Red Scare and Conformity Potential Rise of Communism Conformity, Collectivism, Communism, Red Scare, Uncanny
Red Scare and Conformity Potential Rise of Communism
A Red Scare is the promotion of fear of a potential rise of communism. In the US, the first Red Scare involved the rounding
up and deportation of several hundred immigrants of radical political views in 1919-1920 in response to the Russian
Revolution. The most famous Red Scare began in the 1940s with the end of the Second World War and the rise of the Cold War.
This Red Scare was also known as McCarthyism, named after Senator McCarthy, who promoted anti-communist witch hunts through a
series of Senate hearings.
Conformity is compliance with standards, rules, or laws; behaving in accordance with socially accepted conventions or
standards.
Don Siegel’s Hollywood film, Invasion of the Body Snatchers (1956) was produced in the midst of the Cold War and reflects many
of the concerns of that era. The time period was marked by the return of social conservatism in the wake of the upheavals
of World War II. It was also marked by fear of communist infiltration into the United States.
Consider the following questions as a starting point for developing an argument about the politics of the film:
(1) How does Invasion of the Body Snatchers foreground anxieties about conformity and collectivism?
(2) How does the film reflect a Red Scare perspective? In what ways do the pod people resemble popular stereotypes of communists
?
(3) How do the pod people reflect conservative American attitudes?
(4) What makes the pod people uncanny in a Freudian sense?
(5) What kinds of “scares” are reflected in popular culture today?
The Civil War in Change of History of Tennessee The Civil War would change the history of Tennessee (and the Nation) forever, but what was it all about?
The Civil War in Change of History of Tennessee
What role did our state play in the national story? Based on just the readings this week describe all the intricate details of this history. Here are the questions to guide your responses: Why was Tennessee reluctant to succeed from the Union and why was the state divided over which side to join in the war? What challenges did the Confederate Army face in the first year of war and how did they prepare their defenses against the Union Army? How did the Union Army gain quick control over the state? What was Union occupation like for the citizens of the state? What were politics like in the state during the war – who was in charge? How did the war end in Tennessee (hint – what were the two last major battles in late 1864)?
The Role of the Federal Government and Civil war To what extent did the role of the federal government change both during and as a result of the civil war?
The Role of the Federal Government and Civil war
The essay must be a minimum of 5 paragraphs and contain a strong thesis the makes a historically defensible claim that establishes reasoning. 1 secondary source and 2 primary sources This essay is for APUSH, my teacher is super difficult and strict. She sees every detail and minimal mistake; I got a 54% on my last essay. The Civil War was a fight to preserve the Union which was the United States of America. From the conception of the Constitution, there were two differing opinions on the role of the federal government.
1. Discuss the Guatemalan civil war. When and why did it occur, who was it between, and what was the general pattern of conflict during the civil war? How did it come to an end and how has it affected Guatemala’s transition towards democracy? What has happened to the leader of the genocide, what has Guatemala tried to do to heal the wounds of the genocide?
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An essay question is given below. This question constitutes a controversial issue in the Civil War period. Your job is to be the historian, take a stance on the issue, and use historical evidence from your notes, the textbook, and the primary source book This Fiery Trial to substantiate your argument. You will not be graded on your point of view; but rather, you will be graded on how well you employ historical evidence in order to prove your thesis statement and your supporting arguments. Also, I have included a prompt on the rules for good historical essays and a breakdown of a sample historian’s argument regarding Indians. Your essay should be structured in a similar way.
You have a whole week in order to prepare for this essay question, so it is advisable for you to go back and peruse your class notes and your text, and write out a rough draft for the question before you submit your final draft. Do not allow the final question to catch you unawares. Remember where there is a will, there is an A!
The total points for the final is 150 pts. That is 1/3 of your grade! You will be graded on the quality of your explanation and on the breadth and suitability of the historical examples given. Your essay should be relevant to the question, and the information presented in a clear, logical and coherent fashion.
There is no page limit on this essay. What matters for this paper is quality over quantity; namely, if you can beautifully articulate your point in two pages, then that is fine. If it takes you ten pages, then that is okay too. However, the more relevant evidence you adduce, the more convincing your arguments, and, thus, the better your grade.
You must cite your sources! You may use Chicago style or MLA format—just so long as you professionally give credit where it is due. Plagiarism is a heinous crime in academia, so those who plagiarize or cheat on this test will be drawn and quartered; namely, you run the risk of exam disqualification and a course F. Be warned!
As regards to your research, the question requires content that can be derived partly from my lectures (Module 7: The American Civil War) and partly from the Norton text (chapters 11, 12, and 13). Also, it is highly advisable that you peruse your This Fiery Trial book in order to cull primary source evidence on Lincoln’s position regarding American slavery. Also, feel free to pursue wider research, beyond the course materials, if you are so motivated. It will pay dividends in the quality of your answer. Just make sure that you consult credible academic sources and be wary of sources like Wikipedia!
