Project Drafts 1&2

Intro Paragraph:

During World War II to the time period of the late 20th century the evolution of the concepts including; personal freedom, individual responsibility, and respect for human dignity, had a growth. In many domestic events that took place during WWII these concepts were clearly stated. Within the Civil Rights movement, many of the key events, goals, and origins also demonstrated the evolution of personal freedom, individual responsibility, and respect for human dignity. The growth of each concept was also portrayed in the course of the women's rights movement, in the 1960s and 1970s, and the social trends (and sometimes the economic trends) of the late 20th century.
*Basic introduction- much more work is needed for the final draft. I have yet to come up with a strong thesis to tie everything together yet.

Body Paragraph 1: 2 pts. (maybe 3)

*Expanding the Military

-all out war-needed more than 5 million volunteers -> drafts. (individual responsibility.)

-military work force needed greatly

-Formation of Women's Auxiliary Army Corps (WAAC) because things could be done better by women. (respect for human dignity)

-few benefits granted to men (although, one bad thing that affected human dignity)

-Women's Army Corps-got rid of Auxiliary.

-Women-> nurses, ambulance drivers, radio operators, electricians, and pilots. (individual responsibility&respect for human dignity-maybe personal freedom?)

Labor Contribution

-defense contractors warned Social Securites Service that nation didn't have enough workers for military & industrial needs-wrong.

-led to drafts & were now 18 millio workers helping with war based products (ind. responsibility)

-6 mil. were women-> they proved they could work

-women could use welding torches, riveting guns, etc. ledding to many women hired (ind. responsibility, respect for human dignity, and personal freedom) although, earned only 60% as men- bad factor.

-more than 2 mil. minority workers were hired.

Body Paragraph 2: 3-4 pts.

*The Segregation System (ex.School-Crisis at Little Rock)

-court and state decisions severly limited African American rights.

-"equal but seperate for white and colored races"

-Jim Crow laws-> aim to seperate races (african americans and white people couldnt get married)

-religion was affected, schools, cars, waiting rooms, train cars, elevators, witness stands, and bathrooms.

-aviod racism->people moved north, abandoned farms and took part in industrial lives in cities.

-racism and segregation in north too, led to violence sometimes.

*A lot of this material was a huge event from WWII to the late 20th century, but not everything was an exact positive growth?*

*Boycotting Segregation(Rosa Parks)

-Rosa Parks= key person ->refused to move while on a bus for a white person (personal freedom)

-inspired whole community to join her in defeating segregation (human dignity)

-Arrest led to bus boycott. (human dignity and personal freedom)

*Kings Death ( Martin Luther Kings affect)

-MLK led Montgomery Improvement Assiciation once buses were boycotted (individual responsibility)

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Body Paragraph 3: 3 pts.

*A New Womens Movement Arises

The Movement Experiences Gains & Losses

The Movement Legacy

Body Paragraph 4: 4-5 pts.

Carter and Civil Rights (bridge to Civil Rights Movement paragraph)

Ford Tries to "Whip" Inflation

Advancing Human Rights

The Moral Majority

Conclusion Paragraph:

Thesis statement has not formed yet from my drafts.

Project Update

I am working on the them "Demonstrate the evolution of the concepts of personal freedom, individual responsibility, and respect for human dignity."

The MCAS standards that I will use to support this theme are:
USII.17 Explain the important domestic events that took place during WWI.
USII.25 Analyze the origins, goals, and key event s of the Civil Right movement.
USII.27 Analyze the causes and course of the Women's rights movement in the 1960s and 1970s.
USII. 30 Describe some of the major economic and social trends of the late 20th century.

The chapters 25, 29, 31, 32, 33, and 34 are my starting points.

Explain important domestic events that took place during WWI:

• Americans Cling to Isolationism (740)
• Selective Service and the GI (769)
• A Flood of Jewish Refugees (749-750)
• Expanding the Military (769)
• Recruiting and Discrimination/Dramatic Contributions (770)
• Labor's Contribution (771)
• Rationing (774)
• Hiroshima and Nagasaki (790)

Analyze the origins, goals, and key events of the Civil Rights movement:

• The Segregation System (906)
• Plessy vs. Ferguison (907)
• Challenging Segregation in Court (908)
• Boycotting Segregation (910)
• From the Grassroots Up (912)
• Marching to Washington (920)
• Voting Rights Act of 1965 (922)
• New Leaders Voice Discontent (925)
• Kings Death (key event, 927)
• Legacy of the Civil Rights Movement (928)

Analyze the causes and course of the women's rights movement in the 1960s and 1970s:

• A New Women's movement Arises(982..)
• The Movement Experiences Gains and Losses (984..)
• The Movement Legacy (986)

Describe some of the major economic and social trends of the late 20th century: (not finished)

• Welfare Reform (1001)
• Nixon slows integration(1003)
• Controversy over busing(1003)
• Ford Travels a Rough Road(1016)
• Ford tries to "whip" inflation(1017)
• Confronting the energy Crisis(1018)
• Carter and Civil Rights(1020)
• Advancing humans rights(1021)
• Anything that relates to the environment (1027)
• The conservative coalition (1037)
• The Moral Majority (1037-1038)
• The New Right (1039)

In my progress thus far I have gone back to the chapters that I found was suitable for my theme. Reviewing every chapter thoroughly, I found topics that would give me the best information to help me write my essay. I read through each section and brain-stormed how each topic would factor into my project's means.

The most important thing I need to research is the major economic and social trends of the late 20th century.

Once each and every last sections for the MCAS standards are found, it will help me breeze through the essay project.

