constitution. Use the fact that Marshall was a former slave owner who now fights for blacks to strengthen your argument.

Doc D: If you are supporting the idea that it protected white southern way of life then, talk about how these Jim Crow laws only point out the that there is a difference in skin color and not that one is necessarily better than the other. If you are against this, talk about how just the separating of the races can imply that one is better than the other. Talk about the conditions that the two cars were in on railroads.

Doc E: supports the idea of “separate but equal” is untrue because if it were then, blacks wouldn’t be protesting. Talk about the differences between white schools and black schools and how the students from both felt.

Doc F: This doc. Can be used to support the idea that whites were only protecting their way of life. Talk about how blacks could use discrimination to get what they want and how it would effect white people economically and socially.

Doc G: Can be used to strengthen the argument that white people were just trying to preserve their way of life.

Doc H: It can be used for both. If you support the idea that Plessy oppressed black people talk about how it the ruling violates the this amendment. If you oppose this than talk about how Plessy doesn’t violate it.

Doc I: Use picture to support the argument that blacks were being oppressed through separation.

Doc J: This doc. can be used to show how blacks were treated when they tried to stand up for their writes. You could give examples of when this happened.

Works cited

Doc A: http://www.watson.org/~lisa/blackhistory/post-civilwar/plessy.html

Doc B. http://en.wikipedia.org/wiki/Brown_v._Board_of_Education

Doc. C http://www.watson.org/~lisa/blackhistory/post-civilwar/plessy.html

Doc. D http://en.wikipedia.org/wiki/Jim_Crow_laws#Alabama

Doc. E http://static.flickr.com/30/47722022_2dfc463599_m.jpg

Doc. F http://www.kawvalley.k12.ks.us/brown_v_board/plessy_v_ferguson.htm

Doc. G http://www.bgsu.edu/departments/acs/1890s/plessy/plessy.html

Doc. H U.S. Constitution

Doc. I www.americaslibrary.gov/jb/progress/jb_progre...

Doc. J Kennedy, David M, “The American Pageant,” Houghton Mifflin Co., Boston, 2006

Gilder Lehrman Document Number:  GLC 5508.051

Title:  Address of John Brown to the Virginia Court...

Author: John  Brown

Year: Undated but probably December 1859

Type of document:  letter

Quotation:  "I deny every thing but...a design on my part to free slaves"

Annotation: 

At 8 o'clock, Sunday evening, October 16, Brown led a party of approximately 21 men into Harpers Ferry where they captured the lone night watchman and cut the town's telegraph lines. Encountering no resistance, Brown's men seized the federal arsenal, an armory, and a rifle works. Brown then sent out several detachments to round up hostages and liberate slaves.

But his plan soon went awry. As news of the raid spread, angry townspeople and local militia companies cut off Brown's escape routes and trapped his men in the armory. Two days later, U.S. Marines commanded by Colonel Robert E. Lee arrived. Brown and his men took refuge in a fire engine house. Lee's marines stormed the engine house and rammed down its doors. Five of Brown's party escaped, ten were killed, and seven, including Brown himself, were taken prisoner.

A week later, Brown was put on trial in a Virginia court, even though his attack had occurred on federal property. He was found guilty of treason, conspiracy, and murder, and was sentenced to die on the gallows. The trial's high point came at the very end when Brown was allowed to make a five-minute speech, which helped convince many Northerners that this grizzled man of fifty-nine was a martyr to the cause of freedom.

Full Text:  
I have, may it please the Court, a few words to say.

In the first place, I deny every thing but what I have already admitted, of a design on my part to free Slaves. I intended, certainly, to have made a clean thing of that matter, as I did last winter, when I went into Missouri, and there took Slaves, without the snapping of a gun on either side, moving them through the country, and finally leaving them in Canada. I desired to have done the same thing again, on a much larger scale. That was all I intended. I never did intend murder, or treason, or the destruction of property, or to excite or incite Slaves to rebellion, or to make insurrection.

I have another objection, and that is, that it is unjust that I should suffer such a penalty. Had I interfered in the manner, and which I admit has been fairly proved,--for I admire the truthfulness and candor of the greater portion of the witnesses who have testified in this case,--had I so interfered in behalf of the Rich, the Powerful, the Intelligent, the so-called Great, or in behalf of any of their friends, either father, mother, brother, sister, wife, or children, or any of that class, and suffered and sacrificed what I have in this interference, it would have been all right. Every man in this Court would have deemed it an act worthy a reward, rather than a punishment.

