1. The document discusses the Mexican-American War between the United States and Mexico from 1846 to 1848 over the boundary between Texas and Mexico.
2. President Polk claimed the border was the Rio Grande River, while Mexico claimed it was the Nueces River further north.
3. When U.S. troops were sent to the Rio Grande, Mexico sent its own troops, and clashes between American and Mexican troops led Polk to seek a declaration of war from Congress.
"It is clear that the main element of any United States policy towards the Soviet Union must be that of a long-term, patient but firm and vigilant containment of Russian expansive tendencies.... It is clear that the United States cannot expect in the foreseeable future to enjoy political intimacy with the Soviet regime. It must continue to regard the Soviet Union as a rival, not a partner, in the political arena."
1. The Cuban Missile Crisis in 1962 brought the United States and Soviet Union to the brink of nuclear war after the US discovered Soviet nuclear missiles installed in Cuba.
2. An intense 13-day standoff ensued as President John F. Kennedy imposed a naval blockade on Cuba and demanded the Soviets remove the missiles.
3. The crisis was resolved when Soviet Premier Nikita Khrushchev agreed to remove the missiles in exchange for a pledge from the US not to invade Cuba and to remove missiles from Turkey. Both sides then worked to reduce tensions and prevent future crises.
This document discusses ways to generate publicity in Guatemalan media about arms found in Nicaragua that were linked to Guatemala. It suggests having a member of Guatemala's opposition congress question the president about Guatemala's involvement and demand an investigation. Failing that, it recommends using press contacts to interview someone who witnessed the Nicaraguan president's announcement or asking a correspondent in Managua to file a report mentioning the Guatemalan cigarettes found with the arms shipment. The goal is to imply Guatemalan complicity in arms smuggling to influence public opinion.
This document is a telegram from the Central Intelligence Agency to the CIA station in Guatemala requesting clarification and additional documents related to the recent overthrow of the Guatemalan government. Specifically, it asks for confirmation of documents discovered, terms for US use of the materials, and an acceptable public source for the documents. It stresses the importance of any evidence linking the former Guatemalan regime or communist party to international communist groups like those in Moscow and Prague.
This document is a telegram from the CIA to a CIA station providing a message to convey to a journalist regarding the situation in Guatemala in 1954. It seeks to counter distortions in foreign press coverage and portray the uprising against the Arbenz regime as a genuine Guatemalan revolt against a communist government with direct operational ties to Moscow, not a "banana republic fracas." It provides details to support this narrative, including that defections from the Guatemalan army and air force have greatly increased the rebel forces' size, and that claims of bombings by the Arbenz regime have been falsified. It stresses that communist control poses a serious threat if allowed to establish a foothold in Central America near the Panama Canal.
This telegram from the Central Intelligence Agency discusses Guatemala's foreign minister Guillermo Toriello's claims of aerial bombings in Guatemala City and elsewhere in the country. The CIA asserts that no such bombings have occurred according to its information. The telegram also discusses liberation forces entering Guatemala to participate in a nationwide revolt against communist influence, and the Guatemalan government continuing a reign of terror by arming farmers and indigenous groups. It suggests attribution of information in the telegram can be based on wire services or shortwave radio. The document is dated June 23, 1954.
The document provides policy guidance for the final phase of Operation PBSUCCESS, a CIA operation to overthrow the Guatemalan government of Jacobo Arbenz in 1954. It outlines three objectives for psychological warfare efforts: 1) explain that the government's show of strength is actually a sign of weakness, 2) weaken support for the government by showing its isolation and hopeless position, and 3) support uprising actions while reducing violence. It recommends clandestine tactics like rumors targeting the military, workers, students, and women to undermine the government. Suggested rumors include claims of Soviet advisers arriving or food rationing being introduced. The goal is to in uence groups to switch sides or not support the government as the uprising begins.
The Vietnam War had a profound impact on American culture and foreign policy for many years to come. Vietnam was a more complicated war for Americans than World War II or the Cold War, as it did not present as clearly a moral battlefield. The war was not just against North Vietnam but also proxies of China and Russia seeking to weaken American military power. As casualties grew with no clear path to victory, support for the war among civilian leaders waned. While the US remained dedicated to supporting its ally, the lessons of Vietnam showed that wars require a clear strategy for achieving victory before large commitments of troops.
