Beverly High School Library Media Center

Suggested Term Paper Themes for

Suggested Term Paper Themes for

Mr. Eastman's C.P.1 U.S. History Class

1. Contrast the perceptions of Columbus -- the man and his exploits-- in 1892 and 1992. What accounts for the changing interpretations of Columbus and his exploits?

2. Analyze the influence of such factors as the following on the English colonization of the Americas: the enclosure movement and the growth of the poor in the cities like London; the accession of Elizabeth I to the throne in 1558; the accounts of Spanish wealth from Mexico and Peru; the accounts of the Spanish "black legend"; the Protestant Reformation; and religious persecution

3. Compare these factors with those influencing Spanish, French, and Dutch colonization of the Americas.

4. Analyze the changing patterns of European immigration and settlement in the Americas in the 17th and 18th centuries by developing a historical narrative on such questions as: How did the motives of the 17th-century Puritans and Quakers differ from those of the 18th-century immigrants such as Germans and Scots-Irish? Why did the colonies of New York and Pennsylvania attract the greatest diversity of immigrants and become the most cosmopolitan of the mainland colonies.

5. Draw upon historical documents relating to the slave trade and the system of chattel

slavery the evolved over the 17th and 18th centuries in order to develop a historical argument on such questions as: Were there significant differences between slavery in the Spanish Caribbean and New Spain, the French Caribbean and Louisiana, the Dutch West Indies, and the English Caribbean and Chesapeake? Why did Brazil and the West Indies have more enslaved Africans than North America? Which colonies experienced the greatest increase and which experienced the most notable decrease in slave imports between the 17th and 18th centuries, and why?

6. Draw upon such documents as the Mayflower Compact (1620), the Fundamental

Orders of Connecticut (1669), the Massachusetts Body of laws and Liberty (1641) the New Jersey Laws, Concessions, and Agreements (1677), and the Pennsylvania Frame of Government (1701) to explain the growth of early representative government and institutions in the colonies. Did geography and demography have an impact on the different forms of government in colonial America? How did Pennsylvania's fluid social organization and Virginia's more rigid social hierarchy affect representative government in the two colonies?

7. Develop a historical argument about whether such factors as the abundance of land, devotion to private property, and the growth of individualism and a competitive entrepreneurial spirit in 18th-century colonial America challenged European ideas to hierarchy and deference and contributed to the idea of participatory democracy.

8. Explain the major tenets of Puritanism such as predestination, the covenant of works, the covenant of grace, and the doctrine of sanctification; and demonstrate how these beliefs shaped the Puritan colony.

9. Compare slavery and slave resistance in different parts of Americas. How did slavery differ in Spanish America and British America? How did it differ in urban and plantation areas? Why were there more slave revolts in South American than in North America?

10. Draw upon the arguments advanced by opponents and defenders of England's new imperial policy in order to construct a sound historical argument or narrative on such questions as: Were the arguments against parliamentary taxation a legitimate and constitutional defense of the historic and traditional rights of Englishmen under common law, or were they merely a defense for tax evasion? Was the British decision to station troops in the colonies at the end of the Seven Years War designed to defend the colonies or did it reelect a contentions and expansionist colonists under control?

11. Formulate historical questions assessing the importance of the Northwest Ordinance based on a careful study of the document. To what extent were the first two articles of the Northwest Ordinance a precursor to the Bill of Rights? How revolutionary was the antislavery clause of the Northwest Ordinance? Under the Ordinance, what was the status of free blacks in the territory? What was the "utmost good faith clause"? To what extent was it enforced? How did the Land Ordinance of 1785 and the Northwest Ordinance of 1787 promote public education? How did these ordinances lead to the opening of the West? What was their impact on Native Americans in the Old Northwest?

12. Analyze the factors which led to the Whiskey Rebellion and evaluate the following quotations from two political antagonists? "An insurrection was announced and proclaimed and armed against, but could never be found." Thomas Jefferson Suppressing the rebellion "will do us great deal of good and add to the solidity of everything in this country." Alexander Hamilton Was the government overreacting to the "Whiskey Rebels" or was the rebellion a threat to the security of the nation? Why or why not? Was the Whiskey Rebellion a confrontation between "haves" and "have-nots?" Compare the grievances of the "Whiskey Rebels" to those of the Regulators, Paxton Boys, and Shaysites.

13. Analyze reasons for dissent during the War of 1812. Draw data from the Hartford Convention resolutions to explain New England's resentment of the war. If the War of 1812 was fought to guarantee rights on the "high seas," as Madison maintained why did New England oppose the war? Were the proposed constitutional amendments reasonable? How do the sectional interests expressed at the Hartford Convention compare with those of the Kentucky and Virginia Resolutions of 1798? Why was the Hartford Convention considered the death-knell of the Federalist party?

14. Assemble the evidence and develop a historical narrative on such questions as: How did Jefferson, a strict constructionist, devotee of limited government, and frugality in terms of government spending, justify the purchase of Louisiana? On what grounds did many New England Federalists justify their opposition to the purchase? What were the consequences of the Louisiana Purchase in terms of economic development, slavery, and politics?

15. Draw on historical sources, maps, and documents in order to analyze the three major provisions of the Monroe Doctrine and their significance. To what extent was the major purpose of the Monroe Doctrine to protect the newly won independence of Latin American states or to serve notice of U.S. expansionist inventions in the hemisphere? Why did the U.S. and other countries ignore the provisions of the Monroe Doctrine for so long? Does the U.S. emphasize the Monroe Doctrine today in world affairs?

16. Analyze the responses of Jefferson and Madison to impressment and the harassment of U.S. shipping prior to the outbreak of the War of 1812. How effective were the Embargo Act, Macon's Bill No. 2 and the Non-intercourse Act? What was the domestic political and economic impact of the Embargo Act? Why was it repealed?

17. Create a historical argument that explains the opposing positions of congressmen from Pennsylvania, the South, and the West in supporting the war resolution of June 3, 1812, and those from New England and the other mid-Atlantic states in voting against it, though President Madison's war message focused on the maritime issue most directly affecting their interests.

18. Analyze the U.S. government's changing policies toward Native Americans from an assimilationist strategy in the early 19th century to removal and isolation after 1825. Were the policies of Indian removal announced by President Monroe in his last annual message (December 1824) and implemented by Andrew Jackson the result of Jeffersonian paternalism toward Native Americans or a decided reorientation of U.S. policy? Did Northerners, Southerners, and Westerners agree in regard to policy toward Native Americans or were there clear-cut sectional and/or political differences? How, for example, did northern Whigs respond to removal and why?

