HW4.6

Did Reagan’s policy fit his brand of conservatism?

Reagan's changes in office obviously did not fit his brand of conservatism.

Reagan’s policy did not fit his brand of conservatism because he promised to end the deficits in; yet, it wasn’t successful. Before Reagan, budget deficits remained below $75 billion. From 1982 to the end of Reagan’s second term, however, annual deficits exceeded $100 billion. In 1986, the annual deficit reached a new record of $221 billion.
Another policy which did not fit Reagan’s brand of conservatism was the tax cutting. Promising to bring America out of economic depression; however, did not work under Reagan. Due to the tax cutting, the national debt nearly tripled from $908 billion in 1980 to $2.6 trillion in 1988. The government had to borrow hundreds of billions of dollars each year just to pay the interest on this debt.

4.5

Did Reagan's policies fit that brand?

Reagan's changes in office obviously did not fit his brand of conservatism.

One of Reagan's policy- supply side economics shows that it is a liberal change. According to this policy, economic growth depends on increasing the supply of goods and service. Which he uses it to increase the power of state government in order to bring America out from the economic depression.

Another policy which does not fit conservatism is evangelicals. which gives the Christians the ability to speak in the society. Yet, none of the president had given religious groups a chance to talk. Thus, the new change is considered as a liberal change.

The reduce of the spendings of social warfare definitely does not fit Reagan's brand. They believed that social programs stifled personal initiative and produced a dependence on government aid, thus trapping people in a cycle of poverty. Yet, the changes has not been done before. Thus it is a new change in the society.

HW4.2

"Who is to blame for America's trend toward high divorce rates, starting in the 1970s?"

The middle-age men are responsible for America’s trend toward high divorce rate.

In the 1970s, it is clear that women are treated unequally throughout their lives in the society. As men had the opportunity to work freely, women are locked in the house, forced to be housewives.
As in previous eras young women would have married middle or lower-class men of roughly their own age and started families, they now became prey for the middle-age wealthy men with “Jennifer Fever” (Schweikart). And the whole situation trend toward high divorce rate.
Moreover, middle-age men tend to “use” the no-fault divorce in order to get away with their wives so they could marry young girls. Feminist had unwittingly given the middle-age men a remarkable gift, pushing as they had for the no-fault divorce. Due to that, middle-age women were abandoned by a lot of middle-age men which leads to the high divorce rate.
"Popular TV shows from the 1970s show that a 'woman's place' in society at that time meant change in divorce laws were needed." Edith, a character in “All in the Family”, was the "put-upon wife," often bemoaning her husband's behavior or comments (Wikipedia), which shows that middle-age men treated their wives anyway they desired, deservedly; middle-age men would marry a younger wife as they got bored with the old wife. For all, the divorce law is considered to be changed until it provides middle-age women a better advantage.

HW4.1

Document C
Questions for understanding
1. “Mr. Dash” is Sam Dash, an attorney for the Senate Watergate Committee. What does he hope to discover, overall from his questions of Mr. Kalmbach?
- What was the secret conversation between Mr. Dean and Mr. Kalmbach about raising funds for the seven defendants?
- Did or did not Mr. Kalmbach accepted the assignment.
2. Why do you suppose Mr. Dash makes Mr. Kalmbach recount his trip from the West Coast to Washington, DC?
- Because he wanted to know whether Mr. Kalmbach was telling the truth and any extra details while his trip to Washington, DC.(Like the phone call)
Questions for exam practice
3. What is the message of Doc C?
- Mr. Dash wants the government to know that Mr. John Dean did involve the Watergate act and at the same time, committed crimes yet had kept it a secret from others.
4. What is the significance of the “$50,000 - $100,000”?
- It stands for the amount of money for funding for legal defense for the defendant and for the support for their families and also connects to Mr. Stans.
5. What is one value of this document for the historian investigating whether men working for President Nixon broke the law or not?
- Mr. Kalmbach(who worked in the white house) did supported the Watergate act, in other word, committed crimes which leads up to the president due to their relationship for working in the White House together.
6. Is that value based on origin or purpose?
- Purpose

