annotated bibliography world war 2

World War II: Annotated Bibliography

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Annotated Bibliography

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WHAT IS AN ANNOTATED BIBLIOGRAPHY?

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

THE PROCESS

Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.

• Locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.
• Cite the book, article, or document using the appropriate style.
• A brief description of the author or organization that created the information source, focusing on why they are an authoritative voice.
• Include the specific section, quote, data, etc. in the information source that you would like to highlight in your project
• An explanation of how you think this work illuminates your project.

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE

The following example uses the APA format for the journal citation.

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults.  American Sociological Review,  51 (4), 541-554.

Adapted with permission from Olin Library Reference, Research & Learning Services, Cornell University Library, Ithaca, NY

Annotated Bibliographies

ANNOTATED BIBLIOGRAPHY   An annotated bibliography is a listing of the resources consulted for research purposes. An annotated bibliography is listed in alphabetical order according to author and contains the following information in this order.

i. Citation in MLA format

ii. Summary of the sources’ content (See sample below.)

Castelvecchi, D. (2008, August 30). “Carbon Tubes leave nano behind.” Science News, 174(5), Retrieved from http://www.sciencenews.org.

 This source, which describes a new, flexible lightweight material 30 times stronger than Keviar and possibly useful for better bulletproof vests, provides evidence of yet another upcoming technology that might be useful to law enforcement. This article focuses on the ways in which lighter, stronger, bulletproof materials might change SWAT tactics, for instance, enabling them to carry more gear, protect police vehicles, or to blend into crowds better. 

Create Annotated Bibliographies in Noodletools

The important part of this video starts at minute 1:12.

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• Last Updated: Jan 30, 2024 11:40 AM
• URL: https://whrhs.libguides.com/valentino/WWII

World War II Annotated Bibliography: Home

Scrible for works cited.

Click for a  video  on  how to use Scrible.

Click for a  video  on  how to register for Scrible  and the  Google-Docs Add-on, Scrible Writer.

PDFs of the Assignment

• Page One: The Assignment
• Page Two: Examples

What is an annotated bibliography?  It's a list of citations of sources followed by a brief description and evaluation.  Your evaluation will inform the reader off the relevance, accuracy, and quality of the source cited.  Annotations should be approximately 60 words.

The Game Plan

Step One:  Find a general article about your topic in a book or database such as World History in Context or ABC-CLIO .   You may also use the web, but be sure that there is an author listed with his or her credentials.   This will serve as your first secondary source.

Step Two: Find at least three primary sources.

Step Three: Find at least two other secondary sources.   You will need SIX sources total.

Step Four: Using the template from Classroom, paste your citations (either from Scrible or the database). Write your citations underneath (see Page Two PDF to the left for examples).  Finish with your research question at the bottom.

Sources to help you research

Three Primary sources:   A primary source must be created during the time period.  Includes letters, government documents, diary entries, posters, photographs, newspaper articles of the time. 

- Type your topic in Google with the words:  primary source .  (Ex: Valkyrie primary source ). Some websites have included copies of newspaper articles. 

Three Secondary sources :  These are created after the time period.  They analyze primary sources and the events, usually offering a perspective based on the author's theories.  Includes scholarly journals (written by scholars, historians), magazine articles, newspaper articles in which the author has had time to reflect. These also include reference articles in encyclopedias.  Try these:

Here's a Google Doc with the template of the Annotated Bibliography.

Topics List

• Last Updated: Apr 27, 2018 5:59 AM
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World War II, the European and Mediterranean theaters : an annotated bibliography

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History: World War II

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Annotated Bibliography

Citation styles.

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How to Prepare an Annotated Bibliography

• Modern Language Association (MLA) citation style From the Purdue OWL
• The Chicago Manual of Style (online). Recommended: Chicago Manual of Style Quick Guide

Manage information effectively and efficiently using Citation Software/PDF organizers such as Zotero ,

ZoteroBib is a free, quick, and easy bibliography and citation maker that saves time and trouble.

Add sources using the ZoteroBib search box. Then, copy and paste the complete bibliography (or footnotes or in-text citations) into your paper in the citation style of your choice.

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National Museum of Nuclear Science & History

Debate over the Bomb: An Annotated Bibliography

• Bombings of Hiroshima and Nagasaki

More than seventy years after the end of World War II, the decision to drop the atomic bombs on Hiroshima and Nagasaki  remains controversial . Historians and the public continue to debate if the bombings were justified, the causes of Japan’s surrender, the casualties that would have resulted if the U.S. had invaded Japan, and more. Some historians, often called “traditionalists,” tend to argue that the bombs were necessary in order to save American lives and prevent an invasion of Japan. Other experts, usually called “revisionists,” claim that the bombs were unnecessary and were dropped for other reasons, such as to intimidate the Soviet Union. Many historians have taken positions between these two poles. These books and articles provide a range of perspectives on the atomic bombings. This is not an exhaustive list, but should illustrate some of the different arguments over the decision to use the bombs.

Bibliography on the Debate over the Bomb

• Alperovitz, Gar.  Atomic Diplomacy: Hiroshima and Potsdam . New York: Simon and Schuster, 1965.

——-.  The Decision to Use the Atomic Bomb and the Architecture of an American Myth . New York: Knopf, 1995.

