VIDEO – excerpts from: THE CIVIL WAR, KEN BURNS - PBS

• 
  (1830s-1850s) Territorial Expansion: Exploring the West
  
  • 
    Fur trade, government-sponsored exploration, expansion and Indian policy, forced removal of American Indians to trans-Mississippi West; Politics of expansion – Manifest Destiny, territorial acquisitions, Oregon, Santa Fe’ trade, Texas, Americans in Texas, Texas and the election of 1844; Early U.S. Imperialism – the Mexican-American War; California and the Gold Rush – Russian-California Trade, early American settlements, gold, mining camps; Politics of Manifest Destiny – the Wilmot Proviso, Free-Soil Movements, election of 1848.
    
• 
  (1850s) The Coming Crisis
  
  • 
    Expansion, growth, politics, culture and national identity in the 1850’s; The Compromise of 1850 –popular sovereignty, political parties and slavery, congressional debate, pro- and antislavery arguments and conflicts, compromises, the Fugitive Slave Act, the election of 1852, politics of expansion; Crisis of the National Party System – the Kansas-Nebraska Act, “Bleeding Kansas”, politics of Nativism, the Republican Party and the election of 1856; The Differences Deepen – the Dred Scott decision, the Lecompton Constitution, the Panic of 1857, John Brown’s Raid; The South Secedes – the election of 1860, the South leaves the Union, the North’s political options, establishment of the Confederacy, Lincoln’s inauguration.
    
• 
  (1861-1865) The Civil War
  
  • 
    Communities mobilize for war – Fort Sumter, the call to arms, the Border States, Battle of Bull Run, relative strengths of the North and South; Governments organize for war – expanding the power of the Federal government, diplomatic objectives, Jefferson Davis and the Confederacy, contradictions in Southern Nationalism; Fighting – war in Northern Virginia, Shiloh and the War for the Mississippi, War in the Trans-Mississippi West, the Naval War, the Black Response; The Death of Slavery – the politics of emancipation, black fighting men; Front Lines and the Home front – the toll of war, Army nurses, life of a common soldier, wartime politics, economic and social strains on the North, the New York City draft riots, failure of Southern nationalism; The tide turns – the turning point of 1963, Grant and Sherman, the 1864 election, Appomattox, the death of Lincoln.
    
• 
  (1863-1877) Reconstruction
  
  • 
    The politics of Reconstruction – the defeated South, Lincoln’s plan, Johnson and Presidential Reconstruction, the Radical Republic vision, Presidential Reconstruction vs. Congressional Reconstruction, Impeachment of Johnson, the election of 1868, Women’s suffrage and Reconstruction; Meaning of freedom – the African American family, African American churches and schools, land and labor post-slavery, origins of African American politics; Southern politics and society – Southern Republicans, reconstructing the states, white resistance and “Redemption”, white Yeoman, white merchants and “king cotton”; Reconstructing the North – the age of capital, Liberal Republicans and the election of 1872, the Depression of 1873, the electoral crisis of 1876- the “corrupt bargain”, the impact of Reconstruction.
    

• 
  How did the ideas of Manifest Destiny emerge from nationalistic beliefs about America’s past and its future?
  
• 
  Although Americans perceived Manifest Destiny as a benevolent movement, it was, in fact an aggressive imperialism pursued at the expense of others. Assess the validity of this statement with specific reference to American expansionism in the 1840’s. (from 1990)
  
• 
  Did the Texas-American conflict of the 1830’s encourage America’s drive westward to the Pacific?
  
• 
  How did the Mexican War promote sectional division rather than national unity?
  
• 
  Discuss the impact of territorial expansion on national unity between 1800 and 1850.
  
• 
  Why did the institution of slavery command the loyalty of the vast majority of antebellum whites, despite the fact that only a small percentage of them owned slaves? (FRQ from 1973).
  
