20th Century DBQs
TABLE OF CONTENTS
Prohibition of Alcohol ............................................................................................................... 2
by Alex Dannat and Madison Mallory
Cold War: Effect on Culure, Pollicy .......................................................................................... 16
by McKayla Wixom and Meg Farness
The Second Red Scare / McCarthyism ..................................................................................... 38
by Anna McNutt and Quin McLaughlin
The Space Race .......................................................................................................................... 58
by Kristine Hampton and Ian Muck
Vietnam War .............................................................................................................................. 67
by Kendra Budd and Hayley Frahm
Native American, Mexican American, African American Civil Rights .................................... 76
by Lyndsay Abuyan and Madison Neil
Women’s Rights Movement, Late 20th Century ........................................................................ 100
by Grace Epstein and Katie Hill
AIDS .......................................................................................................................................... 116
by Sanie Keller and Emily Michl
A.PROHIBITION
Once the American Revolution came to an end, the consumption of alcohol for social and
personal reasons were on the rise. Many groups blamed this rise in drinking for the crime and
death rates that were on the rise as well in the local saloons found in the west. As a result, the
early 1900’s started to see a resistance to the lack of moderation in drinking, and eventually a
complete push for ending people’s ability to buy, sell, and drink alcohol. This push got some
surprisingly effective results, 1920 was the beginning of the banning of alcohol, with the 18th
amendment passing and a year earlier the Volstead act passing. Less surprisingly, there was a lot
of people extremely upset with these new rules being applied, and almost immediately people
were complaining about their freedom and choices being taken away from them.
There are many reasons why Prohibition is still a well-known time period in American
history, but the main reason is that the 18th amendment being passed was a huge challenge by
the government for its people, taking away such a socially popular practice, and many people
saw it and still see it as unconstitutional, non-patriotic, morally incorrect, and an unnecessary
invasion of people’s lifestyle choices. Now it’s less of an argument that alcohol, especially in the
time period this was taking place, was the cause of many problems, but the general consensus
even today is those problems were social and personal, and should be dealt with individually,
and that it was not a government issue. Obviously there could be points made for both sides, but
whenever you start taking people’s choices away from them, an uprising is likely close behind,
most people would tell you that if someone wanted to drink for the purpose to become
intoxicated, they should be given the right to make that choice, but still held accountable for all
actions while intoxicated. In general, Prohibition was eliminating that choice in hope to reduce
the amount of people doing illegal acts that wouldn’t have occurred if they were not intoxicated.
This debate is still relevant today because there are conflicts within the US that highly
resemble the one that took place in the early 1900’s. Marijuana is becoming more and more
accepted and is highly regarded as being less demonstrative to people’s health and social lives
than the use of alcohol or cigarettes, but still remains illegal according to the federal government
while the use of alcohol and nicotine is legal. The correct solution is not relevant here, just the
connection to events that occurred less than one hundred years ago shows the importance and
relevance of Prohibition and shows the clear cut effects it has had on our decisions as a society
and the change of opinion on a lot of controversial social practices throughout the different
generations.
It is important for both the American people and those with in power to look at both sides
of the Prohibition era and consider the pros and cons of each when dealing with the more modern
relevant issues we have today. The American people are the ones responsible for both the cause
and effect of the use of legal and illegal substances, taking away their ability to use these
substances no matter what the reasoning or rationale will result in unhappy groups of people
willing to fight for what they believe to be their right. The problem with justifying the banning of
alcohol or any substances like it, is whatever reason given will not apply to all users and will be a
generalization that upsets the non-applicable group. Moving forward one side will likely have to
settle for giving up a portion of their desires to avoid a result like Prohibition. The success of
prohibition was low, people found every possible loophole and exploited it, crime rates did not
decrease they simply created new forms of crime including gangsters and the smuggling of
alcohol from ships and other transporters of liquor. Clearly, a different result is desired of some
conflicts that have been a part of American history for a long time, and has to do with the
differences of social and moral expectations of the general public.
B.
Doc 1:
A: Samuel D. Mobley
P: South Carolina/1936
P: The time period is very different, the author’s perspective of life is different than mine for
many different reasons, people in that time period were still figuring how to deal with social and
racial differences, while struggling to define their morals.
A: The document was written fairly soon after the fact, but perhaps enough time passed so that
the people knew the events that took place were somewhat significant in American history.
R: The interview was done due to the amount of interest the situation drew and due to the fact
that the people of the time period knew the process and result of Prohibition would be significant
for a long time.
T: Prohibition was unfair and unjust.
S: This interview is relevant because it gives readers a chance to see the viewpoint of someone
who lived through prohibition, so they can get a feel for how it affected people in that time
period and what they were saying about it.
Doc 2:
A: Mr. MacCurrie
P: Connecticut/1936
P: I knew money back then was handled and kept much differently, I knew the government in
general was ran much more primitively and had a lot of holes and were not yet experienced
enough to deal with morals.
A: The interview was made for future generations to look at and learn from the mistakes made
and see the cause and effects of such a successful attempt to control people
R: The interview was done to document a specific point of view on a controversial topic at the
time.
T: Law was unfair and hypocritical during the prohibition time period.
S: This interview is relevant because it gives good examples and a first hand encounter with
some of the problems with the law enforcement of that time period.
Doc 3:
A: Callano
P: Connecticut/1940
P: I knew that people’s jobs and how they thought about work was radically different than
modern times, I knew that most jobs were involved with a change in lifestyle that worked
towards making life easier so people at home didn’t have to work as hard around the house.
A: The interview was done for people who were interested in people’s perspective of the time
period of government, law enforcement, and prohibition in general.
R: This interview was done because there were still people accessible for information about the
topic, and they knew this information would be valuable for a long period of time.
T: Prohibition caused more problems than good and turned the general public against its own
government.
S: This interview is important because it shows the connection to the people’s views on the
government and how it handles moral affairs and how people view our government in modern
times.
Doc 4:
A: Frank Boyd
P: Harlem/1940
P: I knew that many black people were living in Harlem during the time period and have read the
play “a raisin in the sun” which gave me a glimpse of the lifestyle they lived during the time.
A: Anyone related to or interested in the effects Prohibition had on the black community during
the time period.
R: The document was written because the man who wrote it was very experienced and
knowledgeable of the time period and knew people in further generations would want to hear
about it.
T: prohibition affected the black community as well.
S: this document is very important because it shows a perspective of a group of people that were
oppressed during the time period, which adds to the importance of the way people saw the world
in that time period.
Doc 5:
A: Jerome Power
P: Indiana
P: I knew very little about the life of a professional boxer or athlete in general in that time period
and how much they generally stood on drinking and partying.
A: This article was written for those who are looking for a perspective of the time period through
someone who was well known well liked and under the spotlight at all times, and how that
affected his stance on prohibition.
R: The article was written so Jerome Power could express his feelings and ideas about what
happened during the time period.
T: Prohibition was a way for Power to rethink his drinking habits and rethink his life choices in
general.
S: This perspective is relevant because it is a unique perspective in that it comes from someone
who was monitored more than others and that people could follow and look up to.
Doc 6:
A: Frances Willard
P: Chicago/1940
P: I knew Chicago used to be full of crime and dangerous people, but my knowledge of crime
rates or gangster squads was narrow at best.
A: This article was made for those who were related to or interested in the events that occurred in
the time period and how it affected the people and crime rates of Chicago.
R: The document was written to inform future generations of the consequences of a misguided
government.
T: Prohibition allowed for many illegal opportunities to make money by smuggling, bribing,
selling, distributing, and other relations with an illegal substance.
Doc 7:
A: Music for the Nation
P: 1885
P: I knew absolutely nothing about music of the time period except that when war was happening
and the US was involved, a lot of songs were written and played to evoke a specific response
from its listeners, this song probably had the same type of affect in mind.
A: The audience was everyone, the more people that heard it the better.
R: the point of the song is to persuade people to agree to control the amount of alcohol consumed
to slow the rate of crime among men in places where alcohol was supplied such as saloons or
small towns with stores that sold liquor.
T: The consumption of alcohol causes bad things to happen and people should drink in
moderation to avoid crime.
S: this is relevant today because music is still being written about illegal substances and is used
to influence people’s perspective of those substances and whether or not they should be
acceptable.
C.

Volstead Act: A law that enforced alcohol prohibition in the United States from 1920 to
1933. Starting date for prohibition.

Progressive movement: A general political philosophy advocating or favoring gradual
social, political, and economic reform.

Information about the 18th amendment. What it was and how it was relevant to
prohibition

What is the Twenty-first Amendment to the United States Constitution is. Why it’s
important. How it repealed the 18th amendment. (First amendment to be repealed by
another.)

World War I. What was its role in getting the 18th amendment ratified?

Temperance movement: Social movement urging reduced or prohibited use of alcoholic
beverages.

The temperance movement effect on pop. Culture. Led people to believe that prohibition
would solve poverty, crime, etc.
D:
Response Key:
• May contain major errors.
• May be poorly organized.
The 8-9 Essay Outline
• Contains a clear, well-developed thesis that
explains how or why change occurred over
time.
The 5-7 Essay Outline
• Develops the thesis with considerable,
relevant historical information.
• Contains a thesis that partially responds to
the prompt, though may not address change
over time.
• Provides strong analysis/topic sentences;
and evidence linked to or related to thesis or
analytical
• Supports the thesis with some relevant
historical information.
topic sentences; coverage may be somewhat
uneven.
• Provides some analysis through topic
sentences. Coverage may be unbalanced.
• May contain errors that do not detract from
overall quality.
• May contain errors that do not seriously
detract.
• Is well-organizes.
• May be poorly organized.
The 2-4 Essay Outline
• Contains a confused or unfocused thesis
simply or paraphrases the question with little
or no explanation.
• Provides minimal relevant information or
lists facts with little or no
connection/application to the
question/prompt.
• May address one topic sentence, or
addresses topics in a general way..
The 0-1 Essay Outline
• Lacks a thesis or paraphrases the question.
• Demonstrates an incompetent or
inappropriate response.
• Has little or no understanding of the
question.
• Contains substantial errors.
• Is blank or completely off task.
Score:______
E.
Prohibition and the 18th amendment were counterproductive movements that caused both new
types of crime opportunities and invasion of people’s moral rights and decisions, thus creating
uproar of complaints and rebellious acts.
F.
"Prohibition in the Progressive Era - American Memory Timeline- Classroom Presentation
| Teacher Resources - Library of Congress." Prohibition in theProgressive Era - American
Memory Timeline- Classroom Presentation | Teacher Resources - Library of Congress. N.p., n.d.
Web. 19 Apr. 2013.
G.
1. Was prohibition effective in countering the problems caused by the consumption of
alcohol during the era of progressive reform?
Use the documents and your knowledge of progressive reform during 20th century to answer
the prompt.
Document A:
Source: “Every Attempt to Legislate Morals Resulted in Disaster”
Interview with Samuel D. Mobley, excerpt from American Life Histories, 1936-1940.
"I have noticed that every attempt to legislate morals into the people has resulted in disaster. I
will call your attention to the fact that you and I remember when we had the old barroom system,
the State dispensary system prohibition, and the present retail liquor shops. No system is perfect,
but the worst of all was the prohibition law. Whiskey caused some trouble in Papa Noah's family
and resulted in some confusion in Uncle Lot's household. But religion and morals should be
taught and inculcated in the church and home, and self-control and temperance should be read
and studied from the Bible rather than the Statutory Code."
Document B:
Source: “Harlem Rent Parties” Excerpt from a document written by WPA writer Frank Boyd.
Saturday night became the gala night in Harlem. Some partied even ran well into Sunday
morning, calling a halt only after seven or eight o'clock. Parties were eventually held on other
nights also. Thursday particularly became a favorite in view of the fact that "sleep in" domestic
workers had a day off and were free to kick up their heels without restraint. Not that any other
week-day offered Saturday any serious competition. It always retained its popularity because of
its all-round convenience as a party day. To begin with, the majority of working class Negroes,
maids, porters, elevator operators and the like, were paid on Saturday and, more important than
that, were not required to report to work on Sunday. Saturday, therefore, became the logical
night to "pitch" and "carry on", which these pleasure-hungry children did with abandon. . . .
The party givers were fully aware of the conditions under which the majority of these boys and
girls lived and decided to commercialize on it as much as possible. They began advertising their
get-togethers on little business cards that were naive attempts at poetic jingles . . . . They were
careful, however, to give these cards to only the "right" people. Prohibition was still in effect and
the police were more diligent about raiding questionable apartments than they were about known
"gin"mills" that flourished on almost every corner. . . .
With the advent of Repeal [of Prohibition in 1933], the rent-party went out, became definitely a
thing of the past. It was too dangerous to try to sell whiskey after it became legal. With its
passing went one of the most colorful eras that Harlem has ever known.
Document C:
Source: “The Temperance Army” Song lyrics, from Music for the Nation, 1870-1885.
Chorus:
Yes, the temp'rance army's marching,
And will march forevermore,
And our triumph shall be sounded,
Round the world from shore to shore,
Marching on, Marching on forevermore,
And our triumph shall be sounded,
Round the world from shore to shore.
Document D:
Source: “Money That Was Poured Out in the Gutter” Interview with Mr. MacCurrie by WPA in
December 1938, excerpt from that interview is from American Life Histories, 1936-1940.
"Look at the money that was poured out in the gutter, you might say, tryin' to enforce
prohibition. Nobody will ever know how much. The money spent on enforcement, and the
money lost in license fees and the money taken in and never accounted for by bootleggers. Man,
it's a cryin' shame.”
Document E:
Source: “John L. Sullivan, the Boston Strong Boy” Excerpt from a document placed in the WPA
oral history interviews by writer Jerome Power.
"What I should like to talk about is something else. Whiskey! There's the only fighter that ever
really licked old John L. Jim Corbett, according to the record, knocked me out in New Orleans in
1892, but he only gave the finishing touches to what whiskey had already done to me. If I had
met Jim Corbett before whiskey got me I'd have killed him. I stopped drinking long ago, but of
course, too late. Too late for old John L., but not too late for millions of boys who are starting out
to follow the same road. I desire to use the years of life which remain to me to warn these boys,
to turn them back. John L. Sullivan, champion of the world, could not lick whiskey. What gives
any one of them the notion that he can."
I didn't wish to hear anything about temperance , but the famous scowl was in evidence and the
red sparks about which I was telling you gleamed in the dark eyes. You would think twice about
trying to stop John L. Sullivan, no matter what he was doing. I listened, therefore, while for the
next twenty minutes, without a break, he paced up and down the room talking about whiskey. He
talked with eloquence, too. Billy Sunday could have gotten ideas. He snorted and stroked his
mustache. Once a small chair got in his way. He kicked it absently, without seeming to use much
force, but the chair flew end over end all the way across the large room. When the torrent of
words ended, I put my cards on the table.
Document F:
Source: “The Do-Everything Policy” Excerpted from an address delivered by Frances Willard to
the 20th Annual Conference of the Women's Christian Temperance Union (WCTU) in 1893.
A Bill has been for many years before Congress for the appointment of a commission on the
investigation of the liquor traffic; and I have never failed to call attention in my Annual Address,
to this great movement inaugurated by the National Temperance Society nor to urge the cooperation of the W.C.T.U., which I need not say has been always given. The vast importance of
this measure is demonstrated by the ceaseless efforts of the whiskey power to defeat its passage,
in which they have thus far been successful, and are likely to be for many years to come. The
power of the saloon is nowhere more conspicuously manifested than in the annual defeat of this
great measure. Congress has appointed commissions on well-nigh every conceivable subject,-the
investigation of the slums of our cities, of sweating establishments, of agricultural interests, of
farm mortgages, of immigration, quarantine, railroads, monetary problems, cattle diseases,
fisheries, and I know not what besides; but to investigate the liquor monopoly is to touch the
very ark of the covenant with hell, and agreement with damnation to which the American people
has been sworn by their political leaders. In spite of all this, we have gained an intelligent idea of
the business from the internal revenue reports and from state and police records; but what we
want is the attestation of the national government to the truth of these figures of perdition. If
Congress persists in its refusal, why shall not the W.C.T.U. make a sweeping, and thorough
investigation of the liquor traffic? Undoubtedly the political machinery of state and nation would
place all possible obstacles in our way; but we have personnel in every community throughout
the republic, than which none that exists is more intelligent and devoted. Such a commission
would be absolutely reliable so far as information could be obtained, and unless Congress in
creating such a commission would agree to place upon it two or three prohibitionists or White
Ribbon women the returns would be unreliable; for no politicians of the two leading parties
would dare to weaken their great stronghold-the saloon. One of our best superintendents of
legislative work has written of her devotion to this idea, and I bring it forward hoping the
Convention may take favorable action.
Document G:
Source: “Only Suckers Work” Interview with Callano, excerpt from American Life Histories,
1936-1940.
"That was during Prohibition and all the boys was running booze. My brothers, the older ones,
had a gang bootlegging. They had a bunch of big old Packards and Caddies. I went in with 'em
and we made plenty dough. There was dough in that racket all right, and it was fun to bring it in.
Times was good then, everybody had money, everybody was spending it. This always was a
good spending town. You know how stonscutters are, they're all spenders and they all drink.
Granite was going good then.”
Meg Farness and McKayla Wixom
AP US History
12 April 2013
Document Based Question
Question: What were the economic, sociological, and political effects that the Cold War had on
American culture and policy prior to and post Cold War?
