Presidents, American Creativity & Copyright

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Presidents, American Creativity & Copyright

PRESIDENT GERALD FORD signed into law the current Copyright Act on October 19, 1976. It has been amended several times since then, including extending the term of copyright protection and addressing the delivery of digital works. PRESIDENT THEODORE ROOSEVELT signed into law the 1909 Copyright Act on March 4, 1909, his final day in office. It was the third general revision of the copyright law since passage of the first federal copyright law in 1790. “Washington’s Inaugural at Congress Hall, Philadelphia,” a reproduction of an oil painting of PRESIDENT GEORGE WASHINGTON’s second inauguration, was deposited with the Copyright Office on June 18, 1947. A plaster bust of PRESIDENT JOHN F. KENNEDY was deposited on April 23, 1963. “Stars and Stripes Forever,” the musical composition by John Philip Sousa, was deposited on April 15, 1898. On March 3, 1865, just six weeks before his assassination, PRESIDENT ABRAHAM LINCOLN authorized a bill amending the Copyright Act to extend copyright protection to photographs and photographic negatives. Famed Civil War photographer Mathew Brady took this photograph of Lincoln. Presidents, American Creativity & Copyright PRESIDENT GEORGE WASHINGTON signed the first federal copyright law on May 31, 1790. It recognized the value of copyright to the nation’s cultural and economic progress, and it gave rise to a registration system that has produced an unparalleled record of American creativity. Since 1790, more than 35 million works have been registered. Copies of millions of these works have been deposited with registrations, including many books by and about U.S. presidents and countless works of visual and performing arts celebrating presidents and American political traditions. (202) 707-3000 or 1 (877) 476-0778 101 INDEPENDENCE AVENUE SE, WASHINGTON, DC 20559-6000 WWW.COPYRIGHT.GOV .

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House Resolution No.110
HOUSE RESOLUTION NO.110 Rep. Reilly offered the following resolution: 1 A resolution to declare May 17-21, 2021, as Home Education 2 Week in the state of Michigan. 3 Whereas, The state of Michigan is committed to excellence in 4 education; and 5 Whereas, Michigan law affirms that it is the natural 6 fundamental right of parents and legal guardians to determine and 7 direct the care, teaching, and education of their children; and 8 Whereas, Research demonstrates conclusively that educational 9 alternatives and direct family participation improve academic 10 performance; and 11 Whereas, Families engaged in home-based education are not 12 dependent on public, tax-funded resources for their children's 13 education, thus saving Michigan taxpayers thousands of dollars Home Education W 21H 2 1 annually; and 2 Whereas, Educating children at home was the predominant form 3 of education during much of our nation’s history; and 4 Whereas, Home education has a long history of success in our 5 country, producing such notable Americans as George Washington, 6 Benjamin Franklin, Patrick Henry, John Quincy Adams, John Marshall, 7 Robert E. Lee, Abraham Lincoln, Thomas Edison, Helen Keller, Clara 8 Barton, Laura Ingalls Wilder, Franklin D. Roosevelt, George Patton, 9 Douglas MacArthur, Frank Lloyd Wright, John Philip Sousa, and Tim 10 Tebow among many others; and 11 Whereas, Michigan’s home-educated students are being equipped 12 to be successful, informed, engaged, ethical, and productive 13 citizens who enrich our society and contribute to the well-being
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U.S. Marine Band Bios
WOLF TRAP HOLIDAY SING-A-LONG FROM HOME ABOUT THE ARTISTS “THE PRESIDENT’S OWN” UNITED STATES MARINE BAND Established by an Act of Congress in 1798, the United States Marine Band is America’s oldest continuously active professional musical organization. Its mission is unique—to provide music for the President of the United States and the Commandant of the Marine Corps. President John Adams invited the Marine Band to make its White House debut on New Year’s Day, 1801, in the then-unfinished Executive Mansion. In March of that year, the band performed for Thomas Jefferson’s inauguration and it is believed that it has performed for every presidential inaugural since. In Jefferson, the band found its most visionary advocate. An accomplished musician himself, Jefferson recognized the unique relationship between the band and the Chief Executive and he is credited with giving the Marine Band its title, “The President’s Own.” COLONEL JASON K. FETTIG, director Colonel Jason K. Fettig is the 28th director of “The President’s Own” United States Marine Band. He joined in 1997 as a clarinetist and assumed leadership of the Marine Band in July of 2014. He was promoted to his present rank in August 2017 by President Donald J. Trump, becoming the third director of “The President’s Own” to be promoted to colonel in a White House ceremony. As director, Col. Fettig is the music adviser to the White House and regularly conducts the Marine Band and Marine Chamber Orchestra at the Executive Mansion and at all Presidential Inaugurations. He also serves as music director of Washington, D.C.’s historic Gridiron Club, a position held by every Marine Band Director since John Philip Sousa.
