Can John F Kennedy be classified as one of the great US Presidents?

Can John F Kennedy be classified as one of the great US Presidents? John F. Kennedy was the president of the United States. He was also the youngest president and the first Roman Catholic. Although he was only in power for 2 years and 10 months his legacy still lives on today, through books, images, buildings and numerous conspiracy theories. American society over the years has portrayed him as an American Hero fighting for peace and justice. The media have cultivating this image of, "The Camelot legend." After his assassination on 22nd November 1963 the myth of Kennedy was formed. The legend developed as a means to elevate alleviate peoples suffering and shock, Kennedy went down in history as one of the most important presidents. He was seen as the mirror of American Culture, the all- American man and with his death, some say his career took off. Polls after his death saw Kennedy as being the most popular president, beating the likes of George Washington or Abraham Lincoln. Undeniably Kennedy was a great leader, with an appealing personality but his achievements during his presidency have become matters of much debate. He did do great work to force soviet leader Nikita Khrushchev to back down in the Cuban Missile Crisis and also is famous for initiating the space programme. This aside, "Even a well informed person in the street would have

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  • Level: GCSE
  • Subject: History
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Black civil rights

History GCSE Coursework American Civil rights Black African Americans have been treated inadequately by the opposite race (white people) for centuries from when the slave trade was in full force to the contemporary day with gang violence and racism in all fifty states of the USA. I am going investigate the reasons why black Americans argued for their civil rights and what successes were brought about by this fighting in the 1950s and 1960s. Some evidence of racism to Black people in the USA was written in a black journalist's book quoted from 'American Dreams lost and found'. It shows no respect, and gives a sense of inferiority, illustrating white attitudes to blacks in the early to mid 20th century. It draws a powerful image of blacks being fit for menial jobs and be deficient in the ability to do professional jobs. One problem leading to Blacks fighting for their Civil Rights was the unjust Jim Crow rules in the Southern states. The white people who lived in the South wanted to maintain a two tier society. In 1880 they introduced legal segregation of races. This was a concept of Blacks being separate from Whites but the two societies being equal. There would be separate facilities for blacks and whites from hotels to schools. Inter race marriage was made illegal by these laws. This was all to keep a defined two tier society. An additional reason why Blacks

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  • Level: GCSE
  • Subject: History
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Study Sources A and B - How far does these two sources agree about what happened in Sharpeville on the morning of 21st March?

What Happened At The Sharpeville Massacre On 21st March 1960 - Massacre Or Self-Defence Study Sources A and B - How far does these two sources agree about what happened in Sharpeville on the morning of 21st March? In source A, Humphrey Tyler tells us that there are several Saracen's. (Armoured cars). "We went into Sharpeville the back way, around lunch time, driving a big grey police car and three Saracens armoured cars." Source B, written by an English man, agrees with this source, adding that it was the only transport that could be used to get past the crowd and into the station. Therefore they both agree that there was either a need for Saracens simply due to a precautionary reason and possibly for the safety of both parties. They also both agree on the fact that the crowd was chanting slogans. Source A says that they were chanting 'Izwe Lethu', and source B claims they were chanting 'Our Land'. Even though the two sources mention that they were shouting slogans, both source A and B present their information differently. While source A tells us that they were chanting together, and cheering as if they were celebrating. "As we went through the fringes of the township, many people were shouting the Pan-Africanist slogan 'Izwe Lethu'. They were grinning and cheerful. Some kids waved to the policeman sitting on the Saracens and two of them waved back." (Especially with

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  • Level: GCSE
  • Subject: History
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Civil Right's Coursework:

