Tag: History

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    See Worksheet instructions and attachments – 2 years ago **files (4)** – ## Worksheet.docx – ## Reading2.pdf – ## Reading1.pdf – Gallery1.png **## Worksheet.docx** Use the three attachments to complete the following: **Document 1** Title: Click or tap here to enter text. Type of document: Click or t…

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    **Document 1**

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    **## Reading2.pdf**

    The American Yawp Reader

    Pedro Lopez on His Mother’s Deportation (2008/2015)

    Pedro Lopez immigrated to Postville, Iowa, with his family as a young child. On May 12, 2008,

    Pedro Lopez’s mother, an undocumented immigrant from Mexico, was arrested, jailed, and deported

    to Mexico. Pedro was 13. Here, he describes the experience.

    I’ll go back right to the day. I was in social studies going into my reading class. There was a helicopter

    circling around the northern part of town. There is a National Guard station up in Decorah so we

    thought maybe they got themselves a hold of a helicopter. They are doing an exercise. Prior to that

    there was a raid in Marshalltown. Some people saw that as a possibility of them getting closer to

    Postville, making connections and whatnot. When we did find out that it was actually immigration

    that came to Postville, ICE agents, it was a big hit for me. Both of my parents worked at

    Agriprocessors at that time. My dad worked in maintenance and my mom worked just on the line, is

    what we called it, which is where they process the meat. My mom worked from three in the morning

    until whenever they decided to end the day. My dad would go in around four or five in the after-

    noon. They tried to do that so there was an adult in the house. My mom was working her shift and I

    knew that she was there for sure. What happened after that was they did arrest my mom and she was

    scared because she heard stories about Marshalltown and how they would go into the houses.

    Immigrants don’t sometimes know the full extension of the law and they would allow them some-

    times to just come in not knowing what would be the consequences. My mom said she was here

    alone. She was not here with anybody else. She said I’m here alone, I don’t have any kids. If you are

    going to take me, take me, that’s all you are going to get. That’s really what they did. She was just

    scared. She didn’t know what to do, but she knew that she had a family. There are three of us. My

    youngest sister is a United States citizen, my older sister and I aren’t, so she was worried about us.

    And rightly so. She came from Mexico, 2,200 and some miles. They both crossed the desert, in hor-

    rendous conditions. She wasn’t going to give up all of that just because she was going to open her

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 1/3

    [http://www.americanyawp.com/reader.html](http://www.americanyawp.com/reader.html)

    mouth and say oh yeah I have kids but she didn’t know that was one of the ways out of the actual

    process.

    She was arrested and sent to five different prisons. She was sentenced to five months in jail and was

    deported on October 25 , 2008, which ironically is my dad’s birthday. My mom was taken out of

    the picture for a year. Us here at home it was very difficult. My sister was 17 years old going on 18. In

    a flip of a coin she had to become a mother of two. My dad had to work double as hard because we

    had half of our income cut. I kind of had to step up. I was at the age where, I was thirteen, so I could

    do a little bit more, which I did. You kind of had to leave some of your childhood behind. What I

    told Luis Argueta, who was actually here filming today, I told Luis it was hard for me. I was a man at

    that time. I was expected to be a man. And be a rock. Just going through the motions and make sure

    everything is alright and not really express my feelings. Well that was one of the things that was hurt-

    ing the most was my feelings because I didn’t have my mom, I had to give up some of my childhood

    just because it wasn’t necessary at that time.

    We were in constant fear of ICE coming back, most of the time we had half of our belongings

    packed. That was something that would eat at my mind like oh no, my dad is going to go and work,

    alright is he going to make it back? If not what are we going to do, what is going to be the process?

    Plus before my mom was deported, it was where is my mom? I wonder what she is doing, I wonder

    what she is feeling, I wonder if she is okay, I wonder if she is being treated right? It’s a lot on a thir-

    teen-year-olds’ mind. Especially when they are thirteen, they are going through their own changes

    themselves. The fear of going to high school was completely not even in my mind because I was

    thinking I don’t know if I going to survive another day living in the United States. Why do I have to

    worry about the next four years of possibly being in Mexico? It was a hard time. It was a time where I

    realized that my story could do a lot of good things, the story of Postville could do some amazing,

    great things. It was a time of change, it was a time of growth, it was a time to strengthen our family,

    but it was a hard time nevertheless.

    Interviewer: When your mother was in the five jails were you able to contact her at all?

    She would send me letters. We took the decision of not going to visit her partly because it would be

    too much. It would have been nice to see her and nice to know she was okay. I never could see my

    mother in an orange jumpsuit behind a glass. Thinking of her as oh yeah she is supposed to be a

    criminal. She’s my mother. She has given up so much to give me the opportunity to where I’m at

    now.

    th

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 2/3

    ← Obergefell v. Hodges (2015) Chelsea Manning Petitions for a Pardon (2013) →

    She would send us cards, and that’s pretty much it. When she was in Mexico we would call her of

    course and get in contact with her, but while she was in jail we just kept it at letters. The letters were

    hard to swallow. She would try to be strong in the letters. She would say I’m fine, I’m doing great,

    how are you doing? I hope you are doing fine. This is going to be behind us. You are going to be fine.

    Just keep going, keep looking forward and don’t be afraid.

    It was hard. It was hard again, you have the half packed house, dad working two jobs, sister uptight

    with pretty much everything because she is in charge of the house. It was just one more thing, but it

    was a thing I always looked forward to, it was a thing that gave me strength. It really inspired me to

    continue talking and when people questioned what I did I took that as a sign that well maybe they

    really don’t want to hear what happened. If they question my story it might be because they are re-

    ally in the dark of what is happening in the immigration system. I took that and ran with it, just kept

    talking about my story, about that story of Postville and what I thought was wrong. Source: Pedro

    Arturo Lopez Vega Interview, in Community Voices: The Postville Oral History Project, 9-12.

    Available via The Postville Oral History Project

    (https://scholarworks.uni.edu/postville_oralhistory/11/).

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 3/3

    [https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/](https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/)

    [https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/](https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/)

    [https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/](https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/)

    [https://scholarworks.uni.edu/postville_oralhistory/11/](https://scholarworks.uni.edu/postville_oralhistory/11/)

    **## Reading1.pdf**

    The American Yawp Reader

    George W. Bush on the Post-9/11 World (2002)

    George W. Bush on the Post-9/11 World (2002)

    In his 2002 State of the Union Address, George W. Bush proclaimed that the attacks of September

    11 signaled a new, dangerous world that demanded American interventions. Bush identified an “Axis

    of Evil” and provided a justification for a broad “war on terror.”

    … As we gather tonight, our nation is at war, our economy is in recession, and the civilized world

    faces unprecedented dangers. …

    We last met in an hour of shock and suffering. In four short months, our nation has comforted the

    victims, begun to rebuild New York and the Pentagon, rallied a great coalition, captured, arrested,

    and rid the world of thousands of terrorists, destroyed Afghanistan’s terrorist training camps, saved a

    people from starvation, and freed a country from brutal oppression.

