HI Instructions All-In-One (1)

8/6/2019 HI Instructions All-In-One (1)

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Ivy 2009

The Historical Investigation

For the few...the proud...the IB. Approximately 20% of your 1-7 IB grade comes from a research paper to

be conducted in your senior year. The other 80% comes from 3 essay exams taken also in your senior

year. This year we practice the Historical Investigation and I will help you along the way. Next year, you

have no such help. The idea is that you LEARN how to do the assignment now, then next year it will not

be such a challenge.

The assignment is divided into 6 sections, each of which will be a minor grade. All 6 will be turned in

together as a test grade, and then the final draft will be a second test grade.

Part A: The Plan of Investigation

Choose a historical question. It should be a specific and focused question that you will answer in your

investigation. It should be of a controversial nature (meaning something that historians disagree on) and

cannot be: your topic from the last essay, the topic for your HI next year, or the topic for your EE.

Here are the instructions from the IBO:The plan of the investigation should include:

y The subject of the investigation, which may be formulated as a question.y The methods to be used in the investigation.

This is a relatively brief but important section. A sharply focused question and a clearly structured plan

will be more likely to produce a successful investigation.

Essentially Part A must address 3 components:

y Debatable topic, stated in question form.y How you will answer the question (steps you must take to find your answer)y Types of sources that would assist you in your investigation (and WHY)

The length of this section should be 140-160 words, but a longer answer may be necessary in order to

fully address all 3 components. This is a softlimit, but stick to it if possible. This is worth approximately

10% of your marks for the assignment. You will eventually come back and revise this after you have

actually conducted the investigation, as you want what you SAY you will do to match what you actually

DO.

Scoring:

0 There is no plan of the investigation or it is inappropriate.

1 The research question, method, scope, and rationale of the investigation are not clearly stated.

2 The research question is clearly stated. The method, scope and rationale of the investigation are

outlined and related to the research question.


clearly developed and closely focused on the research question.

Note the emphasis on closely focused. Broad and vague papers will not be good at all.

You will submit to me a plan (typed, skipping lines) and the title of it should be your research question in

bold print.


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1:

The peace movement of the 1960s is traditionally remembered for the summer of love,

Woodstock, and Give Peace a Chance. Though certainly influential on the American psyche and the

youth movement, credit must also be given to the Radical Youth Movement and its Weather

Underground Organization in their efforts to end the Vietnam conflict with violence of their own. The

purpose of this investigation is to determine the extent to which Weatherman accomplished its goals

and how those goals changed over time.

To pursue this question I will first determine what exactly the founders of Weatherman hoped to

accomplish, and then assess whether or not those goals were attained. If those goals were indeed

obtained, I shall determine whether this was a result of Weathermans actions or due to external forces.

To reveal this, I will seek out the writings of the leadership of Weatherman and the Students for a

Democratic Society to determine what they claimedtheir goals to be, and I will compare those to the

writings of historians to see if their assessments agree. I will evaluate documentaries on the issue

including Underground(1976), and identify how peaceful protestors assessed the success of the

Weathermen.

2:

The investigation evaluates the major causes of Andrew Jacksons actions which resulted in the PeggyEaton affair. This investigation will research Jacksons past ranging from his childhood, all the way up to

his presidency to discover clues to why Jackson has such a violent reaction to what most men during that

time would consider a womens affair. There are several factors from his past that could explain his

actions: his southern upbringing, the death of his father which resulted in his caring for his mother and

the tragic death of his wife as a result of her anxiety over the rumors surrounding her. In order to fully

answer the question, I must first research his personal life to see what circumstances might have caused

Jackson to become so protective of women. To do this I will research biographies of his life before office

and then try to find statements from both Jackson and his cabinet members during the actual affair for

primary sources.

3:The purpose of this investigation is to evaluate the extent World War II spurred Eisenhowers policy

change from his military service to his presidency. As the commander of the American forces in World

War II, Eisenhower epitomized the competitive nature of the armed forces. He wanted to defeat

opposing forces, and eliminate any threats on America. When he won the presidency, however, he took

on a more pacifist policy. This investigation will:

1- Determine what Eisenhowers policies and attitudes were in World War II2- Determine what Eisenhowers attitudes and policies were during his eight years as president3- Find and evaluate any events that happened during his tours in World War II, and how these

events affected his presidential policies

The types of research that I will use include a biography of Eisenhower, which will give some insight into

the presidents past and outline his actions both before and after the presidency. Eisenhowers Farewell

Address and Mandate for Change would also look at Eisenhowers summary of his years in office, and

would be valuable because they both explain his thoughts in his own words. I also intend to research

some historians opinion about Eisenhowers shift in foreign policy.


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4:

The coup d'tat of Iranian Prime Minister Mossadeq has caused controversy as it was an unexpected

coup and the reasons behind it were never clear. Many contemporary historians believe there were a

variety of reasons for the sudden overthrow. The focus of this investigation will be on the economic

motivations behind Britain, Iran, and the United States, which led to the coup d'tat.

While conducting my investigation I will resort to a variety of resources such as contemporary historians

who will provide feedback on what they believe were the reason as well as CIA reports will provide a

viewpoint from the U.S. From the sources, I will try to conclude what were the economic concerns of

these 3 countries and come to a conclusion in part E.

5:

I. Although Germany unquestionably made many careless mistakes and took rash action

throughout WWI, to what extent is the war-guilt given to them justified?

II. The Serbian Black Hand has assassinated Austrian Archduke Ferdinand causing the

alliances of the Central Powers against the Allies and sparking the conflict. By the end of the war,

Germany was forced to take the blame for the war in the Treaty of Versailles. But it is my goal toinvestigate if this was truly justified.

III. This investigation requires in depth interpretation of multiple sources and opinions, such

as those from Germany, Britain or America, relating the war causes back to a certain nation such as

Germany, Austria-Hungary, Serbia or America, as each engaged in either maritime or land battles that

contributed to the start or growth of the war. Also, enough evidence is needed to formulate an accurate

opinion as to which nation deserved the blame it was given and why.

IV. Helpful sources would include primary sources providing the facts and opinions

regarding factors such as the Zimmerman telegram, the Schlieffen Plan and the sinking of theLusitania,

due to their credibility as personal materials from the time period, as well as both American and

European historians interpretations of the war and these events to give both sides of the argument.

6:

Historical context: America was dragged into a war because of pearl harbor and America, a democracy,

was against Germany fascist dictatorship and their violation of the Versailles treaty.

How to answer: To answer this question I will have to look at propaganda against each axis power, see

what the propaganda was trying to accomplish and see if that goal was attained. to answer the question

I will decide if the Americans succeeded in creating total anti Axis sentiment or only anger towards one

country. I will describe both their failures and their successes.

Sources: A majority of my sources will come from analyzing different propaganda mediums such as

posters film and radio. I will also need firsthand accounts on Americans views on the Axis Powers I also

will need documentation on what the different propaganda was trying to accomplish.


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7:

During the Second Red Scare of 1947-1954, fervent anti-communists accused thousands of

people of being communists, and some claimed that these subversives were infiltrating the government.

This investigation is meant to examine the claims made by one of these anti-communists, Senator Joseph

McCarthy. This investigation is also meant to find out whether these claims were legitimate or whether

they were only the result of McCarthys desire to use this anti-communist sentiment to gain popularity

and fame.

To answer the question, this investigation will research the causes of the Second Red Scare, the

claims made by McCarthy, and the motivations for these claims. It will also see if evidence proved these

claims to be true or false. To see if the claims were justified, this investigation will also look at recent

evidence that has proven some of the accused to be either innocent or guilty.

The sources used will be primary sources, such as McCarthys Wheeling speech, and secondary

sources from historians and biographers of McCarthy. McCarthys speech will provide a greater

understanding of the nature of his accusations. Biographies of McCarthy, especially by modern

historians, will most likely contain an objective analysis of McCarthy and the Second Red Scare.

