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Emancipation Proclamation - Definition, Dates & Summary

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Issued after the Union victory at Antietam on September 22, 1862, the Emancipation Proclamation carried moral and strategic implications for the ongoing Civil War. While it did not free a single enslaved person, it was an important turning point in the war, transforming the fight to preserve the nat…

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For three days in July 1863, Union and Confederate forces clash at Gettysburg in one of the most pivotal battles of the Civil War.

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This article describes the events that led up to Lee's surrender of the Army of Northern Virginia at Appomattox Court House.

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The Wade-Davis Reconstruction Bill | US House of Representatives: History, Art & Archives

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On this date, the Wade-Davis Reconstruction Bill passed the House by a vote of 73 to 59. The measure set Congress's agenda for postwar Reconstruction of the South and portended conflict with the President over that process.

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Plessy vs. Ferguson/End of Reconstruction

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Plessy vs. Ferguson/End of Reconstruction

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Second Website:
https://www.u-s-history.com/pages/h421.html

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Plessy v. Ferguson: Background and Context

After the Compromise of 1877 led to the withdrawal of federal troops from the South, Democrats consolidated control of state legislatures throughout the region, effectively marking the end of Reconstruction.

Southern Black people saw the promise of equality under the law embodied by the 13th Amendment, 14th Amendment and 15th Amendment to the Constitution receding quickly, and a return to disenfranchisement and other disadvantages as white supremacy reasserted itself across the South.

As historian C. Vann Woodward pointed out in a 1964 article about Plessy v. Ferguson, white and Black Southerners mixed relatively freely until the 1880s, when state legislatures passed the first laws requiring railroads to provide separate cars for "Negro" or "colored" passengers.

Florida became the first state to mandate segregated railroad cars in 1887, followed in quick succession by Mississippi, Texas, Louisiana and other states by the end of the century.

Black Resistance to Segregation

As Southern Black people witnessed with horror the dawn of the Jim Crow era, members of the Black community in New Orleans decided to mount a resistance.

At the heart of the case that became Plessy v. Ferguson was a law passed in Louisiana in 1890 "providing for separate railway carriages for the white and colored races." It stipulated that all passenger railways had to provide these separate cars, which should be equal in facilities.

Homer Adolph Plessy, who agreed to be the plaintiff in the case aimed at testing the law's constitutionality, was of mixed race; he described himself as "seven-eighths Caucasian and one-eighth African blood."

On June 7, 1892, Plessy bought a ticket on a train from New Orleans bound for Covington, Louisiana, and took a vacant seat in a whites-only car. After refusing to leave the car at the conductor's insistence, he was arrested and jailed.

Convicted by a New Orleans court of violating the 1890 law, Plessy filed a petition against the presiding judge, Hon. John H. Ferguson, claiming that the law violated the Equal Protection Clause of the 14th Amendment.

Supreme Court Ruling in Plessy v. Ferguson

Over the next few years, segregation and Black disenfranchisement picked up pace in the South, and was more than tolerated by the North. Congress defeated a bill that would have given federal protection to elections in 1892, and nullified a number of Reconstruction laws on the books.

Then, on May 18, 1896, the Supreme Court delivered its verdict in Plessy v. Ferguson. In declaring separate-but-equal facilities constitutional on intrastate railroads, the Court ruled that the protections of 14th Amendment applied only to political and civil rights (like voting and jury service), not "social rights" (sitting in the railroad car of your choice).

In its ruling, the Court denied that segregated railroad cars for Black people were necessarily inferior. "We consider the underlying fallacy of [Plessy's] argument," Justice Henry Brown wrote, "to consist in the assumption that the enforced separation of the two races stamps the colored race with a badge of inferiority. If this be so, it is not by reason of anything found in the act, but solely because the colored race chooses to put that construction upon it."

John Marshall Harlan's Dissent

Alone in the minority was Justice John Marshall Harlan, a former slaveholder from Kentucky. Harlan had opposed emancipation and civil rights for freed slaves during the Reconstruction era-but changed his position due to his outrage over the actions of white supremacist groups like the Ku Klux Klan.

Harlan argued in his dissent that segregation ran counter to the constitutional principle of equality under the law: "The arbitrary separation of citizens on the basis of race while they are on a public highway is a badge of servitude wholly inconsistent with the civil freedom and the equality before the law established by the Constitution," he wrote. "It cannot be justified upon any legal grounds."

Plessy v. Ferguson Significance

The Plessy v. Ferguson verdict enshrined the doctrine of "separate but equal" as a constitutional justification for segregation, ensuring the survival of the Jim Crow South for the next half-century.

Intrastate railroads were among many segregated public facilities the verdict sanctioned; others included buses, hotels, theaters, swimming pools and schools. By the time of the 1899 case Cummings v. Board of Education, even Harlan appeared to agree that segregated public schools did not violate the Constitution.

It would not be until the landmark case Brown v. Board of Education in 1954, at the dawn of the civil rights movement, that the majority of the Supreme Court would essentially concur with Harlan's opinion in Plessy v. Ferguson..

Writing the majority opinion in that 1954 case, Chief Justice Earl Warren wrote that "the doctrine of 'separate but equal' has no place" in public education, calling segregated schools "inherently unequal," and declaring that the plaintiffs in the Brown case were being "deprived of the equal protection of the laws guaranteed by the 14th Amendment."

Sources

C. Vann Woodward, " Plessy v. Ferguson: The Birth of Jim Crow," American Heritage (Volume 15, Issue 3: April 1964).
Landmark Cases: Plessy v. Ferguson, PBS: The Supreme Court - The First Hundred Years.
Louis Menand, "Brown v. Board of Education and the Limits of Law," The New Yorker (February 12, 2001).
Today in History - May 18: Plessy v. Ferguson, Library of Congress.

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Plessy v. Ferguson: Separate But Equal Doctrine | HISTORY

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Plessy v. Ferguson was a landmark 1896 U.S. Supreme Court decision that upheld the constitutionality of racial segregation under the "separate but equal" doctrine.

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Second Website:
https://www3.nd.edu/~rbarger/www7/morrill.html

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OurDocuments.gov. Featuring 100 milestone documents of American history from the National Archives. Includes images of original primary source documents, lesson plans, teacher and student competitions, and educational resources.

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Memories of Migration - The Navajo Long Walk

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Fort Sumter Picture:https://www.battlefields.or
:https://www.battlefields.org/sites/default/files/styles/scale_crop_740x295/public/thumbnails/image/Fort%20Sumter%20Hero.jpg?itok=R3NLOWIt
Emancipation proclamation website: https://www.history.com/topics/american-civil-war/emancipation-proclamation
Battle of Gettysburg video: https://www.history.com/topics/american-civil-war/the-battle-of-gettysburg-video
Appomattox Courthouse website: https://www.battlefields.org/learn/articles/appomattox-court-house

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10% plan video: https://www.youtube.com/watch?v=LSYqJSD4_Aw
Wade-Davis BIll website: https://history.house.gov/Historical-Highlights/1851-1900/The-Wade%E2%80%93Davis-Reconstruction-Bill/
13th, 14th, adn 15th Amendment picture: https://lh3.googleusercontent.com/nvxJL3rnvadMlkOhYcccdeufP7-IWMvQccNX-GQcn3nc6xP-ds5l0syRmS2V5Smc8sKwrw=s114
Plessy vs. Ferguson/End of Reconstruction websites: 1) https://www.history.com/topics/black-history/plessy-v-ferguson
2)  https://www.u-s-history.com/pages/h421.html

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Gold Rush Picture: https://prd-wret.s3-us-west-2.amazonaws.com/assets/palladium/production/s3fs-public/styles/full_width/public/thumbnails/image/1850_Woman_and_Men_in_California_Gold_Rush.jpg?itok=P7IG16Vw
Homestead and Morrill Act articles: 1)https://www.ourdocuments.gov/doc.php?flash=false&doc=31
2) https://www3.nd.edu/~rbarger/www7/morrill.html
Long Walk video: https://www.youtube.com/watch?v=YUq17gP-OLs
Battle at Wounded Knee website: http://www.eyewitnesstohistory.com/knee.htm

