History 2020 (LHP)-Survey of American History II Honors
Spring 2017
3 Semester Hours
MW 12:15-1:30
Prerequisite: Eligibility for Honors Courses or Permission from the Professor
Room: SH 138
Professor:
Dr. Scott Cook, Professor, History
Vice President for Quality Assurance and Performance Funding / Honors Program Director
Office: SH 129
(931) 393-1844
[email protected]
http://www.mscc.edu/webs/scook
This course will not use Desire2Learn (D2L).
Office Hours:
By appointment.
The professor believes that part of a professor’s obligation to a class is to be available for help
and questions. Students may telephone the professor or come to the office during posted office
hours. In addition, students may email at any time. Otherwise, students may make an
appointment for a specific meeting.
Course Description:
American History II traces the political, economic, diplomatic, and social development of the
United States from the Reconstruction period to the present. Attention is given to contemporary
problems and the place of the United States as a world power.
Texts/Course Materials:
Hellstern, Mark, Gregory M. Scott, and Stephen M. Garrison. The History Student Writer’s
Manual. Upper Saddle River, NJ: Prentice Hall, 1998.
Tindall, George Brown, and David Emory Shi. America: A Narrative History, Brief 9th ed.
Vol. 2. New York: Norton, 2013.
Two large examination books
History Program Goals:
After completing the requirements of the American history sequence, students will be able to
develop
1. a knowledge base in history and
2. critical thinking and communication.
1
Student Learning Outcomes:
The student will demonstrate knowledge of the development of distinctive features, events, and
institutions in American History II, including to
1. understand basic historical terminology and concepts,
2. identify types of questions that emerge from historical inquiry,
3. identify key characteristics of major historical events,
4. explain the significance of specific historical figures,
5. acknowledge the importance of key military events in American history and their global
implications,
6. use acquired knowledge base to interpret historical phenomena,
7. analyze and evaluate various historical issues,
8. learn to communicate a historical perspective with supporting evidence,
9. apply standard American English to historical inquiry, and
10. improve vocabulary in historical contexts.
Topics:
1. Gilded Age and Industrialization
2. Progressivism
3. World War I
4. Roaring Twenties and Nativism
5. Great Depression and New Deal
6. World War II
7. Cold War and Truman Doctrine
8. Cultural and Social Climate of the 1960s and 1970s
9. Nixon Administration and Watergate
10. War on Terror and the Bush Doctrine
Additional Course Objectives:
To improve one’s ability to make an academic argument
To understand economic issues and cycles in relation to American history
To understand the implications of studying history and applying past situations to the present
To help the student to develop a better perspective about current events through the emphasis
that few phenomena are uniquely modern
To illustrate how to use the past to predict the future
To conceive the student’s role as a citizen in the ongoing stream of national existence
Course Conduct:
This is a lecture and discussion course. Recording lectures is permitted and encouraged. This
class will emphasize problems that affect modern America and the place of the United States as a
world power. Topics of special interest include civil rights, the Gilded Age and Progressive Era,
World War I, World War II, the Great Depression, and the Cold War. Because of the breadth of
material, the professor cannot cover in class all of the material for which the student is
responsible. Students must read the assignments from the book if they wish to be successful in
this course.
2
Students may also access an interactive virtual study space at
< http://www.wwnorton.com/college/history/america9/brief/>. This site includes chapter
outlines for the primary text, individual study plans for each chapter, quizzes, chronologies,
flashcards, focus questions, images from the study period, and chapter progress reports.
Grades:
Exam I: 20%
Exam II: 30%
Research Proposal: 5%
Annotated Bibliography: 5%
Research Project: 30%
Digital Story: 10%
Total: 100%
A=90.0-100
B=80.0-89.9
C=70.0-79.9
D=60.0-69.9
F=59.9 and below
The professor does not round grades.