Document A
Speech by Ronald Reagan in West Berlin regarding the Berlin Wall; June 12th, 1961
Behind me stands a wall that encircles the free sectors of this city, part of a
vast system of barriers that divides the entire continent of Europe. From the
Baltic, south, those barriers cut across Germany in a gash of barbed wire,
concrete, dog runs, and guard towers. Farther south, there may be no visible, no
obvious wall. But there remain armed guards and checkpoints all the same--still a
restriction on the right to travel, still an instrument to impose upon ordinary men
and women the will of a totalitarian state. Yet it is here in Berlin where the wall
emerges most clearly; here, cutting across your city, where the news photo and
the television screen have imprinted this brutal division of a continent upon the
mind of the world. Standing before the Brandenburg Gate, every man is a
German, separated from his fellow men. Every man is a Berliner, forced to look
upon a scar… General Secretary Gorbachev, if you seek peace, if you seek
prosperity for the Soviet Union and Eastern Europe, if you seek liberalization:
Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down
this wall!
http://www.historyplace.com/speeches/reagan-tear-down.htm
Document B
Treaty of Friendship, Cooperation and Mutual Assistance Between the People's Republic of
Albania, the People's Republic of Bulgaria, the Hungarian People's Republic, the German
Democratic Republic, the Polish People's Republic, the Rumanian People's Republic, the Union
of Soviet Socialist Republics and the Czechoslovak Republic, May 14, 1955
The Contracting Parties, reaffirming their desire for the establishment of a
system of European collective security based on the participation of all European
states irrespective of their social and political systems, which would make it
possible to unite their efforts in safeguarding the peace of Europe; mindful, at the
same time, of the situation created in Europe by the ratification of the Paris
agreements, which envisage the formation of a new military alignment in the
shape of "Western European Union," with the participation of a remilitarized
Western Germany and the integration of the latter in the North-Atlantic bloc,
which increased the danger of another war and constitutes a threat to the national
security of the peaceable states; being persuaded that in these circumstances the
peaceable European states must take the necessary measures to safeguard their
security and in the interests of preserving peace in Europe; guided by the objects
and principles of the Charter of the United Nations Organization; being desirous
of further promoting and developing friendship, cooperation and mutual
assistance in accordance with the principles of respect for the independence and
sovereignty of states and of noninterference in their internal affairs, have decided
to conclude the present Treaty of Friendship, Cooperation and Mutual Assistance
and have for that purpose appointed as their plenipotentiaries.
http://avalon.law.yale.edu/20th_century/warsaw.asp
Document C
NATO Treaty, Washington DC, 4th April 1949:
The Parties to this Treaty reaffirm their faith in the purposes and principles
of the Charter of the United Nations and their desire to live in peace with all
peoples and all governments.
They are determined to safeguard the freedom, common heritage and
civilization of their peoples, founded on the principles of democracy, individual
liberty and the rule of law.
They seek to promote stability and well-being in the North Atlantic area.
They are resolved to unite their efforts for collective defense and for the
preservation of peace and security.
They therefore agree to this North Atlantic Treaty: …
ARTICLE 5
The Parties agree that an armed attack against one or more of them in
Europe or North America shall be considered an attack against them all, and
consequently they agree that, if such an armed attack occurs, each of them, in
exercise of the right of individual or collective self-defense recognized by Article
51 of the Charter of the United Nations, will assist the Party or Parties so attacked
by taking forthwith, individually, and in concert with the other Parties, such
action as it deems necessary, including the use of armed force, to restore and
maintain the security of the NorthFigure
Atlantic
#1area.
Any such armed attack and all measures taken as a result thereof shall
immediately be reported to the Security Council. Such measures shall be
terminated when the Security Council has taken the measures necessary to restore
and maintain international peace and security.
http://avalon.law.yale.edu/20th_century/nato.asp
Document D
Photographs of Marshall Plan Activities in Europe and Africa regarding the Marshall Plan
implemented by then Secretary of State, George C. Marshall:
West Berlin, Germany. Marshall Plan aid to Germany totaled $1,390,600 and
enabled that country to rise from the ashes of defeat, as symbolized by this worker
in West Berlin...
West Berlin, Germany. Marshall Plan aid to Germany totaled $1,390,600 and
enabled that country to rise from the ashes of defeat, as symbolized by this worker
in West Berlin. Even a year before the end of the Marshall Plan in 1951, Germany
had surpassed her prewar industrial production level.
http://www.archives.gov/historical-docs/todays-doc/?dod-date=605
Document E
Excerpt From “The Brotherhood of Man,” Speech by Ronal Reagan. One year after the fall of the Berlin
Wall, President Ronald Reagan dedicated Breakthrough, a structure sculpted from eight sections of the
Berlin Wall, as the centerpiece of the Westminster College Cold War Memorial.
Today we rejoice in the demise of the Berlin Wall that was permanently breached just
one year ago. We remember brave men and women on both sides of the iron curtain
who devoted their lives -- and sometimes sacrificed them -- so that we might inhabit a
world without barriers.
And for those trapped behind the iron curtain spied on and lied to by their corrupt
governments, denied their freedoms, their bread, even their faith in a power greater
than that of the state -- for them Winston Churchill was no warmonger and the western
alliance no enemy. For the victims of communist oppression, the iron curtain was made
all too real in a concrete wall, surrounded by barbed wire and attack dogs and guards
with orders to shoot on sight anyone trying to escape the so-called worker's paradise of
East Germany.
Today we come full circle from those anxious times. Ours is a more peaceful planet
because of men like Churchill and Truman and countless others who shared their dream
of a world where no one wields a sword and no one drags a chain. This is their
monument. Here, on a grassy slope between the Church of St. Mary the Virgin and
Champ Auditorium, a man and a woman break through the wall and symbolically
demolish whatever remaining barriers stand in the way of international peace and the
brotherhood of nations.
http://www.pbs.org/wgbh/americanexperience/features/primary-resources/reaganbrotherhood/
Document F
Excerpt From “Truman Doctrine,” 1947.The president presents his vision of America's role in a world
threatened by Communism.
The gravity of the situation, which confronts the world today, necessitates my
appearance before a joint session of the Congress. The foreign policy and the
national security of this country are involved. One aspect of the present situation,
which I wish to present to you at this time for your consideration and decision,
concerns Greece and Turkey.
The assistance that I am recommending for Greece and Turkey amounts too little
more than 1 tenth of 1 per cent of this investment. It is only common sense that
we should safeguard this investment and make sure that it was not in vain.
The seeds of totalitarian regimes are nurtured by misery and want. They spread
and grow in the evil soil of poverty and strife. They reach their full growth when
the hope of a people for a better life has died. We must keep that hope alive.
The free peoples of the world look to us for support in maintaining their
freedoms. If we falter in our leadership, we may endanger the peace of the world - and we shall surely endanger the welfare of our own nation.
http://www.pbs.org/wgbh/americanexperience/features/primary-resources/trumantrudoct/
Document G
Oral Account of Robert Lochner, Director of Radio in the American Sector (RIAS),
Berlin, 1961. Edward R. Murrow, gazing out in this professional portrait, was a legendary radio news
broadcaster and director of the U.S. Information Agency. After observing the Wall being built in 1961, he
made a telephone call to President John F. Kennedy, which U.S. diplomat Robert Lochner recalled.
Ed said he would like to go over and have a look for himself. My colleagues and I took Ed
in a State Department car to East Berlin. From Berlin we drove to a reception for a man
of cabinet rank like Ed Murrow, who was Director of the U.S. Information Agency. At
one stage Ed Murrow asked me to arrange calling President Kennedy. The security
people took him upstairs for the call. In reports over the years since then I have heard
that historians are agreed that that phone call from Ed Murrow was really the first one
to alert President Kennedy to the full seriousness of the situation – a devastating impact
on the West Berliners’ morale. I have also heard it said that in that phone call the idea
was born that six days later Kennedy sent Vice President Johnson and more important
to the Berliners, General Clay, the hero of the airlift, to Berlin. From my own
participation I know that that was very effective in sort of stopping the erosion of
morale among the West Berliners. Of course it was combined with the gesture of
sending troops up from West Germany.
http://diplomacy.state.gov/berlinwall/www/archive/OHI011.html
Document H
Excerpt from Speech Delivered by President Richard Nixon, Siemens Factory, February 27, 1969. The
President spoke at 1 p.m. at the Siemens Factory in West Berlin.
Our commitment to the freedom of Berlin has never been more steady, never more firm
than it is today. For more than a generation we have pledged American lives to an ideal
and a reality: that Berlin shall be free and that Berlin shall live. For its part, Berlin has
remained steadfast. So have we--and steadfast we shall stay.
No one should doubt the determination of the United States to live up to its obligations.
The question before the world is not whether we shall rise to the challenge of defending
Berlin--we have already demonstrated that we shall. The question now is how best to
end the challenge and clear the way for a peaceful solution to the problem of a divided
Germany.
http://www.presidency.ucsb.edu/ws/?pid=2427
Relevance/Connections Essay
The Cold War marks a very definitive era of change within the course of American
History. The impact the end of World War II had on both the sparking of the Cold War and the
United States itself manifested in ways related to foreign affairs and policies of overseas nations.
Communism continued to rise after World War II, posing an assumed “great threat” to America
as a democratic nation. At the time, President Truman passed policies regarded as Truman
Doctrine that sought to contain Communism, aided by the infamous Marshall Plan that helped to
rebuild the western side of Europe. Within the course of events, America formed the only
permanent European alliance since George Washington’s warning against such in his farewell
address. The North Atlantic Treaty Organization (NATO) was created to align nations with
similar political views (non-Communist nations) and vow to defend against external invasions
from other nations (Communist nations).
The impact this treaty had on America specifically revolved around the way the western
world viewed the eastern European nations, especially those on the brink of or immersed in
Communism. This view on foreign relations greatly contributed to the Second Red Scare that
plagued American politics and popular culture, resulting in Joseph McCarthy and the rise of
McCarthyism and the Rosenburg Trials, as well as the force with which both the Korean and
Vietnam Wars were fought on behalf of Communist containment.
The documents included in the essay prompt touch on all of the issues listed above. For
instance, the speech given by president at the time Ronald Reagan discloses a list of political
initiatives that highlight the American cause, including the arms-race that involved threats of
nuclear warfare. As a conclusion to the hard-hitting speech, the cry of ending the Communist
oppression of people resounded in those four, slightly controversial, infamous words. The main
idea of this text is to rid the world of nuclear weapons, to end Communist oppression, and to
enable people to have freedom in a democratic sense. The significance lies in the call for action
that is aroused-- tearing down the Berlin Wall as a symbol of Communist oppression. The Wall
finally did fall on November 9th, 1989 after an overwhelming response form the East Berlin
protesters. Document B includes an excerpt from the Warsaw Pact that was created in response
to the NATO treaty. The main idea of the Warsaw Pact was to initiate foreign relations with an
eastern, politically similar-minded world in light of Communist doctrine. Such relations intended
to come in harsh contrast to the Democratic-minded western forces. The significance of the
Warsaw Pact involved the uniting of Communist states against Democratic states, posing a large
threat to the Western world’s doctrine of politics. The alliances that formed the Warsaw Pact and
NATO were key players in the threats that composed the Cold War. In contrast, Document C is
about the NATO treaty reveals the alliance of western forces against Communist countries and
the military obligations involved in such a treaty. Document D includes a photo of the response
to the Marshall Plan. The main idea of this photo in particular is to show the American influence
in Europe post World War II and pre Cold War. The photo is meant (within the context of the
DBQ) to foster questions and allude to the American economic influence in Europe during this
era. The significance of the Marshall Plan had an underlying influence that helped to foster
democratic sentiments, as this much needed aid came from the helping hand of a western,
Democratic nation.
At the initial rise of Soviet power, the US immediately solidifies their role in the political warfare.
Document F provides policy proposed by President Harry Truman in 1947. With the passing of the
Truman Doctrine policies, President Truman takes over Britain’s role in provided economic and military
aid to Greece and Turkey, in order to prevent the USSR from gaining political control over the two
countries. The US provided $400 million to Greece, and as a result of this aid, the defeat of the Greek
Communist Party (KKE) was made possible. After Stalin’s demand for partial control over the canal
between the Black Sea and the Mediterranean, the US sent $100 million to Turkey to assist in helping
the country to maintain control over the canal.
The Soviet Union did not gain control of Greece and Turkey, but their power did inevitably
spread. In 1961, the Berlin Wall was built as a way to separate West and East Berlin. Communist
propaganda claims this was a way to protect East Berlin from capitalist philosophies. In document G,
newscaster Edward R. Murrow alerts President Kennedy of the dire situation in Berlin. Kennedy’s
attempt at advocating for Berlin’s freedom is futile, and little progress in freeing Berliners was made
during his presidency. In 1969, President Nixon pushes to fight for Berlin’s freedom (Document H). His
visit to West Berlin ends victoriously as he revives hope in West Berliners. Unfortunately, it is not until
1989 that the Berlin Wall is demolished and all freedom is returned to the city. After the destruction of
the wall, the USSR begins to crumble. In Document E, Ronald Reagan addresses the joy in this renewed
freedom of Berliners, as well as those in other Soviet countries.
APPARTS
Document A
 Author
The author of this document is Ronald Reagan, who at the time was President of the
United States.
 Place and Time
This document records an excerpt of an infamous speech given by President Reagan
while in West Berlin at the Brandenburg Gate on June 12th, 1987.
 Prior Knowledge
President Reagan’s speech regards a pivotal point in history in which the Berlin Wall was
erected and outcries for democracy could be heard world-wide. The Berlin Wall was formed
literally over night, enclosing an island of Communist oppression in what is known as East
Berlin. The one hundred mile Wall, built in 1961, stood to the rest of the world as a symbol of
Communist power. The purpose of the wall was to cease the emigration of Berliners from
Communist East Germany (known as the German Democratic Republic),which at the time was
held under Soviet control, to democratic West Germany. After the end of the Second World War
tensions arose between world superpowers who held vastly differing political stances. Germany,
in a sense a spoil of war, was divided into four main sections held under the power of the United
States, Britain, and France which composed the western side, and Soviet Russia who controlled
the eastern side. Berlin is a city found in East Germany and at the time was characterized by vast
amounts of people moving from their homes in Communist Berlin to Democratic West Germany.
Prior to the Berlin Wall occupants of the city could freely travel from one side of Germany to the
other without much trouble. However, in efforts to halt the movement from one political alliance
to another, Soviet controlled East Germany erected the Wall to literally enclose Berlin,
preventing the movement from Communist East Germany to Democratic West Germany.
 Audience
This speech was given as a beacon of Democratic hope to the inhabitants of East
Germany, namely Berlin, yet directed to Mikhail Gorbachev, Soviet Leader of East Germany.
Reagan’s infamous words speak to his audience in a resounding fashion: “Tear down this wall!”
was the war cry of a Democratic spirit.
 Reason
The reason this speech was given was to disclose a list of political initiatives that
highlighted the American cause, including the arms-race that involved threats of nuclear warfare.
As a conclusion to the hard-hitting speech, the cry of ending the Communist oppression of
people resounded in those four, slightly controversial, infamous words.
6. The Main Idea
The main idea of this text is to rid the world of nuclear weapons, to end Communist
oppression, and to enable people to have freedom in a democratic sense.
7. Significance
The significance of this text lies in the call for action is aroused-- tearing down the Berlin
Wall as a symbol of Communist oppression. The Wall finally did fall on November 9th, 1989
after an overwhelming response form the East Berlin protesters.
Document B
1. Author
Catalyzing an alliance between Communist states in Europe, the Soviet Union created
what is known as the Warsaw Pact that formed a military alliance between the Soviet Union and
Bulgaria, Czechoslovakia, East Germany, Hungary, Poland, Romania, and Albania.
2. Place and Time
The Warsaw Pact was signed on the 14th of May, 1955 in the capitol city of Warsaw,
Poland.
3. Prior Knowledge
The Warsaw pact was a treaty created as a response to the creation of the North Atlantic
Treaty Organization (NATO) and the involvement of West Germany in the alliance in 1954. The
alliance was formed to unite a series of military allies that would both obligatorily defend and act
as buffer states between threats by the Western alliances that were part of NATO, and the
Eastern alliances that were part of the Warsaw Pact. Much like NATO, the warsaw pact
formalized relations between the eight eastern Communist states in a mutual agreement of
defense, nonintervention in internal affairs, and respect for political sovereignty.
4. Audience
Though the Warsaw Pact was not necessarily intended for a specific audience, the
meaning of the alliance spoke loud and clear to the rest of the western world. The NATO alliance
(whose members at the time included Belgium, the Netherlands, Luxembourg, the United
Kingdom, Canada, Portugal, Spain, Italy, Norway, Denmark, Iceland, and the United States) was
formed in 1949, in which Western Germany joined in 1954. The alliance’s purpose was to agree
on mutual military defense; i.e. If one of the countries in the agreement was attacked, then the
military support of the others would come to its aid. The creation of the Warsaw Pact threatened
the NATO forces and sparked the beginnings of nuclear threats of the Cold war.
5. Reason
The reason for the creation of the Warsaw Pact was to unite eastern forces against
western forces involved in NATO to protect and defend against invasion of any one of the eight
Communist states involved.
6. The Main Idea
The main idea of the Warsaw Pact was to initiate foreign relations with an eastern,
politically similar-minded world in light of Communist doctrine. Such relations intended to come
in harsh contrast to the Democratic-minded western forces.
7. Significance
The significance of the Warsaw Pact involved the uniting of Communist states against
Democratic states, posing a large threat to the Western world’s doctrine of politics. The alliances
that formed the Warsaw Pact and NATO were key players in the threats that composed the Cold
War.
Document C
1. Author
The author of the North Atlantic Treaty Organization (NATO) included members of
several western countries such as Belgium, the Netherlands, Luxembourg, the United Kingdom,
Canada, Portugal, Spain, Italy, Norway, Denmark, Iceland, and the United States. The NATO
alliance has grown, however, and now constitutes a series of 28 countries across North America
and Europe.
2. Place and Time
The NATO alliance was formed on April 4th, 1949. The headquarters of the alliance is
found in Brussels, Belgium.
3. Prior Knowledge
The NATO alliance comes from a military treaty that works on a system of collective
defense, obligating each country involved in the treaty to defend against the other if attacked by
an external country. The NATO alliance first began as a loosely tied series of a few countries in
1949, but with the onset of the Korean War many more countries joined NATO and vitalized its
ties between foreign nations involved in the treaty. The creation of the Warsaw Pact, in
opposition to NATO, came in response to the joining of West Germany to NATO in 1954.
4. Audience
Much like the Warsaw Pact, the North Atlantic Treaty has no particular audience, though
response, created the Warsaw Pact.
5. Reason
The reason for the NATO alliance is to unite western forces against eastern threats to
democracy by Communist-minded countries. By uniting forces via treaty, the western powers
can more easily defend one another’s political standings, such as in the NATO deployment of
forces on behalf of Kuwait in 1991 against Iraq.
6. The Main Idea
The main idea of this excerpt is to show the alliance of western forces against Communist
countries and the military obligations involved in such a treaty.
7. Significance
The significance of NATO to the Cold War comes primarily from it’s catalyzing effect it
had on the creation of the Warsaw Pact by the USSR as tensions between the western allies and
the eastern world increased.
Document D
1. Author
The author, of rather photographer, of this unknown, but likely may have come from a
worker of the Agency of International Development [AID] record group.
2. Place and Time
This photograph was taken likely near the time of April 3rd, 1948, in which the Marshall
Plan (Economic Cooperation Act) was passed and signed by President Harry Truman after
World War II.