Alperovitz, a prominent revisionist historian, argues that the bombs were unnecessary to force Japan’s surrender. In particular, he posits that the Japanese were already close to surrender and that bombs were primarily intended as a political and diplomatic weapon against the Soviet Union.

• Bernstein, Barton. “Understanding the Atomic Bomb and the Japanese Surrender: Missed Opportunities, Little-Known Near Disasters, and Modern Memory.”  Diplomatic History  19 (Spring 1995): 227-73.

Bernstein challenges the notions that the Japanese were ready to surrender before Hiroshima and that the atomic bombings were primarily intended to intimidate the Soviet Union. He also questions traditionalist claims that the U.S. faced a choice between dropping the bomb and an invasion, and that an invasion would lead to hundreds of thousands of American casualties.

• Bird, Kai, and Lawrence Lifschultz, eds.  Hiroshima’s Shadow: Writings on the Denial of History and the Smithsonian Controversy . Stony Creek, CT: Pamphleteer’s Press, 1998.

This collection of essays and primary source documents, written primarily from a revisionist perspective, provides numerous critiques of the use of the atomic bombs. It includes a foreword by physicist  Joseph Rotblat , who left the Manhattan Project in 1944 on grounds of conscience.

• Bix, Herbert P.  Hirohito and the Making of Modern Japan . New York: Perennial, 2000.

This Pulitzer Prize-winning biography of the Japanese emperor asserts that the Japanese did not decide to surrender until after the bombings and the Soviet invasion of Manchuria. Bix attributes responsibility for the bombings to Hirohito’s “power, authority, and stubborn personality” and President Truman’s “power, determination, and truculence.”

• Craig, Campbell and Radchenko, Sergey.  The Atomic Bomb and the Origins of the Cold War .  New Haven, CT: Yale University Press, 2008.

A provocative study of the entrance of the atomic bomb onto the global stage. It questions the various influences impacting the United States’ decision to drop the bomb, and discusses the Manhattan Project’s role in orchestrating the bipolar conflict of the Cold War.

• Dower, John W.  Cultures of War: Pearl Harbor/Hiroshima/9-11/Iraq . New York: W. W. Norton, 2010.

Dower states that the U.S. used the bombs in order to end the war and save American lives, but asserts that Truman could have waited a few weeks before dropping the bombs to see if the Soviet invasion of Manchuria would compel Japan to surrender. He argues that Truman employed “power politics” in order to keep the Soviet Union in check, and criticizes both Japanese and American leaders for their inability to make peace.

• Feis, Herbert.  Between War and Peace: The Potsdam Conference . Princeton, NJ: Princton University Press, 1960.

Feis presents a blow-by-blow account of the proceedings at the Potsdam Conference that sought to plan the postwar world. He gives particular attention to the discussion of atomic weapons that took place at the conference, noting how it impacted the negotiations of Harry Truman and the American delegation.

• Frank, Richard B.  Downfall: The End of the Imperial Japanese Empire . New York: Penguin Books, 1999.

Frank contends that the Japanese were not close to surrendering before the bombing of Hiroshima. He also concludes that 33,000-39,000 American soldiers would have been killed in an invasion, much lower than the figures usually given by traditionalists.

• Fussell, Paul.  Thank God for the Atom Bomb and Other Essays . New York: Summit Books, 1988.

In the title essay, Fussell, a World War II veteran, vividly recalls the war’s brutality and defends the bombings as a tragic necessity.

• Giangreco, D.M.  Hell to Pay: Operation Downfall and the Invasion of Japan, 1945-1947 . Annapolis, MD: Naval Institute Press, 2009.

Giangreco defends estimates that an invasion of Japan would have cost hundreds of thousands of American lives, and challenges the argument that using the bombs was unjustified.

• Gordin, Michael D.  Five Days in August: How World War II Became a Nuclear War . Princeton, NJ: Princeton University Press, 2007.

Gordin argues that Hiroshima and Nagasaki stemmed from American decisionmakers’ belief that the bombs were merely an especially powerful conventional weapon. He claims U.S. leaders did not “clearly understand the atomic bomb’s revolutionary strategic potential.”

• Ham, Paul.  Hiroshima Nagasaki: The Real Story of the Atomic Bombings and Their Aftermath . Basingstoke, UK: Picador, 2015.

Ham demonstrates that misunderstandings and nationalist fury from both Allied and Axis powers led to the use of the atomic bombs. Ham also gives powerful witness to its destruction through the eyes of eighty survivors, from twelve-year-olds forced to work in war factories to wives and children who faced the holocaust alone.

• Hasegawa, Tsuyoshi.  Racing the Enemy: Stalin, Truman and the Surrender of Japan . Cambridge: Belknap Press of Harvard University Press, 2005.

In this history of the end of World War II from American, Japanese, and Soviet perspectives, Hasegawa determines that the Soviet invasion of Manchuria was the primary factor in compelling the Japanese to surrender.

• Hersey, John.  Hiroshima . New York: Alfred A. Knopf, 1946.

Hersey’s book-length article, which appeared in the  New Yorker  one year after the bombing of Hiroshima, profiles six survivors of the attack. It helped give the American public a new picture of the human impact of the bomb and brought about a groundswell of negative opinion against nuclear weapons.

• Lifton, Robert Jay, and Greg Mitchell.  Hiroshima in America: A Half Century of Denial . New York: Avon Books, 1995.

Written from a revisionist perspective, this book assesses President Truman’s motivations for authorizing the atomic bombings and traces the effects of the bombings on American society.