8:

In the period preceding World War II, the number of workingwomen had been increasing for some timebut had not yet been widely accepted as a role for women. While some would always perceive the

womans place to be in the home, beginning in the 40s many more jobs were considered acceptable and

therefore more were available. This investigation is designed to determine what opportunities the war

brought about for women and how effective and widespread these opportunities were available. I plan

to draw from current historians, public opinion polls from the era, journals and propaganda before and

during the war to achieve my assessment.

9:

The USS Maine, an American ship, exploded in the late1898, leading to the outbreak of war between

Spain and America. In this investigation, I will attempt to discover to what extent the yellow journalists

(unprincipled journalists who used sensationalism to sell newspapers) used this and other events inCuba for sensationalism and to what extent that sensationalism caused the outbreak of war in 1898.

Method:

A) Research for the investigation will include books and articles by historians, both modern and

early twentieth century, on the topic, articles and opinions of newspapers at the time, and the political

leaders, namely President McKinley, who initiated the war.

B) My criteria for the evidence will be the recommendations for the historians, and the influence

that the newspapers had on the public, specifically the number of people who read each one.

C) I will analyze the viewpoints of each source.

D) After I have done this, I will reach and state my conclusion.


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10:

Two great powers were driven to the brink of a world catastrophe during the 1962 Cuban Missile Crisis.

Although the heads of government from both nations ultimately ended the crisis and avoided the

nuclear fallout, there is always the question of who earned a better reputation with respect to their own

people as well as important allies like Britain and Cuba, which needs to be addressed through answering:

y Whose policy is more popular amongst his colleagues?y Who gained a better image in the publics eye?

To evaluate the questions at hand, I will seek out and scrutinize the following primary and secondary

sources from the USA, Cuba, USSR and bystander nations. Only then will I be able to formulate a credible

stance of my own.

To put me in perspective with the attitude of leading statesmen during the negotiations and hostilities:

y Records of speeches and press statements made by Kennedy, and the translation of those madeby Khrushchev these could be found through press archives (for example the New York Times

online).

y Meeting records or statements made by Kennedy and Khrushchevs advisorsTo give me an idea of how the leaders reputation changed after the events, leading to critical analysis of

the implications of their decisions on their reputation in the long-run:

y Contemporary documentaries (e.g. through the History Channel)y Books and journals from the school l ibrary and local libraries

To put me in context of the publics response in context of the Crisis (avoiding an analysis based purely

on analysis of events in hindsight):

y Other sources documenting the publics response to their leaders actions (e.g. statistics,cartoons and articles)

As I am physically residing in the United States, and I am unable to comprehend information in the

Russian language, I must try my best to find sources portraying the Russian viewpoint.

11:

Both Franklin and Adams were sent to France as ambassadors to their new allies, the French. Both menwere shocked at the warm welcome they received when they arrived in this foreign country. The

investigation will focus on if the new customs and integration in a new culture affected the mens ability

to make decisions that would continue to have the spirit of the American public in mind. Also, I will try to

see if the mens own individual beliefs were compromised while in France. To answer this question I

intend to analyze both primary and secondary sources. But, more specifically I hope to find sources that

speak of both of these men to be able to have one historians viewpoint on the accomplishments of

both. Also, I hope to find sources which focus more upon the emotional sides of their journey rather

than solely political. Hopefully these types of sources will also offer a deeper understanding of the mens

reaction to the new country and their customs. After analyzing sources like these I hope to create a

portrait of how the men changed while immersed into French culture and how it could have affected

their decision-making.


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Part B: The Summary of Evidence

This part of the paper is for you to prove that you actually did some research. This part is exactly what

the title says: a summary of what you have found. This is not for analysis, nor for what you think, only

a summary of facts will do. Format may be in paragraphs or bulleted, but be careful keeping everything

relevant. It is appropriate for you to use a combination of primary and secondary sources. For this

assignment I am limiting you to sources that are (A) by a historian with a PhD, or (B) primary source

material from the period in question, or (C) you have my express permission to include the source. Keep

it academic and scholarly, and your paper will shine.

Evidence should be organized either chronologically or thematically/topically, and sub-headings within

the section are allowed and encouraged. Word count should be approximately 550 words, probably no

more than about 620 at max. You must cite your evidence here, and I recommend footnotes, but

parenthetical citations are also fine. Photos, cartoons, charts, and other visual media may be included as

an appendix at the end of the paper and do not count against word limit, but ask me before doing so, as

this is not something you want to exploit.

Any information that is necessary for you to arrive at an answer to the question, any information that is

going to be necessary for you to prove your point, must be included here in Part B. You cannot bring up

new evidence later in the paper; you only get points for what is included in Part B. Much like a trial, if it

has not been entered into evidence it is not admissible. There are 2 more sections to your paper where

you will be able to refer back to the facts you have brought up in Part B.

This sounds weird, but analysis and evidence are entirely different sections. We will do the analysis next.

Scoring

0 There is no relevant factual evidence.1-2 There is some relevant factual material or the factual material has not been referenced.

3-4 There is relevant factual material which shows evidence of research, organization and referencing.

5-6 The factual material is all relevant to the investigation and it has been well researched, organized

and correctly referenced.

Note the emphasis on well researched and referencing. Must be properly cited, and well-researched

means use of sophisticated sources, and primary as well as secondary materials when appropriate.

You will submit to me your Part B (typed, skipping l ines) and the title of it should be your research

question in bold print. I do not require an attached bibliography at this time (that is for later Part F).

Remember word count should be around 550-600 words or so. If longer, thats fine, but you will need to

edit later.


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What is the Main Cause for Andrew Jacksons Passionate Response in the Peggy Eaton Affair?

Andrew Jacksons Childhood

Andrew Jackson was born March 15, 1767 to parents Andrew Jackson and Elizabeth Hutchinson.

The same year that Jackson was born his father passed away and because Jacksons mother never

remarried, Jackson viewed himself as her protector. He also developed a sense of honor, which was

common among the men as southern chivalry grew, but was more prominent in Jackson because of his

childhood circumstances. This sense of honor caused Jackson to feel that it was his duty as a man to risk

everything in the defense of women and children.

Rachel Jackson

When Andrew Jackson first met his future wife, Rachel, she was in a loveless marriage to her

controlling husband, DonalsonRobard. Jackson was sympathetic with Rachels situation, and sheltered

her from her husbands jealous rages. Eventually, Robard filed for a divorce, stating that Rachel was an

adulteress and Jackson and Rachel were quickly married on January 17, 1794 but Rachels reputation

was forever marred by these events. Jackson viewed his role as a shield to protect her from all of the

slander, especially during his presidential campaign of 1824 when the accusations became even more

vicious. Rachel however discovered a pamphlet that attacked her virtue and morals and suffered a

severe heart attack which led to her death several days later.Peggy Eatons Past

Peggy Eaton was the wife of a Navy purser, John B.Timberlake, and running her fathers tavern

when John Eaton met her. He was instantly smitten with her and when the tavern went out of business,

Eaton was the one that purchased it. Peggys husband soon died at sea but there were rumors that he

had committed suicide because of depression caused by his wifes bad behavior. Soon after his death

however, John and Peggy Eaton were married.

Peggy Eaton Affair

The marriage of Peggy and John Eaton alarmed many in Washington. The ladies of Washington

were alarmed that someone of questionable background would be permitted into their elite circle and

followed the example set by Floride Calhoun (Vice President John Calhouns wife) in snubbing her.

Jackson remembered the similar vicious rumors that were spread about his deceased wife and believedthat they were the cause of her premature death and was determined to save Peggy Eaton from similar

circumstances.

Jacksons Defense ofPeggy Eaton

Jackson spent much time trying to restore Peggy Eatons reputation by defending her, such as in

a letter to Reverend Ezra Stiles Ely, where he stated that the good and the pious will maintain its purity

and innocence, until guilt is made manifest - not by rumors and suspicions, but by facts and proofs

brought forth and sustained by respectable and fearless witnesses in the face of day. Meaning that he

will refuse to believe any rumors about Peggy Eaton until someone can produce evidence otherwise.

