LAD #37: Brown vs Board of Education

In 1951 Linda Brown of Topeka, Kansas wished to join a white elementary school because it closer to her home and because the black school had an inferior education. Her father asked for the assistance of the NAACP and went to court over the issue. The Board of Education argued that segregated schools offered an education of future segregation that blacks would have in the South and also many blacks overcame odds to become successful. Brown argued that "separate but equal" could never truly be enforced as the minority would always feel inferior, especially in education. Due to the Plessy v Ferguson precedent, the district courts felt the need to uphold the law and side with the Board, also the injunction of many parents forced their hand and an appeal was made to the Supreme Court. Combined with cases from several other states the Supreme Court took two sets of arguments to come to a decision that Justice Earl Warren gave stating that "in the field of public education the doctrine of 'separate but equal' has no place", and that the inferiority feeling stemming from this segregation was unavoidable. As a result, Plessy v Ferguson was destroyed in the process opening up the governmental hole for the Civil Rights Movement. Nevertheless, full integration of schools was a slow and painful process to come.

LAD #36: Truman Doctrine

Following the hostilities of WW2, a battle of ideologies broke out between the U.S. and the U.S.S.R. Both nations sought to assert their power and their governmental influence over the developing countries around the world, communism vs capitalism. The Truman Doctrine concerns these developments in post-war Greece. After war-ravaged the country and sent it into a depression and overall disillusionment, the Soviets blockaded Grecian interests, preventing reconstruction and even staging a few terrorist attacks. Citing the inaction of Britain and the UN, Truman asserted the need of the United States to supply and finance Greece so that they would have the materials and the strength to rebuild their small nation. Also noted, was that backwards Turkey needed the aid of the democratic giant to spur on democracy and the will of the majority in a depleted post-war nation. As a result the U.S. would be the safeguard of freedom around the globe and the protector against the forces of communism. For this reason that Truman asked Congress to send a total of 750 million dollars and a contingency of American military servicemen and women to Greece and Turkey for reconstruction and modernization.

LAD #35: Executive Order #9066

The order states that it has been issued for the sake of avoiding all espionage and harmful internal consequences due to the wartime state of the nation. It states that by the power vested in FDR as Commander in Chief he delegates the power to the Secretary of War and/or appropriate Military Commanders to exclude certain members from society and offer them the basic needs of an American citizen. These "military zones" are completely subject to the authority of the Secretary of War or an appropriate Military Commander and even those basic needs are subject to fluctuation and even revocation by the opinion of one of these offices. All those previously in charge of certain affairs were to be superseded in this case, including the Attorney General. FDR then states that he gives the right to these commanders to take "the steps necessary" to complete this task. Also, all other departments are given notice that they must assist the task when necessary and that this executive order must not be confused or construe the power of the courts and of other government agencies such as the FBI.

LAD #34: FDR's Declaration of War

With a rousing tone of strident oratory, President Roosevelt came to Congress to present to them his proposal of going to war with the Japanese Empire. He goes one to describe the premeditated and evilly conceived attack on American grounds in Hawaii. This is just as the "Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace". He then repetitiously and deliberately states the greater amount of U.S. Pacific holdings that were attacked by the Japanese Empire. Then he goes on in vivid detail to describe the triumph and the power the U.S. will show to achieve "absolute victory" over its overzealous adversary. He gave a rousing pre-game speech if you will to stir up massive nationalist sentiment and "awake the sleeping giant" as many historians have called it. He ends with his simple yet almost ornamental asking of Congress for a declaration of war on the Japanese Empire.

LAD #33: FDR's First Inaugural Address

FDR's speech begins by outlining the issues faced by the American public, whether it be unemployment, or the lack of circulation of currency through credit throughout the United States. He explains how these issues are derived from such materialistic performed by the " The money changers" who "have fled from their high seats in the temple of our civilization". He believes that the ways of Presidents Harding, Coolidge, and Hoover were too cocenred with the ecomonic and fiscal ways of the time, when "social" benefits were needed to restore the ahppiness of society. The entire speech radiates with an aura of an almost deity looking down onto a people straying from the "ancient ways" which governed the American pathway to greatness. He claims to have to pull the American people from the grip of monetary society and seek the honor and "thrill" of achievement and bringing in an honest day of work. As opposed to the "trickle down" policies of before, Roosevelt outlined a series of projects and programs that were designed to directly stimulate  people with ethical regeneration as opposed to fiscal thirst-quenching. He outlined programs conserving and using the nation's natural resources, devoting men to work, and preventing future massive crisis to occur. He knew his exectuive leadership was to be straining the limits of prior authority, but he called for popular support and used the elasticity of the Constitution as justification. In the end he made sure that his goal was to protect and support the ideal of American democracy.

