HISTORY& 137 U.S.

History since the Civil War // SPRING 14

(History& 137.doc)

ROOM: G110
TIME: 0930-1020 DAILY
INSTRUCTOR: Ken Zontek, PhD
OFFICE: G159
OFFICE HOURS: 1030-1120 daily or by appointment
PH: 574-4802//4834 E-MAIL: kzontek@yvcc.edu
TEXTS: Zinn, Peoples History of American Empire (2008); Schweikart & Allen, Patriots History of the US (2007)
MATERIALS: TBD/TBA
COURSE DESCRIPTION: Political, social, economic, and cultural history of the United States since
1865.
This course will survey American History from the Civil War to the present. Lecture, audio-visual
aids, reading and research assignments, discussion, and examinations will convey the material. I intend to
present the course subject chronologically with a thematic approach. We will utilize many sub-fields of
history such as environmental history, ethnohistory, social history, and political history. Historiography
merits top attention. Major themes include environmental/cultural determinism, imperialism, manifest
destiny, racism, moralism, exceptionalism, capitalism, immiseration, federalism, legalism, property
right sanctity, sectionalism/regionalism, sexism, feminization of poverty, xenophobia, liberalism vs.
conservatism, populism & patriotism, and security vs. civil liberty. Skill development should occur in
reading, listening, writing, studying, researching, note-taking, and test-taking.
PRE-REQUISITES/CO-REQUISITES: Official statement below:
Students Please Note! This course has the following pre-requisite:
Eligibility for ENGL& 101 and MATH 085
CLASS POLICIES:

Attendance/Absences: Students will be held accountable for all course material at all times in
accordance with the class schedule. Testable material continuously will appear.
Late Assignments/Make-up Work/Extra Credit: All work will be on-time in order to receive any credit.
Extra credit does not exist.
Withdrawals/Incompletes: W and I grades will be assigned in compliance with the YVCC catalog
policy. Lack of participation and work submission will result in failure.

ACADEMIC DISHONESTY:
The YVCC student handbook states that the following is a violation of college rules: Buying, copying, or borrowing or
otherwise plagiarizing anothers images, ideas, evidence, opinions, or other original products or documents from
published, unpublished, or electronic sources for the purpose of deceiving any instructor as to the products
origination. If the student is found plagiarizing or is otherwise being academically dishonest, he/she may receive an immediate
failure and disciplinary action may be taken in accordance with the code procedures. The YVCC catalog reviews your rights and
responsibilities as a student. It also defines various violations (cheating, plagiarizing, etc.) and outlines disciplinary actions.

ADA STATEMENT:
If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share
with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as
soon as possible. Contact person for students with disabilities is Robert Chavez, phone number 574-4968.

HOW TO GET TO YOUR E-MAIL ACCOUNT:

Go to: http://www.yvcc.edu/Students/Pages/Attention.aspx

ABILITIES: Students will receive the opportunity to practice the following abilities as they meet course
objectives: Analytical Reasoning (AR) and Communication (C)
COURSE OUTCOMES & OBJECTIVES: Students who successfully complete this course should be able
to:
1. Outcome: Describe major developments in foreign policy and relations in the 19 th and early 20th
centuries (through WWI).
a. Objective: Describe and evaluate examples of American imperialism by examining its
origins, actions and legacies. C
b. Objective: Define and explain the significance of key terms associated with imperialism,
e.g., Big Stick Diplomacy and Emilio Aguinaldo/Philippine Insurrection (1899-1902), etc.
AR
2. Outcome: Summarize and evaluate major developments of the post-WW II era in domestic and
foreign policy.
a. Objective: Write an essay on foreign or domestic developments from the time period. AR
b. Objective: Define and explain the significance of key terms associated with containment,
e.g., Truman Doctrine, Marshall Plan, Korean War, Vietnam, etc. AR
3. Outcome: Analyze a fairly specific topic in this period.
a. Objective: Analyze the interpretation of an historical feature from a text. C
b. Objective: Research relevant to a specific historical topic. AR
4. Outcome: Explain history/historiography as an academic discipline.
a. Objective: Define and explain the significance of historiography. C
b. Objective: Analyze texts with attention to content and glaring omissions, themes and
evaluation. AR

SUGGESTED STRATEGY: Read and actively engage the material before class. Review your notes
regularly and rehearse answers to the essay directives. Ask questions.
EVALUATION: (500 pts. total)
(0-299 F; 300-349 D; 350-399 C; 400-449 B; 450-500 A)
Tests: 1 mid-term and 1 final, 100 pts. each = 200 pts.
Short and long essay format.
Paper: one 4 page analysis/critique of your texts = 100 pts.
Participation: 12 in-class essays/ discussions (each = 20 pts.). E-mail request for the
electronic syllabus must reach the instructor in order to become eligible for receiving
credit. No grades will be entered ex post facto.
Up to 200 pts. I will drop your lowest two scores depending on eligibility [Eligibility
comes from two successful days of randomly selected in-class participation/feedback
with correct working answers when called upon by me, i.e., youll be a class expert
for the day.]

Note: Unless otherwise directed, for each essay/discussion/annotation (EDA)

session on the reading, prepare to state the following: 1) content and noteworthy
omissions, 2) theme(s), and 3) your reaction/evaluation, unless told otherwise.
Be sure to think with a comparative perspective between the texts. As well, I will
check your book annotation at each session.
Note: Prescribed format consists of 1-2 paragraphs surveying the content and
omissions of the reading, followed by another paragraph synthesizing the themes
from the course with each text, followed by a final paragraph explaining the
students assessment of the reading with substantive justification of the opinion.

HISTORY 137& CLASS SCHEDULE

(History 137& Schedule.doc)

APR 2 = Essay/Discussion/Annotation [EDA #0 (20 pts.] & e-mail me for e-syllabus in order to get grades
In-class essay on historiography of course texts found in the following pages:
[Zinn (Z) = foreword, prologue; Schweikart & Allen (S&A) = xi-xxiv, 828-829].
MAR 31 APR 4 Unit 1: Reconstruction [Z = 9-17,187-192; S&A = chs. 10-11] (Notes #s 1-3)
4/4 = EDA #1 (20 pts.) on unit 1 reading
APR 7-9
Unit 2: Gilded Age [Z = 18-27, 78-81; S&A = ch. 12] (#s 4-5)
4/7 = EDA #2 (20 pts.) on unit 2 reading
APR 10-18 Unit 3: Progressive Era [Z = 28-77, 212-219; S&A = 457-510] (#s 6-8)
4/17,18 = EDA #3 (20 pts.)
APR 21-25 Unit 4: WWI & Roaring 20s [Z = 82-108, S&A = 510-542] (#s 9-10)
4/25 = EDA #4 (20 pts.)
APR 28 - MAY 1
Unit 5: Great Depression [Z = 109-114; S&A = 542-575] (#s 11-12)
4/29 = EDA #5 (20 pts.)
MAY 5-9
Unit 6: World War 2 [Z = 115-138, S&A = 575-630] (#13)
5/7,8 = EDA #6 (20 pts.)
5/9 = Mid-Term Exam (100 pts.)
MAY 12-15

Unit 7: Modernization (World War 2 Aftermath & 1950s) [Z = 139-155;

S&A = 631-666] (#s 14-16)
5/15 = EDA #7 (20 pts.) & Pre-approval of topic due

MAY 16-20

Unit 8: Growing Pains (1960s) [Z = 156-186;

S&A = 667-689, 699-710] (#s 17-18)
5/20 = EDA #8* [ABA-AR#4] (20 pts.) & Paper Topic due (10 pts.)

MAY 21-27 Unit 9: 1970s & 1980s [Z = 193-211, 220-253;

S&A = 689-699, 711-774] (#s 19-21)
5/27 = EDA #9 (20 pts.) & Paper Sources due (10 pts.)
MAY 28-30 Unit 10: 1990s [Z= 254-258; S&A = 774-802] (#s22-24)
5/30 = EDA #10 (20 pts.)
JUN 2-6
The New Millenium [Z = 259-263, S&A = ch. 22] (#25)
6/2 = Paper & Peer Review due (20 pts.)
6/5 = EDA #11 (20 pts.)
6/6 = Revised final paper due (60 pts.)
4

