Directions:
- Please answer the following questions in complete sentences. Be sure to provide detail and answer all components of each question. Partial credit will be given for partial answers. You are free to write more, but please write the minimum required for each question. Please be sure to use your own words, and when directly quoting, please do so properly.
- Please understand, exceeding 19% plagiarism will result in a zero! To avoid this, please be sure to not incorporate my questions into your exam. Just use complete sentences. In addition, be sure to use quotation marks and parenthesis for page numbers when quoting a source. Again, please use the MLA guide above for reference.
- Also, please be sure to either type in the Word box, or save it as a Word document or as a PDF. I cannot read other documents such as Google Docs unless it is saved as a PDF or Word file.
Part I: Term connections:
Please select any FOUR pairs of terms, and connect them. That means, while explaining the terms, be sure to find the common thread between the terms. Simply defining the terms without clearly stating the connection between them will result in partial credit. Please number each pair. Each pair is worth 10 points. 5-8 sentences per pair for numbers 1-4:
Term Pairs: (Please choose any four pairs and label each pair #1, #2, etc.)
Choice 1: Black Panther Ten Point Program and A. Philip Randolph
Choice 2: Stonewall Riots and Clinton’s “Don’t ask, don’t tell” policy
Choice 3: Vietnam Declaration of Independence and the Gulf of Tonkin Incident
Choice 4: White supremacy terrorism at the capital and the Patriot Act
Choice 5: Occupied Movement and Eugene Debs
Choice 6: Hate crimes against Asians during Covid and the Zoot Suit Riots
Choice 7: Navajo code talkers and Women Airforce Service Pilots (WASPs)
Choice 8: “Mexicans take American jobs” and anti-Jewish work segregation in the US in WWII
History Final Exam
Choice 2: Stonewall Riots and Clinton’s “Don’t ask, don’t tell” policy
Stonewall Riots also known as the Stonewall Uprising system started on 28th June 1969, the police of New York City raided Stonewall Inn, which was the location of the gay club, situated in Greenwich Village of New York City. Thus, this raid sparked a riot among the different patrons as well as the residents where the police could roughly haul all the employees as well as the patrons in the bar, leading to more than six days of protests. This riot gave rise to a violent clash with law enforcement taking place behind the bar placed on Christopher Street, which served in the next streets, as it spread even to Christopher Park (Halkitis, et al p.19-45). The Stonewall Riots served to be a catalyst to develop a “Gay Right Movement in the United States”, and around the world.
On the other hand, President Bill Clinton by the year 1993, eventually signed the policy “Don’t Ask, Don’t Tell”, and brought it under law, as this helps in representing those who wanted to end the longstanding system to ban gays to survive the in United States Military, or to those who were open about being gay, which hurt their morale, as well as caused problem in their military ranks. This new policy thrived mainly for the LGBTQ group of America, to learn about their sexual identity. The supporters of “Don’t Ask, Don’t Tell”, were accepted as a “liberal policy”, that could allow the American gay community to serve within the country. While this helped them to gain gay rights as activists as they complained about the forced services upon its members. Temporarily, the armed forces continued to discharge those gay and lesbian employees from the service. According to Lowrey et al. (p. 49), the policies, hundreds and thousands of gays and lesbians serve in the military for several years, as they kept their sexual identification to remain silent because they feared that they might be discharged from the veteran benefits or can get a worse life. While, Clinton made an announcement in the year 1993, which stated the “Don’t Ask, Don’t Tell, (DADT)” policy, which permitted gay and different sexual-orientated Americans to serve in the military. Thus, this was enshrined with the “Federal Statute” which was passed by Congress almost in the following year and came to form in the year 1994, February. Relevant to this topic, “Obergefell v. Hodges” as this is recognized as one of the most significant decisions taken by the Supreme Court, in the year 2015, related to the theory, while giving license to Same-sex Marriage, under the “Due Process Clause and Equal Protection Clause” of the “Fourteenth Amendment” with United States Constitution.
Choice 7: Navajo code talkers and Women Airforce Service Pilots (WASPs)
The U.S Mariners knew to find out about the “Navajo Nation”. While the “Marine Corps leadership” has selected 29 Navajo men, literally known as the Navajo Code Talkers, as this helps in creating the code which is based on the complexities, as it was found unwritten in the Navajo language. Thus, the code primarily uses the word within the “Association by Assigning a Navajo”, a word relevant to military tactics. This system acted like a Code Talker to translate three English patterns within 10 seconds, as it commonly existed with a code-breaking machine. This has been figured that these Code Talkers have been participating in a major operation in the marine life, with the Pacific theatre, giving out the machines to act as an advantage for the war (Spalding, p. 90). For nearly a month, Iwo Jima, with six- “Navajo Code Talkers Marines” could easily and successfully make transmission of more than 800 messages without any mistakes. Additionally, this can be inspected that the “Marine leadership”, acted as a note for all the “Code Talkers”, as it acted as a critical synthesis to address Iwo Jima to receive victory. Alternatively, by the end of the war, Navajo Code remain stagnant and none could break it. Simultaneously, by the time of the Second World War, the Marine Corps have been using thousands of code languages that were spoken within the world as it was created to be unbreakable under the code of Navajo.
On the contrary, the “Women’s Auxiliary Ferrying Squadron (WAFS)” and “Women’s Flying Training Detachment (WFTD)” amalgamated and eventually formed “Women Airforce Service Pilots (WASP)” on 5th August 1943. Thus, Cochran eventually served as the director of WASP while providing the training division, while estimating Love to be the director as it is likely to ferry under the division (Merryman p. 43-45). Moreover, in the 16th month, of which WASP existed, more than 25,000 women were eligible for training, while only in 1879, was it accepted by all the candidates. Compare to this the situation was very difficult, where only 1,074 women could complete the grueling program at Avenger Field. Cochran then pressed with the full militarisation of WASP, which resisted the part of WAC while insisting on the remaining system of the women’s pilot organization, as these members were assigned to flight duties. On the other hand, here women did not face any discrimination because they were accepted as young as the age of 18, with a pilot license and flight experience.
References
Halkitis, Perry N. “The stonewall riots, the AIDS epidemic, and the public’s health.” American journal of public health 109.6 (2019): 851.
Lowrey, Nathan S. Repealing Don’t Ask, Don’t Tell: A Historical Perspective from the Joint Chiefs of Staff. Joint History and Research Office, 2021.
Spalding, Zachary. “Experiences of the Navajo Code Talkers in World War Two.” (2019).
Merryman, Molly. Clipped Wings: The Rise and Fall of the Women Airforce Service Pilots (WASPs) of World War II. NYU Press, 2020.