The document discusses mobilizing anti-communist activities within the Catholic Church in Guatemala to support Operation PBSUCCESS, a CIA covert operation to overthrow the Guatemalan government. It suggests Church leaders warn followers that communists will interfere with religious education and activities. It also recommends describing how under communism, local churches would be converted into anti-religious meeting halls and children forced to join communist youth groups. The memo asks to be kept informed of progress and provided copies of resulting materials.
The document appears to be a pre-test for a Civil War unit that asks students 6 multiple choice questions without access to their textbook or help from peers. It provides instructions to start a project at 12 noon and includes questions about the dates of the Civil War, names for the Union and Confederate sides, the winning side, European views of the war, important generals and battles. It also lists potential Civil War project topics for students to choose including advances in technology, famous generals, military life and POWs, the war in the South, the black and female experience.
This document discusses a plan to counter communist propaganda claims in Guatemala during Operation PBSUCCESS. It recommends developing a public relations program highlighting Soviet imperialism and exploitation, in contrast to free market democracies. Specific proposals include providing materials for media in Guatemala discussing Soviet territorial conquests, atrocities, economic exploitation of occupied areas, labor conditions, and treatment of workers. The goal is to undermine the communist narrative and claim that US anti-communism disguises capitalist interests.
The documents discuss US involvement in the Vietnam War and whether it was justified. Document 1 is a letter from South Vietnamese President Diem to US President Kennedy requesting additional military assistance against Communist forces attacking from the North. Document 2 is Kennedy's response agreeing to help defend South Vietnam's independence. Document 3 contains an excerpt from Truman's 1947 speech introducing the policy of containment against communist expansion. It established the precedent of supporting countries resisting subjugation.
This document collection summarizes the development of Operation Northwoods, a proposed false flag operation against Cuba in 1962. It includes proposals to stage terrorist attacks in US cities and blame them on Cuba to generate public support for regime change. While most aspects were not implemented, the documents show the military's desire to provoke Cuba into an attack or "hostile act" to justify US military intervention to overthrow Castro. They reveal the psychological motivations behind false flag operations and how deception was seen as necessary to condition the American public to accept aggressive actions against Cuba. The proposals in these documents were precursors to the final Northwoods plan presented to Secretary of Defense McNamara, though it's unclear if Kennedy approved any of
The document summarizes intelligence on Guatemalan military and political activities from the CIA in December 1952. It describes the Guatemalan government shifting military commanders, developing secret paramilitary forces of about 1,500 men, and purchasing arms from other countries. It also outlines the plans and organization of anti-government forces in Guatemala led by Calligeris, including armed and unarmed civilian groups in different regions planning to seize airports, kill leaders, and support an initial invasion. The CIA notes the communist in ltration of politics and increasing restrictions on the economy by the Guatemalan government.
The document discusses President Bush's vision of a "New World Order" emerging after the end of the Cold War. The key aspects of this vision are democratic principles, shared responsibility among nations, and international cooperation to address global issues. The document examines the historical context and dimensions of this new world order, including implications for U.S. foreign policy, which aims to promote stability, security, freedom and human rights globally through international organizations and alliances.
The document provides information about the Battle of Little Bighorn in 1876, including an overview of the key events. It describes how the 7th Cavalry led by George Custer moved into Montana Territory to destroy the remaining Sioux tribes. On June 25th, Custer attacked despite being outnumbered, resulting in the death of Custer and all 280 of his men. This was the largest military defeat by Native Americans in U.S. history at that time. The document also includes prompts for a creative assignment to design a museum exhibit about the Battle of Little Bighorn and the later Massacre at Wounded Knee.
This document provides instructions for an activity where students work individually or with partners to create the front page of a newspaper covering the battles of Virginia and Maryland from 1861 to 1862. The newspaper front page must include important people, dates, locations and battles from pages 516-519, at least two articles discussing battle results like casualties and strategies, one political cartoon/picture/map, and one quote/interview from an eyewitness. Students must choose to report from the perspective of the Union or Confederate side.