JUN 10 = Final 8:00A

THEMES // Themes = topics of discourse. Themes offer a more subjective way of analyzing history. This
course utilizes a thematic approach to help students comprehend the universality and connections of
features/elements of American history. In your analysis of the course content, you may focus on the
themes (thesis) or their opposites (antithesis), e.g., racism or the lack of racism.
Course themes with working definitions with (examples):
environmental/cultural determinism = lifestyle based on living within the environments immediate
parameters (Plains tribes living in tepees)/lifestyle based on cultural preferences (Phoenix exists due to
people wanting a warm place to live even though they pillage the resources of water and electricity from
other regions)
imperialism = the control of foreign land or markets for resources and/or profit (the US annexed Hawaii
for plantation agriculture)
manifest destiny = the idea that the US should spread from coast to coast (politicians justified the
acquisition of California from Mexico to fulfill manifest destiny)
racism = discrimination based on race (the use of Africans for slaves)
moralism = the belief in the superiority of ones values (the Puritans banished religious dissidents)
exceptionalism = the idea that Americans are special and unique (Americans fought against the British for
taxation without representation even though American British colonists paid 1/25 the taxes of a Brit in
Britain)
capitalism = an economic system in which the production is privately owned/operated for profit (John
Jacob Astor, a New York real estate dealer and fur trader, became one of Americas first millionaires)
immiseration = increasing gap between rich and poor (CEOs v. workers)
federalism = the division of authority between regional (state) and central (federal) government (typically,
law enforcement is a state function as the FBI does not give motorists speeding tickets)
legalism = American reliance on written law and propensity for litigation (Americans adhere to the
Constitution)
property right sanctity = the high esteem and primacy placed on ownership of property (few Confederate
slave-owners lost their land after the after the Civil War)
sectionalism/regionalism = focus on the country through its parts. Sectionalism often connotes friction,
whereas regionalism possesses a kinder connotation (the North and the South split into sections, the
Pacific Northwest is a nicer region for quality of life than the Midwest sorry Iowans)
sexism = discrimination based on gender (Women still dont make the same pay as men in the same jobs
in the private sector)
feminization of poverty = disproportionate increase in poverty for women and children (cut social
programs often impact single mothers)
xenophobia = fear/hatred of foreigners/outsiders (The redneck stated, Those people are taking all our
jobs and they dont even speak American)
liberalism vs. conservatism = preference for change as opposed to preference for remaining the same
(currently, the Democratic Party is the liberal party while the Republican Party is the conservative party, but
not historically)
populism & patriotism = the idea of representing the people or popularity and the concept of loyalty to
ones country (history books that are well-read often are termed populist; patriotism often is interpreted as
embracing majority ideals with respect to the will of the country)
security vs. civil liberty = the concept that during times of perceived threat to the nation, then lawmaking
and law enforcement often infringes more so on personal liberties, e.g., freedom of speech/movement

(After 9/11, airport security tightened and Congress passed the Patriot Act, meant to enhance law
enforcement investigatory tools.)

Annotations Scoring
Beginning
0-1

Developing
2

Acceptable
3

Proficient
4

Little or no marking
of text. No evidence
of effort to think
critically about the
content or
distinguish important
ideas. No written
comments or
questions in the
margins

Some marking of
the text. Some
important phrases or
sentences may be
underlined. No
written comments or
questions in the
margins.

Some marking of
important ideas in
the text. A few
specific one- or twoword comments
(themes/evaluation)
or questions are
written in the
margins. Shows
some effort to think
critically about the
text.

Important ideas are

clearly marked in
the text (including
test terms). Plenty
of comments
(themes/evaluation),
questions, reactions
are written in the
margins. Margin
notes show
active/critical
thinking and
engagement with
the ideas presented
in the text.

Essay Scoring
Beginning
0-1
Presents some idea
of content. Neglects
themes and does
not develop
rationale for
evaluation.

Developing
2
Describes content
fairly well. Offers
little explanation of
themes and
evaluation.

Acceptable
3

Proficient
4

Shows mastery of
content with an
attempt to
synthesize themes.
Offers an evaluation
with some support.

Shows mastery of
content and some
context.
Synthesizes themes
and provides a
rationalized
evaluation.

Discussion Scoring (Subject to Change//To Be Announced)

1 Present
2 Comments once specific to discussion
3 Comments twice specific to discussion
4 Comments twice or more and leads discussion with commentary
6

Test ID Scoring
10 pts./ID: 1 point for correct definition format and 1 point for correct significance format. 4 points
possible for correct definition and 4 points possible for correct statement of significance.
See the test sheet for correct format and examples.

Beginning
0-1

Developing
2

Definition: provides
information relevant
to the term(s)

Definition: correctly
describes the
term(s)

Statement of
significance:
provides information
relevant to the
term(s)

Statement of
significance: provides
information beyond
the definition that
begins to synthesize
the term(s) with
course themes or
places the term(s) in a
larger historical
context

Acceptable
3

Proficient
4

Definition:
possesses (an)
encompassing
noun(s) and
description that
defines most of the
term(s)

Definition:
possesses (an)
encompassing
noun(s) and
description that
defines all the
term(s)

Statement of
significance: provides
information beyond a
definition that
synthesizes the term(s)
with course themes or
places the term(s) in a
larger historical context

Statement of
significance: provides
developed/specific
information beyond a
definition that
synthesizes the term(s)
with course themes or
places the term(s) in a
larger historical context

Test Essay Scoring

30pts./essay: 2 points for attempt with 28 points possible in accordance with the rubric
below

Beginning
0-1
Offers information
relevant/tangential
to the essay prompt.

Developing
2
Correctly addresses
most of the prompt with
some paragraphing,
narrative development
and specific
terms/concepts support
of reasonably clear
thesis statement(s)

Acceptable
3
Correctly addresses all
aspects of the prompt.
Organizes the essay
with solid paragraphs
showing narrative
development with
specific terms/concepts
support of clear thesis
statement(s).

Proficient
4
Correctly addresses all
aspects of the prompt.
Organizes the essay
with solid paragraphs
showing narrative
development with
specific terms/concepts
support of clear thesis
statement(s). Focused
narrative shows mastery
of material.

Abilities-Based Assignment [for your portfolio]

HIST& 137 (Zontek), SPRING 2014
EDA #7, an in-class essay often done in the course, serves as your abilities-based
assignment for this class. The assignment will measure Analytical Reasoning (AR) #4,
stated: AR4: Identify and demonstrate an understanding of issues, problems, and
perspectives.
As stated in the syllabus, the assignment is based on your reading of Zinn, pp. 425-452
and Schweikart and Allen, pp. 631-666. The assignment is: Explain the following: 1)
content and noteworthy omissions, 2) theme(s), and 3) your reaction/evaluation. Be
sure to reflect with a comparative perspective between the texts.
Your score will reflect the AR proficiency level based on the rubric below.
AR4: Identify and demonstrate an understanding of issues, problems, and
perspectives.
Unacceptable
Developing
Acceptable
Proficient
Does not clearly or
Demonstrates
Identifies the
Clearly identifies
correctly identify the superficial
problem or issue
main problem or
major problem or
understanding of
and some of the
issue with its related
issue. Deals with
the problem or
related facets.
facets and
only a single
issue.
addresses multiple
perspective or
perspectives
viewpoint on an
appropriate to the
issue.
issue.
Your score will reflect the course grading based on the rubric below.

Beginning
0-1
Presents some idea
of content. Neglects
themes and does
not develop
rationale for
evaluation.

Developing
2
Describes content
fairly well. Offers
little explanation of
themes and
evaluation.

Acceptable
3

Proficient
4

Shows mastery of
content with an
attempt to
synthesize themes.
Offers an evaluation
with some support.

Shows mastery of
content and some
context.
Synthesizes themes
and provides a
rationalized
evaluation.

Reading Tips
1 Reading is not the same thing as Decoding
We learned to decode in first grade. Reading discovering and analyzing the
message in a text may and possibly should be done in something other than chronological
order. When analyzing a piece of writing, see patterns, not individual words.
(2) Slow Down
Difficult texts need to be considered more slowly. Look for what the writer is saying, not
how she or he is saying it.

3 Stay away from the dictionary until later

Youll never finish your reading and will get discouraged.

4 Throw away the highlighter; get a pencil

Write in the margins, in between the lines be interactive.

5 Train yourself to ask questions about context

Who is the author? What is his or her audience? What occasion or incident prompted this
writing? Etc.

6 Continue the conversation after your reading

Respond in a journal or notebook. Again, get interactive. NOTE: Dont read when you
are overly tired, if you can help it. Youll get discouraged and wont want to return.

7 Write translations of difficult passages

If you cant get it, try putting it in your own words. The context clues usually are there;
the vocabulary or just plain old bad writing may be tripping you up.

8 Look for help from the author or editor

9 Create and/or answer study questions
10

Check with a buddy (What did YOU get from that?)

Make sure its a buddy you trust. Beware of McSlackers who might say, I didnt get
anything from that, either. That book sure is boring. Boring does not translate into I
didnt want to read it so I didnt or I gave it 5 minutes and I didnt see any sex, car
crashes or train wrecks, so I quit. Dont trust friends who may be suspect students.

HISTORY& 136/137 PAPER GUIDELINES

[HISTORY& 136-137 PAPER GUIDELINES]

COURSE REQUIREMENT.
You will write a 4 page paper [the text should end on page 4 of the body]. Your paper will analyze/criticize
the presentation of history offered in your course text books. You must compare the works and support
your arguments using outside sources that focus on historical events/interpretations portrayed in the text.
Your paper will not use other critiques of either text in order to receive credit.
FORMAT & STYLE REQUIREMENTS.
MLA. Your papers evaluation depends on professionalism and must use MLA (and I require you to
list the URL, e.g., http://classics.mit.edu/.). You can find the format and style on the internet:
http://www.yvcc.edu/owl/ or http://owl.english.purdue.edu/. Stop by the YVCC Writing Center if
you need help.
Body. Compare the two texts. Use other sources to help you establish your arguments. Beware
lengthy introductions or conclusions as the 4 page limit proves short.
Works Cited. You must use at least 4 sources in addition to the texts.
WORKS CITED & CITATION REQUIREMENTS.
Works cited (sources). At least 4 total sources besides the texts under analysis. All sources must
be professional and refereed [.edu, .gov, .org, .net tend toward acceptable; you may not use .com
as one of your 4 sources]. No blogs.
You must cite each acceptable source at least twice in the paper for a total of at least 8 citations.
TOPIC SELECTION.
Students may select their own unique paper topics within the framework (time and space) of the course.
Topics will be awarded on a first-come, first-serve basis. Be pro-active and take ownership of your topic
selection.
GRADING.
I will evaluate your papers with a standardized grading sheet. Two copies (one hardcopy and one e-copy)
of the paper will be due at the beginning of the appropriate class period. Late papers: the only other due
date is the following Mondays class and late papers will receive a 25 point deduction. See syllabus/class
schedule for dates/point values.
CHECKPOINTS
1. Topic due. Full explanation of pre-approved topic.
a. Must include a 5+ sentence paragraph describing the thesis of your paper with some supporting
argument including key elements to be analyzed with other sources.
2. Sources due. Full citations of at least 4 sources [must meet Works Cited and Citation Requirements (see
above)].
a. Each citation must include a 3-5 sentence paragraph describing the source and its relationship to
your thesis [a.k.a. annotated bibliography].
3. Paper & peer review due. Submit your completed paper. Grade another students paper with the grade
sheet to include a commentary paragraph of at least three sentences.
4. Revised final paper due. Submit 2 copies of your best work.

