1. The Alliance for Progress was intended to improve economic conditions in
A. Southeast Asia. C. Latin America.
B. Africa. D. the Pacific Rim.
2. When the USSR tried to install nuclear weapons in Cuba, JFK ordered
A. a naval “quarantine” of that island.
B. targeted air strikes against the missile sites.
C. the invasion of Cuba at the Bay of Pigs.
D. resumption of atmospheric testing of nuclear weapons.
3. Initially, JFK moved slowly in the area of civil rights because he
a. did not support Martin Luther King’s leadership in the civil rights movement.
b. needed the support of southern legislators to pass his economic and social legislation.
c. had not pledged any action in this area during his campaign.
d. believed that action in this area must come from the states, not the federal government.
4. “I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident: that all men are created equal.’”
What document is referred to in this excerpt?
A. the Preamble to the Constitution C. the Emancipation Proclamation
B. the Gettysburg Address D. the Declaration of Independence
5. Black leaders of the 1960s included ________, an advocate of peaceable resistance; _______, who favored black separatism; and ________, an advocate of Black Power.
A. Malcolm X; Stokely Carmichael; Martin Luther King, Jr
B. Martin Luther King, Jr; Malcolm X; Stokely Carmichael
C. Martin Luther King, Jr; Stokely Carmichael; Malcolm X
D. Stokely Carmichael; Martin Luther King, Jr; Malcolm X
6. In the Brown decision, the Supreme Court ruled that school segregation violated the ___________ clause of ______________.
A. separate but equal; the Plessy decision C. full faith and credit; Article IV of the Constitution
B. equal protection; the 14th Amendment D. eminent domain; the 5th Amendment
7. The Student Nonviolent Coordinating Committee was an outgrowth of the
A. antiwar movement of the 1940s.
B. “sit-in” movement launched by young southern African-Americans.
C. “ban-the-bomb” movement of the 1950s.
D. Civil Rights Act of 1957.
8. The Supreme Court began to advance the cause of civil rights in the 1950s because
A. the Court was the only branch of government with the constitutional authority to do so.
B. the courts were dominated by liberals.
C. President Eisenhower had requested the Court’s assistance.
D. Congress had abdicated its responsibility to act on the issue.
9. When events reached a crisis at Little Rock’s Central High School,
A. President Eisenhower stated that “separate is inherently unequal.”
B. President Eisenhower refused to intervene, stating that such a problem was a local concern.
C. President Eisenhower reluctantly sent federal troops to protect the black students.
D. President Eisenhower declared he would go to Little Rock himself to try to restore calm.
10. The first American in space was
A. Neil Armstrong C. Lance Armstrong
B. John Glenn D. Gus Grissom
This was handed out in class on Mon., Feb 4. This is BY NO MEANS all that will be on the test over chapters 24-25, but it is addressing areas of weakness that I have observed.
1. When and why did the Civil Rights Movement split over the idea of non-violence, and who were the groups and leaders involved in promoting either non-violence or violent resistance?
2. List and describe the major accomplishments of Kennedy’s New Frontier. What two factors prevented Kennedy from being able to accomplish more?
3. List and describe each of the major accomplishments of the Great Society, including programs in the War of Poverty.
4. Explain how each of these three presidents responded to the Civil Rights Movement, and include the major events (and describe them briefly) that happened during each man’s administration from the following list:
Civil Rights Act of 1964
Freedom Riders
Brown v. Board of Education decision
Desegregation of Little Rock High School
Civil Rights Act of 1957
Bombing of 16th St. Baptist Church
Desegregation of the Military
“Letter from a Birmingham Jail” written
Freedom Summer
Jackie Robinson plays Major League Baseball
Founding of SNCC
MLK March on Washington-“ I Have a Dream”
Founding of SCLC
Thurgood Marshall becomes first black on Supreme Court
Convening 1st federal committee of Civil Rights since Reconstruction
March on Selma
Montgomery Bus Boycott
Watts riots
restaurant sit-ins
Voting Rights Act of 1965
Truman
Eisenhower
Kennedy
Johnson
5. Compare and contrast the work of Martin Luther King Jr. and Malcolm X . What did they have in common?
6. What role did the NAACP Legal Defense Fund play in the struggle for Civil Rights?
7. List and describe the important cases decided by the Warren Court (see pp. 828-9).
8. What major challenges did Truman, Eisenhower, Kennedy, and Johnson face in the Cold War? Include specific issues about containment, nuclear weaponry, rebuilding Europe (Marshall Plan and NATO), China, Germany (and Berlin), Korea, and Cuba.
