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American History

Research Paper

CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT

Curriculum Leader, History/Social Science

997-8000, ext. 2956

General Requirements

Must be a Research Paper

Three to five pages or 750 – 1200 words

12 point font

MLA format

Honors Course must be a true thesis. Regular class may be a thesis or expository writing

Completed by the end of May

No more than 10% of a student’s grade

References in the LBUSDReading and Writing Handbook

Steps in writing a Research Paper Page 70

Bibliography Cards Page 72

Documenting Bibliographic Entries Page 73

Preparing Note Cards ` Page 79

Outlining Page 80

Documenting Sources Page 81

Works Cited Page 84

Format Page 84

CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENTCurriculum Leader, History/Social Science997-8000, ext. 2956


Curriculum Leader, History/Social Science997-8000, ext. 2956

United States History Research Paper

September 8, 2004

Dear Parents and Student,

All history students in the Long Beach Unified School District are required to write a United States History

Research Paper as a course requirement. We will start our research on or by

_____________________________. Throughout the year students will submit a variety of research

components. Students will be awarded a grade for ___________________________________, accuracy and

content for History. To complete this assignment successfully students should plan their time. Please

discuss the United States History Research Paper due dates and requirements attached. Let me know if you

have any questions.

Thank you,

History Teacher

I have read and understand the due dates and research steps for United States History.

Student Name (please print) _________________________________ Date ______________________

Student Signature _________________________________ Parent Signature _____________________

Approved:

Co-PrincipalOficina de Programas Académicos, Instrucción y

Perfeccionamiento del PersonalLíder del Programa Académico, Historia/Ciencias Sociales997-8000, ext. 2956

Composición de Investigación de Historia de los Estados Unidos

8 de septiembre del 2004

Estimados Padres de Familia y Estudiante:

Se requiere que todos los estudiantes de historia en el Distrito Escolar Unificado de Long Beach

escriban una composición de investigación de historia de los Estados Unidos como parte del requisito

del curso. Comenzaremos nuestra investigación en o cerca del _______________________________.

Durante el año los estudiantes entregarán una variedad de componentes de la investigación. Se les dará

a los estudiantes una calificación por _______________________________________, exactitud y

contenido de historia. Para completar esta asignatura exitosamente los estudiantes deberán planear bien

su tiempo. Por favor hable sobre las fechas para entregar la composición de investigación de historia y

los requisitos que se encuentran adjunto. Déjenme saber si tienen alguna pregunta.

Gracias,

Maestro/a de historia

He leído y entiendo las fechas y pasos para entregar la composición para la clase de Historia de los

Estados Unidos.

Nombre del estudiante (letra de molde)________________________________Fecha_______________

Firma del estudiante ____________________________Firma del padre__________________________

Aprobado por:

Co-Director

September, 2004

General Information: You will soon begin researching and writing about a twentieth century topic from United States History. Your topic must be narrow and focused on a particular person, place, event concept, movement, or theory. The goal of your thesis paper is to become an expert in your topic and demonstrate your expertise to the class. Your final paper will be at least five pages, typed, in manuscript format, with footnotes, a bibliography, and title page.

Your report must include the following:

1. Title Page:

Your title must be specific and focused. It can be presented as a question. Ex. How did the reduction of workday hours affect leisure time in late 19th century urban America?

2. Outline:

Before writing your rough draft, you will write an outline that helps to organize the evidence you gathered to prove your point.

3. Introduction:

Your introduction must begin with a thesis statement and at least three big ideas, most important to least important, from your research. The final sentence of your introduction will help the reader transition into your first and most important big idea.

4. Body:

The body of your research paper will focus on evidence that supports your thesis statement. Each body paragraph will follow your outline and connect back to your thesis statement. Each paragraph will have paraphrased or quoted information from one of your sources.

5. Conclusion:

The conclusion of your research paper reiterates all salient points and may bring in added connections. For instance, are there parallels with today? Do any other historical events connect with this event?

