II
Richard Kollen
Table of Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Chinese Exclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Native-American Land Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Spanish-American War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Roosevelt Corollary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The Status of African Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
The Jungle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Women’s Right to Vote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Woodrow Wilson’s Fourteen Points . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
The Second New Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Eleanor Roosevelt and the DAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
The Four Freedoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Japanese-American Internment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
The Truman Doctrine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
The Censure of Senator Joseph McCarthy . . . . . . . . . . . . . . . . . . . . . . . 72
The Cuban Missile Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
“I Have a Dream” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
The National Organization of Women . . . . . . . . . . . . . . . . . . . . . . . . . 88
The Tonkin Gulf Resolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
The Berlin Wall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
September 11, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
© 2006 Walch Publishing
iii
www.walch.com
To the Teacher
The material in this volume is presented to allow maximum teacher flexibility in how it is
used in the classroom.
Each document and exercise can be used in a variety of ways. Here are three.
1. Have students work independently on the questions, some or all, to be discussed as
a class later.
2. Have students work in small groups on the questions. The groups can do the
following:
• Work on all of them together.
• Divide the questions among members to work on independently. Members can
then explain their answers to their group.
3. As a teacher-directed activity, do the exercises as a whole group.
The exercises that follow the documents are divided into question sets by type.
Comprehension Questions. The comprehension questions simply require a literal
understanding of the documents.
Critical Thinking. The “Critical Thinking” question set requires students to go beyond
the document text. Some questions call for an assessment of the information’s reliability.
Many students are likely to take as fact anything written by a firsthand source. Teachers
may need to lead students to evaluate sources. As explained in the student introductory
section, certain factors influence the message in a primary source. Among these are author,
source, and audience.
Making Connections. Students should have had exposure to the historical issues that each
document addresses before reading the documents. Nonetheless, an introduction providing
background precedes each document. Teachers may decide not to have students read this
and instead use it themselves to teach the documents. It should be understood that the
“Making Connections” question sets often rely on outside information, both regarding
events surrounding the source and previous sources. Context is critical to students creating
meaning out of the documents.
Relating the Past to Our Lives. This question set asks students to connect the document
to their lives or to the modern United States. It is designed for students to see the relevance
of history today.
Essay Questions. These call for an extended answer. This may be in the form of a written
essay or perhaps in large- or small-group discussion.
Note: Some of the documents are shortened versions. Missing portions are designated by
ellipses (. . .). In most documents, the original spelling has been preserved, except where
archaic spellings might be difficult for students.
© 2006 Walch Publishing
v
www.walch.com
To the Student
Reading and Interpreting Primary Source Documents
Primary sources are the raw material of history. They include but are not limited to the
following:
letters
report cards
laws
advertisements
oral histories
photographs
diaries
maps
objects
bills
autobiographies
programs
speeches
drawings
They are documents and objects left by people who participated in or witnessed events.
Historians interpret this evidence to write secondary sources—books, such as your
textbook. The key word here is interpret. With most records, there is room for disagreement
on their meanings.
Interpreting primary sources, then, is as basic to the historian’s work as performing
experiments is to the scientist. It is how they reach conclusions about what they are
studying. As history students, you need to learn to interpret primary sources as part of
your study. What follows are hints for getting the most out of reading the primary sources
included in this book.
1. Identifying the Document
What type of document is it? What is its purpose? Who is the audience?
Answering the first question helps to answer the second two. For example, a friendly
letter usually has a limited audience due to its purpose. A speech, however, will have a
much broader audience. This matters. Some ideas a person might disclose in a private letter
he or she would not include in a public speech. Think about what you would write in a
letter to your closest friend about a teacher. Compare that with what you might say about
the teacher in a speech at a school assembly. People make speeches to persuade or inform.
The speaker understands that the audience will be mixed and that the message needs to be
tailored to this. A letter to a friend has a different purpose and audience. Therefore, it
contains different information.
2. Placing the Document in Its Context
When was the document created? What was happening in the country at this time?
Knowing about the circumstances that surround the primary source’s creation is
important. This places the document in its context. It helps the historian to grasp its
full meaning.
© 2006 Walch Publishing
vi
www.walch.com
For example, a student writes an editorial in the school newspaper calling for more
diversity in faculty hiring. Twenty years later someone researching the history of the
school reads the editorial. The researcher would want to know about the circumstances
surrounding the editorial.