Effects of Eaton Affair

The politicians wives snubbing Peggy Eaton soon created tension for their husbands in the

political world. Jackson primarily blamed his vice president, John Calhoun for the wives mistreatment of

Peggy Eaton and claimed that Calhoun was merely trying to gain followers for the next presidential

campaign. Jacksons and Calhouns relationship was also damaged when Jackson discovered that as a

member of the Monroe cabinet, Calhoun had recommended that Jackson be punished for ignoring

presidential orders by following the Seminole Indians into Florida. Although Jacksons condemnation of

Calhoun may have been harsh, as Jacksons vice president, Calhoun did nothing to stop the rumors that

were hurting Jacksons credibility.

Resolution

To break the political tension, Jacksons secretary of state, Van Buren, who was one of Jacksons


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remaining followers, convinced Eaton to resign from the Cabinet before he does so himself. The rest of

the cabinet immediately also resigns. Eaton was named the Governor of the Florida Territory and Van

Buren become Jacksons Vice President in 1832; in 1837 he was elected as President.


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ToWhat extent were yellow journalists such asWilliam Randolph Hearst responsible for the outbreak

of the Spanish-AmericanWar in 1898?

1. Hearst and The yellow press

Even before the explosion of the Maine, yellow (unprincipled) journalists printed stories on Cuba

that accused Spain of crimes of oppression. One story in particular, by Hearst and Julian Hawthorne, was

entitled Cuban Babes Prey to Famine, and ran with pictures of starving Cubans, accusing the Spanish of

being More Pitiless than Kurds, implying perceived ruthlessness against the Cubans. Such articles and

accusations contributed to popular resentment of the Spanish.

2. The Maine

After the Explosion of the USS Maine, a battleship stationed in Havana Harbor, a plethora of articles was

released laying blame on the Spanish. One article which appeared in theNew York Times was entitled A

Few Spaniards Flee, and referred to a rumor that the vessel which the Spaniards left America on

harbored war munitions. A caricature of the Maines explosion appeared in Uncle Sams Navy, and even

Edison Film Co., which was experimenting with short films for public viewing, made a reproduction of

the Burial of the Maine victims. Later, in a telegraph to Frederick Remington, and artist working for

Hearst in Cuba who requested to return to America, Hearst replied Please Remain. You furnish thepictures, Ill furnish the war.

3. McKinley

McKinley had been sympathetic towards the Cubans under Spanish rule, but before becoming

president, had little to say in public about the subject. At first, he did not plan on initiating Cuban

independence, but he eventually decided to intervene to stop the ongoing war between the Cubans and

the Spanish. His first action with respect to diplomacy in Cuba was to issue a note condemning the

Spanish-Cuban war. He also sent Stewart Woodford, the minister to Spain, to negotiate in Madrid, and

consulted major European powers, none of which objected to his intervening. On February 15, 1898, The

USS Maine exploded in Havana Harbor, and on April 11, he asked congress to declare war on Spain. In his

war message to Congress, his cited Spanish oppression and horrible miseries in Cuba, as well as theMaine, whose destruction he claimed was, regardless of whether it was caused by the Spanish, a patent

and impressive proof of a state of things in Cuba that [was] intolerable as reasons to declare war.

4. Imperialism and the Turner Thesis

In addition to the growth of yellow Journalism, the idea of American imperialism became increasingly

prominent in the later 1800s. In 1890, the U.S. Census declared that the American frontier had reached a

population density of over five people per square mile, marking the closing of the frontier. Several

years later, in 1893, Frederick Jackson Turners frontier Thesis followed. In it, turner compares the

American frontier to the Mediterranean Sea for the Romans, and effectively claims that, now that it has

been filled, it must be supplemented by a new frontier.This claim essentially amounts to a statement that

America is entering an imperialist era, and at the end of the Thesis, Turner states that the frontier has

gone, and with its going has closed the first period of American history. Five years later, America

declared war on Spain, and acquired its first overseas territories, from the Caribbean to the Philippines,

as a result of the American victory.


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Asmembers of the American delegation in France from 1776 to 1785, John Adams and Benjamin

Franklin quickly became celebrities in France due the United States new amicable position within the

French government. To what extent did this new status in a foreign country affect Adamss and

Franklins decision-making while in France?

Benjamin Franklin:

The French experience for Benjamin Franklin began in September of 1776 with the approval by congress

to send a commission in France, in hopes that Franklin and the other members could secure military and

economic assistance from their new ally. Upon arrival in France, Franklin quickly began to gain a kind of

that fame that had been previously unknown to him in The United States. In France they at once

recognized him as the venerableDr. Franklin, doting on him for the great scientific feats he had

accomplished in the illustrious territory of The United States. Franklin became the hero of France, the

personification of the unsophisticated nobility of the new world, leading his people to freedom. All of

this fame quickly became a way for Franklin to be a leading social figure in the French society,

participating in parties and varied social events. He also even at the seventy always had the company of

a French woman on his arm. These Jolie femmes taught him how to speak the language necessary for

him thrive in this new society. However, Franklin did not just go over to flirt with the ladies, he went over

as a agent of congress, and his principal task was to get France to recognize the United States as a nationwith a future. Another goal of Franklin was to get France to loan the United States money. Franklins

popularity in France started to weigh heavily in swinging Frances support toward America. But, Franklin

was happy to take advantage of his fame as a diplomatic counter in accomplishing all the tasks he had

set out to do. Franklins generosity to the French and their sacrifice to trust the American peoples

became a factor that weighed heavily in Franklins perceived image. This generosity coupled with

Franklins immersion into the French peoples became the reason why his college such as John Adams

believed he had to wait so long for Franklins approval on anything involving The United States Another

colleague of Franklin, Arthur Lee believed that Franklin could not be trusted with making decisions for

the United States because he had become to consumed with French adulation and that he had simply

become merely toy for Vergennes. After the signing of the treaty of 1783, Franklin asked for congress to

replace him put they denied his petition, and spent the next two years in France serving in the court ofLouis the 16

th. Franklins now prolonged popularity led to this stationary with the French court. Franklin

left France against the will of the French people in 1785 at the age of 79.

John Adams

The Journey for John Adams began in 1778 when he sailed for France to replace SilasDeane as a

delegate in France. Upon arrival Adams realized that his arrival had not gone unnoticed by the French

people. The crowds, the number of carriages, and the hustle and bustle of Paris he had only read of in

books astonished him. The first day Adams arrived the first call he received was from Benjamin Franklin

who began to integrate Adams into the culture of France by taking him to teas, dinners, the theater and

social engagements. However, Adams celebrity came from false beliefs. The French believed this man

was the Le Fameux Adams whom to the French was Adams cousin Samuel Adams, the star of the

American Revolution. However, this issue was quickly cleared and Franklin became a translator for

Adams who knew not a single word of French. Adams was quickly enthralled by the sophistication of the

Parisian society. However, he began to realize its indolence and self- indulgence and was repelled.

Abigail Adams in her own diary spoke of how this distaste was wearing on her husband. As his letters

became less frequent Abigail knew John was becoming impatient with the land he was previously so

intrigued with. But, the always-busy Adams was desperate to be useful while in France so he kept the

commissions account books and wrote letters to congress of his reactions in France. Adams left France in

1779 to be minister plenipotentiary in England to help negotiate treaties with Great Britain. For the


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moment Adams returned to France in 1780 his actions and assumptions were influenced by his belief

that Franklin and the Vergennes were plotting to ruin his reputation Despite his already voiced distaste

for the opulence of the French, in his own letter to he wife Abigail he stated, In short, stern and haughty

republican that I am, I cannot help loving these people, for their earnest desire and assiduity to please.

The richness, the magnificence, and the splendor is beyond all descriptionAdams eventually left France

in 1785 after negotiating treaties to help end the American Revolution.