19. Compare and evaluate the arguments in favor of removal advanced by President Andrew Jackson in his second annual message and the arguments against removal advanced by Native American leaders such as Chief John Ross in his 1836 message to Congress. Why did Jackson, who was determined to force South Carolina's "nullifiers" to comply with "law of the land," refuse to enforce the Supreme Court's decision in the Worcester case on the state of Georgia?

20. Interpret documentary evidence from maps, political speeches, diaries, and letters to construct sound historical arguments, debates, or narratives on such questions relating to the Mexican-American War as: What role did the annexation of Texas and the American desire for California play in leading to the outbreak of war between Mexico and the United States? Was the war justified? On what grounds did such critics as Abraham Lincoln, Frederick Douglass, and Henry David Thoreau oppose the war? On what grounds did supporters of President Polk's policies justify going to war? In what ways did the terms of the Treaty of Guadalupe Hidalgo reflect the spirit of Manifest Destiny?

21. Identify the issues surrounding the controversy over Oregon and evaluate Polk's campaign slogan "54°40' or fight." How practical was Polk's call for annexation of the entire Oregon Territory? Would it have been realistic for the United States to conduct a war over disputed territories with Mexico and Great Britain?

22. Destiny. Study such factors as: (a) John Winthrop's vision of a "City Upon a Hill" and the subsequent Protestant belief in the divine mission of the U.S. to build a model Christian community; (b) the emphasis on millennialism during the Second Great Awakening; (c) the belief in Republicanism - in a nation of independent and virtuous citizens and in the necessity for obtaining additional territory to ensure social and economic opportunity for a growing population; (d) the desire to prevent potential foreign enemies from gaining control of adjacent areas to control the Pacific coast with its good harbors for the profitable China trade; (e) the belief in America's duty to uplift the "backward" and "less civilized" peoples in the West.

23. Contrast Mexican and American perspectives on the Alamo. Assess the treatment of Mexicans and Cherokees loyal to the Texan revolution in the Lone Star Republic prior to 1846.

24. Draw upon evidence such as President James K. Polk's diplomatic correspondence with Mexican officials and American officials such as Thomas Larkin, John C. Fremont, and James Slidell, Polk's War Message and the timing of its delivery, Senator Thomas Corwin's speech against the war in the Senate on February 11, 1847, and the ensuing debate in Congress in order to develop a historical argument concerning the extent to which Polk bore responsibility for initiating war with Mexico, and whether war was justified.

25. Draw on several examples of urban conflict in the period 1830-1861 in order to analyze the factors contributing to tensions in cities during the period. What was the social composition of the city’s population in terms of ethnicity, religion, class, and race? Were there discernible differences in terms of where people lived and worked in the city? What were some of the major problems facing the city in the period? Were cities less violent places to live in the mid-19th century than they are today?

26. Analyze the growth and spread of the factory system in New England and compare the early "piece work" and "putting out" systems with the factory system of production. How did the transformation from household to factory labor erode the earlier artisan tradition, impose a new industrial discipline on the workforce, and affect the lives of men, women, and children? How did workers respond to the changes? How did the development of interchangeable parts by such inventors as Eli Whitney and Samuel Colt and the machine tool industry contribute to American economic growth in the antebellum era?

27. Construct a historical narrative using selections from a variety of primary and secondary sources to analyze reasons for the strikes at Lowell in 1834 and 1836. How did women use community bonds to mobilize protest in times of crisis? Did the Lowell example influence others? How did immigration affect labor organization in the New England mills?

28. Compare the pattern of economic development in the different regions and explain why the North became increasingly associated with industry and finance, the South with plantations and subsistence farms, and the Northwest with family farms, meatpacking and food processing, and the manufacture of agricultural machinery. What impact did the transportation revolutions have on the pattern of economic development in each region? What was its impact on Native Americans?

29. Analyze labor conflict during the antebellum period (such as the Lowell strike of 1834, the textile strikes in Rockdale, Pennsylvania, in 1836 and 1842, and the Lynn, Massachusetts, shoemakers’ strike in 1860). How did the perspectives of industrial workers and employers differ? What were the goals of the unions, and how did such groups as owners and managers, state the federal governments, and political parties respond to the workers’ demands? How did ethnic, religious, and racial tensions divide the working classes, and what effect, if any, did such conflicts have on the emergence of a unified labor movement?

30. Draw upon economic data and historical maps in order to document the expansion of the cotton kingdom between 1801 and 1861, and explain the impact of such factors as the invention of the cotton gin and the opening of new lands in the South and the West.

31. Develop a historical argument on such questions as: How did slavery affect the South’s economy? How did slavery affect the development of a middle class in the South? What was the extent of slave ownership in the South? Why did many non-slaveholding whites support slavery? Was slavery profitable?

32. Draw on a variety of historical and literary sources such as autobiographies, diaries, newspapers, and other periodicals to analyze the plantation system and the consequences for southern society of a hierarchical system based on paternalism and slave labor.

33. Analyze the major causes and consequences of the conspiracies led by Gabriel Prosser (Virginia, 1800) and Denmark Vesey (South Carolina, 1822), and Nat Turner’s rebellion (Virginia, 1831). What did these events signify about the view of slavery held by those who were enslaved? Why did Nat Turner’s rebellion create such widespread consternation throughout the South in particular? What kinds of restrictions on slaves and free blacks were instituted by most southern states in the aftermath of Turner’s insurrection?

34. Draw upon sources such as slave songs, black spirituals, folklore, and narratives and testimony of freed slaves in order to describe the ways in which enslaved Africans survived an oppressive regime, forged their own culture, and resisted slavery.

35. Analyze the debate among historians over the Frederick Jackson Turner thesis on "The Significance of the Frontier in American History." Was political democracy characteristic of the West? What effect did frontier conditions have on Mexican Americans in New Mexico and California? How were gender roles defined in the West? If the West was a "crucible for democracy," why did so many western states in the 1840’s and 1850’s initiate laws prohibiting the immigration of free blacks?

36. Analyze how the selection of candidates by the political parties and the style of political campaigns changed in the 1830’s and 1840’s. How did such changes influence regional interest group politics and affect the turnout of voters?

37. Interpret documentary evidence such as party platforms, political speeches, broadsides, and cartoons between 1820 and 1852 to illustrate how major political parties, such as the National Republicans, Democrats, Whigs, and "Know-Nothings," stood on paramount issues of the day.

38. Analyze how Jackson’s actions in the bank war and the nullification controversy affected voters supporting the Democratic party and contributed to the rise of the Whig part.

39. Interpret data presented in political maps of the United States and voting data for the 1800, 1832, and 1852 elections in order to support a sound historical argument on such questions as: Which states and sections experienced the most significant growth in population and electoral votes in the period 1800-1832 and 1832-1852? Why? What factors account for the changing percentage of total white male population of total white male population voting in the presidential elections of 1800, 1832, and 1852?

