JFK, LBJ, and the Democratic Party
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1920'S Trunk 2 Box 1
1920’s Trunk 2 Box 1 Popular Science Magazine - May 1927 Popular Science Magazine - August 1927 Lindbergh/Wright photo Spirit of St. Louis photo and sm. fragment of plane 10 cent Airmail stamp -Spirit of St. Louis Lindbergh magazine photos Glenn Curtiss article, 3 pages Babe Ruth photo Say-Hey and the Babe Aviator Cap Aviator Goggles Baseball glove 1920’s Trunk 2 Box 2 Granny Boots Candlestick Telephone Suede Heels Mason Jar Purse Eyeglasses Liniment Box 1920’s Trunk 2 Box 3 2 Crate labels 1 Can label Jackdaw Primary Source Documents: Prohibition Harlem Renaissance 1920’s: America in Modern Age Votes for Women Ku Klux Klan Old Sheet Music – Book Iron Jawed Angels DVD Marcus Garvey DVD Eugenics CD 1920’s Trunk 2 Box 4 Iron Toaster Black Photo Album Box 5 Telephone, replica 1920s Music CD set of 3 Utensil Cleaner Shuttle Cod Liver Oil Box Satina Starch Box Clear Plastic Box Contents: Button Hook Baking Soda Book Objections Answered Book Harding Coin Card Hoover/Smith Buttons Coolidge Button Wilson Button Bryan Button Harding Buttons 2 earrings 1930s Trunk Collection Box 1 Hoover portrait Jackdaw primary source documents: FDR portrait Stock Market Crash of 1929 Home Arts Needlecraft – October The New Deal 1937 The Depression Life Bicentennial Issue Everyday Fashions of the Thirties Ken Magazines- Happy Birthday to You! –Book October 1938 Eleanor Roosevelt- Book May 1938 Jesse Owens-Book April 1938 Yearbooks 1932, 1934 1936 Record 1930s Trunk Collection Box 2 Shirley Temple -
Majority and Minority Leaders”, Available At
Majority and Minority Party Membership Other Resources Adapted from: “Majority and Minority Leaders”, www.senate.gov Available at: http://www.senate.gov/artandhistory/history/common/briefing/Majority_Minority_Leaders.htm Majority and Minority Leaders Chapter 1: Introduction Chapter 2: Majority and Minority Leaders Chapter 3: Majority and Minority Whips (Assistant Floor Leaders) Chapter 4: Complete List of Majority and Minority Leaders Chapter 5: Longest-Serving Party Leaders Introduction The positions of party floor leader are not included in the Constitution but developed gradually in the 20th century. The first floor leaders were formally designated in 1920 (Democrats) and 1925 (Republicans). The Senate Republican and Democratic floor leaders are elected by the members of their party in the Senate at the beginning of each Congress. Depending on which party is in power, one serves as majority leader and the other as minority leader. The leaders serve as spokespersons for their parties' positions on issues. The majority leader schedules the daily legislative program and fashions the unanimous consent agreements that govern the time for debate. The majority leader has the right to be called upon first if several senators are seeking recognition by the presiding officer, which enables him to offer motions or amendments before any other senator. Majority and Minority Leaders Elected at the beginning of each Congress by members of their respective party conferences to represent them on the Senate floor, the majority and minority leaders serve as spokesmen for their parties' positions on the issues. The majority leader has also come to speak for the Senate as an institution. Working with the committee chairs and ranking members, the majority leader schedules business on the floor by calling bills from the calendar and keeps members of his party advised about the daily legislative program. -
FR: Kerry *Attachee\ Is Agenda and Draft Talking Points for Tonight's Freedom Forum Ninner. Chle Have Both Been Asked to Give 3