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How legitimate were the claims made by Senator Joseph McCarthy during the Second Red Scare?

The Second Red Scare

After World War II, tensions were high between the United States and the Soviet Union. In 1947,

President Truman unveiled the TrumanDoctrine, which did not mention the Soviet Union, but implied

that America was challenged by a worldwide campaign of Communist subversion and Soviet expansion

(Fariello 31). Many Americans began to feel that the Soviet Union had replaced Nazi Germany as the

implacable expansionist foe (Fariello 31). Communist takeovers in order countries increased American

fears of communist infiltration. Joseph McCarthy, one of the many communist hunters of the era, helped

contribute to this atmosphere of paranoia by accusing several people, including political opponents and

critics, of being communists.

McCarthy: a Man of Many Contradictions

Senator Joseph McCarthys crusade against subversion in the government presents a string of

contradictions and ironies. He often made extremely specific accusations but later was vague and

vacillatory. His stated goal was to rid the government of communist infiltration, and yet he did littleindependent research and astonished people with how little [he] knew about the theory or the practice

of communism itself (Herman 165). And though he launched attacks against countless people, his

efforts led to no prosecutions.

McCarthy first began to use anti-communism as an issue during his bid for the Senate in 1946.

During the primary, he accused Bob LaFollette of aiding the communists and, during the general

election, accused hisDemocratic rival Howard McMurray of having communist sympathies. Though

there was no evidence to support these claims, McCarthy won both elections (Johnson 67-68, 71-72).

The Wheeling Speech and its Aftermath

In 1949, after the Madison Capital Times printed a critical article about McCarthy, he declared

that the newspaper had possibly been infiltrated by communists. However, he neglected to consider thatthe Madison Capital Times had often criticized communism (Johnson 81-82). The same year, he began to

attack the State Department. In February 1950, he delivered the infamous Wheeling speech, in which he

declared that 205 members of the StateDepartment were communists. He later seemed unsure of the

exact numbers and told reporters that he had misplaced his list (Johnson 22-23). Though the contents of

the list remain uncertain, McCarthy himself told a friend that the paper was an old laundry list (Cook

149). McCarthy later promised to reveal the names of four Communists, but reporters discovered that he

had received these names during a phone conversation (Johnson 142). On his notes from the

conversation, he even misspelled the name of one person he included in his speech.He gave another

speech to the Senate using papers that were later revealed to be part of the outdated Lee list containing

information about people with possibly questionable loyalty (Wicker 63).

More accusations

McCarthy then promised to reveal the name of Moscows top spy in America. The name he

gave was Owen Lattimore, an academic at Johns Hopkins University (Johnson, 167). McCarthy brought

in a witness, Louis Budenz, to prove his point. Budenz, an active communist, provided no evidence that

Lattimore was a member of the communist party, much less Moscows top spy. (Johnson 168-169).

Two years later, another investigation revealed that the FBI had been keeping Lattimore under

surveillance and had tracked his close associations with many figures identified as Soviet agents. It was


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later concluded that though there was little evidence that he was Moscows top spy, his large number

of communist acquaintances suggests that he may also have been a communist or a spy (Herman 127).

However, modern historians generally agree that McCarthy had little or no real evidence when he began

his accusations against Lattimore.

McCarthy also threatened to ruin the career ofDrew Pearson (initially a supporter of McCarthy

but later a harsh critic) and, a day later, gave a speech denouncing Pearson as a secret communist. He

also urged editors to cancel Pearsons column. In reality, Pearson was known to be a strong

anticommunist. Nonetheless, a few days after the incident, his radio contract was cancelled (Johnson

198-207).

In June 1951, McCarthy gave a speech attacking George Marshall, Trumans secretary of defense,

for participating in an immense communist conspiracy. Evidence for this alleged conspiracy was never

found (Wicker 98-99).

Faulty Evidence

In the fall of 1953, McCarthy claimed that he had found a spy ring operating out of a laboratory

at Fort Monmouth, New Jersey (Johnson, 330). Roy Cohn, one of McCarthys aides, later said that

information from Paul Crouch led to McCarthys investigation of Fort Monmouth. However, it was laterrevealed that Crouch was a liar who falsely claimed to be a confidant of the Soviet Unions top military

leaders (Fariello, 98).

McCarthy also received evidence from Harvey Job Matusow, who was initially a member of the

Communist Party and later became an informer for the FBI. Matusow later revealed that much of the

information he gave others that was used against several people was fabricated (Fariello 97). Matusow

himself admitted in an interview that his information was not believable and that it was easy to con

[McCarthys forces] into believing that I was giving them fresh information.


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Part C: The Evaluation ofSources

Select two sources you used in your investigation (in Part B) and compare their value and limitations.

This does not have to be the two sources you used the most, but they might be. My recommendation:

choose two contrasting sources, either one primary and one secondary, one modern and one older, one

American and one French, one visual and one written, or two historians who disagree. The primary vs.

secondary contrast is perhaps the easiest to do.

With reference to the sources origin and purpose, assess their value and limitations. Simply put, for one

document answer briefly how its origin gives it value and limitations, then how its purpose gives it value

and limitations. Look at each source critically and assess why this source is credible/reliable and/or

valuable to your investigation, versus what limits it also carries. Do that for two sources. I recommend

the simple formula of, like I said a moment ago, how does its origin give it value and limitations, then

how does its purpose do the same?

How does the documents origin give it value yet limitations, then how does its purpose give it value yetlimitations. Then repeat for the other source. Theoretically could be done in four sentences.

I recommend using the IBO's terminology explicitly rather than looking for synonyms: Origin (or

originated), Purpose, Value (or valuable), and Limitations (or limits). Be clear in what you mean.

Remember this should NOT be a summary of either source. The evidence that each source provided is

already in Part B. This part should be approximately 300-400 words.

Scoring

0 There is no description or evaluation of sources.

1 The sources are described but there is no reference to their origin, purpose, value and limitation.

2-3 There is some evaluation of the sources but reference to their origin, purpose, value and limitationmay be limited.

4-5 There is evaluation of the sources and explicit reference to their origin, purpose, value and

limitation.

Note the words explicit and evaluation. Be specific, use their terminology, and ensure you indicated

the ways in which each source had value in finding your answer.

You will submit to me your evaluation of sources (typed, skipping lines) and the title of it should be your

research question in bold print, then Part C. Remember the word count.


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1: Public Opinion, 1935-1946 by Mildred Strunk is a compilation of public opinion polls taken in and

around the Second World War. The American Institute of Public Opinion, also known as the Gallup Poll,

conducted the majority of the polls concerning the societal roles of women. The purpose of these polls

was to determine what the nation thought about certain aspects of the war and society, so that the

government may address issues more effectively. Polltakers attempted to compile as accurate

information as possible, but polls are bound to have some flaws. Its value is given by its provision of

common views, opinions and stances of the American people, on issues related to the changing roles of

women and the war. Polls are greatly limited however, as they are subject to miscalculation, and possible

false answers by participants due to misogyny or vanity. Participants may also have adjusted their

answers for political motives, since many of these polls were created and commissioned under President

Franklin D. Roosevelt. Also, if the polltakers failed to address a broad universe or adequate sample size,

the results are subject to colloquial thought, rather than that of the whole nation.

WomenDefense Workers in World War II: Views on Gender Equality in Indiana, by Nancy

Gabin is an essay written by Purdues History Graduate ProgramDirector as an introspective look at the

societal changes taking place during WWII. The purpose of this essay was to educate and a younger

generation on the life of women during World War II. Its origin gives it value as a researched topic

written by a historian that draws on the advances of several years of research as an objective look back

at the lives of those living several decades away. It is however limited as it is a second or third source,rather than a first-hand account, and could easily have been altered mistakenly from one telling to the

next. Because it is intended to educate, it was probably written to hold the most truth possible and give

the facts to its audience.