• Maddox, Robert James.  Weapons for Victory: The Hiroshima Decision Fifty Years Later . Columbia, MO: University of Missouri Press, 1995.

This analysis contends that Japan had not decided to surrender before Hiroshima, states that the U.S. did not believe the Soviet invasion would force Japan to surrender, and challenges the idea that American officials greatly exaggerated the costs of a U.S. invasion of mainland Japan.

• Malloy, Sean.  Atomic Tragedy: Henry L. Stimson and the Decision to Use the Bomb Against Japan .  Ithaca, NY: Cornell University Press, 2008. 

Traces the U.S. government’s decision to drop the atomic bombs on Japan, using the life of Secretary of War Henry L. Stimson as a lens. This biography frames the contested decision as a moral question faced by American policy makers. 

• Miscamble, Wilson D.  The Most Controversial Decision: Truman, the Atomic Bombs, and the Defeat of Japan . New York: Cambridge University Press, 2011.

In this short history, Miscamble critiques various revisionist arguments and posits that the bomb was militarily necessary. He also discusses whether the bombings of Hiroshima and Nagasaki were morally justified.

• Newman, Robert P.  Truman and the Hiroshima Cult . East Lansing, MI: Michigan State University Press, 1995.

Newman argues that Truman made a legitimate military decision to bring the war to an end as quickly as possible. He claims the bombings ultimately saved lives and assails what he calls a “cult” of victimhood surrounding the attacks.

• Rotter, Andrew J.  Hiroshima: The World’s Bomb . Oxford: Oxford University Press, 2008.

This international history of the race to develop the bomb asserts that Truman was primarily motivated by a desire to end the war as quickly as possible, with a minimal loss of American lives. Rotter states that the shocks caused by the atomic bombings and the Soviet invasion of Manchuria were both pivotal to Japan’s surrender.

• Stimson, Henry L. “ The Decision to Use the Atomic Bomb .”  Harper’s Magazine  194:1167 (February 1947): 97-107.

Writing a year and a half after Hiroshima and Nagasaki, former Secretary of War Stimson defends the U.S. decision. He documents the refusal of the Japanese to surrender and estimates that an Allied invasion would have resulted in one million American casualties and many more Japanese deaths.

• Walker, J. Samuel.  Prompt and Utter Destruction: Truman and the Use of Atomic Bombs Against Japan . Chapel Hill: University of North Carolina Press, 2004.

In a concise critique of both traditionalist and revisionist interpretations of Truman’s decision, Walker concludes that the primary motivation for the use of the bombs was to end World War II as quickly as possible.

• Zeiler, Thomas W.  Unconditional Defeat: Japan, America, and the End of World War II . Wilmington, DE: Rowman & Littlefield, 2003.

This history chronicles the brutality of the fighting between the U.S. and Japan in the Pacific. Zeiler concludes that the bombings of Hiroshima and Nagasaki were mostly motivated by military, rather than political, reasons.  

If you have suggestions for resources that should be listed here, please  contact us .

Truman announces Japanese surrender.

Hiroshima Atomic Dome Memorial. Photo by Dmitrij Rodionov, Wikimedia Commons.

Nagasaki, October 1945

Paul Tibbets and the Enola Gay. Courtesy of the Joseph Papalia Collection.

Lesbians in the Twentieth Century, 1900-1999, by Esther Newton and Her Students

"Lesbians in the Twentieth Century" was created by Professor Esther Newton and the graduate and undergraduate students in the seminar on "Lesbian History" that she taught in Fall 2006 at the University of Michigan. Newton and her students agreed to contribute an extended version of the site to OutHistory and develop it further in Fall 2008, the second time that Newton taught her lesbian history course.

Annotated Bibliography: Lesbians, World War II and Beyond

Berube, Allan. Coming Out Under Fire: The History of Gay Men and Women In World War Two. New York : The Free Press, 1990.

Berube's book is a result of over a decade of interviewing gay and lesbian veterans, unearthing hundreds of wartime letters between Gay GIs, and studying thousands of recently declassified military documents. Coming Out Under Fire reveals the tensions that occurred within the military establishment as efforts were made to refine and reform policies dealing with homosexuality as well as the first hand experiences of gay men and lesbian women within this important chapter in American History.

Allan Berube was an independent historian who taught and lectured on gay and lesbian history at the University of California , Santa Cruz, and Stanford University.

Freedman, Estelle B. 1996. “The Prison Lesbian: Race, Class, and the Construction of the Aggressive Female Homosexual, 1915-1965.” Feminist Studies 22 (1996): 397-

Freedman uses the interviews of 40 imprisoned women to explore their experiences with same sex relationships in prison. This article addresses the implications same-sex relationships in prison might have for the sexual identity of the women involved. It also addresses the origins of popular cultures association of women’s prisons with lesbianism.

Estelle Freedman is a Professor of History and Women’s Studies at Stanford University.

Hartmann, Susan. “Women, War, and the Limits of Change.” National Forum 74 (1995): 15-18.

Hartmann presents a picture of American women as they acquired new responsibilities and opportunities as a result of their work during World War II.

Susan Hartmann is a Professor of History at Ohio State University.

Hegarty, Marilyn E. “Patriot or Prostitute? Sexual Discourses, Print Media, and American Women during World War II.” Journal of Women's History 10 (1998): 112-136.

