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Supreme Court and the Presidency, Transcript 1
Ref#: FDRTR-01 FDR Presidential Library / FDR Library Transcriptions page 1 of 25 As Given / Session 1 Cynthia M. Koch: Ladies and Gentlemen, the President of the United States. Franklin D. Roosevelt: Tonight, sitting at my desk in the White House, I make my first radio report to the people in my second term of office. I want to talk with you very simply tonight about the need for present action, the need to meet the unanswered challenge of one-third of a nation ill-nourished, ill-clad, ill-housed. The Courts, however, have cast doubts on the ability of the elected Congress to protect us against catastrophe by meeting squarely our modern social and economic conditions. In the last four years the sound rule of giving statutes the benefit of all reasonable doubt has been cast aside. The Court has been acting not as a judicial body, but as a policy-making body. We have, therefore, reached the point as a nation where we must take action to save the Constitution from the Court and the Court from itself. What is my proposal? It is simply this: whenever a Judge or Justice of any Federal Court has reached the age of seventy and does not avail himself of the opportunity to retire on a pension, a new member shall be appointed by the President then in office, with the approval, as required by the Constitution, of the Senate of the United States. This plan will save our national Constitution from hardening of the judicial arteries. Those opposing the plan have sought to arouse prejudice and fear by crying that I am seeking to "pack" the Supreme Court and that a baneful precedent will be established. -
The Consideration of the Yalta Conference As an Executive Agreement
University of Nebraska at Omaha DigitalCommons@UNO Student Work 8-1-1973 The consideration of the Yalta Conference as an executive agreement John Brayman University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Recommended Citation Brayman, John, "The consideration of the Yalta Conference as an executive agreement" (1973). Student Work. 372. https://digitalcommons.unomaha.edu/studentwork/372 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. THE CONSIDERATION OF THE YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT A Thesis Presented to the Department of History and the Faculty of the Graduate College University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts John Brayman August, 1973 UMI Number: EP73010 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI EP73010 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 THESIS ACCEPTANCE Accepted for fee facility of The Graduate College of fee University of Nebraska at Omaha, in partial fulfillment of the requirements for the degree Master of Arts, Graduate Committee: Name Departmin Chairman THE CONSITERATION GP :THS YALTA CONFERENCE AS AN EXECUTIVE AGREEMENT : The story of the Yalta Conference is a complex and a difficult one. -
GENERAL PHOTOGRAPHS File Subject Index
GENERAL PHOTOGRAPHS File Subject Index A (General) Abeokuta: the Alake of Abram, Morris B.: see A (General) Abruzzi: Duke of Absher, Franklin Roosevelt: see A (General) Adams, C.E.: see A (General) Adams, Charles, Dr. D.F., C.E., Laura Franklin Delano, Gladys, Dorothy Adams, Fred: see A (General) Adams, Frederick B. and Mrs. (Eilen W. Delano) Adams, Frederick B., Jr. Adams, William Adult Education Program Advertisements, Sears: see A (General) Advertising: Exhibits re: bill (1944) against false advertising Advertising: Seagram Distilleries Corporation Agresta, Fred Jr.: see A (General) Agriculture Agriculture: Cotton Production: Mexican Cotton Pickers Agriculture: Department of (photos by) Agriculture: Department of: Weather Bureau Agriculture: Dutchess County Agriculture: Farm Training Program Agriculture: Guayule Cultivation Agriculture: Holmes Foundry Company- Farm Plan, 1933 Agriculture: Land Sale Agriculture: Pig Slaughter Agriculture: Soil Conservation Agriculture: Surplus Commodities (Consumers' Guide) Aircraft (2) Aircraft, 1907- 1914 (2) Aircraft: Presidential Aircraft: World War II: see World War II: Aircraft Airmail Akihito, Crown Prince of Japan: Visit to Hyde Park, NY Akin, David Akiyama, Kunia: see A (General) Alabama Alaska Alaska, Matanuska Valley Albemarle Island Albert, Medora: see A (General) Albright, Catherine Isabelle: see A (General) Albright, Edward (Minister to Finland) Albright, Ethel Marie: see A (General) Albright, Joe Emma: see A (General) Alcantara, Heitormelo: see A (General) Alderson, Wrae: see A (General) Aldine, Charles: see A (General) Aldrich, Richard and Mrs. Margaret Chanler Alexander (son of Charles and Belva Alexander): see A (General) Alexander, John H. Alexitch, Vladimir Joseph Alford, Bradford: see A (General) Allen, Mrs. Idella: see A (General) 2 Allen, Mrs. Mary E.: see A (General) Allen, R.C. -
FDR Document Project
FOLLOW-UP ASSIGNMENT: FDR AND THE WORLD CRISIS: 1933-1945 SUBMITTED BY PAUL S RYKKEN, BLACK RIVER FALLS, WISCONSIN 26 July 2007 OVERVIEW As part of our concluding discussions at the July seminar, we were asked to create a letter, article, journal entry, briefing, press release, song, or classroom project that reflected a theme or revelation that resulted from our Hyde Park experience. Having taught American history for 28 years I have been “living” with FDR for many years and attempting to interpret him for students in my classes. I found the NEH experience to be incredibly enriching and thought-provoking and certainly am walking away from it with a much deeper appreciation for both Franklin and Eleanor. Of the wide ranging topics that we discussed, I was particularly taken with what we learned about Roosevelt’s fascination with maps and his sense of geography. The presentation by Dr. Alan Henrickson concerning FDR’s “mental maps” was especially instructive in this regard. The lesson plan that follows relates directly to what we learned about FDR as a communicator and global strategist during World War 2. I have often used the Fireside Chats in class (especially his first one) but will certainly add this one to my repertoire next year. The lesson plan is not especially original, but nevertheless offers excellent openings for working on the following skills: • Authentic document analysis • Enhanced understanding of the geography of the war, particularly concerning the early Pacific theater • Analysis of the power of persuasion by the President • Deeper sense of empathy concerning ordinary Americans during World War 2 1 DOCUMENT PROJECT: FDR AND THE WORLD CRISIS LESSON SET-UP In this activity students will be experiencing FDR’s Fireside Chat of February 23, 1942 concerning the progress of the war. -
Franklin D. Roosevelt Through Eleanor's Eyes
Franklin D. Roosevelt Through Eleanor’s eyes EPISODE TRANSCRIPT Listen to Presidential at http://wapo.st/presidential This transcript was run through an automated transcription service and then lightly edited for clarity. There may be typos or small discrepancies from the podcast audio. LILLIAN CUNNINGHAM: March 4, 1933. A grey and cold Inauguration Day. Outgoing president Herbert Hoover and incoming president Franklin Delano Roosevelt had on their winter coats, and they had blankets wrapped around their legs as they rode side-by-side in an open touring car from the White House to the East Portico of the Capitol building for Roosevelt's swearing in. There were secret ramps set up so that FDR could wheel himself nearly all the way to the stage. And then with the help of his son James, he propped himself out of the wheel chair and walked slowly to the lectern. He stared out at the crowd of Americans who were gathered there to watch his inauguration during these dark days of the Great Depression, and he took the oath of office. FRANKLIN DELANO ROOSEVELT CLIP LILLIAN CUNNINGHAM: Roosevelt's hand was on his family's 250-year-old Dutch bible. The page was open to 1 Corinthians 13, which has the words: “Love is patient. Love is kind. It does not envy. It does not boast. It is not proud. It does not dishonor others. It is not self-seeking. It is not easily angered. It keeps no record of wrongs. Love does not delight in evil, but rejoices with the truth. It always protects, always trusts, always hopes. -