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On the morning of December 29, 1890, the Sioux chief Big Foot and some 350 of his followers camped on the banks of Wounded Knee creek. Surrounding their camp was a force of U.S. troops charged with the responsibility of arresting Big Foot and disarming his warriors. The scene was tense. Trouble had been brewing for months.
The once proud Sioux found their free-roaming life destroyed, the buffalo gone, themselves confined to reservations dependent on Indian Agents for their existence. In a desperate attempt to return to the days of their glory, many sought salvation in a new mysticism preached by a Paiute shaman called Wovoka. Emissaries from the Sioux in South Dakota traveled to Nevada to hear his words. Wovoka called himself the Messiah and prophesied that the dead would soon join the living in a world in which the Indians could live in the old way surrounded by plentiful game. A tidal wave of new soil would cover the earth, bury the whites, and restore the prairie. To hasten the event, the Indians were to dance the Ghost Dance. Many dancers wore brightly colored shirts emblazoned with images of eagles and buffaloes. These "Ghost Shirts" they believed would protect them from the bluecoats' bullets. During the fall of 1890, the Ghost Dance spread through the Sioux villages of the Dakota reservations, revitalizing the Indians and bringing fear to the whites. A desperate Indian Agent at Pine Ridge wired his superiors in Washington, "Indians are dancing in the snow and are wild and crazy....We need protection and we need it now. The leaders should be arrested and confined at some military post until the matter is quieted, and this should be done now." The order went out to arrest Chief Sitting Bull at the Standing Rock Reservation. Sitting Bull was killed in the attempt on December 15. Chief Big Foot was next on the list.
When he heard of Sitting Bull's death, Big Foot led his people south to seek protection at the Pine Ridge Reservation. The army intercepted the band on December 28 and brought them to the edge of the Wounded Knee to camp. The next morning the chief, racked with pneumonia and dying, sat among his warriors and powwowed with the army officers. Suddenly the sound of a shot pierced the early morning gloom. Within seconds the charged atmosphere erupted as Indian braves scurried to retrieve their discarded rifles and troopers fired volley after volley into the Sioux camp. From the heights above, the army's Hotchkiss guns raked the Indian teepees with grapeshot. Clouds of gun smoke filled the air as men, women and children scrambled for their lives. Many ran for a ravine next to the camp only to be cut down in a withering cross fire.

When the smoke cleared and the shooting stopped, approximately 300 Sioux were dead, Big Foot among them. Twenty-five soldiers lost their lives. As the remaining troopers began the grim task of removing the dead, a blizzard swept in from the North. A few days later they returned to complete the job. Scattered fighting continued, but the massacre at Wounded Knee effectively squelched the Ghost Dance movement and ended the Indian Wars.

Philip Wells was a mixed-blood Sioux who served as an interpreter for the Army. He later recounted what he saw that Monday morning:
"I was interpreting for General Forsyth ( Forsyth was actually a colonel) just before the battle of Wounded Knee, December 29, 1890. The captured Indians had been ordered to give up their arms, but Big Foot replied that his people had no arms. Forsyth said to me, 'Tell Big Foot he says the Indians have no arms, yet yesterday they were well armed when they surrendered. He is deceiving me. Tell him he need have no fear in giving up his arms, as I wish to treat him kindly.' Big Foot replied, 'They have no guns, except such as you have found.' Forsyth declared, 'You are lying to me in return for my kindness.'

During this time a medicine man, gaudily dressed and fantastically painted, executed the maneuvers of the ghost dance, raising and throwing dust into the air. He exclaimed 'Ha! Ha!' as he did so, meaning he was about to do something terrible, and said, 'I have lived long enough,' meaning he would fight until he died. Turning to the young warriors who were squatted together, he said 'Do not fear, but let your hearts be strong. Many soldiers are about us and have many bullets, but I am assured their bullets cannot penetrate us. The prairie is large, and their bullets will fly over the prairies and will not come toward us. If they do come toward us, they will float away like dust in the air.' I turned to Major Whitside and said, 'That man is making mischief,' and repeated what he had said. Whitside replied, 'Go direct to Colonel Forsyth and tell him about it,' which I did.

Forsyth and I went to the circle of warriors where he told me to tell the medicine man to sit down and keep quiet, but he paid no attention to the order. Forsyth repeated the order. Big Foot's brother-in-law answered, 'He will sit down when he gets around the circle.' When the medicine man came to the end of the circle, he squatted down. A cavalry sergeant exclaimed, 'There goes an Indian with a gun under his blanket!' Forsyth ordered him to take the gun from the Indian, which he did. Whitside then said to me, 'Tell the Indians it is necessary that they be searched one at a time.' The young warriors paid no attention to what I told them. I heard someone on my left exclaim, 'Look out! Look out!' I saw five or six young warriors cast off their blankets and pull guns out from under them and brandish them in the air. One of the warriors shot into the soldiers, who were ordered to fire into the Indians. I looked in the direction of the medicine man. He or some other medicine man approached to within three or four feet of me with a long cheese knife, ground to a sharp point and raised to stab me. He stabbed me during the melee and nearly cut off my nose. I held him off until I could swing my rifle to hit him, which I did. I shot and killed him in self-defense.
Troop 'K' was drawn up between the tents of the women and children and the main body of the Indians, who had been summoned to deliver their arms. The Indians began firing into 'Troop K' to gain the canyon of Wounded Knee creek. In doing so they exposed their women and children to their own fire. Captain Wallace was killed at this time while standing in front of his troops. A bullet, striking him in the forehead, plowed away the top of his head. I started to pull off my nose, which was hung by the skin, but Lieutenant Guy Preston shouted, 'My God Man! Don't do that! That can be saved.' He then led me away from the scene of the trouble."

References:
Brown, Dee, Bury My Heart at Wounded Knee (1971); Jensen, Richard, et. al, Eyewitness at Wounded Knee (1991); Utley, Robert M., The Last Days of the Sioux Nation (1963); Wells, Philip, "Ninety-six Years among the Indians of the Northwest", North Dakota History, 15, no. 2 (1948).

How To Cite This Article:
"Massacre At Wounded Knee, 1890," EyeWitness to History, www.eyewitnesstohistory.com (1998).

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On the morning of December 29, 1890, the Sioux chief Big Foot and some 350 of his followers camped on the banks of Wounded Knee creek. Surrounding their camp was a force of U.S. troops charged with the responsibility of arresting Big Foot and disarming his warriors. The scene was tense.

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Second Industrial Revolution and (Bessemer Process) 

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Second Industrial Revolution and (Bessemer Process) 

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The Second Industrial Revolution, also known as the "Technological Revolution," was a phase of rapid industrialization in the final third of the nineteenth century and the beginning of the twentieth century. The First Industrial Revolution, which ended in the early-mid 1800s, was punctuated by a slowdown in macroinventions before the Second Industrial Revolution in 1870. Though a number of its characteristic events can be traced to earlier innovations in manufacturing, such as the invention of the Bessemer process in 1856, the Second Industrial Revolution is generally dated between 1870 and 1914 up to the start of World War I.

Advancements in manufacturing and production technology enabled the widespread adoption of preexisting technological systems such as telegraph and railroad networks, gas and water supply, and sewage systems, which had earlier been concentrated to a few select cities. The enormous expansion of rail and telegraph lines after 1870 allowed unprecedented movement of people and ideas, which culminated in a new wave of globalization. In the same period, new systems were introduced, most significantly electrical power and telephones.

Growth and Change in Industry

A synergy between iron and steel, and railroads and coal developed at the beginning of the Second Industrial Revolution. Railroads allowed cheap transportation of materials and products, which in turn led to cheap rails to build more roads. Railroads also benefited from cheap coal for their steam locomotives. This synergy led to the laying of 75,000 miles of track in the United States in the 1880s, the largest amount anywhere in world history.

By 1900, the process of economic concentration had extended into most branches of industry-a few large corporations, some organized as "trusts" (e.g., Standard Oil), dominated in steel, oil, sugar, meatpacking, and the manufacturing of agriculture machinery. Other major components of this infrastructure were the new methods for manufacturing steel, especially the Bessemer process. The first billion-dollar corporation was United States Steel, formed by financier J. P. Morgan in 1901, who purchased and consolidated steel firms built by Andrew Carnegie and others.