"Patriot or Prostitute?" examines the mobilization and control of female sexuality in the United States during the World War II era. It examines how print media simultaneously encouraged women to support the war effort by any means necessary as well as warning men of the excessively sexual woman who came to symbolize contamination. "The line between the patriotic 'good' girl and the prostitute or 'promiscuous bad girl' collapsed and produced the 'patriotute'." (Hegarty 1998,112

Dr. Marilyn Hegarty is an Instructor of History at Ohio State University. Her focus is on Women's History and the modern United States.

Honey, Maureen. Creating Rose the Riveter: Class, Gender, and Propaganda during World War II. Amherst: The University of Massachusetts Press, 1984.

Honey's book seeks to understand and explain how the government used media and understandings of class and gender to mobilize the women's war effort. Images such as Rosie the Riveter served to draw an unprecedented number of women into the work force and into traditionally "male" roles. Honey also examines how post-war propaganda was used to turn the previously strong and competent Rosie the Riveter into a childlike, naive, and domestic woman and thus shift cultural understanding towards a more traditional understanding of gender roles.

Maureen Honey is a professor of Women's and Gender Studies and English at the University of Nebraska - Lincoln.

Humphrey, Mary Ann. My Country, My Right To Serve: Experiences of Gay Men and Women In the Military, World War II to the Present. New York : Harper Collins, 1990.

My Country, My Right To Serve is an oral history based on hundreds of interviews with gay men and lesbian women in the military from World War II until the post Vietnam years. Of the 42 interviews 12 are with lesbian women and the remainder with gay men. The interviews are candid representations of each person's experience being a gay man or lesbian woman within the antihomosexual institution of the United States military.

Mary Ann Humphrey was a captain in the U.S. Army Reserve for nine years who had just received notice of promotion to major, but was forced to resign her commission for being a lesbian. She teaches at Portland Community College, in Portland, OR.

Kennedy, Elizabeth Lapovsky and Madeline Davis. Boots of Leather, Slippers of Gold. New York : Penguin, 1994 .

Boots of Leather, Slippers of Gold is a product of 14 years of collaborative research between the authors and the 45 narrators of the story. The book looks at the overall development of the lesbian identity and culture among working class lesbians in Buffalo, New York . The book also seeks to question whether the butch/fem identities of the narratos is a replication of patriarchal gender role relations.

Dr. Elizabeth Lapovsky Kennedy is the head of the Women’s Studies department at the University of Arizona and was a founding member of the Women’s Studies Program at SUNY, Buffalo where she taught for 28 years. Madeline Davis (right) is an activist and musician and was the first open lesbian delegate to Democratic National Convention of 1972.

Meyer, Leisa D. “Creating G.I. Jane: The Regulation of Sexuality and Sexual Behavior in the Women’s Army Corps during World War II.” In Lesbian Subjects, edited by Martha Vicinus and William D. Rowley, 66-84. Bloomington: Indiana University Press, 1996.

This is an excerpt from Leisa Meyer’s book Creating G.I. Jane: Sexuality and Power in the Women’s Army Corp during World War II. This chapter is an extensive history of the political, gender, racial, and sexual assumptions, stereotypes, and prejudices that shaped the creation of the Women’s Auxiliary Army Corp during World War II.

Leisa Meyer is an Assistant Professor of History at the College of William and Mary.

Minton, Henry. Departing from Deviance: A History of Homosexual Right and Emancipatory Science in America . Chicago: University of Chicago Press, 2001.

Minton uses archival sources and unpublished manuscripts to trace the history of the struggle of American gay and lesbian activists who chose scientific research as a path for decriminalizing homosexuality in the United States . The work of these individuals, which started in the late nineteenth century, was instrumental in challenging the criminal model of homosexuality present in the early twentieth century to the illness model which persisted until the late 1970s when homosexuality was removed as a mental illness from the Diagnostics and Statistics Manual.

Henry Minton is a Professor Emeritus of Psychology at the University of Windsor, Canada.

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The Juvenile Novels of World War II: An Annotated Bibliography (Bibliographies and Indexes in World Literature) Hardcover – August 23, 1994

Purchase options and add-ons.

World War II significantly impacted the lives of children who grew up during that time. From the 1940s to the present day, many novels about the second World War have been written for children and young adults, with the intent of informing young people about the tumultuous events of that period. Many of these novels feature young people as characters, and thus depict the impact of the war on children. This bibliography provides a comprehensive record of the juvenile novels of World War II. Included are annotated entries for more than 400 novels. Only juvenile novels written or translated into English are included. The entries are arranged chronologically by year, and then alphabetically by author within each chronological section. Excluded are short stories, non-fiction, and picture books. The bibliography is an accurate guide to how the second World War has been interpreted for children and adolescents, how the holocaust has been treated in juvenile literature, and how social issues such as race relations and sex roles have been discussed.

• Print length 192 pages
• Language English
• Publisher Greenwood
• Publication date August 23, 1994
• Dimensions 6.14 x 0.5 x 9.21 inches
• ISBN-10 0313291942
• ISBN-13 978-0313291944
• Lexile measure 970L
• See all details

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About the author, product details.

