John F. Kennedy We Are All Mortal EPISODE TRANSCRIPT
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Jacqueline (Jackie) Kennedy: Historic Conversations on Life with John F
JACQUELINE (JACKIE) KENNEDY: HISTORIC CONVERSATIONS ON LIFE WITH JOHN F. KENNEDY PDF, EPUB, EBOOK Caroline Kennedy,Michael R. Beschloss | 400 pages | 20 Oct 2011 | Hyperion | 9781401324254 | English | New York, United States Jacqueline (Jackie) Kennedy: Historic Conversations on Life with John F. Kennedy PDF Book Library Locations Map Details. Tone Tone is the feeling that a book evokes in the reader. Working with the staff of the John F. The decision was complicated by my conviction that if my mother had reviewed the transcripts, I have no doubt she would have made revisions. Dec 06, janet Burke rated it it was amazing. So far, reports on the contents of the interview say nothing about her rumored affair with actor William Holden, but they do give us a glimpse of a sassier Jackie. But I never put much thought into the First Lady being an asset to negotiations or that she intimately knew so many statesmen. The sense of time passing was made more acute by the loss of my uncle Teddy and my aunt Eunice in , by Ted Sorensen in , and my uncle Sarge in January I always thought women who were scared of sex loved Adlai. Listening to Jacqueline Kennedy herself, just a few months after her husband's assassination, speak about her husband and some of the impressions he had formed of the various personalities with whom he dealt as President, as well as hearing her own thoughts about the people who served in the Kennedy This illustrated book and CD Set is a priceless gem for anyone with a deep interest in the era when President and Mrs. -
Wilderness Hero 3
Arthur Carhart National Wilderness Training Center’s Wilderness Investigations High School Wilderness Hero #3 John F. Kennedy President John F. Kennedy; 35th U.S. President (No copyright indicated) Common Core Standard Connections Standards addressed will vary depending on how the teacher chooses to approach the lesson and/or activities. Instructions for the teacher: Rarely, if ever, is one individual responsible for the hard work and vision involved in bringing about wilderness legislation, specific wilderness designation, or wilderness management. The 35th President of the United States, John F. Kennedy, was an important player in the ultimate success of the Wilderness Act of 1964 (signed into law the year after his untimely death). John F. Kennedy is the focus of this Wilderness Hero spotlight. To help students get to know this amazing wilderness hero, choose one or more of the following: • Photocopy and hand out Wilderness Hero Sheet #3 to each student. 143 o Based on the information found there, have them write a short news article about John F. Kennedy and his role in the story of designated wilderness. • From the list of wilderness quotes found within Wilderness Hero Sheet #3, have students select one or more, copy the quote, and then interpret what the quote(s) means to them. • Use the handout as the basis of a short mini-lesson about John F. Kennedy and wilderness. • Have students research John F. Kennedy’s presidency and from their findings create a timeline showing important events taking place during President Kennedy’s administration (January 1961 – November 1963). o This was a time of significant national and world events (Cuban Missile Crisis, civil rights movement, early Viet Nam War involvement, financial challenges, etc.). -
American Visionary: John F. Kennedy's Life and Times
American Visionary: John F. Kennedy’s Life and Times Organized by Wiener Schiller Productions in collaboration with the John F. Kennedy Presidential Library Curated by Lawrence Schiller Project Coordinator: Susan Bloom All images are 11 x 14 inches All frames are 17 x 20 inches 1.1 The Making of JFK John “Jack” Fitzgerald Kennedy at Nantasket Beach, Massachusetts, circa 1918. Photographer unknown (Corbis/Getty Images) The still-growing Kennedy family spent summers in Hull, Massachusetts on the Boston Harbor up to the mid-1920s, before establishing the family compound in Hyannis Port. 1.2 The Making of JFK A young Jack in the ocean, his father nearby, early 1920s. Photographer Unknown (John F. Kennedy Library Foundation) Kennedy’s young life was punctuated with bouts of illness, but he was seen by his teachers as a tenacious boy who played hard. He developed a great love of reading early, with a special interest in British and European history. 1.3 The Making of JFK Joseph Kennedy with sons Jack (left) and Joseph Patrick Jr., Brookline, Massachusetts, 1919. Photographer Unknown (John F. Kennedy Library Foundation) In 1919 Joe Kennedy began his career as stockbroker, following a position as bank president which he assumed in 1913 at age twenty-five. By 1935, his wealth had grown to $180 million; the equivalent to just over $3 billion today. Page 1 Updated 3/7/17 1.4 The Making of JFK The Kennedy children, June, 1926. Photographer Unknown (John F. Kennedy Presidential Library and Museum) Left to right: Joe Jr., Jack, Rose Marie, Kathleen, and Eunice, taken the year Joe Kennedy Sr. -