Document F
Questions for understanding
1. “Q.” is a lawyer, working for the House Judiciary Committee. What does he hope to discover, overall from his questions of Mr. Hunt?
- To know that whether Mr. Hunt was involved in the Watergate.
- The details of the conversation between Mr. Hunt and Mr. O’ Brein.
2. Why do you suppose the attorney for the HJC keeps pushing Hunt about his use of the word “seamy”?
- Because he wanted the evidence of Mr. Hunt’s commitment to be clear that he went against the law for getting involved in the Watergate act.
Questions for exam practice
1. What’s the message of Document F?
- Q wanted the government to know that Mr. Hunt was involved in the crime, also, that seamy things were committed for the Whitehouse.
2. What is the significance of term “package”?
- In the package, there was $75,000, which means that the money was sent to him from Mr. John Dean and connected the whole event to the Whitehouse.
3. What is the significance of the phrase, “you only had a certain number of days to get your affairs in order.”?
- It means that Mr. Hunt’s commitment in the Watergates was already blown and had to attend the affairs to show how and what he involved.

HW8

QUOTE: “Non-violent resistance to injustice was a good strategy for southern civil rights leaders.”

Agree: Non-violent resistance to injustice was a good strategy for southern civil rights leaders, because the gevernment would have no rights to punish those who are African Americans unequally due to their "peaceful" protest.

Disagree: Non-violent resistance to injustice was not a good strategy for southern civil rights leaders, because the government could easily ignore the protest due to no violence and sence of anger.

HW7

Question: How strong is the evidence of UFO appearing in Trumbull Ohio Disturbance?

Agree: The author did not believe in UFOs, yet, when he was seeking quantitative data on Mexico City UFO reports for possible hypothesis tests relating public opinion of UFOs and official sighting reports frequency, he found the incidence and got into it. He showed evidence of the whole incident. And also called for support.
url:(http://www.nuforc.org/webreports/062/S62952.html)

Disagree: John Cason, who disagrees with UFO appearing in the Trumbull Ohio Disturbance, also has details that are consider logical and reasonable. He states his position in a more scientific way and explained why the incident is fake listing out the quotes skoken by the witnesses from the Trumbull Ohio Disturbance.
url:(http://kenny.anomalyresponse.org/Trmbl5.htm)

REPAIR

'How real was the threat of Communist spies within the USA?"
To the USA, the threat of communist spies is very real; and the USA took it very seriously. An example could be the loyalty oaths(1947), where hundreds of government workers lost their jobs for being “potentially” disloyal. Which sometimes was just been incriminate by their friends or people beside them.

Another example would be the Alger Hiss case(1950) and Rosenberg trail(1953). The reality of being betrayed by their own people raised the fears of the USA towards spies, also the threat of communist party became stronger. Due to the fears of the people of the US toward the communist spies, it is clearly shown that the USA really took the event seriously.

Sem2.HW6

What arguments could be made FOR and AGAINST this statment: "America's poor, in the mid 20th century, were mostly responsible for their own problems."

The people under poverty in the mid 20th centuries were not responsible for their own problem. A good example would be the working poor. The poor people did work, but their wages were too low to lift them out of poverty. It wasnt their responsibility to get low wages, the companies which charged them low wages were reponsible.

The people under poverty were somehow responsible for their own condition. An example would be "In 2004, the poverty rate for adults aged 25 or older with college degrees was 4 percent." That means, Americans were poor, yet; they still have the power to lift themselves up.

Sem2.HW5

"How real was the threat of Communist spies within the USA?"
To the USA, the threat of communist spies is very real; and the USA took it very seriously. An example could be the loyalty oaths(1947), where hundreds of government workers lost their jobs for being “potentially” disloyal.
Another example would be the Alger Hiss case(1950) and Rosenberg trail(1953). The reality of being betrayed by their own people raised the fears of the USA towards spies, also the threat of communist party became stronger.
"Is it fair to say that the anxiety caused in the US due to Nuclear threat, was useful and 'healthy?' (security of the nation . . . = its health).
It is somehow not fair to say that the anxiety caused in the US due to Nuclear threat was useful and healthy. As the Federal Civil Defense Administration(1951) had intended to train the USA citizens to evacuate under nuclear threat; however, did not work. Yet, created protesters against the organization.

Sem2.HW4

"How does the CIA's activities in Iran show that the US behaves undemocratically in its foreign policy?"