Tests: Students have two major exams. These tests will contain material from the text, class
discussions, and lectures and will include a combination of identification, multiple choice, and
long essay. In addition, the final exam, although not entirely cumulative, will have a cumulative
component. The exams are students’ opportunities to show the professor the wealth of
information that they have gleaned during the term. Students should take copious notes from
lectures; material on the exams does not come directly from the book. Students, generally, may
not take a missed exam; students should schedule the exam before the absence. Any student for
whom the professor approves a make-up exam must complete either an oral or a long-essay
written exam at the discretion of the professor during the professor’s regularly scheduled office
hours.
Written Assignments: During the term, students will complete a semester-long research topic
of their choice and will include a research proposal, an annotated bibliography, and the final
major paper. The research proposal is the research plan that details what you wish to research,
why you want to research that topic, how you plan to conduct your research, and what you
expect the results to be. A well-developed and thorough research proposal facilitates the
remainder of the research project. Here is the format for the research proposal.
3
Student Name
Dr. Scott Cook
History 2020 Honors
February 1, 2006
Research Proposal: Working Title of Research Project
Working Thesis: State the main idea of your proposed project (one sentence).
Research Issue: Tell the audience about the subject and its general characteristics (one or two
paragraphs).
Significance of Research: Tell the audience why this subject is important (why you want to
conduct this research) (two to three paragraphs).
Research Conduct: Tell the audience how you plan to research this issue. Include any
specifics that you might have already found (such as books or journal articles) (one paragraph).
Expected Research Outcomes: Tell the audience what you expect to find in your research (one
or two paragraphs).
The annotated bibliography will include a minimum of ten sources that you wish to use for the
paper. Annotations should contain approximately 150 words. You must include at least one
complete book as a source. Other sources may include book chapters, journal articles,
speeches, and letters. You should use the Internet to find scholarly sources, but you may
not use webpages. Begin with a bibliographic citation for the source. You must include each of
these sections: 1) a citation, 2) the benefits/usefulness of the source, 3) the author’s authority to
write the source (educational background, eyewitness, etc.), and 4) any information that you can
use for your paper. Include page numbers for summarized information and include page
numbers with quotation marks for quoted material. A well-written annotated bibliography will
help significantly as you draft the research project.
Students should include a formal title page and a bibliography page with the research project and
may only use Chicago Manual of Style (CMS, Chicago, Turabian). You may omit Chapters 810, but you should read The History Student Writer’s Manual before you begin for CMS format
of footnote citations and bibliographic citations. You must type this assignment with twelve (12)
point Times New Roman font. Set all four margins at one inch. You must set the margins
manually. Word processing programs are not default set for academic writing. Versions of
Microsoft Office beginning with Microsoft 2007 automatically add an additional space between
paragraphs. You must also reset this feature to “no spacing.” Do not use first or second person
in this account for any reason. “You” is colloquial, and “I” automatically weakens your position
and the argument.
4
The minimum length requirement for this project is five pages of quality text using the
requirements in the preceding section. The professor encourages students to write more if they
wish (8-10 pages) to prepare them better for upper-division writing requirements.
Please read carefully 5.5 (pages 118-122) of The History Student Writer’s Manual about ethical
use of material, quotations, and plagiarism. If you use an author’s words and ideas, you must use
quotation marks and a footnote citation. Otherwise, you have plagiarized. If you use an author’s
ideas but not his or her words, you must use a footnote citation. Otherwise, you have
plagiarized. It is always better to “overcite” than to “undercite”; therefore, you must be certain
to cite anything that is not “common knowledge.” Remember that the penalty for plagiarism is
failure of the assignment and failure of the course because plagiarism is stealing.
The professor expects all written assignments to be grammatically and historically accurate.
Students who repeatedly produce grammar, mechanics, or usage errors should expect to earn no
higher than a “C” on written assignments—regardless of length or historical accuracy. Consult
the appropriate chapters in The History Student Writer’s Manual for the basics of grammar. If a
student needs help writing an argumentative research paper or a grammatical summary, he or she
should utilize the service that the college provides from Smarthinking. Students pay for this
service when they pay for tuition; they should at least get their money’s worth. Students are also
encouraged to the services provided through the Honors Tutoring Program, as well.
Digital History Project: Interview the oldest person whom you know to discover what his or
her life was like and what the world was like when he or she was your age. Ideally, the
candidate would be a grandparent or great-grandparent, but you may also select other people
whom you know, those who attend a local senior center, or residents of an assisted living facility.