On Nixon, 25 on Kissinger, and More Than 600 on Mao
Nixon and Kissinger: Partners in Powers Nixon and Mao: The Week that Changed the World Roundtable Review Reviewed Works: Robert Dallek. Nixon and Kissinger: Partners in Power. New York: Harper Collins, 2007. 740 pp. $32.50. ISBN-13: 978-0060722302 (hardcover). Margaret MacMillan. Nixon and Mao: The Week that Changed the World. New York: Random House, 2007. 404 pp. $27.95. ISBN-13: 978-1-4000- 6127-3 (hardcover). [Previously published in Canada as Nixon in China: The Week that Changed the World and in the UK as Seize the Hour: When Nixon Met Mao.]. Roundtable Editor: David A. Welch Reviewers: Jussi M. Hanhimäki, Jeffrey Kimball, Lorenz Lüthi, Yafeng Xia Stable URL: http://www.h-net.org/~diplo/roundtables/PDF/NixonKissingerMao-Roundtable.pdf Your use of this H-Diplo roundtable review indicates your acceptance of the H-Net copyright policies, and terms of condition and use. The following is a plain language summary of these policies: You may redistribute and reprint this work under the following conditions: Attribution: You must include full and accurate attribution to the author(s), web location, date of publication, H-Diplo, and H-Net: Humanities and Social Sciences Online. Nonprofit and education purposes only. You may not use this work for commercial purposes. For any reuse or distribution, you must make clear to others the license terms of this work. Enquiries about any other uses of this material should be directed tothe H-Diplo editorial staff at h- [email protected]. H-Net’s copyright policy is available at http://www.h-net.org/about/intellectualproperty.php . -
Robert F.Kennedy
P SPEAK OUT U K A E P S GRADE 8 RobeRt F. Kennedy LESSON PLANS ROBERT F. KENNEDY MEMORIAL PHOTO CREDIT: STANLEY TRETICK RobeRt F. K ennedy ChampIon oF SoCIaL JUStICe Grade 8 “Laws can embody standards; govern - ments can enforce laws; but the final task is not a task for government. It is a task for each and every one of us. every time we turn our heads the other way when we see the law flouted; when we tolerate what we know to be wrong; when we close our eyes and ears to the s e g a corrupt because we are too busy, or too m I y t t e G frightened; when we fail to speak up / s e r u t c and speak out – we strike a blow against i P e f i L freedom and decency and justice.” e m i T / / e g d i r Robert F. Kennedy (1925-1968) on June 21, 1961, in remarks p p E l l before the Joint Defense Appeal of the American Jewish i B y b Committee and the Anti-Defamation League of the B’nai o t o h B’rith, Chicago. P “S peaK Up, S peaK oUt : R obeRt F. K ennedy , C hampIon oF SoCIaL JUStICe ,” IS the pRodUCt oF a paRtneRShIp between the RobeRt F. K ennedy memoRIaL , dedICated to advanCIng hUman RIghtS by pRovIdIng InnovatIve SUppoRt to CoURageoUS hUman RIghtS deFendeRS aRoUnd the woRLd ; and new yoRK State UnIted teaCheRS , a StatewIde UnIon oF moRe than 600,000 pRoFeSSIonaLS dedICated to StRengthenIng edUCatIon and heaLth CaRe and advanCIng SoCIaL JUStICe . -
Robert F. Kennedy
DATE NAME CLASS BIOGRAPHY Robert F. Kennedy Regarding his stand against an air strike during the Cuban Missile Crisis, Robert could order F. Kennedy said, “I did not believe the President of the United States be repugnant such a military operation. All our heritage and our ideals would to such a sneak military attack.” Acting on the basis of heritage and ideals illustrates why Robert Kennedy was sometimes called “the conscience of the administration.” As you read the passage below, think about the influences in Robert F Kennedy’s life that formed his idealism and strong social conscience. of milk.” Later, he Robert F. Kennedy was born in Massachusetts kids have never had a glass found out in 1925, into a family of great wealth and power. would comment on his awakening: ‘I my He was the seventh of nine children and the third something I never knew. I found out that son. As a child, he was small for his age, slow in world was not the real world.” school, and not very athletic. One of his classmates When his brother named him Attorney later said, “Nothing came easily for him. What he General, Kennedy’s education continued, as the momen had was a set of handicaps and a fantastic deter struggle of minorities for equality gained mination to overcome them. The handicaps made tum. He spearheaded the Justice Department’s him redouble his effort.” His teachers noted that efforts to end segregation and gain full voting rights of he had a deep religious faith and concern for others. -