Causes of the civil war dbq w/questionsJason Richard
油
The document provides instructions for a student to complete a DBQ (document-based question) essay on the causes of the Civil War. It includes a checklist of requirements for the essay such as being typed, using graphic organizers, and including an introduction, three body paragraphs addressing different tasks, and a conclusion. Each body paragraph must have a topic sentence and integrate information from the provided documents and outside knowledge. The accompanying documents include sources related to the economies and societies of the North and South, the Compromise of 1850, Uncle Tom's Cabin, Lincoln's election, and Southern secession from the Union.
The document contains 25 questions about key people and events in the abolitionist movement in the United States in the early to mid-1800s. It asks about the views and experiences of abolitionists like Angela Grimke, Frederick Douglass, William Lloyd Garrison, and John Brown. It also asks about the growth of the abolitionist movement, including the founding of the American Anti-Slavery Society and its tactics for spreading the message of immediate emancipation. Finally, it asks about southern resistance to the movement and the tensions that arose both within the movement and in society over the fight to end slavery.
This document provides a list of 20 questions about key events and people related to slavery in America, including compromises over the expansion of slavery, the Underground Railroad, the Dred Scott decision, abolitionist leaders like Frederick Douglass and John Brown, and factors that led to the Civil War such as the Kansas-Nebraska Act and southern secession. The questions cover major political developments, court cases, and social movements surrounding the slavery debate from the early 19th century through the start of the Civil War.
1) Senator Douglas criticizes Lincoln's previous positions that (a) the US cannot endure with both free and slave states, (b) the Supreme Court's Dred Scott decision should be opposed, and (c) the Declaration of Independence intended all men to mean both black and white.
2) Douglas argues that the US can endure as the founders intended with states deciding on slavery. Each state has the right to prohibit or allow slavery.
3) Lincoln responds that the real issue is whether slavery is a moral wrong. The Republican party sees it as wrong but acknowledges its existence and the challenges of ending it immediately.
This document provides information about the abolitionist movement and key events surrounding the issue of slavery in the United States between 1820-1850. It defines terms like abolition and profiles important figures like William Lloyd Garrison. It summarizes compromises like the Missouri Compromise of 1820 and the Compromise of 1850. It also discusses the growth of abolitionist societies, Nat Turner's rebellion, and the role of the Underground Railroad in aiding runaway slaves. Key events covered include the publication of The Liberator, the Grimke sisters' pamphlet, and the Fugitive Slave Law that required Northerners to return escaped slaves.
This document provides key terms and people related to slavery in America between 1787 and the 1850s. It includes the Northwest Ordinance that banned slavery in the Northwest Territory, important compromises like the Missouri Compromise and Compromise of 1850, influential abolitionists like William Lloyd Garrison and Frederick Douglass, and key events that increased sectional tensions, such as the publication of Uncle Tom's Cabin, the Kansas-Nebraska Act, Bleeding Kansas, and the Dred Scott decision. Violence and conflicts over the issue of slavery intensified during this period and foreshadowed the impending Civil War.
The document provides two writing prompts for students about Native American removal. The first asks students to write from the perspective of a Cherokee tribe member describing their difficult 15-day march without rest. The second asks students to write as a U.S. Army private ordered to move the Cherokee, expressing disagreement with the government's decision. Both prompts require a minimum 10 sentence response and include an image.
The document provides instructions for creating an Oregon Trail travel guide to help others prepare for the journey. The guide should include a colorful cover with title and illustrations. Inside sections should provide an introduction by the authors, as well as "Dos" and "Don'ts" - things to do and not do on the trail. A detailed map is also required. The goal is to help readers prepare and survive the trip in an engaging and historically accurate manner.
This document contains 33 multiple choice questions about key events and concepts from Chapter 10, including sectionalism, the Cumberland Road, the American System, the Nullification Crisis, the Trail of Tears, and Andrew Jackson's opposition to the Second Bank of the United States. Students are instructed to answer the questions in writing on a separate sheet. The questions cover topics like the expansion of voting rights and democracy in the 1820s, the Supreme Court case of Worcester v. Georgia, Jackson's Indian removal policy, and the spoils system of political appointments.