Lastly, some advice for my students. It has been my goal in this class to not only teach you all history, but also, I have sought to teach you the tools of the historian: how to identify historical significance, how to analyze historical primary sources, and how to construct a historical argument. It is my hope that by the end of this class, you will not only have learned American history, but you will also have become a historian in the process. And one rule historians live by is to always contextualize their subject! That means that when you judge Lincoln in your essay, you may not judge him against 21st century standards. To hold a historical subject against one’s own modern standards makes for very bad history. Therefore, when you examine Lincoln or cast your judgment on him, compare him to his peers and judge him against the standards of the 19th century. This will make you sound like a professional and objective historian.
Please professionally respond to the following question:
Civil War dragged on the North shifted to a strategy of “hard war.” Describe hard war and whether it was necessary for the North to employ it during the Civil War. Did the North win by waging total war in the Civil War? Total war is a “war that is unrestricted in terms of the weapons used, the territory or combatants involved, or the objectives pursued, especially one in which the laws of war are disregarded.”the contention of some historians that the Civil War was the first modern “total war,” setting the precedent for the murderous wars of the twentieth century, appears to be a new twist on the Myth of the Lost Cause.
Lost Cause and General Robert E Lee in the Civil War Imagine that you are a very old man who once served under General Robert E. Lee in the Civil War.
Lost Cause and General Robert E Lee in the Civil War
Before the war, you were a poor farmer who owned no slaves, yet strongly supported the concept of States’ Rights as defined throughout the South in the years leading up to the conflict between the States. Now, at age 85, you have the opportunity to speak to a group of much younger Southern men who are curious about the Civil War. Talk to them in the context of “The Lost Cause” as it is explained in the readings.
Lost Cause and General Robert E Lee in the Civil War Citations
Major Problems in the Civil War and Reconstruction: 3rd edition Perman
What was the legacy of this failed civil rights
movement for the African-American community?
How did it set the stage for the next one that
did not hit critical mass until almost 100 years later?
Write an exam essay of at least six to seven double spaced 12 point New Times Roman font,
discussing your thoughts on these readings. You must use a minimum of three sources. You
may not collaborate with others.
If you cut and paste text, then quote, do not paraphrase with cut and paste as it tends to not
work well and may cause plagiarism allegations. Proper paraphrasing is best done by reading
text on one side of your screen and writing on the other one. If you need help ask a librarian. All
papers must be submitted on Canvas by the deadline and will be screened by Turnitin. No paper copies will be accepted.
Ignore the disclaimer, as this exam will weigh heavily on your final grade.
There are further instructions that will be sent to upon agreeing to do the assignment.
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How free were the American people after the War Against Slavery (1861-1865) and the ensuing Era of Reconstruction (1868-1877) (100 points): A short original essay on the above topic. The essay is required to have 5 distinct elements, which are described below. Each element will be worth 20 points. Each essay should be about 1,000 words or 3½ double-spaced pages in 12 pt font with 1-inch margins on all sides of letter stock (8 ½ x 11) and must be submitted as a Word (doc or docx) attachment on Sakai.
The US Civil War has been described as “the Second American Revolution,” which finally abolished slavery and secured “the blessings of liberty” for all Americans. In your view, how accurate is this assessment? Did the Civil War and Reconstruction secure freedom for all Americans? Why or why not?
Write a short essay setting out your views on this question. Your essay needs to include the following elements, and answers to the following questions:
a) an opening paragraph that “hooks” the reader’s attention and draws them into the essay;
b) a definition of freedom: of what does it consist?
c) a list of the ways in which you think Americans were not free after the Civil War: which Americans, in which ways, including at least two contemporary events, trends or witnesses that support your views;
d) a list of the ways in which you think American society and Americans were free after the Civil War: again, say which Americans, in which ways, including at least two contemporary events, trends or witnesses that support your views; and,
e) a closing paragraph (or more, as necessary), consider(s) the merit of these two contrasting viewpoints and spells out their moral, or the most important lesson
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Below are the directions for the Battlefield Assignments (Week 4 Forum) and student assignments for the various battles we will cover:
In the Week 4 Forum, each of you will be assigned a battle to discuss (Chickamauga). Remember, this is a very important forum and will by necessity be more detailed and analytical than those of previous weeks.
Reading Assignments: There are no reading assignments for Week 4. Your work will be based on your own research.
For your assigned battle you will:
1. Examine the factors that led to the battle. (Chickamauga)
2. Assess the strengths and weaknesses of both the Union and Confederate armies, including the key commanders. (Chickamauga)
3. Present an overview of the battle. (Chickamauga)
4. Present an analysis of the battle’s decisive moments and decisions. (Chickamauga)
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