, who offer one-on-one writing tutorials to students in selected concentrations
Author: Andrew J. Romig
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Author: Department of Sociology, Harvard University
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Author: Department of Government, Harvard University
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Author: Nicole Newendorp
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Authors: Rebecca Wingfield, Sarah Carter, Elena Marx, and Phyllis Thompson
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Author: Department of History, Harvard University
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Guidelines and requirements, fall 2023 deadlines for senior essays.
Seniors planning to write a one–semester essay in the spring semester must submit a Fall Senior Essay Prospectus form signed by the faculty member who has agreed to advise the essay. The signed form is due by September 5, 2023, for students writing the essay in PLSC 480 and by September 7, 2023, for students writing it in a seminar.
All yearlong and fall semester senior essays are due by 4:00 pm on Friday, December 8, 2023. This deadline applies to senior essays being written in a seminar, as well as essays written in PLSC 480, PLSC 491 and PLSC 493.
Rev. 06-20-23
Wesleyan Home → Classical Studies → About the Major → Senior Thesis and Senior Essay
A successful Senior Thesis or Essay will deal directly with primary sources (in the original language to the extent possible), show knowledge of and critical engagement with current scholarship on the subject, and present an original argument developed in response to these sources. The topic might grow out of an oral presentation given in a class, a visit to a monument or site during an overseas study program, or a desire to study in greater depth a set of texts already encountered in a classroom setting. Students thinking about a thesis may wish to look at the past theses in Downey House 115; see a list of recent thesis titles (1994-2012).
While the Senior Thesis is a two-semester project, the Senior Essay is a substantial one-semester research project undertaken in the context of an individual tutorial. It may be completed in either the fall or the spring semester of the senior year. Both should be considered serious academic undertakings and students should plan to begin research in the semester or summer which precedes it. While there is no prescribed minimum length, 30-40 pages is the typical range for an Essay and 70-80 pages for a Thesis. In order to write a thesis or essay, one must first secure the agreement of a departmental faculty member to serve as an advisor. In consultation with the advisor, the student should then outline the topic and compile a basic bibliography.
All students who intend to write a Senior Thesis are required to submit a thesis proposal to the Department by April 15 of the junior year. Students who wish to write a Senior Essay should submit their proposal to the Department by the end of the previous semester (April 15 for an essay to be written in the fall semester, November 15 for the spring).
The Senior Thesis or Essay proposal should be a clear and concise statement of the aims and scope of the project. It should include a description of the central topic or the question to be explored, the main primary sources to be considered, and a bibliography of major secondary sources that will be consulted. The student should also outline the analytical method to be used and any theoretical approaches that may be brought to bear on the topic under consideration. The proposal should be no more than 2-3pp. in length. The student must also include in the proposal the name of the faculty member who has agreed to serve as advisor for the thesis. Students on foreign study programs in the spring of the junior year should identify an advisor as soon as possible to ensure timely submission of their proposal.
Proposals will be considered by the departmental faculty. If the project is deemed appropriate in scope, depth and sophistication for a senior thesis, it will be approved. The student will be informed of the faculty's decision by May 1 (or Dec 1 for fall essay submissions). Appeals of that decision will not be considered, so it is extremely important that students work with a faculty member well in advance of the deadline to develop a suitable project.
Junior Spring (or Senior Fall for Spring Essay-writers): After consultation with the advisor, students submit proposals to the Department for approval. Submission dates are April 15 or November 15.
Summer before Senior Year : Research. This might include broad secondary reading, gathering of data or of bibliography, or a first reading of a text in the original Greek or Latin. Students may wish to look into summer seminars, language programs, or archaeological excavations that will provide skills, ideas, or data sets for a senior thesis.
Senior Fall: Register for the thesis/essay tutorial (For thesis: GRK,LAT, or CCIV 409; for the Essay: GRK, LAT, or CCIV 403). During regular meetings the advisor, in consultation with the student, will establish expectations for the completion of the project in stages. After discussion with the advisor, a student may wish to consult other members of the department whose expertise may be relevant to the thesis topic. Work in progress reports are due in January.
Senior Spring: Submit completed thesis in mid-April. The Honors College provides information about formatting theses for submission, including standards for paper, printing and binding. Students may not use departmental printers or copy machines for theses, but may seek the help or advice of the department for printing Greek or using illustrations. ITS provides a printing service.
In most cases, the faculty advisor alone reads the Senior Essay and assigns a grade for the tutorial. Students should not enter upon a Senior Essay project with the expectation of being considered for honors. Departmental Honors are normally reserved for students who write a thesis, although in extraordinary circumstances the department may elect to consider a senior essay for honors. For the Thesis, the evaluating committee will consist of the advisor, one additional faculty member within the department, and one faculty member from within or outside the department. The advisor and the student will discuss and choose the other readers in the spring, with the advisor responsible for contacting readers in other departments (unless both advisor and student agree that the student shall make the contact). Promptness is recommended in speaking to possible readers in departments like English and History, which typically have many theses to read within their own departments.
Committee members will receive the thesis soon after it is submitted to the Honors College in April. They will forward to the departmental chair written evaluations, including a recommendation for a grade, and a recommendation for Honors or High Honors, or a recommendation that Honors not be awarded. Sufficient time must be allowed for the chair to forward a recommendation about grade and Honors to the Honors College by the deadline. Each reader has the option of forwarding evaluations, or an edited (shortened or expanded) version of the evaluations, directly to the student, but the student should not be told the recommendation for Honors or grade. A thesis must receive a grade of B+ or better to receive departmental Honors, and A or better to receive departmental High Honors. If the readers' recommendations differ, the chair will discuss with them possibilities for compromise or, more rarely, use of an additional reader. A student who does not receive departmental Honors may and ordinarily will still receive credit for the thesis tutorials, if the advisor feels this is appropriate. When all decisions have been made about departmental Honors, the department chair or (with the chair's approval) the advisor shall inform the student about the decision regarding Honors and grade. The advisor shall give the student a course grade for the two terms of work on the thesis; this grade need not be the same as that awarded to the thesis. Often a grade of "X" will be recorded for work on a thesis in the fall, and grades for both 409 and 410 will be determined in the spring.
Students who have been awarded departmental High Honors for the thesis and who have completed all General Education expectations are eligible to be nominated by the department for University Honors. A very small number of Wesleyan students compete for University Honors each year; only a handful receives the prize. This recommendation should accompany the grade and recommendation for High Honors sent to the Honors College on the deadline mentioned above. Selected nominees for University Honors must qualify in an oral examination administered by the Honors Committee, which includes discussion of the thesis but which focuses on other areas of questioning designed to show the students' breadth of knowledge in all areas of the curriculum.
Andrew Szegedy-Maszak has been appointed as Wesleyan's First Distinguished Teaching Fellow.
Andrew Szegedy-Maszak is offering a free online course, "The Ancient Greeks," through Coursera Partnership.
Brigid Dwyer '05 "I found my background in Classics to be quite valuable as a law school student and even more so once I began practicing."
... highest combined GRE scores
… highest success in law school
… skills for modern careers
WES FEST HOMERATHON: Classical Studies faculty and students read Homer's Odyssey out loud at locations all over campus. See map with locations and specific information about the Homerathon.
Professor Kate Birney's CCIV 244 class visits Harvard 3D Visualization Center .
Professor Andy Szegedy-Maszak :
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A thesis paper outline is a simple way of ensuring that each of your paragraphs serves a specific purpose in your paper. All students need to master this writing tool as it helps you organize your work.