40. Construct a historical narrative that examines that changes in electoral qualifications of adult white males. What accounts for changes in state policies regarding voter qualifications? What impact did these changes have on local, state, and national elections? To what extent did the style of political campaigns change with the increase of voter participation and the rise of regional interest groups? Why were women excluded from electoral reforms?

41. Draw upon the arguments used to support universal white male suffrage to illustrate the paradox in continued disenfranchisement of free African American males. What arguments were made to justify white male suffrage? Why were these same arguments not applied to free African Americans in most northern states?

42. Construct a historical argument evaluating opposing views on Jackson’s position on the bank recharter and nullification issues. What were the political motives behind proponents and opponents of the U.S. Bank recharter? Was Jackson’s position on the bank a reflection of the will of the "common mans?" Was Jackson or Calhoun more in line with the principles of Jefferson and Madison during the nullification crisis? What might have happened if South Carolina had succeeded in nullify the tariff?

43. Analyze the issues created by the Missouri controversy which Thomas Jefferson characterized as "a fireball in the night," sounding for him the death knell of the Union. How did the free white male population of the South compare to that of the North in 1800, 1820, and 1840? What political dividend did the slave states gain as a result of the three-fifths rule in 1800, 1820, and 1840? How did southern spokesmen attempt to compensate for the minority status of the South’s political position in the House of Representatives vis-à-vis the North in the period 1819 to 1845? How did Calhoun’s argument in favor of a "concurrent majority" attempt to deal with this imbalance?

44. What was the constitutional and legal argument asserting that Congress had the right to exclude slavery in a territory? What was the constitutional and legal argument asserting that Congress did not have the right to exclude slavery in a territory? How was the Missouri controversy finally resolved and with what results?

45. Draw on a variety of historical sources and documents in order to analyze the reasons why the Mexican War strained national cohesiveness and fostered intraparty squabbles and sectional conflict. Which policy, "free soil" as outlined in the Wilmot Proviso or Lewis Cass's espousal of "popular sovereignty," best served the interests of the United States? How did the outcome of the Mexican War exacerbate sectional tensions? How did "Barnburners" differ from "Hunkers?" How did "Conscience Whigs" differ from "Cotton Whigs?" What was the basis for the Free Soil party? What did all of this indicate about the impact of the Mexican War on politics?

46. Draw on historical data to contrast the positions of northern antislavery advocates and southern proslavery spokesman on the issues of race, chattel slavery, wage slavery the nature of the Union, and states' rights. Then develop a sound historical argument explaining how such differences undermined national political parties in the antebellum period, and with what consequences for national unity.

47. Draw upon evidence for the major sectional issues, debates, and compromises over slavery between 1819 and 1857 in order to construct a historical argument or debate the question: Was the rupture of the Union and eventual civil war probable or could have it been avoided?

48. Did abolitionists advocate the fundamental equality of African Americans? To what extent did abolitionists agree on strategies to end slavery? What were the issues that divided the abolitionists? Why did William Lloyd Garrison and Frederick Douglass reject the goals of the American Colonization Society? How did Quaker abolitionists such as Benjamin Lundy respond to David Walker's Appeal?

49. Draw on the arguments of southern spokesman such as John C. Calhoun, Thomas R. Dew, George Fitzhugh, and James H. Hammond, in order to prepare a legal brief defending chattel slavery from the perspectives of the 19th-century southern slaveholder. What arguments did southern spokesmen advance to defend the institution of slavery as a positive good? Why did Fitzhugh believe chattel slavery to be superior to the "wage slavery" of the North?

50. Draw upon historical evidence of the growing hostility toward free blacks in the antebellum North in order to develop a historical argument explaining the following statement by Alexis de Tocqueville: "The Negro is free, but he can share neither the rights, nor the pleasures, nor the labor, nor the afflictions, nor the tomb of him whose equal he has been declared to be; and he cannot meet him upon fair terms in life or in death." Consider such evidence as the laws enacted by several northern states such as Philadelphia and Cincinnati, and Pennsylvania's 1837 state constitution denying the vote to African Americans. Consider in what specific ways many of the restrictions on free African Americans in the North and South during the antebellum era violated the Constitution.

51. Examine the political and sectional conflicts over slavery and compare how the Missouri Compromise, Wilmot Proviso, Kansas-Nebraska Act, and the Dred Scott case polarized the North and South. How did the advocates of each position justify their point of view? What were the advantages and disadvantages of each position? Why? Was secession inevitable following passage of the Kansas-Nebraska Act?

52. Analyze the Supreme Court's decision in Dred Scott v. Sanford (1857). Compare the main points of the Court's decision presented by Chief Justice Taney with Justice Benjamin Curtis's dissent. How do the issues and the arguments of this case reflect the controversy over slavery that led to the Civil War?

53. Analyze the party platforms in the election of 1860 and the reasons why people voted as they did. Was the Republican party platform and Lincoln's election a real threat to southern states' rights?

54. Contrast the leadership of President Buchannan and President Lincoln during the secession crisis. Might Buchanan have avoided a more serious crisis had he adopted sterner measures following South Carolina's decision to secede? Is it justifiable to call Lincoln "the railsplitter who split the nation"? Should he have supported the Crittenden Compromise? Should he have attempted to supply Fort Sumter? How did Lincoln's First Inaugural Address reflect both a "carrot and stick approach" to southerners?

55. Analyze the southern justification for secession. How did southerners use the Declaration of Independence to support their position? What areas of the South remained bastions of Unionism throughout the war?

56. Compare the Seneca Falls "Declaration of Sentiments" (1848) with the Declaration of Independence, noting the similarities and differences in language and style. Why did Elizabeth Cady Stanton model the "Declaration of Sentiments" after the Declaration of Independence? What specific political, social, economic, and legal grievances are outlined in the document? What objectives for women were included in the twelve resolutions at the end of the "Declaration of Sentiments"?

57. Draw on a variety of biographical and historical accounts in order to contrast the wartime leadership of Jefferson Davais and Abraham Lincoln and prepare a sound historical narrative explaining the importance of presidential leadership in the outcome of the war. How did their leadership styles contrast? Did Davis's military experience make a difference in his leadership? How did Lincoln's sense of humor and pragmatism affect his leadership? Which men exemplified better presidential leaderships?

58. Analyze the reasons for the impact of the Emancipation Proclamation in transforming the goals of the Civil War. How did the Emancipation Proclamation transform the goals of the Civil War? How does A.E. Lamb's painting, The Emancipation Proclamation portray the theme of the proclamation?

59. Explain the meaning of the Gettysburg Address and analyze its significance as one of the most effective political speeches in our nation's history. What did Lincoln say the Declaration of Independence meant? Did Lincoln change the meaning of the Declaration or explain its true vision? How did Lincoln relate the Constitution to the Declaration?