6. Bibliography:

Throughout your research paper you must footnote or parenthetically reference evidence. At the end of your report you must include a bibliography with at least five sources. Only one of the five can be from a website. Make sure your bibliography is written in MLA format.



United States History Research Paper Steps

Check these off as they are completed. All bolded are to be turned in.

1. Set work schedule/timetable

2. Define a topic (choose subject) 3. Gather background information in a general article (encyclopedia)

4. Read to narrow topic; write narrowing questions5. Draft a thesis statement6. Clarify required documentation style

7. Begin research and note taking

8. Evaluate materials including websites

9. Develop a rough bibliography10. Continue research and note taking

11. Find chart/graph/ timeline or create one. Cite where you found it.

12. Sort cards and show them to teacher13. Write an outline rough draft 14. Rewrite thesis statement15. Draft final outline 16. Read to fill-in any missing information in research

17. Write first draft 18. Write draft two, three, four...

19. Edit, format and double-check citations

20. Complete final draft and proofread


Curriculum Leader, History/Social Science

997-8000, ext. 2956

A thesis statement in a research (expository) report defines the main idea, or overall

purpose, of your report. It tells briefly and clearly what you want to show, tell, or

explain and it gives your report a focus. A clear one-sentence answer to your main

question will result in a good thesis statement.

The following questions will help you compose a thesis statement:

> What is your report's purpose or main idea?

> What are some of the most important ideas you learned in your research?

> What exactly do you want your readers to know?

Then, you're ready to write an outline.

Question: What were the benefits for the Sumerians to take care of the unpredictable

waters of the two rivers?

Thesis statement: The Sumerians needed to be close to the waters of the two rivers

and needed to control, maintain, and protect them in order to nourish and

become one of the first civilizations.

Question: How did Lincoln’s Gettysburg Address lead to the reunification of the United

States?

Writing a Thesis Statement

Thesis statement: Lincoln’s Gettysburg Address, though it acknowledged differences

between North and South, emphasized national unity as the best way to mend

the divisions of the Civil War.


RESEARCH REPORTMaking Source Cards ~

-As you find sources you will use for your report, write the following information about each source on a 3"x 5" index card. Number each source card in the upper right-hand corner .

BOOK: author, title, city of publication, publisher, copyright year

MAGAZINE ARTICLE: author, title of article, magazine, date, page numbers

ENCYCLOPEDIA ARTICLE: author (if given), title of article, and encyclopedia edition (year)

VIDEOTAPE: title, director or writer, if given, publisher, and year

WEBSITE : author, date of last update, date of research, and title

CDROM: author, title. publisher and year

EXAMPLE:

1 . Lava and Magma... Compton's Encvclopedia:>edia. 1990 ed.

Each source will have its own card.

Each source will be numbered.


As you read through your sources, you will write down facts and make other notes for your report.

Here are some suggestions for taking notes:

Write each note in the middle of an index card.

Write the note in your own words. If you copy someone's exact words, put quotation marks before and after the words.

In the upper left-hand corner of the note card, write a label (a word or phrase that tells what the note card is about).

In the upper right-hand corner, write the number or the source card that tells where you found the information.

In the lower right-hand corner, write the page number(s) where you found the information.

Continue researching until you feel you have sufficient notes for your report.

EXAMPLE:

Magma and Lava (label) 1 (Source card) magma = hot; liquid rock deep in earth (notes lava = magma when it erupts from volcano in your -mixed with gas & steam own words) I

p.89

(source page number)

Taking Notes

Criterion #1: AUTHORITY1. Is it clear who is responsible for the contents of the page?2. Is there a link to a page describing the purpose of the sponsoring organization?3. Is there a way of verifying the legitimacy of the page’s sponsor? That is, is there a phone number

or postal address to contact for more information? (Simply an email address is not enough.)4. Is it clear who wrote the material and are the author’s qualifications for writing on this topic

clearly stated?5. If the material is protected by copyright, is the name of the copyright holder given?