This Court acknowledges too, as I suppose, the validity of the LAW OF GOD. I saw a book kissed which I suppose to be the BIBLE, or at least, the NEW TESTAMENT, which teaches me that, "All things whatsoever I would that men should do to me, I should do even so to them." It teaches me further, to "Remember them that are in bounds, as bound with them." I endeavored to act up to that instruction. I say I am yet too young to understand that God is any respecter of persons. I believe that to have interfered as I have done--in behalf of His despised poor, was not wrong but RIGHT.

Now if it is deemed necessary that I should forfeit my life for the furtherance of the ends of justice and MINGLE MY BLOOD FURTHER WITH THE BLOOD OF MY CHILDREN, and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments--I submit; so LET IT BE DONE.

Let me say one word further: I feel entirely satisfied with the treatment I have received on my trial. Considering all the circumstances, it has been more generous than I expected; but I feel no consciousness of guilt. I have stated from the first what was my intention, and what was not. I never had any design against the liberty of any person, nor any disposition to commit treason, or excite Slaves to rebel, or make any general insurrection. I never encouraged any man to do so, but always discouraged any idea of that kind.

Let me say something, also, in regard to the statements made by some of those who were connected with me. I hear that it has been stated by some of them, that I have induced them to join me; but the contrary is true. I do not say this to injure them, but as regarding their weakness. Not one but joined me of his own accord, and the greater part at their own expense. A number of them I never saw and never had a word of conversation with, till the day they came to me, and that was for the purpose I have stated. Now I have done

Analysis:

Document A Analysis:

In his acceptance speech at the Republican National Convention in Miami in 1968, Richard M. Nixon announced his plans for "an honorable end" to the war in Vietnam.

Document B Analysis:

In April 1970, President Nixon, in a televised speech to the American public, defended his decision to send U.S. troops into Cambodia. That action would widen the war. 

Document C Analysis:

Shortly after President Nixon's announcement that he would send U.S. troops into Cambodia as the scope of the Vietnam War had widened, the St. Louis Post-Dispatch published an editorial in which it criticized his decision. 

Document D Analysis:

This table shows the numbers of U.S. troops and of battle deaths in Vietnam in the period 1965 through 1972. 

Document E Analysis:

While peace negotiations were underway in Paris, President Nixon, in a televised talk to the American public, outlined his policy for "Vietnamization" of the war. 

Document F Analysis:

Shortly after President Nixon announced his decision to send U.S. troops into Cambodia, students at college campuses across the United States protested. On May 4, 1970, members of the Ohio National Guard fired on student protesters at Kent State University, and four undergraduates were killed. 

Document G Analysis:

In 1971, Paul McCloskey, congressman from California, spoke on the morale of U.S. troops in South Vietnam and offered a suggestion to President Nixon. 

Document H Analysis:

Negotiators representing North Vietnam, South Vietnam, and the United States signed the Paris Peace Accords in January 1973, in hopes of ending U.S. military involvement in South Vietnam. One of the provisions for the reunification of Vietnam is excerpted below.

Document I Analysis:

After the signing of the Paris Peace Accords, the Toronto Star published an editorial in which it argued that President Nixon was disingenuous in announcing that the United States had achieved "peace with honor." 

Document J Analysis:

In this article, Clark Clifford, secretary of defense, examines the U.S. military plan.

 I know it's incomplete but this is the only time i can post so here's what i've got

Thesis

In October of 1859 John Brown and a group of raiders pilfered an arsenal on Harper’s Ferry with the intention of using the firearms in a bloody slave uproar. Was John Brown’s attack on Harper’s Ferry a necessary step toward the abolition of slavery or rather an unintentional way to further split an already divided nation leading onto the civil war?

 Document AThe last moments of John Brown

Document B

"John Brown's Body" by Julia Ward Howe

Old John Brown's body lies a-mouldering in the grave,
While weep the sons of bondage whom he ventured all to save;
But though he lost his life in struggling for the slave,
His truth is marching on.

Chorus:
Glory, Glory, Hallelujah!
His truth is marching on!