    The American flag flies again over our embassy in Kabul. Terrorists who once occupied Afghanistan

    now occupy cells at Guantanamo Bay.  And terrorist leaders who urged followers to sacrifice their

    lives are running for their own.

    …

    For many Americans, these four months have brought sorrow, and pain that will never completely go

    away. Every day a retired firefighter returns to Ground Zero, to feel closer to his two sons who died

    there. At a memorial in New York, a little boy left his football with a note for his lost father: “Dear

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 1/4

    [http://www.americanyawp.com/reader.html](http://www.americanyawp.com/reader.html)

    Daddy, please take this to heaven. I don’t want to play football until I can play with you again some

    day.”

    …

    Our cause is just, and it continues. …

    What we have found in Afghanistan confirms that, far from ending there, our war against terror is

    only beginning. …

    Our nation will continue to be steadfast and patient and persistent in the pursuit of two great objec-

    tives. First, we will shut down terrorist camps, disrupt terrorist plans, and bring terrorists to justice.

    And, second, we must prevent the terrorists and regimes who seek chemical, biological or nuclear

    weapons from threatening the United States and the world.

    Our military has put the terror training camps of Afghanistan out of business, yet camps still exist in

    at least a dozen countries. … While the most visible military action is in Afghanistan, America is act-

    ing elsewhere. … My hope is that all nations will heed our call, and eliminate the terrorist parasites

    who threaten their countries and our own. … But some governments will be timid in the face of ter-

    ror. And make no mistake about it: If they do not act, America will.

    Our second goal is to prevent regimes that sponsor terror from threatening America or our friends

    and allies with weapons of mass destruction. Some of these regimes have been pretty quiet since

    September the 11th. But we know their true nature. North Korea is a regime arming with missiles

    and weapons of mass destruction, while starving its citizens.

    Iran aggressively pursues these weapons and exports terror, while an unelected few repress the

    Iranian people’s hope for freedom.

    Iraq continues to flaunt its hostility toward America and to support terror. The Iraqi regime has

    plotted to develop anthrax, and nerve gas, and nuclear weapons for over a decade. This is a regime

    that has already used poison gas to murder thousands of its own citizens—leaving the bodies of

    mothers huddled over their dead children. This is a regime that agreed to international inspections—

    then kicked out the inspectors. This is a regime that has something to hide from the civilized world.

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 2/4

    States like these, and their terrorist allies, constitute an axis of evil, arming to threaten the peace of

    the world. By seeking weapons of mass destruction, these regimes pose a grave and growing danger.

    They could provide these arms to terrorists, giving them the means to match their hatred. They

    could attack our allies or attempt to blackmail the United States. In any of these cases, the price of in-

    difference would be catastrophic.

    We will work closely with our coalition to deny terrorists and their state sponsors the materials, tech-

    nology, and expertise to make and deliver weapons of mass destruction. … And all nations should

    know: America will do what is necessary to ensure our nation’s security.

    We’ll be deliberate, yet time is not on our side. I will not wait on events, while dangers gather. I will

    not stand by, as peril draws closer and closer. The United States of America will not permit the

    world’s most dangerous regimes to threaten us with the world’s most destructive weapons.

    Our war on terror is well begun, but it is only begun. This campaign may not be finished on our

    watch—yet it must be and it will be waged on our watch.

    We can’t stop short. If we stop now—leaving terror camps intact and terror states unchecked—our

    sense of security would be false and temporary. History has called America and our allies to action,

    and it is both our responsibility and our privilege to fight freedom’s fight.

    …

    None of us would ever wish the evil that was done on September the 11th. Yet after America was at-

    tacked, it was as if our entire country looked into a mirror and saw our better selves. We were re-

    minded that we are citizens, with obligations to each other, to our country, and to history. We began

    to think less of the goods we can accumulate, and more about the good we can do.

    For too long our culture has said, “If it feels good, do it.” Now America is embracing a new ethic and

    a new creed: “Let’s roll.” In the sacrifice of soldiers, the fierce brotherhood of firefighters, and the

    bravery and generosity of ordinary citizens, we have glimpsed what a new culture of responsibility

    could look like. We want to be a nation that serves goals larger than self. We’ve been offered a unique

    opportunity, and we must not let this moment pass.

    …

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 3/4

    ← The 9/11 Commission Report, “Reflecting On A Generational Challenge” (2004)
    Obergefell v. Hodges (2015) →

    Steadfast in our purpose, we now press on. We have known freedom’s price. We have shown

    freedom’s power. And in this great conflict, my fellow Americans, we will see freedom’s victory.

    Thank you all. May God bless.

    [Source: George W. Bush, “Address Before a Joint Session of the Congress on the State of the

    Union,” January 29, 2002. Available online via The American Presidency Project

    (http://www.presidency.ucsb.edu/ws/?pid=29644).]

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 4/4

    [https://www.americanyawp.com/reader/30-the-recent-past/the-911-commission-report-reflecting-on-a-generational-challenge-2004/](https://www.americanyawp.com/reader/30-the-recent-past/the-911-commission-report-reflecting-on-a-generational-challenge-2004/)

    [https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/](https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/)

    [https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/](https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/)

    [http://www.presidency.ucsb.edu/ws/?pid=29644](http://www.presidency.ucsb.edu/ws/?pid=29644)

    **Gallery1.png**

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    **Gallery1.png**

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    **## Worksheet.docx**

    Use the three attachments to complete the following:

    **Document 1**

    Title: Click or tap here to enter text.

    Type of document: Click or tap here to enter text.

    Year created: Click or tap here to enter text.

    Who likely read this document? Click or tap here to enter text.

    What is the document about (one paragraph summary)? Click or tap here to enter text.

    One quote from the document that supports your answer: Click or tap here to enter text.[endnoteRef:1] [1: Click or tap here to enter text.]

    **Document 2**

    Title: Click or tap here to enter text.

    Type of document: Click or tap here to enter text.

    Year created: Click or tap here to enter text.

    Who likely read the document? Click or tap here to enter text.

    What is the document about (one paragraph summary)? Click or tap here to enter text.

    One quote from the document that supports your answer:Click or tap here to enter text.[endnoteRef:2] [2: Click or tap here to enter text.]

    **Image**

    Write two words that describe the photo: Click or tap here to enter text.

    Are there people? If so, describe them: Click or tap here to enter text.

    Are there objects? If so, describe them: Click or tap here to enter text.

    Why do you think the photo was taken? Click or tap here to enter text.

    Where do you think the photo was taken? Click or tap here to enter text.

    How does this photo compare to modern times? Click or tap here to enter text.

    Taken all together, what did you learn about the time period we are studying this week from these documents and image? Click or tap here to enter text.

