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 All those previously in charge of certain affairs were to be superseded in this case, including the Attorney General.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.