Increased mechanization of industry and improvements to worker efficiency increased the productivity of factories while undercutting the need for skilled labor. Mechanical innovations such as batch and continuous processing began to become much more prominent in factories. This mechanization made some factories an assemblage of unskilled laborers performing simple and repetitive tasks under the direction of skilled foremen and engineers. In some cases, the advancement of such mechanization substituted for low-skilled workers altogether. Both the number of unskilled and skilled workers increased, as their wage rates grew. Engineering colleges were established to feed the enormous demand for expertise. Together with rapid growth of small business, a new middle class was quickly growing, especially in northern cities.

The period from 1870 to 1890 saw the greatest increase in economic growth in such a short period as ever in previous history. Living standards improved significantly as the prices of goods fell dramatically due to the increases in productivity. This caused unemployment and great upheavals in commerce and industry, with many laborers being displaced by machines and many factories, ships, and other forms of fixed capital becoming obsolete in a very short time span. Crop failures no longer resulted in starvation in areas connected to large markets through transport infrastructure. By 1870, the work done by steam engines exceeded that done by animal and human power. Horses and mules remained important in agriculture until the development of the internal combustion tractor near the end of the Second Industrial Revolution. Improvements in steam efficiency, such as triple-expansion steam engines, allowed ships to carry much more freight than coal, resulting in greatly increased volumes of international trade.

The Second Industrial Revolution continued into the twentieth century with early factory electrification and the production line, and ended at the start of the World War I.

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The Second Industrial Revolution, also known as the "Technological Revolution," was a phase of rapid industrialization in the final third of the nineteenth century and the beginning of the twentieth century. The First Industrial Revolution, which ended in the early-mid 1800s, was punctuated by a slowdown in macroinventions before the Second Industrial Revolution in 1870.

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Inventions: Light bulb, Telephone, Automobile, and Airplane

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Inventions: Light bulb, Telephone, Automobile, and Airplane

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Second website: https://www.history.com/topics/inventions/automobiles

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Science Lesson: Learn About Inventions

The Telephone & Alexander Graham Bell

What if the only way you could communicate with someone living in another city was by mailing them a letter, one that might take weeks to get delivered? (Even with our modern technology, it still takes at least two weeks for mail to get to some countries.) The telephone is certainly one of the greatest inventions in the history of communication!

The inventor of the telephone, Alexander Graham Bell, was born in Scotland in 1847, the same year as Thomas Edison. He went to university in Edinburgh and London, then immigrated to Canada in 1870 and to the U.S. a year later. There he used visible speech (a type of phonetic notation that shows the position of the throat, mouth, and tongue to make different sounds) to teach deaf-mute people how speak.

When he was a young man, Bell became interested in transmitting speech, the way a telegraph transmitted messages. In 1874 he developed the idea for the telephone and successfully created and patented one two years later. (Just two hours after he applied for his patent, Elisha Gray filed his intention to apply for a patent for a very similar device.) His first transmitted sentence was to his assistant: 'Watson, come here; I want to see you.' Bell demonstrated his telephone at the Philadelphia Centennial Expo and in 1877 organized the Bell Telephone Company.

So how does this amazing invention work? How can you talk to someone miles away and hear them as though they were in the same room with you? It's actually a fairly simple process. At its most basic, a telephone consists of a switch, a receiver, and a microphone. The switch connects your phone to the telephone network; the receiver changes electrical signals into sound waves so you can hear the other person, and the microphone changes the sound waves you make into electrical impulses to send to the other end of the line.

The microphone contains carbon granules and a thin metal diaphragm. When you speak, the sound waves (vibrations in the air) hit the diaphragm and cause it to move, compressing the carbon granules behind it. A louder sound will compress the granules more than a soft sound. When the carbon is compressed, an electrical current can flow through it more easily. A battery (either in your handset or at the telephone company) sends an electric current through your phone; when you speak, the compression of the carbon varies the intensity of the current.
Experiment with electricity and sound transmission with this kit for kids!
This process is reversed at the other end of the line by the receiver. The electrical current flows through an electromagnet in the receiver, producing a magnetic field. This magnetic field attracts the thin metal diaphragm in the receiver, causing it to move in and out. As it does so, it pushes and pulls the air, creating sound waves. These waves reach your ear with the same intensity as they were spoken, allowing you to hear what the other person said.

The process hinges on the ability to have a variable electrical current. Unlike the telephone, a telegraph operates on a constant electric current - the messages are transmitted not by changing the current, but by repeatedly turning it on and off in a distinct pattern. Because the human voice doesn't start and stop sound waves in the same way as tapping Morse code does, the current must be able to adjust for variation in volume and frequency. The carbon microphone allows for this variation, giving us the ability to transmit speech electrically.

Bell probably couldn't have imagined the kind of communication we have today. Not only do we have long-distance telephone networks all over the world, we also have cellular phones that use radio frequencies to allow us to talk wirelessly wherever we are. Communication was changed forever by the telephone and continues to develop rapidly today.
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The Light Bulb & Thomas Edison

Perhaps one of the most important inventions of all time is the electric light bulb. We could get by with candles or lanterns in our homes, but imagine trying to shop at the mall, work in a large office complex, or travel at night by car or plane without electric lighting!

Thomas Alva Edison, one of the developers of the modern light bulb, is also one of the most famous as well as prolific inventors in history. He patented over 1000 inventions in his lifetime. Edison was born in Ohio in 1847. As a child, he received less than a year of formal schooling, but was educated at home. His parents allowed him to set up a laboratory in their basement and his mother gave him books about chemistry and electronics. Edison credits his mother as being 'the making' of him.

When he was 12, Edison got a job selling newspapers on a train that made day trips between his hometown of Port Huron, Michigan and Detroit. He took his laboratory along in the baggage car so that he would be able to experiment during layovers. This worked until one day some of his chemicals spilled and started a fire! Also while working on the train, Edison saved the child of one of the station masters, and as a reward was taught how to use a telegraph machine. He became a telegraph operator and began making improvements to the telegraph's functionality. He later invented a way for multiple telegraph messages to be transmitted simultaneously (rather than one at a time).

As a young man, Edison moved to New York City and eventually established a laboratory. In 1877 he invented the phonograph, which used a record made of tinfoil to play back sound. In 1879 he created a successful incandescent light bulb. This was his hardest project - from 1877 to 1880, Edison and his assistants tried around 3000 experiments to perfect their light bulb design. By the end of 1880, Edison had produced a bulb that lasted 1500 hours. (This has a moral: don't worry if some of your own science experiments aren't a success the first time you try them!)
Experiment with electricity with our student-friendly kit!
Edison was not the first person to make a working light bulb: In the 1860s another English scientist, Sir Joseph Wilson Swan, began experimenting. He made a light bulb that used carbonized paper for a filament. But Swan lacked a strong enough vacuum inside the bulb; a design problem that he corrected at almost the same time Edison did. After a legal battle between the two inventors, Edison and Swan teamed up and created the company Ediswan to market their invention.

How exactly do light bulbs work? For being such an important part of our lives, they have a fairly simple design. The base contains two metal contacts, which connect to an electrical circuit. These contacts are attached to two wires, which are in turn attached to the filament in the middle of the bulb (the filament is usually supported by a glass mount). A power supply sends an electric current from one contact to the other, traveling up through the wires and the filament. As the current passes through the filament, it "excites" the atoms that make up the filament material, causing them to give off energy in the form of heat and light. Edison tried thousands of different materials for his filaments, but most of them produced light for only a short time. He finally tried a carbonized cotton thread, which burned for many hours. Eventually, light bulbs were made using the metal tungsten for the filament. Tungsten works well because it has an unusually high melting point. This is important because metal must be heated to extreme temperatures to give off enough light.

The danger of running electrical current through the filament is that the resulting high temperatures may cause the filament to combust, or catch on fire. This will only happen if oxygen is present, so Edison sucked all the air out of his glass bulbs to create a vacuum. This method worked fine to prevent combustion, but it allowed filament atoms to evaporate, shortening the life of the bulb. In modern bulbs, the glass is filled with an inert gas, such as argon. This prevents combustion, and also helps prevent tungsten atoms from evaporating.

For over a century we have read and worked by the light of Edison's incandescent bulb. Other light sources, such as fluorescent bulbs and LED, have gained popularity in recent years because of their efficiency. The incandescent bulb releases most of its energy in the form of heat, not light, thus wasting electricity. Fluorescent and LED, however, are much cooler, and release most of their energy as visible light. These light sources have replaced the incandescent bulb for many functions.