• 
  Analyze the ways in which supporters of slavery in the 19^th century used legal, religious, and economic arguments to defend the institution of slavery. (FRQ from 1995)
  
• 
  Evaluate the degree to which the Civil War and Reconstruction forged a new sense of identity and nationhood for the American people. Include a focus on civil rights for African Americans.
  
• 
  How was the Compromise of 1850 more a triumph of sectional self-interest than a true national compromise?
  
• 
  Did the Kansas-Nebraska Act realign the American political system?
  
• 
  How did Abraham Lincoln’s election help bring about southern succession?
  
• 
  How did the Civil War transform the societies in both the North and the South?
  
• 
  How did slavery influence Lincoln’s political and military decisions during the war?
  
• 
  Analyze the social, economic, and political results of the Civil War.
  
• 
  Although generally considered to be a war over the institution of slavery or states’ rights, there are various other reasons why Americans, both North and South, chose to fight in the Civil War. Discuss at least three motivating factors.
  
• 
  How did congress gain control of Reconstruction from the President?
  
• 
  Why was President Andrew Johnson impeached?
  
• 
  Why did Radical Reconstruction fail to make permanent changes in America?
  
• 
  How do you account for the failure of Reconstruction to bring social and economic equality of opportunity to the former slave? (FRQ from 1983)
  
• 
  How and why did the lives and status of Northern middle-class women change between 1776 and 1876? (DBQ from 1981)
  
• 
  In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution? (DBQ from 1996)
  

*Addressing the Free Response Essay Question: (including thesis writing, organization, and incorporating factual knowledge and critical thinking and interpretation)

(from 1982) John Brown’s raid on the federal armory at Harper’s Ferry, Virginia, in October 1859 involved only a handful of abolitionists, freed no slaves, and was over in two days. Although many Northerners condemned the raid, by 1863 John Brown had become a hero and martyr in the North. To what extent and in what ways do the views about John Brown expressed in the documents illustrate changing North-South relations between 1859 and 1863?

70 Multiple Choice/2 FRQ Essay/1 DBQ Essay

Development of the West, Industrializing America, Empire Building, & the Progressive Era

Out of Many – Chapters 18 - 21

• 
  (Supp) Bold Endeavors: chapter 6
  
• 
  (Supp) A People’s History: chapters 11 & 12
  
• 
  (Primary) Horace Greeley, An Overland Journey (1860)
  
• 
  (Primary) Chief Joseph, An Indian’s View of Indian Affairs (1879)
  
• 
  (Primary) Tragedy at Wounded Knee (1890)
  
• 
  (Primary) Benjamin Harrison, Report on Wounded Knee Massacre and the Decrease in Indian Lane Acreage (1891)
  
• 
  (Primary) Address by George Engel, Condemned Haymarket Anarchist (1886)
  
• 
  (Primary) Charles Loring Brace, “The Life of the Street Rats” (1872)
  
• 
  (Primary) Edward Bellamy, from “Looking Backward”, (1888)
  
• 
  (Primary) Henry George, from “Progress and Poverty” (1879)
  
• 
  (Primary) William Graham Sumner on Social Darwinism (1880)
  
• 
  (Primary) The Populist Platform (1892)
  
• 
  (Primary) Ida B Wells-Barnett, “A Red Record” (1895)
  
• 
  (Primary)Henry Cabot Lodge, “The Business World vs. the Politicians” (1895)
  
• 
  (Primary) Plessy v. Ferguson (1896)
  
• 
  (Primary)The Spanish-American War (1898)
  
• 
  (Primary) Rev. Charles G. Ames on the Anti-Imperialist Movement (1898)
  
• 
  (Primary) Albert Beveridge, A Defense of Imperialism (1900)
  
• 
  (Primary)Mark Twain, “Incident in the Philippines” (1924)
  
• 
  (Primary)Jane Addams, “Twenty Years at Hull House” (1910)
  