Chapter 24-Section 4

America Moves Toward War

1. What did the Neutrality Act allow?
The Neutrality Act allowed nations to buy U.S arms as long as they paid cash and found a way to transport them on their own ships. Roosevelt thought his might help France and Britain defeat Htiler and maintain the U.S from getting involved in war.
2. Who were the Axis powers? What did their alliance mean for the United
States?
The Axis powers were the three nations of Germany, Italy, and Japan. Their alliance established the Tripartite Pact. They kept their word of staying at the depfense of the United States in case of any attacks, to prevent them from going into war.
3. What did the Lend-Lease Act do?
The Lend-Lease Act meant that when a country that defended the United States was in need, the president would "lend or lease" arms and other supplies to help.
4. What did the United States do to protest Japan's actions?
To protest Japan's actions, the United States
5. What pledges were contained in the Atlantic Charter?
In the Atlantic Charter "both countries pledged collective security, disarmament, self-determination, economic cooperation, and freedom of the seas." Also, Roosevelt said that he wouldn't declare war against Germany but he would try to "force and incident." The Atlantic Chambers became known as the document that stated "A Declaration of the United States."
6. Who were the Allies?
The Allies were Japan, Germany, and Italy.
7. What did the attack do to the U.S. Pacific fleet?
8. Why did Germany and Italy declare war on the United States?
Germany and Italy declared war on the United States because

Chapter 24-Section 3

The Holocaust

1. Why did France and Britain accept as many German Jews as they might have?

France and Britain accepted as many German Jews as they might have because they wanted to keep Hitler from killing people and treating them very harshly. They also wanted to help prevent the United States from going into war.

2. What did the Nuremberg laws do?

The Nuremberg laws took away from the Jewish people including; German citizenship, jobs, and property. For easier identification, the Nazis made the Jewish people wear the bright yellow Star of David on their clothing.

3. What happened during Kristallnacht?

During Kristallnacht, Nazi storm troopers attacked homes, businesses, and synagogues of Jewish people. They smashed all windows of shops and ruined the streets across Germany. About 100 Jewish people were killed and even more were injured. The Nazi storm troopers took in about 30, 000 Jewish people under arrested. After the destruction, the Nazis blamed the Jewish people for the demolition.

4. Why didn't the United States accept as many German Jews as it might have?

The United States didn't accept as many German Jews as it might have because everyone was concerned that the more refugees that entered would interfere with the U.S citizens maintaining jobs. They were also afraid that it would threaten their economic recovery during the Great Depression.

5. What groups did the Nazis single out for extermination?

For extermination, the Nazis singled out the Jewish people and other groups that were unworthy to the state (enemies). The Nazis turned against many groups that they thought spoke out against the government. These groups were; the Gypsies, the Freemasons, and the Jehovah's. The Nazis also didn't like anyone who didn't fit into their own race, which included homosexuals, mentally ill people and people who were physically disabled.

6. How did the Nazis go about exterminating the approximately 11 million people who died in the Holocaust?

To exterminate the aprroximate number of 11 million people who died in the Holocaust, the Nazis relocated Jewish people in an area called ghettos that were located in Polish cities. Near the ghettos factories were built, and people were forced to work within them. The Nazis soon made concentration camps, also known as labor camps. Life in these camps were extremely harsh and many people ended up dying. After a while, the Nazis began a mass killing of the Jewish people. The Germans built six death camps in Poland. Before people would go into these camps, the strongest people who could work were picked out of lines and the weak people were then put right to death. The people that were going to die were told to get undressed and get ready to take showers. When everyone was in the chambers, they locked the doors and put cyanide gas that would eventually kill them. The Nazis first burned the bodies, but realized it smelled too bad and left evidence of their extermination. Other methods of extermination that the Nazis used were hangings, injections, or shootings.

Genocide- The killing of an entire population.

Chapter 24- Section 1

Section 1-The rise of dictators in Europe and Asia:
Political Movements and Beliefs/Aggressive Actions

1. Joseph Stalin

• Focused on creating a model communist state.
• Agricultural and industrial growth-prime economic goals of Soviet Union.
• Replaced privately owned farms with government own farms.
• All economic activity-placed under state management.
• Responsible for 8 million to 13 million deaths because he did not spare the people who he thought threatened is power.
• Established a totalitarian government which gave individuals no rights, and the government suppressed all oppositions.
• Revolution by workers.

2. Benito Mussolini

• Established a totalitarian regime in Italy.
• Took advantage of middle and upper class demanding stronger leadership.
• Played on fear, spoke well, and won over most Italians.
• Established the Fascist Party-stressed nationalism and placed the interests of the state above those individuals.
• Marched on Rome with thousands of followers; got the name "Black Shirts".
• Mussolini was soon appointed head of the government by the Italian king.
• Later known as Il Duce, "the leader".
• Extreme nationalism.
• Militaristic expansion.
• Anticommunist.

3. Adolf Hitler

• Power similar to Mussolini's.
• Joined the "National Socialist German Workers" Party, a.k.a the Nazi Party.
• Became party's leader-great speaking abilities and organization.
• Wanted to unite all German-speaking people in a great German empire.
• Anticommunist.
• Militaristic expansion.
• Extreme nationalism and racism.
• Later appointed the prime minister.

4. Japanese Militarists

• Believed in the need for more living space for growing population.
• Launched a surprise attack and seized control of the Chinese province.

5. Francisco Franco

• Led a Spanish officer group and rebelled against the Spanish republic.
• This led to revolts, which began the Spanish Civil War.
• Supported Fascism.
• Brought German and Italian dictators close and led to the signing of a formal alliance (the Rome-Berlin Axis).
• Once again a totalitarian government in Europe.

Totalitarian-Individuals have no rights, and the government ends all resistance or hostility.

Neutrality Acts-First 2 acts outlawed arms sales or loans to nations at war. The 3rd was passed in response to the fighting in Spain. This act drew out the ban on arms sales and loans to nations involved in civil wars.