60. Analyze the Emancipation Proclamation and assess its impact on the outcome of the Civil War. What were President Lincoln's reasons for issuing the Emancipation Proclamation? Did the Emancipation Proclamation affect the foreign recognition of the Confederacy?

61. Drawing on a variety of historical sources, develop a historical narrative analyzing the treatment of African American soldiers in the Union army and Confederacy during the Civil War. How was the concept of liberty viewed by African Americans? How did Confederate leaders determine to deal with African American soldiers? What happened to African American Union soldiers at Fort Pillow? What reasons account for the decision to differentiate between soldiers' pay for white troops and African American soldiers in the Union Army before June 1864?

62. Analyze the causes and consequences of the New York City draft riots in July 1863 and the irony of African Americans fighting for liberty and democracy at Fort Wagner a few days after the outbreak of violence against blacks in New York City. How did city officials respond to the riots? How did the federal government respond? What do the riots reveal about support for the Union's war objectives in 1863? Why were African American males so often targeted by rioters?

63. Interpret documentary evidence from a variety of sources reflecting differing perspectives to construct a historical argument or debate on such questions as: What circumstances would justify a restriction of civil liberties? Was President Lincoln justified in suspending the write of habeas corpus during the war?

64. Explain the basic principles incorporated in the Reconstruction amendments and examine different perspectives on the effectiveness of these constitutional amendments. What was the intent of these amendments? How did African American freedmen experience change following these amendments? How did southern "Redeemers" restrict the civil rights of African Americans?

65. Construct a historical argument, debate, or narrative which appraises the Compromise of 1877 from the perspectives of African Americans, southern political leaders, and northern Republicans. Was the compromise an effective way to find the political statement over the election of 1876? To what extent did the Compromise of 1877 abandon reconstruction goals? What were the long-range consequences of the Compromise of 1877?

66. Compare the Lincoln, Johnson, and Radical Republican plans for Reconstruction. How did each plan view secession, amnesty and pardon, and procedure for readmission to the Union? How did the issue of Federalism influence the debate over Reconstruction policy? How did President Andrew Jackson's personality and character affect relationships with congressional leaders, particularly Radical Republicans, in the period 1865-1868? Were the Radical Republicans motivated by genuine humanitarian concerns or crass political ones for maintaining control over the government?

67. Evaluate the reasons the Republicans used in wanting to impeach Andrew Johnson. Were the reasons in violation of the Constitution? Were they justified? What would have been the change in American government if the Republicans had succeeded in convicting Andrew Johnson and removing him from office?

68. Construct a historical narrative analyzing the meaning and intent of the 14th and 15th amendments. How is citizenship being defined? Why were the clauses of "equal protection of the laws" and "due process" included? Which group of Republicans felt that the 14th and 15th amendments were necessary? Were they necessary? Explain. Why is the word "male" used for the first time in the Constitution in the 15th Amendment? Why were women excluded in the amendments?

69. Analyze how violence helped to produce the Compromise of 1877 and the consequences of the compromise on the South. How did southerners justify the origin of the Ku Klux Klan? How was the Ku Klux Klan a form of "guerrilla warfare"? Why did northern Republicans and congressional leaders abandon African Americans in the 1870's? Would you agree or disagree that the Compromise of 1877 made the end of the Civil War a draw rather than a victory for the North?

70. Analyze how traditional beliefs and values inhibited the role and success of the Freedman's Bureau. How did the belief in limited government, the sanctity of private property, white supremacy, and self-help affect the Bureau's success? To what extent was the Freedmen's Bureau successful in securing employment, education, and support serves for African Americans and white refugees? In what ways did the Freedman's Bureau contribute to the economic and social transformation of the South during Reconstruction? In what ways did the Bureau contribute to racial stereotyping and parternialism? How did the labor contracts negotiated by the Freedmen's Bureau affect African Americans?

71. Analyze the struggle between former masters aiming to recreate a disciplined labor force and former slaves seeking to create the greatest degree of economic autonomy, and explain how such conflicts affected economics, politics, and race relations in the postwar South. How did the southern Black Cods reflect attempts to limit the freed slaves' newfound freedom and force them back to work on the plantations? What effect did passage of such laws in the South have on northern Republicans? Why did sharecropping evolve as the eventual solution to the labor problem in the postwar cotton South, and why did the newly emancipated slave open choose it over wage labor?

72. Analyze the successes and achievements of "Black Reconstruction." To what extent were African American goals of education, economic development, and establishing and reaffirming community achieved? What examples illustrate the desire of African Americans to establish independence and gain control over their own lives and destinies?

73. Assess the impact of the uses of fraud and violence on the end of Reconstruction in 1877 as a means of testing a recent historian's assertion that: "The end of Reconstruction would come not because propertyless blacks succumbled to economic coercion, but because a politically tenacious black community, abandoned by the nation, fell victim to violence and fraud."

74. Compare the various viewpoints on the nature of Reconstruction by analyzing different interpretations of the era. How have historians viewed the "Radical" Republicans, the former plantation owners, the freedmen, the carpetbaggers, and the scalawags? Was Reconstruction a "tragic era" or did it not go far enough? In what ways did Reconstruction lay the groundwork for the Civil Rights movement of the 1960's?

75. Construct a sound argument, debate, or historical narrative on questions such as: Was
Reconstruction a half-way revolution? Could African Americans have attained full equality during Reconstruction? Why did some freedmen (i.e., Exodusters) choose to migrate West?

76. Select a city for study and, draw upon a variety of sources, review its demographic, economic, and spatial expansion in the late nineteenth century. What were the factors influencing the city's growth in the late 19th century? How did the city's population, work force, and residential patterns change in the period 1870-1900?

77. Draw upon such sources as Jacob Riis's How the Other Half Lives (1890), Stephen Crane's Maggie: A Girl of the Streets and George's Mother, pictures and diagrams of the "dumbbell tenement," and other visual and graphic material, to determine how city residents dealt with such problems as developing adequate water supplies, sewer systems, public health measures, public safety, public and private education, paving on roads, transportation, and housing in the late 19th century.

78. Utilizing a variety of sources, including eyewitness accounts, construct a historical narrative or a case study examining the methods urban bosses used to win support of immigrants. How effective were urban bosses in supporting the interests of immigrants and the urban poor? Were they demigods or demagogues? Explain. To what extent was Lord James Bryce's characterization of city government in the United States as a "conspicuous failure" in his The American Commonwealth (1888) a correct appraisal?

79. Construct a case study of political bosses such as William Marcy Tweed and George Washington Plunkitt. How did middle-class reforms and urban bosses view the role and responsibilities of city government? How democratic were the "goo-goos" (good government advocates)?

