JOURNAL ASSIGNMENTS Read the assigned pages. As you finish each reading, make a journal entry. Your journal may contain artwork, poetry, short stories, newspaper editorials, letters, speeches, audio or video tapes,

anything you wish. Most of you will use a diary format that is, writing down your personal reactions to what you read. The point is to show me that you have read the assignments and thought about the significance of what you have read. You MUST include: --How the document relates to lectures --The significance of the document --Your reaction to what you read --A quote from the document-include the most significant quote from the document and WHY you think it is significant If your journal is in the standard diary format, it should be about EIGHT double- spaced, typed pages long, in standard (not oversized) typeface and with ONE- inch margins. If you are using some other format, or a mixture, use your judgment concerning length/amount. See me if you have questions. **** IMPORTANT**** DO NOT MERELY SUMMARIZE WHAT YOU HAVE READ!!!!! SUMMARIES WILL EARN YOU NO BETTER THAN A "C." Late journals, unless arrangements have been made with me, will cost you points. Other issues to think about as you read: --If you had been alive at this time, what would have been your reaction? Would your opinion be different if these events occurred today? Why? --What surprised/shocked/upset you the most? Why? --Is this source important to historians? Why or why not? --Are there other sources that should have been included in the assignment? Why? --What is the writer's agenda (goal)? Do you think he/she was successful? --Who would have agreed with this writer? Why? --Who would have disagreed with this writer? Why? --What impact, if any, did this event (letter, law, etc...) have? --How might the events have turned out differently? --How have your impressions and views changed?/n Eyewitness to America 4°5 express train speed, curving over to the left, and striking the ice and snow, still going at a rapid rate. It looked almost magical as it rose, without any appreciably greater noise or flame, as if it said "I've been here long enough; I think I'll be going somewhere else, if you don't mind.” . . . The sky was clear, for the most part, with large shadowy white clouds, but late in the afternoon there was a large pink cloud in the west, over which the sun shone. One of the surprising things was the absence of smoke, the lack of very loud roar, and the smallness of the flame. This first flight of a liquid-propellant rocket is of very considerable significance, inasmuch as it demonstrated the possibility of using liq- uid propellants to secure actual flight, thereby making possible a rocket which could be simple in construction, and of small weight compared with the weight of the propellant. "She's no clinging vine..." THE FLAPPER 1926 SAMUEL CROWTHER Crventnin rowther was a popular journalist for magazines such as the Saturday Evening Post. The real flapper is what used to be known as the "poor working girl," who, if the accounts are true, dragged herself off day by day to work until someone came along and married her. Sometimes she was a Cinderella, but more often she graduated a household drudge. The flapper of to-day is a very different person. In dress she is as standardized as a chain hotel. . . . Barring size, flappers at a hundred feet are as standardized as Ford cars. As far as dress goes, they are a simplified national product. . . . There is no distinction between the town flapper and the farm flapper the automobile has wiped them 406 Eyewitness to America out. There is no distinction in the cut of clothing between the rich flapper and the poor flapper-national advertising has attended to that. The rich flapper has better clothing than the poor one, but a block away they are all flappers. The outstanding characteristic of the flapper is not her uniform but her independence and her will to be prosperous. She is no clinging vine. I was in the office of the president of a good-sized bank on the Pacific Coast when his daughter and several of her high-school friends burst in-flappers all. We got to talking and I found that these girls, not one of whom had any need to work, all intended to find jobs during the summer, and they thought that most of the girls in school would do the same. They all wanted to know how to make a living—and to have a good time doing it. That seems to be common everywhere. Girls will no longer marry men who can merely support them— they can support themselves better than can many of the men of their own age. They have awakened to the fact that the “superior sex" stuff is all bunk. They will not meekly bow their heads to the valiant man who roars, "Where is that dress I bought you three years ago?" The flapper wants to look well, and she is willing to provide for herself employers everywhere told me that the women were doing better work than the men, and they do seem to be mentally more alert. All of which means that the man who marries the modern flap- per has got to provide for her—she will not be merely an unpaid ser- vant. And this in turn means that the men have got to work-than which nothing better could happen for the country. The flapper is to- day our most important national institution. TE/n