Criterion #2: ACCURACY1. Are the sources for any factual information clearly listed so they can be verified in another

source?2. Is the information free of grammatical, spelling, and typographical errors? (These kinds of errors

not only indicate a lack of quality control, but can actually produce inaccuracies in information.)3. Is it clear who has the ultimate responsibility for the accuracy of the content of the material?4. If there are charts and/or graphs containing statistical data, are the charts and/or graphs clearly

labeled and easy to read?

Criterion #3: OBJECTIVITY1. Is the information provided as a public service?2. Is the information free of advertising?3. If there is any advertising on the page, is it clearly differentiated from the informational content?

Criterion #4: CURRENCY1. Are there dates on the page to indicate:

a. When the page was written?b. When the page was first placed on the Web?c. When the page was last revised?

2. Are there any other indications that the material is kept current?3. If material is presented in graphs and/or charts, is it clearly stated when the data was gathered?4. If the information is published in different editions, is it clearly labeled what edition the page is

from?

Criterion #5: COVERAGE1. Is there an indication that the page has been completed, and is not still under construction?2. If there is a print equivalent to the Web page, is there a clear indication of whether the entire work

is available on the Web or only parts of it?3. If the material is from a work which is out of copyright (as is often the case with a dictionary or

thesaurus) has there been an effort to update the material to make it more current?

Note: The greater number of questions listed below answered “yes”, the more likely it is you can determine whether the source is of high information quality.


Questions to Ask About A Web Page

HISTORY

ANALYTICAL CHECKLIST FOR RESEARCH PAPERFor use as a rough draft revision tool

Not Evident Very Evident0 1 2 3 4 Fix-up

0 1 2 3 4 1. Does the paper have an informative title?

0 1 2 3 4 2. Does the writer’s introduction set the stage with contextual background?

0 1 2 3 4 3. Does the writer include a clear thesis statement?

0 1 2 3 4 4. Does the writer use primary and secondary sources to provide adequate and varied support for the thesis statement?

0 1 2 3 4 5. Does the writer fully analyze and evaluate the support of primary and secondary sources?

0 1 2 3 4 6. Does the writer document the sources within the paper using required sources with appropriate citations?

0 1 2 3 4 7. Does the conclusion reinforce the thesis and make connections to the topics historical significance or explain why it matters today?

0 1 2 3 4 8. Does the writer include a correctly formatted Works Cited list?

0 1 2 3 4 9. Is the paper well organized and readable?

0 1 2 3 4 10. Does the writer use a minimum of three different sources? For example, one from the internet, one from a book, and one from a primary source document.

0 1 2 3 4 11. Does the paper introduce quotations smoothly?

0 1 2 3 4 12. Is the writer’s tone appropriate for the audience and purpose?

0 1 2 3 4 13. Is the paper relatively free of errors in grammar and usage?

0 1 2 3 4 14. Is the paper relatively free of errors in spelling and mechanics?

Writer: _______________________________ Date: ____________________________


Advanced Proficient The writing:

Clearly includes all parts of the writing assignment Demonstrates a clear purpose and maintains a consistent point of view and focus Convincingly develops and supports the topic and/or thesis in well-organized paragraphs with specific,

well-chosen details using precise and varied vocabulary Includes an effective intro, supportive body, and logical conclusion Provides in-depth, relevant and accurate information from reliable sources Conveys expertise and demonstrates a thorough understanding of the topic and/or assignment

Proficient :The writing:

Addresses all parts of the writing assignment Demonstrates a general understanding of purpose and a mostly consistent point of view and focus Develops and/or supports the topic or thesis in logical paragraphs with some supporting details using

appropriate vocabulary Includes an appropriate introduction, body, and conclusion Provides adequate, relevant and accurate information from reliable sources Demonstrates knowledgeable and understanding of the topic and/or assignment

Partially ProficientThe writing:

Addresses only parts of the writing assignment Demonstrates little understanding of purpose, point-of-view and focus Attempts to write paragraphs, but with few supporting details using limited vocabulary or list of details Intro, body, and conclusion may be brief or confusing Provides limited information; may contain inaccuracies and irrelevant information Show some knowledge and understanding of the topic and/or assignment

Non-ProficientThe writing:

Demonstrates no understanding of assignment Has little paragraph structure with few/no details No evidence of intro, body, and conclusion, and writing shows little or no organization Provides little to no information Reveals little/no understanding of the topic and/or assignment

3

1

2

4

Expository Rubric

Curriculum, Instruction & Professional DevelopmentCurriculum Leader, History/Social Science, Ext. 2956

4 Advanced Proficient___________________________________________________________________The writing: Presents a clear, knowledgeable, and authoritative topic that defines and focuses the topic for the

audience. (K,S) Effectively demonstrates an in-depth understanding of the content in a well-defined, organized format.

(K,S) (Intro, Body, Conclusion) Supports the topic with significant and specific examples based upon accurate historical knowledge.

(K,A) Research paper may be presented in an insightful manner by going beyond the writing requirements.

(A) (Analysis) Produces an assignment with insignificant historical errors that are of little consequence. (K) Concludes the paper by directing the reader back to the topic and makes connections to the topics’

historical significance. (A) Produces a knowledgeable research paper using appropriate skills and vocabulary for that topic. (A) Successfully cites sources. (R) Correctly use valid sources.

3 Proficient____________________________________________________________________________The writing: Defines the topic. (K,S) Demonstrates a clear understanding of the content in an organized format. (K,S) Supports the topic with at least more than one in-depth historically accurate example. (K,A) Produces an assignment that may have an historical error, but balances it with accurate information.

(K) The conclusion restates the topic, and attempts to connect the topics to historical significance. (A) Produces an accurate essay using appropriate skills and vocabulary. (A) Attempts to cite sources. Uses at least one valid source.

2. Partially Proficient____________________________________________________________________The writing: Attempts to define the topic. (K,S) Demonstrates a limited understanding of the content and uses an unclear format. (K,S) Attempts to support the topic with a list of facts. (K,A) Produces an assignment that may have significant historical errors. (K) Attempts a conclusion but it may not support the thesis. (A) Produces an essay using some appropriate skills and vocabulary. (A) Incorrect use of sources. Lacks valid sources.

1 Non-Proficient________________________________________________________________________The writing:

Lacks a clear topic. (K,S) Demonstrates little understanding of the content and the information is fragmented and disorganized.

(K,S) May use names, events and places with no apparent connection to the topic. (K,A) Produces an assignment that has numerous errors in historical content and creates confusion. (K) Conclusion of the research report is vague or not evident. (A) No sources used.

0 ___________________________________________________________________________________The writing: Information is copied directly from the writing prompt. Responds off topic, or leaves the paper blank.

History Rubric

Curriculum, Instruction & Professional Development

Curriculum Leader, History/Social Science, Ext. 2956Fax 426-6318

A Partial List of Suggested SubjectsFrom Which to Develop United States History Research Questions

1. Abortion rights 41. Assimilation of Native Americans2. Affirmative action 42. Australian ballot3. African Americans/business 43. Automobile industry4. African Americans/segregation 44. Auto in the 1950s5. African Americans/churches 45. Auto pollution6. African Americans in cities 46. Automobile safety7. African Americans in politics 47. Auto and urban sprawl8. African Americans/education 48. Baby boom9. African Americans/pop culture 49. Baez, Joan10. African Americans/race riots 50. Baker, Josephine11. African Americans/Vietnam 51. Baker v. Carr12. African Americans/WWI 52. Bakke, Allan Paul13. African Americans/WWII 53. Baldwin, James14. Agent Orange 54. Barnum, P. T.15. Agnew, Spiro T. 55. Barton, Clara16. Agriculture Adjustment Act 56. Baruch, Bernard17. A.I.D.S. 57. Baseball18. Airline deregulation 58. Batista, Fulgencio19. Airline/first flight 59. Bay of Pigs20. Aircraft in WWI/WWII 60. Beach Boys21. Aircraft/Lindbergh 61. Beatles22. Alliance for Progress 62. Beatniks23. American Bandstand 63. Bell, Alexander Graham24. American Civil Liberties Union 64. Benton, Thomas Hart25. American Expeditionary Force 65. Berlin Airlift26. American Federation of Labor 66. Berlin Wall27. American Gothic 67. Bessemer process28. American Independent Party 68. Bicycles29.1

