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As in another American wars, freedom became a rallying cry and language of national unity during World War II. Even before the United States entered the war, President Roosevelt outlined to Congress his vision of a future world order founded on the “essential human freedoms”: freedom of speech, freedom worship, freedom from want, and freedom from fear. The Four Freedoms became Roosevelt's favorite statement of Allied aims. Freedom from fear meant not only a longing for peace but for a more general desire for security in a world that appeared to be out of control. Freedom of speech and religion scarcely required detailed explanation. Freedom from want was the most controversial of the four. To Roosevelt, it meant economic security; to his critics, the phrase conjured up images of socialism, or of Americans living off of the government.

World War II reinvigorated the black struggle for equality in America. In 1944 the University of North Carolina Press published What the Negro Wants, a book of essays by fourteen prominent black leaders. Virtually every contributor called for the right to vote in the South, the dismantling of segregation, and access to the “American standard of living.” Several essays also linked the black movement for racial justice with movement against European imperialism in Africa and Asia. Many whites could not accept these demands. In this excerpt, the historian Charles H. Wesley explains that blacks are denied each of the Four Freedoms, and also illustrates how the war strengthened black internationalism.

1. How do the Four Freedoms reflect Americans' experiences during the 1930s?

2. According to Wesley, in what ways are blacks denied the Four Freedoms?

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#5( I will post the attach)

This experiment took place at Cubberley High School in Palo Alto, California, during the first week of April 1967. Jones, finding himself unable to explain to his students how the German population could have claimed ignorance of the Holocaust, decided to demonstrate it to them instead. Jones started a movement called "The Third Wave" and told his students that the movement aimed to eliminate democracy. The idea that democracy emphasizes individuality was considered as a drawback of democracy, and Jones emphasized this main point of the movement in its motto: "Strength through discipline, strength through community, strength through action, strength through pride."

The experiment was not well documented at the time. Of contemporary sources, the experiment is only mentioned in the Cubberley High School student newspaper, The Cubberley Catamount. It is only briefly mentioned in two issues, and one more issue of the paper has a longer article about this experiment at its conclusion. Jones himself wrote a detailed account of the experiment years afterwards and more articles about the experiment followed, including some interviews with Jones and the original students.

1. What were some of the things that Mr. Jones did to get his students to fall in line?

2. Why was it so easy for everyone to follow Mr. Jones?

3. Why did it work? Could this type of thing happen today?