This document is from the collections at the Dole Archives, University of Kansas http://dolearchives.ku.edu 5 !LS. TO: Senato~ Dole FR: Kerry *Attachee\_ is agenda and draft talking points for tonight's Freedom Forum Ninner. chle have both been asked to give 3 - 5 minutes of remarks at concl sion of dinner. *The Freedom Forum is part of a $700 million endowment established by the Gannett oragnization. It funds programs which explains the role of the media in our society ... Progams include a Media Studies Center at Columbia University and a First Amendment Center at Vanderbilt University. *In 1997 the Forum also plan on opening a "World Center" in Arlington which will include a "Newseum"--a museum highlighting the history of newspapers and the free press. At the dinner, Mr. Neuharth will also announce a new yearlong study of Congress and the media. Page 1 of 26 This document is from the collections at the Dole Archives, University of Kansas http://dolearchives.ku.edu PAGE 1 FILE No . 677 01/05 '95 15:17 ID: SENT 6Y:Xerox Telecopier 7020 ; 1- 5-85 2: 10 PM ; 7035224882-+ :# 2 .... WOIUCJNG AGENDA Salute co tbe 'United State1 Senate and ttl New Le.aderahip January 5, 1995 7:4' Dinner Chimes/Guesta called t:o be seated 8:00 Invoca.tion Dr. RiohArd C. H&lvel"filon. Senate Chaplain 8:02 Charloa L. Overby· Welcome and Introduction of Fonner Senate Majority Leader and Master of Ceremonies Howard H. Baker Jr, (3 min.) 8:0S Howard H. Baker Jr. - hliToduetory Remarks and Jntrodu.ction of Cb.airman of The Freedom Forum Allen H, Ncuharth (5 min.) 8: 10 All= H. -
Committee on Appropriations UNITED STATES SENATE 135Th Anniversary
107th Congress, 2d Session Document No. 13 Committee on Appropriations UNITED STATES SENATE 135th Anniversary 1867–2002 U.S. GOVERNMENT PRINTING OFFICE WASHINGTON : 2002 ‘‘The legislative control of the purse is the central pil- lar—the central pillar—upon which the constitutional temple of checks and balances and separation of powers rests, and if that pillar is shaken, the temple will fall. It is...central to the fundamental liberty of the Amer- ican people.’’ Senator Robert C. Byrd, Chairman Senate Appropriations Committee United States Senate Committee on Appropriations ONE HUNDRED SEVENTH CONGRESS ROBERT C. BYRD, West Virginia, TED STEVENS, Alaska, Ranking Chairman THAD COCHRAN, Mississippi ANIEL NOUYE Hawaii D K. I , ARLEN SPECTER, Pennsylvania RNEST OLLINGS South Carolina E F. H , PETE V. DOMENICI, New Mexico ATRICK EAHY Vermont P J. L , CHRISTOPHER S. BOND, Missouri OM ARKIN Iowa T H , MITCH MCCONNELL, Kentucky ARBARA IKULSKI Maryland B A. M , CONRAD BURNS, Montana ARRY EID Nevada H R , RICHARD C. SHELBY, Alabama ERB OHL Wisconsin H K , JUDD GREGG, New Hampshire ATTY URRAY Washington P M , ROBERT F. BENNETT, Utah YRON ORGAN North Dakota B L. D , BEN NIGHTHORSE CAMPBELL, Colorado IANNE EINSTEIN California D F , LARRY CRAIG, Idaho ICHARD URBIN Illinois R J. D , KAY BAILEY HUTCHISON, Texas IM OHNSON South Dakota T J , MIKE DEWINE, Ohio MARY L. LANDRIEU, Louisiana JACK REED, Rhode Island TERRENCE E. SAUVAIN, Staff Director CHARLES KIEFFER, Deputy Staff Director STEVEN J. CORTESE, Minority Staff Director V Subcommittee Membership, One Hundred Seventh Congress Senator Byrd, as chairman of the Committee, and Senator Stevens, as ranking minority member of the Committee, are ex officio members of all subcommit- tees of which they are not regular members. -
Dead Last: the Public Memory of Warren G. Harding's Scandalous
Payne.1-19 11/13/08 3:02 PM Page 1 Questions Asked Democracy has no monuments. It strikes no medals. It bears the head of no man on a coin. —John Quincy Adams To enter into any serious historical criticism of these stories [regarding George Washington’s childhood] would be to break a butterfly. 1 —Henry Cabot Lodge Harding and the Log Cabin Myth Warren G. Harding’s story is an American myth gone wrong. As our twenty-ninth president, Harding occupied the office that stands at the symbolic center of American national identity.1 Harding’s biography should have easily slipped into American history and mythology when he died in office, on August 2, 1923. Having been born to a humble midwestern farm family, what better ending could there be to his story than death in the service of his nation? What stronger image could stand as a lasting tribute than grieving citizens lining the railroad tracks, as they had for