Download Unit 7B Assignment Sheet

A.P. UNITED STATES HISTORY
UNIT 7B: FROM BOOM & BUST TO WORLD WAR II
[1919 – 1945]
Directions:
Please read chapters read chapters 31 through 35 of The American Pageant, 13
th
Edition. As you read, keep in mind the themes, terms, and the essential questions listed below. For this
unit please type and submit your notes, and essential questions into Turn It
In.com.
Reading:
The American Pageant, 13th Edition [pgs. 720 – 849]
Chapter 31: American Life in the “Roaring Twenties,” 1919 – 1929
Chapter 32: The Politics of Boom and Bust, 1920 – 1932
Chapter 33: The Great Depression and the New Deal, 1933 – 1939
Chapter 34: Franklin D. Roosevelt and the Shadow of War, 1933 – 1941
Chapter 35: America in World War II, 1941 – 1945
The American Spirit, Volume II: Since 1865, 11th Edition [pgs. 265 – 388]
Chapters 31 – 35: Review the primary source documents associated with each chapter.
Select 3 primary source document for the unit. Complete a SOAPSTone
analysis chart for each primary source using the template available on Haiku.
Key Concepts:
7.2
A revolution in communications and transportation technology helped to create a new mass
culture and spread “modern” values and ideas, even as cultural conflicts between groups
increased under the pressure of migration, world wars, and economic distress.
I. New technologies led to social transformations that improved the standard of living for many while
contributing to increased political and cultural conflicts. (ID–6) (ID–8) (WXT–3) (WXT–5) (CUL–3)
(CUL–6) (CUL–7)
II. The global ramifications of World War I and wartime patriotism and xenophobia, combined with social
tensions created by increased internal migration, resulted in legislation restricting immigration from Asia
and from southern and eastern Europe. (ID–6) (WOR–4) (PEO–2) (PEO–6) (PEO–7) (POL–7) (WXT–6)
III. Economic dislocations, social pressures, and the economic growth spurred by World Wars I and II led to a
greater degree of migration within the United States, as well as migration to the United States from
elsewhere in the Western Hemisphere. (ID–6) (ID–8) (PEO–3) (WOR–4)
7.3
Global conflicts over resources, territories, and ideologies renewed debates over the
nation’s values and its role in the world while simultaneously propelling the United States
into a dominant international military, political, cultural, and economic position.
II. World War I and its aftermath intensified debates about the nation’s role in the world and how best to
achieve national security and pursue American interests. (WOR–4) (WOR–7) (ID–3) (POL–6)
III. The involvement of the United States in World War II, while opposed by most Americans prior to the attack
on Pearl Harbor, vaulted the United States into global political and military prominence and transformed
both American society and the relationship between the United States and the rest of the world. (WOR–4)
(WOR–7) (ID–3) (ID–6) (POL–5)
Themes:
An increasingly pluralistic United States faced profound domestic and global challenges,
debated the proper degree of government activism, and sought to define its international role.
Throughout this unit, you will analyze and evaluate each of the following themes that focus on the:
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rejection of world leadership, but not isolationism
cultural conflicts of the 1920s
failure of Prohibition and Organized Intolerance
role and responsibilities of government in society
Hoover as the first of the “new” presidents
economic, social, and political causes and impacts of the Depression
National Neutrality Neurosis: the U.S. Response to Aggression
social, economic, and political causes of World War II
social, economic, and political results of World War II
increased opportunities for women and minorities
Home Front developments and regulations
Terms:
Write a brief, one or two sentence description for
100 of the terms. You should be prepared to explain the historical significance of each term as it
Review the list of terms below.
relates to the study of U.S. history in class discussions and in your written responses.
For each term, you should be able to answer the following questions:
[1] What is the actual description of the term? [2] Why is this term included in this unit of study? [3] What effect does
this term have within its immediate historical context AND as it relates to the broader themes of U.S. history?