10

TERM PAPER EVALUATION FORM

[TrmPprEval1]

1.__________ Quality of Critique & Research

Purposeful & Thorough Academically Solid
Good Overall
Acceptable Overall
Superficial
60
52
45
30
5
a. Well-focused analysis that demonstrates clear understanding of historiography.
b. Good job of digging out the sources.
c. Lacked purpose needed for a critique.
d. Needed better/more/appropriate sources/citations.
e. Needed to follow directions better (see syllabus).
f. Quotes out of context [dropped/plunked]
g. See paper.
h. Other:

2.__________ Organization
Logical & Clear
Good
Acceptable
20
15
10
a. Well-organized.
b. Disjointed or repetitious.
c. Offers too little support for thesis.
d. Needed to follow directions better (see syllabus).
e. Paragraph problems.
f. See paper.
g. Other:

Poor
5

3.___________ Conventions
Professional
Good
Acceptable
20
15
10
a. Solid use of standard English.
b. You show promise as a writer.
c. Sentence structure problems: fragment
or
run-on.
d. Punctuation errors.
e. Tense problems.
f. Errors in agreement.
g. See paper.
h. Other:

GENERAL COMMENTS
a.
b.
c.
d.
e.
f.

Poor
5

OVERALL GRADE:_______________

I enjoyed reading this.

Excellent work at the college level.
Meets minimum requirements.
You put much work into this.
Your facts are sometimes wrong.
Not acceptable at the college level.

QUALITY ADJUSTMENT (-10 to +10 pts.)___________________

DISQUALIFIERS FROM CREDIT (- 5 to 100 pts.)

Plagiarism
Lack of adequate sources/citation
Late
Did not follow directions

11

Good Student
December 5, 2008
History 137 - Zontek
Womens Roles Leading up to the 1920s
Branching from any historical event, there are different presentations of the same facts
that may result in biased and slightly misconstrued recollections. Even within a narrow subject,
an authors opinion or point of view can completely change the story.
Can it comfortably be claimed that womens roles leading up to the 1920s were an
example of greatly unjust and tragic aspects of United States history? Or would it be more
accurate to state that womens roles until that particular era were simply different than that of a
mans due to the accepted society at the time? Both statements are probably true, but being
written with strong bias towards one way of thinking, neither tells a complete or particularly
accurate story. In Howard Zinns liberal text, A Peoples History of the United States, nearly all
of the six pages that cover womens rights is from the point of view of an unfulfilled woman
living around the 1920s, leaving little to gain but emotion for those involved. On the other hand,
Larry Schweikart and Michael Allens (S&A) conservative text, A Patriots History of the United
States, simply presents facts of these womens roles. While these facts are negative in regard to
unjust distribution of rights, they are written from the point of view of a patriotic historian, which
tends to shed even unfortunate aspects of the United States history in a more positive light. Now
the question remains: Where can balance and accuracy be found between these two
presentations? The status of women in the United States around the 1920s can be analyzed in
many aspects, such as their home lives, the workplace, and the motions for social, economic, and
political change. The key to displaying the complete truth about these women is to present

12

information with as much balance and objectivity as possible, by showing the emotional aspect
of Zinn, supported by historical facts and details like S&A.
Women in the United States around the 1920s experienced a very different home life than
what is common in todays world. In a publication from Rutgers University entitled The Horn
Bell, the female population depicted that an ideal woman should be responsible, nurturing, and
innocent (Mogol). According to a theory of ideal deemed the cult of domesticity that surfaced
after the Civil War, women should foster piety, purity, domesticity, and submissiveness to be
successful and fulfill their duties to their husbands (ONeal). In the few paragraphs he devoted to
womens home lives, Zinn took a more dramatic stance. In summary of the feminist argument for
a less traditional form of marriage, he looks only at the viewpoint that women dream of new
ways of men and women living together different from traditional marriage (Zinn 343). To
add further negativity, he chose to include only one quote, which was stated by socialist Crystal
Eastman. In introduction to her goals for womens rights, she states, a woman knows that the
whole of womans slavery is not summed up in [one issue] (Zinn 343). By failing to
acknowledge the content American wife, and comparing the pursuit of such a life to a form of
slavery, he ignores the fair population of women who sided with publications like The Horn Bell.
Rather, he focuses on and even embellishes the prospect of domesticity and submissiveness in a
homemakers life. In S&As straightforward depiction of women, there was no real reference to
expectations from a husband or limitations of freedom at home whatsoever, or even any real look
at the peoples point of view. Based almost entirely in regurgitated fact, Margaret Sangers
promotion of birth control to restrict large families is explained which she based on her opinion
of being raised in a family of eleven children (S&A 531). With no reflection or even explanation

13

of Sangers personal story, the recitation of facts appears inadequate and based too strongly on
only the conservative point of view.
Another area of injustices of women around the 1920s is their role in the workplace.
Oftentimes, being employed meant that a woman would be forced to accept menial jobs with bad
conditions, yet by 1920, 1 in every 4 women had entered the work force (ONeal). There they
were faced with long hours, low wages, poor working conditions, and inferior treatment. The
general attitude of many employers, especially those of the mass production industrial
companies, was less than sympathetic of the women, where dampness and poor ventilation
contributed to death, [and] the constant strain of production demands, together with sheer
fatigue, also caused accidents and illnesses (Barrett). Due to the general moral value of such
injustices, Zinn and S&A have a surprisingly consistent viewpoint of womens treatment at work.
For example, both authors accurately display the fire of the Triangle Shirtwaist Factory, which
should undoubtedly be spoken of as a devastating event that should have been prevented. In this
instance, on March 25, a factory owned by Joseph J. Asch was ravaged by fire. Young women
attempted to run for safety, but were locked in. The rusted fire escape had not been kept up to
regulation, though Asch claimed otherwise, and collapsed, ruining their last hope of escape and
sending women to fall to their death. Others jumped. A total of 146 workers lives were lost
(Barrett).
Wages offered to these hardworking women in all levels of employment were also unjust
in comparison to mens. In 1913, women in Little Rock, Arkansas formed their own union, the
Local #36 of the Laundry Workers Union, in attempt to combat injustices. By 1917, the union
successfully negotiated a mere $7.50 per week minimum wage. The only substantial difference
in the two authors depiction of women in the workforce was the presentation of information.

14

Through the use of anecdotes, Zinn showed readers what the situations of women working for so
little could be like. He brought examples of those dissatisfied with work and wages to the
surface, from women doctors, women lawyers... women architects, women artists, actresses and
sculptors; women waitresses, domestics; a huge division of industrial workers (Zinn 344).
However, adding statistics to support these impactful stories would add credibility and evidence
to his claims. Again, S&A breeze over the huge issue of womens work for minimal wages with a
few sentences. It appears that women were only mentioned in order to add to the depiction of
Progressive reform, and only tied into the economy due to the relationship that suffragettes saw
between their issues and health and safety laws and prohibition and temperance legislation (S&A
498). This leaves the unfortunate impression that S&A do not hold importance in the issues
regarding women in the workplace, and therefore do not remotely do justice to their place in the
1920s.
With dissatisfaction in womens treatment at home and work surfacing in society more
and more, the desire to speak out and do something about it was an obvious advancement. The
motions for social, economic, and political change were beginning to be put into place.
Movements of Suffragettes and Socialist groups paired with the recent development of Radical
supporters were raising the public awareness and standing up against their restrictions at rapidly
increasing paces. Radical feminists stood up against the prospect of sexual differences, social
environment, and the suggestion that they should be credited with fewer contributions to society
(Schultz). With time, great strides in all of these areas were achieved. Sexism in the work force
was being combated, with a never ending procession of protests keeping the issue alive in
peoples minds. Even socially, women began to rebelliously take on characteristics previously
only associated with males. This was depicted through the poem Not So Bad! stating I'm a

15

wild, wild woman; I pet, I drink, I smoke. I'm a wild, wild damn-sel; And I always make men
broke (Mongol). Women were also permitted the right to vote, just as men in society had, with
the passing of the Nineteenth Amendment in 1919 (Schultz). Zinn focuses largely on the protest
aspect of this movement, which he obviously holds dear to his heart, considering his own
involvement in protests and his common habit to be most interested in the peoples perspectives.
A plethora of examples were highlighted and briefly summarized, from marches of hundreds of
working women in New York, to strikes of textile workers in Pennsylvania, to written works by
black women in the South (Zinn 345-347). This is the most interesting aspect of the movement,
as well as the most relevant. The only omission that should have been included was a statement
or summary of what these acts were accomplishing in regards to the large scheme of things in
history. S&A focus more on the publications and written works, probably because they are more
historically proven and contextually citable. This ranged from public essays, to articles by
women, to full books of theory and opinions (S&A 531-532). By adding more information on the
large number of protests, a more broad (less conservative) and accurate viewpoint of history
would have been expressed.
Overall, the historical accuracy of event relies on more than just stating truths. In reading
of Zinn and S&As very different texts, it is evident that not telling the whole story, or telling it in
a way that leads the reader to feel one way due to the language used, can create an inaccurate
depiction. Through much research, I am comfortable stating that while Zinn and S&A both stated
facts, they did so in such a way that was no objective to history. Based on their contradicting
viewpoints of liberal vs. conservative beliefs, the end result misinterpreted some very important
aspects of womens roles in the 1920s in regard to their home lives, the workplace, and the
motions for social, economic, and political change.