Different from behaving as a country which declare itself as the symbol of freedom; however, on July, 1953, the CIA had monitored a Tudeh Party radio broadcast. The clandestine radio warned Iranians that the American government were working to liquidate the Mossadeq government. Which does not show the image of democracy.

Another example would be-Mossadeq counterattacked by shutting down the Majlis—under the law, only the Majlis could dismiss him, not the shah—rendering the senators and deputies whose votes had been purchased by the CIA useless, the event happened in 1953, which can fully show that US behaves undemocratically toward Iran.

On August 19, the agency's hired mobs assembled in Tehran, ready for a riot. Buses and trucks filled with tribesmen from the south, their leaders all paid by the CIA, arrived in the capital. The event show that the CIA used money to control the whole riot, which is not consider to be the right action for a country declaring itself as a democratic country.

Sem2.HW3

1. The stategies that US used during the Cold war were considered to be very attempting. A good example would be the convert action. Convert action helped shape political, economic events or military operation in other contries in order to get other contries to behave as they wish; moreover, to side with the US.

2. The US had wisely controlled their strategies and tactics in the Cold War, as one of their stategies- deterrence, where US had already produced the H-bomb which is able to threaten the Soviet Union and to prevent them to attack the US. Deterrence not only kept US from harm, but also shown other countries the power of US.

Sem2.HW2

"Were the Methods the US used to Contain the spread of Communism justified?"

- One of the method that is considered not to be justified is the action of spying upon the Soviet Union. The action of sending spys to another country is against the faith between two countries. Moreover; it intensified the Cold War.

-A justified action of the US is the unification of West Germany. The action did not go against the rules shared by the Soviet and the US, and US did not try to unify lands controlled by the Soviet Union. The method could also warn the Soviet Union that the US have not yet given up.

-The appaering of North Atlantic Treaty Organization(1949) is a justified method. The Soviet Union was trying to expand it's power and had taken control of Czechoslovakia. Threatened by the Soviet, it is reasonable for US to form NATO in order to fight against the Soviet Union.

Sem2.HW1

If the US did not continue to test and improve it's nuclear capability after the WW2, which broke the balance of weaponry power of the world, Soviet Union would not feel urged to improve their atomic power, then there may be a chance to avoid the Cold War.

The Iron Curtain created more coldness between the Soviet Union and the US. If Stalin cared more about the speech about iron curtain by Churchill, and avoided potential communist takeovers which raise the unhappiness and anger of the US, the Cold War may not have happened.

If Truman Doctrine (1947) was not announced, the Soviet would not feel threaten by the US, which created more coldness between the two nations. Consequently, the Cold War might be avoided.

US History--- Mini-Investigation Paper (Final)