80. Review data from a variety of sources which reflect the extension of railroad lines, increased agricultural cultivation and productivity, and the effect of improved transportation facilities on commodity prices. What was the average size of farms in the North, South, Great Plains, and West in 1870 and in 1900? What agricultural commodities were the principal source of farm income in these regions? How did the increased use of agricultural machinery affect productivity, indebtedness, farm ownership, and the average size of farms?

81.Compare and contrast immigration in the 1880's with that of the 1840's. To what extent did the motives for immigration differ for the earlier and the later period? From what regions of the world did most immigrants come?

82. Draw evidence from a variety of historical sources to construct a chart showing different attitudes toward immigrants. How did Americans react to the new immigration? Did nativism of the 1840's differ from that of the 1880's? How did the language and religious beliefs of the new immigrants affect the nativists? What factors contributed to changing attitudes toward immigrants? How did immigrants respond to hostility?

83. Draw upon such sources as copies of immigrants' letters written home and excerpts from ethnic newspapers to compare the experiences of the new immigrants in the period 1870-1900 with the message of Emma Lazarus's poem, "The New Colossus." What were the expectations of the new immigrants? Were they able to obtain their goals? How did parochial and other religious schools serve the interests of the newer immigrants? Why were the last four lines of "The New Colossus" placed on the Statue of Liberty? How do they compare with the rest of the poem? Do the terms "melting opt" or "salad bowl" best describe the acculturation experience of the newer immigrants? Are both terms inadequate?

84. What kind of communal associations and institutions did immigrant groups organize to ease their transisition in the United States and to preserve their culture and ethnic identities? Why did many native-born citizens favor restricting immigration through the imposition of a literacy test rather than through a quota system?

85. Construct a historical narrative drawing upon historical evidence to examine the reasons for hostility to the "new" immigrants in the 1880's and 1890's using examples such as the antiforeign hysteria in the aftermath of the Haymarket Affair, attacks of Jewish merchants and residents in Louisiana and Mississippi (1880s and 1890s), anti-Italian hysteria in New Orleans (1891), and attacks on Polish and Hungarian strikers in Pennsylvania (1887).

86. Draw upon such immigration restriction measures as the Chinese Exclusion Act (1882), Gentlemen's Agreement (1907), Literacy Test (1917), Emergency Quota Act (1920), Immigration Restriction Act (1924), and the McCarran-Walter Act (1952) to determine the trends, changes, reasons for changes, and the tensions between American ideals and reality.

87. Drawing upon the arguments of advocates of Social Darwinism such as William Graham Sumner, John Fiske, and Andrew Carnegie, and opponents such as Lester Frank Ward, John Dewey, Richard T. Ely, and William James, analyze the impact of Social Darwinism on public policy in the late 19th century. How did Social Darwinism justify the political, economic, and social dominance of white, Anglo-Saxon, Protestant males?

88. Use examples of literacy tests and selections from the Mississippi Constitution of 1890 and the South Carolina adoption of the Mississippi formula in 1896 to analyze the origin and purpose of the "Jim Crow" system. How did poll taxes and residency requirements help to bolster the system? What were the goals and consequences of the Immigration Restriction League?

89. Utilizing elections from the anti-lynching appeals of Ida Wells Barnett, Booker T. Washington's "Atlanta Exposition Address," W.E.B. Du Bois's The Souls of Black Folk, and appeals of other African American leaders of the late 19th century, explain the various proposals advanced to combat political disenfranchisement, Jim Crow laws, and the widespread lynching of the 1890's.

90. Examine how the rise of big business and the increasingly impersonal nature of work in the burgeoning factories affected workers and their responses to the new order. How did the workers respond to the rigid timetables of factory work? How did factory owners try to instill discipline? Why were tensions created in relationships between factory owners and employees?

91. Assess the inroads women made in traditional male-dominated profession and occupations. Why did early labor unions refuse to admit women? Why did the Knights of Labor admit women as members while other unions did not? How did the employment of African American women differ from immigrant and native-born white women?

92. Contrast the National Labor Union and Knights of Labor with the American Federation of Labor in terms of the types of workers organized; their view of immigrants, African Americans, Chinese, and women workers; and their position on strikes and reform agendas. Why did most unions support a "lily white" policy in the late 19th century? How and why did the Knights of Labor differ? Why did Knights of Labor display racial hostility to the Chinese in contrast to their policy toward African American and women workers? Why did the American Federation of Labor avoid involvement in broad-based reform and political movements, accept the social and political order under capitalism, and favor the "business unionism" of Samuel Gompers?

94. Analyze the labor conflicts of 1894 and their impact on the development of American democracy. Why was Coxey's Army formed and what was its impact? What did Thorstein Velben mean when he argued that the men of Coxey's Army changed the phrase of the Declaration of Independence from "life, liberty, and the pursuit of happiness" to "life, liberty, and the means of happiness"? Why did attorney General Olney seek an injunction against the Pullman strikes? How did the Pullman strikers justify their actions? How did President Cleveland justify the use of the U.S. Army? Would you agree with the president's decision? Why was the Pullman strike called "Debs's Resolution?"

95. Utilize such sources as Senator Albert Beveridge's "March of the Flag" speech, Alfred Thayer Mahan's The Influence of Sea Power upon History, and the program of the anti-imperialist league, to compare the positions and arguments of imperialists and anti-imperialists. To what extent was "sea power" a factor in U.S. expansionism? What special interests did the United States have in acquiring Hawaii and Samoa?

96. Using selections from Josiah Strong's Our Country, analyze the Protestant missionary zeal for expansionism. Why does Strong call it America's divine mission? To what extent did workingmen, business leaders, and farmers support expansion?

97. Weigh the relative importance of ideological, economic, and religious factors which contributed to late 19th-century imperialism.

98. Construct a historical argument about or debate the following assertion: President McKinley allowed himself to be stampeded into war with Spain by the "jingoes" in his own party and by public opinion at large Spanish officials had agreed to the terms specified in his ultimatum. What was President McKinely's reasoning for taking control of the Philippines? Was the U.S. justified in annexing the Philippines? In the long run, would the United States have been better off keeping Cuba and relinquishing the Philippines?

99. Interpret documentary evidence from a variety of primary sources to construct sound historical arguments, debates, or narratives on the consequences of the Spanish-American War. What role did the U.S. take in Cuba following the Spanish-American War? How did the war affect U.S. involvement in international relations? What were the constitutional issues raised by the acquisition of new territories?

100. Draw upon a variety of historical narratives, biographical and newspaper accounts, personal letters, and memoirs to compare President Roosevelt, Taft, and Wilson as leaders of the Progressive movement. What was the substance of Progressive reforms during the presidency of Theodore Roosevelt? What were the major contributions to Progressivism? How did Taft's background and training influence have view of the presidency and his style of leadership? What kind of progressive qualifications did Wilson bring to the presidency?