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JUMPING SHIP: the DECLINE of BLACK REPUBLICANISM in the ERA of THEODORE ROOSEVELT, 1901—1908 a Thesis Presented to the Graduat
JUMPING SHIP: THE DECLINE OF BLACK REPUBLICANISM IN THE ERA OF THEODORE ROOSEVELT, 1901—1908 A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Mark T. Tomecko August, 2012 JUMPING SHIP: THE DECLINE OF BLACK REPUBLICANISM IN THE ERA OF THEODORE ROOSEVELT, 1901—1908 Mark T. Tomecko Thesis Approved: Accepted: _______________________________ ______________________________ Advisor Dean of the College Dr. Tracey Jean Boisseau Dr. Chand Midha _______________________________ ______________________________ Department Chair Dean of the Graduate School Dr. Martin Wainwright Dr. George Newkome ______________________________ Date ii ABSTRACT Most analysts of black voting patterns in the United States have assumed that the first substantive abandonment of the Republican party by black voters occurred in the 1930s, when the majority of black voters embraced Franklin Roosevelt‘s New Deal. A closer examination, however, of another Roosevelt presidency – that of Theodore Roosevelt (1901-1909) – demonstrates the degree to which black voters were already growing disenchanted with the Republicans in the face of what they viewed as uneven support and contradictory messages from the highest ranking Republican in the land. Though the perception of Theodore Roosevelt‘s relationship to black Americans has been dominated by his historic invitation of Booker T. Washington to dine with him at the White House in 1901, in fact even this event had assorted and complex meanings for Roosevelt‘s relationship to the black community. More importantly, his dismissal of black troops following a controversial shooting in southern Texas in 1906 – an event known as the Brownsville affair – set off a firestorm of bitter protest from the black press, black intellectuals, and black voters.
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Theodore Roosevelt and Woodrow Wilson Fdr4freedoms 2
fdr4freedoms 1 Theodore Roosevelt, who was president from 1901 to 1909, 1. Franklin D. and Woodrow Wilson, who occupied the office from 1913 to 1921, inspired, guided, and taught Franklin D. Roosevelt. TR, a distant cousin some twenty-five years older than FDR, showed Roosevelt’s Models: him how a president could dominate the American political landscape and, through the force of his personality, redefine the presidency and America’s place in the world. Wilson’s Theodore Roosevelt regulation of corporate trusts, banks, and the money supply showed FDR how effective a president could be as legislator. FDR watched their triumphs and learned even more from their and Woodrow Wilson failures. These two leaders, more than anyone, helped shape FDR’s vision as president. FDR followed the examples of TR and Wilson because he shared their fundamental strengths and values. As historian Geoffrey Ward has noted, all three men possessed “an unfeigned love for people and politics, an ability to rally able men and women to their cause, and an unbounded optimism and self-confidence.” They all rejected the notion that “the A poster illustrating the 1912 presidential campaign, which mere making of money should be enough to satisfy any man featured Theodore Roosevelt (left) on the Progressive or any nation” and accepted “a sense of stewardship” of the ticket, Democratic candidate Woodrow Wilson (center), and incumbent William Howard Taft, a Republican. TR split the nation’s land and resources. Even more important, all three Republican vote and helped Wilson win election. As for the brought active, indeed transformative, leadership to the young New York state senator Franklin D.