A thesis outline is an organizational tool that writers use in their academic and professional thesis papers. Like a blueprint for your essay, it forms the foundation of the entire writing process. It is used to structure the main ideas into a list of easy and quick to follow contents.
Creating a thesis outline is vital in the following ways:
It gives a precise organization of the ideas Identifies parts of the paper that need special attention It singles out sections that need to be reduced or omitted Helps create connections and transitions where necessary It enables a student to fit the ideas systematically
Having a clearly defined thesis statement is better than a thousand thesis writers being dispatched at your disposal.
Now, what will make or break your master’s thesis outline or senior thesis outline is understanding its structure. It is not enough to have what to write but how to register it as well. That is why you need this template when writing a thesis outline.
A conventional thesis paper will have the following sections:
To attain this thesis structure’s best, you have to understand each part’s significance and how it contributes to the overall thesis paper. Let us look at how to write a thesis outline while delving deep into every section.
A topic is described as the trigger button of your paper. It will determine whether your reader will have the interest to read your thesis or not. Therefore, when you are thinking about your thesis topic, consider the following:
For you to have a good thesis topic, it should offer a solution. Nobody wants to spend his precious time on a paper that does not address a prevailing societal problem.
The thesis statement is written in the introductory paragraph. Since this is the main idea for your paper, there is no room for error. Start with an attention-grabber that will lead the reader to your thesis statement.
Example of an attention grabber : Did you know that the average person who stays at home every day consumes over 10 tons of calories in a week?
Sample thesis statement : Excess calorie is a contributing factor to the high obesity rates patients witnessed in hospitals.
When creating a thesis statement outline, ensure that it relates to your introductory paragraph’s first two or three statements. Let it come out clearly so that the reader is prepared for what is coming next in the paper’s body.
They are made up of arguments in support of the thesis statement. This section carries a lot of weight as it either persuades or turns off the reader. Here is an outline for thesis paper body paragraphs:
Identify the main points Look for supporting ideas or evidence Have a list of transitional words from one section to another
The body of a thesis consists of the Literature Review, Research Methods, Results, and Discussion. It is recommended to begin with the literature review first before proceeding to the other two sections.
Since the Discussion is the longest part of the thesis, ensure that you gather all the necessary information needed to furnish it. In this part, you will need to identify the following aspects of your research process:
Every argument should be crystal clear to prevent any doubt or object on the part of the reader.
Though it appears last, it is one of the most critical sections of your thesis. It is the chapter that shows whether you achieved your research objectives or not. In this part, you can point out the following:
Point out the challenges you encountered in your study Your lessons from the research Make recommendations for future research
The conclusion should be a point where you identify whether every hypothesis was met or objective was achieved. It is vital to note that this chapter should short and clear to the end. Now that you have argued your case make this as your final nail to the coffin.
A superb outline can ease your research process and make your thesis writing process quick and easy. When you are thinking of creating a thesis paper outline, consider the following steps:
Read and understand the question first. If your tutor has given you a topic or question for your thesis, ensure that you digest it well to understand what is required of you. It will help to align your thesis outline correctly. Check for similar thesis outlines on the same topic. You can Google for any reliable thesis outline example that is similar to your topic of research. By doing this, you will get a rough idea of what is expected of you. Consult with your professor on the thesis outline format for your institution. Different institutions have varying structures, and thus, you need to use one that matches your institution’s house style. Do not rush into creating the outline. Before you draft your strategy, ensure that you have all the essentials at your fingertips first. Since this will be your guiding principle, it should be devoid of any errors or bogus steps.
After setting your house in order, writing your thesis paper is now time for the real task.
If you did not know how to create a thesis outline, we hope that this writing guide has served that purpose for you. Nevertheless, we also have a thesis writing service that offers students with online assistance.
Get help with thesis outline at affordable rates today. You can also find a master thesis outline example from gurus who have been in this business for decades. What is holding you now?
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Every student who completes the major in Comparative Studies writes a senior essay or a thesis. The essay or the thesis is completed in CS 4990, “Senior Seminar,” a writing workshop offered every Spring in which students share drafts, present their work orally, and receive detailed feedback from their peers.
You may choose between two options:
Whichever is chosen, the senior research project serves as a capstone experience for students in the major, and results in a piece of original work that can be shared with the Comparative Studies community. The essay or thesis may also be valuable as a writing sample if students apply to graduate or professional schools, or pursue a wide range of careers that value individual initiative and effective communication.
Both the senior essay and the thesis require some advance planning, though the timeline for the thesis is typically longer. If you choose to write the senior essay, you should have selected a paper to revise and expand, or else identified a topic for a new research paper, no later than the semester before you enroll in COMPSTD 4990. You will need to submit your draft or proposal for a first round of peer review early in Spring semester.
If you choose to write the thesis, you should have identified a topic and an advisor by the start of Autumn term of your senior year (some students choose a topic in the Spring of junior year and begin work in the summer) so you can enroll in COMPSTD 4999/4999H and begin your research.
In either case, take note that prior to enrolling in COMPSTD 4990, you'll have already taken the required 4000-level course (all of which require the completion of a research paper). The research paper written for that course often provides / may provide the paper that you choose to use for the senior essay or the senior thesis option.
Whether you write the senior essay or the thesis, nothing is more important than the choice of a topic. It should be something that engages you, that sparks your curiosity or imagination, and that has stakes that matter to you. But it should also be a topic of manageable scale, one that can adequately be explored in the time available to you. Your faculty advisor can help you to shape your project at the outset, and to make any necessary adjustments along the way.
No formal advisor is required for the senior essay. If you choose to revise and expand an earlier paper (such as the one you would have written for your 4000-level research course), you may want to reconnect with the instructor for whom you wrote the original. They may be willing to serve as an informal advisor as you undertake your revisions. If choosing a new topic, you may wish to speak with a professor in the department or on our affiliated faculty with expertise in the subject matter. Each of you also has your own faculty advisor with whom you can confer, as well as the professor who will be teaching COMPSTD 4990.
If you write a thesis you must have a formal thesis advisor; you may also elect to have a co-advisor. They will supervise any thesis research courses you take (COMPSTD 4999), the writing of the thesis itself, and the oral exam at the end of the process. This might be the same person as your faculty advisor but it need not be. You should choose someone with whom you are comfortable (usually because you have been in a class together before) and who has enough knowledge of the subject matter to guide your work. You may wish to speak informally with more than one professor before making a final decision.
If you choose to write the senior essay you will complete most of the work of research and writing during the Spring semester of your senior year, while enrolled in CS 4990, “Senior Seminar.” You may either revise and expand a paper you wrote for another course (usually, but not always, a course in Comparative Studies), or begin and complete a research paper on a new topic. Senior essays vary in length, but are typically around 12–15 pages (and sometimes longer if they are expanded versions of earlier essays).
If you who choose to write a thesis you will typically begin working on it during the Autumn semester of senior year (and sometimes during the preceding summer) by enrolling in CS 4999 or 4999H (“Undergraduate Thesis” or “Honors Thesis”). You will then complete the writing while enrolled in CS 4990, “Senior Seminar.” Theses vary considerably in length, but are typically between 25 and 40 pages. The thesis process also includes an oral "defense" (really more like a conversation about the completed work with your advisor and one or more other faculty members). If you choose the thesis option you may be eligible to graduate with “Research Distinction” or “Honors Research Distinction.”