16

Works Cited
Barrett, Nancy. "The Struggles of Women Industrial Workers to Improve Work
the Progressive Era." OAH. 2001. Organization of American

Conditions in

Historians. 23 Nov 2008

http://www.oah.org/pubs/magazine/progressive/barrett.html.
Mogol, Kathryn. "Within the Pages: A Closer Look at the Portrayal of Women in Student
Publications." Rutgers University Libraries. 2003. Rutgers University. 21 Nov 2008
http://www.libraries.rutgers.edu/rul/libs/scua/douglass_scholars/article7.shtml.
O'Neal, Angela. "Ohio Women." Ohio Memory: An Online Scrapbook of Ohio History. Nov
2009. Ohio History Society . 3 Dec 2008 http://omp.ohiolink.edu/OMP/Subject?
subject=women&pg=1.
Schultz, Stanley. "Women, Feminism and Sex in Progressive America." American History 102.
1999. Board of Regents of the University of Wisconsin System . 23 Nov 2008
http://us.history.wisc.edu/hist102/lectures/lecture14.html.
Schweikart, Larry and Allen, Michael. A Patriots History of the United States: From
Columbuss Great Discovery to the War on Terror. New York: Sentinel, 2004.
Zinn, Howard. A Peoples History of the United States: 1492 - Present. New York; Harper
Perennial Modern Classics, 2005.

17

Good Student 1
Dr. Zontek
Hist. & 136
May 16, 2013
Paper Sources
"French and Indian War." Ohiohistorycentral.org. Ohio History Central, n.d. Web. 28 May 2013.
<http://www.ohiohistorycentral.org/w/French_and_Indian_War>.

Because this article focuses on specific battles of the French and Indian War, I find it
appropriate to pair it up to S&As analyses. The online text describes the importance of the
battles at Fort Duquesne and Fort Ticonderoga, both of which are discussed in the book. It also
presents a large, detailed portion of text dedicated to how disagreements between the French and
British instigated the battles over land claims, which Ill use for quotes to support both S&A and
Zinn.

French and Indian War/Seven Years' War, 1754-63. State.gov. U.S. Department of State, n.d.
Web. 28 May 2013. <http://history.state.gov/milestones/1750-1775/FrenchIndianWar>.
This governmental text describes the economic and ideological effects the French
and Indian War had on colonial America. It explains the growing instability between the
colonies and Great Britain after the last battle and how the war was a major catalyst for
the American Revolution. Because Zinn does not illustrate in detail the French and Indian
War, these analyses will support his discussion on the discontent of the colonists as a
result of the British victory over the French.
18

Hinshelwood, Archibald. "A Report on Reaction to the Stamp Act, 1765." Gilderlehrman.org.
The Gilder Lehman Institute of American History, n.d. Web. 28 May 2013.
<http://www.gilderlehrman.org/history-by-era/road-revolution/resources/report-reactionstamp-act-1765>.
The article focuses on the cause and effects of the Stamp Act of 1763, which is passed
because of the French and Indian War. Given the fact that Zinn mostly discusses the outcomes of
the war and the taxes the British imposed because of it, it will be beneficial to reference the
Stamp Act, which angered the colonists and furthered the shift in ideology. The article presents
the growing dislike for the British by the colonists and how it provoked the American
Revolution. This text is equally applicable to S&As points and will provide further explanation
of the hostility and opposition to British rule.

Marshall, R. Jackson, III. "French and Indian War." Encyclopedia of North Carolina. N.p.:
University of North Carolina, 2006. NCpedia.org. Web. 28 May 2013.
<http://ncpedia.org/french-and-indian-war>.
This online text goes in depth about the Indian tribes allied and against the British.
Because the Indian presence plays a huge role in the outcome of the French and Indian War, I
believe it is imperative to address the specifics of their actions and their relations with the French
and British. This is mostly support for S&As discussion because Zinn only touches lightly on the
details of this war.

19

Good Student
Dr. Zontek
History 137
12 November 2013
Paper Topic: The Vietnam War
During the Cold War, the country of Vietnam was essentially split into North and South,
with the North being under communist rule and supported mainly by China, and the South being
backed largely by the United States. It was the goal of the United States to keep South Vietnam
from falling under communist control, and so beginning in the 1950s, US military advisors were
sent into South Vietnam. In 1965, however, the US began to send in combat units to fight against
the North Vietnamese Army. A Patriots History of the United States, by Larry Schweikart and
Michael Allen (S&A), and A Peoples History of the United States, by Howard Zinn, show two
very different accounts of this undeclared war. Zinn talks about the history of Vietnam, how it
was once a French colony, then was occupied by Japan during WWII, and how Ho Chi Minh led
the revolution against the Japanese in hopes of becoming an independent country. S&A,
however, never mention these details. Zinn also refers to the United States establishing a
presence in South Vietnam as preventing a unification of the country, while S&A speak of it as
preventing the spread of communism, though they later submit that the Domino Theory did not
prove entirely accurate, as the eventual fall of Vietnam did not lead to a continuing spread of
communism, after all. S&A tend to talk about the war through the actions of presidents and
policies, while Zinn gives more specific examples of events, and talks about the lives of the
people affected.

20

Integrating Quotations
MLA Style
Quotations are used to help illustrate your ideas in a paper. A well-placed quote is the equivalent of pointing to the original story,
article, or poem and saying, This place, here. See this passage? Let me show you how it fits with what Im saying.
Here are a few things to keep in mind when using quotations in your paper.
1.

First of all, you dont have to have gobs of quotes. Carefully select words, lines, or sentences that you believe you must
have in order for readers to clearly see what youre talking about.

2.

When you decide to quote, quote the words exactly as they appear in the story. Then include the page number in
parentheses after the quote. (Note: Including the authors last name before the page number is optional if you are citing
only one work by one author, but it is essential if you are citing works by different authors.)
Example: Just when we think Scotty may be okay things take a turn for the worse. He suddenly lay back on
the sofa, closed his eyes, and went limp (Carver 378).

3.

Make the quote fit smoothly with your own words. This is called integrating, and it can be a little tricky at times. With a short
quote, you can often blend the quoted words with your own words to make a sentence.
Example: For a while after Louise loses the weight, she enjoys the reactions of friends and family members
who have applause in their eyes when they see her (227).
For a longer quote, use a signal phrase or a complete sentence of your own to
introduce the quotation that illustrates your point.
Example: Then theres another voice, the one inside Louises head that indicates she isnt entirely happy after
she loses weight: She tried to remember what it had felt like to be Louise before she had started living on
meat and fish (226).

4.

For a really long quote (more than four lines), you must block the quote by indenting it ten spaces from the left margin and
removing quotation marks. Use a full sentence to introduce the quote followed by a colon.
Example: I can hear a litany of domestic rules and manners that the girl is supposed to learn:
This is how to sew on a button; this is how to make a button-hole for the button you have
just sewed on; this is how to hem a dress when you see the hem coming down . . . this is
how you iron your fathers khaki shirt so that it doesnt have a crease (Kincaid 652).

5.

Use single quotation marks to enclose a quotation within a quotation.

ORIGINAL PASSAGE with a quotation: I wanted to beg her, Momma, dont wait for them. Come inside with
me. If they come in the Store, you go to the bedroom and let me wait on them (35).
Example: Sisters inner voice resists Mommas orders to go inside. She thinks, I wanted to beg her,
Momma, dont wait for them. Come inside with me. If they come in the Store, you go to the bedroom and let
me wait on them (35).

21

6.

When quoting a passage of dialogue between two or more speakers in a work of fiction, keep the double set of quotation
marks and indent ten spaces from the left.
Example: Atticus teaches his children about compassion and understanding of others early in the novel when
he presents a lesson about poverty. Scout notices that Mr. Cunningham pays his debt to Atticus with goods
rather than money and questions Atticus about this:
Why does he pay you like that? I asked
Because thats the only way he can pay me. He has no money.
Are we poor, Atticus?
Atticus nodded. We are indeed. (23)

7.

Often it will not be obvious to readers what the quote means, or readers may interpret the quote differently than you do. Its
helpful to explain how the quote fits with the idea youre trying to get across.
Example: The best part of this story is when Louise finally accepts and loves herself for who she is. Not even
her husband can intimidate her anymore. For example, she thinks, Because his rage went no further than
her weight and shape, she felt excluded from it, and she remained calm within layers of flesh and spirit (230).
At this point I see Louise letting go of what other people think of her and concentrating instead on how she
feels about herself. The combination of the words calm and flesh and spirit let us know she sees her
body in a positive way.
Tip: If you want to quote a passage but dont feel all the words or sentences are necessary to illustrate your point, use
ellipses . . . to mark any omitted words. Make sure the quoted passage still makes sense and reads smoothly though!
Use brackets [ ] around any editorial change you make to clarify some element of the quotation or for grammatical
consistency.

8.

BEWARE OF THE HIT-AND-RUN QUOTE! Do NOT simply drop quotes in your paper and zoom away. Use the
guidelines explained on this handout to integrate them.
Example of a hit-and-run quote: Leroy sounds happy to finally be home again. He is back again. After
fifteen years on the road, he is finally settling down with the woman he loves (748).