101. Was Theodore Roosevelt a "trust buster" in the progressive sense or was he resorting to political rhetoric? What was the progressive Republicans' case against Taft? Was it justifiable? How are the weaknesses and strengths of Progressivism illustrated in the Wilson administration? How did Wilson respond to the requests of African Americans, women, and labor?

102. Assess the platforms of the Democratic, Republican, Progressive, and Socialist parties in the 1912 presidential elections: analyze their similarities and differences and explain why the 1912 campaign was the high tide of Progressivism. What were the political and issue-oriented factors affecting the rift within the Republican party after 1909? In what ways did the Square Deal, New Nationalism, and New Freedom differ? In what ways were they similar? What factors influenced the outcome of the election? To what extent was Wilson's reform program from 1913 to 1916 a simple updating the Omaha Platform of 1892?

103. Identify the Progressive amendments to the Constitution and analyze the movements that culminated in each amendment. How did the alliance of the Anti-Saloon League and the Women's Christian Temperance Union produce the 18th Amendment? What did the proponents think it would solve? Why was the Income Tax Amendment considered progressive? Why was there a movement for direct elections of senators? Was this a change for the better?

104. Define Roosevelt's Big Stick policy and explain how it was applied to Latin America. Why did Theodore Roosevelt believe that the United States had the right to intervene in the affairs of Latin American nations? How did the construction and control of the Panama Canal underscore the perceived role of the United States in the region? How did contemporary political cartoonists depict Roosevelt's foreign policy?

105. Develop a historical argument assessing differences in the foreign policy approaches of Roosevelt's Big Stick, Taft's Dollar Diplomacy, and Wilson's Moral Diplomacy. Conduct historical research to develop a case study of one such episode (e.g., Panama, Nicaragua, or Mexico). What were the foreign policy goals of each administration? What was the reaction of Latin Americans to U.S. interventions in the Caribbean, Central America, and Mexico? What is the legacy of such policies in the present-day relationships between the United States and Latin American?

106. Use the Open Door Notes to explain the commercial basis of American foreign policy in East Asia. To what extent were the Open Door Notes part of a quest for "informal empire" rather than open emperialism in East Asia? How did the Open Door Notes lay the basis for American's future protection of China's territorial integrity?

107. Use the texts of the Monroe Doctrine and the Roosevelt Corollary to determine to what extent there is a connection. Is the Roosevelt Corollary a legitimate use of the Monroe Doctrine or a distortion of it? Under the Roosevelt Corollary were nations entitled to complete sovereignty?

108. Use cartoons and newspaper articles to explain the U. S. role in the Panama Revolution of 1903. Was the construction of the Panama Canal in the U.S. national interest? Were Roosevelt's responses to the Panamanian Revolution justifiable? What were the long-range effects of his actions? Was Theodore Roosevelt abusing his powers as president to act on the Canal without congressional approval?

109. Use primary sources illustrating the West Coast hostility to Japanese immigrants to explain the connection between the 1906 segregation of San Francisco schools and the Gentlemen's Agreement. What was the Japanese perspective on the segregation issue? How did the issue affect Japanese-U.S. relations? Why did Roosevelt feel it was necessary to send the Great White Fleet to Japan in 1908? How did it affect diplomatic relationships with Japan?

110. Draw upon sources such as historical narratives, newspaper articles, and personal memoirs to analyze the reasons for passage of the Selective Service Act in May 1917, and explain what areas of the country most legislative opponents of the measure represented. What reasons did opponents of the Selective Service Act offer against passage of the measure? Did the Selective Service Act reflect the ideals and objective of Progressivism?

111. Explain in Wilson's goals in recommending the establishment of a League of Nations. Why did domestic opposition to the League of Nation arise? What were the basic arguments against it? How does the League of Nations envisioned by Wilson compare to the present United Nations?

112. Examine point six of the Fourteen Points, which dealt specifically with Russia. Did Wilson's subsequent actions in regard to Russia violate the principles set forth in his fourteen points? What was the nature and purpose of the U.S. Siberian expedition? What were the long-term consequences of Allied and American military intervention Russia?

113. Evaluate why so many Americans at the local, state, and national levels who had supported the war for the purpose of "making the world safe for democracy" denied it to many of their fellow citizens at home, actively prosecuted dissenters, and violated the civil liberties of nonconformists and opponents of the war. In what respects were measures of such as the Espionage and Sedition Acts violations of basic constitutional rights? On what grounds did Wilson support passage of such measures as the Espionage and Sedition Acts? To what extent did the Wilson administration contribute to the wartime hysteria? How did Justice Oliver Wendell Holmes's opinion in Scheneck v. U.S. (1919) affect free speech? Do you agree with his reasoning? How did his opinion in Abrams v. the U.S., given eighth months later, differ?

114. Analyze the major causes of the Red Scare and explain the role of J. Edgar Hoover and Attorney General A. Mitchell Palmer in contributing to the hysteria. Draw historical evidence from speeches, political cartoons, news reports, editorials, and journal articles to analyze how words and images were used to stir fears of Bolshevism and foreigners. To what extent was Bolshevism a real or imagined thereat to the United States? How effective was propaganda in winning public support for the Palmer raids?

115. Draw evidence from the Sacco and Vanzetti trial proceedings and commentary by journalists to analyze the issues raised by the celebrated case. How did the Sacco and Vanzetti case relate to the Palmer raids? Did Sacco and Vanzetti get a fair trial?

116. Use statistical charts and the immigration laws of 1917, 1921, and 1924 to explain the changes in the ethnic composition of immigrants and the fears it represented. What factors contributed to the passage of restrictive immigration laws in the twenties? How was "American" being defined?

117. Draw historical evidence from biographies, newspapers, and works of authors reflecting different attitudes on race, such as Madison Grant, Thomas Dixon, James Weldone Johnson, W.E.B. Du Bois, and Claude McKay, to construct a historical narrative assessing the impact and consequences of racism in the postwar era. What were the underlying causes of the northern race riots of the postwar era? What were the origins and goals of the Garbey movement? How successful was Marcus Garvey?

118. Gather evidence from a variety of historical sources to assess the Harding and Coolidge administrations and analyze the effects of World War I on the vitality of Progressivism. In what respects did the "return to normalcy" reflect a rejection of Wilsonianism and Progressivism? How did Harding's support of federal anti-lynching legislation, rights for African Americans, and his record in civil liberties contrast with his predecessor? What was the impact of the Coolidge-Mellon economic program? To what degree was it a break with economic policies of Progressives?

119. Examine the effect of women suffrage on women and society in the 1920's. Why was Alice Paul's sponsorship of the Equal Rights Amendment so little supported by women in the 1920's? What issues concerning protective labor for women and children arose in the 1920's? How unified were women on these issues?