The document discusses the forced removal of Native American tribes from their eastern homelands to lands west of the Mississippi River in the 1830s. It describes the harsh conditions and suffering endured by the Cherokee people, including Samuel Cloud, during the Trail of Tears journey, in which thousands died from exhaustion, disease and the harsh winter weather.
The document provides questions about Andrew Jackson's presidency and Jacksonian democracy, including about the "corrupt bargain" that led to John Quincy Adams' election in 1824 and Jackson's victory over Adams in 1828. It also discusses Jackson's opposition to the Second Bank of the United States and the resulting Panic of 1837 after the bank's demise. The effects of the Indian Removal Act, which led to the forced relocation of Native Americans and the tragic Trail of Tears, are also addressed.
The document is an interview chart listing the names, organizations or causes, and details of involvement for reformers from the Second Great Awakening period in the United States. It includes evangelical preachers like Charles Finney and Peter Cartwright, as well as early advocates for prison reform with Dorothea Dix, education reform with Horace Mann, temperance with Neal Dow, and women's rights with Susan B. Anthony, Elizabeth Cady Stanton, Margaret Fuller, and Amelia Bloomer. An exit slip asks questions about the Second Great Awakening reforms and the causes that specific reformers fought for.
This document contains a lesson plan on 19th century reforms in the United States. It includes sections on the Second Great Awakening, Henry Clay's American System, the Erie Canal, and several key reformers from the time period such as Dorothea Dix and Horace Mann. Students will learn about these topics through a reading, video, worksheet, and role playing activity where historical figures are interviewed by Dr. Phil. The goal is for students to understand how the Great Awakening led to greater reform efforts and to evaluate the impact of reformers on society.
The document discusses mobilizing anti-communist activities within the Catholic Church in Guatemala to support Operation PBSUCCESS, a CIA covert operation to overthrow the Guatemalan government. It suggests Church leaders warn followers that communists will interfere with religious education and activities. It also recommends describing how under communism, local churches would be converted into anti-religious meeting halls and children forced to join communist youth groups. The memo asks to be kept informed of progress and provided copies of resulting materials.
The document appears to be a pre-test for a Civil War unit that asks students 6 multiple choice questions without access to their textbook or help from peers. It provides instructions to start a project at 12 noon and includes questions about the dates of the Civil War, names for the Union and Confederate sides, the winning side, European views of the war, important generals and battles. It also lists potential Civil War project topics for students to choose including advances in technology, famous generals, military life and POWs, the war in the South, the black and female experience.
This document discusses a plan to counter communist propaganda claims in Guatemala during Operation PBSUCCESS. It recommends developing a public relations program highlighting Soviet imperialism and exploitation, in contrast to free market democracies. Specific proposals include providing materials for media in Guatemala discussing Soviet territorial conquests, atrocities, economic exploitation of occupied areas, labor conditions, and treatment of workers. The goal is to undermine the communist narrative and claim that US anti-communism disguises capitalist interests.
The documents discuss US involvement in the Vietnam War and whether it was justified. Document 1 is a letter from South Vietnamese President Diem to US President Kennedy requesting additional military assistance against Communist forces attacking from the North. Document 2 is Kennedy's response agreeing to help defend South Vietnam's independence. Document 3 contains an excerpt from Truman's 1947 speech introducing the policy of containment against communist expansion. It established the precedent of supporting countries resisting subjugation.
This document collection summarizes the development of Operation Northwoods, a proposed false flag operation against Cuba in 1962. It includes proposals to stage terrorist attacks in US cities and blame them on Cuba to generate public support for regime change. While most aspects were not implemented, the documents show the military's desire to provoke Cuba into an attack or "hostile act" to justify US military intervention to overthrow Castro. They reveal the psychological motivations behind false flag operations and how deception was seen as necessary to condition the American public to accept aggressive actions against Cuba. The proposals in these documents were precursors to the final Northwoods plan presented to Secretary of Defense McNamara, though it's unclear if Kennedy approved any of
The document summarizes intelligence on Guatemalan military and political activities from the CIA in December 1952. It describes the Guatemalan government shifting military commanders, developing secret paramilitary forces of about 1,500 men, and purchasing arms from other countries. It also outlines the plans and organization of anti-government forces in Guatemala led by Calligeris, including armed and unarmed civilian groups in different regions planning to seize airports, kill leaders, and support an initial invasion. The CIA notes the communist in ltration of politics and increasing restrictions on the economy by the Guatemalan government.