• Publisher ‏ : ‎ Greenwood; Annotated edition (August 23, 1994)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 192 pages
• ISBN-10 ‏ : ‎ 0313291942
• ISBN-13 ‏ : ‎ 978-0313291944
• Lexile measure ‏ : ‎ 970L
• Item Weight ‏ : ‎ 1.06 pounds
• Dimensions ‏ : ‎ 6.14 x 0.5 x 9.21 inches

About the author

Desmond taylor.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Annotated Bibliography Samples

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Below you will find sample annotations from annotated bibliographies, each with a different research project. Remember that the annotations you include in your own bibliography should reflect your research project and/or the guidelines of your assignment.

As mentioned elsewhere in this resource, depending on the purpose of your bibliography, some annotations may summarize, some may assess or evaluate a source, and some may reflect on the source’s possible uses for the project at hand. Some annotations may address all three of these steps. Consider the purpose of your annotated bibliography and/or your instructor’s directions when deciding how much information to include in your annotations.

Please keep in mind that all your text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

Sample MLA Annotation

Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life . Anchor Books, 1995.

Lamott's book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott's book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one's own internal critic.

In the process, Lamott includes writing exercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one's own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this text is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach.

Chapters in this text could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students' own drafting and revising processes. Some of the writing exercises would also be appropriate for generating classroom writing exercises. Students should find Lamott's style both engaging and enjoyable.

In the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the text, and a reflection on its applicability to his/her own research, respectively.

For information on formatting MLA citations, see our MLA 9th Edition (2021) Formatting and Style Guide .

Sample APA Annotation

Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America . Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

For information on formatting APA citations, see our APA Formatting and Style Guide .

Sample Chicago Manual of Style Annotation

Davidson, Hilda Ellis. Roles of the Northern Goddess . London: Routledge, 1998.

Davidson's book provides a thorough examination of the major roles filled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts.

This annotation includes only one paragraph, a summary of the book. It provides a concise description of the project and the book's project and its major features.

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Introduction

Ending the international slave trade (1807), know-nothing era (1850s), chinese exclusion (1882), johnson-reed act (1924), hart-cellar act (1965), immigration to the united states, an annotated bibliography.

This guide has been compiled by the students in HIS300 Topics: U.S. Immigration Policy, Politics and Practice, Fall 2018. The sources selected focus in particular on the political and social forces that influenced legislation and other political action, and on the social, economic and political consequences that followed. The sections are organized chronologically, from the legislation that ended the importation of enslaved Africans in 1807 to the introduction and revision of the modern immigration system in the mid-late twentieth century.

-- Prof. Wendy Gordon

Primary Sources

“Slave Trade Abolition Act of 1807.” Slave Trade Abolition Act of 1807 (2017) August, 1.

• A look at the act passed by the Senate and House of Representatives, that prohibited slave importation from anywhere outside the United States.

An Act: To continue in force “An act to protect the commerce of the United States, and punish the crime of piracy,” and also to make further provision for punishing the crime of piracy. Public Law 600 U.S. Statutes at Large 113 (May 1820): 600-601.

• An act to protect the commerce of the United States, and to punish the crime of piracy, which includes under the definition of this act the transport of any negro or mulatto for the purpose of slavery. This act also made provisions for the punishment of piracy as defined in this act.

Secondary Sources

Akehurst, Hazel. “Sectional Crises and the Fate of Africans Illegally Imported into the United States, 1806-1860.” American Nineteenth Century History 9 no.2, (2008) : 97–122.

• This article addresses the end of the Slave Trade and focuses on the sectionalism that occurred between the North and the South during this time period. The article does not only focus on the end of the slave trade, but the issue of slavery itself. Although the article is lengthy, the author made subheadings outlining the different main events that took place throughout 1806-1860. One of the recurring issues the author addresses in this article is the problem of how and where to place African peoples that were illegally imported as slaves.

Deyle, Steven. “An ‘Abominable’ New Trade: The Closing of the African Slave Trade and the Changing Patterns of U.S. Political Power, 1808-60.” The William and Mary Quarterly 66, no. 4 (2009): 833-850.

• An examination of the socioeconomic effects brought about following the end of the global slave trade. This is done by focusing on the slave state of Virginia. Furthermore it is argued that although the deep South supported the abolition of foreign slave importation, there was a still a strong support for expanding slavery within the United States for economic gain.

Finkelman, Paul. “Regulating the African Slave Trade” Civil War History 54, no. 4 (2008): 379-405.

• The article defines the reasons for citizens of different geographical areas to support slavery and the slave trade within the United States. While also touching on on the international pressures from Great Britain on the United States in regards to the slave trade.

Goldfarb, Stephen J. “An Inquiry into the Politics of the Prohibition of the International Slave Trade.” Agricultural History 68, no. 2 (1994): 20–34.

• Goldfarb uses primary sources from Thomas Jefferson, and Dubois to discuss the slave trade and its relation to politics in the 19th century. The paper outlines the complicated events he felt these led to the abolition of slavery. The article concludes by talking about the four measures that the people in the revolutionary generation took against slavery, and what might have happened if slavery had not been abolished in 1808.

Rawley, James A. “Captain Nathaniel Gordon, the Only American Executed for Violating the Slave Trade Laws.” Civil War History 39, no.3 (1993):216.

• This article details the eventual capture and execution of Captain Nathaniel Gordon. Gordon’s death set an example for how the Slave Trade Abolition Act was enforced, and led to the creation of the Lyons-Seward treaty. This treaty allowed Great Britain and the United States to monitor the other’s ships for illegal activity. Captain Gordon’s execution set a new standard for the enforcement of the Slave Trade Abolition Act of 1807.