• Did the editorial represent a large number of students with a similar opinion, or
was the author a lone voice?
• What was the racial makeup of the staff at the time?
• What was the racial makeup of the student body?
Answers to these and other questions would help the historian understand the document
by placing it in context.
Who created the document? What do you know about that person? What was his or her role in
the events?
Answering these questions furthers the historian’s understanding of the context.
Imagine reading excerpts from a diary written by your brother or sister ten years earlier.
Your knowledge of the circumstances of his or her life at the time—about friends, home,
interests, opinions, problems, and so forth—would make the diary much more
understandable. Now imagine someone reading it who never knew your brother or sister or
anything about his or her life. That person’s understanding would be seriously weakened—
unless he or she did some research. You can place the diary in its proper context. The other
reader cannot.
Context is provided before each document in this book in the sections titled “Historical
Context” and “Importance.” You may want to read this material first. What you learn in
history class about the time period will add to your knowledge of the document’s
circumstances. It is likely your teacher will assign the documents in this book when you
study the time in which they were created.
3. Reading and Understanding the Document
What are the key words in the source and what do they mean?
When reading documents, the language can be difficult. This can be especially true
when documents were written a long time ago. Today, we value clear, direct language. This
was not necessarily true in the past. It is important when you read the documents in this
book to understand the meanings of the words used in the documents. Keep each
document’s vocabulary list with definitions close by for reference.
What is the message? What point is the author trying to make? What evidence does the author
give to support the point?
© 2006 Walch Publishing
vii
www.walch.com
All documents have a main idea or message. It could be helpful to jot down what you
believe is the main idea after reading a document. Listing the evidence used to support the
main idea will also help your understanding.
4. Evaluating the Document
How reliable is the document? Is the information supported by other evidence?
Historians must take this task very seriously because they will read many documents
surrounding an event. The information provided by these documents may differ slightly. In
some cases, the documents might contradict one another. This leaves the historian to make
a judgment about what to believe. One way to make the judgment is to check for other
sources that support it. Your textbook or other primary sources can help in determining
whether other information supports the facts stated in a document.
In what ways might the information be biased?
All documents are biased to some degree. The creator always has a point of view on an
issue or event. The information the author wants his or her audience to know becomes the
message. Certain facts could be left out or slanted in a particular way. This might be done
on purpose. For example, when you make an argument, are you likely to include the
evidence that hurts your position?
But bias may not be conscious. For example, consider a loud argument between two
students in a school hallway. This may be reported differently by observers depending on
the following:
• their location in the hallway
• their relationship with one of the students involved
• to whom they are reporting the event
• how soon after the event it is reported
The historian takes nothing at face value. Instead, she or he weighs the factors of
creator, purpose, audience, and context to determine the reliability of the document.
Consider these ideas when reading the documents in this volume. Approach them as a
historian just as you perform experiments as a scientist in chemistry class.
© 2006 Walch Publishing
viii
www.walch.com
Great Documents in U.S. History, Volume II
The Roosevelt Corollary
Document: Theodore Roosevelt, annual message to Congress (1904)
Historical Context
“Speak softly and carry a big stick.” President Theodore Roosevelt was fond of using this
West African proverb to explain his approach to foreign policy. “Big stick diplomacy”
described U.S. involvement in several Latin America nations’ affairs during Roosevelt’s
administration. The president clearly stated the policy that justified these interventions. It
was called the Roosevelt Corollary to the Monroe Doctrine.
The president intended his Roosevelt Corollary to be an amendment to the Monroe
Doctrine. In 1823, President James Monroe had warned European nations to stay out of the
affairs of Latin American nations. At the time, the United States feared that foreign powers
would try to acquire a foothold near its borders. Eighty years later, President Roosevelt saw
a similar danger. Some independent Latin American countries could not pay back loans to
European bankers. Venezuela in 1902 was a case in point. Its government was unable to pay
debts owed to British and German bankers. Great Britain and Germany blockaded and fired
upon Venezuela’s coast. Rumors suggested that Germany was interested in establishing a
permanent base in Venezuela. President Roosevelt sent the U.S. fleet to the disputed area to
warn the Germans not to violate the Monroe Doctrine. The Germans backed off.