A. Plan of the investigation
- The effectiveness of the strategies and methods which governments used upon US Democracy during the Great Depression.
- Did the strategies or methods of government to deal with unrest threaten US Democracy during the Great Depression?
- The first thought of why I came to choose this topic was due to the information in History Alive. As I flipped the pages, I found out that most of the information is about the government, so I predicted that this topic might be more convenient, moreover; easier during my research. Furthermore, government is considered a great influence during the Great Depression. Therefore, I decided to choose this topic.
- My initial plan is to gather information of secondary and primary history resources from the internet and books. Though finding that it is hard to find any primary history resources, I decided that I should look for secondary resources such as newspaper and articles.
B. Summary of evidence
1. After the Great Crash, the American public sought a scapegoat for the economic collapse. Some held President Hoover responsible; others targeted the "three B's"--brokers, bankers, and businessmen. But the cause of the Great Depression could not be attributed to one individual or even a group of people.
2. The problems were:
a. Unemployment and poverty
b. Breakdown of families
c. Soaring high school dropout rates (2 to 4 million)
d. Homelessness
e. Organized protests
f. Around the country, the homeless built settlements of cardboard and tar-paper shacks, called "Hoovervilles" in sardonic reference to President Hoover.
g. Farmers armed with guns and pitchforks marched on the local banks to prevent foreclosures. 3. "The Bonus Expeditionary Force." A group of WWI veterans who had been denied their pensions organized the first march on Washington in protest. In 1932, twenty thousand men set up a tent city, vowing to stay until they got their money. President Hoover overreacted and sent in the army (led by future war heroes Douglas MacArthur and Dwight D. Eisenhower) to break up this peaceful demonstration.
4. Franklin D. Roosevelt (1882-1945) Relief programs, measures to increase employment and to aid industrial and agricultural recovery from the Great Depression, marked Roosevelt's time in office. He has been both venerated as a national savior and vilified as a socialist who craved greater federal power.
5. At the beginning of his administration, Roosevelt convened Congress in a special session and launched the New Deal with an avalanche of bills. Historians refer to this period as the "Hundred Days." Roosevelt introduced a new notion of the presidency whereby the president, not Congress, was the legislative leader. Most of the bills he proposed set up new government agencies, called the "alphabet soup" agencies because of their array of acronyms.
a. AAA (Agricultural Adjustment Act) rights.
b. CCC (Civilian Conservation Corps)
c. TVA (Tennessee Valley Authority)
d. NIRA (National Industrial Recovery Act)
6. Ultimately, we can roughly divide Roosevelt's years in office in the 1930s into two periods:
a. The First New Deal (1933-1935) was characterized by relief of the immediate problems of unemployment. The Second New Deal (1935-1937) was characterized by reform. Increasingly, members of Congress and others called for fundamental reform of society, not just relief of the symptoms of social and economic problems.
7. Critics stood up and complained about Roosevelt’s “New Deal”. One of the most vocal critics of the New Deal was Father Charles Coughlin (1891-1979). The New Deal had other critics as well. Governor Floyd Olson of Minnesota declared himself a socialist and tried to build a third party that would "preach the gospel of government and collective ownership of the means of production and distribution." The most powerful New Deal critic from the political left was Huey Long (1893-1935), governor of Louisiana and later a United States Senator from that state. Known as the "Kingfish," Long became the most powerful governor in Louisiana's history. He used his power to expand Louisiana's underdeveloped infrastructure and helped build new hospitals, schools, highways, bridges, and the state's university.
8. Beginning in 1935, Roosevelt began sending to Congress a host of new legislative initiatives. Some historians characterize the Second New Deal as FDR's radical shift to the left. In reality, however, this second stage of the New Deal was more of a tentative step towards the left. The laws that came out of the Second New Deal included:
a. WPA
b. Wagner Act
c. Social Security Act
d. Wealth Tax Act
9. The American public found the "Three B's" responsible for the Crash and the Depression:
a. Bankers
b. Brokers
c. Businessmen
- Evidence 1, 4, 5, 6, and 9: (Schultz, Stanley K. "Liberalism at High Noon: The New Deal." American History 102. 1999. William P. Tishler, Web. 8 Nov 2009. .)
- Evidence 2, 3: (Schultz, Stanley K. "Liberalism at High Noon: The New Deal." American History 102. 1999. William P. Tishler, Web. 8 Nov 2009. .)
- Evidence 7, 8: (Schultz, Stanley K. "Liberalism at High Noon: The New Deal." American History 102. 1999. William P. Tishler, Web. 8 Nov 2009. .)
C. Evaluation of sources
Most of my sources are secondary online articles. One of my sources, “American History 102”, included information I need, though it is still not enough in order to answer my question correctly and conclusively. As I read the details about the site, I found out that it was written in 1999, which means that it is published after the Great Depression. The process of publishing after the Great Depression could provide the general image of what had happened during the great Depression, and briefly explain the purpose of the actions the government took at that time. When I read the articles, I can easily understand the purpose of the whole site. The articles does not show negative comments about any of the cases or governors, nor encouraging its readers in to any strong emotions. Things that it does state are only information stating plainly of what had happened in the Great Depression. Therefore its purpose is clear- the information is provided for learning about the Great Depression. As for the site’s value, I should say that it is very valuable. Even if the writer is not an eye witness of the whole event, the article is clear enough to let a reader understand the general history of the Great Depression. In other words, it shows its readers the whole image of the incident. The site may be useful in writing reports and giving evidence. Moreover, it includes a large amount of information, which can be good examples for learners like me. For the limitations, I had mentioned that the article gives the general vent of the Great Depression. However; the source is considered not detailed enough comparing to primary resources. The article does not have the ability to show the specifics and emotions during the Great Depression. Reading through the article, I admit that it does tell me things which happened and peoples who were involved during the time, though only limited information does not provide its readers feelings and thoughts. And this is the difference between primary and secondary sources.
D. Analysis
In part B, I provided several facts which can support to answer my question, but to be honest, none of them could give me a specific answer to my question. I listed some laws which were created during the Great Depression. The laws were passed for stopping the severe incident, and most of them were stated by President Roosevelt. Comparing to President Hoover, who made many of his citizen’s protest against the Great Depression, President Roosevelt took action instead of remaining silent upon to event. He made many laws as the First New Deal and the Second New Deal. The laws were somehow effective, but at the other side, it also limited the citizens in many ways, which caused critics and citizens standing up, protesting against the law, the situation did, in fact, threatened the US Democracy. In the way of sending people in prisons for protesting against the laws, made the whole evidence even worse, discovering the action of the citizens, President Roosevelt than set up the “Roosevelt Recession”, which saved the US economy and ended the Great Depression. But the evidence written in part B still did not give the specific answer of whether the laws to deal with unrest the threaten US Democracy during the Great Depression. While the end of the Great Depression seems pleasant, part B does not have the evidence to prove that the US Depression is not under threat. The thing that part B proved is that the economy went slowly back to normal due to the laws passed by President Roosevelt, however did not mention any of the citizens who suffered from it, or critics who were protesting against it. In the end, I must say that the information did not fully answer whether the strategies or methods of government to deal with unrest the threaten US Democracy during the Great Depression or not, though the final conclusion seems like it did, none of the facts in part B could give me the statement of- “Yes, it did deal with US Democracy” or “No, it did not deal with US Democracy”. It only stated that the Great Depression came to a temporary end. And from the sources I found, I think no one could answer my question. After all, no one could stand for all of the eye witnesses and give a specific answer. My question is somewhat based on opinion, there are things which facts cannot prove. As a solution, my final answer responding to the question is- The Great Depression came to a temporary end, end citizens seems to be settled down by the strategies and methods of the government during the Great Depression.

