primary sources

21.1 Palmer, Case Against the Reds (1920)

Palmer says radicals are dangerous and could harm America. He uses dramatic words like “blaze of revolution.” This matches the lecture point that many Americans were scared of immigrants and communists in the 1920s.

21.2 Johnson, The Ku Kluxer (1924)

Johnson explains that Klan members believe they are defending “Americanism.” He shows they see themselves as protecting the nation from immigrants and Black Americans. This reflects lecture themes about racist nativism in the 1920s.

21.3 Women of the KKK (1927)

The women say they support the Klan to protect their homes and families. They use traditional gender roles to justify racism. This connects to the lecture point that the KKK tried to appear normal and family-friendly.

21.4 Chicago Defender Cartoon (1925)

The cartoon exposes the Klan as violent and harmful. It uses strong imagery to criticize their actions. This matches lecture ideas about Black activists pushing back against white supremacy.

21.6 Randolph & Owen, The New Negro (1919)

The authors describe a new generation of Black Americans who demand respect. They show that the “New Negro” will not accept discrimination. This reflects lecture points about rising Black confidence after WWI.

21.11 Matthew Ward, “Bound for the Promised Land” (1916)

Ward writes about moving north to escape racism and find better opportunities. He uses hopeful language about leaving the South. This supports the lecture’s explanation of the Great Migration.

22.2 Mildred Isbell to Eleanor Roosevelt (1936)

Isbell thanks Roosevelt for caring about poor people during the Depression. She describes real struggles her family faces. This matches the lecture point that many supported New Deal programs.

22.3 Minnie Hardin to Eleanor Roosevelt (1937)

Hardin complains that the New Deal helps “lazy” people. She feels hardworking Americans don’t receive enough aid. This reflects the lecture’s point about New Deal criticism from everyday citizens.

22.8 Sharecropper’s Family Photo (1935)

The family lives in a worn cabin with almost no possessions. Their clothes and home show extreme poverty. This fits the lecture’s point that rural southern families suffered greatly during the Depression.

23.2 Charles Kikuchi Diary (1942)

Kikuchi writes that he feels American but still gets sent to an internment camp. He describes losing his rights suddenly. This matches the lecture’s point that internment was based on fear and racism.

23.3 Justice Hugo Black, Korematsu v. U.S. (1944)

Justice Black says internment was a “military necessity.” He denies the policy was about race, even though it targeted only Japanese Americans. This supports the lecture’s point about civil liberties being limited during war.

23.11 Dr. Seuss Cartoon (1942)

The cartoon uses racist stereotypes to show Japanese Americans as a threat. It suggests they might help Japan attack. This connects to the lecture point that propaganda encouraged support for internment.

24.7 John Howard Lawson, HUAC Testimony (1947)

Lawson refuses to answer HUAC’s questions about communism. His anger shows the pressure people faced during investigations. This matches the lecture’s discussion of blacklisting and Cold War fear.

25.2 The Southern Manifesto (1956)

Southern leaders argue that Brown v. Board is an “abuse of power.” They defend segregation as a state right. This fits the lecture theme of massive resistance to desegregation.

25.3 Ella Baker, “Bigger Than a Hamburger” (1960)

Baker says the sit-ins are about dignity and full equality, not just food counters. She says students should lead the movement. This connects to the lecture’s point about SNCC and grassroots activism.

25.8 Central High Desegregation Photo (1957)

The image shows Black students walking through angry crowds with protection from troops. Their tense expressions show the danger they faced. This matches lecture themes about violent resistance to integration.

25.11–12 GI Bill Posters (1944)

The posters show veterans getting education and home loans. They promise opportunity and stability. This supports the lecture’s point that the GI Bill helped expand the middle class and suburbs.

25.13–15 Consumer Ads (1950s)

These ads say happiness comes from buying new products. They focus on modern homes and appliances. This matches lecture themes about 1950s consumer culture.

26.7 Nancy Ellin, Freedom Summer (1964)

Ellin describes the fear and violence civil rights workers faced in Mississippi. She talks about threats and constant danger. This fits the lecture’s point about Freedom Summer being extremely risky.

26.8 White Southerners Respond to Freedom Summer (1964)

White residents accuse the volunteers of starting trouble. They call them outsiders and agitators. This matches lecture themes about resistance to civil rights work.

27.7 Phyllis Schlafly, “What’s Wrong with Equal Rights?” (1972)

Schlafly argues the ERA harms women by taking away traditional roles. She says motherhood and family roles are important to protect. This fits the lecture point about conservative backlash to feminism.

27.9 Paul Weyrich, Moral Majority (1979)

Weyrich calls for Christians to organize politically. He says moral decline requires action. This matches the lecture’s theme of the rise of the Religious Right.

27.11–14 Turbulent 1968 Images

The images show riots, protests, and national chaos. They capture anger after major tragedies. This supports the lecture’s point that 1968 was a major crisis year.

28.1 Ronald Reagan Inaugural (1981)

Reagan says the government is too big and hurts the economy. He argues freedom comes from cutting federal power. This connects to lecture themes about Reaganomics and conservative politics.

29.1 Bo Yee Sweatshop (1994)

Yee describes long hours and very low wages in a garment factory. He shows workers have almost no protection. This fits lecture themes about globalization and rising inequality.

29.7 Khaled Abou El Fadl, 9/11 Response (2001)

El Fadl condemns terrorism but also warns against blaming Muslims. He calls for fairness and calm. This connects to the lecture’s point about fear shaping post-9/11 attitudes.