Rosemary: the Hidden Kennedy Daughter Free Ebook
FREEROSEMARY: THE HIDDEN KENNEDY DAUGHTER EBOOK Prof Kate Clifford Larson | 336 pages | 27 Oct 2016 | HOUGHTON MIFFLIN | 9780544811904 | English | United States Rosemary: The Hidden Kennedy Daughter | HMH Books The tragic life of Rosemary Kennedy, the intellectually disabled member of the Kennedy clan, has been well documented in many histories of this famous family. But she has often been treated as an afterthought, a secondary character kept out of sight during the pivotal s. What makes this story especially haunting are the might-have-beens. But when Rose went into labor with Rosemary, the doctor was not immediately available. As a child, Rosemary suffered development delays, yet had enough mental acuity to be frustrated when she was unable to keep up with her bright and athletic siblings. Even with private tutors, she had difficulty mastering the basics of reading and writing. At age 11, she was sent to a Pennsylvania boarding school for intellectually challenged students. From then on, Rosemary changed schools every few years, either because the educators were unable to deal with her disabilities and mood swings or because her parents hoped a change of scene might prove beneficial. Her older brother Joe Jr. After Joseph Kennedy became the United States ambassador to Great Britain inRosemary blossomed, entering the most satisfying period of her life. But the outbreak of war in the autumn of sent her mother and siblings fleeing to New York, and Rosemary joined them in June Joseph Kennedy, whose isolationist views had irked President Roosevelt, resigned from his post after the November election. She regressed, experiencing seizures and Rosemary: The Hidden Kennedy Daughter tantrums, hitting and hurting those in the vicinity. -
Antonio Garrigues Oral History Interview – JFK#1, 11/25/1966 Administrative Information
Antonio Garrigues Oral History Interview – JFK#1, 11/25/1966 Administrative Information Creator: Antonio Garrigues Interviewer: Joseph E. O’Connor Date of Interview: November 25, 1966 Place of Interview: Rome, Italy Length: 16 pages Biographical Note Garrigues, (1904 - 2004), Spanish Ambassador to the United States (1962 - 1964), discusses Joseph P. Kennedy, Jr. in Madrid during the Spanish Civil War, the Charles de Gaulle press conference, and negotiating Spanish-American agreements, among other issues. Access Open. Usage Restrictions According to the deed of gift signed November 14, 1967, copyright of these materials has been assigned to the United States Government. Users of these materials are advised to determine the copyright status of any document from which they wish to publish. Copyright The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be “used for any purpose other than private study, scholarship, or research.” If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excesses of “fair use,” that user may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. The copyright law extends its protection to unpublished works from the moment of creation in a tangible form. -
Printable PDF Executive Summary
Something in the Air: “Isolationism,” Defense Spending, and the US Public Mood Executive Summary By Carl Conetta, Project on Defense Alternatives October 2014 MAIN POINTS # Public opinion polls show a decline in support for U.S. global engagement over the past decade. However, this is not evidence of "neo-isolationism," as some political leaders and commentators have suggested. # Despite the decline, polls continue to show majority public support for U.S. global engagement and for a U.S. global role comparable to that of other major powers. Public dissent has focused narrowly on America's recent wars and on the notion that the United States should assume a uniquely assertive or “top” global role. # Americans favor cooperative, diplomatic approaches to resolving conflict and they tend toward a "last resort" principle on going to war. However, the U.S. public will rally to support a forceful response to violent attacks on perceived vital interests. Americans also support forceful action to stem genocide – at least in prospect. # Americans do not favor involvement in most third-party interstate wars or in any civil wars. They also do not support regime change efforts, armed nation-building, or persisting constabulary roles abroad. On balance, the U.S. public lacks a "crusading spirit" with regard to the use of force abroad – whether the aim is posed in moral, humanitarian, political, or geopolitical terms. # To gain public support, military goals must be seen as realistic, pragmatic, and cost-effective. Ongoing support requires that the perceived costs of war match the perceived benefits. Domestic economic conditions are key in shaping the perceived "opportunity cost" of war. -