America Party. “American Party Platform.” American Party Platform , 22-23.

• The article explains the downfall of the Whig party and how the Know-Nothing Party emphasized on this ascending into politics. It also details the American Party’s beliefs including who they believed should be in power within the United States.

Morse, Samuel F. B. “Dangers of Foreign Immigration.” Imminent Dangers to the Free Institutions of the United States through Foreign Immigration , (1835): 26-30.

• The author of this article expresses his concerns regarding Roman Catholic immigration into the United States. He also expresses his distaste for the way that Catholics ignore certain values and the amendments of the United States.

Curley, Augustine J. “The 1854 Attack on Saint Mary’s Church, Newark: A Typical Know-Nothing Incident.” American Benedictine Review 61, no. 4 (2010): 387–406.

• Curley examines the attack of an Irish Catholic church in Newark, New Jersey. On September 5th, 1854, protestant nativists were said to have attacked the church in celebration of the anniversary of the first session of the American Congress. Curley evaluates the coverage of the attack in media and addresses the obvious Know-Nothings bias. The author also provides a version of the attack more in favor of the Irish. Ultimately, he attempts to give the audience both sides of the attack.

Deusner, Charles E. “The Know Nothing Riots in Louisville,” The Register of the Kentucky Historical Society 61, no. 2 (1963): 122-47.

• This article shows the rise in numbers of immigrants coming to Louisville. It also addresses the rise of the know-nothing party and its political candidates in Kentucky. Furthermore, the article stresses that the people of Kentucky had anxiety about the growing numbers of immigrants in Louisville, whom they believed increased the population of the city’s prisons and hospitals.

Dolan, Jay P. “Immigrants in the City: New York’s Irish and German Catholics.” Church History 41, no. 3 (September 1972): 354-68.

• This article depicts the various ways the Catholic Church positively impacted the way of life for German and Irish immigrants in New York City. Dolan also outlines the methods of assimilation in the mid-1800s that Irish and German migrants residing in New York City used to establish their own communities and enclaves.

Gienapp, William E. “Nativism and the Creation of a Republican Majority in the North before the Civil War.” The Journal of American History 72, no. 3 (December 1985): 529-559.

• This article outlines the rise in power of the Republican Party as the main opposition to the Democratic Party during the antebellum period. Gienapp argues that the adoption of Know-Nothing Party ideology by the Republicans was pivotal in gaining voter support for their party in the 1850s.

Holt, Michael F. “The Politics of Impatience: The Origins of Know Nothingism.” Journal of American History 60, no. 2, (September 1973): 309–331.

• This article discusses the Know-Nothing Party and its emergence in the 1850’s. The disintegration of the Whig party contributed to the ascendance of the Know-Nothings. The rise of the Know-Nothings was coupled with a wave of nativist and anti-Catholic beliefs that carried the party to the forefront of the political theater. The eventual downfall of the Know-Nothings came in the form of voter impatience, who had been anxious about the lack of policy stances by the party, specifically on the issues of public school and temperance. The author also includes information about the nomination of Millard Fillmore and the effects this nomination had on the Know-Nothings. Many of the Know-Nothings supporters turned to the Republican party.

Marius M. Carriere Jr. “Anti-Catholicism, Nativism, and Louisiana Politics in the 1850’s.” Louisiana History: The Journal of the Louisiana Historical Association 35, no. 4 (1994): 455-74.

• During the 1850’s in Louisiana the Know-Nothing Party found support from Nativist and Anti-Catholic sentiments. Louisiana was divided over their proposed national ideology. This strong rise over the next twenty years led to a staggering crash that shattered the Know-Nothing Party’s practice.

Raymond L. Cohn. “Nativism and the End of the Mass Migration of the 1840s and 1850s.” The Journal of Economic History 60, no. 2, (2000): 361-383.

• This article details the rise of nativism that led to the end of mass migration in the United States. The author argues that rising violence against Catholics in 1853 and Know-Nothing success in 1854 elections led to a decline in migration from Europe, specifically Germany and Ireland. The author mentions that improving conditions in Europe also played a role. After the fracturing of the nativist movement in 1856, volumes of migrants from Germany and Ireland began to increase again. This shows that the nativist movement was the primary reason for the decline of mass migration to the United States.

U.S. Congress. An Act to Execute Certain Treaty stipulations relating to Chinese. 47th Congress, Sess. 1. Chap. 126, (May 6, 1882): 58-61.

• The first federal act to explicitly restrict Chinese immigration based on race and class rather than condition. Includes provisions for Chinese people in the United States prior to the Act and for enforcement.

Lockemy, James E. “A Standing Menace to Republican Institutions: A Brief Overview of the Chinese Exclusion Act of 1882 and America’s First Attempt to Ban a ‘Defined’ Group from Entry into Our Nation.” Judges’ Journal 56, no.3 (Summer 2017): 14 - 16.

• A brief history and commentary on the Chinese Exclusion Act in the context of the 2017 “Muslim ban” proposed by President Trump. Chronicles the transition of enforcement and jurisdiction of such immigration laws from judicial to immigration officials.

Olmsted, Roger. “The Chinese Must Go!” California Historical Quarterly 50, no. 3 (September 1971): 285-294.