Yr12 Coursework Assignment Unit 3 Civil Rights in the USA, 1945-1968 How far had the aims of Civil Rights been achieved by 1968? There were numerous significant issues that contributed to the birth of the modern civil rights movement, beginning with slavery, the emancipation proclamation in 1863, the introduction of Jim Crow laws in the southern states, segregation in the 19th Century and also the segregation throughout the world wars; particularly the World War two; young black men were fighting for the United States, but even after serving their country, when they came back they were still second class citizens and looked down on, this encouraged the civil rights movement. After the Civil War, the United States offered a series of amendments to black people: the 13th prohibited slavery, the 14th granted citizenship to everyone born in the U.S.A and the 15th guaranteed citizens the right to vote regardless of their race, but each state found a way to get around giving people their rights by organising tests, telling blacks they must earn their rights as privileges. The aims of the Civil Rights Movement were to abolish public and private acts of racial discrimination against black people between 1954 and 1968; they wanted economic and political power, such as the vote, helping those in poverty; not just black people, but all those living below the poverty line, to end the

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  • Level: GCSE
  • Subject: History
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Study Source A, The Long Shadow of little Rock . What can you learn from Source A about what happened at Little Rock in September 1957??

History Coursework Study Source A. what can you learn from Source A about what happened at little rock in September 1957? Source A is from a book written by Elizabeth Eckford, called "The Long Shadow of little Rock", and was published in 1962. The extract is taken from the day that 9 black students were to enrol at Little Rock High in 1957. During the time there was a very high level of segregation and racism towards the black people, and many blacks were mistreated. It shows how violently and unkindly people reacted to black people just because of the colour of their skin. An example from the Source would be "Lynch her, Lynch her", this example shows that this kind of treatment is a reflection of how the hatred was turnt into violence. A more straightforward example would be the guard's failure to defend her; when the guard is supposed to protect her: he raised his bayonet. The Source clearly shows that she is frightened and that nobody would defend her because she was black. We can learn from the Source that during the late 1950's racism and inequality was high. We can also see that Little Rock is a racist school and this can reflect on the society at that time in the USA. The Source does need to be questioned, as it is one sided and does not give a wider view; however, the Source being a witnessed account, the Source has a high reliability. We can see from the Source

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  • Level: GCSE
  • Subject: History
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The Lion King"

"The Lion King" Narrative "The Lion King" follows the epic adventures of a young lion cub named Simba as he struggles to accept the responsibilities of adulthood and his destined role as king of the jungle. As a carefree cub, he "just can't wait to be king," and spends his days frolicking with his pal, Nala. His father, King Mufasa the ruler of Pride land, teaches him about the great "circle of life", the delicate balance of nature which bonds all animals together and cautions him to prepare for the day when he will be called upon to lead. The peace in the kingdom that is kept in order by King Mufasa is equilibrium, because Mufasa and his wife Sarabi the Queen hold an important family unit. Although Mufasa's evil brother Scar hopes that day will never arrive when Simba will takeover leadership, he schemes to do away with the king and Simba, so that he can assume the throne for his own corrupt purposes. Scar and his hyena sidekicks Shenzi, Banzai and Ed, lure Simba into the path of a wildebeest stampede in which Mufasa is killed trying to save his son. Scar convinces Simba that he is responsible for his father's death and urges him to run far away from the Pride Land and never return. A frightened and guilt-ridden Simba flees into exile, because he believed that the rest of the kingdom would blame him as well. This is when disruption takes place like the death of Mufasa and

  • Word count: 2819
  • Level: GCSE
  • Subject: History
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John F. Kennedy Assassination Sources Questions

John F. Kennedy Assassination Sources Questions Study Sources A-F. Why Might President Kennedy Have Been Assassinated? There are many different reasons why President Kennedy may have been assassinated, as he has numerous internal US as well as external enemies. He was an outspoken anti-Communist, making enemies in Russia, Europe and Cuba. Furthermore, his own government didn't agree with many of his decisions. Source A illustrates Kennedy's stance on the "reds", "The enemy is the Communist system itself". Kennedy also made a similar stand in 1960, when as the US Secretary of State, he admitted that he wanted to end the war with Japan before the Soviets became involved. These obvious public pronouncements did not help Kennedy's relations with the USSR and may provide clues as to why communists might have preferred to see him dead. Kennedy also made many enemies in Cuba. Source B tells us, "Anti-Castro activists and organisations (such as CIA backed Cuban exiles).....aqquired the means, motive and opportunity to assassinate the President." Although such Cuban exiles and the CIA were working against Castro, Kennedy failed to supply them with the US soldiers and military capacity to ensure their success at the Bay of Pigs. This presented potential enemies for the President since the CIA were close to him and could find the ideal 'opportunity' to assassinate him. Due