The Rise of Totalitarianism, the Start of World War II and the US Response
The Rise of Totalitarianism, the Start of World War II and the US Response Overview Students will gain an understanding of the conditions that allowed totalitarian regimes to come to power throughout the world following World War I. Through a study of four nations (Russia, Italy, Germany, and Japan) students will gain insight into how the regimes came to power and how they maintained that power. Students will then be responsible for conveying what they have learned about their assigned regime by participating in a jigsaw activity. The lesson culminates with a debate between “isolationists” and “interventionists” analyzing the United States’ responses to the rise of Totalitarian regimes. Grade 11 NC Essential Standards for American History II • AH2.H.2.2: Evaluate key turning points since the end of Reconstruction in terms of their lasting impact • AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had on international affairs • AH2.H.7.1: Explain the impact of wars on American politics since Reconstruction Materials • Election Ballots (attached) • “Rise of Totalitarianism Jigsaw” handout (attached) • “Rise of Totalitarianism in Russia, Italy, Germany, and Japan” handouts (attached) • “Rise of Totalitarianism” Viewing Guide (attached) • “Totalitarian Aggression and the Start of World War II” Power Point, available in PDF format at the Consortium’s Database of K-12 Resources o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • “Totalitarian Aggression and the Start of World War II” Guided Notes (attached) • Isolationists v. -
Public Opinion, Foreign Influences and Military Strategists: Why the United States Pursued a Europe First Strategy in World War II
Public Opinion, Foreign Influences and Military Strategists: Why the United States Pursued a Europe First Strategy in World War II Undergraduate Research Thesis Presented in partial fulfillment of the requirements for graduation with honors research distinction in History in the undergraduate colleges of The Ohio State University by Michael Rueger The Ohio State University April 2015 Project Advisor: Professor David Steigerwald. Department of History War strategizing is a long and complicated process that requires extensive planning and analysis. Many different factors come into play with multiple variables changing constantly. As Commander in Chief, the President of the United States is responsible for the definitive decision on war strategy and is required to make decisions in the best interests of American security. World War II proved to be quite complicated and required President Franklin D. Roosevelt to consider many options. Ultimately, Roosevelt was forced to choose between a Europe-first strategy and a Pacific-first strategy in World War II. He chose a Europe-first strategy, with three major factors heavily influencing his decision-making process. The first factor was public opinion. The American people needed to support not only entering World War II, but also the government’s decision on which Axis power to pursue first. Second, foreign representatives from all around the world met with Roosevelt and his aides in an attempt to persuade the President to follow their advice. Finally, Roosevelt’s military advisers consulted with the President and determined which war strategy made the most sense in terms of manpower, tactics, supplies, and firepower. Roosevelt had to weigh all three influences as he made the difficult decision to pursue a Europe-first strategy over a Pacific-first strategy throughout World War II. -
Primary Source 1 a Cartoon Suggesting The