To graduate with Research Distinction in Comparative Studies or with Research Distinction (if the thesis is completed in another discipline), you must meet the following requirements:
For a more detailed list of instructions, see: https://artsandsciences.osu.edu/academics/current-students/advising-academics/graduation
If you are in the Honors Program you may graduate with Honors Research Distinction in Comparative Studies or with Honors Research Distinction (if the thesis is completed in another discipline) by meeting the following requirements:
For a more detailed list of instructions, see: https://aschonors.osu.edu/honors/research-thesis
There are several sources of funding for undergraduate research. Arts and Sciences awards two kinds of scholarships on a competitive basis each academic year; each requires a letter of support from an academic advisor, and preference is given to students planning to write a thesis. Undergraduate Research Scholarships range from $500 to $12,000. Applications for a given academic year are due in early February of the preceding year. International Research Grants provide up to $4,000 for research-related travel abroad for students in Arts and Sciences. There are two application cycles per academic year. For more information, see: http://aschonors.osu.edu/opportunities/scholarships/undergrad .
The Division of Arts and Humanities provides Undergraduate Research Small Grants (up to $500) to help fund travel to things like conferences, research collections, and exhibitions and to purchase materials for research or creative activity. The Aida Cannarsa Endowment Fund offers grants of $500 to $3,000 to students in arts and humanities, with priority given to those with demonstrated financial need. Applications for both are reviewed twice a year.
See: https://artsandsciences.osu.edu/academics/current-students/scholarships-grants/research .
There may be additional sources of funding, on and off campus, for particular kinds of projects. You should consult with your advisor and the Office of Undergraduate Research.
Please note that research funding involving human subjects may require prior IRB approval .
Every Spring, there are opportunities for Comparative Studies students to present the results of their research, whether they choose to write the senior essay or the thesis. The Richard J. and Martha D. Denman Undergraduate Research Forum is a university-wide showcase of undergraduate work that awards prizes by areas of interest (for example, Humanities). There is a competitive abstract submission process in January, and a day devoted to presentations in late March. Though most of the forum involves poster presentations, Humanities majors give brief oral presentations (8-10 minutes) on their work to faculty judges.
In April, the Department of Comparative Studies hosts its own Undergraduate Research Colloquium. Working closely with their advisor, students prepare and submit paper abstracts in February—300 words or fewer that describe the project’s central questions, methodologies, theoretical framework, and (tentative) conclusions. Students may choose to give a 10-minute presentation on work in progress or a 20-minute presentation on completed work (by April everyone enrolled in 4990 should be ready to give a presentation). This is a more relaxed atmosphere, with an audience of your peers and friends, as well as faculty and graduate students in the department.
Autumn of senior year
Spring of senior year
Spring of junior year
Summer between junior and senior years (optional)
Additional Information
You are here, senior essay.
For full details on requirements, format, and deadlines for the Senior Essay in the History of Art, see:
*** Guidelines For Writing the Senior Essay ***
Note that these guidelines are updated each year.
Below is a summary of this year’s senior essay calendar:
SENIOR ESSAY KEY DATES AND DEADLINES 2023-24
FALL 2023 Sept. 11 Senior Essay Proposals Due @ 12:00 pm Sept. 20 Senior Thesis Essay Workshop 1 (5:00-6:30 pm) (HoA Dept Conference Rm) Oct. 06 Project outline and annotated bibliography DUE Oct. 23 Senior Thesis Workshop II 5:00-6:30 pm (HoA Dept Conference Rm) Oct. 24 Senior Thesis Workshop II 5:30-7:00 pm (HoA Dept Conference Rm) Nov. 10 Complete draft of essay due Nov. 15 Senior Essay Colloquium: 5:30-7:30 pm (HoA Dept Conference Rm) Nov. 16 Senior Essay Colloquium: 5:30-7:30 pm (HoA Dept Conference Rm) Dec. 08 SENIOR ESSAYS DUE (to nicole.chardiet@yale.edu and DUS @12:00 pm)
SPRING 2024 Jan. 26 Senior Essay Proposals Due (to nicole.chardiet@yale.edu and DUS) Jan. 30 Senior Thesis Essay Workshop 1 (5:00-7:00 pm) (HoA Dept Conference Rm) Feb. 20 Project outline and annotated bibliography DUE Mar. 5 Senior Thesis Workshop II 5:00-6:30 pm (HoA Dept Conference Rm) Mar. 6 Senior Thesis Workshop II 5:00-6:30 pm (HoA Dept. Conference Rm) Mar. 27 Complete essay draft due Apr. 2 Senior Essay Colloquium: 5:30-7:30 pm (HoA Dept. Conference Rm) Apr. 3. Senior Essay Colloquium: 5:30-7:30 pm (HoA Dept. Conference Rm) Apr. 19 SENIOR ESSAYS DUE (to nicole.chardiet@yale.edu and DUS @12:00 pm)
Written by: patrick allitt, emory university, by the end of this section, you will:.
World War II ended in 1945. The United States and the Soviet Union had cooperated to defeat Nazi Germany, but they mistrusted each other. Joseph Stalin, the Soviet dictator, believed the Americans had waited too long before launching the D-Day invasion of France in 1944, leaving his people to bear the full brunt of the German war machine. It was true that Soviet casualties were more than 20 million, whereas American casualties in all theaters of war were fewer than half a million.
On the other hand, Harry Truman, Franklin Roosevelt’s vice president, who had become president after Roosevelt’s death in April 1945, believed Stalin had betrayed a promise made to Roosevelt at the Yalta summit in February 1945. That promise was to permit all the nations of Europe to become independent and self-governing at the war’s end. Instead, Stalin installed Soviet puppet governments in Poland, East Germany, Czechoslovakia, Rumania, Hungary, and Bulgaria, the parts of Europe his armies had recaptured from the Nazis.
These tensions between the two countries set the stage for the Cold War that came to dominate foreign and domestic policy during the postwar era. The world’s two superpowers turned from allies into ideological and strategic enemies as they struggled to protect and spread their systems around the world, while at the same time developing arsenals of nuclear weapons that could destroy it. Domestically, the United States emerged from the war as the world’s unchallenged economic powerhouse and enjoyed great prosperity from pent-up consumer demand and industrial dominance. Americans generally supported preserving the New Deal welfare state and the postwar anti-communist crusade. While millions of white middle-class Americans moved to settle down in the suburbs, African Americans had fought a war against racism abroad and were prepared to challenge it at home.
Journalists nicknamed the deteriorating relationship between the two great powers a “ cold war ,” and the name stuck. In the short run, America possessed the great advantage of being the only possessor of nuclear weapons as a result of the Manhattan Project. It had used two of them against the Japanese cities of Hiroshima and Nagasaki to end the war in the Far East, with destructive power so fearsome it deterred Soviet aggression. But after nearly four years of war, Truman was reluctant to risk a future conflict. Instead, with congressional support, he pledged to keep American forces in Europe to prevent any more Soviet advances. This was the “ Truman Doctrine ,” a dramatic contrast with the American decision after World War I to withdraw from European affairs. (See the Harry S. Truman, “Truman Doctrine” Address, March 1947 Primary Source.)
President Harry Truman pictured here in his official presidential portrait pledged to counter Soviet geopolitical expansion with his “Truman Doctrine.”