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  • Level: GCSE
  • Subject: History
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1960's women stuck at home

Tara Conklin Historiography April 13, 2007 In the 1960's feminist history began to rise. Barbara Welter pioneered the study of nineteenth century women, their roles in society, and the moral compass that drove them. Since the publication of her article The Cult of True Womanhood, many have agreed with her sentiments. In the past twenty-five years the application of Welter's claims have been hotly debated. Barbara Welter pioneered the study of the "Cult of Domesticity." Welter claimed that women of the nineteenth century were "held hostage in the home."1 In an environment where things constantly were changing, such as control of fortunes, materialistic gains and the chance for social mobility, according to Welter one thing remained the same, a "true woman." Welter described the "true woman," as holding steadfast to four qualities, piety, purity, submissiveness and domesticity.2 Anyone testing the intrinsic worth of the four qualities was seen as an enemy to civilization, and of God.3 Women saw it as "a fearful obligation, a solemn responsibility, which the nineteenth century woman had to "uphold the pillars of the temple with her frail white hand."4 By using the four virtues to build her own sense of woman, and judge her peers the average woman was promised contentment and power. Without them, no matter what else she had accomplished, she was nothing. Piety or

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  • Level: GCSE
  • Subject: History
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What happened at Sharpeville on 21 March 1960? Massacre or self defence?

What happened at Sharpeville on 21 March 1960? Massacre or self defence? . (a) Both Sources A and B agree that there were Saracen armoured cars around on the morning of the events. They also agree that there were large amounts of police. Source A says; "There were plenty of police", Source B mentions "police reinforcements". Another thing on which both sources agree is the large numbers of people protesting in the crowd. The sources mention; "There were crowds on the streets" (Source A) and that there were "thousands of Africans shouting" (Source B). Both sources agree that the Africans were approaching the police station. Also both sources mention the crowds chanting and using slogans. Source A says people were shouting 'Izwe Lethu (Our Land)'. This chant could have created an intimidating atmosphere for the white policeman and they could have become angered, scared and worried for their own and their colleagues safety. This also shows that the Africans were extremely patriotic. The other source shows this aswell but is it not the same slogan that is mentioned; 'Africa, Africa' they are said to be saying. Both sources agree that the crowds were very lively. . (b) Sources A and B disagree on the atmosphere that was created at the time. Source A seems to create a happy, joyful atmosphere. It says; 'It was like a Sunday outing'. However Source B creates an atmosphere of a

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  • Level: GCSE
  • Subject: History
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Martin and Malcolm: Two Voices for Justice

Martin and Malcolm: Two Voices for Justice America in the mid-twentieth century was turbulent with civil unrest among the black community. In the face of white oppression it tested the limits of democracy to achieve the rights entitled to all under the Constitution. Rising to the forefront of this struggle for civil rights were two men, whose leadership and passion distinguished them as the two major black voices of the time. These men are Martin Luther King, Jr. and Malcolm X. Although each was fighting for the cause of freedom, their means for achieving it differed significantly. However, as the civil rights movement gained momentum each developed an appreciation for the other's work. The circumstances surrounding Martin and Malcolm's upbringings contrasted greatly. Martin was born on January 15, 1929, in Atlanta, Georgia into a middle-class family.1 As the son of a prominent Atlanta Baptist minister, Martin was instilled with the ideals of justice, love, obedience, and hope. Through the church he was taught that the integrationist values of protest, accommodation, self-help, and optimism were the best means through which to cause change.2 Along with religion, education played an important role in Martin's development. At the early age of fifteen he was accepted to Morehouse College, where he earned a degree in sociology, and went on to pursue a divinity degree

  • Word count: 2735
  • Level: GCSE
  • Subject: History
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