To complete this project, you will need a simple movie software program. Students may use any
software package, such as Windows Movie Maker or iMovie for Mac. Regardless of the
program that you choose to use, the finished product must play in QuickTime or Windows
Media Player.
The final product should be a five-minute presentation (minimum). Include at least five artifacts
(pictures or other scanned images, such as a newspaper clipping from that era or a war medal),
your voice, background music, and a bibliography at the end. In addition to the information
from the interview, students should also incorporate three outside sources (books, journals, or
newspapers or magazines printed during the era of the interview). Mention these sources in your
story.
Each student should select three major points from the interview as a basis for the research and
the digital story. The dates do not need to be exact or related. For example, a student might
incorporate the Great Depression, World War II, and Bing Crosby.
Attendance: Regular attendance and punctuality are mandatory by the nature of this course.
Generally, students who maintain regular attendance and actively engage in the course’s content
have the most successful outcomes. Students cannot learn or discuss if they do not come to
class. The professor will take attendance at the beginning of each class. Because of the
5
importance of attending classes, the professor does not differentiate between “excused” and
“unexcused” absences. Completion of the drop and withdrawal processes is the responsibility of
the student; simply not attending does not remove the student from the roll.
Honors Symposium: On April 20, the Honors Program will host its Ninth Annual Honors
Symposium. This opportunity allows Honors students to present their research during the term
in a brief presentation to faculty, peers, and family. A reception will follow. While this
opportunity is completely voluntary, students are welcomed to participate with the professor’s
approval. Students who participate will earn five (50) points toward their final averages.
Tennessee Collegiate Honors Council: Beginning Friday, February 17, the MSCC Honors
Program will host the TCHC Conference at Moore County. Students will be required to submit
research proposals, and a committee selects the best proposals to present. Last year, the Honors
Program had approximately 30 presentations at TCHC.
Acceptance of Late Work: Assignments are due at the beginning of the class period. As this is
an Honors class, the professor generally will not accept late work.
Cheating/Plagiarism: An education has two key components: intellect and character. The
professor expects students’ words and actions to reflect high standards. Because plagiarism is, at
its essence, stealing, any student caught engaging in this iniquitous behavior will earn an “F” in
the course regardless of any other grades, and the professor will submit your name to Motlow
administration.
Classroom Misconduct Policy:
1. The professor reserves the right to confiscate all ringing cell phones and hurl them out of
the window. If a student must have a cell phone (or similar electronic device) during
class, the professor requests that phone be on VIBRATE mode. If an apparatus disrupts
class, the professor will ask the student to leave for the remainder of that class and will
record an absence for that student. The student may, instead, have the option of singing
the chorus of the offending ringtone.
2. Texting during class is disruptive and disrespectful. Any student who must text is absent.
3. Electronic devices including, but not limited to, laptops, netbooks, and iPads are not
allowed in this course.
4. The discipline of history contains a number of serious, controversial, and debatable
concepts. The professor encourages and welcomes classroom discussion but reminds
students to be mindful and respectful of others’ opinions and beliefs. For any student
who speaks inappropriately, threateningly, or disrespectfully, the professor will ask the
student to leave for the remainder of that class, will record an absence for that student,
and, if warranted, notify the Office of the Vice President for Student Affairs.
The professor has the primary responsibility for maintenance of academic integrity and
controlling classroom behavior and can order temporary removal or exclusion from the
classroom of any student engaged in disruptive conduct or conduct that violates the general rules
and regulations of the institution for each class session during which the conduct occurs.
Extended or permanent exclusion from the classroom, beyond the session in which the conduct
6
occurred, or further disciplinary action can be effected only through appropriate procedures of
the institution.
Disruptive behavior in the classroom may be defined as, but not limited to, behavior that
obstructs or disrupts the learning environment (offensive language, harassment of students and
professors, repeated outbursts from a student which disrupt the flow of instruction or prevent
concentration on the subject taught, failure to cooperate in maintaining classroom decorum, etc.),
text messaging, and the continued use of any electronic or other noise or light emitting device
which disturbs others (disturbing noises from beepers, cell phones, palm pilots, lap-top
computers, games). For more information, see MSCC Policy 3:02:00:03.