In 1904, a bankrupt Dominican Republic owed money to European bankers. Roosevelt
worried that European governments might interfere forcibly to retrieve what was owed
them. In doing so, they would be in violation of the Monroe Doctrine. So Roosevelt
decided to formulate a new policy. He announced his corollary in his annual message to
Congress. (Today this annual message is called the State of the Union Address.) Part of
Roosevelt’s message follows on page 19. A year later Roosevelt’s annual message reaffirmed
his corollary: In order to enforce the Monroe Doctrine, it may become necessary for the
United States to become involved in the internal affairs of certain Latin American nations in
order to keep European countries from doing so. According to this policy, the United States
assumed responsibility to police “chronic wrongdoing” in the Western Hemisphere. Europe
was not to intervene. As a case in point, the United States took over the customs service of
the Dominican Republic. U.S. officials then used the customs revenue to pay the European
bankers what was owed them.
Importance
This policy led to about a dozen U.S. interventions in Latin American countries over the
next thirty years. American troops spent time in Haiti, Nicaragua, Mexico, and Cuba, among
others. The fact that Roosevelt tied the policy to the long-standing Monroe Doctrine helped
the American public accept it. But the U.S. military presence caused resentment in the
region. It angered Latin Americans, who considered the U.S. involvement to be imperialist.
© 2006 Walch Publishing
18
www.walch.com
Great Documents in U.S. History, Volume II
Theodore Roosevelt, Annual Message to Congress,
December 6, 1904 (the Roosevelt Corollary)
It is not true that the United States feels any land hunger or entertains
any projects as regards the other nations of the Western Hemisphere save
such as are for their welfare. All that this country desires is to see the
neighboring countries stable, orderly, and prosperous. Any country
whose people conduct themselves well can count upon our hearty
friendship. If a nation shows that it knows how to act with reasonable
efficiency and decency in social and political matters, if it keeps order
and pays its obligations, it need fear no interference from the United
States. Chronic wrongdoing, or an impotence which results in a general
loosening of the ties of civilized society, may in America, as elsewhere,
ultimately require intervention by some civilized nation, and in the
Western Hemisphere the adherence of the United States to the Monroe
Doctrine may force the United States, however reluctantly, in flagrant
cases of such wrongdoing or impotence, to the exercise of an
international police power. If every country washed by the Caribbean
Sea would show the progress in stable and just civilization which with
the aid of the Platt Amendment Cuba has shown since our troops left the
island, and which so many of the republics in both Americas are
constantly and brilliantly showing, all question of interference by this
Nation with their affairs would be at an end. Our interests and those of
our southern neighbors are in reality identical. They have great natural
riches, and if within their borders the reign of law and justice obtains,
prosperity is sure to come to them. While they thus obey the primary
laws of civilized society they may rest assured that they will be treated
by us in a spirit of cordial and helpful sympathy. We would interfere
with them only in the last resort, and then only if it became evident that
their inability or unwillingness to do justice at home and abroad had
violated the rights of the United States or had invited foreign aggression
to the detriment of the entire body of American nations. It is a mere
truism to say that every nation, whether in America or anywhere else,
which desires to maintain its freedom, its independence, must ultimately
realize that the right of such independence can not be separated from the
responsibility of making good use of it.
© 2006 Walch Publishing
19
www.walch.com
Great Documents in U.S. History, Volume II
Vocabulary
entertains—holds in the mind
stable—firmly established
prosperous—wealthy
hearty—enthusiastic
obligations—debts (in this case)
chronic—frequent and occurring over a long period of time
impotence—lack of power or control
adherence—the act of remaining faithful
flagrant—obvious
republics—countries with a government in which people elect representatives who
govern for them
reign—rule
obtains—is established
primary—basic
cordial—friendly
detriment—injury
truism—truth
Comprehension Questions
1. What does Roosevelt claim is not an interest of the United States regarding the
other countries of the Western Hemisphere?
2. What does the United States want from these neighbors?
3. The United States will never bother countries showing what qualities, according to
Roosevelt’s policy?
4. What kind of behavior will lead to interference from the United States?
5. How are most neighboring countries and the United States alike?
6. What responsibility does Roosevelt say comes with freedom and independence?
© 2006 Walch Publishing
20
www.walch.com
Great Documents in U.S. History, Volume II
Critical Thinking
1. Why do you think Roosevelt announces that the United States has no interest in
land in neighboring countries?
2. What does Roosevelt mean when he says that the United States will involve itself in
countries that have “invited foreign aggression”?