Housing Policy in the Great Society, Part Two
Joint Center for Housing Studies Harvard University Into the Wild Blue Yonder: The Urban Crisis, Rocket Science, and the Pursuit of Transformation Housing Policy in the Great Society, Part Two Alexander von Hoffman March 2011 W11-3 The research for this working paper was conducted with the support of the John D. and Catherine T. MacArthur Foundation, The Ford Foundation, and the Fannie Mae Foundation. © by Alexander von Hoffman. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Off we go into the wild blue yonder, Climbing high into the sun Introduction Of the several large and important domestic housing and urban programs produced by Lyndon Johnson’s Great Society administration, the best-known is Model Cities. Although it lasted only from 1966 to 1974, its advocates believed Model Cities had promised a better tomorrow for America’s cities and bitterly lamented its termination—blaming Richard Nixon’s policies, diversion of funds for the Vietnam war, and the nation’s lack of commitment to social progress. Yet the legislation that created Model Cities was ambitious, contradictory, and vague. As such, it vividly expressed the idealistic impulses, currents of thought, and reactions to events that converged, however incoherently, in national urban policy of the 1960s. At the center of the fervor for domestic policy was the president of the United States, Lyndon Johnson, who hungered for dramatic new programs that would transform the country the way New Deal policies had reshaped America in his youth. -
Constitutional Crisis
Goodman, Ryan 3/30/2017 For Educational Use Only LBJ AND THE GREAT SOCIETY: PRELUDES TO THE..., 62 Drake L. Rev. 919 62 Drake L. Rev. 919 Drake Law Review Fourth Quarter 2014 Symposium Remark LBJ AND THE GREAT SOCIETY: PRELUDES TO THE OBAMA PRESIDENCY AND OBAMACARE Robert Dallek a1 Copyright (c) 2014 Drake University; Robert Dallek Drake Law School Constitutional Law Symposium April 12, 2014 Thank you very much for that nice introduction, Mark. I should say first off I like it a lot more than the introduction I got a number of years back when I was lecturing in the Soviet Union. My host on that occasion--who I would like to think had an imperfect command of English--introduced me by saying, “Professor Dallek is the author of several distinguished works; they are the kinds of books that once you put them down, you can't pick them up again.” Not music to the author's ears. I also like to begin these talks with an anecdote I love about my son, who when he was four years old said to me one day, “Daddy,” he said, “you're a doctor, aren't you?” I said, “Well, yeah but not like your doctor, not like your pediatrician.” He said, “Oh I know that because you're also a historian.” Well I was delighted he could make this distinction at so tender an age, but then he wanted to know, “Does that mean that you make people in the past feel better?” So let's see what I can do for Lyndon Johnson today. -
Presidential Health Secrets: Reclaiming History's
PRESIDENTIAL HEALTH SECRETS: RECLAIMING HISTORY’S MEDICAL UNKNOWNS by Joyce E. Latham A thesis Presented to the faculty of Towson University in partial fulfillment of the requirements for the degree Master of Arts in Humanities Towson University Towson, Maryland 21252 December 2016 © 2016 by Joyce E. Latham All Rights Reserved ii iii Acknowledgments Parts of this document appeared in the Journal of Historical Studies, Spring 2014, vol. 11, pp. 7-31, published by Towson University’s honorary history society (Theta Beta Chapter, Phi Theta Alpha). That article “White House Health Secrets: How Historians View the Hidden Maladies of FDR and JFK,” by Joyce Latham, focused only on those two presidents. Personal Acknowledgments Many thanks to Thesis Committee members for reviews, contributions, and/or oversight: Dr. Marlana Portolano, Committee Chair; Dr. Karl Larew, Dr. Allaire Stallsmith, and Dr. Paul Miers, all of Towson University, and to Mr. Max Rose for help with fact checking. Special thanks to Dr. Portolano for giving her sabbatical time to coordinating this effort. iv Abstract Presidential Health Secrets: Reclaiming History’s Medical Unknowns Joyce E. Latham This thesis analyzes the role of illness in the administrations of three twentieth-century presidents—Woodrow Wilson, Franklin D. Roosevelt (FDR), and John F. Kennedy (JFK)—who had serious health problems unknown to the mass media and the public in their respective eras. Some of that hidden information has been uncovered by historians and others. Wilson, for example, had a devastating stroke in October 1919, after which his wife and physician hid him in the White House, with the former functioning as an unofficial acting or co-president for many months.