Students with Disabilities:
Students with disabilities must notify Belinda Champion, Directors of the Office of Disabilities
Services, at (931) 393-1500, extension 7857. No accommodations can be made without
notification from this office.
Other College Information:
Emergency Procedures Policy:
In case of a medical emergency we will immediately dial 9-911 and report the nature of
the medical emergency to emergency response personnel. We will try to stay with the
person(s) in need and maintain a calm atmosphere. We will talk to the person as much as
possible until response personnel arrive on campus, and we will have someone go outside
to meet emergency personnel and direct them to the appropriate location.
In the event of an emergency (drill or actual), a signal will be sent. Based on that signal,
students will follow the procedures below for that specific type of emergency:
Loud warbling sound throughout Building (FIRE)
Collect purses and coats and proceed immediately out of your room and exit
through the closest emergency exit. Proceed to the Designated Assembly Area
closing windows and doors as you exit. Remain there until the "All Clear" Signal
is given by an Emergency Management Team member. (Professors- Provide your
Designated Assembly Area, and its location to students)
Tornado Siren (SEVERE WEATHER):
Proceed to the closest designated severe weather shelter on the 1st floor and
proceed all the way into the shelter. Crouch down on the floor with your head
between your knees facing away from the outside walls. Remain there until the
"All Clear" Signal is given. (Professors- Provide the recommended room number
or hallway location to students)
Air Horn (1 Long Blast) and Face to Face All Clear (INTRUDER/HOSTAGE):
Ensure door is closed, locked and lights turned off. If your door will not lock,
move some tables and chairs in front of the door quickly. Move immediately to
the rear of the room away from the door and sit on the floor- out of sight if
possible. Remain calm and quiet and do not respond to any inquiries at the door
unless you have been given the "All Clear" and a member of law enforcement
or your campus Emergency Management Team member makes face-to-face
7
contact at your door.
Classroom Locked-door Policy:
In order to adhere to MSCC Emergency Preparedness Policy and to facilitate effective
classroom management, the classroom door will remain closed and locked for the
duration of the class period.
Educational Technology:
The only educational technology this class will use is Motlow email. The professor
neither utilizes nor checks Desire2Learn (D2L).
Accessing Campus Computers or the MSCC Library from off Campus:
Your Username format is your First Initial, Last Name and Month and Day Birthday in
the Format of MMDD. Example: Marcia Smith born on April 11, 1992 - Username:
msmith0411. Your Pin will be the numeric pin you created when you initially applied to
Motlow College.
Using D2L:
For help with D2L including how to submit materials to a Dropbox, see this page:
http://www.mscc.edu/techtube.aspx
Technical Support/Assistance:
Students having problems logging into a course, timing out of a course, using course web
site tools, or any other technical problems, should contact the MSCC Technology Help
Desk at 931-393-1510 or toll free 1-800-654-4877, Ext. #1510 (or [email protected]).
Confidentiality of Student Records:
The education records of current and former students at Motlow State Community College
are maintained as confidential records pursuant to The Family Educational Rights and
Privacy Act (FERPA) of 1974 as amended. For further information, see MSCC Policy No.
3:02:03:00.
Student Success:
Tutoring:
MSCC professors can guide students to specific resources regarding Tutoring in their
discipline. In particular, students may find help with Math and Essay Writing via each
campus’ Learning Support labs. Students should contact the labs on their campus to schedule
appointments for help. For additional help, see the Student Success page:
http://www.mscc.edu/student_success/index.aspx
Academic Advisement:
MSCC professors can guide students to specific resources regarding Advisement. For
additional help, see the Academic Advisement page:
http://www.mscc.edu/advisement/index.aspx
This course outline is subject to change without notice.