3. What does Roosevelt mean when he speaks about “an international police power”?
4. What might happen if the United States does not exercise its police power?
5. How do you think Latin American countries felt when they read this message?
Making Connections
1. Why is the United States so interested in the behavior of Caribbean and Central
American countries in particular?
2. In what ways can the Progressive movement’s goals be considered consistent with
the Roosevelt Corollary?
3. What involvement in Latin America had the United States undertaken just before
Roosevelt made this statement?
4. Why do you think Roosevelt holds up Cuba as an example of a model country
in behavior?
Relating the Past to Our Lives
1. What involvement in Latin America has the United States had recently?
2. Have you faced a situation when someone stepped in and dealt with your problem
rather than allowing you to face the consequences? Explain.
3. Has the present U.S. president made an important foreign policy statement that he
has called a doctrine? If so, what is it?
Essay Questions
1. How important was it to link Roosevelt’s policy with the Monroe Doctrine? Explain.
2. What arguments can be made against the Roosevelt Corollary?
3. Roosevelt announced that the United States would use “international police power.”
What were the future implications of this for U.S. foreign policy? Does it have an
effect today?
© 2006 Walch Publishing
21
www.walch.com
Great Documents in U.S. History, Volume II
September 11, 2001
Document: George W. Bush, address to Congress (2001)
Historical Context
The attacks on the World Trade Center in New York City and the Pentagon in Washington,
D.C., remain a fresh memory to most Americans. They will always remember where they
were when they learned of it. Similarly, some people remember just where and when they
heard about President Kennedy’s assassination in 1963. But only older Americans can
remember the most comparable event—the attack on Pearl Harbor in 1941.
Those watching the September 11 events unfold could scarcely believe what their eyes
told them. At 8:45 A.M. American Airlines Flight 11, with ninety-two passengers and crew
aboard, flew into the World Trade Center’s north tower. Then just eighteen minutes later,
with onlookers still trying to decide whether the first crash was an accident, United
Airlines Flight 175 hit the south tower, killing the sixty-five passengers and crew on board.
At 9:40 A.M., American Airlines Flight 77, carrying sixty-four passengers and crew, struck
the Pentagon. A fourth airliner, United Airlines Flight 93, crashed near Pittsburgh,
Pennsylvania, at 10:10 A.M., killing sixty-four passengers and crew. The passengers of this
flight had learned of the attacks in New York and Washington. They apparently determined
to prevent their airplane from also being used as a missile. They rushed the cockpit and
brought the plane down. By this time, the World Trade Center towers had begun to
collapse. Many of the towers’ occupants were killed, along with many firefighters and
police who were trying to rescue them.
Extensive television coverage enabled many Americans to see live coverage of the
towers’ collapse. People relived the horror of the airliners crashing into the World Trade
Center through taped replays. Nearly 3,000 people died in all. This single-day death toll on
American soil ranked second only to the Civil War Battle of Antietam.
Responsibility for the attacks soon became public—a radical Islamist terrorist
organization named al-Qaeda. This group was led by wealthy Saudi Arabian terrorist Osama
bin Laden. It had previously organized an attack on the World Trade Center with a truck
bomb, killing six people. Al-Qaeda had also organized truck bombings of U.S. embassies in
1998. In striking the World Trade Center and the Pentagon, al-Qaeda had chosen symbols
of the U.S. economy and military.
Al-Qaeda planned these attacks because its members hated the United States for its
influence in the Middle East. Some of the hated U.S. policies were the following:
• U.S. support of unelected regimes that seemed not to care about the average Arab,
such as the regimes in Saudi Arabia and Egypt.
• The presence of the U.S. military in the Middle East.
• U.S. support for Israel.
© 2006 Walch Publishing
103
www.walch.com
Great Documents in U.S. History, Volume II
Soon after the 9/11 attacks, anthrax-contaminated letters killed five people. These
attacks closed congressional office buildings and several post offices. The anthrax letters
apparently were unrelated to the terrorist attacks. But at the time, they added to the
anxiety of Americans.
Importance
On September 20, President George W. Bush addressed a joint session of Congress and a
television audience. Americans in stressful times look to their president for cues on how to
react. President Bush offered words of comfort and unity while vowing a strong response.
He promised a war on terror. Like the Cold War, he cautioned, this war would be a
long one.