US History--- Mini-Investigation Paper

A. Plan of the investigation
- The effectiveness of the strategies and methods which governments used upon US Democracy during the Great Depression.
- Did the strategies or methods of government to deal with unrest threaten US Democracy during the Great Depression?
- The first thought of why I came to choose this topic was due to the information in History Alive. As I flipped the pages, I found out that most of the information is about the government, so I predicted that this topic might be more convenient, moreover; easier during my research. Furthermore, government is considered a great influence during the Great Depression. Therefore, I decided to choose this topic.
- My initial plan is to gather information of secondary and primary history resources from the internet and books. Though finding that it is hard to find any primary history resources, I decided that I should look for secondary resources such as newspaper and articles.
B. Summary of evidence
1. After the Great Crash, the American public sought a scapegoat for the economic collapse. Some held President Hoover responsible; others targeted the "three B's"--brokers, bankers, and businessmen. But the cause of the Great Depression could not be attributed to one individual or even a group of people.
2. The problems were:
a. Unemployment and poverty
b. Breakdown of families
c. Soaring high school dropout rates (2 to 4 million)
d. Homelessness
e. Organized protests
f. Around the country, the homeless built settlements of cardboard and tar-paper shacks, called "Hoovervilles" in sardonic reference to President Hoover.
g. Farmers armed with guns and pitchforks marched on the local banks to prevent foreclosures.
3. "The Bonus Expeditionary Force." A group of WWI veterans who had been denied their pensions organized the first march on Washington in protest. In 1932, twenty thousand men set up a tent city, vowing to stay until they got their money. President Hoover overreacted and sent in the army (led by future war heroes Douglas MacArthur and Dwight D. Eisenhower) to break up this peaceful demonstration.
4. Franklin D. Roosevelt (1882-1945) Relief programs, measures to increase employment and to aid industrial and agricultural recovery from the Great Depression, marked Roosevelt's time in office. He has been both venerated as a national savior and vilified as a socialist who craved greater federal power.
5. At the beginning of his administration, Roosevelt convened Congress in a special session and launched the New Deal with an avalanche of bills. Historians refer to this period as the "Hundred Days." Roosevelt introduced a new notion of the presidency whereby the president, not Congress, was the legislative leader. Most of the bills he proposed set up new government agencies, called the "alphabet soup" agencies because of their array of acronyms.
a. AAA (Agricultural Adjustment Act) rights.
b. CCC (Civilian Conservation Corps)
c. TVA (Tennessee Valley Authority)
d. NIRA (National Industrial Recovery Act)
6. Ultimately, we can roughly divide Roosevelt's years in office in the 1930s into two periods:
a. The First New Deal (1933-1935) was characterized by relief of the immediate problems of unemployment.
The Second New Deal (1935-1937) was characterized by reform. Increasingly, members of Congress and others called for fundamental reform of society, not just relief of the symptoms of social and economic problems.
7. Critics stood up and complained about Roosevelt’s “New Deal”. One of the most vocal critics of the New Deal was Father Charles Coughlin (1891-1979). The New Deal had other critics as well. Governor Floyd Olson of Minnesota declared himself a socialist and tried to build a third party that would "preach the gospel of government and collective ownership of the means of production and distribution." The most powerful New Deal critic from the political left was Huey Long (1893-1935), governor of Louisiana and later a United States Senator from that state. Known as the "Kingfish," Long became the most powerful governor in Louisiana's history. He used his power to expand Louisiana's underdeveloped infrastructure and helped build new hospitals, schools, highways, bridges, and the state's university.
8. Beginning in 1935, Roosevelt began sending to Congress a host of new legislative initiatives. Some historians characterize the Second New Deal as FDR's radical shift to the left. In reality, however, this second stage of the New Deal was more of a tentative step towards the left. The laws that came out of the Second New Deal included:
a. WPA
b. Wagner Act
c. Social Security Act
d. Wealth Tax Act
9. The American public found the "Three B's" responsible for the Crash and the Depression:
a. Bankers
b. Brokers
Businessmen
- Evidence 1, 4, 5, 6, and 9: (Schultz, Stanley K. "Liberalism at High Noon: The New Deal." American History 102. 1999. William P. Tishler, Web. 8 Nov 2009. .)