2: The novel Benjamin Franklin by Edmund S. Morgan offers a brief history on the life of Benjamin

Franklin. Morgans status as an emeritus professor at Yale offers value to the source due to Morgans

knowledge upon the topic. However, Morgans opinion, despite his status, is clouded by the fact that he

can only imagine what Franklin would have thought based upon his writings not how the he truly felt.

This fact creates bias in the form that it is a purely a one sided account of the events that took place. Theother limitation of the source stems from its purpose, which is to educate people upon the life of

Benjamin Franklin not John Adams, whom is the other focus of this investigation. The purpose also gives

value, because with its focus on Franklin it is clear and thorough about Franklins many years in France

because it does not take into account the thoughts of the others who were present. This also allows

further insight into Franklins carefree side to this journey. The novel, because of it biographical basis,

offers a very clear and concise representation of Benjamin Franklins beliefs both before and after his

French experience.

The novel John Adams by David McCullough offers a quite detailed look on the life of the second

president of the United States, John Adams. This source offers a large range of letters written by John

Adams to his beloved wife Abigail, which chronicles his feelings and experience in France. Also, because

of the first-hand nature of the letters it yields value to the source. However, because of McCulloughs

interpretation of most of these letters limitations are put upon the value of the novel due to the

introduction of bias by the author. Given that the purpose of this novel is to understand the life and

times of John Adams, the source becomes far more valuable because it does indeed focus on both the

emotions and political actions taken by Adams while in France. However, because of the novels intense

focus upon summarizing Adamss letters it eventually becomes difficult to find where the author infuses

his knowledge and or bias on the given topic, which limits the usefulness of the source as far as using it

for the purpose of finding conflicting view point for the investigation. But, the source as a whole gives

valuable information on the life and times of John Adams.


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3: In Second Consul, the Vice Presidency: Our Greatest Political Problem, written by Edgar Wiggins

Waugh criticizes the role of the Vice President, specifically the Vice President acting as the President

when he is unable to fulfill his duties. Waugh wrote this book with the purpose to convince researchers

that the Constitution is flawed in this aspect because the Vice President is not suited to act as the

President and it never specifies when the President is unable to fulfill his role. The value of this book is

that is looks at the lives of politicians from a political point of view instead of a social one. It has a

specific chapter on Jackson and Calhoun and the tension between them and it gives the Eaton Affair,

from John Calhouns perspective. Waugh chooses to take an intentionally antagonist point of view to

create a new perspective on the role of a vice president. However, the source is limited in the fact that

the political life of Andrew is not the focus of the book and is merely used as an example.

Isenberg, Nancys article "Parlor Politics: In Which the Ladies of Washington Help Build a City and

a Government." analyzes a book by Catherine Allegor, who writes about the most powerful women in

politics during the early days of the republic and their effect on the government. The purpose of this

article is to analyze the similarities of these women and their impact on forming the government and is

specifically directed towards a female audience to demonstrate important female characters during the

early republic. This article is valuable as a reference because it provides the reason that Peggy Eaton had

such a big impact on the government, specifically Andrew Jackson. Because this article is written towards

a female audience it will convey its figures in the strongest and most positive light. However, the articleonly gives the situation from Peggy Eatons perspective and focuses mainly on the women of Washington

and not the men, who were the political leaders.

4:

Operation Ajax(CIA Document)

This document is the history ofOperation Ajaxand goes to explain what the CIAs plans and reasoning

were to overthrow Mohammed Mossadeq in 1953. Dr. Donald L. Wilber, the CIAs chief coup planner,

wrote this document in 1954 because he felt it would be important to have a record of a major

operation while the documents were readily at hand and while the memories of the personnel involved

were still fresh in mind shortly after the events in question. Therefore, because this document wascreated for the CIA and wasnt originally meant to be published to the public, it proves to be an

extremely valuable source in the sense that it provides a fair and accurate account of the covert

operation. Although this document was created in 1954, Wilber published this document in. 1969 but

wasnt released into the public because the CIA claimed that the release of the document would

jeopardize national security. However, it was leaked into the public in 2008. While this document

contains a variety of names and dates that a historian would have a difficult time getting because the

operation was covert, it is limited in the sense that because this document was kept secret, the CIA has

tampered with the original document and deleted names of individuals to protect them from serious

risk they could face by Iran. It is also important to consider that it is doubtful whether the CIA would

release any information that would deface their integrity. However, this document was not released

intentionally but because of a leak.

Stephen Kinzer on US-Iranian Relations, the 1953 CIA Coup in Iran and the Roots of Middle East

Terror (Interview)

This interview with the historian Stephen Kinzer has value in the sense that the interview was conducted

to raise awareness within the American society about how the CIA was involved in making Iran the

hostile and dangerous nation it is today. Kinzer, author ofAll The Shahs Men, based on interviews of

those involved with the coup, also had access to declassified documents and archives of the CIA, British

Foreign Office, and U.S. StateDepartment. Therefore, he is able to accurately describe the events within

Operation Ajaxand explain why the CIA felt it should overthrow Mossadeq. However, this interview is


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limited in the sense that the interview took place in 2008 and presents information from 1953 to 2008.

Consequently, Kinzers focus is not on Operation Ajax, but instead, on howAjaxled to the Iranian

Revolution in 1979 and terrorist attacks against the United states; most notably 9/11.


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Part D: The Analysis

This is the part for your argument. Analyze the evidence you presented earlier in Part B and explain

what they mean to you. What can your surmise from the evidence collected? This is where your

interpretation goes.

Strong papers will present the viewpoints of other historians on the matter and compare them, and the

strongest will dismiss the ideas of others and substitute their own. This is what the scoring criteria mean

by different interpretations.

You should address here the significance of the events in question in their historical context (the setting)

in order to show why your question is an important one to address why your topic is a significant one.

Look at the big picture around your event.

Limit the scope of your analysis to the evidence you collected in Part B. Consider what you planned to

do in order to answer your question back in Part A. Do that here. Break down the evidence into itsconstituent parts and then address each of them. How are they related to one another? Interpret the

evidence you collected in order to arrive at a sophisticated answer.

DO NOT put your answer here. That is what the conclusion is for. Limit word count to about 550-600

words.

Scoring

0 There is no analysis.

1-2 There is some attempt at analyzing the evidence.

3-4 There is analysis of the factual material presented in section B and references are included. There

may be some awareness of the significance to the investigation of the sources evaluated in section C.Where appropriate, different interpretations are considered.

5-6 There is critical analysis of the evidence presented in section B, accurate referencing, and

awareness of the significance to the investigation of the sources evaluated in Section C. Where

appropriate, different interpretations are analyzed.

Note that you are to analyze the evidence you provided in Part B. Ignore the part about Part C (that's

coming up soon). But DO note the part about different interpretations!

You will submit to me your analysis (typed, skipping lines) and the title of it should be your research

question in bold print. I do not require an attached bibliography at this time (that is for later).

Remember word count should be around 550-600 words or so.


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How legitimate were the claims made by Senator Joseph McCarthy during the Second Red Scare?

During the 1950s, anti-communism was nothing new. Several people, including Richard Nixon

and J. Edgar Hoover, were prominent anti-communists. McCarthy was one of a handful of people who

launched a battle against Communism. What made McCarthy different was the specificity of some of his

claims and his penchant for drama (Wicker 10).

Though it is possible that he sincerely believed in a communist threat in the StateDepartment, it

is likely that, when delivering the Wheeling speech, he was simply seeking to serve his party by

energizing and entertaining the good Republicans of West Virginia (Wicker 14). The fact that he had no

real list of names could show that his speech was a hastily constructed attempt to earn recognition in

the Republican Party. After all, it was the Wheeling speech that helped catapult McCarthy into the

spotlight. Perhaps he felt that playing on the nations fears would help him gain votes.