9.

Finally, pay attention to the placement of other punctuation marks when used with quotations, especially when using
dialogue in a narrative. Generally, periods and commas go inside quotation marks while colons and semicolons go outside
quotation marks. Question marks and exclamation marks sometimes go inside quotation marks and sometimes outside of
them.
Examples:
Step aside, the police officer advised.
My neighbor Ruth always said, Never get old.
One vintage ad reads, Coffee for your health!; Youre still the cream in my
coffee! says another.
I overheard a student ask an instructor, Do I have to take the final?

22

Did he just say, Im leaving you?

US Survey 2: Notes #1: Historiography & 1865

I.

Historiography

II.

1865 (G.E.S.P.)
a. Geography
b. Politics
c. Economics
d. Society

Terms:
historiography
1865
Themes:
Sectionalism
Racism
Federalism
US Survey 2: Notes #2: RECONSTRUCTION
I.

Presidential Restoration to 1867

II.

Radical Republican Reconstruction established 1866

III.

Redemption in the South

IV.

The North During Reconstruction

V.

Compromise of 1877

23

Terms:
Reconstruction (1865-1877)
Radical Republicans vs. Redemption
13th, 14th, 15th Amendments/Freedmans Bureau (1866)/Civil Rights Bill (1866)

KKK/black codes/sharecropping to tenant farming

Credit Mobilier (1873)/Whiskey Ring (1875)/Compromise of 1877
Themes:
Sectionalism
Racism
Federalism
US Survey 2: Notes #3:
INVASION OF THE WEST & NATIVE AMERICA, 1865-Present
I.

Invasion of the West

a. Frederick Jackson Turner & Frontier Thesis
b. Waves
c. Rural Life

II.

Native America, 1865-Present

a. Reconstruction reservations
b. Gilded Age land theft
c. Progressive Era arrogance
d. Depression & War restoration
e. 1950s mainstreaming
f. 1960s & 1970s winning civil rights
g. 1980s to present - persistence

Question:
Describe and evaluate the treatment of Native Americans by the US since
the Civil War.
Terms:
historiography
Frederick Jackson Turner/Frontier Thesis
Native Americans/Fenians/Coolies/Vaqueros/Exodusters/Buffalo Soldiers

The Granges (est. 1867)/ homesteaders/sodbusters

1886/1887/98th meridian
24

--Reservations/Indian Appropriation Act (1871)/Dawes Act (1887)/Lone

Wolf v. Hitchcock (1903)/Indian Reorganization Act (1934)/Termination
(1953)/Indian Self-Determination Act (1974)-Themes:
Manifest Destiny
Racism
Imperialism
Exceptionalism
US Survey 2: Notes #4: POST CIVIL WAR INDUSTRIALIZATION
I. Land+Labor+Capital+Yankee Ingenuity = US Industrialization (RR)
II. Labor Change & Unrest
III. Immigration
IV. Urbanization
Question:
Describe U.S. industrialization following the Civil War and its relationship to
labor, immigration, and urbanization.
Terms:
Carnegie/Gould/Morgan/Swift/Rockefeller
--Great RR Strike (1877)/AFL/Haymarket Riot (1886)/1886/1892/Eugene
Debs/Pullman Strike (1894)-Chinese Exclusion Act (1882)/National Origins Act (1924)/Hart-Celler Act
(1965)
Machine Politics/Tammany Hall (1892)
Themes:
Capitalism
Xenophobia
25

Immiseration

US Survey 2: Notes #5: GILDED AGE POLITICS

I.

Gilded Age

II.

Status Quo

III.

Racism

IV.

Populism

Terms:
Gilded Age (1877-1900)
Pendleton Civil Service Act (1883)/ICC (1887)
Jim Crow/poll tax/grandfather clause/Plessy v. Ferguson (1896)
Booker T. Washington & W.E.B. DuBois [NAACP(1909)]
populism
Themes:
liberal vs. conservative
racism
US Survey 2: Notes #6: US IMPERIALISM & THE SP.-AM. WAR
I.

Origins

II.

Hawaii

III.

Spanish-American War (1898)

IV.

Perspectives
26

V.

Philippine Insurrection (1899-1902)

Question:
Describe and evaluate American imperialism (1898-1917) by examining its
origins, actions, and legacies.
Terms:
Queen Liliuokalani
Spanish-American War (1898)
Emilio Aguinaldo/Philippine Insurrection (1899-1902)
Themes:
imperialism
moralism
racism
manifest destiny?
US Survey 2: Notes #7: PROGRESSIVE ERA IMPERIALISM
I.

TRs Big Stick Diplomacy

II.

Tafts Dollar Diplomacy

III.

Wilsons Moral Diplomacy

IV.

Mexico Invasion (1916)

V.

Banana Wars (1885-1934)

VI.

Legacies

Question:
Describe and evaluate American imperialism (1898-1917) by examining its
origins, actions, and legacies.
Terms:
27

Big Stick Diplomacy/Dollar Dplmcy/Moral Dplmcy = Gunboat Dplmcy

Open Door Policy (1899)
Monroe Doctrine (1823)/Roosevelt Corollary (1904)
Mexico Invasion (1916)
Banana Wars (1885-1934)/Agusto Sandino/Charlemagne
Themes:
imperialism
moralism
racism
manifest destiny?
US Survey 2: Notes #8: PROGRESSIVE ERA
REFORM & SUFFRAGE
I.
II.
III.
IV.

Progressive Era
Origins
Progressives
ISuffrage

POLITICS
I.
II.
III.
IV.
V.
VI.

Antecedents
TR & Square Deal
Taft
Election of 1912
Wilson & New Freedom
Progressivism vs. Socialism

Terms:
Progressive Era (1900-1920)
Wiley/LaFollette/Addams/Florence Kelley/YMCA/YWCA/Salvation Army
Triangle Shirtwaist Fire (1911)/NY St. Factory Commission (1911-1915)

Paul/Stanton/Catt/Anthony/19th Amendment (1920)

Teddy Roosevelt/Square Deal

28

---Elkins Act (1903)/Hepburn Act (1906)/Pure Food & Drug Act

(1906)/FDA/Meat Inspection Act (1906)--Election of 1912/Bull Moose Party
Themes:
liberal vs. conservative
sexism
moralism
US Survey 2: Notes #9: WWI
WWI & POST-WAR DIPLOMACY
I.
Causes
II.
Characteristics
III. Course of the War
IV. Commitment by the US
V.
Conclusion of the War
VI. Post-War Diplomacy
VII. 1920s Isolation
WWI: HOMEFRONT
I.
Mobilization
II.
Increased Opportunity
III. Climate of Suspicion
IV. Post-War Domestic Concerns
Question:
Describe and evaluate the U.S. entry into and participation in the war to
end all wars along with the post-war efforts of Woodrow Wilson to
establish a world safe for democracy.
Terms:
Jeanette Rankin
Lusitania, Arabic & Sussex Pledges/Zimmerman Telegram
Fourteen Points/League of Nations/Treaty of Versailles (1919)
Isolationism
CPI/Overman Act (1918)/War Revenue Bills (1917-1918)/NWLB
29

--Espionage Act (1917)/Sedition Act (1918)/ Red Scare/Palmer Raids/SacoVanzetti Case (1920+)-Chicago/Seattle/Pittsburgh (1919)
Flu Pandemic (1918-1920)
Themes:
imperialism
moralism
exceptionalism
US Survey 2: Notes #10: 1920s
I.

Geo-Politics

II.

Politics

III.

Economics

IV.

Society

V.

Social Concerns

Question:
Historians often label the 1920s the Roaring Twenties or Modern Times.
Explain which features of American life in the 1920s led to such labeling.
Terms:
Roaring 20s
Return to Normalcy
Flappers/Jazz/KDKA/mass culture/Model T
National Origins Act (1924)
18th Amendment (1919)
Lost Generation/Harlem Renaissance/Langston Hughes
Themes:
liberal vs. conservative
moralism
capitalism
30

US Survey 2: Notes #11 DEPRESSION

I.

Stock Market Crash

II.

State of the Nation

III.

Self-Help

IV.

Hoover Administration

V.

Jane & Joe Average

VI.

Ag Folks & Minorities

Question:
Describe American society during the Great Depression and explain FDRs
New Deal attempts to remedy the problem. Also, evaluate the New Deal.
Terms:
1929 Stock Market Crash
Dust Bowl/Arkies & Okies
Hoovervilles/Bonus Army
Themes:
liberal vs. conservative
capitalism
It was a depression, but it was not depressing . . .
--The Greatest Generation

31

US Survey 2: Notes #12 NEW DEAL (1933-1939)

I.

FDR

II.

Remedy

III.

Dissension

IV.

Impact & Legacies

Question:
Describe American society during the Great Depression and explain FDRs
New Deal attempts to remedy the problem. Also, evaluate the New Deal.
Terms:
FDR/New Deal/Eleanor Roosevelt
FERA (1933)/CCC (1933)/FDIC (1933)/Social Security Act (1935)/WPA/REA/SCS

Themes:
liberal vs. conservative
capitalism
We have nothing to fear, but fear itself.
--FDR

US HISTORY 2: #13 THE BIG ONE (WW2)

I.

Entry
a. 1930s Foreign Policy
b. Prelude to War
c. Declaration of War

II.

Participation
a. Europe-North Africa-Atlantic Theater
b. Asia-Pacific Theater

III.

Home Front
32

a.
b.
c.
d.