- Evidence 2, 3: (Schultz, Stanley K. "Liberalism at High Noon: The New Deal." American History 102. 1999. William P. Tishler, Web. 8 Nov 2009. .)
- Evidence 7, 8: (Schultz, Stanley K. "Liberalism at High Noon: The New Deal." American History 102. 1999. William P. Tishler, Web. 8 Nov 2009. .)
C. Evaluation of sources
Most of my sources are secondary online articles. One of my sources, “American History 102”, included information I need, though it is still not enough in order to answer my question correctly and conclusively. As I read the details about the site, I found out that it was written in 1999, which means that it is published after the Great Depression. The process of publishing after the Great Depression could provide the general image of what had happened during the great Depression, and briefly explain the purpose of the actions the government took at that time. When I read the articles, I can easily understand the purpose of the whole site. The articles does not show negative comments about any of the cases or governors, nor encouraging its readers in to any strong emotions. Things that it does state are only information stating plainly of what had happened in the Great Depression. Therefore its purpose is clear- the information is provided for learning about the Great Depression. As for the site’s value, I should say that it is very valuable. Even if the writer is not an eye witness of the whole event, the article is clear enough to let a reader understand the general history of the Great Depression. In other words, it shows its readers the whole image of the incident. The site may be useful in writing reports and giving evidence. Moreover, it includes a large amount of information, which can be good examples for learners like me. For the limitations, I had mentioned that the article gives the general vent of the Great Depression. However; the source is considered not detailed enough comparing to primary resources. The article does not have the ability to show the specifics and emotions during the Great Depression. Reading through the article, I admit that it does tell me things which happened and peoples who were involved during the time, though only limited information does not provide its readers feelings and thoughts. And this is the difference between primary and secondary sources.
D. Analysis
In part B, I provided several facts which can support to answer my question, but to be honest, none of them could give me a specific answer to my question. I listed some laws which were created during the Great Depression. The laws were passed for stopping the severe incident, and most of them were stated by President Roosevelt. Comparing to President Hoover, who made many of his citizen’s protest against the Great Depression, President Roosevelt took action instead of remaining silent upon to event. He made many laws as the First New Deal and the Second New Deal. The laws were somehow effective, but at the other side, it also limited the citizens in many ways, which caused critics and citizens standing up, protesting against the law, the situation did, in fact, threatened the US Democracy. In the way of sending people in prisons for protesting against the laws, made the whole evidence even worse, discovering the action of the citizens, President Roosevelt than set up the “Roosevelt Recession”, which saved the US economy and ended the Great Depression. But the evidence written in part B still did not give the specific answer of whether the laws to deal with unrest the threaten US Democracy during the Great Depression. While the end of the Great Depression seems pleasant, part B does not have the evidence to prove that the US Depression is not under threat. The thing that part B proved is that the economy went slowly back to normal due to the laws passed by President Roosevelt, however did not mention any of the citizens who suffered from it, or critics who were protesting against it. In the end, I must say that the information did not fully answer whether the strategies or methods of government to deal with unrest the threaten US Democracy during the Great Depression or not, though the final conclusion seems like it did, none of the facts in part B could give me the statement of- “Yes, it did deal with US Democracy” or “No, it did not deal with US Democracy”. It only stated that the Great Depression came to a temporary end. And from the sources I found, I think no one could answer my question. After all, no one could stand for all of the eye witnesses and give a specific answer. My question is somewhat based on opinion, there are things which facts cannot prove. As a solution, my final answer responding to the question is- The Great Depression came to a temporary end, end citizens seems to be settled down by the strategies and methods of the government during the Great Depression.