Primary Source 1 A cartoon suggesting the First Lady used the President for scoops that she could break in her newspaper column, when actually he often gave her ideas he was considering to test public response to it. She so liked this cartoon that she asked the cartoonist for the original. (carlanthonyonline.com) Primary Source 2 The famous New Yorker cartoon depicting coal miners as they react to the appearance of the First Lady descending towards them. (The New Yorker) http://i0.wp.com/carlanthonyonlinedotcom.files.wordpress.com/2013/10/the-famous-new-yorker- cartoon-referencing-eleanor-roosevelts-numerous-inspections-of-working-conditions-in-coal- mines.jpg?resize=684%2C719 Primary Source 3 Many critics suggested that the First Lady was behind the President’s social programs as a means of promoting an agenda of socialism and communism https://carlanthonyonlinedotcom.files.wordpress.com/2013/10/wpid-20131013_031509- e1381663287688.jpg Primary Source 4 https://carlanthonyonline.com/2013/10/13/honoring-the-first-lady-of-the-world-in-cartoons/ Primary Source 5 http://i0.wp.com/carlanthonyonlinedotcom.files.wordpress.com/2013/10/another-cartoon- referencing-the-fact-that-eleanor-roosevelt-was-rarely-in-residence-at-the-white- house.jpg?resize=700%2C1026 Primary Source 6 https://carlanthonyonline.com/2013/10/13/honoring-the-first-lady-of-the-world-in-cartoons/ Primary Source 7 https://carlanthonyonline.com/2013/10/13/honoring-the-first-lady-of-the-world-in-cartoons/ Primary Source 8 Cartoon drawn by Herbert Block, professionally known as Herblock Herblock, “Political Cartoon of ER,” Stevenson Library Digital Collections, accessed June 16, 2017, http://omekalib.bard.edu/items/show/1541. -
The C-SPAN Archives: an Interdisciplinary Resource for Discovery, Learning, and Engagement
The Year in C-SPAN Archives Research Volume 1 Article 1 10-15-2014 The C-SPAN Archives: An Interdisciplinary Resource for Discovery, Learning, and Engagement Robert X. Browning Purdue University, [email protected] Follow this and additional works at: https://docs.lib.purdue.edu/ccse Part of the American Politics Commons Recommended Citation Browning, Robert X. (2014) "The C-SPAN Archives: An Interdisciplinary Resource for Discovery, Learning, and Engagement," The Year in C-SPAN Archives Research: Vol. 1 , Article 1. Available at: https://docs.lib.purdue.edu/ccse/vol1/iss1/1 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. The C-SPAN Archives: An Interdisciplinary Resource for Discovery, Learning, and Engagement Cover Page Footnote To purchase a hard copy of this publication, visit: http://www.thepress.purdue.edu/titles/format/ 9781557536952 This article is available in The Year in C-SPAN Archives Research: https://docs.lib.purdue.edu/ccse/vol1/iss1/1 Browning: The C-SPAN Archives: An Interdisciplinary Resource for Discovery, THE C-SPAN ARCHIVES An Interdisciplinary Resource for Discovery, Learning, and Engagement Published by Purdue e-Pubs, 2014 1 The Year in C-SPAN Archives Research, Vol. 1 [2014], Art. 1 https://docs.lib.purdue.edu/ccse/vol1/iss1/1 2 Browning: The C-SPAN Archives: An Interdisciplinary Resource for Discovery, THE C-SPAN ARCHIVES An Interdisciplinary Resource for Discovery, Learning, and Engagement edited by ROBErt X. BROWNING PURDUE UNIVERSITY PRESS, WEST LAFAYETTE, INDIANA Published by Purdue e-Pubs, 2014 3 The Year in C-SPAN Archives Research, Vol. -
ON MICROFILM DENVER SERVICE CENTER B&Wscans NAT!ONAL PARK SERVICE H /!'I /NXJS- ~ CONTENTS
\·: ·.• ·· . ~ : • tRANKLI N DELANO ROOSEVELT MEMO RI AL INTERPRETIVE PROSPECTUS March 1978 Prepared by: Attic & Cellar Studios Washington, D. C. for: Lawrence Halprin & Associates San Francisco, California and; • The National Park Service National Capital Region Washington, D. C. August 1984 Revised by: National Park Service National Capital Region National Capital Parks-Central Harpers Ferry Center PLEASE RETURN TO: • TECHNl<W. INFORMATION CENTER ON MICROFILM DENVER SERVICE CENTER B&WScans NAT!ONAL PARK SERVICE h /!'I /NXJS- ~ CONTENTS I. INTRODUCTION I 1 II. INTERPRETIVE GOALS I 2 Ill. SUMMARY OF MEMORIAL DESIGN I 3 The Site I 3 The Design Concept I 3 Design Description: A Walk Through the Memorial I 4 IV. INTERPRETIVE PROPOSALS I 6 Influence on Interpretive Planning I 6 Interpretive Area Proposals I 7 Interpretive Media Not Recommended I 11 Interpretive Center I 11 V. RESEARCH PROCESS/RESEARCH COLLECTION I 12 APPENDIX I -- FDR: PRESIDENT/POLITICIAN/PUBLIC MAN/RELATION SHIP TO THE AMERICAN PEOPLE APPENDIX II ...:._ INTERPRETIVE CENTER • APPENDIX 111 -- COST ESTIMATES NATIONAL PARK SERVI CE, HARPERS FERRY CENTER APPENDIX IV -- SELECTED FDR BIBLIOGRAPHY APPENDIX V -- SELECTED SPEECHES BY FDR • -- .