The document discusses President Bush's vision of a "New World Order" emerging after the end of the Cold War. The key aspects of this vision are democratic principles, shared responsibility among nations, and international cooperation to address global issues. The document examines the historical context and dimensions of this new world order, including implications for U.S. foreign policy, which aims to promote stability, security, freedom and human rights globally through international organizations and alliances.
The document provides information about the Battle of Little Bighorn in 1876, including an overview of the key events. It describes how the 7th Cavalry led by George Custer moved into Montana Territory to destroy the remaining Sioux tribes. On June 25th, Custer attacked despite being outnumbered, resulting in the death of Custer and all 280 of his men. This was the largest military defeat by Native Americans in U.S. history at that time. The document also includes prompts for a creative assignment to design a museum exhibit about the Battle of Little Bighorn and the later Massacre at Wounded Knee.
This document provides instructions for an activity where students work individually or with partners to create the front page of a newspaper covering the battles of Virginia and Maryland from 1861 to 1862. The newspaper front page must include important people, dates, locations and battles from pages 516-519, at least two articles discussing battle results like casualties and strategies, one political cartoon/picture/map, and one quote/interview from an eyewitness. Students must choose to report from the perspective of the Union or Confederate side.
Causes of the civil war dbq w/questionsJason Richard
油
The document provides instructions for a student to complete a DBQ (document-based question) essay on the causes of the Civil War. It includes a checklist of requirements for the essay such as being typed, using graphic organizers, and including an introduction, three body paragraphs addressing different tasks, and a conclusion. Each body paragraph must have a topic sentence and integrate information from the provided documents and outside knowledge. The accompanying documents include sources related to the economies and societies of the North and South, the Compromise of 1850, Uncle Tom's Cabin, Lincoln's election, and Southern secession from the Union.
The document contains 25 questions about key people and events in the abolitionist movement in the United States in the early to mid-1800s. It asks about the views and experiences of abolitionists like Angela Grimke, Frederick Douglass, William Lloyd Garrison, and John Brown. It also asks about the growth of the abolitionist movement, including the founding of the American Anti-Slavery Society and its tactics for spreading the message of immediate emancipation. Finally, it asks about southern resistance to the movement and the tensions that arose both within the movement and in society over the fight to end slavery.
This document provides a list of 20 questions about key events and people related to slavery in America, including compromises over the expansion of slavery, the Underground Railroad, the Dred Scott decision, abolitionist leaders like Frederick Douglass and John Brown, and factors that led to the Civil War such as the Kansas-Nebraska Act and southern secession. The questions cover major political developments, court cases, and social movements surrounding the slavery debate from the early 19th century through the start of the Civil War.
1) Senator Douglas criticizes Lincoln's previous positions that (a) the US cannot endure with both free and slave states, (b) the Supreme Court's Dred Scott decision should be opposed, and (c) the Declaration of Independence intended all men to mean both black and white.
2) Douglas argues that the US can endure as the founders intended with states deciding on slavery. Each state has the right to prohibit or allow slavery.
3) Lincoln responds that the real issue is whether slavery is a moral wrong. The Republican party sees it as wrong but acknowledges its existence and the challenges of ending it immediately.
This document provides information about the abolitionist movement and key events surrounding the issue of slavery in the United States between 1820-1850. It defines terms like abolition and profiles important figures like William Lloyd Garrison. It summarizes compromises like the Missouri Compromise of 1820 and the Compromise of 1850. It also discusses the growth of abolitionist societies, Nat Turner's rebellion, and the role of the Underground Railroad in aiding runaway slaves. Key events covered include the publication of The Liberator, the Grimke sisters' pamphlet, and the Fugitive Slave Law that required Northerners to return escaped slaves.