Mobilization
Reality
Reality Check
Legacies

Terms:
Good Neighbor Policy/Neutrality Act (1935-1937)
Lend-Lease Act (1940)/Atlantic Charter (1941)
Selective Service Act (1940)
Britain (40)/El Alamein (42)/Stalingrad (43)/Normandy (44)/Berlin (45)
Pearl Harbor (41)/Coral Sea & Midway (42)/Island Hopping/Hrshima & Ngski (45)
WW2 Home Front
G.I. Bill (1944)
Themes:
Exceptionalism
imperialism
liberal v. conservative

US Survey 2: Notes #14 EARLY COLD WAR

I.

1945

II.

1946

III.

1947

IV.

1948

V.

1949

VI.

1950-1953: Korean War

Question:
USAF Colonel Donald Clark (retired), an arms control negotiator and
political scientist stated: Anti-communism (containment) was the sole
basis for US foreign policy beginning in 1946 [until 1990]. Evaluate his
statement.
Terms:
33

Containment (1946)/Truman Doctrine (1947)/Marshall Plan (1948)

Cold War/Arms Race/Space Race
NATO vs. Warsaw Pact (Iron Curtain/Soviet Satellites)
Korean War (1950-1953)
Themes:
exceptionalism
US Survey 2: Notes #15 TRUMAN & EISENHOWER ADMINS.
I.

Truman

II.

Ike

Question:
Describe the 1950s in geographic, political, economic, and social terms.
Terms:
Truman
Ike
McCarthyism/Great Fear
Montgomery Bus Boycott(55)/Brown v. Board (54)/Little Rock (57)
U-2 Incident (1960)
military-industrial complex
Themes:
liberal vs. conservative
militarism
capitalism

US Survey 2: Notes #16 1950s

I.

Geography
34

II.

Politics

III.

Economy

IV.

Society

Question:
Describe the 1950s in geographic, political, economic, and social terms.
Terms:
Frostbelt to Sunbelt/urbanization to surburbanization
credit cards/two cars/rock & roll/TV/McDonalds/motels
Baby Boom
Themes:
liberal vs. conservative
capitalism

US Survey 2: Notes #17

1960s: MLKJFKLBJMX

I.

Making Sense of the 60s

II.

Civil Rights Movement

III.

JFK

IV.

LBJ

V.

1968

Terms:
Making Sense of the 60s
Greensboro Sit-Ins/Freedom Riders
MLK, Jr. & March on Washington/Malcolm X & Black Power
35

AIM & Alcatraz/Cesar Chavez

JFK/LBJ
Bay of Pigs (1961)/Cuban Missile Crisis (1962)
Great Society/War on Poverty
1968
Themes:
liberal vs. conservative
racism
capitalism

US Survey 2: Notes #18: VIETNAM

I.

Antecedents

II.

Commitment

III.

Escalation

IV.

Withdrawal

V.

Home-front

VI.

Denouement

Question:
Why did/does Vietnam excoriate America?
Terms:
Domino Theory
Vietnam War (1961/4-1973)/Vietnamization
Vietnam War home-front/Kent State (1970)
War Powers Act (1973)
Themes:
liberal vs. conservative
36

exceptionalism
imperialism
moralism

US Survey 2: Notes #19: Nixon (1968-1974)

I.

Chronology
a. Economic Considerations

II.

Good vs. Bad

Question:
Describe and evaluate the Nixon presidency.
Terms:
Nixon/silent majority
Watergate
oil embargo (1973)/stagflation
dtente/SALT/ABM Treaty
OSHA/CPSC
EPA/ESA/Clean Air and Water Acts (1970-1973)
Themes:
liberal vs. conservative
exceptionalism
moralism

US Survey 2: Notes #20: FORD & CARTER (1974-1980)

I.

Ford
a. Domestic
37

b. Foreign
II.

Carter
a. Domestic
b. Foreign

Terms:
Ford/Carter
Camp David Accords (1978)
Iranian Hostage Crisis (1979-1981)/Invasion of Afghanistan (1979)
Themes:
liberal vs. conservative
exceptionalism
moralism

US Survey 2: Notes #21: REAGAN REVOLUTION (1980-1988)

I.

Foreign Policy

II.

Domestic Policy

III.

Domestic Legacy

Question:
Compare and evaluate the Reagan and Clinton presidencies.
Terms:
Reaganomics/Trickle-down Theory
Deregulation
Ronbo
Evil Empire/MX/B-1/SDI/Limited Nuclear War
Glasnost/START/INF
Libya bombing (1986)
38

Iran-Contra Affair (1980s)

Themes:
liberal vs. conservative
exceptionalism
moralism

US Survey 2: Notes #22: BUSH I(1989-1993)

I.

1988 Election

II.

Foreign Policy

III.

Domestic Affairs

IV.

1992 Election

Terms:
New World Order
Panama Invasion (1989)
Gulf War (1991)/Desert Shield/Desert Storm
Clarence Thomas/Anita Hill (1991) & Rodney King/LA riots (1992)
S & L Bailout/Gramm-Rudman Act (1985)
Themes:
liberal vs. conservative
exceptionalism
moralism

US Survey 2: Notes #23: CLINTON ADMINISTRATION (1993-2001)

I.

1992 Election

II.

Domestic Agenda
39

III.

Foreign Affairs

IV.

Clinton impeached

Question:
Compare and evaluate the Reagan and Clinton presidencies.
Terms:
Bill Clinton/Hillary Clinton vs. Contract with America (1994)
FMLA (1993)/Omnibus Crime Law (1994)/Welfare Reform
NW Forest Plan/Wolf Re-intro/Grand Staircase-Escalante Natl. Mon.
NAFTA/GATT (1994)
Somalia (1993)/Haiti (1994)/Bosnia (1995)/Kosovo (1999)
Clinton impeachment
Themes:
liberal vs. conservative
exceptionalism
moralism

US Survey 2: Notes #24: GEORGE W. BUSH ADMIN. (2001-2009)

I.

2000 Election

II.

Domestic Agenda

III.

Foreign Affairs

Terms:
GW Bush & 2000 Election
9/11/GWOT/Patriot Act/Department of Homeland Security
NCLB/ANWR/Guest Workers/TARP
Operation Enduring Freedom (2001)/Operation Iraqi Freedom (2003)
Themes:
40

liberal vs. conservative

exceptionalism
moralism
imperialism
security vs. civil liberty
US Survey 2: Notes #25: Obama Administration
I.

Barack Obama

II.

Domestic Affairs

III.

Foreign Affairs

IV.

Dissension

V.

Impact & Legacies

Question:
Speculate on the historic assessment of the Obama administration.
Terms:
Barack Obama/Change We Can Believe In/2008 Election
Great Recession/Stimulus Plan/Wall St. vs. Main St./Obamacare
Open Hand Policy
Iraq Withdrawal/Afghanistan Surge/Drones & Spec Ops
Themes:
liberal vs. conservative
capitalism
federalism
racism
sexism
exceptionalism

41

HISTORY 137 MID-TERM EXAM

ESSAY. Respond to two of the three chosen directives (2 x 30 pts. = 60 pts.).

1. Describe and evaluate the treatment of Native Americans by the United States
since the Civil War.
There were very difficult confrontations throughout the West with the movement of
people from the east to the west and the building of the transcontinental railroad.
This lead the U.S to put them on reservations. Many of their rights were taken away
and treaties that were made voided without a second thought. Reservations-talk
about them. During the guilded age there was much land theft, white people buying
the land and taking it away from native tribes. There were a series of indian wars
that eventually led into their defeat and their being moved into reservations. Many
different attempts were made by Catholics to Christianize the Native Americans.
These Christianizing things involved stuff. Later on in the 1960s and 1970s along
with the African Americans they won many civil rights and become recognized
citizens. Now many organizations are in place to help native Americans. Most get
money from the government. Casinos.
They were jerks for a good long while.

42

2. Describe post-Civil War U.S. industrialization and its relationship to labor,

immigration, and urbanization.
Post-Civil war industrialization in the U.S was a 4 part process. Land was a big part
of the industrialization process. The resources that the U.S had access too was
immense. Large amounts of iron, coal, timber, and oil left very big opportunities for
growth. The labor force with the increasing population allowed there to be an enormous
pool of people to go into the workforce. These people also had a better life expectancy
than ever before. With immense immigration, there were more than enough people to
meet the demands needed of the labor force. The money invested in the stock
exchange and financialization capitol allowed people to make money out of nothing.
Yankee ingenuity was the fourth part of the process. Yankee Railroaders were good at
business, they made a ton of money doing it and put tons of capitol into the U.S
economy allowing it to grow.
How U.S industrialization connected to labor is that it thrived off a growing
workforce. Many people were immigrating into the U.S to profit off the growing
opportunities that came with the building of railroads, factories, and thriving cities. But
this also had a darkside. Immigrants had a very difficult time getting used to living in the
U.S, and the work they could get was subpar at best. With these new opportunities
came new industry. But there were no real standards set in place for these things. Living
conditions in cities were very poor for everyone and working conditions in factories even
poorer. People lived hard lives, and in a lot of cases didnt make much money doing it.
This led to much unrest within the workforce when they saw the owners and upper
management getting rich off of their labor.

43

Immigration was a very key part of industrialization. Many people were leaving the
U.S to seek jobs and opportunity in the U.S. They became a huge part of the growing
labor force in the U.S and fueled the industrialization. But they had a very difficult time in
this era of history. Adjusting to life in

3. Describe and evaluate American imperialism (1898-1917) by examining its

origins, actions, and legacies.
You know what? No.