LAD #32: Kellogg-Briand Pact

Following the "war to end all wars", many wearied nations sought to ensure timeless peace around the globe. Although a feeble attempt, the noble notions of the pact were set forth for the peace of the world. It was shared in its writing by the Americans, Germans, Belgians, British, French, Canadians, Australians, Irish, South Africans, New Zealanders, Italians, Japanese, Polish, and Czechoslovakians. These constituents chose to abide by the practice of passive action to resolve any problems, denoting war as a barbaric practice that should be ruled out as an active stratagem of diplomacy. Article 1 blatantly states that these signing nations renounce war as a tool for the active policy of their nation. Article 2 states that any conflicts that do arise between conjoined nations by the treaty should be formally addressed by only passive and non-militaristic means. Article 3 describes the ratification process while highlighting the role of the United States at the forefront of promoting this peace keeping treaty.

LAD #31: Wilson's 14 Points Address

Wilson uses his speech to begin by addressing the withdrawal of the Russians from the Great War and their separate peace under Brest-Litovsk with the Central Powers. This leaves their allies, the British and the French, left in the lurch because of the revolutionary Bolsheviks. Wilson does give a slight commendation to the Russians for taking strides in creating a transparent foreign policy (foreshadowing), but questions its validity as for its cession of every bit of occupied territory, a complete loss.  This ambiguity dilutes Wilson's view of this alleged democratic event which may have been misconstrued by a world that was ignorant of really to whom the Russians spoke and whom the Germans represented. As a result he calls for the U.S. to enter the war and effectively protect the integrity of international democracy. He has a series of theorized points that would bring about the security of democracy and effective diplomacy around the globe. According to these 14 points some include, freedom of the seas, free trade, end to secret alliances, self-determination of colonies, and the readjustment of European boundaries that were skewed by the Central Powers aggressive actions. Lastly, Wilson called for a League of Nations, to bind together all member states and contribute to an international policy of peace.

LAD #30: Schneck vs United States

Charles Schneck was issuing a circular during WWI. The circulars spoke out against the Selective Service Act of 1917 and deemed it to violate the rights of the American citizen. It merely called for passive resistance to the act such as petitioning and legal rights of demonstrations. He was charged under the Espionage Act for trying to create insubordination in the military and resisting the wartime policy recruitment. In a unanimous decision the Supreme Court decided that Schneck was not protected by the 1st amendment in this situation. Giving the decision on behalf of the court, Justice Holmes concluded that ones actions are to be judged by the circumstances surrounding them. It is to be interpreted whether or not the actions and the circumstances "create a clear and present danger", which the United States Congress has the power to punish and prevent. Therefore during wartime restrictions on the 1st amendment have merit due to the special circumstances of the time period.

LAD #28 & #29: President Wilson's First Inaugural Address and Keating-Owen Child Labor Act

LAD #28: President Wilson begins by stating how the question of the Democratic upheaval in government will be validated. he believes the nation must shit politically to the Democratic point of view by the implementation of a generally progressive Democrat agenda. Then he makes sure to analyze the great aspects of American society ranging from individual achievements to the general freedoms provided by the American system of government. Still though, along with these fantastic American achievements many issues coincide that were hindering America at the time. Attacks on the progressive platform, our natural resources, and the institution of industrial giants in American business.In an era of individual pursuits, the goal of government must be maintenance the personal justice of the nation. However first must be rectified the wrongs created by industrialization, including a tariff that violates the principles of taxation, a banking system that is unable to adapt to a changing market, an industrial system that neither respects the rights of labor nor the abundance of nature's resources, and an agricultural body that has never been given the efficiency of great business.In these areas of wrongdoing, Wilson's administration vows to pursue the rights of the common socialite in America and re adapt social equals between classes. He makes humanitarian call to address these issues, not necessarily a political or partisan call, this ratifies his agenda accordingly.