Republicans had, for years, been attacking communists, which could show that McCarthys anti-

communist crusade was nothing more than a ploy to get more votes and ensure his reelection. However,

some people, including his wife, have argued that he was actually a fervent believer in the anti-

communist cause. Historian Arthur Herman has expressed agreement with this view, asking why

McCarthy would accuse prominent government officials and risk his reputation for no reason at all.

Other historians, such as Fred Cook, have suggested that it was his desire for fame, recognition, andpolitical advancement that caused him to make several baseless accusations. Perhaps he believed that

playing on the nations fears of Communism would help him gain votes.

Some historians, including Arthur Herman, have argued that McCarthy was often right and was

subject to unfair bias. However, Hermans views are not widely accepted by the historical community,

which tends to view McCarthy as a dangerous demagogue who, though right at times, used the wrong

tactics and unfairly accused several innocent people.

Hermans book did show me that some of McCarthys accusations were correct to an extent.

Fariellos book, however, gave me information about McCarthys accusations and unreliable sources that

ultimately led me to conclude that many of McCarthys claims were not legitimate.

The above evidence, though it does not contain every accusation ever made by McCarthy, shows

that the majority of his claims were proven to be untrue. He had little or no evidence even in instances inwhich he was correct (or somewhat correct). In some cases, he received his evidence from sources that

were not credible, diminishing the value of whatever evidence he may have received.


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To what extent did the participation of women in theWorldWar II effort open more opportunities for

women in the American workforce?

The workforce had already been primed for more female participation by the time the US

entered the war, with over a quarter of all women employed. They worked mainly in womens jobs,

however, in jobs like textile manufacturing that were considered suitable for women. Support for

womens work was growing, however, in Appendix E a Gallup poll revealed a considerable increase in

approval for married women to be employed between just 1936 and 1938, before the preparations for

war had even begun. As the idea became more popular, several movies portrayed their heroines as

working girls. These portrayals, like their reallife counter parts were limited to womens work. Within

the factories women were treated unfairly by the standards of their male coworkers. In the aftermath of

the GreatDepression, in an effort to spread jobs out as evenly as possible the National Economy Act

prohibited more than one member of any given household from holding a Civil Service job. In the cuts

that followed to keep accordance with this law, more than two-thirds of the employees dismissed were

women, revealing that although progress was being made, prejudices still played a major role in hiring

employees, severely limiting womens opportunities. In addition to this limitation, women of color faced

even more as they were discriminated against in the factories. The state before the war was one begging

for change, as perceptions began to change but practices did not.

After the attack on Pearl Harbor, many Americans were anxious to become involved in the war,

and supporters and protestors alike were drafted into the effort. This left a massive vacancy in the

employment of several industries and an imminent need to produce supplies and weapons. Women at

home and in work were encouraged to join the war effort by growing victory gardens, food rationing,

and to take a job in defense manufacturing. Propaganda flourished in this period, calling women to be

like Rosie the Riveter, a fictional female factory worker who embodied patriotism and female

empowerment. The ideals for women were increasingly geared towards patriotic values as need for

extra workers increased, as well as the numbers of depictions of heroines in Rockwells Saturday Evening

Post. Several movie plots in this time depicted women as contributors to the war effort, helping along

the idea that women were capable in a wider range of jobs if it meant supporting the troops. Severalwhite collar jobs including bank tellers, cashiers, and office clerks that had been primarily occupied by

men were generally considered womens jobs by the end of the war, indicating a major shift in work

considered acceptable for women. While they were largely still considered replacements for men who

served overseas, women were making their mark on the world of industry. At the height of the war

women constituted 35 percent of the workforce, higher than had ever been before. The war did bring

about new opportunities for many these women that would not have had a job otherwise. The majority

of female workers were single, showing that idea of mothers and wives staying in the home was still

largely dominant. However, by 1944 about 1 in 4 married women were working as well. The devastation

and change brought by war seemed to be opening doors a crack at a time for women, and need pushed

them as far as society would allow.

In the immediate years following the war a very limited change in opportunities held once the

troops came home. Many women immediately returned to their lives in the home when their husbands

came to fill their posts again. Women who had lost a spouse or single women who had grown

accustomed to the freedom once gains with work and income continued on in their contribution to the

workforce, but not nearly as many as had during the war. Many saw the increase in demand for product

remained high and sought to continue working, but they often ran into difficulty concerning their wages.

Many had done what was previously considered mans work during the war, but received a womans

salary. Many labor unions sought equal pay for equal work, but that battle would fail to be won for


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several decades. The idea of women being equal workers had been achieved however, and would recur

in several movies of the late forties featuring the career woman. Female branches of the military that

had been established during the war were debated for continuation after the war, revealing a divided

America. Work was seen as a viable option for married women to a portion of society, but the majority

felt otherwise. The age of Rosie the Riveter was being replaced by the 1950s housewife, watching

many of womens advances slip away.


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In the Cuban Missile Crisis, to what extent did President Kennedy earn a better reputation, compared

to Chairman Khrushchev?

Domestic reactions

From his book Superpower Relations, it can be inferred that historian and educator Josh Brooman

believed that within John F. Kennedys cabinet and in the American public, JFK and his brother Robert

Kennedy were widely praised for putting together emergency EXCOMM meetings immediately after the

missile build-up in Cuba came into the picture (Brooman 34). Regardless of what the generals of the

armed forces thought about Kennedys final decision to follow the relatively weaker measure of a naval

quarantine at that time, one must be impressed by his willingness to value the advice from both the

military and diplomatic experts, which successfully avoided a potential nuclear World War III in the end.

By analyzing the survey data presented in the research paper titled The Impact of the Cuban Missile

Crisis on American Public Opinion, it is clearly seen that the American public did not favor the choice of

all-out military action against Cuba (Smith 40-2). Historian and analyst T. W. Smith therefore implies that

the majority of the American public supported Kennedy in his decision for the method of naval

quarantine, which cleverly and relatively peacefully convinced Khrushchev to recall the missiles from

Cuba.

Of course, avoiding a nuclear fall-out was not only credited to President Kennedy; Chairman Khrushchevwas clearly the more proactive party in proposing compromises embedded in his telegrams, and was

able to make his demands to President Kennedy. However, because the removal of Jupiter missiles from

Turkey was kept secret, it looked to the public as if the USSRs armed forces retreated as Khrushchev

unreasonably gave in (Hershberg 4). When Khrushchev was forced out of office only two years later,

historians and experts on Soviet affairs such as Edward Crankshaw agree that it can be inferred that the

risk of a nuclear conflagration, public embarrassment, and what appeared to be a retreat of Soviet

missiles in the Crisis definitely played a part in the ousting of Khrushchev (Goldfarb 2).

Overseas reactions

Looking at My Life, Castros autobiography previously presented in section B, it can be inferred that the

Cuban-Soviet relations deteriorated in the aftermath of Khrushchevs final compromise that ended theMissile Crisis without consultation with the Cuba. Therefore, it can be interpreted that Khrushchevs

reputation as a comrade must have worsened amongst the Cuban ministers. However, it can be argued

that Khrushchev was put in a difficult situation, and if he didnt ask for the American commitment to set

aside plans to invade Cuba and lifting the so-called quarantine, Khrushchevs reputation may have been

even worse (Castro, Ramonet, and Hurley 281).

On the other hand, Kennedys image was no better among Cubans, because the opening of Guantanamo

Naval Base and continued reconnaissance flights must have angered the Cuban public (Castro, Ramonet,

and Hurley 278).

The British have often sided with the foreign policy of the United States, linking back to their former

colonial relationship. The popular Manchester-based newspaper The Guardian published the

aforementioned cartoon by famous cartoonist William Papas in the midst of the Cuban Missile Crisis,

when a world-wide nuclear fall-out seemed more imminent than ever. From the beastly portrait of the

leaders, it can be inferred that many members of the British public were pessimistic about Kennedy and

Khrushchevs ability to resolve the crisis. From the helplessness of the batches of dried fish, the vivid

picture portrays the huge number of helpless citizens at stake. Furthermore, from the hell-like complete

darkness of the surroundings, we can interpret that many British people believed they were on the brink

of the life-or-death choice of triggering nuclear warfare (Papas).