3. Prior Knowledge
After the end of World War II, Europe was in economic turmoil, facing the daunting task
of picking up the pieces of it’s tumultuous economy. The people of Europe faced famine in the
wake of this economic crisis. In order to prevent the spread of communism, the United States
devised a plan via Secretary of State George Marshall that called for the monetary assistance of
the United States towards Europe to rebuild the European economy by removing barriers on
trade and by modernizing technology and industrial standards. The Plan offered this kind of
assistance throughout Europe, however the Soviet controlled Eastern side did not accept it in
light of keeping the US out of their political affairs. At this time, Stalin held control of the Soviet
Union, a collection of Communist states that regulated a strict economy of collective farming,
industrial manufacturing, and production. If the Soviet Union accepted aid from the US, they
would have to abide by certain American standards. Therefore the Soviet Union rejected the
offer and so fostered a dwindling economy in which oppression of the people ran rampid.
However, West Berlin did accept this offer and so was able to rise from the ashes of defeat left in
the wake of World War II.
4. Audience
The audience of this plan was all of Europe effected by World War II, though rejected by
the Soviet Union. Economic recovery was slow but eventually returned to pre-war levels though
several billion dollars and many humanitarian programs were used to help rebuild the European
economy.
5. Reason
The reason for the Marshall plan was to stimulate the world economy by revitalizing a
dwindling European economy.
6. The Main Idea
The main idea of this photo in particular is to show the American influence in Europe
post World War II and pre Cold War. The photo is meant (within the context of the DBQ) to
foster questions and allude to the American economic influence in Europe during this era.
7. Significance
The significance of the Marshall Plan had an underlying influence that helped to foster
democratic sentiments, as this much needed aid came from the helping hand of a western,
Democratic nation.the wake of its power could be felt world wide, most notably by the Soviet
Union who, in
Document E
1.Author
The Speaker of this piece is former president Ronald Reagan.
2.Place and Time
Ronald Reagan delivered this speech one year after the fall of the Berlin Wall on November 19,
1990, at the Westminster College Cold War Memorial in Fulton, Missouri.
3.Prior Knowledge
At the time that Ronald Reagan delivered this speech, the Soviet Union was dissolving. Growing
approval for General Secretary Gorbachev’s reformist policies were stemming from the controversy
concerning the nuclear disaster in Ukraine and the soviet war in Afghanistan, causing liberalization to
spread from west to east (1989). The following year on November 9, 1989, East Germany government
official Gunter Schabowski announced the opening of the border between East and West Germany, as
well as in Berlin. People began to chip away at the Berlin Wall and the celebration of their freedom
began. East and West Germany unified into a single German state on October 3, 1990.
4.Audience
The intended audience for this speech was the community of Westminster College in Fulton,
Missouri. At the campus’s Cold War Memorial, a sculpture constructed from eight sections of the Berlin
Wall was placed. This speech was a dedication speaker for the work of art.
5.Reason
This speech was created to dedicate the sculpture, “Breakthrough,” as the centerpiece of the
Westminster College Cold War Memorial. It was a representation of freedom as communism was
beginning to crumble at the time.
6.The Main Idea
In this speech, Ronald Reagan is celebrating the restoration of peace between nations. He
rejoices in renewed freedom and he honors those who fought for it tirelessly. He mourns over the
prolonged breach of freedom many experienced as a result of the iron curtain. All in all, it is a speech of
remembrance that looks both into the many tribulations of the past, as well as the hope of the future.
7.Significance
The relevance of this speech is pertinent to both Americans and those restrained by the Soviet
Union. Ronald Reagan addresses “Breakthrough,” a work of art commemorating the freedom that was
gained when the Berlin Wall fell. This is connects to the end of the Cold War, as the fall of the Berlin Wall
is only one example where people were set free as a result of the Communism’s weakened grasp.
Document F
1.Author
The author of “Truman Doctrine” is former president Harry Truman.
2.Place and Time
“Truman Doctrine” was an international relations policy presented by Harry Truman to
Congress. This took place March 12, 1947.
3.Prior Knowledge
At the time when Truman crafted “Truman Doctrine,” the United States and the Soviet Union
were at point of acute tension. When the Soviets were reluctant to withdraw from Iran on schedule,
Truman grew concerned with US-Soviet dealings. He proposed vigorous US opposition to the USSR, and
instigated this opposition with economic and military assistance to Greece and Turkey in order to
prevent their falling into the Soviet grasps.
4.Audience
“Truman Doctrine” had one primary audience, and that was Congress. President Truman was
urging that his newly developed policies be put into place, as it would help to resist the rise of Soviet
power.
5. Reason
The reasoning behind Truman’s proposition of “Truman Doctrine” is quite simple; prevent the
USSR from further world expansion. His plan for doing this was to provide economic and military aid to
Greece and Turkey in order to prevent the USSR from siphoning them into Soviet control.
6. The Main Idea
The main idea behind “Truman Doctrine” was that providing financial assistance to Greece and
Turkey would prevent further spread of Soviet control. Increased aid from America would help defeat
the Greek Communist Party (KKE) and help Turkey remain in control of the passage between the Black
Sea and the Mediterranean; in which the Stalin was demanding partial control over.
7. Significance
Truman Doctrine was especially pertinent to the United States, Greece, and Turkey. By ensuring
that the Soviets would not gain control over Greece and Turkey, the US maintained political power.
Document G
1. Author
The speaker in this oral record is Robert Lochner, Director of Radio in the American Sector
(RIAS).
2. Place and Time
This oral account was given in Berlin in the year 1961.
3. Prior Knowledge
In the year 1961, the Berlin Wall had been built to separate East and West Berlin. There was no
escaping whatever side people happened to be on the night the Wall was built. Communist propaganda
claimed the wall protected people of East Berlin from capitalist philosophies. However, the wall
separated families and friends and prevented people from getting to their jobs. It was claimed to protect
the people, but all it did was destroy their lives.
4. Audience
This oral record is Robert Lochner’s account of a legendary radio news broadcaster Edward R.
Murrow. Though there is no record of who Lochner was speaking to, he discusses Murrow’s
conversation with President Kennedy. Therefore, Murrow’s audience was Kennedy.
5. Reason
Robert Lochner discusses a conversation that newscaster Edward R. Murrow has with President
Kennedy. The purpose of this telephone conversation was Murrow alerting President Kennedy of the
dire situation in Berlin. Kennedy had not received the full extent of the story before speaking with
Murrow.
6. The Main Idea
The main idea of this oral account encompasses the event that occurred after a conversation
had between Edward R. Murrow and President Kennedy. President Kennedy sent Vice President Johnson
to Berlin. This helped prevent total loss of morale in West Berlin.
7. Significance
This oral account reveals the initial response of the US to the construction of the Berlin Wall.
President Kennedy’s first response was to send Vice President Johnson to Berlin to address the situation.
This helped in maintaining hope amongst West Berliners.
Document H
1. Author
The speaker in this excerpt is that of former president Richard Nixon.
2. Place and Time
This speech was delivered at the Siemens Factory on February 27, 1969.
3. Prior Knowledge
The Berlin Wall had been in place for eight years, continually growing in strength. Berliners were
confined to whichever side they happened to be on the night the wall was built. The US was persistent
in advocating for the freedom of the people of Berlin, with little success.
4. Audience
At the start of Nixon’s speech, he directly addresses his audience as, “Mr. Mayor, Mr.
Chancellor, Mr. Vice Chancellor, Mr. Secretary of State, distinguished guests, and all of those gathered
here in this great, productive factory in Berlin.”
5. Reason
The speech made by President Nixon at the Siemens Factory was a speech encouraging the
maintenance of hope and courage. Nixon’s purpose for this speech is to boost the morale of Berlin and
to revive their spirits.
6. The Main Point
Nixon’s main point in this speech is clearly that he and the American people are all in this
together with Berlin, and that they will not cease in advocating for the freedom of Berliners.
7. Significance
At the time when Nixon delivered this speech, Berlin was in a place of great strife. There was
little hope of ever receiving freedom. President Nixon urges the people of Berlin not to lose hope, and
he urges the American people to not stop fighting for Berlin. This act of leadership was vital for both
Americans and Berliners. It helped ease sore spirits and it revived hope that had been lost.
Relevant Outside Information
The Cold War (1947 - 1991)
The Arms Race
Berlin, Germany
Berlin Wall
North Atlantic Treaty Organization (NATO) (1949)
The Warsaw Pact (1955)
Admittance of West Germany into NATO
President Harry S. Truman
Truman Doctrine
Rise of Communism
George C. Marshall
The Marshall Plan
European Recession
Soviet Union
Second Red Scare
Stalin
Sanctions and Embargoes (1948)
Export Control Act (1949)
Battle Act
Korean War (1950 - 1953)
Vietnam War (1959 – 1975
Question: What were the economic, sociological, and political effects that the Cold War had on
American culture and policy prior to and post Cold War?
Sample Thesis: With the onslaught of the Cold War and the unfolding of events that followed
and eventually brought the conflict to a close, the American economy, culture, and system of
policies changed dramatically in both the American perception of European culture and
conquest, as well as the foreign policies that were implemented to contain communism via the
NATO alliance and Truman Doctrine.
Works Cited
Document A
Reagan, Ronald. "The History Place - Great Speeches Collection: Ronald Reagan Speech 'Tear
Down This Wall'" The History Place - Great Speeches Collection: Ronald Reagan
Speech
'Tear Down This Wall' N.p., 12 June 1961. Web. 07 Apr. 2013.
Document B
"Avalon Project - The Warsaw Security Pact: May 14, 1955." Avalon Project - The Warsaw
Security Pact: May 14, 1955. Yale Univeristy, 4 May 1955. Web. 07 Apr. 2013.
Document C
"Avalon Project - NATO Treaty; April 4, 1949." Avalon Project - NATO Treaty; April 4, 1949.
Yale University, 4 Apr. 1949. Web. 07 Apr. 2013.
Document D
"Document for June 5th:"West Berlin, Germany. Marshall Plan Aid to Germany Totaled
$1,390,600 and Enabled That Country to Rise from the Ashes of Defeat, as Symbolized
by This Worker in West Berlin..."" Today's Document from the National Archives. N.p.,
n.d. Web. 07 Apr. 2013.
Document E
Reagan, Ronald. "American Experience: TV's Most-watched History Series." PBS. PBS, 2010.
Web. 19 Apr. 2013.
Document F
Truman, Harry. "American Experience: TV's Most-watched History Series." PBS. PBS, 2010.
Web. 19 Apr. 2013.
Document G
Lochner, Robert. "Voices of U.S. Diplomacy and the Berlin Wall." Robert Lochner, Director
Radio in the American Sector (RIAS), Berlin, 1961-1968, 1961-1968. N.p., 3 Dec. 2010.
Web. 10 Apr. 2013.
Document H
Richard Nixon: "Remarks at the Siemens Factory, West Berlin.," February 27, 1969. Online by
Gerhard Peters and John T. Woolley, The American Presidency Project.
http://www.presidency.ucsb.edu/ws/?pid=2427.
DBQ – The Second Red Scare
Using your knowledge of the social atmosphere and political tensions
of the late 1940-1950's, McCarthyism, and the first Red Scare; assess the
validity of fears of Communist party espionage and infiltration, and the
effects of those fears on American foreign affairs into the 1950's.
RELEVANCE/CONNECTIONS
The Red Scare can be seen as significant because it was two periods
in history that featured the biggest instances in which fear took hold of
Americans. Communism was seen as a major threat to the U.S, and it was
seen as one of the most terrifying things in existence. Many times though,
fears are irrational. Certain people will manipulate, exaggerate, and exploit
these fears for their own means and ends, and most of the time; it has
nothing to do with anything. It is purely just to gain a sense of authority and
power. Many people can view the Red Scare as pointless and stupid, and
we were being majorly paranoid, although, there were terrible and
horrendous things happening in the USSR at this time (mass murder,
exploitation, torture…etc.) But America isn’t perfect either. In the case of
the Red Scare, it can be view from many different angles. This provides an
example of what will happen if we let fear get to our heads…mass hysteria.
We let the fear and paranoia take control of our lives. We couldn’t focus on
anything important besides worrying about whether our neighbor was a
Russian spy.
Nationalistic attitudes emerge everywhere, but most of all, in trying
times, just as people today associate the known religious extremists with
any other creed of religion, if the practitioners simply look similar enough;
or look down their noses if the immigrants are poor and numerous enough.
The Second Red Scare can be directly connected to the McCarthyism of
the times, and the numerous investigations into the lives of federal and
everyday people. Xenophobia ran rampant, workers were made to sign
contracts stating their loyalties, and committees were set up solely for the
purpose of witch-hunting the “guilty”. Indirectly, the Red Scare times can be
traced to imperialist and nationalistic attitudes towards foreign policy (the
Philippines and others) gone sour. Even after Joseph McCarthy's reign of
terror, public fear and distrust of communism remained. It all goes to show
that if you fuel the fire of distrust that leads to hatred and irrationality, even
the machine of government will give way to chaos.
APPARTS
ROSENBERG JUDGE’S STATEMENT—DOC A
“The nature of Russian terrorism is now self-evident. I consider your crime worse
than murder. Plain, deliberate, contemplated murder is dwarfed by...I believe your
conduct in putting into the hands of the Russians, the A-bomb years before our best
scientist predicted Russia would perfect the bomb has already caused, in my opinion, the
Communist aggressions is Korea, with the resultant casualties exceeding 50, 000 and who
knows what more millions more of innocent people may pay the price of your treason.
No one can say that we do not live in a constant state of tension, we have evidence of
your treachery around us every day. For the civilian defense activists throughout the
nation are aimed at preparing us for an atom bomb attack. Nor can it be said in mitigation
of the offense that the power which set the conspiracy in motion and profited from it was
openly hostile to the United States at the time of the conspiracy.
The evidence indicated quite clearly that Julius Rosenburg was the prime mover in
this conspiracy, however, let no mistake be made about the role in which his wife, Ethel
Rosenburg, played in this conspiracy.
Author: Judge Kaufman
Place and Time: March 6, 1951
Prior Knowledge: The Rosenbergs were accused of espionage, there was a trial, and this is the
judge’s statement.
Audience: People of the United States
Reason: The judge wanted to give his opinion of the Rosenberg’s and this case. This is what he
thought about the whole soviet spy ordeal.
The Main Idea: He seemed convinced that the Rosenberg’s were very guilty, and he was very
concerned about Soviet Union spies in America. He considered their crime “worse than murder”.
Significance: This was was a major development for the communist party in America. It
confirmed fears of traitors and spies within the system of government.
POLITICAL CARTOON—DOC B
Author: Edmund Gale
Place and Time: Los Angeles Times, April 19, 1923
Prior Knowledge: The red scare was a time when America was convinced the Soviet Union was
spying on them. Everyone was extremely paranoid and terrified of anything communist related.
Audience: Americans, people who read the Los Angeles Times.
Reason: The author of the cartoon clearly wanted to show how communism/bolshevism was
invading our country.
The Main Idea: The AFL warned that liberal ideas such as pacifism and social welfare
legislation were advocated by ‘genuine Americans whose patriotism is unimpeachable’ but were
becoming unwitting victims of communist propaganda meant to weaken American resistance
and form radical ideas.
Significance: Political cartoons were mainstays of the World War eras and they were sent out as
public service reminders and to bias the general population. This particular one would have been
the clincher for citizens who may not have even known who or what Bolshevism was.
SMITH ACT—DOC C
“Whoever knowingly or willfully advocates, abets, advises, or teaches the duty, necessity,
desirability, or propriety of overthrowing or destroying the government of the United
States or the government of any State, Territory, District or Possession thereof, or the
government of any political subdivision therein, by force or violence, or by the
assassination of any officer of any such government; or
Whoever organizes or helps or attempts to organize any society, group, or assembly of
persons who teach, advocate, or encourage the overthrow or destruction of any such
government by force or violence; or becomes or is a member of, or affiliates with, any such
society, group, or assembly of persons, knowing the purposes thereof-Shall be fined under this title or imprisoned not more than twenty years, or both, and shall
be ineligible for employment by the United States or any department or agency thereof, for
the five years next following his conviction.”
Author: Howard W. Smith
Place and Time: 1940
Prior Knowledge: The Smith Act was to imprison anyone who threatened the U.S government,
through espionage, assassination, acts of violence…etc.
Audience: Americans, anyone living in the country.
Reason: Because, the government wanted to capture and imprison anyone who was a threat to
America.
The Main Idea: The Smith Act was the government’s way of showing that they meant business.
Sure, they were being a little paranoid, but they didn’t want to deal with espionage of anything.
Significance: American foreign policy paved the way for the Smith Act to be enacted.
CONGRESS SESSION—DOC D
“The Committee on Un-American Activities, as a whole or by
subcommittee, is authorized to make from time to time investigations if (i)
the extent, character, and objects of un-American propaganda activities in
the United States, (ii) the diffusion within the United States of subversive
and un-American propaganda that is instigated from foreign countries or
of a domestic origin and attacks the principle of the form of government as
guaranteed by our Constitution, and (iii) all other questions in relation
thereto that would aid Congress in any necessary remedial legislation.”
Author: U.S. House of Representatives
Time and Place: Government Printing Office, 1958
Prior Knowledge: This is when the government pried into to people’s personal lives to figure
out if they were Communist spies.
Audience: Congress, and anyone who read the transcripts
Reason: The government really wanted to locate all the Russian spies and stop them, because
they were very paranoid about communism infiltration.
The Main Idea: Basically, they wanted to regulate and observe all the propaganda (nonAmerican) that was in the U.S, so the citizens of America weren’t influence by Russian and
Soviet Union propaganda.
Significance: To make sure that the only bias allowed in the country was anti-communist bias,
the federal government created a committee to observe the actions of its people. HUAC was very
powerful and made every effort to purify the American scene of communists.
VENONA PROJECT TRANSMISSION—DOC E
Author: The CIA eventually released the Venona Project as intelligence of the time that was
previously classified.
Place and Time: 14 November 1944
Prior Knowledge: The CIA must have been busy keeping tabs on suspected spies and espionage
all throughout the Word Wars and especially around the time of the Rosenberg' trial.
Audience: The project was released to the general public after declassification.
Reason: To inform about the whereabouts/activities of the Rosenburg Case conspirators.
The Main Idea: The Rosenburg trial didn't die with the Rosenberg. The CIA was still always
trying to ferret out more conspirators and Soviet news.
Significance: The Venona Project really serves to illustrate the level of intelligence that was
being kept on these people's activities.