    **## Reading2.pdf**

    The American Yawp Reader

    Pedro Lopez on His Mother’s Deportation (2008/2015)

    Pedro Lopez immigrated to Postville, Iowa, with his family as a young child. On May 12, 2008,

    Pedro Lopez’s mother, an undocumented immigrant from Mexico, was arrested, jailed, and deported

    to Mexico. Pedro was 13. Here, he describes the experience.

    I’ll go back right to the day. I was in social studies going into my reading class. There was a helicopter

    circling around the northern part of town. There is a National Guard station up in Decorah so we

    thought maybe they got themselves a hold of a helicopter. They are doing an exercise. Prior to that

    there was a raid in Marshalltown. Some people saw that as a possibility of them getting closer to

    Postville, making connections and whatnot. When we did find out that it was actually immigration

    that came to Postville, ICE agents, it was a big hit for me. Both of my parents worked at

    Agriprocessors at that time. My dad worked in maintenance and my mom worked just on the line, is

    what we called it, which is where they process the meat. My mom worked from three in the morning

    until whenever they decided to end the day. My dad would go in around four or five in the after-

    noon. They tried to do that so there was an adult in the house. My mom was working her shift and I

    knew that she was there for sure. What happened after that was they did arrest my mom and she was

    scared because she heard stories about Marshalltown and how they would go into the houses.

    Immigrants don’t sometimes know the full extension of the law and they would allow them some-

    times to just come in not knowing what would be the consequences. My mom said she was here

    alone. She was not here with anybody else. She said I’m here alone, I don’t have any kids. If you are

    going to take me, take me, that’s all you are going to get. That’s really what they did. She was just

    scared. She didn’t know what to do, but she knew that she had a family. There are three of us. My

    youngest sister is a United States citizen, my older sister and I aren’t, so she was worried about us.

    And rightly so. She came from Mexico, 2,200 and some miles. They both crossed the desert, in hor-

    rendous conditions. She wasn’t going to give up all of that just because she was going to open her

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 1/3

    [http://www.americanyawp.com/reader.html](http://www.americanyawp.com/reader.html)

    mouth and say oh yeah I have kids but she didn’t know that was one of the ways out of the actual

    process.

    She was arrested and sent to five different prisons. She was sentenced to five months in jail and was

    deported on October 25 , 2008, which ironically is my dad’s birthday. My mom was taken out of

    the picture for a year. Us here at home it was very difficult. My sister was 17 years old going on 18. In

    a flip of a coin she had to become a mother of two. My dad had to work double as hard because we

    had half of our income cut. I kind of had to step up. I was at the age where, I was thirteen, so I could

    do a little bit more, which I did. You kind of had to leave some of your childhood behind. What I

    told Luis Argueta, who was actually here filming today, I told Luis it was hard for me. I was a man at

    that time. I was expected to be a man. And be a rock. Just going through the motions and make sure

    everything is alright and not really express my feelings. Well that was one of the things that was hurt-

    ing the most was my feelings because I didn’t have my mom, I had to give up some of my childhood

    just because it wasn’t necessary at that time.

    We were in constant fear of ICE coming back, most of the time we had half of our belongings

    packed. That was something that would eat at my mind like oh no, my dad is going to go and work,

    alright is he going to make it back? If not what are we going to do, what is going to be the process?

    Plus before my mom was deported, it was where is my mom? I wonder what she is doing, I wonder

    what she is feeling, I wonder if she is okay, I wonder if she is being treated right? It’s a lot on a thir-

    teen-year-olds’ mind. Especially when they are thirteen, they are going through their own changes

    themselves. The fear of going to high school was completely not even in my mind because I was

    thinking I don’t know if I going to survive another day living in the United States. Why do I have to

    worry about the next four years of possibly being in Mexico? It was a hard time. It was a time where I

    realized that my story could do a lot of good things, the story of Postville could do some amazing,

    great things. It was a time of change, it was a time of growth, it was a time to strengthen our family,

    but it was a hard time nevertheless.

    Interviewer: When your mother was in the five jails were you able to contact her at all?

    She would send me letters. We took the decision of not going to visit her partly because it would be

    too much. It would have been nice to see her and nice to know she was okay. I never could see my

    mother in an orange jumpsuit behind a glass. Thinking of her as oh yeah she is supposed to be a

    criminal. She’s my mother. She has given up so much to give me the opportunity to where I’m at

    now.

    th

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 2/3

    ← Obergefell v. Hodges (2015) Chelsea Manning Petitions for a Pardon (2013) →

    She would send us cards, and that’s pretty much it. When she was in Mexico we would call her of

    course and get in contact with her, but while she was in jail we just kept it at letters. The letters were

    hard to swallow. She would try to be strong in the letters. She would say I’m fine, I’m doing great,

    how are you doing? I hope you are doing fine. This is going to be behind us. You are going to be fine.

    Just keep going, keep looking forward and don’t be afraid.

    It was hard. It was hard again, you have the half packed house, dad working two jobs, sister uptight

    with pretty much everything because she is in charge of the house. It was just one more thing, but it

    was a thing I always looked forward to, it was a thing that gave me strength. It really inspired me to

    continue talking and when people questioned what I did I took that as a sign that well maybe they

    really don’t want to hear what happened. If they question my story it might be because they are re-

    ally in the dark of what is happening in the immigration system. I took that and ran with it, just kept

    talking about my story, about that story of Postville and what I thought was wrong. Source: Pedro

    Arturo Lopez Vega Interview, in Community Voices: The Postville Oral History Project, 9-12.

    Available via The Postville Oral History Project

    (https://scholarworks.uni.edu/postville_oralhistory/11/).

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 3/3

    [https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/](https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/)

    [https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/](https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/)

    [https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/](https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/)

    [https://scholarworks.uni.edu/postville_oralhistory/11/](https://scholarworks.uni.edu/postville_oralhistory/11/)

    **## Reading1.pdf**

    The American Yawp Reader

    George W. Bush on the Post-9/11 World (2002)

    George W. Bush on the Post-9/11 World (2002)

    In his 2002 State of the Union Address, George W. Bush proclaimed that the attacks of September

    11 signaled a new, dangerous world that demanded American interventions. Bush identified an “Axis

    of Evil” and provided a justification for a broad “war on terror.”

    … As we gather tonight, our nation is at war, our economy is in recession, and the civilized world

    faces unprecedented dangers. …

    We last met in an hour of shock and suffering. In four short months, our nation has comforted the

    victims, begun to rebuild New York and the Pentagon, rallied a great coalition, captured, arrested,

    and rid the world of thousands of terrorists, destroyed Afghanistan’s terrorist training camps, saved a

    people from starvation, and freed a country from brutal oppression.

    The American flag flies again over our embassy in Kabul. Terrorists who once occupied Afghanistan

    now occupy cells at Guantanamo Bay.  And terrorist leaders who urged followers to sacrifice their

    lives are running for their own.