9. What were the main accomplishments and programs involved in the Space Race (and the Missile Race?
These are due in the middle of class on the next time we meet.
1. How did Kennedy disagree with Eisenhower about military matters and weaponry? What does “conventional” weaponry mean?
2. Explain specifically how “flexible response” under Kennedy was a change from “massive retaliation” under Eisenhower (see p. 782-3).
3. Why did Kennedy feel that aid to Latin America was both necessary and part of the Cold War strategy?
4. Describe the “Alliance for Progress.” How much did it cost, and why did we justify spending that much money?
5. How did the Alliance for Progress sometimes actually hurt the US with the people of Latin America?
6. What is the Peace Corps, and why was it founded?
7. Who were Yuri Gagarin and John Glenn? Why was Kennedy worried about the “space race?” What did he boldly suggest we do?
8. What was the Apollo program about? What is a “Saturn V?” What was “the Eagle?” What were the names of the first Americans to be sent to the moon?
9. What happened at the Bay of Pigs with La Brigada? What was the US trying to do, and how did we try to keep out involvement a secret? What were we afraid that the Soviets were trying to do there?
10. Why did the Soviets build the Berlin Wall? What did they want the Western Powers to do, which they refused?
11. How did the Soviets use Cuba in their rivalry with the US? What were the terms of the deal that eventually resolved the Cuban Missile Crisis?
12. How did Kennedy get assassinated?
13. Why are there still conspiracy theories about Kennedy’s assassination? What did the Warren Commission do (who was Earl Warren, by the way?)?
This was handed out in class on January 8. Make sure you read it and understand it well enough to take a quiz over it. You may take notes (although you may not use them on the quiz) and you can look up information about the speech on the internet (for instance, like HERE) for anything you don’t understand. Simply use the words “Kennedy Inaugural background”
Inaugural Address John F. Kennedy, Friday, January 20, 1961
Heavy snow fell the night before the inauguration, but thoughts about canceling the plans were overruled. The election of 1960 had been close, and the Democratic Senator from Massachusetts was eager to gather support for his agenda. He attended Holy Trinity Catholic Church in Georgetown that morning before joining President Eisenhower to travel to the Capitol. The Congress had extended the East Front, and the inaugural platform spanned the new addition. The oath of office was administered by Chief Justice Earl Warren. Robert Frost read one of his poems at the ceremony.
Vice President Johnson, Mr. Speaker, Mr. Chief Justice, President Eisenhower, Vice President Nixon, President Truman, reverend clergy, fellow citizens, we observe today not a victory of party, but a celebration of freedom—symbolizing an end, as well as a beginning—signifying renewal, as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three quarters ago.
The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globe—the belief that the rights of man come not from the generosity of the state, but from the hand of God.
We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans—born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage—and unwilling to witness or permit the slow undoing of those human rights to which this Nation has always been committed, and to which we are committed today at home and around the world.
Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty.
This much we pledge—and more.
To those old allies whose cultural and spiritual origins we share, we pledge the loyalty of faithful friends. United, there is little we cannot do in a host of cooperative ventures. Divided, there is little we can do—for we dare not meet a powerful challenge at odds and split asunder.
To those new States whom we welcome to the ranks of the free, we pledge our word that one form of colonial control shall not have passed away merely to be replaced by a far more iron tyranny. We shall not always expect to find them supporting our view. But we shall always hope to find them strongly supporting their own freedom—and to remember that, in the past, those who foolishly sought power by riding the back of the tiger ended up inside.
To those peoples in the huts and villages across the globe struggling to break the bonds of mass misery, we pledge our best efforts to help them help themselves, for whatever period is required—not because the Communists may be doing it, not because we seek their votes, but because it is right. If a free society cannot help the many who are poor, it cannot save the few who are rich.
To our sister republics south of our border, we offer a special pledge—to convert our good words into good deeds—in a new alliance for progress—to assist free men and free governments in casting off the chains of poverty. But this peaceful revolution of hope cannot become the prey of hostile powers. Let all our neighbors know that we shall join with them to oppose aggression or subversion anywhere in the Americas. And let every other power know that this Hemisphere intends to remain the master of its own house.
To that world assembly of sovereign states, the United Nations, our last best hope in an age where the instruments of war have far outpaced the instruments of peace, we renew our pledge of support—to prevent it from becoming merely a forum for invective—to strengthen its shield of the new and the weak—and to enlarge the area in which its writ may run.
Finally, to those nations who would make themselves our adversary, we offer not a pledge but a request: that both sides begin anew the quest for peace, before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction.
We dare not tempt them with weakness. For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed.
But neither can two great and powerful groups of nations take comfort from our present course—both sides overburdened by the cost of modern weapons, both rightly alarmed by the steady spread of the deadly atom, yet both racing to alter that uncertain balance of terror that stays the hand of mankind’s final war.
So let us begin anew—remembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof. Let us never negotiate out of fear. But let us never fear to negotiate.
Let both sides explore what problems unite us instead of belaboring those problems which divide us.
Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms—and bring the absolute power to destroy other nations under the absolute control of all nations.
Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce.
Let both sides unite to heed in all corners of the earth the command of Isaiah—to “undo the heavy burdens … and to let the oppressed go free.”
And if a beachhead of cooperation may push back the jungle of suspicion, let both sides join in creating a new endeavor, not a new balance of power, but a new world of law, where the strong are just and the weak secure and the peace preserved.
All this will not be finished in the first 100 days. Nor will it be finished in the first 1,000 days, nor in the life of this Administration, nor even perhaps in our lifetime on this planet. But let us begin.
In your hands, my fellow citizens, more than in mine, will rest the final success or failure of our course. Since this country was founded, each generation of Americans has been summoned to give testimony to its national loyalty. The graves of young Americans who answered the call to service surround the globe.
Now the trumpet summons us again—not as a call to bear arms, though arms we need; not as a call to battle, though embattled we are—but a call to bear the burden of a long twilight struggle, year in and year out, “rejoicing in hope, patient in tribulation”—a struggle against the common enemies of man: tyranny, poverty, disease, and war itself.
Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort?
In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility—I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it—and the glow from that fire can truly light the world.
And so, my fellow Americans: ask not what your country can do for you—ask what you can do for your country.
My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man.
Finally, whether you are citizens of America or citizens of the world, ask of us the same high standards of strength and sacrifice which we ask of you. With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God’s work must truly be our own.
Here is a video so you can actually see Kennedy giving this speech:
Today in class, I assigned that you read chapter 24, sections 1 and 2 and do the vocabulary for each one . Then I also assigned questions over 24:1.
Questions 24:1
Scoopmire MUSH
How did television influence the campaign of 1960?
Who were the two candidates? Include their party affiliation. What were their main differences?
What were the two real main issues in the campaign?
What was controversial about Kennedy’s personal life in the campaign?
How close was the election?
What did Kennedy mean by this statement” Ask not what your country can do for you—ask what you can do for your country.”
What were the specific components of the New Frontier? Why did he have such a hard time getting much of his plan passed by Congress?
List in bullet points the various methods Kennedy suggested to help the economy grow. How successful were each of these? What did happen to the minimum wage?
What was the purpose on the Presidential Commission on the Status of Women? What law was passed due to this commission, and what did the law attempt to do?
10. What did Kennedy attempt to do about disabled persons? What laws and programs were developed to give aid with this issue?
11. What does “One Man, One Vote” mean? Mention reapportionment in your answer and the names of the court decisions that dealt with this issue.
12. Where does the legal concept of “due process” comes from. What two cases expanded these rights? What did each one do?
13. What did the Warren Court rule about the separation of church and state? Name the cases and summarize them.