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To what extent did WorldWar II impact Eisenhowers policies and actions while acting as president?

From an Eisenhower biography and research done by Joann Krieg, it can be deduced that

Eisenhowers involvement in World War Two can be attributed to his loyalty to his country and desire to

defend the country that he so dearly loved. After the Allies won the war, however, Eisenhower came to

defend the American ideology of freedom and capitalism, and was a supporter of the containment of

communism. After his appointment to NATO, which, in essence, was meant to counter the progress and

future progress of the Soviet Union, it is more than likely that Eisenhower was overwhelmed by the

constant fear of communism. Eisenhowers job was to come up with strategies and plans that could

deteriorate the Soviet power, so he could have just developed a strong opinion towards communism that

would later lead to his policies as president. Also his public support for American assistance, for

countries that were threatened by Socialism invasion, helps support the idea that he was an anti-

communist once World War II was over.

President Eisenhower continued to support the anticommunism idea throughout his presidency,

but he frequently saw that it was not the most important factor in national security. Communism posed

a serious threat, and Eisenhower was determined to find a resolution to the problem. Eisenhower,

however, also recognized the dangers of getting consumed in a solely anticommunist foreign policy. Hisdecision to end the war in Korea, and not declare war against North Vietnam exemplifies his thoughts

that there are more pressing things than containing communism, such as the lives of American soldier.

His service in the military could have factored into his desire to keep the soldiers in a relatively

peacetime environment, especially after just coming home from World War II. Ike also realized that U.S.

attempts to take on all of Indochina by itself would be fruitless, and therefore declined the opportunities

to fight communism in Indochina without sufficient support from other countries. Eisenhower was also

acutely aware that if he tried to democratize the Soviets puppet governments too much, the Soviet

Union was quite capable of unleashing a number of nuclear weapons. Eisenhower feared American

disappearance due to nuclear weapons more than he feared communist take over in Southeast Asia.


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To what extent is the war-guilt given to Germany inWWI justified?

It is clear that Germany, with desires to play a significant naval role in the world, could have easily

offended the leading naval power, Great Britain, due to her aggressive method of building up marine

power, and even could have sparked a war between the two, as may be thought by some experts. But

what was actually causing the friction was British stubbornness in her refusal to allow any other nation

to overtake her as the largest navy on the planet. The timely assassination of Archduke Ferdinand served

to temporarily distract the two from petty rivalry and caused both to focus on the bigger issue at hand.

This issue was clearly between Austria and Serbia, and relatively little historical opinion, if any, debates

the fact that Germany was not directly involved in it. In contrast, a large majority of historical opinion

claims that this instance was in fact the beginning of the Great War. The probability that the Serbian

government and certain officials of the Russian Embassy had knowledge of the assassination before it

occurred and failed to say anything about it, is a testament to their fault in the cause of World War I.

Kaiser Wilhelms decision to form an alliance with Austria, while possibly seen as a bellicose move by

some, was actually a noble thing for him to do. Austria was the victim in the assassination of Archduke

Ferdinand, and for Germany to stand up for her is evidence of Wilhelms decency. Further evidence of

this emerges in Germanys advocacy for harmony rather than war, as Kaiser Wilhelm was a prince ofpeace. It is when peace was clearly refuted as an option that Germany employed the methods of

warfare in her invasions, bombings and defending of justice. Upon closer consideration, Germany was

seen as the aggressor in the invasion of Belgium; however, she only commenced the Schlieffen Plan after

Belgium herself had broken the terms of the treaty by abandoning neutrality. Germany was

condemned for the sinking of the Lusitania when the 1909 Prize Code stipulated the right to defend

against armed vessels. In many instances, Germany was just trying to defend herself and uphold the

integrity Austria and she deserved, even if rash decisions and careless mistakes were made in the

process.

Such mistakes included the sinking of several merchant ships in the excitement of submarine

warfare after repeated warnings by the American government. Not to mention Germanys aggressive

proposition to Mexico in Zimmermanns pledge to regain lost Mexican land from the United States,

leading to American intervention in the War. But causing additional participation was not solely

Germanys fault, as even Britain was responsible for Japanese involvement in the War. But let not these

causes for foreign involvement detract from the fact that Germany, while responsible for causing

unnecessary warfare, was not culpable for the initial warfare caused by the assassination of Archduke

Ferdinand.

Historians from every nation involved in the conflict, naturally defending their respective

homelands, each argue that Germany was preserving her most sacred heritage, while Britain defended

Christian civilisation and the United States protected her borders. But the fact is, they attempted to

pin the responsibility for the war firmly on the other side, and Germany got stuck with it all.

The information from these documents aided me in my investigation by serving me with a

variety of opinions and a myriad of data that I was able to apply to my own opinion and knowledge to

gain a better understanding of the event itself. There are always differing judgments, such as those of

David Fromkin and John A. Moses, when it comes to a controversial question so it is hard to determine

whether or not these professional opinions follow a defined consensus.


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Part E: The Conclusion

Answer your question here, clearly stating WHY it is so. It should be (must be) consistent with the

evidence you collected. Don't have a conclusion contradictory to all the evidence you provided.

Do not include any new facts here, only refer back to evidence and analysis from B andD. This should be

viewed as the culmination of PartD. Fully address the prompt you wrote yourself back in Part A.

Should be 150-200 words.

Scoring

0 There is no conclusion, or the conclusion is not relevant.

1 The conclusion is stated but is not entirely consistent with the evidence presented.

2 The conclusion is clearly stated and consistent with the evidence presented.

This is simple. Word it clearly and unambiguously, and ensure that it actually agrees with the rest of the

essay.

You will submit to me your conclusion (typed, skipping lines) and the title of it should be your research

question in bold print. Remember the word count.


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1. There is overwhelming evidence that suggests that the primary reason for Andrew Jacksons

actions during the Eaton Affair were related to the circumstances that surrounded the death of his late

wife, Rachel. Though his southern ideals and his childhood may have had an influence on him, it was his

need to protect Peggy Eaton from the similar circumstance that his wife faced (and eventually caused

her death) that drove Jackson to such extremes during this affair. Because Jackson failed to prevent his

wifes death as a result of her depression about the vicious rumors being spread about her, Jackson was

willing to break off friendships and destroy his cabinet to protect Peggy Eaton from similar

circumstances. It is doubtful that he would have acted in such extreme measures if his only initiative was

his childhood experiences and upbringing.

2. With an overall resentment towards the Axis powers at the end of the war, I have found that the

Anti-Axis power propaganda was an overall success. The success in portraying the idea of our enemies as

encroaching on our freedom with the increased popularity of propaganda movies bundled with the

public approval of radio blasted hate and racial sentiment against the enemies led America to succeed in

creating an Anti-Axis power sentiment which helped win the home front and eventually the war. Though

most personal reactions to propaganda was unrecorded, the action as a nation to contort to the

governments demands to help win the war, undoubted records the propagandas success. Though the

people did not like sacrificing, the blame for their losses lie on the shoulders of their enemies andtherefore inevitably created a sense of hate towards the Axis powers.

3. Weather affected the testing of the bomb twice but in a drastic way. The first time around it had

the tests pushed back nearly a week and the next time by 45 minutes. Though these times arent very

long in todays date, every minute was vital to stopping the war and these weapons were our key to stop

the war. The only way they could use these weapons were if they tested them. If the situation turned out

to where it wasnt safe for even two hours for the next 2 weeks it could have even changed the fate of

the world.

Weather also had an affect on the actual dropping of the bombs. The two bombs had to be

spaced out due to the window the weather had given. It further affected the second bombing by winds.

If the winds that carried the smoke from the explosions down south to Nagasaki had been only 5 mphfaster by the time Major Charles Sweeny made it down there it would have also been covered up and it

would have became imperative that the mission be aborted and retried at a later time. This might even

have given time that allowed the Japanese to be tipped off and to evacuate the targeted areas.