American Indian Movement 69. Bilingual Education Act

30. American Socialist Part 70. Bimetallism31. Amusement parks 71. Birmingham riots32. Anarchists 72. Blacklist33. Anderson, Marian 73. Blackmun, Harry A.34. Angelou, Maya 74. Black Panthers35. Anthony, Susan B. 75. Black Power36. Anti-Saloon League 76. Bonus Army

37. Argonne Forest/Battle of 77. Boulder Dam38. Armstrong, Louis 78. Boxer Protocol39. Armstrong, Neil 79. Bradley, Omar40. Assembly Lines 80. Brady, James

Partial List of Suggested Subjects From Which to Develop US History Research Questions Page 281. Brandeis, Louis D. 131. Civil Rights/March on Washington82. Brinkmanship 132. Civil Rights/Montgomery bus boycott83. Britain, Battle of 133. Civil Rights/NAACP84. Brown v. Board of Education 134. Civil Rights/President Nixon85. Bulge, Battle of 135. Civil Rights/Selma86. Bull Moose Party 136. Civil Rights/sit ins87. Bunche, Ralph 137. Civil Rights/separate but equal88. Burger, Warren 138. Civil Rights/Acts89. Business and Andrew Carnegie 139. Civil Service, The90. Business conglomerates 140. Civil Works Administration91. Business consolidation 141. Clean Air Act92. Business franchises 142. Clinton, Bill/Bosnia93. Business and the depression 143. Clinton, Bill/GATT94. Business regulation 144. Crocker, Joe95. Business/Social Darwinism 145. Cold War/Arms Race96. Business cycle 146. Cold War/Berlin97. Busing 147. Cold War/defense spending98. Butterfield, Andrew 148. Cold War/.John F. Kennedy99. California/air pollution 149. Cold War/U-2100. California/farm workers 150. Committee to Re-elect the President101. California/immigration 151. Communications/advances102. Cambodians in America 152. Communism/Cold War103. Camp David Accords 153. Communism/Hollywood104. Capitalism 154. Concentration Camps/WWII105. Capone, Al 155. Coney Island106. Capra, Frank 156. Congress/role in New Deal107. Carmichael, Stokley 157. Congress/women in108. Carnegie, Andrew 158. Congress of Industrial Organizations109. Carson, Rachel 159. Congress of Racial Equality110. Carter, Jimmy 160. Conscientious objectors111. Central Intelligence Agency 161. Conscription112. Century of Dishonor 162. Conservative Coalition113. Century of Progress 163. Contract with America114. Chain stores 164. Contras115. Challenger 165. Convoy system116. Chambers, Whittaker 166. Cotton Club, the117. Chaplin, Charlie 167. Counterculture118. Charter Schools 168. Cox, Archibald119. Chiang Kai-shek 169. Daugherty, Harry120. Chicago/1968 Democratic Convention 170. Dawes Severalty Act121. Chinese Exclusion Act 171. D-Day122. Christian Coalition 172. Dean, James123. Circus 173. Debate/Kennedy-Nixon124. Civil disobedience 174. De facto segregation125. Civil Rights/Birmingham 175. Deficit spending126. Civil Rights/Black Muslims 176. Deflation127. Civil Rights/President Carter 177. Dempsey, Jack128. Civil Rights/President Eisenhower 178. Détente129. Civil Rights/freedom riders 179. Direct primary130. Civil Rights/Malcolm X 180. Direct relief