    …

    For many Americans, these four months have brought sorrow, and pain that will never completely go

    away. Every day a retired firefighter returns to Ground Zero, to feel closer to his two sons who died

    there. At a memorial in New York, a little boy left his football with a note for his lost father: “Dear

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 1/4

    [http://www.americanyawp.com/reader.html](http://www.americanyawp.com/reader.html)

    Daddy, please take this to heaven. I don’t want to play football until I can play with you again some

    day.”

    …

    Our cause is just, and it continues. …

    What we have found in Afghanistan confirms that, far from ending there, our war against terror is

    only beginning. …

    Our nation will continue to be steadfast and patient and persistent in the pursuit of two great objec-

    tives. First, we will shut down terrorist camps, disrupt terrorist plans, and bring terrorists to justice.

    And, second, we must prevent the terrorists and regimes who seek chemical, biological or nuclear

    weapons from threatening the United States and the world.

    Our military has put the terror training camps of Afghanistan out of business, yet camps still exist in

    at least a dozen countries. … While the most visible military action is in Afghanistan, America is act-

    ing elsewhere. … My hope is that all nations will heed our call, and eliminate the terrorist parasites

    who threaten their countries and our own. … But some governments will be timid in the face of ter-

    ror. And make no mistake about it: If they do not act, America will.

    Our second goal is to prevent regimes that sponsor terror from threatening America or our friends

    and allies with weapons of mass destruction. Some of these regimes have been pretty quiet since

    September the 11th. But we know their true nature. North Korea is a regime arming with missiles

    and weapons of mass destruction, while starving its citizens.

    Iran aggressively pursues these weapons and exports terror, while an unelected few repress the

    Iranian people’s hope for freedom.

    Iraq continues to flaunt its hostility toward America and to support terror. The Iraqi regime has

    plotted to develop anthrax, and nerve gas, and nuclear weapons for over a decade. This is a regime

    that has already used poison gas to murder thousands of its own citizens—leaving the bodies of

    mothers huddled over their dead children. This is a regime that agreed to international inspections—

    then kicked out the inspectors. This is a regime that has something to hide from the civilized world.

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 2/4

    States like these, and their terrorist allies, constitute an axis of evil, arming to threaten the peace of

    the world. By seeking weapons of mass destruction, these regimes pose a grave and growing danger.

    They could provide these arms to terrorists, giving them the means to match their hatred. They

    could attack our allies or attempt to blackmail the United States. In any of these cases, the price of in-

    difference would be catastrophic.

    We will work closely with our coalition to deny terrorists and their state sponsors the materials, tech-

    nology, and expertise to make and deliver weapons of mass destruction. … And all nations should

    know: America will do what is necessary to ensure our nation’s security.

    We’ll be deliberate, yet time is not on our side. I will not wait on events, while dangers gather. I will

    not stand by, as peril draws closer and closer. The United States of America will not permit the

    world’s most dangerous regimes to threaten us with the world’s most destructive weapons.

    Our war on terror is well begun, but it is only begun. This campaign may not be finished on our

    watch—yet it must be and it will be waged on our watch.

    We can’t stop short. If we stop now—leaving terror camps intact and terror states unchecked—our

    sense of security would be false and temporary. History has called America and our allies to action,

    and it is both our responsibility and our privilege to fight freedom’s fight.

    …

    None of us would ever wish the evil that was done on September the 11th. Yet after America was at-

    tacked, it was as if our entire country looked into a mirror and saw our better selves. We were re-

    minded that we are citizens, with obligations to each other, to our country, and to history. We began

    to think less of the goods we can accumulate, and more about the good we can do.

    For too long our culture has said, “If it feels good, do it.” Now America is embracing a new ethic and

    a new creed: “Let’s roll.” In the sacrifice of soldiers, the fierce brotherhood of firefighters, and the

    bravery and generosity of ordinary citizens, we have glimpsed what a new culture of responsibility

    could look like. We want to be a nation that serves goals larger than self. We’ve been offered a unique

    opportunity, and we must not let this moment pass.

    …

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 3/4

    ← The 9/11 Commission Report, “Reflecting On A Generational Challenge” (2004)
    Obergefell v. Hodges (2015) →

    Steadfast in our purpose, we now press on. We have known freedom’s price. We have shown

    freedom’s power. And in this great conflict, my fellow Americans, we will see freedom’s victory.

    Thank you all. May God bless.

    [Source: George W. Bush, “Address Before a Joint Session of the Congress on the State of the

    Union,” January 29, 2002. Available online via The American Presidency Project

    (http://www.presidency.ucsb.edu/ws/?pid=29644).]

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 4/4

    [https://www.americanyawp.com/reader/30-the-recent-past/the-911-commission-report-reflecting-on-a-generational-challenge-2004/](https://www.americanyawp.com/reader/30-the-recent-past/the-911-commission-report-reflecting-on-a-generational-challenge-2004/)

    [https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/](https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/)

    [https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/](https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/)

    [http://www.presidency.ucsb.edu/ws/?pid=29644](http://www.presidency.ucsb.edu/ws/?pid=29644)

    **Gallery1.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/gallery1-png)

    **## Worksheet.docx**

    Use the three attachments to complete the following:

    **Document 1**

    Title: Click or tap here to enter text.

    Type of document: Click or tap here to enter text.

    Year created: Click or tap here to enter text.

    Who likely read this document? Click or tap here to enter text.

    What is the document about (one paragraph summary)? Click or tap here to enter text.

    One quote from the document that supports your answer: Click or tap here to enter text.[endnoteRef:1] [1: Click or tap here to enter text.]

    **Document 2**

    Title: Click or tap here to enter text.

    Type of document: Click or tap here to enter text.

    Year created: Click or tap here to enter text.

    Who likely read the document? Click or tap here to enter text.

    What is the document about (one paragraph summary)? Click or tap here to enter text.

    One quote from the document that supports your answer:Click or tap here to enter text.[endnoteRef:2] [2: Click or tap here to enter text.]

    **Image**

    Write two words that describe the photo: Click or tap here to enter text.

    Are there people? If so, describe them: Click or tap here to enter text.

    Are there objects? If so, describe them: Click or tap here to enter text.

    Why do you think the photo was taken? Click or tap here to enter text.

    Where do you think the photo was taken? Click or tap here to enter text.

    How does this photo compare to modern times? Click or tap here to enter text.

    Taken all together, what did you learn about the time period we are studying this week from these documents and image? Click or tap here to enter text.

    **## Reading2.pdf**

    The American Yawp Reader

    Pedro Lopez on His Mother’s Deportation (2008/2015)

    Pedro Lopez immigrated to Postville, Iowa, with his family as a young child. On May 12, 2008,

    Pedro Lopez’s mother, an undocumented immigrant from Mexico, was arrested, jailed, and deported

    to Mexico. Pedro was 13. Here, he describes the experience.