• 
  (Primary) Charlotte Perkins Gilman, “Women and Economics” (1898)
  
• 
  (Primary)Helen M. Todd, “Getting Out the Vote” (1911)
  
• 
  (Primary)John Spargo, from “The Bitter Cry of Children” (1906)
  
• 
  (Primary)Lincoln Steffens, from “The Shame of the Cities” (1904)
  
• 
  (Primary) Walter Rauschenbusch and the Social Gospel (1912)
  
• 
  (Primary) Margaret Sanger on “Free Motherhood”, from Woman and the New Race (1920)
  
• 
  (Primary) Woodrow Wilson and the New Freedom (1913)
  

American Diversity, American Identity, Culture, Demographic Changes, Economic transformations, Politics and Citizenship, Environment, Globalization, Reform, Religion, and Slavery and its legacies, War and Diplomacy.

• 
  (1860-1900) Trans-Mississippi West
  
  • 
    Government policy towards American Indians - conquests, Reservations and the slaughter of the Buffalo, the Indian wars; Internal Empire – mining towns, Mormon settlements, Mexican borderland communities; the Open Range – the sporting life, community and conflict; Farming communities on the plains – the Homestead Act, populating the plains, gender, race and ethnicity in the far West, work –dawn to dusk; The world’s breadbasket – new production technologies, producing for the global market, California agri-business, environmental impacts of Western settlement -the toll on the land; Western landscape – nature’s majesty, the legendary “wild west”, and the “American Primitive”; Transforming Indian Society – Reform policy and politics, the Ghost Dance, endurance and rejuvenation.
    
• 
  (1865-1900) Incorporation of America
  
  • 
    The rise of industry and business – revolutions in technology and transportation, expansion/development of Western railroads, mechanization takes command, expanding markets for goods, integration, combination and mergers, the Gospel of Wealth, Social Darwinism; Labor and unions – the wage system. Knights of Labor, the American Federation of Labor; the New South – an internal colony, southern labor, and the transformation of communities; Urbanization – population demographics, migration and immigration, urban landscape and the city and environment; the rise of “Consumer Society” – self improvement and the middle class, life in the streets; Conflicts in culture: Education, leisure and public space, national pastimes.
    
• 
  (1870-1900) Commonwealth and Empire
  
  • 
    National Governing class – growth of government, machine politics, spoils system, civil service reform; Organization of Farmers – the Grange, the Farmers Alliance, workers search for power, women build alliances, Populism and the People’s Party; Crisis of 1890s – Depression of 1893, era of workers strikes,, the Social Gospel, election of 1896; Age of Segregation – nativism and Jim Crow, mob violence and lynching; Imperialism of righteousness – the White Man’s Burden, foreign missions, building overseas empires; the Spanish-American War – a “splendid little war” in Cuba, war in the Philippines.
    

• 
  (1900-1917) Urban America and the Progressive Era
  
  • 
    The Currents of Progressivism – unifying themes, female dominion, the urban machine, political progressives and urban reforms, progressivism in the statehouse, muckraking, intellectual trends promoting reform. Social Control and its Limits – Prohibition movement, social evils, redemption of leisure, standardizing education. Working class Communities and Protest – new immigrants, urban ghettos, company towns, AFL, IWW. Women’s Movements and Black Awakening – The new woman, birth control, racism and accommodations, racial justice, NAACP, black women’s activism. National Progressivism – Theodore Roosevelt, trust-busting and regulation, conservation, preservation and the environment, Republican split, the election of 1912, Woodrow Wilson’s first term.
    

• 
  What political social and economic changes contributed the most to the industrial growth and expansion of the United States? How did these changes affect America’s character and economic system?
  
• 
  How did the actions of the federal government open the West to settlement after the Civil War?
  
• 
  How did industrialization and urbanization change economic and social relationships in the last half of the 19^th century? How did industrialization transform the role of government in American society after the Civil War?
  