TRUMAN DETROIT SPEECH—DOC F
“Now listen to this one. This malicious propaganda has gone so far that on the
Fourth of July... people were afraid to say they believed in the Declaration of
Independence. A hundred and twelve people were asked to sign a petition that contained
nothing except quotations from the Declaration of Independence and Bill of Rights. One
hundred and eleven of those people refused to sign that paper—many of them because they
were afraid that it was some kind of subversive document and that they would lose their
jobs or be called Communists....I can't imagine it.”
Author: Harry Truman
Place and Time: 29 July, 1951
Prior Knowledge: Truman was all about “containing” the Soviet threat, and supporting the free
people. He formed what's known as the Truman Doctrine and ordered investigations of
numerous federal employees.
Audience: Anyone watching the speech.
Reason: The 250th anniversary of the city of Detroit
The Main Idea: Communist ferreting-out had gone too far, with people afraid that their
neighbor or coworker might be a spy, even using their own Bill of Rights to trick them into
actions that looked suspicious
Significance: That Truman, a dogged anti-Communist, would put in a speech that the witchhunting had gone too far, was admitting that something had gone terribly wrong in the way that
people were perceiving the right way to defend the country against infiltration.
CIVIL RIGHTS ACTIVISM—DOC G
“...But communism had already made ties with civil rights, and this was an image that was
hard to lose...'the charge of communist infiltration [in] the civil rights movement was a
weapon more than a legitimate concern'. This accounts for the actions of many
segregationists, bust does not quite fit into the paranoia of Hoover and the FBI... including
his belief that only a few communists were needed to overthrow the government ….is
questionable as to wether he truly believed this statement or if he was using it to justify his
investigation of many various organizations.
Author: Nithin
Place and Time: Present Day
Prior Knowledge: The communist party took a lot of flack of being sneaky and no-good, but
little was thrown around during the 1940's about their good points.
Audience: General Public
Reason: A different take on the role of the Communist Party in America.
The Main Idea: The Communist Party was tied to an image of civil rights that was at odds with
public perception of “the commies” and questions if the communists were actually furthering
rights or self-serving.
Significance: It's important to note that the communists were a three-dimensional, multiple issue
party within U.S legislature.
RESPONSE KEY
8-9 Essay
 Clear, well developed and answers all parts of the prompt.
 Thesis developed with many relevant historical facts.
 Provides strong analysis and topic sentences linked to thesis.
 Few errors, well organized.
5-7 Essay
 Partially answers prompt, may only address a few changes over time.
 Supports thesis.
 Some analysis through topic sentences. Coverage may be unbalanced.
 Minor errors, acceptable organization.
2-4 Essay
 Confused of unfocused thesis, or paraphrases prompt with little to no
explanation.
 Lists facts with weak connections to thesis with little connection to prompt
0-1 Essay
 Lacks thesis or paraphrases the question.
 Demonstrates an incompetent or inappropriate response
 Little to no understanding of the question, substantial errors.
No Credit

Blank or off task.
SAMPLE THESIS
Although there were fears pervading the social atmosphere and politics of
the 1940's and 50's due to Cold War tensions and an overwhelming fear of a Soviet
attack, actual evidence supporting phobias of espionage and Communist
infiltration was lacking, although these phobias did fuel violation after violation of
civil liberties as well as many investigation into the private lives of federal
workers.
RELEVANT INFORMATION
 Bolshevik Russian Revolution
 World War I
 First Red Scare
 Korematsu vs United States
 Labor Strikes
 Blacklisting
 1919 Bombings
 World War II
 McCarthyism
 Berlin Blockade
 Confessions of Espionage
 Chinese Civil War
 Korean War
 Smith Act
 Rosenburg Trial
 Iron Curtain
 Soviet Nuclear Threat
 HUAC
 Cold War
 Federal Employee Loyalty Program

Vernona Project
WORKS CITED
Gale, Edmund. "The Nice Red Apple." Cartoon. Los Angeles Times. Print.
Henretta, James A. America's History. New York: Worth, 1993. Print.
Jack Anderson and Ronald W. May, McCarthy: The Man, the Senator, the
“Ism”
(Boston: The Beacon Press, 1952), 85.
"Miller Center." American President: Harry S. Truman: The American
Franchise. N.p., n.d. Web. 17 Apr. 2013
Nithin. "An Ally No One Wants: Communism's Affiliation with the Civil Rights
Movement."
N.p., n.d. Web. 17 Apr. 2013.
Princeton, Review. "Chapter 5, the DBQ." Princeton Review Cracking the Ap
U.s. History Exam, 2014. [S.l.]: Random House, 2013. N. pag. Print.
U.S. House of Representatives, Committee on Un-American Activities,
Communist Infiltration and Activities in the South, Eighty-fifth Congress,
Second
Session (Washington, DC:
Office, 1958),
United States Government Printing
v.
Truman, Harry. Detroit. 29 July 1951. Speech.
"The Trial of Ethel and Julius Rosenberg." The Trial of Ethel and Julius
Rosenberg. N.p., n.d. Web. 17 Apr. 2013.
"Venona Interceptions." PBS. PBS, n.d. Web. 17 Apr. 2013.
DBQ Project
Ian Muck
Kristine Hampton
4/19/13
Primary Documents/APPARTS
JFK Speech at Rice University 1962
We set sail on this new sea because there is new knowledge to be gained, and new rights to be won, and
they must be won and used for the progress of all people. For space science, like nuclear science and all
technology, has no conscience of its own. Whether it will become a force for good or ill depends on man,
and only if the United States occupies a position of pre-eminence can we help decide whether this new
ocean will be a sea of peace or a new terrifying theater of war. I do not say the we should or will go
unprotected against the hostile misuse of space any more than we go unprotected against the hostile use of
land or sea, but I do say that space can be explored and mastered without feeding the fires of war, without
repeating the mistakes that man has made in extending his writ around this globe of ours.
APPARTS
Author- Speech giver was John F. Kennedy
Place and Time- Rice University, 1962
Prior Knowledge- 1962 was the peak of the Cold War. The USSR had, at this time, successfully launched
two objects to the moon and a variety into space while America had yet to successfully launch any craft to
the moon, achieving only two partial successes. JFK was, at this time, in the second year of his
presidency, only a year before his assassination.
Audience- The American people (televised), state officials, scientists, guests at Rice University
Reason-The speech was created to keep Americans behind the space cause and to try to give a reason to
their suffering and sacrifice.
The Main Idea- The speech at Rice University was given to reiterate to America, and anyone else
watching or listening to the speech, that the US would reach the moon before the end of the decade and
would become the world's leader in space technology.
Significance- This speech included some of JFK's most memorable quotes on space. It has also been cited
as one of the reasons for the strong tie between Rice and NASA that has survived to this day.
NPR First View of Earth from Space (Image, top one)
APPARTS
Author- Camera on V-2 missile
Place and Time- 24 October 1946, New Mexico (return site)
Prior Knowledge- This image came years before any satellites were launched into space and just after the
end of World War II. This was also before the official start of the Cold War. The only images of the Earth
from above before this were from 13.7 miles up, just high enough to detect the fact that the Earth curves,
nothing more.
Audience- The first people to see it were a group of scientists and a few soldiers in New Mexico but this
image eventually circulated the globe.
Reason- This image was taken so that scientists could study what the Earth looked like from space.
The Main Idea- This image says nothing more than what Earth looks like from space.
Significance- This is the first image of Earth from space, before this people had no idea what the Earth
and atmosphere truly looked like.
Apollo Design Plans
APPARTS
Author- NASA design team
(Place and) Time- 20 July 1969
Prior Knowledge- Before this flight there had been no successful manned flights to the moon, only lunar
modules were successfully launched to the moon.
Audience- The landing was broadcast all over America for everyone to watch as it occurred.
Reason- The plans were created to help design the Apollo spacecraft.
The Main Idea- To show the design of the spacecraft for building and logistical purposes.
Significance- This was the first manned spaceflight to bring humans to the moon and allow man to walk
on it. This photo documents the designs of the spacecraft that is one of the most memorable moments in
history.
JFK at American University
No government or social system is so evil that its people must be considered as lacking in virtue. As
Americans, we find communism profoundly repugnant as a negation of personal freedom and dignity. But
we can still hail the Russian people for their many achievements--in science and space, in economic and
industrial growth, in culture and in acts of courage.
APPARTS
Author- Speech giver was John F. Kennedy
Place and Time- American University, June 10 1963
Prior Knowledge- America had not yet been successful in getting to space.
Audience- JFK, gave this speech to the graduating class of 1963 at American University. The speech was
televised to all of America could watch.
Reason- JFK gave the speech to talk about the banning of nuclear testing and tell us that we shouldn’t
hate the Russian people even if we find their politics repugnant. That their achievements are great and
should be hailed.
The main idea- The main idea was to help the americans warm up to the Russian people a little bit
more.JFkl still preached hate for communism but that we should hail them for what they have achieved in
science.
Significance- This was during a time where Soviet and American relations were not great because of the
Cold War. So having our President talk about hailing the Soviet Union for their advances in science was a
big deal.
Letters from Dr. von Braun
Your first question was: “To whom does the moon legally belong?”
Article I of the treaty provides, in material part, that, “The exploration and use of outer space, including
the moon and other celestial bodies…shall be the province of all mankind. Other space, including the
moon…shall be free for exploration and use by all states without discrimination of any kind, on a basis of
equality and in accordance with international law, and there shall be free access to all areas of celestial
bodies, Article II of the treaty states that, “Outer space, including the moon and other celestial bodies, in
not subject to national appropriation by claim of sovereignty, by means of use or occupation, or by any
other means.”
APPARTS
Author- Foster Hasley, Deputy Director of Public Affairs
Place and time- December 3 1969, Butler, Alabama
Prior Knowledge- The United States and The Soviet Union thought that the moon was going to be the
property of the first country to land on it.
Audience- This letter was written to a high school science class, who asked him the question of who owns
the moon.
Reason- This was written to explain that no one has the right to claim outer space as there own.
The main idea- The main idea of the letter was to let the class know that no one country is the owner of
the moon or space. That everyone will have the right to explore outer space.
Significance- this letter was sent during a time when people believed that either the U.S or the U.S.S.R
was going to claim the moon for their country. The message in this letter was that space does not belong
to anyone and hearing that was a pretty big deal back when Americans hated the Soviets. This was a big
step forward in ideals.
Letter from Wernher von Braun to Vice President
“Summing up, it is my belief that
We do not have a good chance of beating the Soviets to a manned “laboratory in space.” The Russians
could place it in orbit this year while we could establish a (somewhat heavier) laboratory only after the
availability of a reliable Saturn C-1 which is in 1964.
We have a sporting chance of beating the Soviets to a soft-landing of a radio transmitter station on the
moon. It is hard to say whether this objective in on their program, but as far as the launch rocket is
concerned, the could do it at any time. We plan to do it with the Atlas-Agena B-boosted Ranger 3 in early
1962.
We have a sporting chance of sending a 3-man crew around the moon ahead of the Soviets (1965/66).
However, the Soviets could conduct a round-the-moon voyage earlier if the are ready to waive certain
emergency safety features and limit the voyage to one man. My estimate is that they could perform this
simplified task in 1962 or 1963.
We have an excellent chance of beating the Soviets to the first landing of a crew on the moon (including
return capability, of course).”
APPARTS
Author- Dr. von Braun
Place and Time- April 29 1961. NASA Headquarters
Prior Knowledge- At this time the Soviet Union had already launched the first satellite into space and the
United States believed them to be incredibly advanced when it came to the scientific aspect of the space
race. They had already beaten the U.S before and we were not very happy about their progress when it
came to science. We feared before this letter that they might actually win the space race.
Audience- The letter was intended for the Vice President
Reason- Dr. von Braun wrote this to the Vice president to inform him of the things we could accomplish
before the Russians. The list also had things that the Russians could accomplish before us.
The main idea- The main idea for this letter was to inform the V.P of what he thought that America could
do to win the Space Race. He also gave thing s that the Russians could beat us in.
Significance- This letter said that there was an amazing chance that America could win the space race.
this was huge, if America could get man on the moon then they would win.
Agreement on the Rescue of Astronauts, the Return of Astronauts and the Return of Objects Launched
into Outer Space, April 22, 1968
The Contracting Parties,
Noting the great importance of the Treaty on Principles Governing the Activities of States in the
Exploration and Use of Outer Space, including the Moon and Other Celestial Bodies, which calls for the
rendering of all possible assistance to astronauts in the event of accident, distress or emergency landing,
the prompt and safe return of astronauts, and the return of objects launched into outer space,
Desiring to develop and give further concrete expression to these duties,
Wishing to promote international co-operation in the peaceful exploration and use of outer space.
Prompted by sentiments of humanity.
APPARTS
Author- N/A
Place and Time- April 22 1968
Prior Knowledge- There were no laws in place that would assure that an astronaut would be safe if on
their return to earth. They were also not assured that they would be rescued if something were to happen
to them.
Audience- The audience is the countries that this treaty involves.
Relevance- Until this time there were no laws that dealt with the safe return of our astronauts, and with
the space race heating up it was important that we had some way to protect our countries astronauts. If
one of our men landed in Russia or if a Russian were to land in America, it probably wouldn’t be good.
The main idea- The main idea of this treaty was to protect our countries and other countries (mostly
Russian) astronauts. This also goes through different ways to make sure they are safe when going into
outer space.
Significance- It is important for us to protect our astronauts and this treaty really helped. Because of this
treaty we are able to keep them safe. America still uses this treaty today. This treaty also helped Soviet
and U.S relations, even if it was only a little bit.
List of Relevant Outside Information
The Space Race (1957-1975) was a competition between the USA and USSR for a
series of “firsts” in space
Origins of the race trace back to Nazi Germany and German scientists
The first satellite to be launched successfully into space was Sputnik I (USSR), it is cited as
the start of the Space Race
The ending of the Space Race came with the Apollo-Soyuz Test Project (USSR/USA)
Presidents of the USA:
Dwight D Eisenhower (1953-1961), Republican
John F Kennedy (1961-1963), Democratic
Lyndon B Johnson (1963-1969), Democratic
Richard M Nixon (1969-1974), Republican
Gerald R Ford (1974-1977), Republican
Premiers of the USSR:
Nikolai Bulganin (1955-1958)
Nikita Khrushchev (1958-1964)
Alexei Kosygin (1964-1980)
Explanation of Relevance
Many modern people view space travel and exploration as an obsolete expenditure. They find no
wonder in what the vacuum around us has to offer and they see no point in venturing into the unknown.
However, just fifty years ago people were fascinated by everything that space had to offer. The moon
landing captured audiences young and old across the nation, watching as mankind achieved heights
beyond anything it had ever imagined. Space travel brought us some of the most eye opening images
humans had ever seen. No longer did people see the Earth as a huge, invincible structure, flying through
space. Suddenly we were just specks on a dot on the horizon. The influence on people’s philosophies after
viewing themselves as microscopic dots is revolutionary enough to justify space travel but this is not the
only thing that space travel has to offer. There are wild fantasies about human colonization around the
galaxy and alien interactions with creatures never seen before but the simple truth is that the Earth is not a
permanent home. Whether it is due to overpopulation, a lack of food, no more space to live in or simply
the eventual decaying of our sun and an inability to sustain life on Earth we will eventually have to leave
this planet or die with it. If for no other reason, space travel is important because, if we don’t move
beyond our current capabilities, the human race will not survive what the future has to bring.
Each of the documents provides a very specific function for the document based question. John F
Kennedy’s speeches at Rice University and American University provide an insight to the political
mindset of the 1960’s, how important a victory over the Soviet Union was during the Cold War, no matter
the playing field. The image of Earth from space provided, as stated before, a dose of reality to the people
of Earth. A reminder of how fragile the planet is in the context of the galaxy, not to mention the universe.
The Apollo design plans provide a more technical look at spaceflight, showing off the leaps we have
made in science and technology. The letters from Dr. Wenher von Braun provide a more unbiased view of
space. Dr. von Braun, as a former Nazi scientist, was by no means a believer in the American dream or a
soldier dedicated to fighting for America’s place in the world. He stated exactly what he believed was
possible for space travel at the time, unblinded by patriotism or rivalries. The last document, an
agreement between nations for the rescue and return of astronauts and objects launched into space,
represents a more diplomatic approach to space travel and exploration, an olive branch before victory.
Thesis
Scientific discoveries and advances often prelude cultural revolutions and trends. The Space Race
between the United States of America (USA) and the Soviet Union (USSR) opened the door to public
fascination with space travel and discovery, inspiring and fascinating everyone, especially the youth.
Which aspects of the Space Race (government support, public fascination, technological advances, etc)
were the most beneficial in inspiring the public and keeping confidence in the USA during the peak of the
Cold War? Did these aspects provide any “leg up” in the Cold War and help the USA towards victory?
Works Cited
Wikipedia contributors. "Space Race." Wikipedia, The Free Encyclopedia. Wikipedia, The Free
Encyclopedia, 18 Apr. 2013. Web. 19 Apr. 2013.
Wikipedia contributors. "Premier of the Soviet Union." Wikipedia, The Free Encyclopedia.
Wikipedia, The Free Encyclopedia, 9 Apr. 2013. Web. 19 Apr. 2013.
Wikipedia contributors. "List of Presidents of the United States." Wikipedia, The Free Encyclopedia.
Wikipedia, The Free Encyclopedia, 14 Apr. 2013. Web. 19 Apr. 2013.
Kennedy, John. “Rice University Speech.” Rice University, Houston, TX. 12 Sept. 1962. Address.
“Agreement on the Rescue of Astronauts, the Return of Astronauts and the Return of Objects
Launched into Outer Space, April 22, 1968” Avalon Project. n.p. 22 Apr. 1968. Web.
2013.
19 Apr.
Braun, Wernher von. “Apollo: A Retrospective Analysis.” Message to the Vice President. 29 Apr.
1961. Letter.
Braun, Wernher von. “Who Does the Moon Belong To?” Message to E. T. Rolison. 3 Dec. 1969.
Letter.
Kennedy, Johm. “American University Speech.” American University, Washington DC. 10 June
1963. Address.
Apollo Command and Service Modules and Launch Escape System. 1975. NASA, Florida.
First Image of Earth from Space. 1966. NASA, Florida.
APPARTS Document #1 (Letter alerting of status in southern Vietnam)
17 April 63
PROSPECTS IN SOUTH VIETNAM
THE PROBLEM
To assess the situation and prospects in South Vietnam, with special emphasis upon the military
and political factors most likely to affect the counterinsurgency effort.