The National Security Act, passed by Congress in 1947, reorganized the relationship between the military forces and the government. It created the National Security Council (NSC), the Central Intelligence Agency (CIA), and the office of Secretary of Defense. The Air Force, previously a branch of the U.S. Army, now became independent, a reflection of its new importance in an era of nuclear weapons. Eventually, NSC-68, a secret memorandum from 1950, was used to authorize large increases in American military strength and aid to its allies, aiming to ensure a high degree of readiness for war against the Soviet Union.
What made the Soviet Union tick? George Kennan, an American diplomat at the U.S. Embassy in Moscow who knew the Soviets as well as anyone in American government, wrote an influential article titled “The Sources of Soviet Conduct.” Originally sent from Moscow as a long telegram, it was later published in the journal Foreign Affairs under the byline “X” and impressed nearly all senior American policy makers in Washington, DC. The Soviets, said Kennan, believed capitalism and communism could not coexist and that they would be perpetually at war until one was destroyed. According to Kennan, the Soviets believed communism was destined to dominate the world. They were disciplined and patient, however, and understood “the logic of force.” Therefore, said Kennan, the United States must be equally patient, keeping watch everywhere to “contain” the threat.
Containment became the guiding principle of U.S. anti-Soviet policy, under which the United States deployed military, economic, and cultural resources to halt Soviet expansion. In 1948, the United States gave more than $12 billion to Western Europe to relieve suffering and help rebuild and integrate the economies through the Marshall Plan. The Europeans would thus not turn to communism in their desperation and America would promote mutual prosperity through trade. The Berlin crisis of 1948–1949 was the policy’s first great test. (See the George Kennan (“Mr. X”), “Sources of Soviet Conduct,” July 1947 Primary Source.)
Berlin, jointly occupied by the major powers, lay inside Soviet-dominated East Germany, but access roads led to it from the West. In June 1948, Soviet forces cut these roads, hoping the Americans would permit the whole of Berlin to fall into the Soviet sphere rather than risk war. Truman and his advisors, recognizing the symbolic importance of Berlin but reluctant to fire the first shot, responded by having supplies flown into West Berlin, using aircraft that had dropped bombs on Berlin just three years earlier. Grateful Berliners called them the “raisin bombers” in tribute to one of the foods they brought.
After 11 months, recognizing their plan had failed, the Soviets relented. West Berlin remained part of West Germany, making the first test of containment a success. On the other hand, the United States was powerless to prevent a complete Communist takeover in Czechoslovakia, whose government had shown some elements of independence from Moscow’s direction. (See The Berlin Airlift Narrative.)
Alarm about the Czech situation hastened the American decision to begin re-arming West Germany, where an imperfect and incomplete process of “de-Nazification” had taken place. The United States also supervised the creation in 1949 of the North Atlantic Treaty Organization (NATO), an alliance of Western nations to forestall Soviet aggression in central Europe. The U.S. government also continued research on and development of new and more powerful nuclear weapons. Americans were dismayed to learn, in 1949, that the Soviets had successfully tested an atomic bomb of their own, greatly facilitated by information provided by Soviet spies. Europe and much of the world were divided between the world’s two superpowers and their allies.
U.S. Secretary of State Dean Acheson along with the foreign ministers of Canada and 10 European nations gathered to sign the North Atlantic Treaty on April 4 1949 founding NATO.
The postwar years were politically volatile ones all over the world, due to widespread decolonization. Britain, though allied with the United States during World War II, had been weakened by the conflict and could no longer dominate its remote colonies. The British Empire was shrinking drastically, and this made the Truman Doctrine all the more necessary. In 1947, an economically desperate Britain reluctantly granted India and Pakistan the independence their citizens had sought for years. Britain’s African colonies gained independence in the 1950s and early 1960s. The United States and the Soviet Union each struggled to win over the former British colonies to their own ideological side of the Cold War. (See the Who Was Responsible for Starting the Cold War? Point-Counterpoint and Winston Churchill, “Sinews of Peace,” March 1946 Primary Source.)
Israel came into existence on May 14, 1948, on land that had been a British-controlled mandate since the end of World War I. The Zionist movement, founded in the 1890s by Austro-Hungarian journalist Theodore Herzl, had encouraged European Jews to immigrate to Palestine. There, they would buy land, become farmers, and eventually create a Jewish state. Tens of thousands, indeed, had migrated there and prospered between 1900 and 1945. Widespread sympathy for the Jews, six million of whom had been exterminated in the Nazi Holocaust, prompted the new United Nations to authorize the partition of Palestine into two states, one Jewish and one Arab. From the very beginning, these two states were at war, with all the neighboring Arab states uniting to threaten Israel’s survival. President Truman supported Israel, however, and in the ensuing decades, most American politicians, and virtually all the American Jewish population, supported and strengthened it.
In 1949, a decades-long era of chaos, conquest, and revolution in China ended with the triumph of Mao Zedong, leader of a Communist army. Against him, America had backed Chiang Kai-Shek, the Chinese Nationalist leader, whose defeated forces fled to the offshore island of Taiwan. American anti-communist politicians in Washington, DC, pointed to the growing “red” (Communist) areas of the map as evidence that communism was winning the struggle for the world. Domestically, Truman and the Democrats endured charges that they had “lost” China to communism.
Korea, one of the many parts of Asia that Japan had conquered in the earlier twentieth century but then lost in 1945, was now partitioned into a pro-Communist North and an anti-Communist South. In June 1950, the Truman administration was taken by surprise when North Korea attacked the South, overpowering its army and forcing the survivors back into a small area of the country’s southeast, the Pusan perimeter. Truman and his advisors quickly concluded they should apply the containment principle to Asia and procured a resolution of support from the United Nations, which was unanimous because the Soviet representatives were not present in the Security Council during the vote. See the Truman Intervenes in Korea Decision Point.)
U.S. troops were sent to Korea shortly after Truman’s decision to apply containment to the region. Pictured is a U.S. gun crew near the Kum River in July 1950.
An American invasion force led by General Douglas MacArthur thus made a daring counterattack, landing at Inchon, near Seoul on the west coast of the Korean peninsula, on September 15, 1950. At once, this attack turned the tables in the war, forcing the North Koreans into retreat. Rather than simply restore the old boundary, however, MacArthur’s force advanced deep into North Korea, ultimately approaching the Chinese border. At this point, in October 1950, Mao Zedong sent tens of thousands of Chinese Communist soldiers into the conflict on the side of North Korea. They turned the tide of the war once again, forcing the American forces to fall back in disarray.
After a brutal winter of hard fighting in Korea, the front lines stabilized around the 38th parallel . MacArthur, already a hero of World War II in the Pacific, had burnished his reputation at Inchon. In April 1951, however, he crossed the line in civil-military relations that bars soldiers from dabbling in politics by publicly criticizing one of President Truman’s strategic decisions not to expand the war against the Chinese. MacArthur was so popular in America, he had come to think the rules no longer applied to him, but they did. Truman fired him with no hesitation, replacing him with the equally competent but less egotistical General Matthew Ridgway. The war dragged on in a stalemate. Only in 1953, after the inauguration of President Dwight D. Eisenhower, was a truce declared between the two Koreas. It has held uneasily ever since. (See The Korean War and The Battle of Chosin Reservoir Narrative.)