Lincoln, Garfield, and McKinley, to view Har- ding’s body? The public grief that accompanied the passing of Harding’s burial train would seem to have foreshadowed a positive place in the national memory. Warren and Florence Harding were laid to rest in a classically designed marble mau- soleum in their hometown of Marion, Ohio, a mausoleum that was the last great memorial in the older style popular before the rise of presidential libraries. However, the near perfection Payne.1-19 11/13/08 3:02 PM Page 2 Dead Last of his political biography and his contemporary popularity did not follow him into history. -
Who's Who in State Politics
M-.^m %f^,^, \.y'i>. ,„ J^":«s-^ jm^f' ;;v,>^v.^-v# ''MJ^-Z^^^^ -i,, mm^ i*'', 53* VK-J I't)^; ¥p%^, -r^^^n77% ^'^ ^^ » '^Jil^ JJ^^^%. m:-:^ <H^^ s n WHO'S WHO IN STATE POLITICS 1908 Vm A. PHILLIPS, \ P u h 1 i s h o (1 1) y PRACTICAL POLITICS 6 Beacon St. BOSTON. MASS. STSTELlBPlRYOFHiiaSUCSIMTS NOV 29 ly^ivi STATE HOUSE BOSTON Copyright, January, 1908 PRACTICAL POLITICS The Eastern Press Company, Boston 111 the preparation of tlii> xolume we have endeavored to.icJ.rn tlie names of the photographers h}- wHrfrni the various por- traits were made, and desire to give due credit to the following studios: Parsons, Adams; Litchtield, Arlington: Dunklee, Athol; Chiekering. Coiilin, Gliiies, Marceau, Notman, O'Xeill & Jordan, Purdy, Siegel, Boston; Bass, Brockton; Buttertield, Mc- Cabe, Cambridge: Moulton, Kitchburg; Phelps, Gloucester; Enterprise, Greentield; Fuller, McKeen, Haverhill: Demers & Son, Lawrence, Holyoke: Dexter, Ipswich; Loth- rop & Cunningham, Marion, Lowell; Thomp- son, Marblehead; Butman, Middleboro; Reed, New Bedford: Thompson, Orange; Skinner, Quincy: Ames, Salem; Benoit, Southbridge; Hudson, South Framingham; Bordeaux, Bosworth & Murphy, Spring- field; Webster, Waltham: Adams. VVhitins- ville; Fitton. Morrill, Schervee, Worcester. BAY STATE MEN IN WASHINGTON HENRY CABOT LODGE, Senator. LODGL:, IIKXRV CABOT. Republican, of Xahant. Was born in Boston, May 12, 1850; received a private scbool and collegi- ate education: was jj^^raduated from Harvard College in 1871; studied law at Harvard Law School and graduated in 1875, receiv- -
End of Instruction Notes DAY 2 1949 NATO—North Atlantic Treaty
End of Instruction Notes DAY 2 1949 NATO—North Atlantic Treaty Organization. When it became apparent the UN could not stop war and aggression, the former Allies signed this treaty stating, “armed attack against one or more of them…shall be considered an attack against all.” Truman did not allow the US to return to isolationism after WWII. Warsaw Pact—after NATO allowed West Germany to re-arm. Soviet Union responded by organizing a military alliance in Eastern Europe Soviets successfully test atomic bomb this led to the arms race with the US China turns communist with Mao Zedong 1950s 1950 Korean War—divided after WWII, by Allies occupying forces withdrew in 1948-49. North Korea invaded the south to reunite them. The Soviets were boycotting the UN. The UN voted to defend South Korea. Douglas MacArthur headed troops after years of fighting he wanted to push war harder and to consider the bomb. Truman disagreed. Mac went behind his back and Truman fired him. 1952--Communists took control of Iran. CIA overthrew communists and replaced with Shah 1953—President Eisenhower wants to end the Korean War—Stalin died—Korea divided on 48th parallel. Vietnam conflict starting. Eisenhower sends advisors. Latin America—US feared Soviets might try to spread communism there US first then the USSR tested nuclear bombs 1954—CIA overthrew Guatemala gov’t to replace with US friendly one 1957—Soviet uses ballistic missiles armed with nuclear warheads. US lags behind in missile technology. Soviets also launch Sputnik, 1st satellite to orbit the earth—this leads to the space race. -
Letter from Senator Joseph Mccarthy to the President of the United States