Although almost all of Edison's discoveries were technological rather than strictly scientific, his invention credits include an alkaline storage battery, microphone, mimeograph (a copy machine), and a kinetoscope for viewing moving pictures. He also created the first 'talkie,' a movie that had sound, using his kinetoscope and phonograph. He continued to improve not only the incandescent light bulb, but some of his other inventions like the phonograph as well.
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The Airplane and the Wright Brothers

On December 17, 1903, Orville Wright flew the first powered, heavier-than-air airplane, propelling himself and his older brother Wilbur into world history. It took the brothers years of preparation to get to that cold and windy day in Kitty Hawk, North Carolina.

Wilbur (born in 1867) and Orville (born in 1871) grew up in Dayton, Ohio, the son of a United Brethren minister. Both of their parents had college educations, and they fostered intellectual curiosity and experimentation in their children. Bishop Wright sparked his young sons' interest in flight early on by bringing them a special toy - a flying top. This toy was essentially a rubber-band powered helicopter. The boys flew it until it fell apart, and then Wilbur built his own. As they grew older, the boys spent much of their time designing, building, and selling kites.

As young adults, Wilbur and Orville capitalized on the booming popularity of bicycles by starting their own bicycle sale and repair shop. Eventually they started building their own bicycles, which was excellent training for their next enterprise: building a flying machine.

Wilbur and Orville read everything about flight that they could get their hands on in Dayton. To get more information, Wilbur wrote the Smithsonian asking for up-to-date materials on the study of flight. With the Smithsonian's help they studied Sir George Cayley's work with the four forces of flight (lift, gravity, thrust, and drag), others' experiments with gliders, and the attempts at flight made by the Smithsonian's secretary, Samuel Langley. All the work these men had done, even when they failed, proved indispensable to the Wrights' efforts. After carefully studying, Wilbur and Orville began their own scientific analysis of what was needed for flight, and began designing their own gliders. They didn't just want to put an airplane in the sky; they wanted controlled flight, and for this they needed to master the three axes of motion: pitch, roll, and yaw.

Pitch is the up and down motion of the airplane's nose (climbing or diving). Roll is the airplane rolling from side to side, causing its wings to tilt up or down. This is especially necessary for turns. When an airplane turns left, it doesn't just remain level; the left wing will dip down and the right wing will be raised up. The last of the three axes is yaw, which is the airplane's right and left movement.

Orville and Wilbur realized that birds control pitch, roll, and yaw by adjusting the shape of their wings. The brothers tried to mimic this by developing what they called 'wing warping,' a system of wires and pulleys that manipulated the glider wings to allow banking turns to the left and right. At first the wing warping was controlled with the pilot's feet, but eventually they designed a hip cradle, which was easier to use. The pilot shifted his hips right, the wires pulled the left wingtips up, and the glider banked to the right. Wing warping took care of roll; their front elevator controlled pitch, and eventually the brothers controlled yaw by connecting wires from a rudder to the hip cradle.

In the autumn of 1900, the Wrights packed up a glider and set up camp at a deserted and windy beach outside of Kitty Hawk, NC. For three weeks they flew their glider as a kite, before trying to pilot it. Though they didn't achieve as much lift as they expected based on the lift tables established by aviation researchers, they were very happy with the results of their first Kitty Hawk visit. Their best flight lasted 15 seconds and covered 300 feet.

1901 saw the brothers back at Kitty Hawk, this time with an upgraded glider. The flight tests did not go as they had hoped. The new glider proved much more difficult to control, and they simply could not get the amount of lift they were trying for. They went home to Dayton discouraged and ready to give up. Men will certainly fly, they thought, but not in our lifetime. In the end, they decided to persevere. The lift tables widely accepted by the other pioneers in flight must be wrong. The Wrights decided to test the tables; they built their own wind tunnel in the back of their bicycle shop, and observed its effects on 200 different types of miniature wings.

With the information they gathered from their wind tunnel experiments, the brothers built yet another glider for testing in 1902. This was the first flying machine that had controls for all three axes of motion. It flew smoothly, was controlled easily, and glided more than 600 feet several times. They had a maneuverable aircraft; now they needed power.

True to form, the Wrights decided to build their own engine for their plane (named 'The Flyer'). The finished product put out 12 horsepower and weighed 180 lb (the entire plane weighed 605 lbs). Then came the real challenge: designing propellers. One of their greatest contributions to aviation turned out to be their pioneer research on propellers. Their final product had 70% efficiency, which is nearly as good as modern propel ers! Back at Kitty Hawk in the fall of 1903, they began assembling The Flyer. Bad weather and damage to the plane delayed flying for several months, but finally in mid-December they were ready. Because wheels would make the plane too heavy, the Wrights constructed a wooden track for the plane to move on when taking off. On December 17th, Orville climbed onto The Flyer and started the engine. It moved down the track and lifted into the air. That first flight last only 12 seconds and covered 120 feet, but it was still the first-ever controlled, heavier-than-air flight. The brothers flew the plane four times that day, and the fourth time Wilbur flew for 59 seconds, covering 852 feet.

After this breakthrough the Wrights continued to improve their plane. Now that they weren't dependent on the winds for power, they left the beaches of Kitty Hawk and moved their work to an Ohio field. By 1905, Wilbur was flying laps around the field: 24.5 miles in 39 minutes. In spite of this success, the brothers couldn't find a buyer for their invention. They decided to stop flying until they could get a sales contract. Three years later, in 1908, they received offers from the French and from the U.S. Army. Wilbur packed up a plane and went to France, where he became something of a celebrity by flying figure eights and taking up passengers (this later model had two seats). Orville demonstrated his plane for the U.S. Government and impressed them with his altitude of 300 feet, hour-long flights and average speed of 42.58 miles. They paid him $30,000 for the plane.

The age of aviation had 'taken off,' so to speak. Just 44 years after that first powered flight, airplanes began flying faster than the speed of sound; in another 14 years men were flying in space; another eight years after that they were walking on the moon. The Wright brothers' passion and perseverance laid the foundation for this astonishing and speedy technological advance.
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Science Projects: Technology Experiments

Make a Light Bulb

Thomas Edison tried thousands of experiments when he was inventing the incandescent light bulb. You can experiment too, and find out how a light bulb really works, by making your own! You will need a glass canning jar with a lid, three feet of insulated copper wire, a 6-volt battery, and thin iron wire (unraveled picture hanging wire works great).

Cut the copper wire into two equal sections. Strip at least one inch of insulation off the ends of each length of wire. Next, punch two holes in the jar lid (you can use a nail for this). Thread a wire through each hole in the lid. Make a hook at the end of each wire (the end that will be inside the jar when you put the lid on). Twist two or three strands of iron wire together, then twist the ends around the hooks in the copper wire. The iron wire will act as your filament.

Place the lid (with the filament) in the jar and carefully connect the free ends of the copper wire to the 6-volt battery. Once both ends are connected, the current should start flowing, causing the filament to heat up and give off a bright orange glow. Your homemade light bulb is working! (Note: once your filament is burned out, don't touch it right away - it will be very hot.)

For full instructions on making and experimenting with propellers, read the rest of this science project!
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Learn about Inventions: Airplane, Light Bulb, Telephone

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What if the only way you could communicate with someone living in another city was by mailing them a letter, one that might take weeks to get delivered? (Even with our modern technology, it still takes at least two weeks for mail to get to some countries.)

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Second Industrial Revolution and Bessemer Process Website: https://courses.lumenlearning.com/boundless-ushistory/chapter/the-second-industrial-revolution/
Inventions Websites: 1) https://learning-center.homesciencetools.com/article/modern-inventions-airplane-light-bulb-telephone/
2) https://www.history.com/topics/inventions/automobiles
The Rise of Big Business Video: https://youtu.be/yzNXjvy5gi0
The Rise of the Labor Movement Picture: http://jwa.org/sites/jwa.org/files/styles/artifacts/public/mediaobjects/Labor-Movement-1.jpg?itok=pIgQU1aC

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American Imperialism (Spanish-American War) 

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American Imperialism (Spanish-American War) 

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American Imperialism: The Spanish-American War | DPLA

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The Digital Public Library of America brings together the riches of America’s libraries, archives, and museums, and makes them freely available to the world.

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Political Corruption and Progressive Government Reform

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Political Corruption and Progressive Government Reform

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Women's Rights (Temperance and Suffrage)

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Women's Rights (Temperance and Suffrage)

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Just the table.