The late 1940s and early 1950s were paradoxical. They were years of great geopolitical stress, danger, and upheaval, yet they were also a time of prosperity and opportunity for millions of ordinary American citizens. Far more babies were born each year than in the 1930s, resulting in the large “ baby boom ” generation. Millions of new houses were built to meet a need accumulated over the long years of the Great Depression and the war. Suburbs expanded around every city, creating far better and less-crowded living conditions than ever before. Levittown housing developments were just one example of the planned communities with mass-produced homes across the country that made homeownership within the reach of many, though mostly white families, thanks to cheap loans for returning veterans (See the Levittown Videos, 1947–1957 Primary Source). Wages and living standards increased, and more American consumers found they could afford their own homes, cars, refrigerators, air conditioners, and even television sets—TV was then a new and exciting technology. The entire nation breathed a sigh of relief on discovering that peace did not bring a return of depression-era conditions and widespread unemployment. (See The Sound of the Suburbs Lesson.)
Television became a staple in U.S. households during the 1940s and 1950s.
Full employment during the war years had strengthened trade unions, but for patriotic reasons, nearly all industrial workers had cooperated with their employers. Now that the war was over, a rash of strikes for better pay and working conditions broke out. In 1945, Truman expanded presidential power by seizing coal mines, arguing it was in the national interest because coal supplied electricity. He then forced the United Mine Workers to end their strike the following year.
Although coal miners won their demands, the power of organized labor waned over the next few decades. Republican members of Congress, whose party had triumphed in the 1946 mid-term elections, passed the Taft-Hartley Act in 1947, aiming to curb the power of unions by banning the closed shop, allowing states to protect the right to work outside the union, setting regulations to limit labor strikes and excluding supporters of the Communist Party and other social radicals from their leadership. Truman vetoed the act, but Congress overrode the veto. In 1952, Truman attempted to again seize a key industry and forestall a strike among steelworkers. However, the Supreme Court decided in Youngstown Sheet & Tube Co. v. Sawyer (1952) that Truman lacked the constitutional authority to seize private property, and steelworkers won significant concessions.
Watch this BRI AP U.S. History Exam Study Guide about the Post-WWII Boom: Transition to a Consumer Economy to explore the post-World War II economic boom in the United States and its impacts on society.
Fear of communism, not only abroad but at home, was one of the postwar era’s great obsessions. Ever since the Russian Revolution of 1917, a small and dedicated American Communist Party had aimed to overthrow capitalism and create a Communist America. Briefly popular during the crisis of the Great Depression and again when Stalin was an American ally in World War II, the party shrank during the early Cold War years. Rising politicians like the young California congressman Richard Nixon nevertheless discovered that anti-Communism was a useful issue for gaining visibility. Nixon helped win publicity for the House Committee on Un-American Activities (HUAC), whose hearings urged former communists to expose their old comrades in the name of national security, especially in government and Hollywood. In 1947, President Truman issued Executive Order No. 9835, establishing loyalty boards investigating the communist sympathies of 2.5 million federal employees. (See The Postwar Red Scare and the Cold War Spy Cases Narratives.)
The most unscrupulous anti-communist was Senator Joseph R. McCarthy (R-WI), who used fear of communism as a powerful political issue during the early Cold War. He made reckless allegations that the government was riddled with communists and their sympathizers, even including Secretary of State George Marshall. Intimidating all critics by accusing them of being part of a great communist conspiracy, McCarthy finally overplayed his hand in publicly televised hearings by accusing the U.S. Army of knowingly harboring communists among its senior officers. The Senate censured him in December 1954, after which his influence evaporated, but for four years, he had been one of the most important figures in American political life. Although he was correct that the Soviets had spies in the U.S. government, McCarthy created a climate of fear and ruined the lives of innocent people for his own political gain during what became known as the “Second Red Scare.” (See the McCarthyism DBQ Lesson.)
Senator Joseph McCarthy (left) is pictured with his lawyer Roy Cohn during the 1950s McCarthy-Army clash.
Be sure to check out this BRI Homework Help video about The Rise and Fall of Joseph McCarthy to learn more about Joseph McCarthy and his battle against communists in the U.S. government.
Several highly publicized spy cases commanded national attention. Klaus Fuchs and other scientists with detailed knowledge of the Manhattan Project were caught passing nuclear secrets to the Soviet Union. In 1950, Alger Hiss was prosecuted for perjury before Congress and accused of sharing State Department documents with the Soviets. Julius and Ethel Rosenberg were tried for espionage in 1951 and executed two years later. Julius was convicted of running a spy ring associated with selling atomic secrets to the Russians, though the case against Ethel’s direct involvement was thinner.
After the 1946 midterm election, in which Republicans won a majority in the House and the Senate, the Democratic President Truman struggled to advance his domestic program, called the Fair Deal in an echo of Franklin Roosevelt’s New Deal. For instance, Truman was the first American president to propose a system of universal health care, but the Republican Congress voted it down because they opposed the cost and regulations associated with the government program and called it “socialized medicine.” Truman did succeed in other areas. He was able to encourage Congress to pass the Employment Act of 1946, committing the government to ensuring full employment. By executive order, he desegregated the American armed forces and commissioned a report on African American civil rights. He thus played an important role in helping advance the early growth of the civil rights movement.
Truman seemed certain to lose his re-election bid in 1948. The Republicans had an attractive candidate in Thomas Dewey, and Truman’s own Democratic Party was splintering three ways. Former Vice President Henry Wallace led a Progressive breakaway, advocating a less confrontational approach to the Cold War. Strom Thurmond, a South Carolina senator, led the southern “Dixiecrat” breakaway by opposing any breach in racial segregation. The Chicago Daily Tribune was so sure Dewey would win that it prematurely printed its front page with the headline “Dewey Defeats Truman.” One of the most famous photographs in the history of American journalism shows Truman, who had upset the pollsters by winning, holding a copy of this newspaper aloft and grinning broadly.
President Truman is pictured here holding the Chicago Daily Tribune with its inaccurate 1948 headline.
Four years later, exhausted by Korea and the fierce stresses of the early Cold War, Truman declined to run for another term. Both parties hoped to attract the popular Supreme Allied commander, Dwight D. Eisenhower, to be their candidate. He accepted the Republicans’ invitation, defeated Adlai Stevenson in November 1952, and won against the same rival again in 1956.
Rather than roll back the New Deal, which had greatly increased the size and reach of the federal government since 1933, Eisenhower accepted most of it as a permanent part of the system, in line with his philosophy of “Modern Republicanism.” He worked with Congress to balance the budget but signed bills for the expansion of Social Security and unemployment benefits, a national highway system, federal aid to education, and the creation of National Aeronautics and Space Administration (NASA). In foreign policy, he recognized that for the foreseeable future, the Cold War was here to stay and that each side’s possession of nuclear weapons deterred an attack by the other. The two sides’ nuclear arsenals escalated during the 1950s, soon reaching a condition known as “ mutually assured destruction ,” which carried the ominous acronym MAD and would supposedly prevent a nuclear war.
At the same time, Eisenhower and Secretary of State John Foster Dulles supported the “New Look” foreign policy, which increased reliance on nuclear weapons rather than the more flexible but costly buildup of conventional armed forces. Despite the Cold War consensus about containment, Eisenhower did not send troops when the Vietnamese defeated the French in Vietnam; when mainland China bombed the Taiwanese islands of Quemoy and Matsu; when the British, French, and Egypt fought over the Suez Canal in 1956; or when the Soviets cracked down on Hungary. Instead, Eisenhower assumed financial responsibility for the French war effort in Vietnam and sent hundreds of military advisers there over the next several years. (See the Dwight D. Eisenhower, Farewell Address, January 1961 Primary Source.)