    I’ll go back right to the day. I was in social studies going into my reading class. There was a helicopter

    circling around the northern part of town. There is a National Guard station up in Decorah so we

    thought maybe they got themselves a hold of a helicopter. They are doing an exercise. Prior to that

    there was a raid in Marshalltown. Some people saw that as a possibility of them getting closer to

    Postville, making connections and whatnot. When we did find out that it was actually immigration

    that came to Postville, ICE agents, it was a big hit for me. Both of my parents worked at

    Agriprocessors at that time. My dad worked in maintenance and my mom worked just on the line, is

    what we called it, which is where they process the meat. My mom worked from three in the morning

    until whenever they decided to end the day. My dad would go in around four or five in the after-

    noon. They tried to do that so there was an adult in the house. My mom was working her shift and I

    knew that she was there for sure. What happened after that was they did arrest my mom and she was

    scared because she heard stories about Marshalltown and how they would go into the houses.

    Immigrants don’t sometimes know the full extension of the law and they would allow them some-

    times to just come in not knowing what would be the consequences. My mom said she was here

    alone. She was not here with anybody else. She said I’m here alone, I don’t have any kids. If you are

    going to take me, take me, that’s all you are going to get. That’s really what they did. She was just

    scared. She didn’t know what to do, but she knew that she had a family. There are three of us. My

    youngest sister is a United States citizen, my older sister and I aren’t, so she was worried about us.

    And rightly so. She came from Mexico, 2,200 and some miles. They both crossed the desert, in hor-

    rendous conditions. She wasn’t going to give up all of that just because she was going to open her

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 1/3

    [http://www.americanyawp.com/reader.html](http://www.americanyawp.com/reader.html)

    mouth and say oh yeah I have kids but she didn’t know that was one of the ways out of the actual

    process.

    She was arrested and sent to five different prisons. She was sentenced to five months in jail and was

    deported on October 25 , 2008, which ironically is my dad’s birthday. My mom was taken out of

    the picture for a year. Us here at home it was very difficult. My sister was 17 years old going on 18. In

    a flip of a coin she had to become a mother of two. My dad had to work double as hard because we

    had half of our income cut. I kind of had to step up. I was at the age where, I was thirteen, so I could

    do a little bit more, which I did. You kind of had to leave some of your childhood behind. What I

    told Luis Argueta, who was actually here filming today, I told Luis it was hard for me. I was a man at

    that time. I was expected to be a man. And be a rock. Just going through the motions and make sure

    everything is alright and not really express my feelings. Well that was one of the things that was hurt-

    ing the most was my feelings because I didn’t have my mom, I had to give up some of my childhood

    just because it wasn’t necessary at that time.

    We were in constant fear of ICE coming back, most of the time we had half of our belongings

    packed. That was something that would eat at my mind like oh no, my dad is going to go and work,

    alright is he going to make it back? If not what are we going to do, what is going to be the process?

    Plus before my mom was deported, it was where is my mom? I wonder what she is doing, I wonder

    what she is feeling, I wonder if she is okay, I wonder if she is being treated right? It’s a lot on a thir-

    teen-year-olds’ mind. Especially when they are thirteen, they are going through their own changes

    themselves. The fear of going to high school was completely not even in my mind because I was

    thinking I don’t know if I going to survive another day living in the United States. Why do I have to

    worry about the next four years of possibly being in Mexico? It was a hard time. It was a time where I

    realized that my story could do a lot of good things, the story of Postville could do some amazing,

    great things. It was a time of change, it was a time of growth, it was a time to strengthen our family,

    but it was a hard time nevertheless.

    Interviewer: When your mother was in the five jails were you able to contact her at all?

    She would send me letters. We took the decision of not going to visit her partly because it would be

    too much. It would have been nice to see her and nice to know she was okay. I never could see my

    mother in an orange jumpsuit behind a glass. Thinking of her as oh yeah she is supposed to be a

    criminal. She’s my mother. She has given up so much to give me the opportunity to where I’m at

    now.

    th

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 2/3

    ← Obergefell v. Hodges (2015) Chelsea Manning Petitions for a Pardon (2013) →

    She would send us cards, and that’s pretty much it. When she was in Mexico we would call her of

    course and get in contact with her, but while she was in jail we just kept it at letters. The letters were

    hard to swallow. She would try to be strong in the letters. She would say I’m fine, I’m doing great,

    how are you doing? I hope you are doing fine. This is going to be behind us. You are going to be fine.

    Just keep going, keep looking forward and don’t be afraid.

    It was hard. It was hard again, you have the half packed house, dad working two jobs, sister uptight

    with pretty much everything because she is in charge of the house. It was just one more thing, but it

    was a thing I always looked forward to, it was a thing that gave me strength. It really inspired me to

    continue talking and when people questioned what I did I took that as a sign that well maybe they

    really don’t want to hear what happened. If they question my story it might be because they are re-

    ally in the dark of what is happening in the immigration system. I took that and ran with it, just kept

    talking about my story, about that story of Postville and what I thought was wrong. Source: Pedro

    Arturo Lopez Vega Interview, in Community Voices: The Postville Oral History Project, 9-12.

    Available via The Postville Oral History Project

    (https://scholarworks.uni.edu/postville_oralhistory/11/).

    4/7/25, 2:38 PM Pedro Lopez on His Mother’s Deportation (2008/2015) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/pedro-lopez-on-his-mothers-deportation-2008-2015/ 3/3

    [https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/](https://www.americanyawp.com/reader/30-the-recent-past/obergefell-v-hodges-2015/)

    [https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/](https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/)

    [https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/](https://www.americanyawp.com/reader/30-the-recent-past/chelsea-manning-petitions-for-a-pardon-2013/)

    [https://scholarworks.uni.edu/postville_oralhistory/11/](https://scholarworks.uni.edu/postville_oralhistory/11/)

    **## Reading1.pdf**

    The American Yawp Reader

    George W. Bush on the Post-9/11 World (2002)

    George W. Bush on the Post-9/11 World (2002)

    In his 2002 State of the Union Address, George W. Bush proclaimed that the attacks of September

    11 signaled a new, dangerous world that demanded American interventions. Bush identified an “Axis

    of Evil” and provided a justification for a broad “war on terror.”

    … As we gather tonight, our nation is at war, our economy is in recession, and the civilized world

    faces unprecedented dangers. …

    We last met in an hour of shock and suffering. In four short months, our nation has comforted the

    victims, begun to rebuild New York and the Pentagon, rallied a great coalition, captured, arrested,

    and rid the world of thousands of terrorists, destroyed Afghanistan’s terrorist training camps, saved a

    people from starvation, and freed a country from brutal oppression.

    The American flag flies again over our embassy in Kabul. Terrorists who once occupied Afghanistan

    now occupy cells at Guantanamo Bay.  And terrorist leaders who urged followers to sacrifice their

    lives are running for their own.

    …

    For many Americans, these four months have brought sorrow, and pain that will never completely go

    away. Every day a retired firefighter returns to Ground Zero, to feel closer to his two sons who died

    there. At a memorial in New York, a little boy left his football with a note for his lost father: “Dear

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 1/4

    [http://www.americanyawp.com/reader.html](http://www.americanyawp.com/reader.html)

    Daddy, please take this to heaven. I don’t want to play football until I can play with you again some

    day.”