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Abolition, Women's Rights, and Temperance Movements - Women's Rights National Historical Park (U.S. National Park Service)

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The early women's rights movement built upon the principles and experiences of other efforts to promote social justice and to improve the human condition. Collectively these efforts are known as reform. Among these were the Abolition and Temperance movements.The personal and historical relationships that came together, and at times split apart the movement for women's rights existed before 1848, have progressed over the subsequent century and a half.

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American Imperialism Website: https://dp.la/primary-source-sets/american-imperialism-the-spanish-american-war
Immigration Video:https://youtu.be/titegSf7jgY
Political Corruption Picture:
http://www.americanyawp.com/text/wp-content/uploads/LoC-01990u-WJB-Shall-the-People-Rule1.jpg
Women Rights Website: https://www.nps.gov/wori/learn/historyculture/abolition-womens-rights-and-temperance-movements.htm

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The Assassination of Archduke Franz Ferdinand 

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The Assassination of Archduke Franz Ferdinand 

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First paragraph

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Archduke Franz Ferdinand of Austria and his wife Sophie are shot to death by a Bosnian Serb nationalist during an official visit to the Bosnian capital of Sarajevo on June 28, 1914. The killings sparked a chain of events that led to the outbreak of World War I by early August. On June 28, 1919, five years to the day after Franz Ferdinand's death, Germany and the Allied Powers signed the Treaty of Versailles, officially marking the end of World War I.

The archduke traveled to Sarajevo in June 1914 to inspect the imperial armed forces in Bosnia and Herzegovina, annexed by Austria-Hungary in 1908. The annexation had angered Serbian nationalists, who believed the territories should be part of Serbia. A group of young nationalists hatched a plot to kill the archduke during his visit to Sarajevo, and after some missteps, 19-year-old Gavrilo Princip was able to shoot the royal couple at point-blank range, while they traveled in their official procession, killing both almost instantly.

The assassination set off a rapid chain of events, as Austria-Hungary immediately blamed the Serbian government for the attack. As large and powerful Russia supported Serbia, Austria asked for assurances that Germany would step in on its side against Russia and its allies, including France and possibly Great Britain. On July 28, Austria-Hungary declared war on Serbia, and the fragile peace between Europe's great powers collapsed, beginning the devastating conflict now known as the First World War.

After more than four years of bloodshed, the Great War ended on November 11, 1918, after Germany, the last of the Central Powers, surrendered to the Allies. At the peace conference in Paris in 1919, Allied leaders would state their desire to build a post-war world that was safe from future wars of such enormous scale. The Versailles Treaty, signed on June 28, 1919, tragically failed to achieve this objective. U.S. President Woodrow Wilson's grand dreams of an international peace-keeping organization faltered when put into practice as the League of Nations. Even worse, the harsh terms imposed on Germany, the war's biggest loser, led to widespread resentment of the treaty and its authors in that country-a resentment that would culminate in the outbreak of the Second World War two decades later.

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Austria's Archduke Ferdinand assassinated | June 28, 1914 | HISTORY

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Archduke Franz Ferdinand of Austria and his wife Sophie are shot to death by a Bosnian Serb nationalist during an official visit to the Bosnian capital of Sarajevo on June 28, 1914. The killings sparked a chain of events that led to the outbreak of World War I by early August.

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by A. Torrey McLean
Reprinted with permission from Tar Heel Junior Historian, Spring 1993.
Tar Heel Junior Historian Association, NC Museum of History

See also: WWI: Life on the Western Front

One of the saddest facts about World War I is that millions died needlessly because military and civilian leaders were slow to adapt their old-fashioned strategies and tactics to the new weapons of 1914. New technology made war more horrible and more complex than ever before. The United States and other countries felt the effects of the war for years afterwards.

The popular image of World War I is soldiers in muddy trenches and dugouts, living miserably until the next attack. This is basically correct. Technological developments in engineering, metallurgy, chemistry, and optics had produced weapons deadlier than anything known before. The power of defensive weapons made winning the war on the western front all but impossible for either side.

When attacks were ordered, Allied soldiers went "over the top," climbing out of their trenches and crossing no-man's-land to reach enemy trenches. They had to cut through belts of barbed wire before they could use rifles, bayonets, pistols, and hand grenades to capture enemy positions. A victory usually meant they had seized only a few hundred yards of shell-torn earth at a terrible cost in lives. Wounded men often lay helpless in the open until they died. Those lucky enough to be rescued still faced horrible sanitary conditions before they could be taken to proper medical facilities. Between attacks,the snipers, artillery, and poison gas caused misery and death.

Airplanes, products of the new technology, were primarily made of canvas, wood, and wire. At first they were used only to observe enemy troops. As their effectiveness became apparent, both sides shot planes down with artillery from the ground and with rifles, pistols, and machine guns from other planes. In 1916, the Germans armed planes with machine guns that could fire forward without shooting off the fighters' propellers. The Allies soon armed their airplanes the same way, and war in the air became a deadly business. These light, highly maneuverable fighter planes attacked each other in wild air battles called dogfights. Pilots who were shot down often remained trapped in their falling, burning planes, for they had no parachutes. Airmen at the front did not often live long. Germany also used its fleet of huge dirigibles, or zeppelins, and large bomber planes to drop bombs on British and French cities. Britain retaliated by bombing German cities.

Back on the ground, the tank proved to be the answer to stalemate in the trenches. This British invention used American-designed caterpillar tracks to move the armored vehicle equipped with machine guns and sometimes light cannon. Tanks worked effectively on firm, dry ground, in spite of their slow speed, mechanical problems, and vulnerability to artillery. Able to crush barbed wire and cross trenches, tanks moved forward through machine gun fire and often terrified German soldiers with their unstoppable approach.

Chemical warfare first appeared when the Germans used poison gas during a surprise attack in Flanders, Belgium, in 1915. At first, gas was just released from large cylinders and carried by the wind into nearby enemy lines. Later, phosgene and other gases were loaded into artillery shells and shot into enemy trenches. The Germans used this weapon the most, realizing that enemy soldiers wearing gas masks did not fight as well. All sides used gas frequently by 1918. Its use was a frightening development that caused its victims a great deal of suffering, if not death.

Both sides used a variety of big guns on the western front, ranging from huge naval guns mounted on railroad cars to short-range trench mortars. The result was a war in which soldiers near the front were seldom safe from artillery bombardment. The Germans used super-long-range artillery to shell Paris from almost eighty miles away. Artillery shell blasts created vast, cratered, moonlike landscapes where beautiful fields and woods had once stood.

Perhaps the most significant technological advance during World War I was the improvement of the machine gun, a weapon originally developed by an American, Hiram Maxim. The Germans recognized its military potential and had large numbers ready to use in 1914. They also developed air-cooled machine guns for airplanes and improved those used on the ground, making them lighter and easier to move. The weapon's full potential was demonstrated on the Somme battlefield in July 1916 when German machine guns killed or wounded almost 60,000 British soldiers in only one day.

At sea, submarines attacked ships far from port. In order to locate and sink German U-boats, British scientists developed underwater listening devices and underwater explosives called depth charges. Warships became faster and more powerful than ever before and used newly invented radios to communicate effectively. The British naval blockade of Germany, which was made possible by developments in naval technology, brought a total war to civilians. The blockade caused a famine that finally brought about the collapse of Germany and its allies in late 1918. Starvation and malnutrition continued to take the lives of German adults and children for years after the war.

The firing stopped on November 11, 1918, but modern war technology had changed the course of civilization. Millions had been killed, gassed, maimed, or starved. Famine and disease continued to rage through central Europe, taking countless lives. Because of rapid technological advances in every area, the nature of warfare had changed forever, affecting soldiers, airmen, sailors, and civilians alike.
A. Torrey McLean, a former United States Army officer who served in Vietnam, studied World War I for more than thirty years, personally interviewing a number of World War I veterans.

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by A. Torrey McLean Reprinted with permission from Tar Heel Junior Historian, Spring 1993. Tar Heel Junior Historian Association, NC Museum of History See also: WWI: Life on the Western Front One of the saddest facts about World War I is that millions died needlessly because military and civilian leaders were slow to adapt their old-fashioned strategies and tactics to the new weapons of 1914.