In both situations the slightest change in the weather could have thrown of the missions or the

test, regardless, the weather had the potential to change history and to a certain extent it even did.

Maybe not drastically so but most definitely it did delay some aspects of the testing and dropping of the

atom bomb.

4. During Their time as diplomats in France both John Adams and Benjamin Franklin found a new

way life because of their new high-class status within France. However, each man found their own way to

cope with their newfound fame. Benjamin Franklin at the age of seventy embraced this new fame and

delighted in frolicking in the French social life. But because of this closeness with the French and their

government his decisions became distorted by the fact that he relied so heavily on French support to get

his own resolutions passed. John Adams, on the other hand, took this fame as a burden and became

isolated. Because of this isolation Adamss became bitter and resentful and his judgment started to

become skewed as time wore on. One thing is for certain; both men found this French experience one of

life changing proportions despite its effect on their characters and decisions.


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5. Based on my investigation, I have concluded that Mossadeq decided to nationalize Irans oil to

improve the nations economy by using the extra revenue to develop his country. Secondly, because

Mossadeq decided to nationalize its oil, Britains economy would be impacted harshly because their

Royal Navy thrived on Irans oil. Therefore, Britain decided to create a plan to overthrow Mossadeq.

Finally, America claimed that they were overthrowing Mossadeq because of the threat that Iran would

fall towards communism. While that may have been a concern, my evidence confirms that the main

reasons derived from economic concerns:

y America wanted to secure cheap oil interest in Iran.y Dulles, a lawyer throughout his entire adult career, believed the nationalization of such a big

company would threaten the systemDulles had been defending.

y America needed a Prime Minister in Iran who would do whatever America wanted.I have also concluded that Iran and Britain never hid their agenda- it was always about money. However,

America was the country that appeared deceptive.


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Part F: The List ofSources

Last part! Include in this section a list of all of the sources you used in your research (whether you cite

them in your paper or whether they just served as inspiration). This is not a works cited list, but a

bibliography.

Include all sources in MLA format, and in alphabetical order by author's last name. Remember, all

sources should either be a PhD or are primary source materials, so of course you know the author.

Consult a MLA style guide if you are in any way unsure. I recommend the Purdue OWL at

owl.english.purdue.edu. You have to include a Part F even if you did footnotes.

This is the easiest part of the paper (if you know MLA format). Get someone to proofread this before

you turn it in, in case you made typos. One error could mean not getting full credit.

Scoring

0 A list of sources is not included and/or the investigation is not within the word limit.1 A l ist of sources is included but these are limited, or on standard method of listing sources is not used

consistently, or the investigation is not within the word limit.

2 A l ist of sources using one standard method is included and the investigation is within the word limit.

3 An appropriate list of all sources, using one standard method is included. The investigation is within

the word limit.

Note the reference to the word limit. Do not worry about this right now, but when you turn in the

ENTIRE paper (all 6 parts), you will have a word limit of 2000 words. Do not exceed that 2001 words

means minus 2 points. Note that it also refers to having limited sources - that is why you should keep

your sources academic and scholarly and non-lazy in nature.

You will submit to me your list of sources (typed, skipping lines) and the title of it should be yourresearch question in bold print, then Part C. Remember the word count.


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Sample List of Sources:

y Guppy, Shusha. "Operation Ajax : Journalist Stephen Kinzer Reconstructs the 1953Overthrow of Iran's Democratically Elected Government and Assesses the Unintended

Consequences of the CIA's Secret Code." World and IDec. 2003. Questia. 17 Feb. 2009

y Kinzer, Stephen. All the Shah's Men: An American Coup and the Roots of Middle East Terror.Hoboken, NJ: Wiley, 2003. Questia. 17 Feb. 2009

y Kinzer, Stephen. "Stephen Kinzer on US-Iranian Relations, the 1953 CIA Coup in Iran and theRoots of Middle East Terror." Interview with Amy Goodman. Democracy Now! 3 Mar. 2008.

14 Feb. 2009

.

y Macdonald, Scot. Rolling the Iron Dice: Historical Analogies and Decisions to Use MilitaryForce in Regional Contingencies. Westport, CT: Greenwood Press, 2000.Questia. 17 Feb.

2009

y Risen, James. "Secrets of History: The CIA in Iran." The New York Times on the Web. 2000.The New York Times. 20 Jan. 2009 .

y Trahair, Richard C. S. Encyclopedia of Cold War Espionage, Spies, and Secret Operations.Westport, CT: Greenwood Press, 2004. Questia. 17 Feb. 2009


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The Final Draft:

Checklist:

1- All parts of paper are combined into one document2- Your argument flows all the way through A-B-C-D-E-F (C may feel out of place, that's fine).3- Your conclusion agrees with your evidence.4- You actually did what you set out to do in Part A.5- In Parts C, D, and E you refer back to evidence from B, without bringing up NEW data.6- Each section has a heading (Part A: Plan of Investigation, or Part E: Conclusion, etc.)7- You have formatted your internal citations correctly, according to MLA standards.8- You included ALL of your sources in Part F.9- Proofread.10-Cover page has your name, question, and word count.11-Page numbers are on every page12-CHECK YOUR WORD COUNT see below.13-Submittoturnitin.com, and print a copy for Ivy.

Word Count:This (and the cover page) is the only new thing to consider for the final draft. Each individual section has

a RECOMMENDED length, but the entire paper has a STRICT word count. Going over 2000 words counts

against Part F's score, and graders are not required to read more than that.

Part A: 150

Part B: 600

Part C: 400

Part D: 650

Part E: 200

Part F: Not counted

TOTAL: 2000 words max (consider 1900 a minimum)

What DOES NOT count toward word limit?

y Appendices included after Part F (for any visual evidence that would normally go in Part B)y Citations (footnotes or parenthetical)y Headings for each sectiony Title pagey Part F (all of it)y There may be something else ask me I might think of it later.


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Assessment Criteria

Part A: Plan of Investigation

0 There is no plan of the investigation or it is inappropriate.

1 The research question, method, scope, and rationale of the investigation are not clearly stated.


outlined and related to the research question.


clearly developed and closely focused on the research question.

Part B:Summary of Evidence

0 There is no relevant factual evidence.

1-2 There is some relevant factual material or the factual material has not been referenced.

3-4 There is relevant factual material which shows evidence of research, organization and referencing.

5-6 The factual material is all relevant to the investigation and it has been well researched, organized

and correctly referenced.

Part C:Evaluation of Sources0 There is no description or evaluation of sources.

1 The sources are described but there is no reference to their origin, purpose, value and limitation.

2-3 There is some evaluation of the sources but reference to their origin, purpose, value and limitation

may be limited.

4-5 There is evaluation of the sources and explicit reference to their origin, purpose, value and

limitation.

Part D: Analysis

0 There is no analysis.

1-2 There is some attempt at analyzing the evidence.

3-4 There is analysis of the factual material presented in section B and references are included. Theremay be some awareness of the significance to the investigation of the sources evaluated in section C.

Where appropriate, different interpretations are considered.

5-6 There is critical analysis of the evidence presented in section B, accurate referencing, and

awareness of the significance to the investigation of the sources evaluated in Section C. Where

appropriate, different interpretations are analyzed.

Part E: Conclusion

0 There is no conclusion, or the conclusion is not relevant.

1 The conclusion is stated but is not entirely consistent with the evidence presented.

2 The conclusion is clearly stated and consistent with the evidence presented.


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Part F: List of Sources

0 A list of sources is not included and/or the investigation is not within the word limit.

1 A list of sources is included but these are limited, or on standard method of listing sources is not used

consistently, or the investigation is not within the word limit.

2 A list of sources using one standard method is included and the investigation is within the word limit.

3 An appropriate list of all sources, using one standard method is included. The investigation is within

the word limit.

Total: ________ out of 25

Grade Correlations

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