Encouraged by early signs of a change in national racial policy and by the Supreme Court’s decision in Brown v. Board of Education (1954) , African American organizations intensified their efforts to challenge southern segregation. Martin Luther King Jr., then a spellbinding young preacher in Montgomery, Alabama, led a Montgomery bus boycott that began in December 1955. Inspired by the refusal of Rosa Parks to give up her seat on a city bus, African Americans refused to ride Montgomery’s buses unless the company abandoned its policy of forcing them to ride at the back and to give up their seats to whites when the bus was crowded. After a year, the boycott succeeded. King went on to create the Southern Christian Leadership Conference (SCLC), which practiced nonviolent resistance as a tactic, attracting press attention, embarrassing the agents of segregation, and promoting racial integration. (See the Rosa Parks, Martin Luther King Jr., and the Montgomery Bus Boycott Narrative and the Rosa Parks’s Account of the Montgomery Bus Boycott (Radio Interview), April 1956 Primary Source.)
In 1957, Congress passed the first federal protection of civil rights since Reconstruction and empowered the federal government to protect black voting rights. However, the bill was watered down and did not lead to significant change. In August, black students tried to attend high school in Little Rock, Arkansas, but were blocked by National Guard troops. Over the next few weeks, angry crowds assembled and threatened these students. President Eisenhower decided to send in federal troops to protect the nine black students. In the postwar era, African Americans won some victories in the fight for equality, but many southern whites began a campaign of massive resistance to that goal.
Check out this BRI Homework Help video about Brown v. Board of Education to learn more about the details of the case.
Thus, the pace of school desegregation across the south remained very slow. White southerners in Congress promised massive resistance to the policy. When it came to the point, however, only one county, Prince Edward County, Virginia, actually closed down its public schools rather than permit them to be desegregated. Other districts, gradually and reluctantly, eventually undertook integration, but widespread discrimination persisted, especially in the South.
Mexican Americans, like African Americans, suffered from racial discrimination. Under the bracero program, inaugurated during the 1940s, Mexicans were permitted to enter the United States temporarily to work, mainly as farm laborers in the western states, but they too were treated by whites as second-class citizens. They were guest workers, and the program was not intended to put them on a path to U.S. citizenship. (See The Little Rock Nine Narrative.)
Pictured are Mexican workers waiting to gain legal employment and enter the United States as part of the “ bracero ” program begun in the 1940s.
The desegregation of schools was only one aspect of public concern about education in the 1950s. The Soviet Union launched an artificial orbiting satellite, “Sputnik,” in 1957 and ignited the “ Space Race .” Most Americans were horrified, understanding that a rocket able to carry a satellite into space could also carry a warhead to the United States. Congress reacted by passing the National Defense Education Act in August 1958, devoting $1 billion of federal funds to education in science, engineering, and technology in the hope of improving the nation’s scientific talent pool.
NASA had been created earlier that same year to coordinate programs related to rocketry and space travel. NASA managed to catch up with the Soviet space program in the ensuing years and later triumphed by placing the first person on the moon in 1969. Better space rockets meant better military missiles. NASA programs also stimulated useful technological discoveries in materials, navigation, and computers. (See the Sputnik and NASA Narrative and the Was Federal Spending on the Space Race Justified? Point-Counterpoint.)
Another major initiative, also defense related, of the Eisenhower years was the decision to build the interstate highway system. As a young officer just after World War I, Eisenhower had been part of an Army truck convoy that attempted to cross the United States. Terrible roads meant that the convoy took 62 days, with many breakdowns and 21 injuries to the soldiers, an experience Eisenhower never forgot. He had also been impressed by the high quality of Germany’s autobahns near the war’s end. A comprehensive national system across the United States would permit military convoys to move quickly and efficiently. Commerce, the trucking industry, and tourism would benefit too, a belief borne out over the next 35 years while the system was built; it was declared finished in 1992. See The National Highway Act Narrative and the Nam Paik, Electronic Superhighway , 1995 Primary Source.)
American women, especially in the large and growing middle class, were in a paradoxical situation in the 1950s. In one sense, they were the most materially privileged generation of women in world history, wealthier than any predecessors. More had gained college education than ever before, and millions were marrying young, raising their children with advice from Dr. Spock’s best-selling Common Sense Book of Baby and Child Care (1946), and enjoying labor-saving domestic devices and modern conveniences like washing machines, toasters, and electric ovens. Affluence meant many middle-class women were driving cars of their own. This 1950s advertisement for Ford automobiles persuaded women to become a “two Ford family.” At the same time, however, some suffered various forms of depression and anxiety, seeking counseling, often medicating themselves, and feeling a lack of purpose in their lives.
This situation was noticed by Betty Friedan, a popular journalist in the 1950s whose book The Feminine Mystique , published in 1963, helped ignite the new feminist movement. Its principal claim was that in America in the 1950s, women lacked fulfilling careers of their own, and material abundance was no substitute. (See the Dr. Benjamin Spock and the Baby Boom Narrative.) A feminist movement emerged in the 1960s and 1970s seeking greater equality. In the postwar period, however, not all women shared the same experiences. Millions of working-class and poor women of all races continued to work in factories, retail, domestic, or offices as they had before and during the war. Whether married or single, these women generally did not share in the postwar affluence enjoyed by middle-class, mostly white, women who were in the vanguard of the feminist movement for equal rights for women.
By 1960, the United States was, without question, in a superior position to its great rival the Soviet Union—richer, stronger, healthier, better fed, much freer, and much more powerful. Nevertheless Eisenhower, in his farewell address, warned against the dangers of an overdeveloped “military-industrial complex,” in which American traditions of democracy, decentralization, and civilian control would be swallowed up by the demands of the defense industry and a large, governmental national security apparatus. He had no easy remedies to offer and remained acutely aware that the Cold War continued to threaten the future of the world.
Timeline of events in the postwar period from 1945 to 1960.
1. The major deterrent to Soviet aggression in Europe immediately after World War II was
2. Why did the United States maintain large armed forces in Europe after World War II?
3. The memorandum NSC-68 authorized
4. The United States’ first successful application of its policy of containment occurred in
5. During the late 1940s the Truman Administration supported all the following countries except
6. When North Korea invaded South Korea the Truman Administration resolved to apply which strategy?
7. Events in which European country led the United States to allow the re-arming of West Germany?
8. The Taft-Hartley Act was most likely passed as a result of
9. Why was it reasonable to expect Truman to lose the presidential election of 1948?
10. Why were many middle-class women dissatisfied with their lives in the 1950s?
11. All the following were Cold War based initiatives by the Eisenhower Administration except
12. Anti-communist crusader Senator Joseph McCarthy overplayed his advantage in the Red Scare when he
13. As a presidential candidate Dwight Eisenhower recognized the significance of all the following except
14. Which of the following statements most accurately describes the United States’ foreign policy during 1945-1960?
15. Betty Friedan gained prominence by
16. Before leaving the office of the presidency Dwight D. Eisenhower warned the nation of the danger of
Political cartoon by Clifford Berryman regarding civil rights and the 1948 election.
1. The main topic of public debate at the time this political cartoon was published was the
2. Which of the following groups would most likely support the sentiments expressed in the political cartoon?
“It would be an unspeakable tragedy if these countries which have struggled so long against overwhelming odds should lose that victory for which they sacrificed so much. Collapse of free institutions and loss of independence would be disastrous not only for them but for the world. Discouragement and possibly failure would quickly be the lot of neighboring peoples striving to maintain their freedom and independence. Should we fail to aid Greece and Turkey in this fateful hour the effect will be far reaching to the West as well as to the East. We must take immediate and resolute action. I therefore ask the Congress to provide authority for assistance to Greece and Turkey in the amount of $400 0 000 for the period ending June 30 1948.”