Partial List of Suggested Subjects from Which to Develop US History Resource Questions Page 3181. Disney, Walt 231. Frankfurter, Felix182. Doolittle, James 232. Friedan, Betty183. Dos Passos, John 233. Frost, Robert184. Dulles, John Foster 234. Garvey, Marcus185. Dumbbell tenements 235. Gates, Bill186. Dust Bowl, The 236. Genetic engineering187. Earhart, Amelia 237. Geneva Summit188. Eastman, George 238. Gershwin, George189. Easy Rider 239. GI Bill of Rights190. Ecotopia 240. Gideon v. Wainwright191. Education and the Great Society 241. Grapes of Wrath192. Education and immigrants 242. Grateful Dead193. Education and technology 243. Great Depression/causes194. Ehrlichman, John 244. Great Depression/in cities195. Eighteenth Amendment 245. Great Depression/dust bowl196. Einstein, Albert 246. Great Depression/on farms197. Eisenhower/Farewell Address 247. Great Depression/stocks crash198. Eisenhower Doctrine 248. Great Depression/work projects199. Electoral College/2000 249. Great Society, The200. Elementary and Secondary Education Act 250. Greene, Nathaniel201. Electricity/rural America 251. Grenada, invasion of202. Elijah Muhammad 252. Groves, Leslie203. Ellington, Duke 253. Guadalcanal, Battle of204. Empire State Building 254. Gulf War205. Entitlement Programs 255. Haight-Asbury District206. Equal Employment Opportunity Act 256. Harlem Renaissance207. Escobedo v. Illinois 257. Hawley-Smoot Tariff208. Espionage and Sedition Acts 258. Headright system209. Exxon Valdez 259. Helsinki Accords210. Fair Deal, The 260. Higher Education Act211. Fall, Albert B. 261. Hindenburg disaster212. Falwell, Jerry 262. Hiss, Alger213. Family Assistance Plan 263. Homelessness214. Farmers’ Alliances 264. House Un-American Activities Committee215. Farm Security Administration 265. I Love Lucy216. Faubus, Orval 266. Immigration217. Federal Art Project 267. Imperial presidency, the218. Federal Deposit Insurance Corporation 268. Industrial Workers of the World219. Federal Emergency Relief Administration 269. INF Treaty220. Federal Farm Board 270. Iran-Contra Scandal221. Federal Home Loan Bank Act 271. Jazz Singer, The222. Federal Housing Administration 272. Jim Crow laws223. Federal Reserve Act 273. Job Corps, The224. Federal Securities Act 274. Johnson, Lyndon and Civil Rights225. Federal Theater Project 275. Joplin, Janis226. Federal Trade Commission 276. Jungle, The227. Field Marshall 277. Kaiser, Henry J.228. Fireside chats 278. Kennedy, John F. election of229. Ford, Henry 279. Kennedy, John F. space exploration230. Fourteen Points 280. King, Rodney and the LA riots