    …

    Our cause is just, and it continues. …

    What we have found in Afghanistan confirms that, far from ending there, our war against terror is

    only beginning. …

    Our nation will continue to be steadfast and patient and persistent in the pursuit of two great objec-

    tives. First, we will shut down terrorist camps, disrupt terrorist plans, and bring terrorists to justice.

    And, second, we must prevent the terrorists and regimes who seek chemical, biological or nuclear

    weapons from threatening the United States and the world.

    Our military has put the terror training camps of Afghanistan out of business, yet camps still exist in

    at least a dozen countries. … While the most visible military action is in Afghanistan, America is act-

    ing elsewhere. … My hope is that all nations will heed our call, and eliminate the terrorist parasites

    who threaten their countries and our own. … But some governments will be timid in the face of ter-

    ror. And make no mistake about it: If they do not act, America will.

    Our second goal is to prevent regimes that sponsor terror from threatening America or our friends

    and allies with weapons of mass destruction. Some of these regimes have been pretty quiet since

    September the 11th. But we know their true nature. North Korea is a regime arming with missiles

    and weapons of mass destruction, while starving its citizens.

    Iran aggressively pursues these weapons and exports terror, while an unelected few repress the

    Iranian people’s hope for freedom.

    Iraq continues to flaunt its hostility toward America and to support terror. The Iraqi regime has

    plotted to develop anthrax, and nerve gas, and nuclear weapons for over a decade. This is a regime

    that has already used poison gas to murder thousands of its own citizens—leaving the bodies of

    mothers huddled over their dead children. This is a regime that agreed to international inspections—

    then kicked out the inspectors. This is a regime that has something to hide from the civilized world.

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 2/4

    States like these, and their terrorist allies, constitute an axis of evil, arming to threaten the peace of

    the world. By seeking weapons of mass destruction, these regimes pose a grave and growing danger.

    They could provide these arms to terrorists, giving them the means to match their hatred. They

    could attack our allies or attempt to blackmail the United States. In any of these cases, the price of in-

    difference would be catastrophic.

    We will work closely with our coalition to deny terrorists and their state sponsors the materials, tech-

    nology, and expertise to make and deliver weapons of mass destruction. … And all nations should

    know: America will do what is necessary to ensure our nation’s security.

    We’ll be deliberate, yet time is not on our side. I will not wait on events, while dangers gather. I will

    not stand by, as peril draws closer and closer. The United States of America will not permit the

    world’s most dangerous regimes to threaten us with the world’s most destructive weapons.

    Our war on terror is well begun, but it is only begun. This campaign may not be finished on our

    watch—yet it must be and it will be waged on our watch.

    We can’t stop short. If we stop now—leaving terror camps intact and terror states unchecked—our

    sense of security would be false and temporary. History has called America and our allies to action,

    and it is both our responsibility and our privilege to fight freedom’s fight.

    …

    None of us would ever wish the evil that was done on September the 11th. Yet after America was at-

    tacked, it was as if our entire country looked into a mirror and saw our better selves. We were re-

    minded that we are citizens, with obligations to each other, to our country, and to history. We began

    to think less of the goods we can accumulate, and more about the good we can do.

    For too long our culture has said, “If it feels good, do it.” Now America is embracing a new ethic and

    a new creed: “Let’s roll.” In the sacrifice of soldiers, the fierce brotherhood of firefighters, and the

    bravery and generosity of ordinary citizens, we have glimpsed what a new culture of responsibility

    could look like. We want to be a nation that serves goals larger than self. We’ve been offered a unique

    opportunity, and we must not let this moment pass.

    …

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 3/4

    ← The 9/11 Commission Report, “Reflecting On A Generational Challenge” (2004)
    Obergefell v. Hodges (2015) →

    Steadfast in our purpose, we now press on. We have known freedom’s price. We have shown

    freedom’s power. And in this great conflict, my fellow Americans, we will see freedom’s victory.

    Thank you all. May God bless.

    [Source: George W. Bush, “Address Before a Joint Session of the Congress on the State of the

    Union,” January 29, 2002. Available online via The American Presidency Project

    (http://www.presidency.ucsb.edu/ws/?pid=29644).]

    4/7/25, 2:38 PM George W. Bush on the Post-9/11 World (2002) | The American Yawp Reader

    https://www.americanyawp.com/reader/30-the-recent-past/george-w-bush-on-the-post-911-world-2002/ 4/4

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    ## Directions Your journal assignment will explore the historical context of how mainstream populations view marginalized populations. Specifically, you must address the following rubric criteria: 1. Describe **commonalities** about the perceptions that mainstream populations have about marginalized…

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    ## Directions

    Your journal assignment will explore the historical context of how mainstream populations view marginalized populations.

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    2. Explain how the stories and experiences of those marginalized populations **impact** mainstream populations.

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    ## What to Submit

    Submit your journal as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Any sources used should be cited according to APA style.

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    Describe your example and cite the source of your example • Define the key concept you chose • Explain how and/or why the key concept is applicable to the example you Note: Avoid the use of phrases such as "I believe," "I feel," or "in my opinion." This is an academic exercise. Instead, use phrases …

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    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history) attached – 2 years ago **files (1)** – ## SemesterWritingAssignmenthist.docx **## SemesterWritingAssignmenthist.docx** Semester Writing Assignment Instructions United States History Spring 2025 Research Pap…

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    **files (1)**

    – ## SemesterWritingAssignmenthist.docx

    **## SemesterWritingAssignmenthist.docx**

    Semester Writing Assignment

    Instructions

    United States History

    Spring 2025 Research Paper

    Background and Rationale: History consists of facts, but also how people interpret what happened. In 2025, learning history is not straightforward because perspectives change, have bias, and sometimes change what really happened. Students need to understand that no history is perfect, or accurate.

    This assignment requires each student to choose one movie based upon an event or situation in American History. Students should watch the film at least twice. The first time, watch without taking notes; the second time, take notes on specific elements that you want to discuss in your review.

    Your review should have a clear point of view and should follow the organization outlined below.

    Introduction: Identify the primary (single) point of the film. Was the movie, for example, sympathetic or critical? How did the movie attempt to persuade the audience to accept this point of view?

    Provide information about the film, including its title, year, and director. This paragraph should also answer the following questions about the film:

    — Is it a documentary or a feature film?

    — Is it based on a novel or memoir? Is it based on true events? Is it a purely fictional story or does it purport to depict actual historical events and people?

    Conclude the paragraph with a sentence that reveals your perspective of the film. This does not need to be a thesis statement, but it should clearly indicate what you see as the film’s salient characteristics, virtues, or flaws (which you will elaborate on in the analysis paragraphs).

    Plot summary: Provide an accurate, concise description of the film’s plot (or, if it is a documentary, its scope). This paragraph should provide enough information for a reader who has not seen the film to understand the rest of your review. You may include spoilers. Provide a background and historical setting for the film and its perspective using and citing sources as needed. Your thesis should correctly identify the perspective of the movie.