step 3 research results

1) http://us.history.wisc.edu/hist102/lectures/lecture18.html
websites 2) http://us.history.wisc.edu/hist102/lectures/lecture19.html
3) http://us.history.wisc.edu/hist102/lectures/lecture20.html
books 4) http://books.google.com/books?id=pT8gMTpQ5L0C&pg=PA148&lpg=PA148&dq=%22roosevelt+recession%22+%22milton+friedman%22&source=bl&ots=_X_zQUwXqM&sig=GyT89oXJVYLPtk8s__KaBJr1QDM&hl=en&ei=7guWSqr_HY6w8QaLs-C3DA&sa=X&oi=book_result&ct=result&resnum=1#v=onepage&q=%22roosevelt%20recession%22%20%22milton%20friedman%22&f=false

Wish List- Step 3

- Websites that set a time line telling what specifically happened during the Great Depression.
- Websites that are mainly giving important facts and information of the Great Depression.
- Websites that give a picture giving measurement of the percentage of people’s thought upon the Great Depression.
- Books that talk about the things which happened about the Great Depression.

3 paragraphs about the comparison between HA!, Zinn, and Schweikart upon the immigrants in US

Articles written in HA! , or by Zinn or Schweikart performed different perspectives upon the immigrants in US. In HA! , it states that the nativists do not welcome the immigrants, and the Anti- immigrants feelings are rising throughout the US. In Zinn’s article, he also agrees the fact that Anti- feelings were rising. Moreover he mentions about a group of people who are call the KKK (Ku Klux Klan), which a group of violent nativists who kills immigrants to show their anger and power. Yet in Schweikart’s article, he declares that the KKK is nothing to afraid, and says that they were losing members each year.
Secondly, HA! Claimed that literal groups such as ALCU were formed to protect the immigrants and declares freedom speech. In Zinn’s article, he also agrees that liberal groups were forming, though he says that due to the strong force of nativist group, the liberal groups could nearly do nothing to help which is consider not as effective. In Schweikart’s article, even though he agrees the fact of the liberal groups were in action, however, he stated that the liberal groups spends more time attacking their motives and their character.
Lastly, HA! mentioned that the governments even took sides upon the situation. And without a doubt, the governments supported the nativists, making laws which limits the immigrants coming to US. In Zinn’s article, he also fully agrees with the fact that the governments tend to ignore the immigrants and chooses their original citizens. However, in Schweikart’s srticle, he seems to remain silent against the issue by no mentioning it.

What evidence can be found that the USA went through social, political and economic change, due to its involvement in The Great War