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Watch: Why the U.S. Entered World War I, in 1 Minute

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How Was Peace Established at the End of WWl

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How Was Peace Established at the End of WWl

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The Treaty of Versailles, What Did the Big Three Want? 1/2

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Some textbooks address the implications of these changes. As a powerful symbol of modernity, the automobile represented individual freedom, mobility, and independence. The car also linked the profound economic changes (especially the rise of big business) to the pursuit of personal happiness through consumption.

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Black Tuesday/Stock Market Crash of 1929

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Black Tuesday/Stock Market Crash of 1929

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Stock Market Crash: 1929 & Black Tuesday | HISTORY

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The Stock Market Crash of 1929 ushered in the Great Depression, as some 16 million shares were traded on Black Tuesday, Oct. 29, 1929, wiping out many investors.

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Business Cycle/Causes of the Great Depression

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Business Cycle/Causes of the Great Depression

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The Great Depression: Causes & Repercussions —  US Economic History 7

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President Roosevelt´s New Deal/Plan to End the Great Depression

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President Roosevelt´s New Deal/Plan to End the Great Depression

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Rise of Totalitarianism in Europe in the 1930

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Rise of Totalitarianism in Europe in the 1930

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The road to war

After World War I most Americans concluded that participating in international affairs had been a mistake. They sought peace through isolation and throughout the 1920s advocated a policy of disarmament and nonintervention. As a result, relations with Latin-American nations improved substantially under Hoover, an anti-imperialist. This enabled Roosevelt to establish what became known as the Good Neighbor Policy, which repudiated altogether the right of intervention in Latin America. By exercising restraint in the region as a whole and by withdrawing American occupation forces from the Caribbean, Roosevelt increased the prestige of the United States in Latin America to its highest level in memory.

As the European situation became more tense, the United States continued to hold to its isolationist policy. Congress, with the approval of Roosevelt and Secretary of State Cordell Hull, enacted a series of neutrality laws that legislated against the factors that supposedly had taken the United States into World War I. As Italy prepared to invade Ethiopia, Congress passed the Neutrality Act of 1935, embargoing shipment of arms to either aggressor or victim. Stronger legislation followed the outbreak of the Spanish Civil War in 1936, in effect penalizing the Spanish government, whose fascist enemies were receiving strong support from Benito Mussolini and Adolf Hitler.

National Archives, Washington, D.C.

In the Pacific Roosevelt continued Hoover's policy of nonrecognition of Japan's conquests in Asia. When Japan invaded China in 1937, however, he seemed to begin moving away from isolationism. He did not invoke the Neutrality Act, which had just been revised, and in October he warned that war was like a disease and suggested that it might be desirable for peace-loving nations to " quarantine" aggressor nations. He then quickly denied that his statement had any policy implications, and by December, when Japanese aircraft sank a U.S. gunboat in the Yangtze River, thoughts of reprisal were stifled by public apathy and by Japan's offer of apologies and indemnities. With strong public opposition to foreign intervention, Roosevelt concentrated on regional defense, continuing to build up the navy and signing mutual security agreements with other governments in North and South America.

When Germany's invasion of Poland in 1939 touched off World War II, Roosevelt called Congress into special session to revise the Neutrality Act to allow belligerents (in reality only Great Britain and France, both on the Allied side) to purchase munitions on a cash-and-carry basis. With the fall of France to Germany in June 1940, Roosevelt, with heavy public support, threw the resources of the United States behind the British. He ordered the War and Navy departments to resupply British divisions that had been rescued at Dunkirk minus their weaponry, and in September he agreed to exchange 50 obsolescent destroyers for 99-year leases on eight British naval and air bases in the Western Hemisphere.

The question of how much and what type of additional aid should be given to the Allies became a major issue of the election of 1940, in which Roosevelt ran for an unprecedented third term. Public opinion polls, a new influence upon decision makers, showed that most Americans favoured Britain but still wished to stay out of war. Roosevelt's opponent, Wendell Willkie, capitalized on this and rose steadily in the polls by attacking the president as a warmonger. An alarmed Roosevelt fought back, going so far as to make what he knew was an empty promise. "Your boys," he said just before the election, "are not going to be sent into any foreign wars." In truth, both candidates realized that U.S. intervention in the war might become essential, contrary to their public statements. Roosevelt won a decisive victory.

Upon being returned to office, Roosevelt moved quickly to aid the Allies. His Lend-Lease Act, passed in March 1941 after vehement debate, committed the United States to supply the Allies on credit. When Germany, on March 25, extended its war zone to include Iceland and the Denmark Strait, Roosevelt retaliated in April by extending the American Neutrality Patrol to Iceland. In July the United States occupied Iceland, and U.S. naval vessels began escorting convoys of American and Icelandic ships. That summer Lend-Lease was extended to the Soviet Union after it was invaded by Germany. In August Roosevelt met with the British prime minister, Winston Churchill, off the coast of Newfoundland to issue a set of war aims known as the Atlantic Charter. It called for national self-determination, larger economic opportunities, freedom from fear and want, freedom of the seas, and disarmament.

Although in retrospect U.S. entry into World War II seems inevitable, in 1941 it was still the subject of great debate. Isolationism was a great political force, and many influential individuals were determined that U.S. aid policy stop short of war. In fact, as late as August 12, 1941, the House of Representatives extended the Selective Training and Service Act of 1940 by a vote of only 203 to 202. Despite isolationist resistance, Roosevelt pushed cautiously forward. In late August the navy added British and Allied ships to its Icelandic convoys. Its orders were to shoot German and Italian warships on sight, thus making the United States an undeclared participant in the Battle of the Atlantic. During October one U.S. destroyer was damaged by a German U-boat and another was sunk. The United States now embarked on an undeclared naval war against Germany, but Roosevelt refrained from asking for a formal declaration of war. According to public opinion polls, a majority of Americans still hoped to remain neutral.

The war question was soon resolved by events in the Pacific. As much as a distant neutral could, the United States had been supporting China in its war against Japan, yet it continued to sell Japan products and commodities essential to the Japanese war effort. Then, in July 1940, the United States applied an embargo on the sale of aviation gas, lubricants, and prime scrap metal to Japan. When Japanese armies invaded French Indochina in September with the apparent purpose of establishing bases for an attack on the East Indies, the United States struck back by embargoing all types of scrap iron and steel and by extending a loan to China. Japan promptly retaliated by signing a limited treaty of alliance, the Tripartite Pact, with Germany and Italy. Roosevelt extended a much larger loan to China and in December embargoed iron ore, pig iron, and a variety of other products.

Japan and the United States then entered into complex negotiations in the spring of 1941. Neither country would compromise on the China question, however, Japan refusing to withdraw and the United States insisting upon it. Believing that Japan intended to attack the East Indies, the United States stopped exporting oil to Japan at the end of the summer. In effect an ultimatum, since Japan had limited oil stocks and no alternative source of supply, the oil embargo confirmed Japan's decision to eliminate the U.S. Pacific Fleet and to conquer Southeast Asia, thereby becoming self-sufficient in crude oil and other vital resources. By the end of November Roosevelt and his military advisers knew (through intercepted Japanese messages) that a military attack was likely; they expected it to be against the East Indies or the Philippines. To their astonishment, on December 7 Japan directed its first blow against naval and air installations in Hawaii. In a bold surprise attack, Japanese aircraft destroyed or damaged 18 ships of war at Pearl Harbor, including the entire battleship force, and 347 planes. Total U.S. casualties amounted to 2,403 dead and 1,178 wounded.

On December 8, 1941, Congress with only one dissenting vote declared war against Japan. Three days later Germany and Italy declared war against the United States; and Congress, voting unanimously, reciprocated. As a result of the attack on Pearl Harbor, the previously divided nation entered into the global struggle with virtual unanimity.

The United States at war

Although isolationism died at Pearl Harbor, its legacy of unpreparedness lived on. Anticipating war, Roosevelt and his advisers had been able to develop and execute some plans for military expansion, but public opinion prohibited large-scale appropriations for armament and defense. Thus, when Pearl Harbor was attacked, the United States had some 2,200,000 men under arms, but most were ill-trained and poorly equipped. Barely a handful of army divisions even approached a state of readiness. The Army Air Corps possessed only 1,100 combat planes, many of which were outdated. The navy was better prepared, but it was too small to fight a two-ocean war and had barely been able to provide enough ships for convoy duty in the North Atlantic. Eventually more than 15,000,000 men and women would serve in the armed forces, but not until 1943 would the United States be strong enough to undertake large-scale offensive operations. (For U.S. military involvement in World War II, see the article World War II.)