CONCLUSIONS
A. We believe that Communist progress has been blunted and that the situation is improving.
Strengthened South Vietnamese capabilities and effectiveness, and particularly US involvement,
are causing the Viet Cong increased difficulty, although there are as yet no persuasive
indications that the Communists have been grievously hurt. (Paras. 27-28)
B. We believe the Communists will continue to wage a war of attrition, hoping for some break in
the situation which will lead to victory. They evidently hope that a combination of military
pressure and political deterioration will in time create favorable circumstances either for
delivering a coup de grace or for a political settlement which will enable them to continue the
struggle on more favorable terms. We believe it unlikely, especially in view of the open US
commitment, that the North Vietnamese regime will either resort to overt military attack or
introduce acknowledged North Vietnamese military units into the south in an effort to win a
quick victory. (Paras. 29-31)
C. Assuming no great increase in external support to the Viet Cong, changes and improvements
which have occurred during the past year now indicate that the Viet Cong can be contained
militarily and that further progress can be made in expanding the area of government control and
in creating greater security in the countryside. However, we do not believe that it is possible at
this time to project the future course of the war with any confidence. Decisive campaigns have
yet to be fought and no quick and easy end to the war is in sight. Despite South Vietnamese
progress, the situation remains fragile. (Para. 32)
D. Developments during the last year or two also show some promise of resolving the political
weaknesses, particularly that of insecurity in the countryside, upon which the insurgency has fed.
However, the government's capacity to embark upon the broader measures required to translate
military success into lasting political stability is questionable. (Paras. 33-35)
-Author: The Pentagon Paper
-Place and Time: United States, April 17, 1963
-Prior Knowledge: The document is evaluating the prospects of Vietnam, particularly the
southern regions. With this evaluation, the U.S is deciding whether or not to get involved in the
war. Historically, America was helping the southern part of Vietnam and supported their funds
and military. After northern Vietnam attacked U.S Navy ships, U.S troops were sent in to
participate in the war. The speaker is in support of working with southern Vietnam and wants to
find ways to strengthen their government while still fighting off northern Vietnam.
-Audience: The article was written for a newspaper, so the audience is vast. Each section was
pulled out of the original document, which was meant for military officials and high figures, to
give a summary of how the military stands for anyone reading the news paper.
-Reason: The document was created to solve the conflict on how to continue in the war and what
military actions to use. It was also to inform on the status of southern Vietnam and how they
were handling the war.
-The main idea: The author was trying to convey the issues southern Vietnam was dealing with
and how the U.S was trying to help.
-Significance: The military has to alert the U.S on what was happening in southern Vietnam
since the U.S funds were supporting Vietnam. Our country was practically involved in the war
and it was important to alert the citizens as to where their funds were going. The military sends
letters alerting of the status of the enemy country all the time. The reason is because they want to
prevent attacks and review the weaknesses and attack successes on the enemy country. The
connections of southern Vietnam and U.S were quite positive back then. The letter is just to
reassure the U.S of the status of southern Vietnam.
APPARTS Document #2 (Record of military attacks from northern Vietnam)
-Author: Central Intelligence Agency
-Place and Time: Vietnam November 2, 1963
-Prior Knowledge: The document is a record of all military activity and actions in Southern
Vietnam. By now, the U.S was sending in troops to fight and the U.S supported southern
Vietnam. The author of the document wants to keep the military strong and find ways to take out
the enemies.
-Audience: The audience is the U.S military, who are trying to protect from future attacks and
track how northern Vietnam attacked in the past. The audience is also people who want to know
how northern Vietnam has been antagonizing and causing war.
-Reason: The document was created to track all military actions. It was created mainly as a
record. The author’s point of view was to prevent all future attacks from northern Vietnam, and
they were supporters of the southern Vietnam and U.S. collaboration. The author was thinking
that the collaboration should stop attacks from northern Vietnam, and they thought tracking past
attacks would help future attacks.
-The main idea: The document is an official record of all military actions, meaning the author
isn’t just one person. The main idea of the record was to keep track of attacks, not to analyze the
actions. Records help prevent future attacks and keep the history in written form.
-Significance: Historical records have always been around to educate future people on everything
in the past. It is important to keep military records to analyze the effectiveness of certain attacks.
History is remembered because of records people keep, whether it is military records or any
other form of recording. Most records are kept to educate people on the past. Since records are
written from facts and not from opinion, they are un-bias and connect to everyone related to the
record.
APPARTS Document #3 (Anti-war letter)
-Author: Dr. Mark Sacharoff of English Department, Temple University
-Place and Time: February 16, 1971 Philadelphia, Pennsylvania
-Prior Knowledge: The document is a letter to a person from Dr. Mark Sacharoff about anti-war
efforts. At the bottom of the letter, Sacharoff left a check-off list wanting the person to say they
supported Japanese appeal and supported anti-war efforts and conferences. The war was in full
swing with the U.S and Vietnam, so many anti-war efforts were being made to stop the fighting
between the countries. The author is obviously against the war and is trying to get more
supporters for the anti-war organizations.
-Audience: The document was intended for a U.S citizen who would want to support anti-war
efforts
-Reason: The reason this person wrote the letter was to promote the end of war between
countries. Since the author was against war, he intended to get more people to support his point
of view.
-The main idea: He sent out the letter to get more supporters. When an organization gets more
supporters, it gains strength and has more of a chance of making a difference in the world.
-Significance: Anti-war efforts are important because it helps the government cut down on
military costs and loss of soldiers. The connection between U.S and southern Vietnam was being
supported while the attacks of northern Vietnam were trying to be prevented.
Scoring Key
9: The answer would have to include the reason of why the U.S got involved with the Vietnam
War. The answer to the question is that America felt fear because of the rise of Communism, and
the answer would also have to include the connection with containment of Communism and the
Truman Doctrine. The Geneva Agreement would have to be mentioned, which was the
agreement separating northern and southern Vietnam. And the answer would have to include the
support the U.S had for southern Vietnam.
8: This score would include everything the same as scoring a 9, except less explanation would be
provided
7: The answer would reference documents but not in detail and would answer the question
minimally
6: This answer would answer the question of why the U.S got involved with the war but not
elaborate on the cause of the war in the first place
5: This answer would answer questions correctly and would start to use outside sources to
support claims
4: This answer would answer the questions without providing support
3: This answer wouldn’t have a complete answer to either of the questions in the prompt and
wouldn’t provide support for claims
2: This answer wouldn’t have any support for claims and the answer wouldn’t relate at all to
prompt
1: No support, no answer, misread of prompt
Relevant outside information
-The rise of Communism and America’s effort to prevent it
-The alliance the U.S had with southern Vietnam
-The idea of the Truman Doctrine and containment relating to the prevention of spreading
communism
-Geneva Agreement 1954
-The support southern Vietnam got from the U.S
Relevance: The history of the Vietnam War relates to life nowadays in many ways. The spread
of Communism in the early 20th century was difficult for some countries and many tried to
prevent it. China became Communist in 1949, which was when other countries started showing
interest in the way government was run. In an effort to slow or even stop the spread of
communism, America teamed up with southern Vietnam, who was also anti-communist.
Communism is still practiced today and affects all who are involved with that type of
government. The effort to prevent communism during the Vietnam War is proof that America
saw the flaws and wanted to prevent the problem before it started. It is important to look at the
methods America used when teaming up with southern Vietnam because precautions could be
taken at any time in the future if a problem were to arise like it did in the 20th century. That time
period had a lot going on, and it was a time for America to find its place and government. With
the Cold War and hype about Communism, America had a lot to think about. Since records were
kept of military actions, it is important to look back at those documents and learn how to prevent
problems from occurring in the future. The funds the U.S provided for southern Vietnam were
quite significant and show the actions a country will take if they are passionate about the
prevention of something. It is important to learn what actions they took and what they could have
done differently to prevent Communism, especially since we are still at war today and should
find ways to make peace.
Lindsay Abuyan
Madison Neil
APUSH
DBQ Project
Prompt:
Choose two of the civil rights movements listed below. Compare and contrast the tactics used by
each movement, and the effectiveness of those tactics.



Chicano Civil Rights Movement
Native American Civil Rights Movement
African American Civil Rights Movement
Doc A
30 Chicanos March - UW Daily 30 Jan 1970
If a student may be suspended from the University before a hearing is held, does the same thing
apply to a teaching assistant or faculty member? The Chicano students of MECHA demonstrated
their firm belief that it does … A group of about 30 students marched on the sidewalk … then
entered and walked to Dean Phillip Cartwright’s … office… The students have been attempting
for three weeks to have Luis Larios … suspended after … Chicano students complained they had
been condemned for “the use of their mother tongue.” The issue developed when a Chicano
student … responded with “mande” to a question asked by Larios. The word …is a Spanish
word which carries a connotation of “pardon me.” It … carries a high degree of respect. “Luis
Larios began to condemn and degrade the Chicano student for the improper use of the word,
‘mande,’” MECHA argued. “Luis went on to say that the word was not to be used in his class
because it referred to peasants, lower class people, and slaves.” …Dean Cartwright told the
students that the committee assigned to investigate the case was not empowered to dismiss
Larios without a hearing ….
Doc B
Excerpt of Martin Luther King Jr.’s speech “I Have A Dream” 1963
“It is obvious today that America has defaulted on this promissory note insofar as her citizens of
color are concerned. Instead of honoring this sacred obligation, America has given the Negro
people a bad check which has come back marked ‘insufficient funds.’ But we refuse to believe
that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the
great vaults of opportunity of this nation. So we have come to cash this check -- a check that will
give us upon demand the riches of freedom and the security of justice. We have also come to this
hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the
luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from
the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to
open the doors of opportunity to all of God's children. Now is the time to lift our nation from the
quicksands of racial injustice to the solid rock of brotherhood.”
Doc C
Indians invade Alcatraz again Ukiah Daily Journal November 20, 1969 pg. 10
SAN FRANCISCO (UPI)—In a pre-dawn “invasion,” 89 American Indians occupied Alcatraz
again today to reclaim it as their own… A spokesman for the American Indian Center in San
Francisco said today the group… plans to stay on Alcatraz to set up a center for native
American studies… “Indian people will use the island for the good of the entire nation,” a
spokesman at the Indian center said. “This intention stands in direct contrast to the plans of the
rich people who want to make themselves richer by turning Alcatraz into a museum of American
garbage. “The takeover of Alcatraz is the start of a fight against stealing American land.” He
said the group includes 34 women, 41 men, and three children, with enough provisions for two
days… Their plans, announced before the first “occupation” of the island, include establishing
facilities for native American studies, an Indian medical center, an ecology research center, and
an Indian museum… The Indians offered to buy the island for “$24 in glass beads and red cloth,
a precedent set by the white man’s purchase of a similar island 300 years ago.”
Doc D
Excerpt of poem “I Am Joaquin; an Epic Poem” by Rodolfo Gonzales 1967
“…I have endured in the rugged mountains/ Of our country/ I have survived the toils and
slavery/of the fields. /I have existed /In the barrios of the city /In the suburbs of bigotry /In
the/mines of social snobbery /In the prisons of dejection /In the muck of exploitation /And /In the
fierce heat of racial hatred. /And now the trumpet sounds, /The music of the people stirs the
Revolution. /Like a sleeping giant it slowly /Rears its head /To the sound of /Tramping feet
/Clamoring voices /Mariachi strains /Fiery tequila explosions /The smell of chile verde and /Soft
brown eyes of expectation for a /Better life. /And in all the fertile farmlands, /the barren
plains,/the mountain villages, /smoke-smeared cities, /we start to MOVE…”
Doc E
Indians Plan Fish-In As Nisqually Protest, Seattle Times February 27, 1964
There may be a hot time on the old Nisqually River Monday. An Indian leader has called for a
mass demonstration by Indians and sympathizers to fish in waters forbidden by the State Game
Department. And the attorney of the six Indians convicted of illegal fishing said the men again
would dip their nets in the river. The demonstrators are aimed at publicizing a meeting of
Indians with Governor Rosellini at 11 o’clock Tuesday in Olympia. Mrs. Mary McCloud, a
Tulalip Indian and president of the Survival of the American Indian Association, called for
Indians to fish “at our usual and accustomed fishing grounds” at Frank’s Landing on the
Nisqually at 10 o’clock Monday. Jack Tanner, Tacoma attorney for six Indians who received 30day jail sentences, suspended for fishing in the Nisqually, said his clients would fish there again
Monday. Tanner, a Negro, is regional director of the National Association for the Advancement
of Colored People. “The six Indians said now it the time for those who believe in Indian-treaty
rights to join them Monday morning at the Nisqually,” Tanner said. Tanner said if the Indians
are arrested again, he plans to file a writ of habeas corpus in United States District Court.
Walter Neubrech, head of the enforcement division of the State Game Department, said his men
would ask for warrants for the Indians’ arrest if they tried to fish, the Associated Press said.
Neubrech said he had no intention of calling a truce until after Tuesday’s demonstration in
Olympia. “I don’t think we have any authority to call any sort of truce, as public servants,” he
said. Indians are being called upon to appear for a mass meeting with the governor to protest
what they believe are encroachment of state jurisdiction on Indian reservations and erosion of
treaty rights.
Doc F
"Occupation of Wounded Knee Is Ended." The New York Times 9 May 1973
After 70 days, two deaths, numerous injuries, countless meetings, bureaucratic bickering and a
last-minute gunfight, more than 100 militants lay down their arms and surrendered this occupied
reservation town to wary Federal officials.
With helicopters clattering overhead, United States marshals swept through the bullet-pocked
hamlet looking for booby traps and holdouts. At 10:19 A.M., the voice of William Hall, deputy
director of the marshals, crackled over the radio: "Gentlemen, the village of Wounded Knee is
clear."
Seizure of Town
It was the end of a dramatic bitter and bizarre episode in recent American history. And it ended
somewhat differently than that cold December day in 1890 when Big Foot's band of Sioux
gathered at Wounded Knee, someone fired a shot and 153 Indians died at the hands of the Army.
It was a cold Feb. 27 this year when about 200 armed members of the American Indian
Movement and its supporters seized the old town on the Pine Ridge Reservation. Theirs was a
struggle to overthrow the elected Pine Ridge Indian Reservation government headed by Richard
Wilson. The youngster militants, who seemed to yearn somehow for a certain tribal identity that
they have never really known, said Mr. Wilson's government was corrupt and dictatorial.
Doc G
"MECHA Outreach." Letter to Incoming University of Washington Students. 1974
Companeros y Companeras:
This is a brief letter inviting all of the incoming students to a orientation of the Moviemiento
Estudiantil Chicano de Aztlan (MECHA). MECHA is a Chicano student organization here at the
University of Washington that responds to the needs of the Chicano people. We feel, as students,
that our obligation is to contribute culturally, economically, politically, to the needs of our
people in any way possible. These are but a few of the things that we are involved in and
responsible for.
During the orientation there will be a network of discussions to discuss the organization as a
whole. If you have any questions about MECHA, whether they be its politics, objectives, or
function, they should be brought out during the question-answer part of the program.
The orientation will begin on Friday, October 4, 1974, - Sunday, October 6, 1974. It will consist
of workshops, discussions, films, and other numerous activites, which will include a dance.
Agendas will be passed out during the first week of school which will include the place and times
of each event. We hope that the orientation will be of educational value in the continuing
struggle.
Un brazo en la lucha,
Ramon Ramirez
Chairperson, MECHA: UW
Doc H
Letter From Traditional Teton Sioux to Richard Nixon (June 1973)
A LETTER TO THE TRADITIONAL TETON SIOUX PEOPLE TO MR. NIXON
June 4, 1973
To the President of the United States
...The issue is simple. The Teton Sioux Nation signed a Treaty with your Nation in 1868. Article
XII of that Treaty said that it could not be changed unless three out of every four adult Sioux
males agree to change. We have never agreed to a change in the Treaty… But if two parties
have an agreement, can one party change it? The very roots of law in any society are based on
people honoring their word. We have honored our word. Why do you not honor your word?
How can the people of Japan, of Germany, of Kenya ever believe that any Treaty with the United
States has any value unless you honor the Treaty of 1868 with our people?
...The only way to get accurate information is to set up an independent Presidential Commission
as your people promised us. A month has passed and we are still getting evasive answers…
Many of our people feel we sold them out by laying down our arms at Wounded Knee. But as
older men we know there is a time to fight and a time to talk. We are still prepared to talk. Why
is there no Presidential Commission to listen?
Doc I
"African American Civil Rights." Letter to President Dwight D. Eisenhower. 13 May 1958
My Dear Mr. President:
I was sitting in the audience at the Summit Meeting of Negro Leaders when you said we must
have patience. On hearing you say this, I felt like standing up and saying, “Oh no! Not again.”
I respectfully remind you sir, that we have been the most patient of all people. When you said we
must have self-respect, I wondered how we could have self-respect and remain patient
considering the treatment accorded to us through the years.
17 million Negroes cannot do as you suggest and wait for the hearts of men to change. We want
to enjoy now the rights that we feel we are entitled to as Americans. This we cannot do unless
we pursue aggressively goals which all other Americans achieved over 150 years ago.
…I respectfully suggest that you unwittingly crush the spirit of freedom in the Negroes by
constantly urging forbearance and give hope to those pro-segregation leaders … who would take
from us even those freedoms we now enjoy…
In my view, an unequivocal statement backed up by action …would let it be known that American
is determined to provide – in the near future – for Negroes –the freedoms we are entitled to
under the constitution.
Respectfully yours,
Jackie Robinson
Issue Explanation
The United States of America was created by an ambitious group of white men who
viewed themselves as the superior race. They moved Native Americans out of their homes, and
enslaved African Americans. Both races were tortured and robbed of their culture. Even though
later slavery and such acts were outlawed, racial discrimination lasted for many years as more
cultures started immigrating to America. Three races who fought for their civil rights were the
African Americans, the Native Americans, and the Mexican Americans. Present-day America is
now a multi-cultural place in which to celebrate freedom. However, it took a long time to reach
this point. The ethnic civil rights movements of the 20th century are important to understanding
the history of America’s freedom.
African Americans are the most known race to have been treated as unequals. When
America was just starting as a country, the slave trade brought black people from Africa to
America. These slaves were bought and treated like livestock. The white people living in
America purchased them to do work in their fields or in their houses. The South was particularly
reliant upon the slave trade, due to their large cotton fields. When the slaves began to realize that
they were people, just as the white men were people, they began to protest. The people in the
North saw the unfairness of slavery, and worked to free blacks from their bondage. The South,
however, did not see wrong in their actions and relied heavily upon the cheap work of the strong
slaves. This division was the main cause of the civil war, which won African Americans their
freedom. There is a difference, however, between freedom and civil rights. They were now free
from slavery, but rights of American citizens such as voting, purchasing land, playing baseball,
and many other forms of segregation still existed. The African American Civil Rights
Movement was the collective power of many people working allow all people the same rights
and privileges in America.