8
Tentative Course Schedule
01/16 No Class (Martin Luther King Jr. Holiday)
Last Day to Add a Class
01/18 America: A Narrative History, (America) Chapter 17: “Reconstruction and the South”
01/30 Last Day to Be Deleted from a Class
02/08 Research Proposal Due
02/17- Tennessee Collegiate Honors Council Conference
02/18
02/22 SGA Guns on Campus Forum, Marcum Technology Building
03/01 Midterm Exam
America: A Narrative History, (America) Chapter 17: “Reconstruction and the South”
America, Chapter 19: “The South and the West Transformed”
America, Chapter 18: “Big Business and Organized Labor”
America, Chapter 20: “The Emergence of Urban America”
America, Chapter 21: “Gilded Age Politics and Agrarian Revolt”
America, Chapter 22: “Seizing an American Empire”
America, Chapter 23: “Making the World Over: The Progressive Era”
03/06- Spring Break (No Classes)
03/12
03/15 Intent to Graduate Forms Due
03/22 Digital Story Due
03/24 Last Day to Withdraw with a “W”
04/05 Annotated Bibliography Due
04/20 Honors Symposium (Thursday, 12:00-2:00) Marcum Technology 105
Reception to Follow
04/26 Research Projects Due
05/03 Final Exam (10:15-12:15)
Exam II
America, Chapter 24: “America and the Great War”
America, Chapter 25: “The Modern Temper”
America, Chapter 26: “Republican Resurgence and Decline”
9
America, Chapter 27: “New Deal America”
America, Chapter 28: “The Second World War”
America, Chapter 29: “The Fair Deal and Containment”
America, Chapter 30: “The 1950s: Affluence and Anxiety in an Atomic Age”
America, Chapter 31: “New Frontiers: Politics and Social Change in the 1960s”
America, Chapter 32: “Rebellion and Reaction in the 1960s and 1970s”
America, Chapter 33: “A Conservative Realignment”
America, Chapter 34: “America in a New Millennium”
Vietnam In-class Presentation: Col. John Sheumaker
Lunch to follow at Gondola in Tullahoma.
Midterm Examination Review: Chapters 17-23
10
Elections of 1876-1916, Reconstruction, Ku Klux Klan, lynching, carpetbaggers, scalawags, black codes,
Jim Crow laws, the Mississippi Plan, literacy tests, understanding test, grandfather clause, one drop rule,
Republican Party, Democratic Party, Radical Republicans, liberal, conservative, two-party system, New
South Concept, American Tobacco Company, “It’s toasted,” sharecropping, refrigerated railway cars,
Reconstruction Amendments, Amendments 12-19, Due Process Clause, Equal Protection Clause,
Rutherford B. Hayes, Samuel J. Tilden, Electoral Commission of 1877, Compromise of 1877, Solid
South, Bourbons, Redeemers, Frederick Jackson Turner, Jackson Turner Thesis, assimilation, Great
Plains, Westward expansion, ‘49ers, cowboy, tenderloins, hog houses (hog ranches), Poker Alice, Battle
of Little Bighorn, Colonel George Custer, Gatling gun, Battle of Wounded Knee, Ghost Dance, Wovoka,
Dawes Severalty Act (1887), capitalism, Gilded Age, Mark Twain, Second Industrial Revolution, Ellis
Island, Chinese Exclusion Act (1902), Angel Island, Exodusters, robber barons, laissez-faire, Social
Darwinism, Herbert Spencer, Charles Darwin, “Survival of the Fittest,” charity, William Graham Sumner,
universal white manhood suffrage, freehold suffrage, plutocracy, Andrew Carnegie, U.S. Steel, J. P.
Morgan, philanthropist, Russell Conwell, Gospel of Wealth, “Acres of Diamonds,” conspicuous
consumption, socialism, communism, anarchism, labor unions, Molly Maguires, Knights of Labor,
American Federation of Labor, transcontinental railroads, Sears and Roebuck, barbed wire, Joseph
Glidden, Alexander Graham Bell, Thomas Edison, motion pictures, phonograph, incandescent lamp,
direct current, George Westinghouse, Nikola Tesla, alternating current, Battle of the Currents, William
Kimmler (Kemmler), electric chair, Henry Ford, Model T, Frederick Taylor, scientific management, John
D. Rockefeller, Standard Oil Company, Wilbur and Orville Wright, blue laws, vaudeville, baseball,
football, basketball, Dr. James Naismith, National League, Al Spaulding, Abner Doubleday, rounders,
Alexander J. Cartwright, Cincinnati Red Stockings, American Association, American League, Era of
Stalemate, Judicial Revolution of 1890, Mugler v. Kansas (1887), US v. Knight (1895), Plessy v.
