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Chapter 20 Ap® Focus & Annotated Chapter Outline Ap® Focus
CHAPTER 20 AP® FOCUS & ANNOTATED CHAPTER OUTLINE AP® FOCUS Period 7: 1890–1945 AP U.S. History Key Concepts 7.2 A revolution in technology created a new mass culture and spread “modern” values amid increasing cultural conflicts. • Wartime tensions and xenophobia led to legislation restricting immigration. • World Wars I and II contributed to increased migration, both internally and to the United States. 7.3 Global conflicts led to debates over the United States’ increasingly dominant role in the world. • American expansionism led to overseas involvement and acquisitions in the Western Hemisphere and the Pacific. • World War I increased debates over the proper role of the United States in the world. ANNOTATED CHAPTER OUTLINE The following annotated chapter outline will help you review the major topics covered in this chapter. I. From Expansion to Imperialism A. Foundations of Empire 1. Historians used to describe turn-of-the-twentieth-century U.S. imperialism as something new. Now they emphasize continuities between foreign policy in this era and the nation’s earlier, relentless expansion across the continent. 2. Policymakers beginning in the 1890s went on a determined quest for global markets. Industrialization and a modern navy provided tools for the United States to flex its muscle, and the economic crisis of the 1890s provided a spur. 3. Confronting high unemployment and mass protests, policymakers feared that American workers would embrace socialism or communism. The alternative, they believed, was overseas markets that would create jobs and prosperity at home. 4. Intellectual trends also favored imperialism. As early as 1885, Congregationalist minister Josiah Strong urged Protestants to proselytize overseas. -
Espionage Act of 1917
Communication Law Review An Analysis of Congressional Arguments Limiting Free Speech Laura Long, University of Oklahoma The Alien and Sedition Acts, Espionage and Sedition Acts, and USA PATRIOT Act are all war-time acts passed by Congress which are viewed as blatant civil rights violations. This study identifies recurring arguments presented during congressional debates of these acts. Analysis of the arguments suggests that Terror Management Theory may explain why civil rights were given up in the name of security. Further, the citizen and non-citizen distinction in addition to political ramifications are discussed. The Alien and Sedition Acts of 1798 are considered by many as gross violations of civil liberties and constitutional rights. John Miller, in his book, Crisis in Freedom, described the Alien and Sedition Acts as a failure from every point of view. Miller explained the Federalists’ “disregard of the basic freedoms of Americans [completed] their ruin and cost them the confidence and respect of the people.”1 John Adams described the acts as “an ineffectual attempt to extinguish the fire of defamation, but it operated like oil upon the flames.”2 Other scholars have claimed that the acts were not simply unwise policy, but they were unconstitutional measures.3 In an article titled “Order vs. Liberty,” Larry Gragg argued that they were blatantly against the First Amendment protections outlined only seven years earlier.4 Despite popular opinion that the acts were unconstitutional and violated basic civil liberties, arguments used to pass the acts have resurfaced throughout United States history. Those arguments seek to instill fear in American citizens that foreigners will ultimately be the demise to the United States unless quick and decisive action is taken. -
The War to End All Wars. COMMEMORATIVE
FALL 2014 BEFORE THE NEW AGE and the New Frontier and the New Deal, before Roy Rogers and John Wayne and Tom Mix, before Bugs Bunny and Mickey Mouse and Felix the Cat, before the TVA and TV and radio and the Radio Flyer, before The Grapes of Wrath and Gone with the Wind and The Jazz Singer, before the CIA and the FBI and the WPA, before airlines and airmail and air conditioning, before LBJ and JFK and FDR, before the Space Shuttle and Sputnik and the Hindenburg and the Spirit of St. Louis, before the Greed Decade and the Me Decade and the Summer of Love and the Great Depression and Prohibition, before Yuppies and Hippies and Okies and Flappers, before Saigon and Inchon and Nuremberg and Pearl Harbor and Weimar, before Ho and Mao and Chiang, before MP3s and CDs and LPs, before Martin Luther King and Thurgood Marshall and Jackie Robinson, before the pill and Pampers and penicillin, before GI surgery and GI Joe and the GI Bill, before AFDC and HUD and Welfare and Medicare and Social Security, before Super Glue and titanium and Lucite, before the Sears Tower and the Twin Towers and the Empire State Building and the Chrysler Building, before the In Crowd and the A Train and the Lost Generation, before the Blue Angels and Rhythm & Blues and Rhapsody in Blue, before Tupperware and the refrigerator and the automatic transmission and the aerosol can and the Band-Aid and nylon and the ballpoint pen and sliced bread, before the Iraq War and the Gulf War and the Cold War and the Vietnam War and the Korean War and the Second World War, there was the First World War, World War I, The Great War, The War to End All Wars. -