President Harry S. Truman The Truman Doctrine Speech March 12 1947
3. President Truman’s speech was most likely intended to increase the public’s awareness of
4. The immediate outcome of the event described in the excerpt was that
5. Based on the ideas in the excerpt which of the following observations of U.S. foreign policy in the post World War II years is true?
“Women especially educated women such as you have a unique opportunity to influence us man and boy and to play a direct part in the unfolding drama of our free society. But I am told that nowadays the young wife or mother is short of time for the subtle arts that things are not what they used to be; that once immersed in the very pressing and particular problems of domesticity many women feel frustrated and far apart from the great issues and stirring debates for which their education has given them understanding and relish. . . . There is often a sense of contraction of closing horizons and lost opportunities. They had hoped to play their part in the crisis of the age. . . . The point is that . . . women “never had it so good” as you do. And in spite of the difficulties of domesticity you have a way to participate actively in the crisis in addition to keeping yourself and those about you straight on the difference between means and ends mind and spirit reason and emotion . . . In modern America the home is not the boundary of a woman’s life. . . . But even more important is the fact surely that what you have learned and can learn will fit you for the primary task of making homes and whole human beings in whom the rational values of freedom tolerance charity and free inquiry can take root.”
Adlai Stevenson “A Purpose for Modern Women” from his Commencement Address at Smith College 1955
6. Which of the following best mirrors the sentiments expressed by Adlai Stevenson in the provided excerpt?
7. The reference that “many women feel frustrated and far apart from the great issues and stirring debates for which their education has given them understanding and relish” is a reference to the ideas espoused by
Eisenhower Dwight D. “Eisenhower’s Farewell Address to the Nation.” http://mcadams.posc.mu.edu/ike.htm
Eisenhower Dwight D. “Interstate Highway System.” Eisenhower proposes the interstate highway system to Congress. https://www.presidency.ucsb.edu/documents/special-message-the-congress-regarding-national-highway-program
“‘Enemies from Within’: Senator Joseph R. McCarthy’s Accusations of Disloyalty.” McCarthy’s speech in Wheeling West Virginia. http://historymatters.gmu.edu/d/6456
Friedan Betty. The Feminine Mystique . New York: W. W. Norton 1963.
Hamilton Shane and Sarah Phillips. Kitchen Debate and Cold War Consumer Politics: A Brief History with Documents . Boston: Bedford Books 2014.
Kennan George F. American Diplomacy . New York: Signet/Penguin Publishing 1952.
King Martin Luther Jr. “(1955) Martin Luther King Jr. ‘The Montgomery Bus Boycott.'” http://www.blackpast.org/1955-martin-luther-king-jr-montgomery-bus-boycott
King Martin Luther Jr. Stride Toward Freedom: The Montgomery Story . New York: Harper & Brothers Publishers 1958.
MacLean Nancy. American Women’s Movement 1945-2000: A Brief History with Documents . Boston: Bedford Books 2009.
Marshall George C. “The ‘Marshall Plan’ speech at Harvard University 5 June 1947.” http://www.oecd.org/general/themarshallplanspeechatharvarduniversity5june1947.htm
Martin Waldo E. Jr. Brown v. Board of Education: A Brief History with Documents . Boston: Bedford Books 1998.
Schrecker Ellen W. The Age of McCarthyism: A Brief History with Documents . Boston: Bedford Books 2016.
Story Ronald and Bruce Laurie. Rise of Conservatism in America 1945-2000: A Brief History with Documents. Boston: Bedford Books 2008.
Truman Harry. “A Report to the National Security Council – NSC 68 April 12 1950.” https://www.trumanlibrary.gov/library/research-files/report-national-security-council-nsc-68
Truman Harry. “The Fateful Hour (1947)” speech. http://www.americanrhetoric.com/speeches/harrystrumantrumandoctrine.html
Ambrose Stephen and Douglas Brinkley. Rise to Globalism: American Foreign Policy since 1938. Ninth ed. New York: Penguin 2010.
Branch Taylor. Parting the Waters: America in the King Years 1954-63 . New York: Simon and Schuster 1988.
Brands H.W. American Dreams: The United States Since 1945 . New York: Penguin 2010.
Brands H.W. The General vs. the President: MacArthur and Truman at the Brink of Nuclear War . New York: Anchor 2016.
Cadbury Deborah. Space Race: The Epic Battle Between American and the Soviet Union for Dominion of Space. New York: Harper 2007.
Cohen Lizabeth A. A Consumers’ Republic: The Politics of Mass Consumption in Postwar America . New York: Vintage 2003.
Coontz Stephanie. The Way We Never Were: American Families and the Nostalgia Trap . New York: Basic Books 2016.
Dallek Robert. Harry S. Truman . New York: Times Books 2008.
Diggins John Patrick. The Proud Decades: America in War and Peace 1941-1960 . New York: W. W. Norton 1989.
Fried Richard. Nightmare in Red: The McCarthy Era in Perspective . Oxford: Oxford University Press 1991.
Gaddis John Lewis. The Cold War: A New History . New York: Penguin 2005.
Halberstam David. The Coldest Winter: America and the Korean War. New York: Hyperion 2007.
Hitchcock William I. The Age of Eisenhower: America and the World in the 1950s. New York: Simon and Schuster 2018.
Johnson Paul. Eisenhower: A Life. New York: Penguin 2015.
Lewis Tom. Divided Highways: Building the Interstate Highways Transforming American Life. Ithaca NY: Cornell University Press 2013.
May Elaine Tyler. Homeward Bound: American Families in the Cold War Era . New York: Basic 2008.
McCullough David. Truman. New York: Simon and Schuster 1993.
Patterson James T. Grand Expectations: The United States 1945-1974. Oxford: Oxford University Press 1996.
Whitfield Stephen J. The Culture of the Cold War. Baltimore MD: Johns Hopkins University Press 1996.
In our resource history is presented through a series of narratives, primary sources, and point-counterpoint debates that invites students to participate in the ongoing conversation about the American experiment.
Trey Nyoni was the outstanding young player during Liverpool's pre-season tour of the USA and Anfield friendlies. He has continued to impress in senior training.
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New Liverpool head coach Arne Slot has namechecked exciting teenager Trey Nyoni as someone who would be sticking around the senior team for the coming season having impressed during the summer. He won't be joining the exodus of talents including Bobby Clark and Harvey Blair.
Speaking in his press conference ahead of the visit of Brentford, Slot outlined why some young players have moved on this summer while picking out Nyoni as one to keep an eye on. The 17-year-old, signed from Leicester City last summer, scored a great goal against Sevilla in the Anfield friendly just under two weeks ago and has been with the senior side since.
"Young players, if they want to develop they have to play and it is always like this," Slot said. "They come through the ranks and you are good enough to play as many minutes or there is too much competition in your position.
READ MORE: Liverpool confirms another transfer exit as 10th player leaves under Arne Slot READ MORE: Liverpool transfer news LIVE: Khvicha Kvaratskhelia move, Ayman deal completed, Jarrad Branthwaite latest
"This team that we have has a lot of homegrown players and one of them, Trey Nyoni, is training with us on a daily basis — still only 17. This club will always bring good youngsters.