This document provides key terms and people related to slavery in America between 1787 and the 1850s. It includes the Northwest Ordinance that banned slavery in the Northwest Territory, important compromises like the Missouri Compromise and Compromise of 1850, influential abolitionists like William Lloyd Garrison and Frederick Douglass, and key events that increased sectional tensions, such as the publication of Uncle Tom's Cabin, the Kansas-Nebraska Act, Bleeding Kansas, and the Dred Scott decision. Violence and conflicts over the issue of slavery intensified during this period and foreshadowed the impending Civil War.
The document provides two writing prompts for students about Native American removal. The first asks students to write from the perspective of a Cherokee tribe member describing their difficult 15-day march without rest. The second asks students to write as a U.S. Army private ordered to move the Cherokee, expressing disagreement with the government's decision. Both prompts require a minimum 10 sentence response and include an image.
The document provides instructions for creating an Oregon Trail travel guide to help others prepare for the journey. The guide should include a colorful cover with title and illustrations. Inside sections should provide an introduction by the authors, as well as "Dos" and "Don'ts" - things to do and not do on the trail. A detailed map is also required. The goal is to help readers prepare and survive the trip in an engaging and historically accurate manner.
This document contains 33 multiple choice questions about key events and concepts from Chapter 10, including sectionalism, the Cumberland Road, the American System, the Nullification Crisis, the Trail of Tears, and Andrew Jackson's opposition to the Second Bank of the United States. Students are instructed to answer the questions in writing on a separate sheet. The questions cover topics like the expansion of voting rights and democracy in the 1820s, the Supreme Court case of Worcester v. Georgia, Jackson's Indian removal policy, and the spoils system of political appointments.
The document discusses the forced removal of Native American tribes from their eastern homelands to lands west of the Mississippi River in the 1830s. It describes the harsh conditions and suffering endured by the Cherokee people, including Samuel Cloud, during the Trail of Tears journey, in which thousands died from exhaustion, disease and the harsh winter weather.
The document provides questions about Andrew Jackson's presidency and Jacksonian democracy, including about the "corrupt bargain" that led to John Quincy Adams' election in 1824 and Jackson's victory over Adams in 1828. It also discusses Jackson's opposition to the Second Bank of the United States and the resulting Panic of 1837 after the bank's demise. The effects of the Indian Removal Act, which led to the forced relocation of Native Americans and the tragic Trail of Tears, are also addressed.
The document is an interview chart listing the names, organizations or causes, and details of involvement for reformers from the Second Great Awakening period in the United States. It includes evangelical preachers like Charles Finney and Peter Cartwright, as well as early advocates for prison reform with Dorothea Dix, education reform with Horace Mann, temperance with Neal Dow, and women's rights with Susan B. Anthony, Elizabeth Cady Stanton, Margaret Fuller, and Amelia Bloomer. An exit slip asks questions about the Second Great Awakening reforms and the causes that specific reformers fought for.
This document contains a lesson plan on 19th century reforms in the United States. It includes sections on the Second Great Awakening, Henry Clay's American System, the Erie Canal, and several key reformers from the time period such as Dorothea Dix and Horace Mann. Students will learn about these topics through a reading, video, worksheet, and role playing activity where historical figures are interviewed by Dr. Phil. The goal is for students to understand how the Great Awakening led to greater reform efforts and to evaluate the impact of reformers on society.
This document provides definitions and brief descriptions for 27 key people, events, and concepts from the Age of Jackson and the period of Westward Expansion in the United States. Some of the major topics covered include the American System, the Erie Canal, the Second Great Awakening, Jacksonian Democracy, the Trail of Tears, Manifest Destiny, the Oregon Trail, the Mexican-American War, and the Gold Rush of 1849.
This document provides information about key events and people during the War of 1812. It discusses reasons why war hawks wanted war and why others did not. Key events covered include the burning of Washington D.C., the Battle of Fort McHenry, the Hartford Convention, and the signing of the Treaty of Ghent. It also mentions General Andrew Jackson's victory at the Battle of Horseshoe Bend and defense of New Orleans. The document concludes with sections on the Monroe Doctrine and changes to borders after the war.
The document discusses Thomas Jefferson's presidency and the Lewis and Clark Expedition. It provides background on Jefferson's election in 1800, the Louisiana Purchase which doubled the size of the US, and the Lewis and Clark Expedition from 1803-1806 which mapped the newly acquired territory and established relations with Native American tribes. The expedition achieved mapping the western half of North America and establishing a route to the Pacific Ocean.