• California became the heartland for “The Chinese Must Go” the Anti Chinese rallying cry. The white workers banded together over “Anti-Coolie” sentiments, during the Gold Rush, and used their influence to pass racist legislation. Publically, these laws made success harder for the almost 150,000 Chinese workers.

Griffith, Sarah M. “Border Crossings: Race, Class, and Smuggling in Pacific Coast Chinese Immigrant Society.” The Western Historical Quarterly 35, no. 4 (2004): 473-492.

• Griffith describes the corruption and lengths that merchant companies went to smuggle in Chinese labors and opium. This piece illustrates that it wasn’t always about race, but class. This matters because it relates to our overarching topic about Chinese Exclusion policy and enforcement.

Kanazawa, Mark. “Immigration, Exclusion, and Taxation: Anti-Chinese Legislation in Gold Rush California.” The Journal of Economic History 65, no. 3 (September 2005): 779-805.

• The California Gold Rush in the nineteenth century provides an early example of anti-Chinese sentiments within the United States. Kanazawa focuses on the economic history of Chinese migration and its effect on California’s state government.

Lee, Erika. “The Chinese Exclusion Example: Race, Immigration, and American Gatekeeping, 1882-1924.” Journal of American Ethnic History 21, no. 3 (2002): 36-62.

• Embeds the Chinese Exclusion Act in the context of increasingly restrictive immigration sentiment in the United States. The exclusion act was a watershed moment for American immigration policy, setting up the ideology of gatekeeping rather than free entry.

McKee, Delbert L. “‘The Chinese Must Go!’ Commissioner General Powderly and Chinese Immigration, 1897–1902,” Pennsylvania History: A Journal of Mid-Atlantic Studies 44, no. 1 (1977): 37-51 .

• This article explains the beliefs of General Terence Powderly, an influential political leader in Pennsylvania from 1897-1902. During his time, he devoted his life to rigorous enforcement of the Chinese Exclusion Act and encouraged his supporters to do the same. He was dissatisfied with the way the act was currently being enforced, and used his influence to push his views onto acts and laws being passed by Congress.

Perkins, Clifford A. “Reminiscences of a Chinese Inspector.” The Journal of Arizona History 17, no. 2 (1976): 181-200.

• Perkins’ article offers a lens into the late 1800s and early 1900s after the Chinese Exclusion legislation is passed through the experiences of a Chinese US Immigration Officer in 1911-12. His duties were to enforce the Chinese Exclusion Act and prevent the illegal entry of Chinese people in the US through the Mexican border. It addresses the evolution of the Customs Service, Immigration Service and the creation of the Border Patrol.

Beaman, Middleton. “The Immigration Act of 1924.” The American Bar Association Journal 10, no. 7 (1924): 490-492.

• A brief ,yet thorough examination of the Immigration Act of 1924, by Legislator Middleton Beaton. Provides an informal extensive breakdown of the administrative and bureaucratic processes involved in determining immigrant laws regarding entry and deportation.

An Act to limit the immigration of Aliens into the United States, and for other purposes. H.R. 7995. 68 U.S. Congress, 1rst sess., Congressional Record 190 (May 26, 1924): 153-165.

• The legislation known commonly as the Johnson-Reed Act of 1924. This act was the first in United States history to put number quotas on immigration by allocating visas based on national origin.

Allerfeldt, Kristofer. “‘And We Got Here First’: Albert Johnson, National Origins and Self-Interest in the Immigration Debate of the 1920s.” Journal of Contemporary History 1, no.7 (2010): 7-26.

• Examines the experience of Congressman Albert Johnson, who was the co-founder of the Immigration Act of 1924. It reveals some of his personal beliefs, and how they influenced his political ideals. The article also touches briefly on the opposition of politicians and individuals against the notorious 1924 act.

Daniels, Roger. “Immigration Policy in a Time of War: The United States, 1939 - 1945.” Journal of American Ethnic History 25, no. 2 (2006): 107-116.

• Rogers argues in his article that World War II affected the way that immigration policy was written and carried out for the rest of the twentieth century. The article depicts four main areas of immigration over time including registration, naturalization, refugee status, and non-immigrant definitions.

Finkelstein, Monte. “The Johnson Act, Mussolini, and Fascist Emigration Policy: 1921-1930.” Journal of American Ethnic History 8, no. 1 (1988): 38-55.

• A look at the emigration patterns in postwar Italy in the 1920s due to Mussolini’s rise to power. Finkelstein also examines how the Johnson-Reed Act affected immigration from Italy by comparing the outcome to the years beforehand. This article does an exceptional job of demonstrating the effect of push and pull factors on immigration and how government policies play a role within them.

Ngai, Mae. “The Architecture of Race in American Immigration Law: A Reexamination of the Immigration Act of 1924.” The Journal of American History 86, no.1 (1999): 67-92.

• Goes into detail about the Immigration Act of 1924, focusing on several Supreme Court decisions, census practices and how they created categories of race and nationality to monitor immigration and determine eligibility for American citizenship. It also emphasizes the privileges granted to northern Europeans at this time and the expansion of the construction of race in society.

Ngai, Mae M. “The Strange Career of the Illegal Alien: Immigration Restriction and Deportation Policy in the United States, 1921-1965.” Law and History Review 21, no.1 (2003): 69-107.

• This article discusses the different methods and practices of illegal immigration during the Johnson-Reed era. Ngai also outlines the way the government combated these practices and the deportation process of undocumented immigrants.