World War I - on the Homefront
World War I - On the Homefront Teacher’s Guide Written By: Melissa McMeen Produced and Distributed by: www.MediaRichLearning.com AMERICA IN THE 20TH CENTURY: WORLD WAR I—ON THE HOMEFRONT TEACHER’S GUIDE TABLE OF CONTENTS Materials in Unit .................................................... 3 Introduction to the Series .................................................... 3 Introduction to the Program .................................................... 3 Standards .................................................... 4 Instructional Notes .................................................... 5 Suggested Instructional Procedures .................................................... 6 Student Objectives .................................................... 6 Follow-Up Activities .................................................... 6 Internet Resources .................................................... 7 Answer Key .................................................... 8 Script of Video Narration .................................................... 12 Blackline Masters Index .................................................... 20 Pre-Test .................................................... 21 Video Quiz .................................................... 22 Post-Test .................................................... 23 Discussion Questions .................................................... 27 Vocabulary Terms .................................................... 28 Woman’s Portrait .................................................... 29 -
Rights and Responsibilities in Wartime AUTHOR: NICHOLAS E
HOW WWI CHANGED AMERICA Rights and Responsibilities in Wartime AUTHOR: NICHOLAS E. CODDINGTON, COLUMBIA UNIVERSITY CONTEXT Although the United States is a nation with defined rights protected by a constitution, sometimes those rights are challenged by the circumstances at hand. This is especially true during wartime and times of crisis. As Americans remained divided in their support for World War I, President Woodrow Wilson’s administration and U.S. Congress pushed pro- war propaganda and enacted laws meant to deter anti-war protesting. When war protests did arise, those who challenged U.S. involvement in the war faced heavy consequences, including jail time for their actions. Many questioned the pro-war campaign and its possible infringement on Americans’ First Amendment freedoms, including the right to protest and freedom of speech. Using World War I as a backdrop and the First Amendment as the test, students will examine the Sedition Act of 1918 and come to realize that Congress passed laws that violated the Constitution and that the Supreme Court upheld those laws. Additionally, students will be challenged to consider the role President Wilson had in promoting an anti-immigrant sentiment in the United States and how that rhetoric emboldened Congress to pass laws that violated the civil rights of all Americans. The lesson will wrap up challenging students to consider the responsibilities of citizens when they believe the president and Congress promote legislation that infringes on First Amendment rights. PRIMARY SOURCES Eugene Debs -
Wyoming Liberty Group and the Goldwater Institute Scharf-Norton Center for Constitutional Litigation in Support of Appellant on Supplemental Question