• I. INTRODUCTION "There exists a great interest among Americans--and for that matter, among other people--about this thirty-second President. 11 Sharing these sentiment's of one of the New Deal's pre-eminent analysts, Rexford Tugwell, Representative Eugene Keogh introduced legislation in the year following President Roosevelt's death to organize a commission whose charge was to create a memorial to F. D.R. The commission was formed in 1955, and has since actively sought to achieve its goal. -
World War II
World War II 1. What position did George Marshall hold during World War II? A. Commanding General of the Pacific B. Chief of Staff of the U.S. Army C. Army Field Marshall of Bataan D. Supreme Officer of European Operations 2. Which of the following best explains why President Harry S. Truman decided to drop the atomic bombs on Hiroshima and Nagasaki at the end of World War II? A. He wanted the war to last as long as possible. B. He wanted to wait for the USSR to join the war. C. He wanted Germany to surrender unconditionally. D. He wanted to avoid an American invasion of Japan. 3. What impact did the Japanese attack on Pearl Harbor have on World War II? A. Italy surrendered and united with the Allies. B. The Pacific Charter was organized against Japan. C. Japan surrendered to the Allies the following day. D. It pulled the United States into World War II. 4. The picture above is an iconic image from World War II and symbolizes which of the following? A. the women who ferried supplies into combat areas during the war B. the millions of women who joined the workforce in heavy industry C. the important work done by Red Cross nurses during World War II D. the women who joined the armed forces in combat roles Battle of the Bulge The Battle of the Bulge, initially known as the Ardennes Offensive, began on December 16, 1944. Hitler believed that the coalition between Britain, France, and the United States in the western region of Europe was not very powerful and that a major defeat by the Germans would break up the Allied forces. -
Between the Wars and World War Two Chapter Outline
www.ck12.org CHAPTER 5 Between the Wars and World War Two Chapter Outline 5.1 WILSON DESIRES "A JUST PEACE" 5.2 RISE OF FASCISM AND TOTALITARIANISM IN EUROPE 5.3 ISOLATIONISM 5.4 ROOSEVELT’S RESPONSE TO A TROUBLED WORLD 5.5 ATTACK ON PEARL HARBOR PROPELS THE UNITED STATES INTO WORLD WAR II 5.6 COUNTRIES INVOLVED IN WORLD WAR II AND MAJOR THEATERS OF WORLD WAR II 5.7 WARTIME STRATEGY 5.8 INDIVIDUAL SACRIFICES WERE MADE BY MANY 5.9 IMPORTANT INDIVIDUALS OF WORLD WAR II 5.10 JAPANESE AMERICANS OUTCASTED IN WAKE OF PEARL HARBOR 5.11 WOMEN ANSWER THE CALL AT HOME AND ABROAD 5.12 WORLD WAR II AND AFRICAN AMERICANS 5.13 WORLD WAR II AT HOME 5.14 MAJOR DEVELOPMENTS IN SCIENCE AND TECHNOLOGY DURING WWII 5.15 TENNESSEE’S IMPACT ON WORLD WAR II 5.16 MANHATTAN PROJECT 5.17 AMERICAN RESPONSE TO THE HOLOCAUST 5.18 YALTA AND POTSDAM CONFERENCES 5.19 FORMATION OF THE UNITED NATIONS AND CORDELL HULL 5.20 REFERENCES Students analyze the inter-war years and America’s participation in World War II. US.54 ... Examine the impact of American actions in foreign policy in the 1920’s, including the refusal to join the League of Nations, the Washington Disarmament Conference, and the Kellogg Brand Pact. (H, P) US.55 ... Gather relevant information from multiple sources to explain the reasons for and consequences of American actions in foreign policy during the 1930’s, including the Hoover Stimson Note, the Johnson Debt Default Act, and the Neutrality Acts of 1935, 1937, and 1939.