Some of these people include Martin Luther King Jr., Rosa Parks, Jackie Robinson, and
Malcolm X. Each of these activists played an important role in the history of America. Jackie
Robinson was the first African American to play major league baseball. His role was incredibly
important in opening the door for others of his race to participate in sports. These people often
have to sacrifice much for what they believe in. Rosa Parks was arrested for sitting in the white
part of the bus, and Martin Luther King Jr. was assassinated. What they did to help bring about
the civil rights movement was unforgettable, and history makes sure to tell their stories.
Mexican Americans immigrated to America to start new lives in this place of
opportunity. White people viewed them as inferior, and did not give them all of the same
privileges as a white American citizen would have. Their civil rights movement was called the
Chicano Movement. “Chicano” is a label that was given to those who neither belonged in
America or Mexico. Those people were usually Mexicans who were born in America. Instead
of backing away from a word that could be translated to as “mutt,” these people accepted
themselves with pride, and made it into a culture. Their culture was very important to them, and
that was something they wanted to keep with them as they became American citizens.
Another well-known race that was ill-treated was the Native Americans. Native
Americans populated this land before Europe found it. However, the “superior” white people
kicked them off of their lands. They kept moving the Native Americans until there wasn’t a lot of
room left for them to go. Native Americans, however, did not want to go. They were
Americans, and they deserved to be treated as equals. Thus, the Native American Civil Rights
Movement began. They formed organizations that would keep their culture intact, and worked
on the government to let them have rights as American citizens.
APPARTS
30 Chicanos March - UW Daily 30 Jan 1970
If a student may be suspended from the University before a hearing is held, does the same thing
apply to a teaching assistant or faculty member? The Chicano students of MECHA demonstrated
their firm belief that it does … A group of about 30 students marched on the sidewalk … then
entered and walked to Dean Phillip Cartwright’s … office… The students have been attempting
for three weeks to have Luis Larios … suspended after … Chicano students complained they had
been condemned for “the use of their mother tongue.” The issue developed when a Chicano
student … responded with “mande” to a question asked by Larios. The word …is a Spanish
word which carries a connotation of “pardon me.” It … carries a high degree of respect. “Luis
Larios began to condemn and degrade the Chicano student for the improper use of the word,
‘mande,’” MECHA argued. “Luis went on to say that the word was not to be used in his class
because it referred to peasants, lower class people, and slaves.” …Dean Cartwright told the
students that the committee assigned to investigate the case was not empowered to dismiss
Larios without a hearing ….
Author: The author of the article is Barb Clements, of Student Affairs at University of
Washington. The newspaper is the UW Daily.
Place and Time: The place is at University of Washington, and the time is 1970.
Prior Knowledge: MECHA is a youth organization that looked for ways to help the needs of
Chicano people.
Audience: The audience is the students of University of Washington. Luis was from Spain.
Reason: The article was written to inform the students of the event that occurred on their camps,
and the story behind it. It feels slightly tilted towards the Chicano movement rather than being
unbiased.
The Main Idea: A Chicano student was degraded for saying “mande.” Should the teacher get a
formal hearing for what he did?
Significance: The teacher was from Spain, and yet because he was not Mexican, but Spanish, he
regarded himself and his language as superior to the Chicanos. His act of condemning her for
using that word caused MECHA to act. This example is one of many in which Chicanos were
not treated fairly.
Excerpt of Martin Luther King Jr.’s speech “I Have A Dream”
“It is obvious today that America has defaulted on this promissory note insofar as her citizens of
color are concerned. Instead of honoring this sacred obligation, America has given the Negro
people a bad check which has come back marked ‘insufficient funds.’ But we refuse to believe
that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the
great vaults of opportunity of this nation. So we have come to cash this check -- a check that will
give us upon demand the riches of freedom and the security of justice. We have also come to this
hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the
luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from
the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to
open the doors of opportunity to all of God's children. Now is the time to lift our nation from the
quicksands of racial injustice to the solid rock of brotherhood.”
Author: Martin Luther King Jr.
Place and Time: The March on Washington for Jobs and Freedom at the Lincoln Memorial on
August 28, 1963
Prior Knowledge: Here Martin Luther King Jr. is speaking for freedom of races, a proud
moment in our nation’s history. He speaks of dreaming of an end to racism in the United States.
Martin Luther King Jr. was an African American activist and preacher, fighting for the freedom
of his people.
Audience: On the day King gave the speech there were about 250,000 people in the audience,
and many more listening on the radio and watching on TV. The speech was meant for all
Americans, for the blacks he gave them a sense of hope and showed them equality was possible.
For the whites he was articulating his goals and aspirations.
Reason: This speech was given to show that African Americans deserve freedom, as well as all
other races. King knew that he wanted equal opportunities with white Americans, and he wanted
to see his fellow African Americans with equal rights and opportunities as well.
The Main Idea: Freedom for everyone. The American dream.
Significance: African American history is such a big part of this country, especially because the
fight for it went on for so long. Martin Luther King Jr. is an individual respected and celebrated
every day, along with this speech.
Indians invade Alcatraz again Ukiah Daily Journal November 20, 1969 pg. 10
SAN FRANCISCO (UPI)—In a pre-dawn “invasion,” 89 American Indians occupied Alcatraz
again today to reclaim it as their own… A spokesman for the American Indian Center in San
Francisco said today the group… plans to stay on Alcatraz to set up a center for native
American studies… “Indian people will use the island for the good of the entire nation,” a
spokesman at the Indian center said. “This intention stands in direct contrast to the plans of the
rich people who want to make themselves richer by turning Alcatraz into a museum of American
garbage. “The takeover of Alcatraz is the start of a fight against stealing American land.” He
said the group includes 34 women, 41 men, and three children, with enough provisions for two
days… Their plans, announced before the first “occupation” of the island, include establishing
facilities for native American studies, an Indian medical center, an ecology research center, and
an Indian museum… The Indians offered to buy the island for “$24 in glass beads and red cloth,
a precedent set by the white man’s purchase of a similar island 300 years ago.”
Author: The Ukiah Daily Journal still exists today, and serves as a news report of events
occurring in Mendocino County in Northern California.
Place and Time: Alcatraz Island is about 2 1/2 hours down the Californian coast from the place
that the article was published. It was published in 1969, during the actual occupation of
Alcatraz.
Prior Knowledge: Indians had tried to occupy Alcatraz Island before because they considered it
their land, but had not succeeded. It was a non-violent way for them to protest against their loss
of land while regaining some of what they had lost.
Audience: The journal writes to people living near or around Mendocino County, California.
The event was occurring a good distance away, but it was still close enough to be of interest to
the people of Mendocino County.
Reason: This article was written to inform Californians of recent Native American Civil Rights
activity. It seems not to be written to persuade, but to give the information and let the audience
form their own opinion.
The Main Idea: The Native Americans have occupied Alcatraz again, and they are determined
to stay.
Significance: The Native Americans had been relocated to many different areas so that the white
people could sell their land. This was one of their ways of claiming back some of their land and
reminding white people that it was in fact the Native Americans’ in the first place. However,
they also are showing that they are a fair people and will buy it from the government.
Excerpt of poem “I Am Joaquin” by Rodolfo Gonzales
“…I have endured in the rugged mountains/ Of our country/ I have survived the toils and
slavery/of the fields. /I have existed /In the barrios of the city /In the suburbs of bigotry /In
the/mines of social snobbery /In the prisons of dejection /In the muck of exploitation /And /In the
fierce heat of racial hatred. /And now the trumpet sounds, /The music of the people stirs the
Revolution. /Like a sleeping giant it slowly /Rears its head /To the sound of /Tramping feet
/Clamoring voices /Mariachi strains /Fiery tequila explosions /The smell of chile verde and /Soft
brown eyes of expectation for a /Better life. /And in all the fertile farmlands, /the barren
plains,/the mountain villages, /smoke-smeared cities, /we start to MOVE…”
Author: Rodolfo Gonzales
Place and Time: 1967
Prior Knowledge: At this time Mexican Americans were trying to achieve equal rights and
justice in the states. The Chicano movement was in full swing, and Rodolfo Gonzales, a Mexican
American himself, was a huge activist.
Audience: He is speaking to the white Americans so they can know what it’s like to be someone
of his culture, so he could articulate the struggles and challenges.
Reason: To describe the problems of Mexican Americans, or the Chicanos, in the modern time,
which was the 1960s. During this time they were trying to find their place in America while also
trying to keep their culture, and had to deal with much racial discrimination. Gonzales was
saying Chicanos will demand acceptance and be proud.
The Main Idea: Even though there are so many bad things and struggles they have gone
through, they will still stand proud of who they are and demand equality and acceptance.
Significance: The struggle for freedom is difficult, but everyone deserves it and they won’t go
down without a fight.
Indians Plan Fish-In As Nisqually Protest, Seattle Times February 27, 1964
There may be a hot time on the old Nisqually River Monday. An Indian leader has called for a
mass demonstration by Indians and sympathizers to fish in waters forbidden by the State Game
Department. And the attorney of the six Indians convicted of illegal fishing said the men again
would dip their nets in the river. The demonstrators are aimed at publicizing a meeting of
Indians with Governor Rosellini at 11 o’clock Tuesday in Olympia. Mrs. Mary McCloud, a
Tulalip Indian and president of the Survival of the American Indian Association, called for
Indians to fish “at our usual and accustomed fishing grounds” at Frank’s Landing on the
Nisqually at 10 o’clock Monday. Jack Tanner, Tacoma attorney for six Indians who received 30day jail sentences, suspended for fishing in the Nisqually, said his clients would fish there again
Monday. Tanner, a Negro, is regional director of the National Association for the Advancement
of Colored People. “The six Indians said now it the time for those who believe in Indian-treaty
rights to join them Monday morning at the Nisqually,” Tanner said. Tanner said if the Indians
are arrested again, he plans to file a writ of habeas corpus in United States District Court.
Walter Neubrech, head of the enforcement division of the State Game Department, said his men
would ask for warrants for the Indians’ arrest if they tried to fish, the Associated Press said.
Neubrech said he had no intention of calling a truce until after Tuesday’s demonstration in
Olympia. “I don’t think we have any authority to call any sort of truce, as public servants,” he
said. Indians are being called upon to appear for a mass meeting with the governor to protest
what they believe are encroachment of state jurisdiction on Indian reservations and erosion of
treaty rights.
Author: The newspaper is the Seattle Times, and the author is not given.
Place and Time: Seattle is about 2 and 1/2 hours from the Nisqually River. This was written in
1964.
Prior Knowledge: Native Americans were used to fishing wherever they wanted to, and the
government had rules about the land and its uses.
Audience: The people of Seattle.
Reason: The article was written to inform Seattle of the civil rights events that were occurring
near them.
The Main Idea: The Indians are planning to go against the rules of the government to fish on a
river.
Significance: The Native Americans felt that they should be able to fish wherever they wanted
to without the restrictions of the State Department of Fish and Wildlife. Ironically, they were
fine with fishing in moderation before the white people came. Now that we have put restrictions
on the fish, salmon especially, the population is at a very low point. The overuse of fish came
especially from the white people rather than the Native Americans.
Occupation of Wounded Knee Is Ended
Wounded Knee, S.D., May 8 1973 -- The Second Battle of Wounded Knee ended Today.
Andrew H. Malcolm, The New York Times
After 70 days, two deaths, numerous injuries, countless meetings, bureaucratic bickering and a
last-minute gunfight, more than 100 militants lay down their arms and surrendered this occupied
reservation town to wary Federal officials.
With helicopters clattering overhead, United States marshals swept through the bullet-pocked
hamlet looking for booby traps and holdouts. At 10:19 A.M., the voice of William Hall, deputy
director of the marshals, crackled over the radio: "Gentlemen, the village of Wounded Knee is
clear."
Seizure of Town
It was the end of a dramatic bitter and bizarre episode in recent American history. And it ended
somewhat differently than that cold December day in 1890 when Big Foot's band of Sioux
gathered at Wounded Knee, someone fired a shot and 153 Indians died at the hands of the Army.
It was a cold Feb. 27 this year when about 200 armed members of the American Indian
Movement and its supporters seized the old town on the Pine Ridge Reservation. Theirs was a
struggle to overthrow the elected Pine Ridge Indian Reservation government headed by Richard
Wilson. The youngster militants, who seemed to yearn somehow for a certain tribal identity that
they have never really known, said Mr. Wilson's government was corrupt and dictatorial.
Author: Andrew H. Malcolm
Place and Time: New York, May 8, 1973
Prior Knowledge: Wounded Knee was the occupation of the town Wounded Knee, South
Dakota on the Pine Ridge Indian Reservation, involving about 200 Native Americans. During
these days two Sioux men were shot and killed by federal agents. The author, Andrew H.
Malcolm, was a white news reporter.
Audience: This was an article in the New York Times, one of the most famous publications in
the nation. Meant to be seen by thousands and thousands of people.
Reason: It was meant to report on what was happened at Wounded Knee, the reporter had to talk
about what was going on, and from an American’s side.
The Main Idea: This part of the article talks a lot about comparing this occupation of Wounded
Knee, to the last one where 153 Indians were killed by the American army. But also overall
talking about the events of the occupation.
Significance: This was an important part of our history, especially the Native American history.
It also shows how fighting with anger and violence may not always be the best option, and we
see the repercussions of it.
Companeros y Companeras:
This is a brief letter inviting all of the incoming students to a orientation of the Moviemiento
Estudiantil Chicano de Aztlan (MECHA). MECHA is a Chicano student organization here at the
University of Washington that responds to the needs of the Chicano people. We feel, as students,
that our obligation is to contribute culturally, economically, politically, to the needs of our
people in any way possible. These are but a few of the things that we are involved in and
responsible for.
During the orientation there will be a network of discussions to discuss the organization as a
whole. If you have any questions about MECHA, whether they be its politics, objectives, or
function, they should be brought out during the question-answer part of the program.
The orientation will begin on Friday, October 4, 1974, - Sunday, October 6, 1974. It will consist
of workshops, discussions, films, and other numerous activites, which will include a dance.
Agendas will be passed out during the first week of school which will include the place and times
of each event. We hope that the orientation will be of educational value in the continuing
struggle.
Un brazo en la lucha,
Ramon Ramirez
Chairperson, MECHA: UW
Author: The letter is written by Ramon Ramirez, the Chairperson for MECHA.
Place and Time: This letter was written for students at University of Washington in 1974.
Prior Knowledge: MECHA was organized to help students keep their Chicano Background.
University of Washington has kept a large database of articles regarding the Chicano movement
specifically at University of Washington.
Audience: It is written to incoming Chicano college students at University of Washington.
Reason: It is written to persuade the students to come and join MECHA.
The Main Idea: MECHA is a Chicano student group that looks for ways to help the Chicano
people. Come to our orientation.
Significance: MECHA became a powerful youth organization supporting Mexican American
civil rights.
Letter From Traditional Teton Sioux to Richard Nixon (June 1973)
A LETTER TO THE TRADITIONAL TETON SIOUX PEOPLE TO MR. NIXON
June 4, 1973
To the President of the United States
...The issue is simple. The Teton Sioux Nation signed a Treaty with your Nation in 1868. Article
XII of that Treaty said that it could not be changed unless three out of every four adult Sioux
males agree to change. We have never agreed to a change in the Treaty… But if two parties
have an agreement, can one party change it? The very roots of law in any society are based on
people honoring their word. We have honored our word. Why do you not honor your word?
How can the people of Japan, of Germany, of Kenya ever believe that any Treaty with the United
States has any value unless you honor the Treaty of 1868 with our people?
...The only way to get accurate information is to set up an independent Presidential Commission
as your people promised us. A month has passed and we are still getting evasive answers…
Many of our people feel we sold them out by laying down our arms at Wounded Knee. But as
older men we know there is a time to fight and a time to talk. We are still prepared to talk. Why
is there no Presidential Commission to listen?
Author: The letter is written by the Sioux People, a group of Native Americans.
Place and Time: It was written in 1973, and the place the letter is written is not given. The
letter is written about the place Wounded Knee.
Prior Knowledge: Wounded Knee is a historically sad place. In 1890, there was an Indian
massacre at Wounded Knee. This historically significant place was retaken by the Native
Americans earlier in the year 1973. The town was occupied by the Native Americans for 73
days, during which 2 Indians were killed by gunshot from the government.
Audience: The letter was written to the President of the United States, Richard Nixon.
Reason: The Native Americans felt like the government was not being honest regarding treaties
and treaty policy.
The Main Idea: The Native Americans signed a treaty with the United States, and they felt like
the United States changed the Treaty without certain consent from the Native Americans.
Significance: This letter shows one of the ways the Native Americans fought for equal rights
regarding treaties and land ownership. Two Indians were killed during this 73-day occupation,
and only one U.S. FBI agent was injured, paralyzed due to a gunshot.
A Letter To The President
My Dear Mr. President:
I was sitting in the audience at the Summit Meeting of Negro Leaders when you said we must
have patience. On hearing you say this, I felt like standing up and saying, “Oh no! Not again.”
I respectfully remind you sir, that we have been the most patient of all people. When you said we
must have self-respect, I wondered how we could have self-respect and remain patient
considering the treatment accorded to us through the years.
17 million Negroes cannot do as you suggest and wait for the hearts of men to change. We want
to enjoy now the rights that we feel we are entitled to as Americans. This we cannot do unless
we pursue aggressively goals which all other Americans achieved over 150 years ago.
…I respectfully suggest that you unwittingly crush the spirit of freedom in the Negroes by
constantly urging forbearance and give hope to those pro-segregation leaders … who would take
from us even those freedoms we now enjoy…
In my view, an unequivocal statement backed up by action …would let it be known that American
is determined to provide – in the near future – for Negroes –the freedoms we are entitled to
under the constitution.
Respectfully yours,
Jackie Robinson
Author: Jackie Robinson
Place and Time: May 13, 1958, New York
Prior Knowledge: President Eisenhower at a conference said “we must have patience”
(speaking of waiting for people to become more accepting to racial differences). Jackie Robinson
was an African American activist and also the first black man allowed on a major league baseball
team.
Audience: This document was a letter to the president of the United States, Dwight D.
Eisenhower, and was intended for him.
Reason: To share with the president his thoughts on the subject of discrimination, and to
represent his people using a voice that could be heard and to get out there that they do not want
to wait anymore for the rights they should be getting.