120. Describe Republican efforts to ensure a peaceful and stable world order in the 1920s and evaluate whether or not they were successful. Were there discernible differences in U.S. foreign policy toward Asia, Europe, and Latin America in the 1920s? How realistic were the agreements reached at the Washington Naval Conference of 1921-22 in protecting the long-term interests and security of the United States? In what respects were Republican foreign policies in the 1920s different from Progressive policies? How did the Clark Memorandum (1928) and the Hoover administration reorient U.S. foreign policy toward Latin America?

121. Debate the proposition: In order to defend American society from the threat of communists it may become necessary to restrict civil liberties.

122. Construct a sound historical argument, or conduct a Socratic seminar on the topic: "Immigration restrictions of the 1920s rendered the Statue of Liberty obsolete." Did the quota system discriminate against particular groups of immigrants? How did the restriction of European immigration affect Mexican American immigration?

123. Assess the degree to which the rebirth of the Ku Klux Klan exemplified hostility toward people of color, religious minorities, and immigrants in many parts of American society. What accounts for the development of large Klan organizations in northern states?

124. Interrogate historical data from a variety of sources to explain the link between Progressivism and the early New Deal.

125. Assemble the evidence to answer such questions as: How did philosophical and political approaches of Hoover and Roosevelt in dealing with the depression differ? To what extent did Hoover pave the way for Roosevelt and the New Deal? What was new about the New Deal? Which groups benefited most from the early New Deal? In what ways did the New Deal complete the work of the Populists and Progressives or venture into new fields?

126. Construct a historical investigation assessing the causes, strategies, and leadership of major strikes during the New Deal. Evaluate strikers' success in attaining their started goals. Select from the rash of strikes in 1936 and 1937, including the celebrated General Motors sit-down strike.

127. Explain the effects of New Deal agriculture programs on farm laborers by examining the Agricultural Adjustment Administration (AAA) and the Southern Tenant Farmers' Union (STFU). Why was the STFU outraged with the application of the AAA? What methods did they use to change the system? What conclusions may be drawn from the fact that white and African American tenant farmers in the South worked together in the STFU?

128. Drawing upon a variety of historical sources, explain the factors contributing to the success of CIO leadership in organizing the rubber, auto, and steel workers in the period 1937-1941. Why did the American Federation of Labor prove reluctant to organize workers in the mass production industries? What role did Communist party organizers play in organizing workers in the 1930s? How did Roosevelt and the New Deal advance the interests of working class Americans? What workers benefited most from the New Deal reforms? How did the general public respond to the "sit-down strikes" of 1937-38 and what effect did public perception have on support for the New Deal? What workers were least affected by unions? How did the New Deal affect nonunion workers?

129. Construct a sound historical argument or debate examining statements such as: "The failure to enforce the Treaty of Versailles led to World War II;" or "the lack of support for the League of Nations encouraged aggressive policies by dictatorial regimes."

130. Construct a historical narrative comparing the Roosevelt administration's response to Italian aggression in Ethiopia, the Japanese invasion of China, German militarism and European appeasement, and fascist support for Spain during the Civil War. What were American interests in Europe and Asia? To what extent did the Neutrality Acts limit Roosevelt's options in dealing with international aggression? Would public opinion have supported U.S. intervention in Africa, Asia, and Europe in the 1930s?

131. Construct a time line from 1900 to 19451 listing events which caused tensions between the United States and Japan. Draw from a variety of sources such as newspaper stories and editorials, treaties, international agreements, propaganda graphics, and documentary photographs to explain the reasons for rising tensions.

132. Examine the Supreme Court's reasoning in Schechter v. U.S (1935), U.S. v. Butler (1936), West Coast Hotel Company v. Parish (1937), and National Labor Relations Board v. Jones and Laughlin (1937) Investigate Roosevelt's response to the rulings and debate such questions as: Was Roosevelt's "court packing" scheme appropriate? Was his proposal constitutional? Were the rulings by the Supreme Court the death knell of the New Deal? Would the acceptance of the Roosevelt plan have destroyed the constitutional system of checks and balances? How does "a switch in time save nine"?

133. Construct a sound argument, debate, or historical narrative examining the opposition to the New Deal from the perspective of the conservative Liberty League, the radical Communist party, or the protest movement of Coughlin and Long. How did the proposals of the "Share the Wealth" movement differ from those of the Communist party? How did they differ from the Liberty League's agenda? What was the effect of such programs on the New Deal? Was the criticism of Roosevelt and the New Deal justified? To what extent did the opposition of these groups solidify popular support for the New Deal?

134. Examine the proposals of Upton Sinclair's EPIC campaign in California. What groups opposed it? Why did it fail? What were the reasons for the growth of the American Communist party during the 1930s? To whom did the party have the greatest appeal?

135. Utilizing a variety of historical and statistical sources, analyze the class basis for support and opposition to the New Deal in the Northeast, South, Midwest, and Far West.

136. Drawing upon a variety of examples from the New Deal era, explain how this reflects the ideology and significance of FDR and the New Deal. Was the New Deal able to solve the riddle of depression? Who did the New Deal help the most? the least? What groups and regions most supported the New Deal? Did the New Deal go far enough? Would American voters in the 1930s have supported more radical change? How did the New Deal change the relationship between state and federal government?

137. Draw on examples of Roosevelt's foreign policy toward Latin America and explain the reasons for the Good Neighbor Policy in Latin American. Compare the Good Neighbor Policy to Theodore Roosevelt's Big Stick Policy, Taft's Dollar Diplomacy, and Wilson's Watchful Waiting. Develop a chart on the goals, methods, and results of each of the policies.

138. Use speeches and laws to decide whether the U.S. was already at war in the Atlantic when the Japanese attacked Pearl Harbor. Why did FDR use the metaphor of a "quarantine" in his speech of October 5, 1937? Did this speech contradict American neutrality? Was the arming of American merchant ships an offensive or defensive act? Did FDR make the right decisions in calling for "cash and carry," "destroyers for bases," "lend lease," and the arming of merchant ships? What were his alternatives? What were the consequences of each action?

139. Interrogate historical data from a variety of sources including industry and military draft records, economic and employment statistics, and historical narratives to explain United States mobilization during World War II. How did the industrial sector adapt to meet the necessities of war production? What types of jobs- both within and outside the factories- developed as a result of domestic mobilization? What role did women play in the workforce? To what extent were their experiences similar to or different form those of women during World War I?

140. Analyze how African Americans, Mexican Americans, and Native Americans contributed to the war effort, and examine the contradiction between their treatment at home and the goals that they were fighting for in Europe.