No. 08-205 ================================================================ In The Supreme Court of the United States --------------------------------- ♦ --------------------------------- CITIZENS UNITED, Appellant, v. FEDERAL ELECTION COMMISSION, Appellee. --------------------------------- ♦ --------------------------------- On Appeal From The United States District Court For The District Of Columbia --------------------------------- ♦ --------------------------------- BRIEF OF AMICI CURIAE THE WYOMING LIBERTY GROUP AND THE GOLDWATER INSTITUTE SCHARF-NORTON CENTER FOR CONSTITUTIONAL LITIGATION IN SUPPORT OF APPELLANT ON SUPPLEMENTAL QUESTION --------------------------------- ♦ --------------------------------- BENJAMIN BARR Counsel of Record GOVERNMENT WATCH, P.C. 619 Pickford Place N.E. Washington, DC 20002 (240) 863-8280 ================================================================ COCKLE LAW BRIEF PRINTING CO. (800) 225-6964 OR CALL COLLECT (402) 342-2831 i TABLE OF CONTENTS Page TABLE OF CONTENTS ......................................... i TABLE OF AUTHORITIES ................................... ii INTEREST OF AMICI CURIAE ........................... 1 SUMMARY OF ARGUMENT ................................ 2 ARGUMENT ........................................................... 3 I. Historic Truths: The Powerful Few Forever Seek to Silence Dissent ................................ 5 II. This Court Cannot Design a Workable Standard to Weed Out “Impure” Speech ..... 11 III. A Return to First Principles: Favoring Unbridled Dissent ....................................... -
*1573 the Limits of National Security
Jamshidi, Maryam 8/15/2019 For Educational Use Only THE LIMITS OF NATIONAL SECURITY, 48 Am. Crim. L. Rev. 1573 48 Am. Crim. L. Rev. 1573 American Criminal Law Review Fall, 2011 Symposium: Moving Targets: Issues at the Intersection of National Security and American Criminal Law Article Laura K. Donohuea1 Copyright © 2012 by American Criminal Law Review; Laura K. Donohue *1573 THE LIMITS OF NATIONAL SECURITY I. INTRODUCTION 1574 II. DEFINING U.S. NATIONAL SECURITY 1577 III. THE FOUR EPOCHS 1587 A. Protecting the Union: 1776-1898 1589 1. International Independence and Economic Growth 1593 2. Retreat to Union 1611 3. Return to International Independence and Economic Growth 1617 a. Tension Between Expansion and Neutrality 1618 b. Increasing Number of Domestic Power-Bases 1623 B. Formative International Engagement and Domestic Power: 1898-1930 1630 1. Political, Economic, and Military Concerns 1630 a. Military Might 1637 b. Secondary Inquiry: From Rule of Law to Type of Law 1638 2. Tension Between the Epochs: Independence v. Engagement 1645 © 2019 Thomson Reuters. No claim to original U.S. Government Works. 1 Jamshidi, Maryam 8/15/2019 For Educational Use Only THE LIMITS OF NATIONAL SECURITY, 48 Am. Crim. L. Rev. 1573 3. Expanding National Spheres of Influence 1650 C. The Ascendance of National Security: 1930-1989 1657 1. A New Domestic Order 1658 a. Re-channeling of Law Enforcement to National Security 1661 b. The Threat of Totalitarianism 1665 c. The Purpose of the State 1666 2. Changing International Role: From Authoritarianism to Containment 1669 3. Institutional Questions and the National Security Act of 1947 1672 a. -
Civil Liberties in the Time of Influenza
76 Articles 77 Traces: Te UNC-Chapel Hill Journal of History of the Spanish Flu and remains infuential due to its exhaustive statistical analyses and Civil Liberties in the Time of Infuenza Denton Ong thorough research from numerous localities. It remains the authoritative text on the Spanish Infuenza in the United States, focusing on the efects, scale, and spread of the Te Spanish Infuenza pandemic of 1918-1919 was one disease. Te statistics provided on mortality rates, infection rates and the disease’s spread of the deadliest outbreaks in the history of mankind, killing are still some of the most expansive in the literature. John Barry’s Te Great Infuenza over 50 million people worldwide and as many as 675,000 in (2004) compares the disease to the threat of avian fu in the twenty-frst century and 1 the United States in less than two years. Overall, the dis- covers the role of wartime censorship on the epidemic. However, Barry primarily wants ease’s mortality rate was approximately 2,500% greater than to paint a rough narrative history of the disease and the important individuals involved. 2 the average mortality rate for normal infuenza. In total, By taking a broad view of the infuenza epidemic in the United States, Te Great Infuen- the fu aficted over a quarter of all Americans and dropped za loses some of its punch, as it fnds itself trying to be several diferent kinds of histories 3 the average life expectancy in the US by 12 years. Despite all at once. the US government’s best eforts to assure the public that In Flu: A Social History of Infuenza (2008), Tom Quinn covers the efects infuenza there was no reason to panic, panic set in around the coun- outbreaks have had on society throughout history, so he only focuses on the 1918-19 try. -
Sedition in WWI Lesson Plan Central Historical Question: Were Critics Of