LAD #29: The act immediately jumps in and states that any commercial product in the United States or its territories is outlawed if children under the age of 16 are employed in the process of constructing or creating this good. This pertains to children working in a labor or industrial setting that is a manual job. Any child from 14 to 16 is only permitted to work 8 hours out of the day and not past 8 pm, or more than 6 days a week. Section 2 states that the Attorney General, the Secretary of Commerce and the Secretary of Labor will constitute a labor board to set standards for labor and will decide on regulations in industry for the sake of the workers. Section 3 reserves the right for these board members to effectively enforce this act. This will be performed through periodic inspections and searches which were therefore deemed legal. Section 4 states that if violations are found in these sectors, it shall be brought immediately to courts for the sake of review. Section 5 outlines the punishments for the conviction based on these violations including hefty fines and such, while protecting shipping interests that adhere to prior outlined rules. All who withhold or lie about information being investigated are subject to prosecution and virtual child working permits are needed for certain minors to be employed. Lastly, Section 6 defines several terms used throughout the act in specific terms and Section 7 states that the act will be implemented 1 year after its passage through the legislative process.

LAD #27: Clayton Anti-Trust Act

It described to start as a law to coincide with existing laws against the restriction of commerce and monopolistic practices. In Section 2 it states that in any territory of the United States, if a product has its priced discriminated against the consumer for the purpose of hindering commerce and building a monopoly is illegal. This is not to be misinterpreted and all those who vary prices for the consumer based off of grade, quality, or quantity of the commodity sold and have their prices based off of the practices of fair competition. Also, those selling one on one goods with a selective customer policy shall not be effected unless otherwise restraining trade. In Section 3 the issue of preferential commercial relations and outlaws all leases and sales of contracts for the exclusive ability to sell the specific good. As a result, no rebates, agreements, conditions, or fixed price rates are permitted between these companies. This is permitted if the lessee is not involved in the industry with which he is leasing, and if he/she is then if the relationship effects non member partners detrimentally and attempts to provide a monopoly it is outlawed. Lastly, Section 7 states that no corporation may own or sell stock with another corporation in commerce with it that tends to relate the companies substantially and start a monopoly.

LAD #26: Martin Luther King's "I Have a Dream Speech"

Dr. King leads off by immediately bringing up the Emancipation Proclamation and how it supposedly "freed" the slaves, while to this day the "Negro" is not free. He uses an analogy that the black population has come to Washington to "cash a check" written by the founding fathers and outlined in the unalienable rights guaranteed in the Declaration of Independence. But in essence this check has bounced as America has failed to give up these rights to the population. Continuing on he believes that the bank is not bankrupt, that justice can be lent out and that is why they were marching on Washington that day. His eloquence flows on by stating that it is time to deter gradualism and bring about the rapid change that democracy was founded on, to provide the security of justice to the undermined population. He states somewhat  out of person that this is the beginning and that the Negro's rights will be pursued vigorously until they are fulfilled as the molders of our nation had ensured. Still though, he advocates his policy of civil disobedience so that they may not drink "from the cup of bitterness and hatred". He states that no black man must be satisfied until his rights are guaranteed and protected. He says those who were victimized and are left slumming in the ghettos, remain and protest, as how is the protest to take place from the heart of the injustices? Then he states his dream of the American dream. His dream that someday the Declaration will be verified, and that men of color and white men may share a table, that Mississippi might be an "oasis of freedom", that he children might not be judged by their skin, that racist Alabama might allow kids of white and black to walk hand in hand down the street, and that the Lord might take pride in every valley and hill of this free land. He says yes this is my dream! This is the dream that shall bind the brotherhoods together so that the America may join together and sing the true meaning of "My Country Tis of Thee", which he proceeds to end his speech with in song.