War production

Roosevelt had begun establishing mobilization agencies in 1939, but none had sufficient power or authority to bring order out of the chaos generated as industry converted to war production. He therefore created the War Production Board in January 1942 to coordinate mobilization, and in 1943 an Office of War Mobilization was established to supervise the host of defense agencies that had sprung up in Washington, D.C. Gradually, a priorities system was devised to supply defense plants with raw materials; a synthetic rubber industry was developed from scratch; rationing conserved scarce resources; and the Office of Price Administration kept inflation under control.

After initial snarls and never-ending disputes, by the beginning of 1944 production was reaching astronomical totals-double those of all the enemy countries combined. Hailed at the time as a production miracle, this increase was about equal to what the country would have produced in peacetime, assuming full employment. War production might have risen even higher if regulation of civilian consumption and industry had been stricter.

Scientists, under the direction of the Office of Scientific Research and Development, played a more important role in production than in any previous war, making gains in rocketry, radar and sonar, and other areas. Among the new inventions was the proximity fuze, which contained a tiny radio that detonated an artillery shell in the vicinity of its target, making a direct hit unnecessary. Of greatest importance was the atomic bomb, developed by scientists in secrecy and first tested on July 6, 1945.

Financing the war

The total cost of the war to the federal government between 1941 and 1945 was about $321,000,000,000 (10 times as much as World War I). Taxes paid 41 percent of the cost, less than Roosevelt requested but more than the World War I figure of 33 percent. The remainder was financed by borrowing from financial institutions, an expensive method but one that Congress preferred over the alternatives of raising taxes even higher or making war bond purchases compulsory. In consequence the national debt increased fivefold, amounting to $259,000,000,000 in 1945. The Revenue Act of 1942 revolutionized the tax structure by increasing the number who paid income taxes from 13,000,000 to 50,000,000. At the same time, through taxes on excess profits and other sources of income, the rich were made to bear a larger part of the burden, making this the only period in modern history when wealth was significantly redistributed.

Social consequences of the war

Despite the vast number of men and women in uniform, civilian employment rose from 46,000,000 in 1940 to more than 53,000,000 in 1945. The pool of unemployed men dried up in 1943, and further employment increases consisted of women, minorities, and over- or underage males. These were not enough to meet all needs, and by the end of the year a manpower shortage had developed.

One result of this shortage was that blacks made significant social and economic progress. Although the armed forces continued to practice segregation, as did Red Cross blood banks, Roosevelt, under pressure from blacks, who were outraged by the refusal of defense industries to integrate their labour forces, signed Executive Order 8802 on June 25, 1941. It prohibited racial discrimination in job training programs and by defense contractors and established a Fair Employment Practices Committee to insure compliance. By the end of 1944 nearly 2,000,000 blacks were at work in defense industries. As black contributions to the military and industry increased, so did their demands for equality. This sometimes led to racial hostilities, as on June 20, 1943, when mobs of whites invaded the black section of Detroit. Nevertheless, the gains offset the losses. Lynching virtually died out, several states outlawed discriminatory voting practices, and others adopted fair employment laws.

Full employment also resulted in raised income levels, which, through a mixture of price and wage controls, were kept ahead of inflation. Despite both this increase in income and a no-strike pledge given by trade union leaders after Pearl Harbor, there were numerous labour actions. Workers resented wage ceilings because much of their increased income went to pay taxes and was earned by working overtime rather than through higher hourly rates. In consequence, there were almost 15,000 labour stoppages during the war at a cost of some 36,000,000 man-days. Strikes were greatly resented, particularly by the armed forces, but their effects were more symbolic than harmful. The time lost amounted to only one-ninth of 1 percent of all hours worked.

Because Pearl Harbor had united the nation, few people were prosecuted for disloyalty or sedition, unlike during World War I. The one glaring exception to this policy was the scandalous treatment of Japanese and Americans of Japanese descent. In 1942, on the basis of groundless racial fears and suspicions, virtually the entire Japanese-American population of the West Coast, amounting to 110,000 persons, was rounded up and imprisoned in "relocation" centres, which the inmates regarded as concentration camps. The Japanese-Americans lost their liberty, and in most cases their property as well, despite the fact that the Federal Bureau of Investigation, which had already arrested those individuals it considered security risks, had verified their loyalty.

Records of the War Relocation Authority, National Archives, Washington, D.C.

The 1944 election

Roosevelt soundly defeated Gov. Thomas E. Dewey of New York in the 1944 election, but his margin of victory was smaller than it had been previously. His running mate, chosen by leaders who disliked former vice president Henry A. Wallace for his extreme liberalism, was Sen. Harry S. Truman of Missouri, a party Democrat who had distinguished himself by investigating fraud and waste among war contractors.

UPI/Bettmann Archive

The new U.S. role in world affairs

The U.S. entry into World War II had brought an end to isolation, and President Roosevelt was determined to prevent a retreat into isolationism once the war was over. After a series of conferences in December 1941, Roosevelt and Prime Minister Churchill announced the formation of the United Nations, a wartime alliance of 26 nations. In 1943 Roosevelt began planning the organization of a postwar United Nations, meeting with congressional leaders to assure bipartisan support. The public supported Roosevelt's efforts, and that fall Congress passed resolutions committing the United States to membership in an international body "with power adequate to establish and to maintain a just and lasting peace." Finally, in the spring of 1945, delegates from 50 nations signed the charter for a permanent United Nations. In addition to political harmony, Roosevelt promoted economic cooperation, and, with his full support, in 1944 the World Bank and the International Monetary Fund were created to bar a return of the cutthroat economic nationalism that had prevailed before the war.

Throughout the war Roosevelt met with Churchill and Stalin to plan military strategy and postwar policy. His last great conference with them took place at Yalta in Crimea in February 1945. There policies were agreed upon to enforce the unconditional surrender of Germany, to divide it into zones for occupation and policing by the respective Allied forces, and to provide democratic regimes in eastern European nations. A series of secret agreements were also made at Yalta; chief among these was the Soviet pledge to enter the war against Japan after the German surrender, in return for concessions in East Asia.

Roosevelt died suddenly of a cerebral hemorrhage on April 12 and was succeeded by Truman. In the following months the German armed forces collapsed, and on May 7 all German forces surrendered. In the Pacific the invasions of Iwo Jima and Okinawa in early 1945 brought Japan under a state of siege. In the summer, before an invasion could take place, the United States dropped atomic bombs on Hiroshima and Nagasaki. On September 2 the surrender of Japan was signed in Tokyo harbour on the battleship Missouri.
Frank Freidel William L. O'Neill

The United States since 1945

The peak Cold War years, 1945-60

The Truman Doctrine and containment

Truman, who had been chosen as vice president for domestic political reasons, was poorly prepared to assume the presidency. He had no experience of foreign affairs, knew little about Roosevelt's intentions, and was intimidated by the giant shoes he now had to fill. His first decisions were dictated by events or plans already laid. In July, two months after the German forces surrendered, he met at Potsdam, Germany, with Stalin and Churchill (who was succeeded at the conference by Clement Attlee) to discuss future operations against Japan and a peace settlement for Europe. Little was accomplished, and there would not be another meeting between Soviet and American heads of state for 10 years.

Hopes that good relations between the superpowers would ensure world peace soon faded as a result of the Stalinization of eastern Europe and Soviet support of communist insurgencies in various parts of the globe. Events came to a head in 1947 when Britain, weakened by a failing economy, decided to pull out of the eastern Mediterranean. This would leave both Greece, where a communist-inspired civil war was raging, and Turkey to the mercies of the Soviet Union. Truman now came into his own as a national leader, asking Congress to appropriate aid to Greece and Turkey and asserting, in effect, that henceforth the United States must help free peoples in general to resist communist aggression. This policy, known as the Truman Doctrine, has been criticized for committing the United States to the support of unworthy regimes and for taking on greater burdens than it was safe to assume. At first, however, the Truman Doctrine was narrowly applied. Congress appropriated $400 million for Greece and Turkey, saving both from falling into unfriendly hands, and thereafter the United States relied mainly on economic assistance to support its foreign policy.