• 
  To what extent did the natural environment shape the development of the West beyond the Mississippi and the lives of those who lived and settled there? How important were other factors? (DBQ from 1992)
  
• 
  How did farmers and workers try to improve their quality of life between the years of 1865 and 1890?
  
• 
  Class Project – Analyzing Documents:
  
  • 
    Documents A-H reveal some of the problems that many farmers faced in the late 19^th century (1800-1900) saw as threats to their way of life. Using the documents and your knowledge of the period, explain the reasons for agrarian discontent AND evaluate the validity of the farmers’ complaints. (DBQ from 1983)
    

• 
  How did popular fascination with the cowboy, the pioneer and stories of Horatio Alger in the period of 1870 to 1915 reflect American’s uneasiness of transition from an agrarian to an industrial society?
  
• 
  Although the economic development of the Trans-Mississippi West is popularly associated with hardy individualism, it was in fact largely dependent on the federal government. Assess the validity of this statement with specific reference to western economic activities in the 19^th century.
  
• 
  Compare the debates that took place over American expansionism in the 1840’s with those that took place in the 1890’s, analyzing the similarities and differences in the debates of the two eras.
  
• 
  American’s have been a highly mobile people. Describe and account for the dominant population movements between 1820 and 1900.
  
• 
  Was Andrew Carnegie a prime representative of the industrial age or an industrial leader atypical of the period?
  
• 
  The path to labor organization was marked by false starts and wrong moves. Assess the validity of this generalization for the period of 1865-1900.
  

• 
  Why did the United States expand overseas in the 1870’s and 1880’s?
  
• 
  How did the U.S. become a dominant power in the Caribbean and South America after the Civil War?
  
• 
  How was the war with Spain in 1898 a culmination of a “new Manifest Destiny” of the 1880s and 1890s?
  
• 
  How did the Spanish-American War transform American policy toward South America and the Far East?
  
• 
  How did the promise of equality for African Americans turn into the inequality of Jim Crow?
  
• 
  Assess the changing status of Blacks between emancipation and the end of the 19^th century.
  
• 
  Analyze the reasons for the emergence of the Populist movement in the late 19^th century.
  
• 
  Although many Americans between 1870 and 1915 blames political corruption at the state and local level on public indifference or greedy politicians, such corruption reflected a serious crisis of traditional institutions in dealing with social and economic problems of modern America. Assess the validity of this generalization
  

*Addressing the Free Response Essay Question: (including thesis writing, organization, and incorporating factual knowledge and critical thinking and interpretation)

(from 1989) Booker T. Washington and WEB DuBois offered different strategies for dealing with the problems of poverty and discrimination faced by Black Americans at the end of the 19^th and beginning of the 20^th centuries. Using the documents and your knowledge of the period 1877-1915, assess the appropriateness of each of these strategies in the historical context in which each was developed.

UNIT 5 AP FORMAT EXAM

70 Multiple Choice/2 FRQ Essay/1 DBQ Essay
UNIT 6: (20 DAYS)

World War I, Boom and Bust, and World War II

Out of Many – Chapters 22-25

• 
  (Supp) Bold Endeavors: chapters 7, 8, 9
  
• 
  (Supp) A People’s History: chapters 15, 16
  
• 
  (Primary) Woodrow Wilson on America and the World (1916)
  
• 
  (Primary) Boy Scouts of America, from “Boy Scouts Support the War Effort” (1917)
  
• 
  (Primary) American Troops in the Trenches (1918)
  
• 
  (Primary) Eugene V. Debs, Speech to the Jury (1918)
  
• 
  (Primary) W.E.B. DuBois, “Returning Soldiers” (1919)
  
• 
  (Primary) Marcus Garvey on “Africa for the Africans” (1921)
  
• 
  (Primary) Manuel Gamio on a Mexican American Family and American Freedom (1926)
  
• 
  (Primary) The Fight for Civil Liberties (1921)
  