The Main Idea: African Americans deserve the same rights that everyone else does, and they
deserve the freedom they should be given as American citizens.
Significance: Jackie Robinson was a famous face for the African American population. He was
the first colored person to be allowed to play on a major league baseball team, he broke the racial
barrier. The fact that he was also an activist made a huge impact, and this is a very famous letter.
A List of Relevant Outside Information
1.
Native Americans lived on the North American Continent before Europeans discovered
America.
2.
Europeans considered themselves to be superior to all other races.
3.
African Americans were imported to the United States to be slaves.
4.
Though the Civil War gained them their freedom, African Americans did not have full
rights as American Citizens.
5.
Chicanos are Mexicans who are born in America.
6.
Civil rights are the benefits and responsibilities of citizens.
7.
Native Americans were pushed back towards the west as settlers were moving in.
8.
Martin Luther King Jr. was an African-American civil rights activist.
9.
The March on Washington for Jobs and Freedom included 200,000 to 300,000 people.
10.
Of those people, 75-80% were black.
11.
The rally occurred to help pass two main acts, the Civil Rights Act and the Voting Rights
Act.
12.
African Americans were going through segregation.
13.
Their education was limited.
14.
Job opportunities were limited.
15.
They had to sit in separate parts of buses.
16.
Separate bathrooms.
17.
Separate schools.
18.
Separate neighborhoods(black community and white community)
19.
The white people still didn’t view African Americans as equals.
20.
Chicanos had to deal with being neither American or Mexican, but mixed and belonging
to neither.
Scoring Rubric
9- Shows complete and thorough knowledge of two civil rights movements describes in detail
tactics that were used, including major people who were involved, what they did, and what major
events were part of the civil rights movements and how they impacted the movement. Uses a
strong, clear, developed, intellectual thesis that clearly address the prompt and shows
understanding of it. Shows high understanding of both civil rights movements and of all the
documents, uses relevant outside information to support a very clear analysis.
8- Shows complete knowledge of two civil rights movements and the tactics that were used, who
was involved, and major events. Has a strong, clear, developed thesis and clearly address
prompt. Has effective analysis for both civil rights movements and uses relevant outside
information as good support. Shows clear understanding of documents and references many.
7- Shows strong understanding of two civil rights movements and major people who were
involved and what they did for the movement at that time. Has a clear, developed thesis and
shows strong understanding and analysis of documents. Includes some helpful outside
information, may contain few factual errors that do not take away from the content of essay.
6- Shows strong equal understanding of two civil rights movements, contained developed thesis
and analysis of documents, most documents are used effectively, and has some support of
outside information. May contain few factual errors that do not take away from the content of
essay.
5- Shows understanding of two civil rights movements and contains thesis, while body of paper
has limited analysis and shows slight in depth understanding, but mostly restates documents or
thesis. May show more knowledge of one movement opposed to another, uses some more
outside information opposed to just from documents. May contain few factual errors.
4- Shows understanding of two civil rights movements and basic in depth knowledge by
dropping a name or two. May contain developed thesis, and body of paper supports but does not
go into analysis of events, just restates and tells what happened. May contain few factual errors.
3- Show basic understanding of two civil rights movements. May contain decently developed
thesis, but body of paper does not support. May contain few factual errors.
2- Shows little understanding of one of the civil rights movements, but virtually none of another.
Contains an undeveloped or poorly developed thesis. Very little supporting information. Just
quotes or restates documents instead of using them in their own analysis. Contains factual errors.
1-Shows no understanding of tactics that were used be any two civil rights movements. Contains
no thesis and no direct addressing of the prompt. Shows no understanding of the documents, or
no use of them. Provides no outside information. Contains major factual errors.
Works Cited
Clements, Barb. "30 Chicanos March." The Daily of University of Washington [Seattle] 30 Jan.
1970: n. pag. Print.
Gonzales, Rodolpho. I Am Joaquin; an Epic Poem. S.l.: S.n., 1967. Print.
"Indians Invade Alcatraz Again." Ukiah Daily Journal (1969): n. pag. Print.
"Indians Plan Fish-In As Nisqually Protest." Seattle Times 27 Feb. 1964: n. pag. Print.
King, Martin Luther, Jr. "I Have a Dream." March on Washington for Jobs and Freedom. The
Lincoln Memorial, Washington D.C. 28 Aug. 1963. Speech.
Malcolm, Andrew H. "Occupation of Wounded Knee Is Ended." The New York Times 9 May
1973: n. pag. Print.
Ramirez, Ramon. "MECHA Outreach." Letter to Incoming University of Washington Students.
1974. MS. University of Washington, Seattle, WA.
Robinson, Jackie. "African American Civil Rights." Letter to President Dwight D. Eisenhower.
13 May 1958. MS. Dwight D. Eisenhower Library, Abilene, KS.
Traditional Teton Sioux. "Wounded Knee More Important Than Watergate." Letter to President
Richard Nixon. 4 June 1973. MS. Michigan State University, East Lansing, MI.
Katie Hill
Grace Epstein
4/19/13
Prompt: "Evaluate the effectiveness of the women's movement in accomplishing its different
objectives in the period from 1945-2000."
Document A
II.
Jane Roe, a single woman who was residing in Dallas County, Texas, instituted this federal
action in March 1970 against the District Attorney of the county. She sought a declaratory
judgment that the Texas criminal abortion statutes were unconstitutional on their face, and an
injunction restraining the defendant from enforcing the statutes.
Roe alleged that she was unmarried and pregnant; that she wished to terminate her pregnancy by
an abortion "performed by a competent, licensed physician, under safe, clinical conditions"; that
she was unable to get a "legal" abortion in Texas because her life did not appear to be threatened
by the continuation of her pregnancy; and that she could not afford to travel to another
jurisdiction in order to secure a legal abortion under safe conditions. She claimed that the Texas
statutes were unconstitutionally vague and that they abridged her right of personal privacy,
protected by the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. By an amendment to
her complaint Roe purported to sue "on behalf of herself and all other women" similarly situated.
Docu
ment
B
Document C
“The [Northeastern University] president indicated, in an interview last week, that he had
emphasized the importance of hiring both women…in memorandums to and discussions with
university administrators and department heads.
However, equalizing the number of women in higher education with that of men ‘is a slow
process.’ [Asa] Knowles indicated that the equalization would probably take a long time because
of the number of men in tenured positions, the limited number of those posts, the length of time
required to gain tenureship, and the number of women qualified to fill the positions.
He feels the only way to change the situation is to fill positions with ‘qualified’ women when
they open. However, Knowles said that there are few positions open and that there is little
turnover in administrative positions, thereby making it impossible presently for women to be
included in administration and leadership…
…If, as Knowles stated, ‘Women are not being discriminated against in any way I can see or
know about,’, then why are there only two female heads of colleges; why are all departments
heads, with the exception of those in Nursing and Boston Bouve, male; and why are only two of
the 23 deans women?”
Document D
“This [federal] attack upon abortion is one of a series of attacks upon the rights of women, Third
World people, welfare recipients, workers and gay people that have characterized this recent
period of history. It is frightening how the right has banded together to take away the gains
people struggled to win in the 60s. They are trying to erase that struggle and to erase us. And
these forces are all the same people. They just change their hats and their names. The anti-ERA
Phyllis Schafleys, the anti-busing, ROAR Louise Lay Hickes, the anti-gay Anita Bryants are all
the same people and they are definitely out to get us…
…The Supreme Court decision of 1973 said that it is between a woman and her doctor to decide
if she wants to terminate a pregnancy. It does not say that every American women must undergo
abortion, it merely says that if she wants to have an abortion, as women throughout the ages have
in a valid effort to control their fertility, she will not have to die in the attempt.”
Document E
•Section 1. Equality of rights under the law shall not be denied or abridged by the United States
or by any state on account of sex.
•Section 2. The Congress shall have the power to enforce, by appropriate legislation, the
provisions of this article.
•Section 3. This amendment shall take effect two years after the date of ratification.
Document F
“The problem lay buried, unspoken for many years in the minds of American women. It was a
strange stirring, a sense of dissatisfaction, a yearning that women suffered in the middle of the
twentieth century in the United States. Each suburban housewife struggled with it alone. As she
made the beds, shopped for groceries, matched slipcover material, ate peanut butter sandwiches
with her children, chauffeured Cub Scouts and Brownies, lay beside her husband at night, she
was afraid to ask even of herself the silent question: 'Is this all?'”
“The problem that has no name - which is simply the fact that American women are kept from
growing to their full human capacities - is taking a far greater toll on the physical and mental
health of our country than any known disease.”
Document G
‘(17) developing, enlarging, or strengthening programs addressing sexual assault against men,
women, and youth in correctional and detention settings;
‘(18) identifying and conducting inventories of backlogs of sexual assault evidence collection
kits and developing protocols and policies for responding to and addressing such backlogs,
including protocols and policies for notifying and involving victims;
‘(19) developing, enlarging, or strengthening programs and projects to provide services and
responses targeting male and female victims of domestic violence, dating violence, sexual
assault, or stalking, whose ability to access traditional services and responses is affected by their
sexual orientation or gender identity, as defined in section 249(c) of title 18, United States Code;
and
‘(20) developing, enhancing, or strengthening prevention and educational programming to
address domestic violence, dating violence, sexual assault, or stalking, with not more than 5
percent of the amount allocated to a State to be used for this purpose.’;
Document H
"I have cancelled speeches whenever my husband thought that I had been away from home too
much." - Phyllis Schafly to Time magazine 1978
List of Outside Information – DBQ
Election of President Ronald Reagan in 1980 and 1984
- Signing the first no-fault divorce law in the country as California’s governor
- The coalition that helped him get elected
- Jerry Falwell and the “Moral Majority”
- Appointment of first ever female Supreme Court Justice (Sandra Day O’Connor)
John F. Kennedy’s Presidential Commission on the Status of Women
Formation of NOW (National Organization for Women) in 1966
Equal Pay Act of 1963
Griswold v. Connecticut Supreme Court Ruling striking down a law banning the use of
contraceptives
Title VII of the Civil Rights Act (1964) prohibiting discrimination by gender
Title IX (1972)
Title X (1970)
Reed v. Reed – Supreme Court ruling outlawing discrimination based on gender in the
distribution of an estate
Illegalization of marital rape
Legalization of no-fault divorce
Pregnancy Discrimination Act of 1978
Gender Pay Gap - why women only make seventy cents on every dollar a man makes for the
same job
Hill-Thomas Hearings – the sexual abuse allegations brought by Anita Hill against Supreme
Court nominee Clarence Thomas
Defeat of the ERA
Roe v. Wade
•Section 1. Equality of rights under the law shall not be denied or abridged by the United States
or by any state on account of sex.
•Section 2. The Congress shall have the power to enforce, by appropriate legislation, the
provisions of this article.
•Section 3. This amendment shall take effect two years after the date of ratification.
APPARTS for Equal Rights Amendment
A: The ERA was written by Alice Paul.
P: It was first written in 1923.
P: Women received the right to vote in 1920, three years prior to the writing of this amendment,
due in part to the efforts of the National Women’s Party, led by Alice Paul. The political climate
had moved away from social issues and the economic climate was in the full swing of the
Roaring Twenties. The bitter fights over women’s rights were over, and government had moved
to focus on business.
A: The document was intended first for members of Congress, so it could be passed, and then for
state lawmakers so it could be ratified.
R: Alice Paul was a suffragist and activist who believed that it was important for women to have
the right to vote. She also believed that more protection was needed to ensure that women had
equal rights under the law; hence her drafting of the ERA.
T: Women’s equal rights should be protecting by an overarching law, such as a constitutional
amendment.
S: The ERA was not passed and every once in a while it is reintroduced and voted upon by a
largely male group of lawmakers. It is significant because even now, ninety-three years after
women earned the right to vote, nowhere in the law does it say that women are equal to men.
“The problem lay buried, unspoken for many years in the minds of American women. It was a
strange stirring, a sense of dissatisfaction, a yearning that women suffered in the middle of the
twentieth century in the United States. Each suburban housewife struggled with it alone. As she
made the beds, shopped for groceries, matched slipcover material, ate peanut butter sandwiches
with her children, chauffeured Cub Scouts and Brownies, lay beside her husband at night, she
was afraid to ask even of herself the silent question: 'Is this all?'”
“The problem that has no name - which is simply the fact that American women are kept from
growing to their full human capacities - is taking a far greater toll on the physical and mental
health of our country than any known disease.”
APPARTS for The Feminine Mystique by Betty Friedan
A: The author is Betty Friedan.
P: The book was written in 1963.
P: The subject of the document was feminism, and it came at a time when women’s rights was
very much an issue. The current president had made women’s rights a priority and the FDA had
approved the first birth control pill, but many women were unhappy with their lives as
housewives and mothers.
A: The audience was anyone who might read the book, but it was of particular interest to
women.
R: Betty Friedan saw a problem both with women’s places in the world and with many
psychiatric theories dealing with women. She was well-educated, so she chose to write a book
dealing with the subjects in question.
T: Women are unhappy with their place in the world, and steps should be taken to ensure them
greater opportunities.
S: The Feminine Mystique is credited with launching the second wave of feminism, which
culminated in the ERA.
‘(17) developing, enlarging, or strengthening programs addressing sexual assault against men,
women, and youth in correctional and detention settings;
‘(18) identifying and conducting inventories of backlogs of sexual assault evidence collection
kits and developing protocols and policies for responding to and addressing such backlogs,
including protocols and policies for notifying and involving victims;
‘(19) developing, enlarging, or strengthening programs and projects to provide services and
responses targeting male and female victims of domestic violence, dating violence, sexual
assault, or stalking, whose ability to access traditional services and responses is affected by their
sexual orientation or gender identity, as defined in section 249(c) of title 18, United States Code;
and
‘(20) developing, enhancing, or strengthening prevention and educational programming to
address domestic violence, dating violence, sexual assault, or stalking, with not more than 5
percent of the amount allocated to a State to be used for this purpose.’;
APPARTS for Violence Against Women Act
A: The bill was drafted by Senator Joe Biden.
P: It was passed and signed in 1994 in the U.S., and was recently reauthorized.
P: This legislation was written and passed during a time when the Moral Majority groups and
conservative Republicans were in control of the House, and as such, it’s a miracle that it was
passed at all. During the reauthorization, certain members of Congress held up the votes on the
bill due to the provisions added for same-sex couples and illegal immigrants. The bill itself was
brought to the attention of Congress through grassroots movements and world conferences on
domestic violence.
A: This document was intended for the U.S. Congress to see and vote on; then for the president
to sign it into law.
R: This document was written because domestic violence is a serious problem in the United
States that needs to be dealt with. Although it is called the ‘Violence Against Women’ act, men
are protected by it as well.
T: The main idea is that victims of domestic violence should have more protection under the law.
S: The passage and reauthorization of VAWA shows that the government is willing to take steps
to protect all its citizens, especially women, from the horrors of domestic violence.
"I have cancelled speeches whenever my husband thought that I had been away from home too
much." - Phyllis Schafly to Time magazine 1978
A: Phyllis Schafly.
P: In an interview with Time magazine in 1978
P: Phyllis Schafly was a conservative activist who spoke out strongly against many issues dear to
second-wave feminism, including the Equal Rights Amendment. Her perspective on this issue,
while embarrassing in its hypocrisy, is not surprising.
A: This quote was intended for the readers of Time magazine.
R: Schafly gave this quote to advance her own views by pointing out that she, as a woman, was
happy to be subject to her husband’s whims. By doing this she was probably attempting to force
other women to ask themselves why they didn’t want to do the same.
T: Women should be happy to obey their husbands.
S: Phyllis Schafly gave this quote in the midst of the fight to ratify the Equal Rights Amendment,
which she strongly opposed. The failure of the states to ratify the ERA is often attributed to her
activism against it, and this quote sums up her opinion on the issue of women’s rights.
Roe v. Wade
A- The Supreme Court
P- 1973, USA
P- Women’s rights groups were still struggling for equality—the freedom to choose was just one
step in that battle
A- The intended audience is the lawmakers of Washington DC. Also, the decision made by the
court affects many American citizens
R- This document made the decision that abortion would not be illegal in the United States
T- The main idea is informing that abortion is now legal
S- This document had enormous significance in America, and is still debated even to this day
Women’s Action Coalition poster
A- The Women’s Action Coalition, a group founded in the early 1990s to help women achieve
better pay, persecute their rapists, etc.
P- 1995, USA
P- Even though women had come far in gaining rights, their pay was still not equal to men
A- The audience is primarily women, though men would also see the poster.
R- This poster urges women to think about the people in their government
T- The main idea is that men in the government earn a lot more than any woman does, and that
action is needed to gain equal pay
S- This poster has significance because it shows the objectives of some of the pro-women groups
that emerged during the 20th century
Northeastern University News. Vol. LII, No. 14, page 5.
A- The author is named Mary Gelinas, and this article was published in the Northeastern
University News
P- 1971, Northeastern University in Boston, Mass.
P- Feminism was beginning to show in America, as women were rallying together to receive
equal treatment
A- The audience is all the readers of the Northeastern University newspaper, whether they are
men or women
R- The reason for this article is to examine the words of Northeastern U president Asa S.
Knowles on feminism
T- The main idea is that Mr. Knowles thinks that women can have the same positions as men,
but that feminism itself is a very slow process
S- This article is significant because it shows the viewpoint of a man on the topic of feminism,
even though the article itself was written by a female
Abortion Action Coalition: Our Right to Choose flyer
A- This pamphlet was authored by the Abortion Action Coalition
P- 1978, USA
P- Though Roe vs. Wade had passed several years before, government officials were still trying
to fit its decision to make abortions legal
A- The audience is women who aren’t informed about abortion laws such as Roe v. Wade
R- The reason for writing this pamphlet is to inform people on the ways that existing abortion
rights laws are being threatened by lawmakers
T- The main idea is that abortion laws should be protected and not overwritten
S- This document has significance because it ties back to the Roe v. Wade decision. Abortion
rights was a major part of the women’s movement in the latter half of the 20th century
Grading Scale
Score of 8-9
 Strong thesis
 Support for thesis throughout the paper
 Uses at least five documents and cites them properly
 Includes points from both sides, regardless of their position on the issue, without
mocking or belittling.