- In the fall of 1914, automaker Henry Ford had financed the sailing of a "peace ship" to Europe. The passengers were pacifists, people who for political, moral, or religious reasons oppose all wars.
- In January 1915, a group of women led by Jane Addams held a peace conference in Washington, D.C.
- Conference leaders formed the Woman's Peace Party, which grew quickly but broke into smaller factions after the United States entered the war.
- Committee on Public Information (CPI) was a government agency created by President Woodrow Wilson in 1917, during World War I, to promote pro-war propaganda to the American public.
- One of the CPI's most successful propaganda campaigns was carried out by its "Four-Minute Men."
- Many people joined local Red Cross chapters, where they rolled bandages and packed supplies to send overseas.
- For many Americans, all things German became associated with disloyalty.
- In October 1917, Congress passed the War Revenue Act, which raised income tax rates and taxes on excess profits. It also reduced the level of taxable income to $1,000. As a result, the number of Americans paying income tax increased from 437,000 in 1916 to 4.4 million in 1918.
- Throughout the war, the government held rallies to promote the sale of Liberty Bonds.
- Thousands of ordinary citizens worked tirelessly selling war bonds in their hometowns.
- In July 1917, Woodrow Wilson created the War Industries Board (WIB) to direct industrial production.
- headed by stockbroker Bernard Baruch,had the authority to tell factories what goods to produce and how much to make.
- Wilson set up the Food Administration to oversee production and distribution of food and fuel.
- Herbert Hoover, the head of the Food Administration raised crop prices to encourage farmers to produce more food and began a campaign that urged Americans to conserve food and reduce waste.
- The number of federal employees more than doubled between 1916 and 1918.
- W. E. B. Du Bois urged blacks to serve in the military to show their loyalty and help gain greater equality.
- William Monroe Trotter argued that the federal government should be working to end discrimination at home before fighting for democracy overseas.
- As production of war materials rose, thousands of new jobs opened up in the North at the nation's steel and auto factories.Employers in northern cities desperately needed workers.
- Black newspapers urged southern blacks to leave home and take advantage of these opportunities in the North.
- Many southern blacks packed up and headed north(great migration)
- After the great migration, whites suddenly found themselves competing with blacks for jobs and housing.
- The racial tensions sparked riots. During the "red summer" of 1919, blood flowed in many cities, including the nation's capital.
- Early on the morning of July 30, 1916, a huge fire destroyed the Black Tom pier on the New Jersey waterfront.
- Rumors of enemy agents tried to enforce what they called "100 percent Americanism."And immigrants became their main target
- They sent the Federal Bureau of Investigation (FBI) names of people they suspected of disloyalty.
- Congress passed the Espionage Act in 1917. It made it a crime to try to interfere with the military draft. It also set severe penalties for spying, sabotage, and vaguely defined "obstruction of the war effort."
- The Espionage Act also gave the postmaster general broad powers to refuse mail delivery of any materials that might encourage disloyalty.
- In 1918, Congress further cracked down on dissent by enacting the Sedition Act. This act made it a crime to say anything that was "disloyal, profane, scurrilous, or abusive" about the government.
- Many groups are against war, As Eugene V. Debs, head of the Socialist Party and Members of the Industrial Workers of the World (IWW), known as Wobblies,spoke out against the war.
- In September 1917, federal agents raided 48 IWW meeting halls, seizing letters and publications. Later that month, 165 IWW leaders were arrested.
- In 1919, Schenck v. United States, a case involving the Espionage Act, reached the Supreme Court. Charles Schenck, a socialist, was charged with distributing leaflets to recent draftees, urging them to resist the military draft.
- After Schenck v. United States, the Supreme Court has expanded its definition of free speech.
- the Court recognizes three types of protected speech. The first is pure speech, or the spoken word.The third type of protected speech is symbolic speech.

Compare and Contrast between "Captain Von Spiegel's Account" and "Beat the Hun Poster"

In Captain Von Spiegel's Account, Germans appear to have humanity and was forced to go to the war in order to protect their country from the powerful forces from the Allies. For example, Captain Von Spiegel describes war as a hard task master. But in the Beat Back the Hun Poster, the Germans were drawn as the "Huns", which indicates that the Germans are inhuman, cold blooded and ruthless.

Captain Von Spiegel's Account and the Beat Back the Hun Poster, all shows the war between Allied power and the Germans. Even though Captain Von Spiegel described the battle in a more moderate and calm way, and the Beat Back the Hun Poster in a violence way, the fact that they both attacked the Allies will not change.

Another comparison Captain Von Spiegel's Account and the Beat Back the Hun Poster is- They all shows that the Germans has advanced war machines and weapons which gets them ready for war between the Allies. An example in Captain Von Spiegel's Account is, "Then a frightful explosion followed, and we were all thrown against one another by the concussion, and then, like a Vulcan, huge and majestic, a column of water two hundred meters high and fifty meters broad, terrible in it's beauty and power, shot up to the heavens" The words describes the power that the German had in order to fight against Allied Power.