• 
  (Primary) Clarence Darrow at the Scopes Trial (1924)
  
• 
  (Primary) Congress Debates Immigration (1921)
  
• 
  (Primary) Alain Locke, The New Negro (1925)
  
• 
  (Primary) Advertisements (1925, 1927)
  
• 
  (Primary) Family Planning (1926)
  
• 
  (Primary) FDR’s First Inaugural Speech
  
• 
  (Primary) John Steinbeck, “The Harvest Gypsies” (1936)
  
• 
  (Primary) Franklin D. Roosevelt on Economic Freedom (1936)
  
• 
  (Primary) Herbert Hoover on the New Deal and Liberty (1936)
  
• 
  (Primary) Norman Cousins, “Will Women Lose Their Jobs?” (1939)
  
• 
  (Primary) Frank H. Hill on the Indian New Deal (1935)
  
• 
  (Primary) Albert Einstein, Letter to President Roosevelt (1939)
  
• 
  (Primary) Franklin D. Roosevelt on the Four Freedoms (1941)
  
• 
  (Primary) Henry R. Luce, The American Century (1941)
  
• 
  (Primary) Henry A. Wallace, The Century of the Common Man (1942)
  
• 
  (Primary) Japanese Relocation Order (February 19, 1942)
  
• 
  (Primary) A. Philip Randolph, “Why We Should March” (1942)
  
• 
  (Primary) Korematsu v. the United States (1944)
  
• 
  (Primary) World War II and Mexican-Americans (1945)
  
• 
  VIDEO – excerpts from: THE WAR, KEN BURNS – PBS
  
• 
  VIDEO – excerpts from: Time of Fear - PBS
  

American Diversity, American Identity, Culture, Demographic Changes, Economic Transformation, Globalization, Politics and Citizenship, Reform, War and Diplomacy

• 
  (1914-1920) World War I
  
  • 
    Becoming a World Power - Roosevelt’s Big Stick, Dollar Diplomacy, Wilson’s moralism. The Great War – American neutrality, preparedness and peace, safe for democracy. American Mobilization – Selling the war, opposition, racism in the military, American’s in battle, the economy, business, and labor of war. Women at work, women’s suffrage, prohibition, public health. Repression and reaction – the Espionage and Sedition Acts, the Great Migration and Racial tensions, labor strikes. An Uneasy Peace – the Fourteen Points, Treaty of Versailles, Russian Revolution, Red Scare, the election of 1920.
    

• 
  (1920-1929) The Twenties
  
  • 
    Postwar Prosperity and its Price – the second industrial revolution, welfare capitalism, the auto age, cities and suburbs, agriculture and ailing industries. The New Mass Culture – movie made America, radio, new journalism, advertising, the record industry, sports and celebrities. Resistance to Modernity – prohibition, immigration restriction, the KKK, religious fundamentalism, the Scopes trial. The State, Economy and Business – Harding, Coolidge, Hoover, War debt, reparations, commerce and foreign policy. Promises postponed – feminism in transition, Mexican immigration, the “new negro”, intellectuals and alienation, election of 1928.
    

• 
  (1929 – 1940) The Great Depression and the New Deal
  
  • 
    Hard Times – the Bull Markets, the Crash, unemployment, Hoover’s failure, protest and the election of 1932. FDR and the First New Deal – restoring confidence and the first one hundred days, “alphabet agencies”. The Second New Deal – Roosevelt’s critics, the second one hundred days, rise of the CIO and labor’s upsurge, strikes. The New Deal in the South and West – Southern farming and landholding, rural electrification and public works, the Dust Bowl, a New Deal for Indians. Depression-Era Culture – film and radio in the 1930’s, the Swing era, the documentary impulse. The Limits of Reform – Court packing, the women’s network, a new deal for minorities, and the Roosevelt Recession (1938).
    