    Contextualization:This should clearly situate the film in relation to the timeline of American history and other historical events of the same time period. Discuss its release date in relation to relevant developments discussed in this course. Who is the target audience? Is the film responding to other films or events? Is it responding to specific narratives about American history?

    Analysis/Argument: What argument is the film making? What does the filmmaker want viewers to leave the theater thinking or discussing? (And how does this connect to the historical context/ the film’s release date?) Does the film effectively deliver its message? If so, what makes it effective? If not, explain why you were not convinced. (Use the last sentence of this paragraph to transition into the next paragraph.)

    Analysis for Historical Accuracy: How is the film’s historical accuracy supported or challenged by the historical record? Use your knowledge from this course (lectures, readings, discussions, and other films) to assess the accuracy of the film you are reviewing. You may include a limited number of quotes from relevant course materials.

    You must have two examples from major scenes that were historically significant in the movie and that support the movie thesis, (do NOT describe aspects of technical film making such as acting, directing, editing, design, set design, photography, soundtrack, costumes, script writing—you are not experts at these techniques. These aspects of film making are associated with the film’s aesthetic qualities but not central to historical accuracy).

    Each scene’s historical analysis should include

    accuracy of the character(s)

    Accuracy of the setting

    Accuracy of the scene’s sequence of events

    The movie’s use of evidence

    Analysis of the scene’s contribution to the movie’s point of view

    Compare the movie’s story and evidence to sources or textbooks you have read in history courses and assess the movie’s accuracy as a statement of history—also assess the movie’s usefulness as history instruction. If this comparison does involve other sources, they must be recognized and properly cited.

    Conclusion: This paragraph should clarify what you see as the “headline” about this film. In other words, what is its defining contribution or significance to the category of American history films? Finally, should the film, in your opinion, be required viewing in this course? Why or why not?

    Additional Sources: You should view the film’s original theatrical trailer. Most are available on YouTube. Make sure you are viewing the original trailer and not a subsequent DVD or re-release trailer. How was the film advertised to audiences?

    Internet Movie Database (IMDb), www.imdb.com Use IMDB for information on the film’s release and personnel (director, screenwriter, producer, etc.).

    You should read at least one review of the film so that you can evaluate the context of its release. You can find historical reviews of most feature films at: RogerEbert.com, https://www.rogerebert.com/reviews and/or New York Times Movie Reviews, https://www.nytimes.com/reviews/movies

    Format and Submission: Your review should italicize film titles each time you use them, and the first time you mention a film, include the film’s year of release, i.e. The Post (2017). Your review should be carefully proofread, and should be presented in MLA format. Any paper using AI or plagiarized will earn a zero.

    Logical Arguments: Be careful that you do not make errors of logic and argument as you judge films for their historical contributions. Here are a few logical traps to avoid:

    1. Presentism—avoid using your present day ideas, values, or technological skills to judge films. For example the older black and white movie Midway, is much more accurate historically than the newer, full color, love-story Pearl Harbor.

    2. Personal biases—avoid using your personal, cultural, or religious biases to judge films. If desired you can make a personal statement in your conclusions.

    3. Personal judgments—avoid clichés and sweeping colloquialisms like “I hated the film”, or “it was awesome”. You are doing a critical analysis of the historical qualities of the movie and such personal statements do not help.

    4. Expert judgments—if you are a professional nurse, a retired combat veteran, or other expert and wish to use your professional judgment to help analyze a film, fine. But mostly you will need to rely on other sources for expertise. Every semester some student writes something like “that was the best battle scene ever” when, in fact, that student had had no experience in battle. Do not write about what you do not know.

    5. Cherry Picking—avoid picking the easy scenes, or ones you like. Dig into the movie and look for elements which raise questions. One cherry-picks or uses the fallacy of exclusions when one examines only one side of an issue. Ask if the movie is holding back some of the story. Look for evidence counter to the movie’s theme.

    6. Character and emotional biases—avoid judging a film on its likability, a character, a favorite performer, the soundtrack, or the ending.

    7. Spoilers are OK—tell and evaluate the whole story—you do not need to worry about “spoiling” the ending.

    Your review should be honest, fair and be your own work. It should also be critical–so look carefully for historical errors. Many of Hollywood’s most acclaimed films contain outrageous errors.

    Depending on the movie, even these errors may still be “acceptable”, if the movie point of view delivers a consistent message—so you need to think carefully. You will need to do some research to verify elements of the film you review. You may not use your text as anything other than a general reference.

    Writing Requirements

    Write professionally in a convincing tone.

    Avoid clichés, colloquialisms, and forms of idiomatic expression.

    Write in the past tense; avoid the use of personal pronouns; and write in the active voice.

    Edit and polish your writing.

    Use 12 point non-serif fonts, double spacing, and one inch margins.

    Do not use a cover page.

    Edit and proof your spelling using both spell-check and manual reading.

    Using this required font and spacing will produce a minimum three to four page paper.

    Be sure this is your work.

    If other sources are used, cite those using MLA.

    Save a copy.

    Files uploaded must be .compatible with Turnitin

    MOVIE LIST

    Early Colonial and Revolutionary Eras

    The Crucible, 1996, Salem Witchcraft

    Amistad, 1997, slavery on trial

    Drums along the Mohawk, 1939, revolution in New York

    The Patriot, 2000, Revolutionary America

    The Last of the Mohicans, 1992, French and Indian War

    Birth of a Nation, 2016, Nat Turner’s Rebellion

    John Adams, 2008, life of John Adams from revolution to death

    Civil War & Reconstruction Era

    The Civil War, 1990, PBS

    Lincoln, 2012, Lincoln’s skills at critical moments

    The Horse Soldiers, 1959, Union soldiers behind the lines

    Glory, 1989, 54th Massachusetts Regiment

    Andersonville, 1996, prison camps

    Gettysburg, 1993, epic battle

    Gods and Generals, 2003, Stonewall Jackson

    12 Years a Slave, 2013, African American is kidnapped to spend 12 years as a slave

    Birth of a Nation, 1915, Dramatization of Confederacy

    The Conspirator, 2010, arrest and trial of the men and women accused of killing Lincoln

    **## SemesterWritingAssignmenthist.docx**

    Semester Writing Assignment

    Instructions

    United States History

    Spring 2025 Research Paper

    Background and Rationale: History consists of facts, but also how people interpret what happened. In 2025, learning history is not straightforward because perspectives change, have bias, and sometimes change what really happened. Students need to understand that no history is perfect, or accurate.

    This assignment requires each student to choose one movie based upon an event or situation in American History. Students should watch the film at least twice. The first time, watch without taking notes; the second time, take notes on specific elements that you want to discuss in your review.

    Your review should have a clear point of view and should follow the organization outlined below.

    Introduction: Identify the primary (single) point of the film. Was the movie, for example, sympathetic or critical? How did the movie attempt to persuade the audience to accept this point of view?