Sedition in WWI Lesson Plan Central Historical Question: Were critics of World War I anti-American? Materials: • Copies of Documents A-D • Copies of Graphic Organizer and Guiding Questions Plan of Instruction: 1. Do Now. Free-write in response to the following questions: What does patriotism mean to you? Do you think it’s important for people to be patriotic? Why or why not? Is it patriotic or anti-American to criticize the United States government? Elicit student responses. Introduce lesson. Today we are going to think about these questions in the historical context of World War I by exploring the question: Were critics of World War I anti-American? 2. Mini-lecture. [Note: The lesson should follow a more thorough lecture on WWI.] Public opinion on WWI was divided in the U.S. Some Americans, notably socialists, Christian pacifists, anarchists, women’s groups, unionists, and intellectuals, opposed the war. Some of these pacifists believed war was immoral, while “radicals” believed the government was entering war not to “make the world safe for democracy,” as Wilson claimed, but rather to serve the interest of capitalists. Other Americans strongly supported U.S. entry into the war in light of the Zimmerman telegram and the sinking of the Lusitania. In 1916 President Wilson won re-election running on the slogan “He Kept Us Out of War.” After the revelation of the Zimmerman telegram and Germany beginning a program of unrestricted submarine warfare that threatened U.S. commercial shipping, Congress declared war in April 1917. That same month Wilson established the Committee on Public Information, a propaganda agency that galvanized public support for U.S. -
Deep Background: Journalists, Sources, and the Perils of Leaking William E
American University Law Review Volume 57 | Issue 5 Article 8 2008 Deep Background: Journalists, Sources, and the Perils of Leaking William E. Lee Follow this and additional works at: http://digitalcommons.wcl.american.edu/aulr Part of the Constitutional Law Commons, and the Criminal Law Commons Recommended Citation Lee, William E. “Deep Background: Journalists, Sources, and the Perils of Leaking.” American University Law Review 57, no.5 (June 2008): 1453-1529. This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University Law Review by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. Deep Background: Journalists, Sources, and the Perils of Leaking Keywords Journalists, Press, Leakers, Leak Investigations, Duty of Nondisclosure, Duty of Confidentiality, Prosecutions, Classified information, First Amendment, Espionage Act This article is available in American University Law Review: http://digitalcommons.wcl.american.edu/aulr/vol57/iss5/8 DEEP BACKGROUND: JOURNALISTS, SOURCES, AND THE PERILS OF LEAKING ∗ WILLIAM E. LEE TABLE OF CONTENTS Introduction.......................................................................................1454 I. Leaking, Leak Investigations, and the Duty of Nondisclosure..........................................................................1462 -
Buzzfeed FOIA Release of Mueller Report FBI 302 Reports
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Supreme Court Spinners
Lobbying&Law Supreme Court Spinners By Bara Vaida hen Mark Corallo opened that includes Apple Computer, Intel, Mi- I What’s Washington’s latest his copy of The New York crosoft, Micron Technology, and Oracle, PR trend? It’s pitching reporters Times on March 28, the supported eBay’s position challenging street-smart Republican spin the appeals court’s ruling. on Supreme Court cases. Wdoctor did a little touchdown dance. Corallo says his communications firm, The paper had published an editorial Corallo Media Strategies, was hired to ex- I Experts say that strong media supporting the legal position of several plain eBay’s position and garner media of Corallo’s clients in a high-tech patent attention because “the justices read the coverage can influence the case before the Supreme Court. newspapers.” Former Justice Sandra Day justices and their clerks. The editorial appeared the day before O’Connor was the best example of that, the case was to be argued, and it came af- he says, noting that during oral arguments ter weeks of work by a team of lawyers and she would ask the dueling lawyers, I Some practitioners shy away consultants that included the 40-year-old “‘Where are the people?’ on issues of law.” Corallo, a former Justice Department Corallo’s confidence that the nine jus- from talking about their work. spokesman. The many phone calls to re- tices and their clerks pay attention to porters and newspaper editorial boards what the media say about cases chal- explaining the case—in which a small Vir- lenges conventional wisdom.