• 
  (1941-1945) World War II
  
  • 
    The Coming of World War II – isolationism, Roosevelt, Pearl Harbor. Arsenal of Democracy – mobilizing for war, organizing the economy, new workers. Life on the home front – families, internment of Japanese Americans, Zoot Suit riots. Men and Women in Uniform – creating the armed forces, women in the military, the medical corps, prisoners of war. The World at War – Soviets halt the Nazi’s, allied offensive, high cost of European victory, war in Asia and the Pacific. The Last Stages of War – the Holocaust, the Yalta Conference, the Atomic Bomb.
    

• 
  How does the United States become embroiled in World War I in 1917?
  
• 
  The United States entered the First World War not “to make the world safe for democracy” as President Wilson claimed, but to safeguard American economic interests. Assess the validity of this statement.
  
• 
  Assess the relative influence of THREE of the following in the American decision to declare war on Germany in 1917: German Naval Policy, American economic interests, Woodrow Wilson’s idealism, allied propaganda, American’s claim to world power.
  
• 
  Why did the United States Senate reject U.S. membership in the League of Nations and refuse to ratify the Treaty of Versailles?
  
• 
  How did local, state, and national government attempt to solve problems of industrialization and urbanization through progressive reforms?
  
• 
  What new features of America culture emerged in the 1920’s? Did the indulgences of the 1920’s provide the foundation for the Great Depression? How did the nation deal with the crisis and what is the legacy of the political and policy changes that resulted? What was responsible for ending the Great Depression?
  
• 
  Evaluate the extent as to how the 1920’s became a struggle between reformers and the defenders of the status quo.
  
• 
  The 1920’s witnesses an assault by rural and small town America on urban America. Assess the validity of this generalization.
  
• 
  How were the roles and expectations for women transformed from 1900-1919?
  
• 
  How did the “New Negro” emerge in America from 1900-1929?
  
• 
  How did the Republican Party policies in the 1920’s try to turn political and economic thinking back to the past?
  
• 
  How did opposition to immigration evolve into full-fledged discrimination from 1900-1929?
  
• 
  In class project (from 1986) DBQ – The 1920’s were a period of tension between new and changing attitudes on one hand and traditional values and nostalgia on the other. What led to the tension between old and new AND in what ways was the tension manifested?
  
• 
  Although American writers of the 1920’s and 1930’s criticized American society, the nature of their criticisms differed markedly in the two decades. Assess the validity of this statement with specific references to writers in both decades.
  
• 
  To what extent and why did the United States adopt an isolationist policy in the 1920’s and 1930’s (1998)
  
• 
  How did the prosperity of the 1920’s collapse in the Great Depression of the 1930’s?
  
• 
  Analyze the ways in which the Great Depression altered the American social fabric of the 1930’s (1996)
  
• 
  How did Herbert Hoover and Franklin Roosevelt attempt to restore prosperity through political and economic programs?
  
• 
  How did the New Deal change the relationship between the national government and the people of the United States? How did it affect the lives of women and African Americans?
  
• 
  How did the major unresolved issues from World War I lead to World War II?
  
• 
  President Franklin D. Roosevelt was naïve and ineffective in his conduct of foreign policy from 1933 and 1941. To what extent and in what ways do you agree or disagree with this statement?
  
• 
  How did the United States move from isolationism to internationalism from 1935-1945?
  
• 
  How did World War II transform American society? In what ways did World War II change American domestic politics and culture? In what ways did World War II provide the foundation for the Cold War? Why has World War II been considered “the good war”?
  