"It is always a challenge to find the right moment or if they have played a lot of minutes [on loan] they want to make the next step in their career. If Virgil van Dijk is playing there or Mohamed Salah is playing there, it is best for them and also the club to let them go.
"You always want to take care of your own interest but you also have a responsibility to the players. If they want to play somewhere and they are not happy with 500 or 600 minutes — because these youngsters played minutes [mainly] in the cup — then in my opinion, you have to let them develop somewhere else."
Liverpool.com says: Nyoni is a really exciting talent. He wasn't part of the U21s team that was hammered by PSV midweek and it will be interesting to see when he does get games at that level. For now, he is training with Slot and his coaching staff and the feeling is that he will get match action (perhaps most likely in the domestic cups when they kick in).
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*Please note that the new 4-digit numbers for The Senior Essay, ENGL 4100, and The Senior Essay II, ENGL 4101, will take effect in Spring 2025. The course numbers through Fall 2024 are ENGL 490 and ENGL 491, respectively. ... an annotated bibliography of the works you have consulted together with an outline of the reading you have still to do ...
3) one term in the fall, and (4) one term in the spring. You can of course skip t. nes for Two-Term Senior Essays, Fall 2021 to S. ring 2022For students planning to graduate in May 2022. Courses to e. roll in: HIST 495 in Fall 2021, HIST 496 in Spring 2022.At the deadlines specified below, please submi.
Expository essay outline. Claim that the printing press marks the end of the Middle Ages. Provide background on the low levels of literacy before the printing press. Present the thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation.
Friday, October 4 @12:00pm: Project outline and annotated bibliography DUE The outline should a) fully explain the topic of your essay and b) lay out your proposed method of research. It should be approximately 2-3 pages (double-spaced) in length. The annotated bibliography should list the most important reference materials you are using.
An outline is the skeleton of your essay, in which you list the arguments and subtopics in a logical order. A good outline is an important element in writing a good paper. An outline helps to target your research areas, keep you within the scope without going off-track, and it can also help to keep your argument in good order when writing the ...
October 30 A full outline of the senior essay and 4,000 words in draft are Due to your adviser and the DUS. The outline should detail the format of the essay and list the subjects / themes / arguments that will be treated in each section/chapter. Nov. 27 A full draft of your Senior Essay is due to your adviser.
Oct. 21 * Due: First 10 pages of senior essay due in Canvas and via email to senior essay advisor . Nov. 4: * Due: Two-page analysis of a selected primary source Submit on Canvas . Nov. 11: * Due: Outline of the essay (2-3 pages) Submit on Canvas . Nov. 18: * Due: Rough draft of entire essay due. Submit on Canvas
What is an Outline or 10 page draft? 19 Four Main Components for Effective Outlines 20 . Chapter Three: The Senior Essay in the Spring: Mile by Mile 22 . It's a Marathon, Not a 100 Meter Dash 22 Some Words on Time Management 23 Beginning to Write: A First Chapter 23 Citation Anxiety? 24 . Chapter Four: Problems and Solutions 25
There are no set rules for how to structure a college application essay, but you should carefully plan and outline to make sure your essay flows smoothly and logically. Typical structural choices include. a series of vignettes with a common theme. a single story that demonstrates your positive qualities. Although many structures can work, there ...
3 Identify the points you'll make in each paragraph. Using the list of points you wrote down, identify the key arguments you'll make in your essay. These will be your body sections. For example, in an argumentative essay about why your campus needs to install more water fountains, you might make points like:
A senior thesis in literature, on the other hand, will likely involve studying a movement, trope, author, or theme, and your sources will involve a combination of fiction, historical context, literary criticism, and literary theory. At many schools, a thesis ranges from 80 to 125 pages. At other universities, as few as 25 pages might fill the ...
Below we offer some general good advice for developing a senior essay, followed by a list of some of the additional resources available to help you complete your essay. Tip #1: Write about something you're curious about or don't quite understand. Although this advice applies to any writing project, it's especially crucial for a long essay.
DOWNLOAD PDF. A Guide to Researching and Writing a Senior Thesis in Studies of Women, Gender, and Sexuality. Authors: Rebecca Wingfield, Sarah Carter, Elena Marx, and Phyllis Thompson. DOWNLOAD PDF. A Handbook for Senior Thesis Writers in History. Author: Department of History, Harvard University.
A. Introduction. 1. briefly mention background of social media. a. specific examples like Instagram, TikTok, and YouTube. 2. explain how social media is a major part of modern people's lives. 3. end with a teaser about whether or not social media is actually good. B. The advantages of social media.
Rev. 06-20-23. Guidelines and Requirements One of the requirements of the Political Science major is the senior essay. All senior majors must complete and receive a passing grade on the essay in order to graduate. The essay can be written in a seminar or in PLSC 480, or, in the case of a year-long essay, in PLSC 490/491 or PLSC 490/493.
It may be completed in either the fall or the spring semester of the senior year. Both should be considered serious academic undertakings and students should plan to begin research in the semester or summer which precedes it. While there is no prescribed minimum length, 30-40 pages is the typical range for an Essay and 70-80 pages for a Thesis.
A thesis outline is an organizational tool that writers use in their academic and professional thesis papers. Like a blueprint for your essay, it forms the foundation of the entire writing process. It is used to structure the main ideas into a list of easy and quick to follow contents. Creating a thesis outline is vital in the following ways:
The Senior Essay or Senior Thesis. Every student who completes the major in Comparative Studies writes a senior essay or a thesis. The essay or the thesis is completed in CS 4990, "Senior Seminar," a writing workshop offered every Spring in which students share drafts, present their work orally, and receive detailed feedback from their peers.
Below is a summary of this year's senior essay calendar: SENIOR ESSAY KEY DATES AND DEADLINES 2023-24. FALL 2023. Sept. 11 Senior Essay Proposals Due @ 12:00 pm. Sept. 20 Senior Thesis Essay Workshop 1 (5:00-6:30 pm) (HoA Dept Conference Rm) Oct. 06 Project outline and annotated bibliography DUE.
Introduction. World War II ended in 1945. The United States and the Soviet Union had cooperated to defeat Nazi Germany, but they mistrusted each other. Joseph Stalin, the Soviet dictator, believed the Americans had waited too long before launching the D-Day invasion of France in 1944, leaving his people to bear the full brunt of the German war ...
Meal Site Menu for August 2024. Meal Site Menu for September 2024. Daily Senior Center Activities. Friendly Neighbors Newsletters. Friendly Neighbors Flyer. Senior Nutrition Newsletters. WA-ID Volunteer Center. Area Agency on Aging, Lewiston. Idaho Commission on Aging.
President of Russia Vladimir Putin's speech at the meeting with senior staff of the Russian Foreign Ministry, Moscow, June 14, 2024. 1139-14-06-2024. ... This is the task set in the Address to the Federal Assembly: to outline a vision for equal and indivisible security, mutually beneficial and equitable cooperation, and development on the ...
15. Lack of parking (15% — 17% — 15%) Vladimir Filonov / MT. A total of 3.5 million cars are registered in Moscow, and another 600,000 to 800,000 enter from the Moscow region alone every day.
New Liverpool head coach Arne Slot has namechecked exciting teenager Trey Nyoni as someone who would be sticking around the senior team for the coming season having impressed during the summer. He won't be joining the exodus of talents including Bobby Clark and Harvey Blair.. Speaking in his press conference ahead of the visit of Brentford, Slot outlined why some young players have moved on ...