141. Using novels, reports from government hearings, and pictures, analyze the effects of their location centers on Japanese American families and civil liberties. After reading selections from Return to Manzanar, Citizen 13660, or other memoirs of life in the camps, discuss questions such as: How was family life affected by the camps? How did the contribution of the Nisei Battalion contrast with the treatment of Japanese Americans at home?

142. Assemble historical evidence to explore such questions as: On what grounds did government officials justify the internment of Japanese Americans? Was this an example of racism? What were the Supreme Court's decisions in U.S. v. Hirabarashi(1943); U.S. v. Korematsu (1944); U.S. v Exaparte Endo (1944)? What constitutional issues were involved in the cases? Was the restriction of civil liberty during wartime justified? Why did Congress issue a public apology and vote to compensate surviving Japanese American internees in 1988?

143. Explain U.S. policy regarding the British mandate over Palestine and the establishment of the state of Israel. Why did the U.S. State Department oppose recognition of the new state of Israel in 1948 and why was the U.S. the first country to extend recognition?

144. Draw upon such documents as George F. Kennan's "Mr. X" article, "The Sources of Soviet Conduct," in Foreign Affairs (1947), and Walter Lippman's The Cold War (1947) to analyze the major arguments supporting and opposing the "containment" policy. How and why did the Truman administration implement the containment policy in Europe? Were they successful?

145. Analyze NSC-68 [National Security Council Paper #68] , explain how it reoriented U.S. foreign policy in 1950, and evaluate its long-range effects on domestic policies and institutions. How did the Korean War affect the basic premises of NSC-68? What was the fundamental disagreement between Truman and MacArthur during the Korean War? Which individual supported the better strategy? Why? How did the Eisenhower-Dulles emphasis on "massive retaliation," and "pactomania" seek to modify the containment policy?

146. Use charts, laws, and speeches to determine how the Fair Deal compared to the New Deal. In which ways did the Fair Deal's goals and achievements build on Roosevelt's New Deal? In which ways did the goals and achievements go beyond those of the New Deal?

147. Analyze Truman's message vetoing the Taft-Hartley Bill for what it says about America's commitment to organized labor. Why did Truman veto the bill?

148. Analyze writings of Eleanor Roosevelt, the publications of the NAACP, and "To Secure These Rights" in order to explain the civil rights program of the Truman administration. Why did southern Democrats object to the civil rights proposals of the Truman administration? How did the Cold War influence the struggle for civil rights? Why was Truman able to win the 1948 election, even though newspapers projected his loss?

149. Drawing on the 1952 election campaign, analyze Republican opposition to the New Deal and the Fair Deal. What image did Eisenhower project in the campaign? To what degree were Eisenhower's domestic and foreign policy priorities and objectives similar to and different from his predecessors? How have recent historians and political scientists re-evaluated the Eisenhower legacy?

150. Analyze Eisenhower's farewell address of January 17, 1961. What was his warning regarding the military-industrial complex? What were the goals Eisenhower set for the nation in this farewell address?

151. Research the social and economic effects of the GI Bill. What impact did the GI Bill have on higher education? What opportunities did it open? What effect did it have on new home construction? How did it foster a trend toward mass production? What impact did it have on the development of small businesses?

152. Use advertisements, newspaper commentaries, and statistics to explain the meaning of the term "crabgrass frontier." Why was the "house and the yard" considered an ideal? To what extent was the ideal real? Explain the symbols involved in the term "Levittown." What did people look for in suburbia? What did they find? What changes in social and economic patterns were brought about by the Interstate Highway System? What was the impact of suburbia on race relations? On the central cities?

153. Examine documents relating to the Bay of Pigs and the Cuban missile crisis, including the recently declassified documents to assess the wisdom of Kennedy's response to the crisis. How would you account for the idealism of Kennedy's Alliance for Progress with the overt and covert interventionism of his Cuban policy? How did Kennedy's Cuban policy threaten the goals of the Alliance for Progress? What was "Operation Mongoose" and what were some of its major consequences? Did Lyndon Johnson follow Kennedy's policy in Latin America or did he change it? Explain. How did Latin American countries and the Organization of American States respond to the Kennedy-Johnson policies in the Americas? What were the "lessons" of the Cuban missile crisis? Did it contribute toward detente or accelerate the arms race?

154. Use video selections of the TV debates, campaign speeches of Nixon and Kennedy, and newspaper and periodical articles covering the campaign to analyze the "New Politics" introduced in the election of 1960. How did the television debates shape the outcome of the election? How did charisma and image play a role the campaign? Did they overshadow the issues? Why did Kennedy win the election? Was the election a mandate for liberalism?

155. Analyze Kennedy's inaugural address for what it says about citizenship, rights, and responsibilities. Richard Reeves has referred to it as "Kennedy's Music." What does that mean? Did the inaugural address intensify the Cold War or was it a response to it? Was it a momentary, pragmatic political speech or one that embodies a long-lasting American passage?

156. Use Kennedy's acceptance speech at the 1960 nominating convention and historical accounts of the Kennedy administration to define and explain the meaning and impact of the "New Frontier." Was there a "New Frontier" in domestic legislation?

157. Use legislation and programs such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Elementary and Secondary Education Act of 1965, the Medicare Plan, the Economic Opportunity Act of 1964, Head Start, the Job Corps, the Appalachian Regional Development Act, the Metropolitan Redevelopment Act, and the Demonstration Cities Act to explain the meaning and impact of the Great Society. How did Great Society proposals compare with the New Deal? Were the Great Society programs a success or a failure?

158. Explain Lyndon Johnson's statement: "They say Jack Kennedy's got style, but I'm the one who's got the bills passed." How did the assassination of John Kennedy affect the implementation of the Great Society? Was Johnson trying to implement Kennedy's program or break experimental ground? Explain. What was the "Johnson treatment"? Was the "treatment" appropriate for a president?

159. Assemble the evidence and develop a sound historical argument on such questions as: How did the "fall of China" syndrome affect the response of Democratic presidents to events in Vietnam? How did the overthrow of Diem in 1963 contribute to political instability in South Vietnam? What were the long-term consequences for the U.S.? How did the Tonkin Resolution expand presidential war powers? Was Johnson's policy of massive bombing of North Vietnam justified in light of Hanoi's military involvement in South Vietnam? Why was the Tet offensive a military victory but a political disaster for the United States? Did Johnson's withdrawal speech of March 31, 1968, represent a significant changes in U.S. policy in Vietnam or an alteration in tactics in order to offset criticism of a policy increasingly under public attack?

160. Use historical sources, including statistical information, to assess the validity of the class basis of combat service in Vietnam.

161. Drawing on the historical evidence, assess the success and impact of Vietnamization and evaluate Nixon's expansion of the war and bombing in Southeast Asia. What were the terms of the Paris Peace Accords? What are the legacies and lessons of the Vietnam War?

entered by Meghan Neenan '02 4/12/01