 Assesses the goals of the second and early third wave feminism movements and how
well they were achieved
 Does not inject personal commentary into the essay; sticks to the historical facts
 Mentions information on the list of outside information to support the thesis, not
simply to have the information there
 Assesses change over time in the feminist movement
Score of 6-7
 Strong thesis
 Support for thesis in most of the paper
 Uses information from five documents but does not cite properly
 Includes points from both sides, but mocks or belittles a viewpoint
 Uses outside information that does not directly support their thesis
 Identifies the goals of the feminist movement and how well they were achieved, but does
not address change over time
Score of 4-5
 Thesis is present but not particularly strong
 Thesis is only partially supported
 Uses information from fewer than five documents
 Devotes space to mocking any side of the issue
 Uses minimal outside information
 Identifies the goals of the feminist movement
Score of 3 or lower
 Weak or absent thesis
 Unsupported thesis
 Does not use information from documents
 Does not use outside information or uses irrelevant outside information
 Does not answer the prompt
Connections: The ERA, the first document used in the DBQ, is connected to the post WWII
feminist movement because it was one of the driving issues. Despite its failure to be ratified by
the required number of states, it brought national attention to the women’s movement and still
serves as a reminder that the women’s movement is not over.
Roe v. Wade was a landmark women’s rights Supreme Court case, legalizing abortion in the
United States and allowing women to make choices for their own body. It was an important issue
of post WWII feminism because it was a step in the right direction for women gaining bodily
autonomy.
The Violence Against Women Act was a cause of third-wave feminism and gave women (and
men) extra protection against domestic and other types of violence.
The Feminine Mystique is seen by many as the jumping-off point for second-wave feminism, and
it is still an iconic text.
The quote from Phyllis Schafly shows the other side of the women’s movement, and serves as a
good contrast to The Feminine Mystique.
The poster from the Women’s Action Coalition again relates to the women’s movement as
propaganda, as does the leaflet for the Abortion Action Coalition.
Relevance:
This topic is very important to the understanding of US History. Many things that women take
for granted in today’s world were fought for in the 20th century, such as the right to vote and the
right to choose abortion. Since the beginnings of our nation, the United States has been run
primarily by males. Even today, the ratio of men to women in positions of power in Washington
DC is more heavily weighted towards men. However, women have come a long way over the
course of the 20th century. Some of the most controversial issues of the 20th century were part of
the women’s movement, including abortion rights, equal pay rights, and sexual harassment laws.
Understanding the women’s movement can help expand the horizons of a very male-heavy
history focus. Learning about women’s history opens up a whole new chapter of struggle for
equality, which is still an important topic today.
Katie Hill
Grace Epstein
4/19/13
Works Cited
Abortion Action Coalition. Abortion: Our Right to Choose. N.p.: Abortion Action Coalition, 1978. We
Raise Our Voices. Northeastern University. Web. 10 Apr. 2013.
<http://www.lib.neu.edu/archives/voices/w-reproductive5.htm>.
Equal Rights Amendment, Federal Register. Print.
Friedan, Betty. The Feminine Mystique. New York: W.W. Norton, 1963. Print.
Gelinas, Mary. "ASK States Feminist Equalization 'a Slow Process'" Northeastern University
News [Boston] 1971: n. pag. Print.
Roe v. Wade. Supreme Court. 22 Jan. 1973. Print.
Schlafly, Phyllis. Interview. Time 1978: n. pag. Print.
Violence Against Women Act, Federal Register (1994). Print.
Women's Action Coalition Poster. Digital image. We Raise Our Voices. Northeastern University, n.d.
Web. 10 Apr. 2013. <http://www.lib.neu.edu/archives/voices/w-work2.htm>.
Sanie Keller
Emily Michl
DBQ
P. 1
In regards to the AIDS epidemic that broke out in the 1980’s, how it was controlled and how it affected
the public, compare and contrast two or more the following:
Role of Government
Role of scientists
Social Impact
Thesis: In the 1980’s in regards to the AIDS epidemic, the government tried to calm the public in the heat
of discrimination against those infected with the disease, while scientists raced to find treatments and
cures to treat the public.
Document A
Source: Ronald Reagan, News Conference, 1985
School Attendance of Children With AIDS
Q. Mr. President, returning to something that Mike [Mike Putzel, Associated Press] said, if you had
younger children, would you send them to a school with a child who had AIDS?
The President. I'm glad I'm not faced with that problem today. And I can well understand the plight of the
parents and how they feel about it. I also have compassion, as I think we all do, for the child that has this
and doesn't know and can't have it explained to him why somehow he is now an outcast and can no longer
associate with his playmates and schoolmates. On the other hand, I can understand the problem with the
parents. It is true that some medical sources had said that this cannot be communicated in any way other
than the ones we already know and which would not involve a child being in the school. And yet
medicine has not come forth unequivocally and said, ``This we know for a fact, that it is safe.'' And until
they do, I think we just have to do the best we can with this problem. I can understand both sides of it.
Document B
Source: Robert Pear, New York Times
The charge was made by the Department of Health and Human Services, which said that a North Carolina
hospital had violated a man's civil rights by dismissing him from his job as a registered nurse and then
refusing to consider him for any other job...The Government said the Charlotte Memorial Hospital and
Medical Center had violated the law ''by discriminatorily denying the complainant individualized
consideration for possible re-employment.''... Thomas B. Stoddard, a lawyer for the AIDS victim, said the
decision was ''a hollow victory'' because the man died Feb. 26 at the age of 27. The name of the victim
was blacked out in documents provided by the Government.... The law in question, Section 504 of the
Rehabilitation Act of 1973, prohibits discrimination on the basis of handicap in any program or activity
that receives Federal financial assistance.... In its investigation, the Government found that two physicians
had advised the hospital that the man with AIDS could be safely assigned to jobs that did not involve
direct contact with patients. The third doctor, according to Miss Chretien, ''indicated that the complainant
could safely be reinstated in a nursing position.''
Document C
MMWR HIV Chart
Document D
Source: Lawrence K. Altman, The New York Times
The cause of the disorder is unknown. Researchers call it A.I.D., for acquired immunodeficiency disease,
or GRID, for gay-related immunodeficiency. It has been reported in 20 states and seven countries... More
than human suffering is involved. Hospital costs have reached more than $64,000 per patient, and Dr.
Curran said that if such costs are typical, ''the first 300 cases account for an estimated $18 million in
hospital expenses alone.''...Given the fact that homosexuality is not new, the most puzzling question is
why the outbreak is occurring now, and not sometime in the past.... Scientific investigations are wide
ranging, although most are focused on viruses, other organisms, drugs, or a combination of such factors...
Some experts theorize that the immunological disorder may be triggered by the introduction of sperm or
seminal fluid into the blood through sexual contact, though infection and drug reaction are still also
candidates.... In studies on mice at the National Cancer Institute, Dr. Ursula Hurtenbach and Dr. Gene M.
Shearer have reported that a single injection of mouse sperm into the veins of male mice produced a
profound and long-lasting suppression of certain immune functions.
Document E
Source: Lawrence K. Altman, The New York Times
The French virus is called LAV, for lymphadenopathy-associated virus. It is a member of the retrovirus
family, which over the past year has been the leading candidate as the cause of AIDS.... ''We cannot know
for sure now that the LAV virus is the agent that causes AIDS, but the pattern it follows in the human
body makes us believe it is,'' Dr. Mason said.... Dr. Mason predicted that in time the new findings would
lead to development of a diagnostic test for AIDS as well as a test to help in prevention. For one thing, he
said a test might be developed to screen out AIDS-contaminated blood before it was transfused to
patients. Tests could also open up the possibility of developing a vaccine against AIDS.
Response Key
Role Of Government
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Addressing social impact
Trying to communicate comfortableness with those infected
Trying to relate to those both infected and those not
Communicating that disease is safe, not contagious
Laws associated with discrimination against the sick
Rehabilitation Act of 1973 – enforcing
Money used to take care of patients
Controlling those who oppose of the disease
Role of Scientists
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Publishing information through MMWRs
Controlling outbreaks
Informing public of latest information
Searching for Treatments
AZT as a possible treatment
Researching
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Introduction of fluids into blood
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Sexual contact, infection, drug use (injection)
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National Cancer Institute
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LAV – French Virus
Social Impact
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Parents watching out for their children
Outcasting those infected
Job securities
Discrimination in the workplace
Discrimination in other social areas
GRID – discriminatory name for the disease
Bonding of homosexual community
Books, television programs, plays, other forms integrating topic of AIDS/GRID
Discrimination against homosexuals
The 8-9 Essay
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Contains a well-developed thesis that analyzes the roles that both the government and scientists
played in the AIDS epidemic as well as the social impact.
Presents and effective analysis of the roles that government authorizes and scientists played in the
AIDS epidemic as well as the social impact.
Uses a substantial number of documents
Supports thesis with information both from the documents as well as outside knowledge
May contain errors, but is well organized and written clearly
The 5-7 Essay
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Contains a thesis that analyzes the roles that both the government and scientists played in the
AIDS epidemic as well as the social impact.
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Provides some information and analysis of how the government and scientists played in the AIDS
epidemic as well as the social impact.
Effectively uses some documents
Supports thesis using documents and some outside information
May have errors
The 2-4 Essay
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Contains and undeveloped or unclear thesis
Uses few or no documents
Content doesn’t support thesis well or does in a very simple, one-dimensional level
May have major errors
The 0-1 Essay
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Contains no thesis or a thesis irrelevant to the question
Essay shows that the writer does not understand the question or the content
Does not use any documents
Has a numerous amount of errors that detract from the quality of the essay
APPARTS
Doc A
http://www.reagan.utexas.edu/archives/speeches/1985/91785c.htm
“School Attendance of Children With AIDS
Q. Mr. President, returning to something that Mike [Mike Putzel, Associated Press] said, if you had
younger children, would you send them to a school with a child who had AIDS?
The President. I’m glad I’m not faced with that problem today. And I can well understand the plight of
the parents and how they feel about it. I also have compassion, as I think we all do, for the child that has
this and doesn’t know and can’t have it explained to him why somehow he is now an outcast and can no
longer associate with his playmates and schoolmates. On the other hand, I can understand the problem
with the parents. It is true that some medical sources had said that this cannot be communicated in any
way other than the ones we already know and which would not involve a child being in the school. And
yet medicine has not come forth unequivocally and said, ``This we know for a fact, that it is safe.’’ And
until they do, I think we just have to do the best we can with this problem. I can understand both sides of
it.”
A – President Ronald Reagan.
P- September 17th, 1985 at 8 p.m. in the East Room at the White House.
P – During this time period, the economy was growing back strong after WWII and the depression, as
well as the sudden outbreak of AIDS in the 80’s.
A – It was broadcast live on nationwide radio and television, intended to reach audiences of all races,
classes, and genders across the country.
R – The reason for Reagan’s response to this question was to both show support for AIDS research and
not to discriminate against those infected with the disease, but also to appeal to those who do discriminate
and who are uncertain about the disease and what it holds for the future.
T – The main message of this piece is that research is needed in order to make a conclusion about AIDS,
how it spreads, how its contracted, and to report the information to the public in efforts to put others at
ease about those who are living with the disease.
S – Reagan’s speech is important as it provided comfort to the rest of the nation, as well as addresses the
social impact that AIDS has brought to the public. He leaves nothing to hide in such a controversial issue,
and appeals to both sides of the issue addressed.
Doc B
http://www.nytimes.com/1986/08/09/us/us-files-first-aids-discrimination-charge.html
“The charge was made by the Department of Health and Human Services, which said that a North
Carolina hospital had violated a man's civil rights by dismissing him from his job as a registered nurse
and then refusing to consider him for any other job...The Government said the Charlotte Memorial
Hospital and Medical Center had violated the law ''by discriminatorily denying the complainant
individualized consideration for possible re-employment.''... Thomas B. Stoddard, a lawyer for the AIDS
victim, said the decision was ''a hollow victory'' because the man died Feb. 26 at the age of 27. The name
of the victim was blacked out in documents provided by the Government.... The law in question, Section
504 of the Rehabilitation Act of 1973, prohibits discrimination on the basis of handicap in any program or
activity that receives Federal financial assistance.... In its investigation, the Government found that two
physicians had advised the hospital that the man with AIDS could be safely assigned to jobs that did not
involve direct contact with patients. The third doctor, according to Miss Chretien, ''indicated that the
complainant could safely be reinstated in a nursing position.''”
A - Robert Pear, special to the New York Times.
P - August 9, 1986.
P - The federal government had never before accused an employer of illegally discriminating against
someone infected with AIDS. Placebo trials on AZT were being tested as a possible cure or treatment for
AIDS, and the disease had been spread worldwide.
A - The audience are those who read the New York Times, intended for audiences across the nation who
subscribe to and read the paper.
R - The author intended to report and inform others of the very real discrimination that was beginning as a
result of the spread of AIDS and the lack of research behind it.
T - The main message of the article is to provide in-depth information on the discrimination of the AIDS
victim who worked as a nurse, and to show the inequality being brought into the workplace because of the
newly discovered disease.
S - The author wanted to acknowledge the social impact of AIDS and inform audiences of the hateful, but
very real, discrimination that was beginning to follow the spread of the deadly disease.
Doc C
A - Jill Crane and David C. Johnson, both writers for Morbid and Mortality Weekly Report (MMWR).
P - The articles ranges from information gathered from the time of June 5, 1981 from a published
MMWR, to the time of this Juni 1, 2001 MMWR.
P - Twenty years ago when the MMWR’s were first started to be published on AIDS, all the men who had
the diseased were described at “homosexuals”, and the disease was referred to as PCP. Soon after,
scientists conducted studies and wrote reports that identified all of the risk factors for AIDS.
A - MMWR are for the United States published by the Centers for Disease Control and Prevention
(CDC). It’s used to publish public health information from the CDC and other state health departments.
R - The reason for writing these reports is to inform the public about any updates to various diseases and
other medical conditions. Other notable reports from MMWR have been on the spread of Hepatitis A, the
“choking game”, smoking bans, and the 2009 flu epidemic.
T- The main idea of this report is to show the range of AIDS victims in all areas including, race, gender,
age, sexual orientation, and other factors.
S - The significance of this report is to show the range of information gathered about AIDS over the years
and to inform readers about the latest news on any treatments or discoveries for the deadly disease, which
is the CDC’s main goal.
Doc D
http://www.nytimes.com/1982/05/11/science/new-homosexual-disorder-worries-health-officials.html
“The cause of the disorder is unknown. Researchers call it A.I.D., for acquired immunodeficiency disease,
or GRID, for gay-related immunodeficiency. It has been reported in 20 states and seven countries... More
than human suffering is involved. Hospital costs have reached more than $64,000 per patient, and Dr.
Curran said that if such costs are typical, ''the first 300 cases account for an estimated $18 million in
hospital expenses alone.''...Given the fact that homosexuality is not new, the most puzzling question is
why the outbreak is occurring now, and not sometime in the past.... Scientific investigations are wide
ranging, although most are focused on viruses, other organisms, drugs, or a combination of such factors...
Some experts theorize that the immunological disorder may be triggered by the introduction of sperm or
seminal fluid into the blood through sexual contact, though infection and drug reaction are still also
candidates.... In studies on mice at the National Cancer Institute, Dr. Ursula Hurtenbach and Dr. Gene M.
Shearer have reported that a single injection of mouse sperm into the veins of male mice produced a
profound and long-lasting suppression of certain immune functions.”
A - Lawrence K. Altman, a writer for The New York Times.
P - The article was published May 11, 1982.
P - At the time of this article, AIDS had just been discovered in the previous couple of years and the
outbreak had spread. The disease had mostly been found in homosexual men, and had gotten the
derogatory name of GRID, or Gay-related immunodeficiency disorder, which had a strong social impact
on the public.
A - The audience are those who read the New York Times, intended for audiences across the nation who
subscribe to and read the paper.
R - The author’s intention was to report new information learned about AIDS (at the time, GRID), and
scientific updates. Specifically the findings that GRID was predicted to being spread through the
bloodstream, through sperm during sexual contact, or through infection by injecting drugs.
T - The main message of this article was to report the latest news on AIDS. It ranged from the breakdown
of who it was affecting, news in Africa about the spread of AIDS, diseases tied to AIDS, and the work
being done on the disease itself.
S - The significance of this article is its efforts to inform the public new information gathered on the
growing epidemic of AIDS. In this article, the news on theories on the spread of AIDS was incredibly
important to share with the public.
Doc E
http://www.nytimes.com/1984/04/22/us/federal-official-says-he-believes-cause-of-aids-has-beenfound.html
“The French virus is called LAV, for lymphadenopathy-associated virus. It is a member of the retrovirus
family, which over the past year has been the leading candidate as the cause of AIDS.... ''We cannot know
for sure now that the LAV virus is the agent that causes AIDS, but the pattern it follows in the human
body makes us believe it is,'' Dr. Mason said.... Dr. Mason predicted that in time the new findings would
lead to development of a diagnostic test for AIDS as well as a test to help in prevention. For one thing, he
said a test might be developed to screen out AIDS-contaminated blood before it was transfused to
patients. Tests could also open up the possibility of developing a vaccine against AIDS.”
A - Lawrence K. Altman, a writer for The New York Times.
P - April 22, 1984
P - At this point in time, AIDS had no definitive knowledge about what it is, what the first symptoms
were, or much other information about the disease.
A - The audience are those who read the New York Times, intended for audiences across the nation who
subscribe to and read the paper.
R - The reason for writing the article was to share the newly found information about AIDS that their
could be a link to the French virus LAV.
T - The main message is that though the link between AIDS and LAV, we are able to research further to
find information on how to concoct future treatments and cures and answer questions about the disease as
a whole.
S - This article is significant as it provides information to the public that will hopefully calm and reassure
them that research is being done on the disease and that scientists are rapidly searching for a cure or a
treatment.
Works Cited
Altman, Lawrence K. "FEDERAL OFFICIAL SAYS HE BELIEVES CAUSE OF AIDS HAS BEEN
FOUND." The New York Times. The New York Times, 22 Apr. 1984. Web. 12 Apr. 2013.
Altman, Lawrence K. "NEW HOMOSEXUAL DISORDER WORRIES HEALTH OFFICIALS." The
New York Times. The New York Times, 11 May 1982. Web. 12 Apr. 2013.
Pear, Robert. "U.S. FILES FIRST AIDS DISCRIMINATION CHARGE." The New York Times. The New
York Times, 09 Aug. 1986. Web. 12 Apr. 2013.
Regan, Ronald. "Federal Support for AIDS Research." The President's News Conference. Proc. of The
President's News Conference, White House East Room. N.p., n.d. Web. 10 Apr. 2013.
USA. CDC. MMWR. By Jill Crane and David C. Johnson. Center for Disease Control, 1 June 2001. Web.
12 Apr. 2013.