Ferguson (1896), Homer Plessy, spoils system, merit system, James Garfield, Charles J. Guiteau,
Tecumseh’s Curse, Pendleton Act (1883), Chester A. Arthur, Stalwart Republicans, Half Breeds, Reform
Republicans, Grover Cleveland, James G. Blaine, mugwumps, Benjamin Harrison, the silver issue,
Sherman Silver Purchase Act, Depression of 1893, Coxey’s Army, Pullman Palace Car Strike, George
Pullman, Eugene V. Debs, Battle of the Standards, William McKinley, William Jennings Bryan, the
Cross of Gold, Progressive Era, WASPs, direct primary, referendum, recall, women’s suffrage, John
Dewey, Lester Frank Ward, Henry George, single tax, “ethical elite,” Booker T. Washington, Tuskegee
Institute, “Cast down your buckets,” W. E. B. Du Bois, Talented Tenth, Ida B. Wells, income tax,
Underwood Tariff (1913), Prohibition, Women’s Christian Temperance Union, Anti-Saloon League,
Dillon v. Gloss (1921), Volstead Act (1919), Susan B. Anthony, Triangle Shirtwaist Company fire, RMS
Titanic, muckrakers, Upton Sinclair, The Jungle, dystopia, Jacob Riis, How the Other Half Lives, Erdman
Act, Hawaii, Theodore Roosevelt, “A Full Dinner Pail,” Spanish-American War, USS Maine, Rough
Riders, Buffalo Soldiers, John J. Pershing, William Shafter, Battle of San Juan Hill, Kettle Hill, George
Dewey, Leon Czolgosz, Panama Canal, Tennis Cabinet, Square Deal, “Speak softly and carry a big
stick,” imperialism, Russo-Japanese War, Treaty of Portsmouth, William Howard Taft, Woodrow Wilson,
Bull Moose Party, the New Freedom, Federal Reserve Act
11
Final Examination: Chapters 24-34
World War I, the Great War, Wilfred Owen, Dulce Et Decorum Est, powder keg theory, Archduke Franz Ferdinand,
Gavrilo Pincip, Black Hand, panslavism, Triple Alliance (Central Powers), Triple Entente (Allies), Treaty of 1839,
isolationism, interventionism, balance of power, “He kept us out of the war,” RMS Lusitania, tsar, Nicholas II,
Rasputin, Lenin, “Peace, Land, Bread,” Bolshevik Revolution, Treaty of Brest-Litovsk, Zimmerman Telegram,
Arthur Zimmerman, Selective Service Act (1917), Pancho Villa, Punitive Expedition (Punitive or Mexican
Campaign), American Expeditionary Force, Doughboys, Over the Top, gas, submarines, tanks, aircraft, dirigible,
Midnight War, Armistice, November 11, 1918, Treaty of Versailles (1919), Fourteen Points, League of Nations, 1st
Red Scare, Great Pandemic of 1918-1919 (Spanish Flu), Elections of 1920-2016, Amendments 14 and 20-27,
Roaring Twenties, nativism, Sacco and Vanzetti Case, Emergency Immigration Acts (1921, 1924), Mexican
Repatriation, Ku Klux Klan, media in the 1920s, The Birth of a Nation, Charlie Chaplin, flapper, Margaret Sanger,
Harlem Renaissance, W. E. B. Du Bois, Langston Hughes, modernism, Robert Frost, Ezra Pound, Ernest
Hemingway, Jazz Age, Prohibition, speakeasy, Al Capone, St. Valentine’s Day Massacre, Scopes Monkey Trial,
Butler Act, John T. Scopes, Clarence Darrow, William Jennings Bryan, Charles Lindbergh, The Spirit of St. Louis,
Woodrow Wilson, Warren G. Harding, Calvin Coolidge, “Return to Normalcy,” Teapot Dome Scandal, “I think I
can swing it,” Boston Police Strike, Andrew Mellon, “I do not choose to run for president in 1928,” Herbert Hoover,
Great Depression, Black Tuesday, October 29, 1929, unemployment, gross national product, Hawley-Smoot Tariff,
stock market crash, speculation, buying on the margin, Hoovervilles, Hoover Hotels, Hover Blankets, Hoover Flags,
Reconstruction Finance Corporation, Bonus Army, Franklin D. Roosevelt, the New Deal, the Hundred Days, Bank
Holiday, the Securities and Exchange Acts, the Federal Emergency Relief Administration (1933), Civilian
Conservation Corps, Civil Works Administration, Federal Number One, Agricultural Adjustment Act (1933), US v.