John Brown was a hero, undaunted, true and brave;
Kansas knew his valor when he fought her rights to save;
And now though the grass grows green above his grave,
His truth is marching on.
Chorus

Document C

Pottawatomie & Lawrence Massacres
     

Document D
Richmond "Whig" Newspaper Editorial

Though it convert the whole Northern people, without an exception, into furious, armed abolition invaders, yet old Brown will be hung! That is the stern and irreversible decree, not only of the authorities of Virginia, but of the PEOPLE of Virginia, without a dissenting voice. And, therefore, Virginia, and the people of Virginia, will treat with the contempt they deserve, all the craven appeals of Northern men in behalf of old Brown's pardon. The miserable old traitor and murderer belongs to the gallows, and the gallows will have its own

(Richmond "Whig" newspaper editorial quoted in the "Liberator", Nov. 18, 1859. From "John Brown: a Biography," by Oswald Villard)

 

Document E

Quote of a friend of John Brown -"Did John Brown fail? John Brown began the war that ended American slavery and made this a free Republic. His zeal in the cause of my race was far greater than mine. I could live for the slave, but he could die for him.."                 ~ Frederick Douglass

Document FKansas Nebraska Act → Missouri Compromise

Document G Thomas Jefferson’s Declaration of Independence

When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

 

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights,  that among these are Life, Liberty and the pursuit of Happiness. —

--July 4th 1776

Document H

Charlestown, Va, 2nd, December, 1859

 

"I John Brown am now quite certain that the crimes of this guilty land will never be purged away, but with Blood. I had...vainly flattered myself that without very much bloodshed, it might be done." -- John Brown.

(John Brown's last letter, written on day he hanged. From "John Brown: a Biography," by Oswald Garrison Villard.)

 Address of John Brown to the Virginia Court...

Now if it is deemed necessary that I should forfeit my life for the furtherance of the ends of justice and MINGLE MY BLOOD FURTHER WITH THE BLOOD OF MY CHILDREN, and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments--I submit; so LET IT BE DONE.

(letter, Undated but probably December 1859)

 

Document I Bleeding Kansas

As I become a little more acquainted with this part of the Territory I think quite favorably of it; & I would by no means advise those of my friends who are here to leave in search of a better country. We feel more, & more certain that Kansas will be a Free State. At this moment there is quite an excitement here growing out of a report of the Murder of a young Free Stater man by a Missourian. Large numbers on both sides are said to be in Arms near Lawrence; & some anticipate a Bloody fight

(letter from john brown 1855)

Work Cited

A-http://www.thinker.org/fam/education/publications/guide-american/14.jpg

B-http://www.pbs.org/wgbh/amex/brown/sfeature/song.html

C-http://www.pbs.org/wgbh/amex/brown/filmmore/reference/primary/index.html

D- http://www.historytoday.com/digimaker/pictures/Massacre_uTA7Cnre.jpg

http://www.legendsofamerica.com/photos-kansas/Lawrence-Raiders.jpg

E- http://www.pbs.org/wgbh/amex/brown/filmmore/reference/primary/index.html

F-http://library.thinkquest.org/CR0215469/kansas1.gif

G-http://www.ushistory.org/declaration/document/index.htm

H- http://www.pbs.org/wgbh/amex/brown/peopleevents/pande10.html

I-

*H&I are the citings that you gave me

Outline(combined explanation)1.     Showing a strong man with trust in the black people: should bring arguments about his good merit and his consistency to act on what he believe is just2.     Shows American support of John browns motives should allow student to argue a rising support of the abolitionist cause3.     Brings the negative impacts into play. allows the writer to argue that the attack wrecked relationships between northern and southern settlers with evidence of the different riots 4.     expresses the typical southern view to John Browns actions there is injustice in john browns actions but this is the perfect opportunities to bring up other examples where things had to be sacrificed for a greater overall5.     Asks again whether or not John Brown was a martyr  and was the task at hand achieved this can enable the writer to bring out some interesting facts in ironic success in john brown’s attempts to gradually work toward abolishing slavery6.     The spark plug of Brown’s actions. The writer can mention about possibly political injustice over the issue of slavery and maybe even how the issue has escaladed7.     The hypocritical part of this DBQ. Writer could focus on failure to comply with this important document of America’s past life. That maybe it has gone too far and that possibly john Brown’s ideas had to be done because everything else had been tried8.     The belief of john brown combined with the effect he made are similar and should be argued in a way showing he made a change by taking another step toward the abolition of slavery 9.     Evidence of a change in society brought up by the riots. Also shows rising hostility between abolitionists and pro-slavery southerners

10.             (Wanted to use primary source with a speech after John's death but couldn't find one)