Based in Afghanistan, al-Qaeda became a target for the U.S. military. The government of
Afghanistan was controlled by the Taliban, a radical Islamist group. They refused to
surrender Osama bin Laden and other leaders of al-Qaeda. The United States and Great
Britain responded by invading Afghanistan and hitting it with air strikes, beginning on
October 7. But Osama bin Laden and much of the al-Qaeda leadership escaped, probably to
the mountains of Pakistan. Bin Laden remained at large in 2006.
George W. Bush, Address to Congress and the
American People, September 20, 2001
On September the 11th, enemies of freedom committed an act of war
against our country. Americans have known wars—but for the past 136
years, they have been wars on foreign soil, except for one Sunday in
1941. Americans have known the casualties of war—but not at the center
of a great city on a peaceful morning. Americans have known surprise
attacks—but never before on thousands of civilians. All of this was
brought upon us in a single day—and night fell on a different world, a
world where freedom itself is under attack.
Americans have many questions tonight. Americans are asking: Who
attacked our country? The evidence we have gathered all points to a
collection of loosely affiliated terrorist organizations known as al Qaeda.
They are the same murderers indicted for bombing American embassies
in Tanzania and Kenya, and responsible for bombing the USS Cole.
Al Qaeda is to terror what the mafia is to crime. But its goal is not
making money; its goal is remaking the world—and imposing its radical
beliefs on people everywhere.
(continued)
© 2006 Walch Publishing
104
www.walch.com
Great Documents in U.S. History, Volume II
The terrorists practice a fringe form of Islamic extremism that has been
rejected by Muslim scholars and the vast majority of Muslim clerics—a
fringe movement that perverts the peaceful teachings of Islam. The
terrorists’ directive commands them to kill Christians and Jews, to kill all
Americans, and make no distinction among military and civilians,
including women and children.
This group and its leader—a person named Osama bin Laden—are linked
to many other organizations in different countries, including the
Egyptian Islamic Jihad and the Islamic Movement of Uzbekistan. There
are thousands of these terrorists in more than 60 countries. They are
recruited from their own nations and neighborhoods and brought to
camps in places like Afghanistan, where they are trained in the tactics of
terror. They are sent back to their homes or sent to hide in countries
around the world to plot evil and destruction.
The leadership of al Qaeda has great influence in Afghanistan and
supports the Taliban regime in controlling most of that country. In
Afghanistan, we see al Qaeda’s vision for the world.
Afghanistan’s people have been brutalized—many are starving and many
have fled. Women are not allowed to attend school. You can be jailed for
owning a television. Religion can be practiced only as their leaders
dictate. A man can be jailed in Afghanistan if his beard is not long
enough.
The United States respects the people of Afghanistan—after all, we are
currently its largest source of humanitarian aid—but we condemn the
Taliban regime. It is not only repressing its own people, it is threatening
people everywhere by sponsoring and sheltering and supplying
terrorists. By aiding and abetting murder, the Taliban regime is
committing murder.
And tonight, the United States of America makes the following demands
on the Taliban: Deliver to United States authorities all the leaders of al
Qaeda who hide in your land. Release all foreign nationals, including
American citizens, you have unjustly imprisoned. Protect foreign
journalists, diplomats and aid workers in your country. Close
immediately and permanently every terrorist training camp in
Afghanistan, and hand over every terrorist, and every person in their
support structure, to appropriate authorities. Give the United States full
(continued)
© 2006 Walch Publishing
105
www.walch.com
Great Documents in U.S. History, Volume II
access to terrorist training camps, so we can make sure they are no longer
operating.
These demands are not open to negotiation or discussion. The Taliban
must act, and act immediately. They will hand over the terrorists, or they
will share in their fate.
I also want to speak tonight directly to Muslims throughout the world.
We respect your faith. It’s practiced freely by many millions of
Americans, and by millions more in countries that America counts as
friends. Its teachings are good and peaceful, and those who commit evil
in the name of Allah blaspheme the name of Allah. The terrorists are
traitors to their own faith, trying, in effect, to hijack Islam itself. The
enemy of America is not our many Muslim friends; it is not our many
Arab friends. Our enemy is a radical network of terrorists, and every
government that supports them. . . .
Americans are asking: How will we fight and win this war? We will
direct every resource at our command—every means of diplomacy, every
tool of intelligence, every instrument of law enforcement, every financial
influence, and every necessary weapon of war—to the disruption and to
the defeat of the global terror network.
This war will not be like the war against Iraq a decade ago, with a
decisive liberation of territory and a swift conclusion. It will not look
like the air war above Kosovo two years ago, where no ground troops
were used and not a single American was lost in combat.