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Growth of Presidential Power
Growth of Presidential Power A. Article II of the Constitution 1. Article II is the part of the Constitution that deals with the Executive Branch. 2. Article II is basically just a short outline of powers. 3. A large part of America’s early political history deals with defining the extent of the executive power. B. The Changing View of Presidential Power 1. Why Presidential Power Has Grown -The presidency is in the hands of one person, rather than many, and many Presidents have worked to expand the powers of their office. -As the country grew and industrialized, especially in times of emergency, people demanded that the Federal Government play a larger role and looked to the President for leadership. -Congress has delegated much authority to the President, although presidential control over foreign affairs is greater than it is over domestic affairs. Congress simply continues to assert itself in the implementation of social programs. -Presidents have the attention and general respect of the media, the public, and their own party. C. How Presidents Have Viewed Their Power 1. Stronger and more effective Presidents have taken a broad view of the powers of the office. 2. Teddy Roosevelt viewed his broad use of Presidential powers as the “Stewardship Theory”, which means that the President should have the power to act as a “steward” over the country. 3. Recent, very strong presidents have given rise to the phrase “Imperial Presidency”, which implies that the President becomes as strong as an emperor. The term is often used to refer to the administration of Richard Nixon.
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Senate Resolution No. 52
MICHIGAN SENATE Senate Resolution No. 52 Offered by Senators Theis, Victory, Bizon, Horn, Barrett, Nesbitt, Daley, MacDonald, Lauwers, LaSata, Bumstead, McBroom, Runestad, Zorn, VanderWall, Shirkey, Johnson, Outman, Schmidt and Stamas A RESOLUTION TO RECOGNIZE MAY 17-21, 2021, AS MICHIGAN HOME EDUCATION WEEK WHEREAS, The state of Michigan is committed to excellence in education; and WHEREAS, Michigan law affirms that it is the natural, fundamental right of parents and legal guardians to determine and direct the care, teaching, and education of their children; and WHEREAS, Research demonstrates that educational alternatives and direct family participation improve academic performance conclusively; and WHEREAS, Families engaged in home-based education are not dependent on public, tax-funded resources for their children’s education, saving Michigan taxpayers thousands of dollars annually; and WHEREAS, Educating children at home was the predominant form of education during much of our nation’s history; and WHEREAS, Home education has a long history of success in our country, producing such notable Americans including George Washington, Benjamin Franklin, Patrick Henry, John Quincy Adams, John Marshall, Robert E. Lee, Abraham Lincoln, Thomas Edison, Helen Keller, Clara Barton, Laura Ingalls Wilder, Franklin D. Roosevelt, George Patton, Douglas MacArthur, Frank Lloyd Wright, John Philip Sousa, and Tim Tebow among many others; and WHEREAS, Michigan’s home educated students are equipped to be successful, informed, engaged, ethical, and productive
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Student Perceptions of Post Civil War Presidents, 1865-1981
DOCUMENT RESUME EH 141 111 §15 015 519 AUTHOR St John, Jacqueline; Keller, Jane TITLE Student Perceptions of Post Civil War Presidents, 1865=1981. PUB DATE 84 NOTE 36p.; Paper presented at the Annual Missouri Valley History Conference (27th, Omaha, NE, March 10, 1984). PUB TYPE Reports Research/Technical (143) -- Speeches/ConferencelPapers (150) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Educational Research; Foreign Policy; Higher Education; Intelligence; *Knowledge Level; Leaderships *presidents; *Student Attitudes; Student Reaction; *United States History; *Writing Evaluation IDENTIFIERS Kennedy (John F); Nixon (Richard M); Roosevelt (Theodore); Truman (Harry S) ABSTRACT Project aims were to learn what college freshmen knew of the late 19th and 20th century presidents and todetermine the students' writing level. During the first class of each offive semesters, students enrolled in an American HistorySince 1865 course were asked to write one paragraphabout any president in the time period 1865-1981. Due to time constraints, the reportcontains summaries of student evaluations of four presidents onlyRichard M. Nixon (the most written about president in the study); John F. Kennedy (ranked second in student selection); Harry S.Truman (included to achieve political balance--two Democrats and two Republicans); and Theodore Roosevelt (included because heis not in the studentS' immediate historical tradition).Students believe that Nixon's foreign policy achievements will ultimatelyovershadow his participation in Watergate and that historians will finallyjudge him as a great president.Kennedy is viewed as a hero and an outstanding leader. Truman is known for his honesty and decisionmaking. Roosevelt is viewed as a forceful leader inforeign and domestic affairs.