Partial List of Suggested Subjects from Which to Develop US History Resource Questions Page 4281. Korean War 331. Nimitz, Chester282. Ku Klux Klan 332. Nixon, Détente283. Labor/children in 333. Nixon/SALT I284. Labor/union movement 334. Nixon/Resignation285. Labor/women in 335. Nixon/Watergate286. LaFollette, Robert M. 336. Norris v. Alabama287. Landon, Alfred 337. NATO288. Leary, Timothy 338. Nuclear weapons289. Lewis, John L. 339. O’Connor, Sandra Day290. Liberator, The 340. Office of Economic Opportunity291. Limited Test Ban Treaty 341. O’Keeffe, Georgia292. Lindbergh, Charles 342. OPEC293. Love Canal 343. Operation Overlord294. MacArthur, Douglas 344. Operation Rolling Thunder295. McCarthyism 345. Operation Torch296. McPherson, Aimee Semple 346. Patton, George S.297. Maginot Line 347. Pearl Harbor298. Mahan, Alfred T. 348. Pendleton Act299. Malcolm X 349. Pentagon Papers300. Mapp v. Ohio 350. Flessy v. Ferguson301. Marshall, Thurgood 351. Plumbers302. Marshall Plan 352. Potsdam Conference303. Manhattan Project 353. Pound, Ezra304. Means, Russell 354. Powell v. Alabama305. Meat Inspection Act 355. Presley, Elvis306. Medicare 356. Price supports307. Mellon, Andrew 357. Progressive party308. Mexican-Americans/discrimination against 358. Prohibition309. Mexican-Americans/deportation of 359. Project Head Start310. Migrant workers 360. Public Works Administration311. Millay, Edna St.Vincent 361. Pueblo, The312. Miranda v. Arizona 362. Pullman strike313. Moral Majority, The 363. Radio314. Muckrakers 364. Rationing WWII315. Muhammad Ali 365. Railroads/consolidation316. Nader, Ralph 366. Railroads/farmers317. NAFTA 367. Railroads/industry318. NASA 368. Railroads/segregation319. National Park Service, The 369. Reagan, Ronald/assassination320. National Reclamation Act 370. Reagan/Grenada321. National Recovery Administration 371. Reagan/drug control322. National Security Council 372. Reagan/Iran–Contra323. New Deal/CCC 373. Reaganomics324. New Deal/CWA 374. Reciprocal Trade Agreement325. New Deal/SSA 375. Red scare326. New Deal/TVA 376. Referendum327. New Deal/WPA 377. Reuther, Walter328. New Federalism 378. Roaring Twenties329. Newport, R. I. 379. Robinson, Jackie330. Newton, Huey 380. Rockefeller, John D.

Partial List of Suggested Subjects from Which to Develop US History Resource Questions Page 5381. Rockne, Knute 431. Teller Amendment382. Rock n’ Roll 432. Tennessee Valley Authority383. Roe v. Wade 433. Tet Offensive384. Roosevelt, Franklin D./Atlantic Charter 434. Triangle Shirtwaist Factory Fire385. Roosevelt /Day of Infamy 435. Truman Doctrine386. Roosevelt F./Good Neighbor Policy 436. Tuskegee Airmen387. Roosevelt F./lend-lease 437. Twentieth-27th Amendments388. Roosevelt F./Supreme Court 438. Unions389. Roosevelt, Theodore/civil rights 439. USO390. Roosevelt, T./Coal strike 440. V-E Day391. Roosevelt, T./conservation 441. Vietnam War392. Roosevelt, T./health protection 442. Wallace, George393. Roosevelt, T./Panama Canal 443. War of the Worlds394. Roosevelt Corollary 444. Warren Commission395. Roots 445. Women’s Christian Temperance Union396. Rough Riders 446. World War I/World War II397. Sacco, Nicola 447.398. Salk, Jonas 448.399. SALT treaties 449.400. Saturday Night Massacre 450.401. Schenck v. U.S. 451.402. Schurz, Carl 452.403. Scopes Trial 453.404. Scottsboro Case 454.405. Securities and Exchange Commission 455.406. Selective Service Act 456.407. Settlement house movement 457.408. Shame of the Cities 458.409. Sharecropping 459.410. Silent Spring, The 460.411. Social Security 461.412. Southern Christian Leadership Conference 462.413. Soviet Union/arms race 463.414. Soviet Union/division of Germany 464.415. Space exploration 465.416. Speakeasies 466.417. Sputnik I 467.418. Stanton, Elizabeth Cady 468.419. Statue of Liberty 469.420. Strategic Defense Initiative 470.421. Suburbs 471.422. Superfund 472.423. Taft, William Howard 473.424. Tarbell, Ida 474.425. Tax/Income 475.426. Teapot Dome 476.427. Telegraph 477.428. Televangelists 478.429. Television/elections 479.430. Television/Vietnam War 480.

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