Butler, Dust Bowl, Tennessee Valley Authority (1933), Federal Deposit Insurance Corporation, Home Owner’s
Loan Corporation, Federal Housing Administration, National Industrial Recovery Act (1933), National Recovery
Administration, Public Works Administration, Works Progress Administration, Schechter Poultry Corporation v.
US (1935), Social Security Act, Roosevelt Recession, Court Packing Plan, Amelia Earhart, Hindenburg, World War
II, the War to End All Wars, fascism, Adolf Hitler, Nazi Party, Axis, Allies, isolationism, interventionism,
appeasement, Munich Agreement, Neville Chamberlain, Edouard Daladier, “Peace in Our Time,” anti-Semitism,
Aryanism, Beer Hall Revolt, Mein Kampf, Enabling Act, Kristallnacht, Luftwaffe, panzer, September 1, 1939,
blitzkrieg, Joseph Stalin, Maginot Line, Battle of Britain, Neutrality Act (1939), Selective Service Act of 1940,
Lend-Lease Act (1941), Atlantic Charter, Pearl Harbor, Tojo Hideki, December 7, 1941, USS Arizona, rations,
victory gardens, General Douglas MacArthur, General Dwight D. Eisenhower, Admiral Chester Nimitz, Battle of
Coral Sea, Battle of Midway, Battle of Leyte, Battle of Leyte Gulf, kamikaze, Battle of Iwo Jima, Battle of
Okinawa, D-Day, June 6, 1944, Battle of Normandy, Operation Overlord, Battle of the Bulge, Ardennes Offensive,
Yalta Conference, Harry S. Truman, “Give ‘em Hell, Harry,” “The buck stops here,” Eva Braun, Karl Doenitz,
Alfred Jodl, V-E Day, May 8, 1945, atomic bomb, Manhattan Project, Albert Einstein, J. Robert Oppenheimer,
Trinity, Potsdam Conference, Potsdam Declaration, X-Day, Operation Downfall, Little Boy, Fat Man, Enola Gay,
Hiroshima, Bockscar, Nagasaki, USS Missouri, Japanese internment, Korematsu v. US (1944), Holocaust, Israel,
George S. Patton, Rosie the Riveter, Victory Girl, Women’s Army Corps, Women Accepted for Volunteer Service,
Women’s Airforce Service, Tokyo Rose, baby boom, Tuskegee Airmen, Nuremberg Trials, Tokyo War Crimes
Tribunal, Servicemen’s Readjustment Act (1944), GI Bill of Rights, Cold War, Marshall Plan, Walter Lippmann,
NATO, Warsaw Pact, arms race, Truman Doctrine, containment, East Germany, West Germany, Berlin Airlift,
Nikita Khrushchev, Sputnik, Cuban Missile Crisis, Doomsday Clock, Richard Nixon, Ronald Reagan, Mikhail
Gorbachev, “Mr. Gorbachev, tear down this wall,” Strom Thurmond, States’ Rights Democrats, Dixiecrats, Thomas
Dewey, “Dewey Defeats Truman,” 2nd Red Scare, Alger Hiss, Joseph McCarthy, McCarthyism, post-modernism,
Arthur Miller, Korean Conflict, Estes Kefauver, Jonas Salk, Interstate Highway Act/System, Iran Crisis, Suez Crisis,
Gamal Abdel Nasser, conformity, the “ideal” woman, Rock and Roll, Alan Freed, Elvis, National Aeronautics and
Space Administration, John F. Kennedy, Lyndon Johnson, New Frontier, Fair Deal, New Deal, Peace Corps, Bay of
Pigs, Fidel Castro, Cuban Missile Crisis, Kennedy Assassination, Dealey Plaza, Zapruder film, Lee Harvey Oswald,
J. D. Tippit, Jack Ruby, Eternal Flame, Civil Rights Movement, Earl Warren, the Warren Court, the Warren