Letter from Senator Joseph McCarthy to the President of the United States This letter from Senator Joseph McCarthy, Republican representative of Wisconsin, to President Harry Truman was written three days after McCarthy’s famous Wheeling Speech. This speech signaled McCarthy’s rise to influence, as he gained national attention by producing a piece of paper on which he claimed he had listed the names of 205 members of the Communist Party working secretly in the U.S. State Department. McCarthy was, at the time of this letter, beginning to exploit national concerns about Communist infiltration during the Cold War. This fear of infiltration was intensified by the Soviet Union’s recent development of the atomic bomb and the coming Communist takeover of China. “McCarthyism” however was not yet at its peak. Senator McCarthy here at first encourages President Truman to commit more resources to the war of containment being fought in South Korea, and secondly questioned the legitimacy and effectiveness of Truman’s loyalty program, signed into effect by Executive Order 9835 in 1947. This program required the FBI to run checks on almost anyone involved in the U.S. government and subsequently to launch investigations into any government employee with what could be presumed as questionable political associations. The Loyalty Program was not enough to satisfy Senator McCarthy, who suspected that a number of subversives had slipped through the investigation and remained in the State Department. President Truman made it clear that he would not take McCarthy’s accusations seriously and that the Senator was “the best asset the Kremlin has.”109 July 12, 1950 The President The White House Washington, D. -
The Cold War
The American Yawp Chapter 25 – The Cold War Quiz 1. What was the first military action taken by the United States against international communism? a. American soldiers fought against the Red Army during the Russian civil war b. American soldiers fought isolated battles against the Soviet Union during World War II c. The Berlin Airlift d. The Korean War 2. Greece and Turkey were early flashpoints in the Cold War. How did the United States respond to unrest in Greece and Turkey in 1947? a. The United States established long range missiles in these nations, capable of reaching Moscow b. The United States sent military advisers to train anti-communist forces in both countries c. The United States actively intervened in Greece but not in Turkey d. The United States sent $400 million to both nations to be used in resisting communism 3. What was the purpose of the Marshall Plan? a. Rebuild Western Europe b. Create new markets for American goods c. Generate support for Capitalist democracies d. All of the above 4. When was the Atlantic Charter issued? a. After World War I b. Before the United States entered World War II c. After World War II d. When the Soviet Union invaded Korea 5. What was the message of NSC-68? a. A warning that the idea of the domino theory may represent a slippery slope commitment that would result in dozens of new wars b. An economic argument for isolationism c. A call for a tripling of the annual defense budget for the purpose of stopping communism d. -
Joe Mccarthy and the Red Scare
Joe McCarthy and the Red Scare "We must not confuse dissent with disloyalty. We must remember always that accusation is not proof and that conviction depends upon evidence and due process of law. We will not walk in fear, one of another. We will not be driven by fear into an age of unreason, if we dig deep in our history and our doctrine, and remember that we are not descended from fearful men--not from men who feared to write, to speak, to associate and to defend causes that were, for the moment, unpopular." ~Edward R. Murrow Overview In this lesson, students will study the effects of the actions of Joseph McCarthy and the Red Scare on American life in the 1950’s. During the warm up, students will be set up to replicate the actions of Senator McCarthy by accusing particular people of being communist, with no information other than a picture. Students will then receive an overview of the First Red Scare, as well as gain