Our response involves far more than instant retaliation and isolated
strikes. Americans should not expect one battle, but a lengthy campaign,
unlike any other we have ever seen. It may include dramatic strikes,
visible on TV, and covert operations, secret even in success. We will
starve terrorists of funding, turn them one against another, drive them
from place to place, until there is no refuge or no rest. And we will
pursue nations that provide aid or safe haven to terrorism. Every nation,
in every region, now has a decision to make. Either you are with us, or
you are with the terrorists. From this day forward, any nation that
continues to harbor or support terrorism will be regarded by the
United States as a hostile regime.
Our nation has been put on notice: We are not immune from attack. We
will take defensive measures against terrorism to protect Americans. . . .
(continued)
© 2006 Walch Publishing
106
www.walch.com
Great Documents in U.S. History, Volume II
This is not, however, just America’s fight. And what is at stake is not just
America’s freedom. This is the world’s fight. This is civilization’s fight.
This is the fight of all who believe in progress and pluralism, tolerance
and freedom.
We ask every nation to join us. We will ask, and we will need, the help
of police forces, intelligence services, and banking systems around the
world. The United States is grateful that many nations and many
international organizations have already responded—with sympathy and
with support. Nations from Latin America, to Asia, to Africa, to Europe,
to the Islamic world. Perhaps the NATO Charter reflects best the attitude
of the world: An attack on one is an attack on all. . . .
After all that has just passed—all the lives taken, and all the possibilities
and hopes that died with them—it is natural to wonder if America’s
future is one of fear. Some speak of an age of terror. I know there are
struggles ahead, and dangers to face. But this country will define our
times, not be defined by them. As long as the United States of America is
determined and strong, this will not be an age of terror; this will be an
age of liberty, here and across the world.
Vocabulary
casualties—people injured or killed
affiliated—associated
indicted—charged with a crime
embassies—the residences and offices of foreign diplomats
mafia—a secret criminal organization
imposing—establishing through force
fringe—relating to a group with marginal or extremist views
clerics—religious leaders
perverts—twists the meanings of
directive—something that directs and urges people toward an action or a goal
distinction—the marking of a difference
tactics—strategies
© 2006 Walch Publishing
107
www.walch.com
Great Documents in U.S. History, Volume II
regime—the government in power
brutalized—harshly treated
repressing—keeping down
sponsoring—paying for
abetting—assisting
foreign nationals—citizens of other countries
journalists—news reporters
blaspheme—to insult God
disruption—disturbance
network—an interconnected group
liberation—the process of freeing
retaliation—the act of inflicting injury in return for injury
covert—secret
haven—a place of safety
pluralism—a condition in a society in which members of various ethnic, racial, religious,
and/or social groups are treated fairly
Comprehension Questions
1. What makes this attack on Americans different from other wars, save one, according
to President Bush?
2. What is al-Qaeda?
3. What other terrorist organizations is al-Qaeda linked to?
4. In what country is al-Qaeda centered (at the time of this speech)?
5. How does the Taliban, the controlling group in Afghanistan, treat its people?
6. What does Bush demand of the Taliban in regard to al-Qaeda?
7. What does Bush want Muslims around the world to understand?
8. What measures does the president intend to take to fight this war?
9. Other than Americans, whom does President Bush want to join with the United
States in the war on terror?
© 2006 Walch Publishing
108
www.walch.com
Great Documents in U.S. History, Volume II
Critical Thinking
1. What does Bush mean when he says to other nations, “An attack on one is an attack
on all”?
2. Why is Bush so careful to emphasize that he respects the Muslim religion?
3. How is the tone of this speech consistent with its purpose?
4. What elements of this war on terror caused Bush to caution that it would be a
long war?
Making Connections
1. What event is Bush referring to on “one Sunday in 1941”?
2. When he compares Al-Qaeda to the mafia, what common elements does Bush mean
they share?
3. What makes terrorism more deadly today than in the past?
Relating the Past to Our Lives
1. What were you doing when you heard of the attacks on 9/11?
2. How did the attacks make you feel at the time?
3. How did your school deal with the attacks?
Essay Questions
1. How will the history books interpret the events of 9/11? Explain.
2. Compare and contrast the war on terror with the Cold War.
3. What needs to be done before the war on terror is over? Explain.
© 2006 Walch Publishing
109
www.walch.com