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Theodore Roosevelt on the Sinking of the Lusitania, 1915 Introduction
1 Theodore Roosevelt on the sinking of the Lusitania, 1915 Introduction On May 7, 1915, the British passenger ship Lusitania, sailing from New York to Liverpool, was torpedoed by a German U-boat. The Lusitania sank, killing 1,195 people on board, including 123 Americans. The incident created sharp reactions among Americans, many of whom believed that the United States should inflict an immediate reprisal upon Germany. President Woodrow Wilson, however, took a cautious approach to responding to the attack, demanding from Germany an apology, compensation for American victims, and a pledge to discontinue unannounced submarine warfare. Former President Theodore Roosevelt disagreed with Wilson’s diplomatic response to the sinking of the Lusitania. Roosevelt believed that the attack warranted a military reprisal and that the United States had little choice but to enter the war. In June 1915, Roosevelt wrote to an aquaintance criticizing Wilson’s handling of the incident, writing, “If Lincoln had acted after the firing of Sumter in the way that Wilson did about the sinking of the Lusitania, in one month the North would have been saying they were so glad he kept them out of the war.” Criticizing both the government’s response and the American peoples’ apathy over the attack, Roosevelt wrote that he was “pretty well disgusted with our government and with the way our people acquiesce in and support it.” Excerpt Wilson and Bryan have quarreled over what seems to me an entirely insignificant point, that is, as to the percentage of water they shall put into a policy of mere milk and water.
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Nixon on the Home Front
NIXON on the Home Front THE 37TH PRESIDEnt’S DOMESTIC POLICIES InCREASED thE REACH OF GOVERNMEnt hen most people think of Richard Nixon’s presi- Wdency, two subjects come to mind. One is foreign policy—the Vietnam War, détente with the Soviet Union, and the opening to China. The other is Watergate—the break-in, the tapes, and the resignation. Rarely examined by historians or journalists are the poli- cies, programs, and legislative victories that make up the do- mestic legacy of the Nixon administration. 6 Prologue Winter 2012 • This year marks the centennial of Nixon’s birth in Whittier, California. He attended Whittier College there, and went on to Duke University School of Law. After serv- ing in the Navy in World War II, Nixon was a major player in postwar U.S. politics as a member of the House and Senate from California, Vice President under Dwight D. Eisenhower, and President—and an active former President until his death in 1994 at age 81. Elected President at the end of the 1960s, Nixon faced a nation in turmoil. Vietnam War protests—in Congress and in the streets—civil rights groups, an increasingly vocal environmental movement, and more and more special-in- terest, single-issue groups were demanding specific actions on domestic and foreign policies. And the nation was still reeling from two assassinations in 1968: Martin Luther King, Jr., and Robert F. Kennedy. He also faced an economy hobbled by the massive spending for the Vietnam War and for President Lyndon B. Johnson’s Great Society programs. Although the unem- ployment rate was low, inflation was high.