4. Describe and evaluate the U.S. entry into and participation in the war to end all
wars along with the post-war efforts of Woodrow Wilson to establish a world
safe for democracy.
The U.S in the beginning pledged to stay out of the war. They really really wanted to
stay out of it. At the same time the U.S wanted to trade with both sides, but the
Germans werent going to allow that to happen. They kept sinking ships and Britain
wasnt going to let them do it either. There was an undeclared war at sea with the
Germans for awhile. The Germans said thery would stop sinking American vessels,
but they didnt. With the sinking of the Lusitania, where 100 Americans died, and
then the Zimmerman telegram, where Germany was urging Mexico to go to war with
the U.S, Woodrow Wilson finally declared war. The U.S was very opposed to go into
war and thats why it took them so long to actually go into it. Many people had

44

German ancestry and the thought of going against Germany and siding with Britain
was unsettling for too many people. But after the actions of above enough public
opinion was changed to where it was able to happen. The U.S entered a war of tired
soldiers. Both sides were very tired and running low on resources. But with the U.S
coming in, 2 million strong because of the selective service act. African American
units were broken up to back up existing units on existing fronts. American units
replenished and boosted the morale of the existing allies. It devolved into trench
warfare where men had to rush over no mans land past machine guns to overwhelm
the opponents trenches. Germany was run down quite significantly, and finally an
armistice was called on the 11th day, 11th month, and 11th hour, of 1918. They were
extremely exhausted on all fronts and dealing with a huge economic collapse. After
this the Treaty of Versailles was drawn up, heavily punishing the Germans for the
war.
U.S was credited a lot more for WW1 than they really did do. The U.S created the
final push, but if they had been there from the beginning things could have been very
different. 50,000 troops died from the U.S, but many more died from the other allies
involved in the war. WWI was a giant domino affect of alliances and competition.
Many new inventions were made in this time, like the hated German submarines, the
machine gun, and British invented tanks. The Selective Service act came out of
WW1, and it made young men go into the military, no choice involved. Many people
especially pacifists did not agree with this and other acts like the espionage act were
put into place to get rid of dissent.

45

Wilson strived to create an environment in the world that would not allow for another
war. He worked on something he called the 14 points, which were basically the 14
points for peace. One of the points was freedom of the seas. He strived to stay away
from the blocking of trade and the pre-U.S entry warfare with Germany. Where any
country could travel in the seas and feel safe from others. Another point was the
League of Nations. He wanted representatives of each country to meet and join
together to prevent issues that could cause another war like WWI. He wanted that
organization set in place to punish aggressors without starting huge wars. He also
wanted to end secret politics and alliances. He wanted all of these things to make a
world safe for democracy. He wanted people to embrace democracy worldwide and
to prevent another World War.
5. Historians often label the 1920s the Roaring Twenties or Modern Times.
Explain which features of American life in the 1920s led to such labeling.
Republic-Democrat flip flop.
Bank accounts went up 50%. Construction doubled. BIG BUSINESS.
Manufacturing output went up 2/3.
We got our selves away from the rest of the world politically. Isolationalism.
People moved from rural to cities. Past 50% mark.
Installment payments.
INVENTIONS. Fridge, radios, sewing machines, phonograph, irons, washing
machine, vacuum cleaners, advertising became HUGE.
Materialism and consumerism was hot as hell.
Flappers, Model T. First public radio station. JAZZZ.

46

Harlem renaissance. Lost generation. Langston hughes.

IT was a time where most everyone was into the same stuff.
6. Describe American society during the Depression and explain FDRs New Deal
attempts to remedy the problem. Also, evaluate the New Deal.
American society during the depression was difficult and hard. Unemployment was
hovering around 14%, and many others who had work had reduced hours and
reduced pay. Society took a bit of a halt as they tried to get themselves out of the
depression. Women canned and tried their best to save every penny for the family.
The men who had jobs worked for less pay than pre-depression. Those men who
didnt have jobs felt lesser and like they were worth less because they couldnt find
work. People accepted jobs under their experience level, like an architect working as
a railroad worker. The dust bowl occurred at the same time, where poor farming
practices finally caught up to the great plains. Many people simply left their farms,
making an even worse problem in the cities where those who were already there
couldnt find work. People caught in bad dust storms on the plains even died. Those
who didnt still lived in horrific conditions and barely made ends meet.
FDRs New Deal was based of what people would call a more liberal idea. Instead of
cutting taxes to remedy a depression, he added many support programs and
increased the national debt. Many programs were but into place to relieve, recover,
and reform the United States to make sure a depression of this scale would never
happen again. He put programs up like FERA, that distributed immediate money to
states to help relieve people. That was only a part of relieving. Part of recovery was
the WPA, which put people to work on public interest projects. Dams, many miles of

47

roads, and much history collection was only a small part of what all those who were
employed by this did. Part of the reform was the SCS, which was set into place to
monitor farming practices after the tragedy of the dust bowl to ensure there was not
a repeat. All these together and many more things instituted by the New Deal helped
eventually pull the U.S out of the depression.
The New Deal was an idea that everyone seemed to harp on. The extreme left
thought it wasnt enough and the right thought it was entirely the wrong thing to do.
The New Deal increased the debt significantly, and still after it was put into place
didnt solve all the problems that plagued a nation in depression. But all in all now,
most consider it to be a good thing. It was what most believe pulled the U.S out of
the depression and it gave work to people in a time when there wasnt much going
around. Through the WPA program, infrastructure was built all over the country, that
we still use and appreciate today. Without the New Deal, things could definitely be
very different now. It changed a lot of things for the U.S that stretch into today.
IDs. Define and state the significance of four of the six selected (4 x 10 = 40 pts.)
1. Historiography
Writing of history based on a critical examination of sources.
2. U.S. in 1865
End of civil war, beginning of reconstruction.
3. Reconstruction (1865-1877)/ Radical Republicans vs. Redemption
The attempted rebuilding of the union and the split sides between the south who
wanted to get back into power and those who wanted the south punished more.
4. 13th,14th,15th Amendments/Freedmans Bureau/Civil Rts. Bill (1866)
Government changes that occurred to help African Americans.
5. KKK/Black Codes/Sharecropping/Tenant Farming
A terror organization, discrimination laws, and unfair farming employment.
6. Credit Mobilier (1873)/Whiskey Ring (1875)/Compromise of 1877
Individual government scandals and a set up election to end reconstruction.

48

7. Reservations/Indian Appropriation Act (1871)/Dawes Act (1887)/Lone Wolf v.

Hitchcock (1903)/Indian Reorganization Act(1934)/ Termination/Indian SelfDetermination Act (1974)
Various government actions that discriminated and took rights away from Native
Americans.
8. Frederick Jackson Turner/Frontier Thesis
A man and the idea he came up with about how by Americans taking and
conquering land they gained character and it shaped who we are today.
9. Native Americans/Fenians/Coolies/Vaqueros/Exodusters/Buffalo Soldiers
Groups of minorities who settled in the American west.
10. The Grange (est. 1867)/homesteaders/sodbusters
Where people gathered from large rural areas, people who got free land to make
farms, and those who broke up sod in the plains to primarily to make homes.
11. 1886/1887/98th Meridian
A severe drought year, the recovery year after, and the line which divides to the
east, no irrigation, to the west, irrigation is needed.
12. Carnegie/Gould/Morgan/Swift/Rockefeller
Rich captains of industry who controlled large monopolies and large fortunes.
13. AFL/Great RR Strike (1877)/Haymarket Riot (1886)/1886/1892/E. Debs/Pullman
Strike (1894)
Strikes, riots, an activist leader, and eras of strikes in various industries.
14. Machine politics/Tammany Hall (1892)
Politicians who threatened to shut off amenities and exploiting them for votes,
and a corrupt group that ran all this.
15. Chinese Exclusion Act (1882)/Natl. Origins Act (24)/Hart-Celler Act (65)
Unfair legislation having to do with immigrants.
16. Gilded Age (1877-1900)
A time when things looked great, but they were actually very corrupt and messed
up.
17. Pendleton Civil Service Act (1883)/ICC (1887)
Act that made anyone want to get a government take a test and an interstate
commerce commission to deal with railroads.
18. Jim Crow/poll tax/grandfather clause/Plessy v. Ferguson (1896)
Laws and policies that discriminated against African Americans.
19. Booker T. Washington/W.E.B DuBois/NAACP (1909)
African American leaders against inequality.
20. Populism
Movement that grows out of disenfranchised people.
21. Queen Liliuokalani
Last ruling monarch of Hawaii.
22. Spanish-American War (1898)
War with Spain where the U.S acquired holdings overseas.
23. Emilio Aguinaldo/Philippine Insurrection (1899-1902)
First president of the Phillipines which was supported by the U.S in the civil war
against the insurgents backed by Spain.
24. Big Stick, Dollar, Moral, Gunboat Diplomacy
49