Commission, the Warren Report, Miranda v. State of Arizona (1966), Brown v. Board of Education of Topeka,
Kansas (1954), Plessy v. Ferguson (1896), Rosa Parks, Montgomery Bus Boycott, Martin Luther King Jr., Southern
Christian Leadership Conference, Henry David Thoreau, civil disobedience, nonviolent or passive resistance, Sitins, Student Nonviolent Coordinating Committee, Freedom Rides, CORE (Congress on Racial Equality), Little
Rock High School, the Little Rock 9, Orval Faubus, James Meredith, Ross Barnett, George Wallace, “Segregation
today, segregation tomorrow, segregation forever,” Civil Rights Act (1964), Mississippi Summer Project
(Mississippi Summer Plan, Freedom Summer), Selma march, Voting Rights Act (1965), Malcolm X, Black Panther
12
Party (Black Panthers), Affirmative Action, Reverse Discrimination, Regents of the University of California at
Davis v. Bakke (1978), Women’s Rights Movement, sexual revolution, Betty Friedan, The Feminine Mystique,
birth control pill, Griswold v. Connecticut (1965), right of privacy, Roe v. Wade (1973), Norma McCorvey,
Pregnancy Discrimination Act (1978), Indian Rights (Red Power) Movement, assimilation, American Indian
Movement, the Great Society, War on Poverty, Medicare Act (1965), Vietnam, Ho Chi Minh, Ngo Diem, Viet
Cong, Tonkin Gulf, Hanoi, Tet Offensive, counterculture, “Make love, not war,” Students for a Democratic Society
(SDS), Weather Underground, Woodstock, Stonewall Riots (Stonewall Inn), Kent State Shootings (Massacre),
Robert F. Kennedy, credibility gap, Pentagon Papers, Sirhan-Sirhan, “Peace with Honor,” Nixon Doctrine,
Vietnamization, My Lai Massacre, Dr. Henry Kissinger, Paris Peace Accords, Agent Orange, Southeast Asia Treaty
Organization (SEATO), domino effect, inflation, Watergate, Committee to Re-elect the President (CReeP),
Plumbers, Deep Throat, Saturday Night Massacre, impeachment, Gerald Ford, US v. Nixon (1974), Jimmy Carter,
Walter F. Mondale, Billygate, Camp David Accords, Ayatollah Khomeini, Iranian Hostage Crisis, Religious Right,
Moral Majority, Ronald Reagan, George H. W. Bush, John W. Hinckley, Reaganomics, Strategic Defense Initiative
(Star Wars), Geraldine Ferraro, Reagan Doctrine, Sandra Day O’Connor, Iran-Contra Scandal, Contras, AIDS crisis,
Operation Desert Shield, Operation Desert Storm (Gulf War), Norman Schwarzkopf, Colon Powell, Saddam
Hussein, Bill Clinton, Al Gore, Ross Perot, Family and Medical Leave Act (1993), “Don’t Ask, Don’t Tell,” North
American Free Trade Agreement (NAFTA), Hillary Clinton, Contract with America, Newt Gingrich, Whitewater
Scandal, Monica Lewinsky Scandal, perjury, George W. Bush, Dick Cheney, War on Terror, Taliban, Mullah
Mohammed Omar, Osama bin Laden, USS Cole, September 11, 2001, Bush Doctrine, Second Gulf War (Iraq),
Patriot Act, No Child Left Behind, Hurricane Katrina, John McCain, Sarah Palin, Barack Obama, Affordable Care
Act (Obamacare), Donald J. Trump
13