The keystone of this policy, and its greatest success, was the European Recovery Program, usually called the Marshall Plan. Europe's economy had failed to recover after the war, its paralysis being worsened by the exceptionally severe winter of 1946-47. Thus, in June 1947 Secretary of State George C. Marshall proposed the greatest foreign-aid program in world history in order to bring Europe back to economic health. In 1948 Congress created the Economic Cooperation Administration and over the next five years poured some $13 billion worth of aid into western Europe. (Assistance was offered to Eastern-bloc countries also, but they were forced by Stalin to decline.) The plan restored economic vitality and confidence to the region, while undermining the local communist parties. In 1949 Truman proposed extending similar aid to underdeveloped nations throughout the world, but the resulting Point Four Program was less successful than the Marshall Plan. Experience showed that it was easier to rebuild a modern industrial economy than to develop one from scratch.

U.S. policy for limiting Soviet expansion had developed with remarkable speed. Soon after the collapse of hopes for world peace in 1945 and 1946, the Truman administration had accepted the danger posed by Soviet aggression and resolved to shore up noncommunist defenses at their most critical points. This policy, known as containment, a term suggested by its principal framer, George Kennan, resulted in the Truman Doctrine and the Marshall Plan, as well as in the decision to make the western zones of Germany (later West Germany) a pillar of strength. When the Soviet Union countered this development in June 1948 by blocking all surface routes into the western-occupied zones of Berlin, Britain and the United States supplied the sectors by air for almost a year until the Soviet Union called off the blockade. A logical culmination of U.S. policy was the creation in 1949 of the North Atlantic Treaty Organization (NATO), a military alliance among 12 (later 16) nations to resist Soviet aggression.

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Containment worked less well in Asia. In December 1945 Truman sent General Marshall to China with instructions to work out an agreement between the communist rebels and the Nationalist government of Chiang Kai-shek. This was an impossible task, and in the subsequent fighting Mao Zedong's communist forces prevailed. The Nationalist government fled to Taiwan in 1949, and the United States then decided to concentrate its East Asian policy upon strengthening occupied Japan, with much better results.

Postwar domestic reorganization

After the end of World War II the vast U.S. military establishment was dismantled, its strength falling from 12 million men and women to about 1.5 million in 1947. The navy and army air forces remained the world's strongest, however, and the U.S. monopoly of atomic weapons seemed to ensure security. In 1946 the United States formed an Atomic Energy Commission for purposes of research and development. The armed forces were reorganized under a secretary of defense by the National Security Act of 1947, which also created the U.S. Air Force as an independent service. In 1949 the services were brought together in a single Department of Defense, though each retained considerable autonomy. In that same year the Soviet Union exploded its own atomic device, opening an era of intense nuclear, and soon thermonuclear, competition.

Peace brought with it new fears. Demobilizing the armed forces might result in massive unemployment and another depression. Or, conversely, the huge savings accumulated during the war could promote runaway inflation. The first anxiety proved groundless, even though government did little to ease the transition to a peacetime economy. War contracts were canceled, war agencies diminished or dissolved, and government-owned war plants sold to private parties. But, after laying off defense workers, manufacturers rapidly tooled up and began producing consumer goods in volume. The housing industry grew too, despite shortages of every kind, thanks to mass construction techniques pioneered by the firm of Levitt and Sons, Inc., and other developers. All this activity created millions of new jobs. The Serviceman's Readjustment Act of 1944, known as the G.I. Bill of Rights, also helped ease military personnel back into civilian life. It provided veterans with loans, educational subsidies, and other benefits.

Inflation was more troublesome. Congress lacked enthusiasm for wartime price controls and in June 1946 passed a bill preserving only limited controls. Truman vetoed the bill as inadequate, controls expired, and prices immediately soared. Congress then passed an even weaker price-control bill, which Truman signed. Nevertheless, by the end of the year, most price and wage controls had been lifted. In December the Office of Price Administration began to close down. As a result, the consumer price index did not stabilize until 1948, when prices were more than a third above the 1945 level, while wage and salary income had risen by only about 15 percent.

Truman's difficulties with Congress had begun in September 1945 when he submitted a 21-point domestic program, including proposals for an expansion of social security and public housing and for the establishment of a permanent Fair Employment Practices Act banning discrimination. These and subsequent liberal initiatives, later known as the Fair Deal, were rejected by Congress, which passed only the Employment Act of 1946. This clearly stated the government's responsibility for maintaining full employment and established a Council of Economic Advisers to advise the president.

Truman's relations with Congress worsened after the 1946 elections. Voters, who were angered by the price-control debacle, a wave of strikes, and Truman's seeming inability to lead or govern, gave control of both houses of Congress to Republicans for the first time since 1928. The president and the extremely conservative 80th Congress battled from beginning to end, not over foreign policy, where bipartisanship prevailed, but over domestic matters. Congress passed two tax reductions over Truman's vetoes and in 1947, again over Truman's veto, passed the Taft-Hartley Act, which restricted unions while extending the rights of management. Congress also rejected various liberal measures submitted by Truman, who did not expect the proposals to pass but wanted Congress on record as having opposed important social legislation.

By 1948, Truman had won support for his foreign policy, but he was expected to lose the presidential election that year because of his poor domestic record. Polls showed him lagging behind Dewey, again the Republican nominee, and to make matters worse the Democratic Party splintered. Former vice president Henry A. Wallace headed the Progressive Party ticket, which pledged to improve Soviet-American relations whatever the cost. Southerners, known as Dixiecrats, who were alienated by the Democratic Party's strong civil rights plank, formed the States' Rights Democratic Party and nominated Gov. Strom Thurmond of South Carolina for president. These defections appeared to ensure Truman's defeat. Instead Truman won handily, receiving almost as many votes as his opponents combined. His support came largely from labour, which was upset by the Republican passage of the Taft-Hartley Act, from blacks, who strongly supported the Democrats' civil rights provisions, and from farmers, who preferred the higher agricultural subsidies promised by the Democrats, especially at a time when commodity prices were falling.

The Democrats regained control of Congress in 1948, but Truman's relations with that body continued to be troubled. In January 1949 he asked for a broad range of Fair Deal measures, with uneven results. Congress did approve a higher minimum wage, the extension of social security to 10 million additional persons, more public works, larger sums for the TVA and for rural electrification, and the Housing Act of 1949, which authorized construction of 810,000 units for low-income families. Truman failed, however, to persuade Congress to repeal Taft-Hartley, to reform the agricultural subsidy system, to secure federal aid to education, to adopt his civil rights program, or, most importantly, to accept his proposal for national health insurance. He succeeded nevertheless in protecting the New Deal principle of federal responsibility for social welfare, and he helped form the Democratic agenda for the 1960s.

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United States - World War II: After World War I most Americans concluded that participating in international affairs had been a mistake. They sought peace through isolation and throughout the 1920s advocated a policy of disarmament and nonintervention. As a result, relations with Latin-American nations improved substantially under Hoover, an anti-imperialist.

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The Assassination of Archduke Franz Ferdinand:
https://www.history.com/this-day-in-history/archduke-ferdinand-assassinated
Technology in WW1:
https://www.ncpedia.org/wwi-technology-and-weapons-war
American Involvement in WWl:
http://time.com/4717078/america-wwi-history-video/
How was peaces established at End of WWl:
https://youtu.be/vrYhLNQMRro
The rise of the automobile:
https://teachinghistory.org/history-content/beyond-the-textbook/24073
The 18th amendment:
https://media-cdn.tripadvisor.com/media/photo-s/14/5d/e6/da/18th-amendment.jpg

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Black Tuesday/Stock market crash:
https://www.history.com/topics/great-depression/1929-stock-market-crash
Business Cycle and Causes of the Great Depression:
https://youtu.be/JMSO8Yhnktw
Roosevelt´s New Deals and the End of the Great Depression:
https://web.stanford.edu/class/e297c/poverty_prejudice/soc_sec/hgreat.htm
The Dust Bowl:  https://upload.wikimedia.org/wikipedia/commons/e/ef/Dust_Bowl_-_Dallas%2C_South_Dakota_1936.jpg
The Rise of Totalitarianism: https://youtu.be/lz2ba85HQqk
American involvement in WWll:
https://www.britannica.com/place/United-States/World-War-II