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Mount Rushmore Mount Rushmore Is a National Monument Located in the Black Hills of South Dakota
5th(5) Mount Rushmore Mount Rushmore is a national monument located in the Black Hills of South Dakota. Carved into the side of the large mountain are the faces of four men who were United States presidents. These men were chosen because all four played important roles in American history. The four faces carved onto Mount Rushmore are those of George Washington, Thomas Jefferson, Abraham Lincoln and Theodore Roosevelt. Each face carved into the mountain is about 60 feet tall. George Washington was chosen for this monument because of his role in the Revolutionary War and his fight for American independence. He was the first United States president and is often called the father of our country. Thomas Jefferson was picked because he believed that people should be allowed to govern themselves, which is the basis for democracy. Abraham Lincoln was added because he believed that all people are equal, and he helped end slavery in the United States. Theodore Roosevelt was chosen because he was such an influential president and world leader. The man who carved Mount Rushmore was named Gutzon Borglum, and he worked on the monument until his death in 1941. After Gutzon Borglum died, his son Lincoln Borglum worked on the mountain until there was no money left to continue. Fourteen years were spent creating the faces on Mount Rushmore. Dynamite was used to blast the tough granite rock off the mountain to make a smooth surface for the faces. George Washington was carved first, and his face began as an egg-shaped piece of granite.
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The Progressive Era Origins of the National Security Act
Pace University DigitalCommons@Pace Pace Law Faculty Publications School of Law 1-1-2000 The Progressive Era Origins of the National Security Act Mark R. Shulman Pace Law School Follow this and additional works at: https://digitalcommons.pace.edu/lawfaculty Part of the Defense and Security Studies Commons, Law Commons, and the Public Affairs Commons Recommended Citation Shulman, Mark R., "The Progressive Era Origins of the National Security Act" (2000). Pace Law Faculty Publications. 223. https://digitalcommons.pace.edu/lawfaculty/223 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Faculty Publications by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. The Progressive Era Origins of the National Security Act Mark R.Shulman* Perhaps it is a universal truth that the loss of liberty at home is to be charged to provisions against danger; real or pretended, from abroad. -James Madison to Thomas Jefferson, May 1798' I. Introduction to "National Security" The National Security Act of 1947* and its successors drew the blueprint of the Cold War domestic political order. This regime centralized control of the military services-the Army, Navy, Marine Corps, and a newly separate Air Force-in a single executive branch department. It created a new professional organization to collect and analyze foreign intelligence, the Central Intelligence Agency. And at the center of this new national security apparatus, a National Security Council would eventually establish foreign policy by coordinating intelligence and directing military and para-military forces, as well as supervising a National Security Resources Board.
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Theodore Roosevelt, Wilhelm II, and the Venezuela Crisis of 1902 Edmund Morris
Naval War College Review Volume 55 Article 6 Number 2 Spring 2002 "A Matter of Extreme Urgency": Theodore Roosevelt, Wilhelm II, and the Venezuela Crisis of 1902 Edmund Morris Follow this and additional works at: https://digital-commons.usnwc.edu/nwc-review Recommended Citation Morris, Edmund (2002) ""A Matter of Extreme Urgency": Theodore Roosevelt, Wilhelm II, and the Venezuela Crisis of 1902," Naval War College Review: Vol. 55 : No. 2 , Article 6. Available at: https://digital-commons.usnwc.edu/nwc-review/vol55/iss2/6 This Article is brought to you for free and open access by the Journals at U.S. Naval War College Digital Commons. It has been accepted for inclusion in Naval War College Review by an authorized editor of U.S. Naval War College Digital Commons. For more information, please contact [email protected]. Morris: "A Matter of Extreme Urgency": Theodore Roosevelt, Wilhelm II, an “A MATTER OF EXTREME URGENCY” Theodore Roosevelt, Wilhelm II, and the Venezuela Crisis of 1902 Edmund Morris n the evening of 2 June 1897, an extraordinary meeting of minds took Oplace at the Naval War College, in Newport, Rhode Island. In addition to the assistant secretary of the Navy, who was the main speaker, the stage was shared by an ornithologist, a paleontologist, a zoologist, and a taxidermist. There was an expert on the naval logistics of the War of 1812. There was a Dresden-educated socialite, fluent in German, French, and English, and able to read Italian. There was a New York State assemblyman, a North Dakota rancher, an eminent historian, a biographer, a big-game hunter, a conservationist, a civil service reformer, a professional politician, and a police commissioner.
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