LAD #25: Dawes Severalty Act of 1877

The Dawes Act, approved on February , 1887, was enacted as a continuation of the policy or creating and populating Indian reservations. In order to carry out this goal, the government set up a set of procedures that would allot tracts of reservation land to families themselves for "ownership" while the lands still fall within the domain of the United States. The Dawes Act aimed to populate these reservations in a more cooperative manner by giving one-quarter section to each head of family (and descendants), one-eighth of a section for either any person over eighteen years of age or any orphan younger than eighteen, and one-sixteenth of any other person younger than eighteen who may have been born prior to the creation of Presidential allotment of lands for reservations. Many other beneficial aspects were enacted such as a set of grazing lands when an allotment became specified for that purpose. In order to keep the peace lines were to be drawn by those receiving the allotments along the specified boundaries, and if these were not drawn in four years and agent of the government would step in a etch the boundaries himself. Land purchases were not deemed final though, as the United States retained control over them in an event of need. Citizenship was granted to the Indians to ensure that they would not be discriminated against and held basic American rights despite being on these purchased reservations. This act however did not apply to all such as the many displaced nations under Jackson's administration as well as those from the Seneca Nation or within New York. Also, the act contains no protection of Indian lands from being traversed by railroads, telegraph lines, or other public uses as decreed by Congress.

LAD #23 and #24: The Populist Party Platform and "Cross of Gold" Speech

#23: The Populist Party rose as a reaction to the big business practices and pro-business government policies of the late 1800s. Its platform was a claim to support the common man of America or agrarian society. The preamble is an attack on how big business has thwarted the hopes of safety or advancement of the poor urban work. They also call for a currency backed with silver, as it allows for poorer Americans to become better off and it allows for agricultural products to have more success in the market and consequently supports a strong contingent of the population. They hope to embrace the democratic process in American government which had long been lost to the corrupt and monetary government that taken control during this Gilded Age.  In their second section they declare there policies and standing, followed by resolutions. they stand for a legal unionizing of labor forces, coinage of silver and gold in currency at a value ration of 16:1, and also the government ownership and operation of the railroads, telephone, and telegraph. Also land should never be monopolized by alien owners for the purposes of business speculation, but should belong to the rightful owners and used to create wealth that rightfully belongs to the creator/ laborer. They also resolve for a free and fair ballot, fair and liberal pensions for ex-Union soldiers, and stand for an overall sympathy with labor organizations and pleas (shorter workday, better pay, better conditions).  


#24: In William Jennings Bryan's "Cross of Gold" speech to the Democratic Convention in Chicago in 1896, he successfully integrated the values of the Populist Party, most notably concerning the platform of bimetallism, the concept that both gold and silver should be coined by the U.S. mint. Bryan clearly states that the Democratic policies are not supposed to be an attack upon Republican policies, but only an attempt to reassert a government for the common person and all for the economic interest of all. Then the true defense of Democrats is formulated as Republican claims against bimetallism as it would hurt the American economy are hypocritical as Republican policies had destroyed the "common economy" of agrarian and poorer society. Also, the Democratic graduated income tax law is defended as in order to be supported and protected by any government, each must pay their own fair tax to support the government itself, a basic democratic principle. In terms of the national bank, Bryan surprisingly coincides with the party's drastic platform and sees the bank as something not beneficial for an American economy. The government should control the currency not the banks, and he considers himself Jeffersonian in this ideal. In the end he bashes the Republicans for running on a platform the gold standard with McKinley, but internally working a deal for a bimetal backing. Why would one say the gold standard is the correct practice when the aim is to replace it? He ends by stating it could be due to a European influence over an American government, and successfully brings Populist support under the Democratic umbrella.

LAD #22: McKinley's War Message

President McKinley's war message to Congress called for the immediate intervention of America forces to end the civil hostilities between Cuba and Spain. He asked that this should be done for the sake of all humanity so that the atrocities suffered by Cuba might be ended. The war also was deemed a detriment to American trade and investment and he urged any sort of intervention as opposed to none. He even called for neutral intervention in which the United States serves as a biased mediator, as long as formal annexation of Cuba is avoided. If we should come to arms he would support the rebels to save them from the horrific punishments of which they have been victims. Intervention justified a four step process. The first two ask for the government to recognize the close proximity that war would merit and that the United States respect these human rights so as to not gain hostile neighbors. Thirdly, the United States is called to arms when its values are challenged and it as a nation is affected. Lastly, as the United States is so intertwined with the ongoings in Cuba, it is hard to ignore how the United States is being called to action, including the events of the USS Maine as justification.