*Addressing the Free Response Essay Question: (including thesis writing, organization, and incorporating factual knowledge and critical thinking and interpretation)

(from 2000) To what extent did the United States achieve the objectives that led it to enter the First World War?
(from 1993) Identify THREE of the following New Deal measures and analyze the ways in which each of the three attempted to fashion a more stable economy and a more equitable society: Agricultural Adjustment Act, Wagner National Labor Relations Act, and the Securities and Exchange Commission Social Security Act
(from 1982) Prior to American involvement in both the First and Second World Wars, the United States adopted an official policy of neutrality. Compare the policy and its modifications during the period 1914-1917 to the policy and its modifications during the 1939-1941.
*Addressing the Document Based Essay Question:

(from 2003) Analyze the responses of Franklyn D. Roosevelt’s administration to the problems of the Great Depression. How effective were these responses? How did they change the role of the federal government? Use the documents and your knowledge of the period of 1929 – 1941 to construct your essay.

UNIT 6 AP FORMAT EXAM

70 Multiple Choice/2 FRQ Essay/1 DBQ Essay

UNIT 7: (15 DAYS)

The Cold War, Mid-Century America, and the Civil Rights Movement

Out of Many – Chapters 26 - 28

• 
  (Supp) Bold Endeavors: chapter 10
  
• 
  (Supp) A People’s History: chapter 17
  
• 
  (Primary) Universal Declaration of Human Rights (1948)
  
• 
  (Primary) Containment (1947)
  
• 
  (Primary) Harry S. Truman, “The Truman Doctrine” (1947)
  
• 
  (Primary) Walter Lippmann, “A Critique of Containment” (1947)
  
• 
  (Primary) George Marshall. “The Marshall Plan” (1947)
  
• 
  (Primary) Ronald Reagan, Testimony Before the House Un-American Activities Committee (1947)
  
• 
  (Primary) Henry Steele Commanger, “Who is Loyal to America?” (1947)
  
• 
  (Primary) Joseph R. McCarthy, from Speech Delivered to the Women’s Club of Wheeling, West Virginia (1950)
  
• 
  (Primary) Joseph R. McCarthy on the attack – Congressional Record (1950)
  
• 
  (Primary) Richard M. Nixon, “What Freedom Means to Us” (1959)
  
• 
  (Primary) Ladies Home Journal, “Young Mother” (1956)
  
• 
  (Primary) Betty Friedan, The Feminine Mystique” (1963)
  
• 
  (Primary) Allen Ginsberg, “Howl” (1955)
  
• 
  (Primary) C. Wright Mills on “Cheerful Robots” (1959)
  
• 
  (Primary) Clark Kerr, “Industrialism and Industrial Man” (1960)
  
• 
  (Primary) Milton Friedman, “Capitalism and Freedom” (1962)
  
• 
  (Primary) Dwight D. Eisenhower, Decision Not to Intervene at Dien Bien Phu (1954)
  
• 
  (Primary) John F. Kennedy, Inaugural Address (1961)
  
• 
  (Primary) John F. Kennedy, Cuban Missile Address (1962)
  
• 
  (Primary) Lyndon Johnson, The War on Poverty (1964)
  
• 
  (Primary) Martin Luther King, Jr. and the Montgomery Bus Boycott (1955)
  
• 
  (Primary) James Baldwin on Student Radicals (1960)
  
• 
  (Primary) The Sharon Statement (1960)
  
• 
  (Primary) Barry Goldwater on Extremism in the Defense of Liberty (1964)
  
• 
  (Primary) Lyndon B. Johnson, Commencement Address at Howard University (1965)
  
• 
  
  Directory: uploads
  uploads -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10
  uploads -> Department of science and humanities department of mathematics part-a questions and answers
  uploads -> The Case Against the nypd’s Quota-Driven ‘Broken Windows’ Policing What Is It?
  uploads -> For want of a nail
  uploads -> Ownership Models There are two different types of ownership models
  uploads -> Police Militarization
  uploads -> City of rising star regular meting thursday, july 14, 2016
  uploads -> Township of winfield
  uploads -> Stop Militarizing Law Enforcement Act of 2014
  uploads -> The Black Panther Party’s Ten-Point Program What We Want Now!
  
  
  
  Download 185.03 Kb.
  
  Share with your friends: