U.S. History/American History


rachel wrote at 2013-01-12 04:35:14
this is incomplete answer im still working on it

Rachel Behn

Jan 8th 2013

WWI History 221

Timeline Part IV

NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document.

Instructions: Complete the matrix by providing the Time Period/Date(s)in column B, and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled, “Timeline Part IV.”NOTE: The timeline project does not need to be submitted to turnitin.

NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part IVup to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed. Be sure to cite all sources.

Major Event/Theme in American History   Time Period/Date(s)   Description and Significance of the People/Event(s) to American History

1)   The causes of the Cold War and its effects on the politico-economic and cultural milieus of the U.S.; include:

a)   The Truman doctrine

b)   The Korean War

c)   Eisenhower and the 1950s

d)   JFK and the Cuban missile crisis and the JFK Assassination

e)   Johnson and the Great Society   A)   1947

B)   1950

C)   1950

D)   Oct-1963/nov-1963

E)   1964-1968   The Truman Doctrine was the name given to a policy announced by US President Harry Truman on March 12th, 1947. The Truman Doctrine was a very simple warning clearly made to the USSR– though the country was not mentioned by name – that the USA would intervene to support any nation that was being threatened by a takeover by an armed minority.  The Truman Doctrine has to be assessed against the background of what had happened in Europe at the end of World War 2 and in the immediate aftermath.


Korean War began with the invasion of the South by North Korean troops. Troops in the South were unprepared and were pushed into a small corner of South Korea in a matter of weeks. The situation was quickly reversed by the first United Nations (UN) offensive in the southeast, coupled with a daring high-tide landing at Inchon near Seoul. The landing forces quickly cut the North Korean supply lines, forcing the now unsupported North Korean armies to flee back north.


Eisenhower was president during the 50's, a time of relative peace (despite the Korean Conflict) and prosperity. Eisenhower's willingness to sent federal troops into Little Rock, Arkansas to ensure that local schools were desegregated was an important step in the civil rights movement.


The thirteen days marking the most dangerous period of the Cuban missile crisis begin. President Kennedy and principal foreign policy and national defense officials are briefed on the U-2 findings. Discussions begin on how to respond to the challenge. Two principal courses are offered: an air strike and invasion, or a naval quarantine with the threat of further military action. To avoid arousing public concern, the president maintained his official schedule, meeting periodically with advisors to discuss the status of events in Cuba and possible strategies

microsites.jfklibrary.org/cmcjfkin history


On November 29, 1963 President Lyndon B. Johnson appointed the President's Commission on the Assassination of President Kennedy. It came to be known as the Warren Commission after its chairman, Earl Warren, Chief Justice of the United States. President Johnson directed the commission to evaluate matters relating to the assassination and the subsequent killing of the alleged assassin, and to report its findings and conclusions to him. http://www.archives.gov/research/jfk/warren-commission-report/index.html

Lyndon Johnson, a Texan who was majority leader in the Senate before becoming Kennedy's vice president, was a masterful politician. He had been schooled in Congress, where he developed an extraordinary ability to get things done. He could plead, cajole or threaten as necessary to achieve his ends. As president, he wanted to use his power aggressively to eliminate poverty and spread the benefits of prosperity to all.  Johnson took office determined to secure the measures that Kennedy had sought. Immediate priorities were bills to reduce taxes and guarantee civil rights.  The Great Society reached even further. A new housing act provided rent supplements for the poor and established a Department of Housing and Urban Development. An immigration measure finally replaced the discriminatory quotas set in 1924. Federal assistance went to artists and scholars to encourage their work.   In all, the Great Society was the greatest burst of legislative activity since the New Deal. But support for the Johnson administration policies began to weaken as early as 1966. Some of Johnson's programs did not live up to expectations; many programs went underfunded. Still, the Great Society achieved some reductions in poverty -- between 1965 and 1968, for example, black-family income rose from 54 percent to 60 percent of white-family income.


2)   The theme (thread) of God-given rights/freedoms as it relates to:

a)   The Civil Rights Movement

b)   The Vietnam War

c)   The Women’s Rights Movement   A)   1966-1975

B)   1964   Noted legislative achievements during this phase of the Civil Rights Movement were passage of Civil Rights Act of 1964,[1] that banned discrimination based on "race, color, religion, or national origin" in employment practices and public accommodations; the Voting Rights Act of 1965, that restored and protected voting rights; the Immigration and Nationality Services Act of 1965, that dramatically opened entry to the U.S. to immigrants other than traditional European groups; and the Fair Housing Act of 1968, that banned discrimination in the sale or rental of housing. African Americans re-entered politics in the South, and across the country young people were inspired to action.


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Michael Troy


I can answer just about any question on early American History. My specialties are the American Revolution through the Civil War/Reconstruction. I also have greater expertise in matters relating to military, political or legal history.


I have lectured at George Washington University regarding the Civil War, as well as several elementary school Civil War demonstrations. I was also a member of a Civil War reenactment group for about 10 years.


J.D. University of Michigan B.A. George Washington University

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Truman Scholar

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