This document provides information and questions about a worksheet on George Washington's presidency and his farewell address. It asks students to explain what Alexander Hamilton and Thomas Jefferson might say about the modern U.S. government if they were transported to today. It also prompts students to argue which viewpoint between Hamilton and Jefferson was best for the early 1800s and discuss disagreements between John Adams and Thomas Jefferson during Adams' presidency.
Hamilton vs jefferson opposition grudge matchJason Richard
油
The document describes a debate between Alexander Hamilton and Thomas Jefferson's differing views on domestic and foreign policies during Washington's presidency. Students are asked to select which political figure they agree with more on several issues through a series of multiple choice questions. These issues include handling national debt, federalism, economic priorities, representation in government, interpreting the Constitution, and foreign policy regarding supporting revolutionaries in other countries. Selecting answers on the left or right side reveals whether the student's views align more closely with Hamilton or Jefferson.
How to Configure Deliver Content by Email in Odoo 18 SalesCeline George
油
In this slide, well discuss on how to configure proforma invoice in Odoo 18 Sales module. A proforma invoice is a preliminary invoice that serves as a commercial document issued by a seller to a buyer.
Chapter 1. Basic Concepts of Strategic Management.pdfRommel Regala
油
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
Research Publication & Ethics contains a chapter on Intellectual Honesty and Research Integrity.
Different case studies of intellectual dishonesty and integrity were discussed.
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
ITI Turner Question Paper MCQ E-Book Free DownloadSONU HEETSON
油
ITI Turner Question Paper MCQ Book PDF Free Download. All Questions collected from NIMI Mock Test, CTS Bharat Skills Question Bank, Previous Exam papers. Helpful for CTS Trade Theory 1st & 2nd Year CBT Exam,油Apprentice test, AITT, ISRO, DRDO, NAVY, ARMY, Naval Dockyard, Tradesman, Training Officer, Instructor, RRB ALP CBT 2,油Railway Technician, CEPTAM, BRO, PWD, PHED, Air India, BHEL, BARC, IPSC, CISF, CTI, HSFC, GSRTC, GAIL, PSC, Viva, Tests, Quiz油& all other technical competitive exams.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
油
The intersection of AI and pharmaceutical formulation science highlights significant blind spotssystemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AIthat could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
CRITICAL THINKING AND NURSING JUDGEMENT.pptxPoojaSen20
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Mexican War HW
1. 息 Christine Mankes 2014
Should the U.S. go to war with Mexico?
It has been called one of the most controversial conflicts in United States history. It was a war that
lasted only 20 months but inflicted over 14,000 American and 25,000 Mexican dead and wounded.
When Texas was annexed (added) to the United States in 1845, Mexico was outraged. They had
never even accepted Texan independence.
But there was a new president in the White House: James K. Polk. Polk took office in
1845 and he promised that he would help the United States achieve its manifest
destiny: even if it meant going to war!
What finally causes the Mexican-American War was a border dispute between the U.S.
and Mexico.
James K. Polk
The United States claimed that the southern boundary of Texas (now part of the U.S.) was the Rio
Grande River. Mexico claimed it was the Nueces River, further north.
1. President Polk believed that the southern boundary of Texas was the Rio Grande River.
2. Mexico believed it was the Nueces River.
3. Trace both of these rivers on the map above.
4. President Polk sent the U.S. army south to defend what he believed was the U.S. boundary at the
Rio Grande River. When U.S. troops were sent to the Rio Grande, Mexico sent its own troops as well.
Why did Mexico send troops to the Rio Grande River?
__________________________________________________________________________________________
__________________________________________________________________________________________
When American and Mexican troops clashed at the Rio Grande, Polk used the
opportunity to ask Congress for a declaration of war
2. 息 Christine Mankes 2014
Pretend you are a member of the U.S. Congress in 1846. President Polk has asked you to
approve a declaration of war against Mexico.
1. Choose one of the opinion choices below.
2. Be sure to explain your reasons for choosing the opinion.
3. Be prepared to share your opinion to the class tomorrow.
The United States should declare war on Mexico.