3 presidents different policies for dealing with other countries, gunboat being the
combination of all three.
25. Open Door Policy (1899)
Keep China open for trade so the U.S can profit.
26. Roosevelt Corollary (1904)
The U.S sticking their hand in Latin America.
27. Mexico Invasion (1916)
U.S intervention in Mexico in favor of Carranza against Villa.
28. Banana Wars (1885-1934)/Agusto Sandino/Charlemagne
They were a series of U.S interventions, a Nicaraguan nationalist, and a Haitian
nationalist who were both against U.S interventions.
29. Progressive Era (1900-1920)
Period that tried to fix problems from the guilded age.
30. Wiley/LaFollette/Addams/Florence Kelley/YMCA/YWCA/Salvation Army
Individuals interested in reform and charity organizations.
31. Triangle Shirtwaist Fire (1911)/NY St. Factory Commission (1911-1915)
A workplace disaster where women were locked in and couldnt escape and the
laws in response to this tragedy.
32. Paul/Stanton/Catt/Anthony/19 th Amendment (1920)
Women equality and suffrage activists, along with the amendment that finally
allowed women to vote.
33. Teddy Roosevelt/Square Deal
Movement in the government that helped workers set out by him.
34. Elkins Act (1903)/Hepburn Act (1906)/Pure Food & Drug Act (1906)/FDA/Meat
Inspection Act (1906)
Laws that controlled aspects of what railroad companies could do and consumer
protection laws.
35. Election of 1912/Bull Moose Party
Election hat put a democrat in power because voters were split between
Roosevelt and Taft and a name for the progressive party.
36. Jeanette Rankin
First congresswoman and a devout pacifist.
37. Lusitania/Arabic & Sussex Pledges/Zimmerman Telegram
A ship that was sunk by Germans, broken promises by the Germans, overall the
causes of WWI.
38. Fourteen Points/League of Nations/Treaty of Versailles (1919)
A system, group of countries, and a treaty, made for peace.
39. Isolationism
The U.S decided to distance itself from world politics. Outside of the Americas.
40. CPI/Overman Act (1918)/War Revenue Bills (1917-1918)/NWLB
Propaganda machine, government control of certain parts of the economy, and
actions aimed at mobilizing the U.S during the war.
41. Espionage Act (1917)/Sedition Act (1918)/ Red Scare/Palmer Raids/SaccoVanzetti Case (1920)

50

Laws against disloyalty, people scared of communism, raids aimed at finding

communist sympathizers, and a debated case that touches the subject of
immigrant rights.
42. Chicago/Seattle/Pittsburgh (1919)
Cities with race and labor problems.
43. Flu Pandemic (1918-1920)
675,000 people killed before it finally ended.
44. Roaring 20s
A period of economic and cultural excess and growth.
45. Return to Normalcy
A plan to return to the way things were pre-WWI, no big changes.
46. Flappers/Jazz/KDKA/mass culture/Model T
Important icons of culture during the twenties.
47. 18th Amendment (1919)
Prohibition.
48. Lost Generation/Harlem Renaissance/Langston Hughes
Liberalized writers, an outpouring of culture from Harlem, and a very important
African American poet.
49. 1929 Stock Market Crash
When the stock exchange went into the tubes, was the defining beginning of the
great depression.
50. Dust Bowl/Okies & Arkies
Prolonged drought in the plains that killed many, Dust Bowl refugees from
Oklahoma and Arkansas.
51. Hoovervilles/Bonus Army
Tent cities of hobos, and WWI veterens who protested for getting their pension
immediately.
52. FDR/New Deal/Eleanor Roosevelt
President who put together plans to help the U.S get out of the depression using
relief and recovery ideals. She was his wife and a very important advisor,
supported minorities.
53. FERA (1933)/CCC (1933)/FDIC (1933)/Social Security Act (1935)/
WPA/REA/SCS
New Deal programs aimed to relieve, recover, and reform the U.S during the
Great Depression.
54. Good Neighbor Policy/Neutrality Act (1935-1937)
Foreign policies to change relations with other countries.
55. Lend-Lease Act (1940)/Atlantic Charter (1941)
Help the allies, in return, get to use military bases, and a gathering of FDR and
Wilson to discuss post-war peace.
56. Selective Service Act (1940)
Enlisted young men to the army, not their choice.
57. Britain (1940)/El Alamein (42)/Stalingrad (43)/Normandy (44)/Berlin (45)
Battles in WWII in the Europe-North African-Atlantic Theatre.
58. Pearl Harbor (1941)/Coral Sea & Midway (42)/Island Hopping (42-45)/
Hiroshima & Nagasaki (1945)
51

Battles in WWII in the Asia-Pacific theatre.

59. World War II Homefront
Massive war support and war effort in the states. But hysteria and internment
camps.
60. G.I. Bill (1944)
To prevent another bonus army, a law passed to help veterans do well post-war.
ID (Example)
61. Corps of Discovery (1804-1806)/Sacagawea/York/George Drouillard the expedition under Lewis and Clark that explored the LA Purchase and
included Native Americans, a slave, and French mixed-blood members along with Anglo soldiers
Sign: Lewis and Clark made the first recorded documentation of the West to include the identification to science of dozens of animals and plants from
grizzly bears to camas. People of many ethnicities enabled their success from Sacagaweas translation to Yorks diplomacy to Drouillards hunting.
OR
61. Corps/Sac/York/G.D. the Lewis and Clark expedition and significant minority members
Sign: Imperialism & Racism. Although Lewis and Clark initiated the U.S. government presence in the trans-Mississippi West, their story is most
significant to native people in that their arrival started a political invasion that would end the independent native way of life. Nonetheless, some
remarkable things happened on the expedition that would herald the future such as Sacs and Yorks vote at the Pacific, and Drouillards mingling with the
natives signifying some positive white-Indian interaction.

HISTORY 137 FINAL EXAM

[HISTORY 137 FINAL]

ESSAY. Respond to two of the three chosen directives (2 x 30 pts. = 60 pts.).

1. Retired USAF Colonel Donald Clark, an arms race negotiator and political scientist,
stated, Anti-communism (containment) was the sole basis for US foreign policy
beginning in 1946 [until 1990]. Evaluate his statement.
2. Describe the 1950s in geographic, political, economic, and social terms.
3. Why did/does Vietnam excoriate America?
4. Describe and evaluate the Nixon presidency.
5. Compare and evaluate the Reagan and Clinton presidencies.
6. Speculate on the historic assessment of the Obama administration.
IDs. Define and state the significance of four of the six selected (4 x 10 = 40 pts.)
1. containment (1946)/Truman Doctrine (47)/Marshall Plan (48)
2. Cold War/arms race/space race
3. NATO (1949)/Warsaw Pact (1955) [Iron Curtain/Soviet satellites]
4. Korean War (1950-1953)
5. Truman
6. Ike
7. McCarthyism/Great Fear
8. Brown v. Board of Ed. (54)/Montgomery Bus Boycott (55)/Little Rock 57
9. U-2 Incident
10. military-industrial complex
11. Frostbelt to Sunbelt/urbanization to surburbanization
12. credit cards/two cars/rock & roll/TV/McDonalds/motels
13. Baby Boom
14. Making Sense of the 60s
15. Greensboro Sit-Ins/Freedom Riders
16. MLK, Jr. & March on Washington/Malcolm X & Black Power
17. AIM & Alcatraz/Cesar Chavez
52

18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

JFK/LBJ
Bay of Pigs (1961)/Cuban Missile Crisis (1962)
Great Society/War on Poverty
1968
Domino Theory
Vietnam War (1961/4-1973)/Vietnamization
Vietnam War homefront/Kent State (1970)
War Powers Act (1973)
Nixon/silent majority
Watergate
oil embargo (1973)/stagflation
dtente/SALT/ABM Treaty
OSHA/CPSC

31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.

EPA/ESA/Clean Air and Water Acts (1970-1973)

Ford/Carter
Camp David Accords (1978)
Iranian Hostage Crisis (1979-1981)/Invasion of Afghanistan (1979)
Reaganomics/Trickle Down Theory
deregulation
Ronbo
Evil Empire/MX/B-1/SDI/Limited Nuclear War
Glasnost/START/INF
Libya Bombing (1986)
Iran-Contra Affair
New World Order
Panama Invasion (1989)
Gulf War (1991)/Desert Shield (1990)/Desert Storm (1991)
Clarence Thomas/Anita Hill & Rodney King/L.A. Riots (1992)
S & L bailout/Gramm-Rudman Act (1985)
Bill Clinton/Hillary Clinton vs. Contract with America (1994)
FMLA (1993)/Omnibus Crime Law (1994)/Welfare Reform
NW Forest Plan/Wolf Re-intro/Grand Staircase-Escalante Natl. Mon.
NAFTA/GATT (1994)
Somalia (1993)/Haiti (1994)/Bosnia (1995)/Kosovo (1999)
Clinton impeachment
GW Bush & 2000 Election
9/11/GWOT/Patriot Act/Department of Homeland Security
NCLB/ANWR/Guest Workers/TARP
Operation Enduring Freedom (2001)/Operation Iraqi Freedom (2003)
Barack Obama/Change We Can Believe In/2008 Election
Great Recession/Stimulus Plan/Wall St. vs. Main St./Obamacare
Open Hand Policy
Iraq Withdrawal/Afghanistan Surge/Drones & Spec Ops
53

ID (Example)
61. Corps of Discovery (1804-1806)/Sacagawea/York/George Drouillard the expedition under Lewis and Clark that explored the LA Purchase and
included Native Americans, a slave, and French mixed-blood members along with Anglo soldiers
Sign: Lewis and Clark made the first recorded documentation of the West to include the identification to science of dozens of animals and plants from
grizzly bears to camas. People of many ethnicities enabled their success from Sacagaweas translation to Yorks diplomacy to Drouillards hunting.
OR
61. Corps/Sac/York/G.D. the Lewis and Clark expedition and significant minority members
Sign: Imperialism & Racism. Although Lewis and Clark initiated the U.S. government presence in the trans-Mississippi West, their story is most
significant to native people in that their arrival started a political invasion that would end the independent native way of life. Nonetheless, some
remarkable things happened on the expedition that would herald the future such as Sacs and Yorks vote at the Pacific, and Drouillards mingling with the
natives signifying some positive white-Indian interaction.

54