an understanding of the foreign and domestic reasons for the Second Red Scare, via an interactive Power Point presentation. The lesson culminates with students creating television commercials and campaign posters supporting or opposing the reelection of Senator Joe McCarthy. Grade 11 NC Essential Standards for American History II • AH2.H.1.2- Use Historical comprehension… • AH2.H.1.3- Use historical analysis and interpretation… • AH2.H.1.4- Use historical research… • AH2.H.2.1 - Analyze key political, economic, and social turning points since the end of Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.). -
Political Campaign Buttons Donated by Mr
Donation of the Month Political Campaign Buttons Donated by Mr. and Mrs. Cass Hough, Betty Fischer, Amy Cawley, and Nancy Robbins In an election year, political campaign propaganda comes in many forms. Today, much of the campaign advertising is seen on television; however, staunch supporters still wear their candidate’s face or slogan on campaign pins and buttons. What they may not realize is that political buttons have been around almost as long the Presidency! In 1789, George Washington, America’s first president, wore the first political button at his inauguration. His supporters also wore buttons; they were clothing buttons made of brass and reading, “G.W.-Long Live the President.” Political memorabilia like buttons, ribbons, even china, were made to commemorate the early presidents but campaign buttons as we know them were not used until much later. In 1860, the development of photographic daguerreotypes and tintypes allowed actual images of the presidential candidates to be placed on campaign memorabilia. Buttons featured Abraham Lincoln’s face for the 1860 and 1864 elections. Most were not actual buttons but were small tintype photographs with metal rings and holes punched into the top where a ribbon was used to wear the photo. The first campaign button like we think of today was popularized by the 1896 presidential elections. The buttons were made with a metal backing; a printed photograph or slogan was placed on the backing and a thin piece of transparent celluloid plastic was placed on top. All of these parts were put together by a machine and a metal pin was attached to the back. -
Academic American History
CORE BODY OF KNOWLEDGE HONORS AMERICAN HISTORY For each of the sections that follow students may be required to analyze, recall, explain, interpret, apply, or evaluate the particular concepts being taught. MODERN AMERICA EMERGES – 1890-1920 • Describe the causes and the effects of the Spanish-American War and its impact on U.S. Imperialism • Summarize how in the first tow decades of the 1900’s, Americans embraced the Progressive movement and many of its reforms. • Give examples of progressive reform at the urban, state and federal levels • Describe the long campaign and great effort required to achieve women’s suffrage • Identify World War I as a conflict of global origins and dimensions • Describe President Wilson’s efforts to fashion a lasting peace after World War I AMERICA IN THE 1920’S • Describe the new prosperity and conveniences produced by American businesses • Examine why Americans lash out at those who are different throughout the decade • Assess the reasons for the clash between rural America and a faster paced urban culture • Describe the influence of mass media on women’s attitudes and roles • Assess the conservative lasses-faire political philosophy that characterized the presidencies of Harding, Coolidge and Hoover THE GREAT DEPRESSION • Assess the factors that cause an economic collapse in 1929 • Examine why millions of Americans lose their jobs and President Hoover is unable to end the downslide • Summarize President Roosevelt’s New Deal program • Analyze the legacy of the Great Depression and Roosevelt’s New Deal WORLD WAR II AND THE HOME FRONT • Identify the aggressive nations of Europe and Asia and their leaders • Identify Japan’s attack on Pearl Harbor as the aggressive action that propelled the U.S.