Parker, Warner. “The Ineligible to Citizenship Provisions of the Immigration Act of 1924.” The American Journal of International Law 19, no. 1 (January 1925): 23-47.

• Defines the differences between quota and non-quota eligible immigrants as laid out by the Johnson-Reed Act of 1924, specifically Chinese immigrants. Parker focuses on the human purpose provision of the legislation, or the prevention of the separation of families. This article also defines the bureaucratic process for immigration in the 1920s.

Reimers, David. “Post- World War II Immigration to the United States: America’s Latest Newcomers.” The Annals of the American Academy of Political and Social Sciences 454 (March 1981): 1-12.

• This article focuses on the liberalization of immigration acts following World War II though the 1980’s. It heavily examines the definition of refugee and its evolution over time. Reimers uses examples such as the War Brides Act of 1945 and the McCarran-Walter Act of 1952 as well as several Refugee Acts in the 1960’s, 70’s and 80’s to support his thesis and show the United States relaxation of immigration policies in the mid-twentieth century.

Wang, Peters. “Farmers and the Immigration Act of 1924.” Agricultural History 49 no. 4, (October 1975): 647-652.

• Examines the Immigration Act of 1924 and the influence it had on agriculture in the South. Wang does a good job in describing the discrimination that existed in the formation of the Johnson-Reed Act and the need for the Farmers and the Immigration Act of 1924. Wang depicts how the government gave preferential treatment to farmers and raised quotas to benefit the amount of agricultural laborers in the South.

An Act to Amend the Immigration and Nationality Act , Public Law 89 U.S. Statutes at Large 236 (October 3, 1965): 911-922.

Johnson, Lyndon B. “Remarks at the Signing of the Immigrations Bill.” Liberty Island, New York. (October 3, 1965): 1037-1040.

• Johnson first remarks on the Hart-Cellar Act given on Liberty Island following the signing of the bill. Gives context to global events of the 1960s and emphasized the Cuban refugee crisis.

Armenta, Amanda. “Who Policies Immigration?” In Protect, Serve, and Deport: The Rise of Policing as Immigration Enforcement . Oakland, California: University of California Press, 2017: 15-35.

• Details who is actually policing immigrants. Armenta covers everything from illegal immigration to arrests and deportations. She explains how it is determined who may enter the United States, who has to leave, and who is eligible for admission.

Goldsborough, James. “Out-of-Control Immigration.” Foreign Affairs 79, no. 5 (2000): 1-13.

• When the U.S. economy is doing well, little attention was paid to the fact that immigration to the United States is at its highest absolute levels. An economy in a recession has a direct connection with anti-immigrant feelings in America. When there is competition between immigrant labor and native workers, it devalues labor. Businesses perpetuate this, leading to the immigration to be labeled as “Out-of-Control”.

Kennedy, Edward M. “Immigration Law: Some Refinements and New Reforms.” The International Migration Review 4, no.3 (1970): 4-10.

• Senator Kennedy comments on the Hart-Cellar Act and why he endorsed it. He emphasizes that he thinks the immigration policy was a step in the right direction for a more fair and comprehensive legislation. Kennedy was an advocate for the allocation of visas without regards to national origins.

Law, Anna O. “The Diversity Visa Lottery: A Cycle of Unintended Consequences in United States Immigration Policy.” Journal of American Ethnic History 21, no. 4 (Summer 2002):3-30.

• The immigration reform in the 1960s slowed the flow of immigrants from areas like Ireland and Italy by adding family reunification and work requirements, closing the most popular immigration routes for these groups. The diversity lottery was added to allow unskilled Europeans without close family into the country, but it passed during a decline of European immigration.

Reimers, David M. “An Unintended Reform: The 1965 Immigration Act and Third World Immigration to the United States.” Journal of American Ethnic History 3, no. 1, (1983): 9-28.

• By prioritizing family reunification, conservatives hoped to encourage more immigration from Europe while not having a national origins quota. The result was ethnic minorities from Asia and Latin America were sponsoring relatives in greater numbers than Europeans as European immigration slowed following the 1960s.

Rodino, Hon. Peter Jr. “New Immigration Law in Retrospect.” International Migration Review 2, (Summer 1968): 56-56.

• Rodino goes into depth of the roots that were behind the act and how the national origins system was outdated. Rodino argues that the officials in charge of the national origins system did little to nothing to end the system and how unsuccessful the system was in use. He then goes on to explain how the Immigration Act of 1968 restructured the immigration process by prioritizing skill laborers versus basing the entrance of migrants off of the quota system.

Tichenore, Daniel. “The Historical Presidency: Lyndon Johnson’s Ambivalent Reform: The immigration and Nationality Act of 1965.” Presidential Studies Quarterly 46, no. 3 (2016): 691-705.

• Paints Lyndon Johnson’s endorsement of the Hart-Cellar Act as a great triumph of his “Great Society” in the 1960s. The Immigration and Nationality Act of 1965 replaced racist and discriminatory national origins quotas with a new skills and family unification precedent.

Tichenore, Daniel J. “The Politics of Immigration Reform in the United States, 1981-1990.” Polity 26, no.3 (Spring 1994): 333-362.

• Goes into detail about how the Hart Cellar Act was used in the 1980’s and the problems that the courts faced. This article examines the mixed ideologies about the changes that the Hart Cellar Act enforced. The author also discusses the courts involvement to interpret and apply these reforms.

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