I strongly agree with this statement because I strongly disagree with this statement
because
I agree with this statement because I disagree with this statement because
3. 息 Christine Mankes 2014
War with Mexico!
Some historians refer to the Mexican-American War as one of the most controversial conflicts in American
history. Read the opposing viewpoints below and answer the questions that follow.
DOCUMENT #1
In May 1846, President Polk spoke before a special meeting of Congress to ask for a declaration of war
against Mexico. Read an excerpt from his speech below.
The existing state of the relations between the United States and Mexico renders it proper that I should bring
the subject to the consideration of Congress.... The Mexican government. . . after a long continued series of
menaces, have at last invaded our territory, and shed the blood of our fellow-citizens on our own soil....
[Mexico] has proclaimed that hostilities have commenced, and that the two nations are now at war. As war
exists, and, notwithstanding all our efforts to avoid it, exists by the act of Mexico herself, we are called upon by
every consideration of duty and patriotism to vindicate with decision and honor, the rights, and the interests of
our country.... I invoke the prompt action of Congress to recognize the existence of war, and to place at the
disposition of the Executive the means of prosecuting the war with vigor, and thus hastening the restoration of
peace . .
In his war message to Congress, what is Polks argument for declaring war on Mexico? Cite text-based
evidence in your answer.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
DOCUMENT #2
One of the members of the U.S. House of Representatives who voiced his opposition to the Mexican War was
Abraham Lincoln. He made a speech to Congress in opposition to the Mexican War. Read an excerpt from
his speech below.
. . . the President sent the army into the midst of a settlement of Mexican people who had never submitted, by
consent or by force, to the authority of Texas or of the United States, and ... thereby the first blood of the war
was shed. . . Let the President answer the [questions] I proposed, . . . Let him answer fully, fairly, and
candidlyAnd, if, so answering, he can show that the soil was ours where the first blood of war was shedthat
it was not within an inhabited country, or, if within such, that the inhabitants had submitted themselves to the
civil authority of Texas or of the United States, . . .then I am with him . . . But if he can not or will not do this,
. . . then I shall be fully convinced of what I more than suspect alreadythat he is deeply conscious of being in
the wrong; that he feels the blood of this waris crying to Heaven against him . . and trusting to escape scrutiny
by fixing the public gaze upon the exceeding brightness of military glory, that attractive rainbow that rises in
showers of bloodthat serpent's eye that charms to destroy, ... he now finds himself he knows not where....
In his message to Congress, what is Lincolns argument agains the Mexican War? Cite text-based evidence in
your answer.
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4. 息 Christine Mankes 2014
The Mexican-American War lasted for 20 months and inflicted over 14,000 American and 25,000
Mexican dead and wounded. Many soldiers who fought in the war, such as Ulysses S. Grant and
Robert E. Lee, would become prominent figuress during the Civil War. As a result of the war, the
Treaty of Guadalupe-Hidalgo was signed. The main points of the treaty are listed below:
RESULTS OF THE WAR
(Treaty of Guadalupe-Hidalgo, 1848)
Mexico agreed that the Rio Grande River was the southern boundary of
Texas.
Mexico gave all of presentday California, Nevada, and Utah, as well as
parts of Arizona, New Mexico, Colorado, and Wyoming to the United States. The
United States paid Mexico $15 million for this land, called the Mexican
Cession.
The size and influence of the United States increased once again.
1. What did the United States gain in the Treaty of Guadalupe-Hidalgo?
2. MAKE A PREDICTION: How do you think the Mexican-American War affected relations between
the North and South in the U.S.?
The Mexican-American Wartoday
We will watch a brief video from CBS News about the Mexican-American War and how the war is viewed by
Mexicans today. After watching the video, answer the questions below. http://www.cbsnews.com/news/americas-forgotten-war-south-of-the-border/
1. Why does historian Amy Greenberg believe that the Mexican-American War was the first war fought for
greed, and not principle? ___________________________________________________________________
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2. Why do you think Americans soured on the war and created the first national anti-war movement?
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3. Today, why do you think Mexico refers to the war as Invasi坦n Americana, or American Invasion?
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MEXICAN
CESSION