    Provide information about the film, including its title, year, and director. This paragraph should also answer the following questions about the film:

    — Is it a documentary or a feature film?

    — Is it based on a novel or memoir? Is it based on true events? Is it a purely fictional story or does it purport to depict actual historical events and people?

    Conclude the paragraph with a sentence that reveals your perspective of the film. This does not need to be a thesis statement, but it should clearly indicate what you see as the film’s salient characteristics, virtues, or flaws (which you will elaborate on in the analysis paragraphs).

    Plot summary: Provide an accurate, concise description of the film’s plot (or, if it is a documentary, its scope). This paragraph should provide enough information for a reader who has not seen the film to understand the rest of your review. You may include spoilers. Provide a background and historical setting for the film and its perspective using and citing sources as needed. Your thesis should correctly identify the perspective of the movie.

    Contextualization:This should clearly situate the film in relation to the timeline of American history and other historical events of the same time period. Discuss its release date in relation to relevant developments discussed in this course. Who is the target audience? Is the film responding to other films or events? Is it responding to specific narratives about American history?

    Analysis/Argument: What argument is the film making? What does the filmmaker want viewers to leave the theater thinking or discussing? (And how does this connect to the historical context/ the film’s release date?) Does the film effectively deliver its message? If so, what makes it effective? If not, explain why you were not convinced. (Use the last sentence of this paragraph to transition into the next paragraph.)

    Analysis for Historical Accuracy: How is the film’s historical accuracy supported or challenged by the historical record? Use your knowledge from this course (lectures, readings, discussions, and other films) to assess the accuracy of the film you are reviewing. You may include a limited number of quotes from relevant course materials.

    You must have two examples from major scenes that were historically significant in the movie and that support the movie thesis, (do NOT describe aspects of technical film making such as acting, directing, editing, design, set design, photography, soundtrack, costumes, script writing—you are not experts at these techniques. These aspects of film making are associated with the film’s aesthetic qualities but not central to historical accuracy).

    Each scene’s historical analysis should include

    accuracy of the character(s)

    Accuracy of the setting

    Accuracy of the scene’s sequence of events

    The movie’s use of evidence

    Analysis of the scene’s contribution to the movie’s point of view

    Compare the movie’s story and evidence to sources or textbooks you have read in history courses and assess the movie’s accuracy as a statement of history—also assess the movie’s usefulness as history instruction. If this comparison does involve other sources, they must be recognized and properly cited.

    Conclusion: This paragraph should clarify what you see as the “headline” about this film. In other words, what is its defining contribution or significance to the category of American history films? Finally, should the film, in your opinion, be required viewing in this course? Why or why not?

    Additional Sources: You should view the film’s original theatrical trailer. Most are available on YouTube. Make sure you are viewing the original trailer and not a subsequent DVD or re-release trailer. How was the film advertised to audiences?

    Internet Movie Database (IMDb), www.imdb.com Use IMDB for information on the film’s release and personnel (director, screenwriter, producer, etc.).

    You should read at least one review of the film so that you can evaluate the context of its release. You can find historical reviews of most feature films at: RogerEbert.com, https://www.rogerebert.com/reviews and/or New York Times Movie Reviews, https://www.nytimes.com/reviews/movies

    Format and Submission: Your review should italicize film titles each time you use them, and the first time you mention a film, include the film’s year of release, i.e. The Post (2017). Your review should be carefully proofread, and should be presented in MLA format. Any paper using AI or plagiarized will earn a zero.

    Logical Arguments: Be careful that you do not make errors of logic and argument as you judge films for their historical contributions. Here are a few logical traps to avoid:

    1. Presentism—avoid using your present day ideas, values, or technological skills to judge films. For example the older black and white movie Midway, is much more accurate historically than the newer, full color, love-story Pearl Harbor.

    2. Personal biases—avoid using your personal, cultural, or religious biases to judge films. If desired you can make a personal statement in your conclusions.

    3. Personal judgments—avoid clichés and sweeping colloquialisms like “I hated the film”, or “it was awesome”. You are doing a critical analysis of the historical qualities of the movie and such personal statements do not help.

    4. Expert judgments—if you are a professional nurse, a retired combat veteran, or other expert and wish to use your professional judgment to help analyze a film, fine. But mostly you will need to rely on other sources for expertise. Every semester some student writes something like “that was the best battle scene ever” when, in fact, that student had had no experience in battle. Do not write about what you do not know.

    5. Cherry Picking—avoid picking the easy scenes, or ones you like. Dig into the movie and look for elements which raise questions. One cherry-picks or uses the fallacy of exclusions when one examines only one side of an issue. Ask if the movie is holding back some of the story. Look for evidence counter to the movie’s theme.

    6. Character and emotional biases—avoid judging a film on its likability, a character, a favorite performer, the soundtrack, or the ending.

    7. Spoilers are OK—tell and evaluate the whole story—you do not need to worry about “spoiling” the ending.

    Your review should be honest, fair and be your own work. It should also be critical–so look carefully for historical errors. Many of Hollywood’s most acclaimed films contain outrageous errors.

    Depending on the movie, even these errors may still be “acceptable”, if the movie point of view delivers a consistent message—so you need to think carefully. You will need to do some research to verify elements of the film you review. You may not use your text as anything other than a general reference.

    Writing Requirements

    Write professionally in a convincing tone.

    Avoid clichés, colloquialisms, and forms of idiomatic expression.

    Write in the past tense; avoid the use of personal pronouns; and write in the active voice.

    Edit and polish your writing.

    Use 12 point non-serif fonts, double spacing, and one inch margins.

    Do not use a cover page.

    Edit and proof your spelling using both spell-check and manual reading.

    Using this required font and spacing will produce a minimum three to four page paper.

    Be sure this is your work.

    If other sources are used, cite those using MLA.

    Save a copy.

    Files uploaded must be .compatible with Turnitin

    MOVIE LIST

    Early Colonial and Revolutionary Eras

    The Crucible, 1996, Salem Witchcraft

    Amistad, 1997, slavery on trial

    Drums along the Mohawk, 1939, revolution in New York

    The Patriot, 2000, Revolutionary America

    The Last of the Mohicans, 1992, French and Indian War

    Birth of a Nation, 2016, Nat Turner’s Rebellion

    John Adams, 2008, life of John Adams from revolution to death

    Civil War & Reconstruction Era

    The Civil War, 1990, PBS

    Lincoln, 2012, Lincoln’s skills at critical moments

    The Horse Soldiers, 1959, Union soldiers behind the lines

    Glory, 1989, 54th Massachusetts Regiment

    Andersonville, 1996, prison camps

    Gettysburg, 1993, epic battle

    Gods and Generals, 2003, Stonewall Jackson

    12 Years a Slave, 2013, African American is kidnapped to spend 12 years as a slave

    Birth of a Nation, 1915, Dramatization of Confederacy

    The Conspirator, 2010, arrest and trial of the men and women accused of killing Lincoln