Chapter 31
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
A. Mitchell Palmer
American Legion
Red Scare
Sacco-Vanzetti case
Ku Klux Klan
Emergency Quota Act
Al Capone
prohibition
“speakeasies”
“flappers”
Marcus Garvey
Jazz Age
Harlem Renaissance
Langston Hughes
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
John T. Scopes
Clarence Darrow
William Jennings Bryan
Fundamentalism
Andrew Mellon
Frederick W. Taylor
Henry Ford
Charles Lindbergh
Radio/Hollywood
Sigmund Freud
H.L. Menken
F. Scott Fitzgerald
Ernest Hemingway
Sinclair Lewis
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Margaret Sanger
William Faulkner
F. Scott Fitzgerald
Ernest Hemingway
Sinclair Lewis
Margaret Sanger
William Faulkner
Frank Lloyd Wright
progressive education
John Dewey
buying on margin
Bureau of the Budget
53.
54.
“black gold”
Washington Conference of
1922
Four and Nine-Power
Treaties
Kellogg-Briand Pact of 1928
Fordney-McCumber Tariff
Teapot Dome scandal
Volstead Act
McNary-Haugen Bill
Modernists
Robert La Follette
Progressive Party
Election of 1924
War Debt – the “merry-goround”
66.
67.
68.
Election of 1928
Alfred E. Smith
Agricultural Marketing Act,
1929
Federal Farm Bureau
Hawley-Smoot Tariff
Black Tuesday
“Hoovervilles”
Home Loan Bank Bill
Reconstruction Finance
Corp. (RFC)
Bonus Army
Stimson doctrine
Chapter 32
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
Warren G. Harding
Calvin Coolidge
Herbert Hoover
“Ohio Gang”
Albert B. Fall
John W. Davis
Charles Evans Hughes
Adkins v. Children’s
Hospital
Muller v. Oregon
Interstate Commerce
Commission
1920s “commerce acts” –
various
Adjusted Compensation Act,
1924
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
69.
70.
71.
72.
73.
74.
75.
76.
Chapter 33
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
Franklin D. Roosevelt
Eleanor Roosevelt
New Deal
“brain trust”
Election of 1932
“Relief, Recovery, Reform”
Hundred Days
Glass-Steagall Act
FDIC
Harry Hopkins
Father Charles Coughlin
Huey Long
Francis Townsend
WPA, NRA, TVA, FHA
Frances Perkins
92.
93.
94.
95.
96.
97.
98.
99.
100.
101.
102.
103.
104.
105.
Schechter v. U.S.
20th Amendment
21st Amendment
John Steinbeck
Dust Bowl
Social Security Act, 1935
John L Lewis
boondoggling
parity pricing
AFL-CIO
Election of 1936
Francis Perkins
New Deal
Public Works
Administration
107.
108.
109.
110.
111.
112.
113.
114.
115.
116.
117.
118.
119.
120.
Agricultural Adjustment Act
Hundred Days
Dust bowl
Congress of Industrial Orgs.
The “three Rs”
Securities & Exchange Com
Liberty League
Civilian Conservation Corps
Tennessee Valley Authority
Roosevelt coalition
Court-packing scheme
Wagner Act
Hatch Act
John Maynard Keynes
China incident
“Quarantine Speech”
America First Committee
Atlantic Charter
Lend-Lease Bill
Col. Charles Lindbergh
Tydings-McDuffie Act of
1934
Pearl Harbor
Spanish Civil War
Nazi Party
Rome/Berlin/Tokyo Axis
106. National Labor Relations Board
Chapter 34
121.
London Economic Conf., 1933
122.
123.
124.
125.
126.
127.
128.
129.
130.
131.
132.
133.
134.
Cordell Hull
Adolph Hitler
Joseph Stalin
Francisco Franco
Fulgencio Batista
Fascism
Wendell Willkie
Election of 1940
Benito Mussolini
Winston Churchill
Burton Wheeler
Reciprocal Trade Agreement
conscription laws
135.
136.
137.
138.
139.
140.
141.
142.
143.
144.
totalitarianism
isolationism
appeasement
Nye committee
Destroyer Deal
“cash-and-carry”
Good Neighbor Policy
Pan-American Conference
148.
149.
150.
151.
152.
153.
154.
Neutrality Acts 1935, 36, 37, 39
145.
Hitler-Stalin Nonaggression
Pact
155.
156.
157.
158.
“phony war”
146. Holocaust
147. “Merchants of Death”
Chapter 35
159.
160.
161.
162.
163.
164.
165.
166.
167.
168.
169.
170.
171.
172.
173.
174.
Dwight D. Eisenhower
Thomas E. Dewey
A. Philip Randolph
Harry S Truman
Gen. Douglas MacArthur
Gen. George S. Patton
Adm. Chester W. Nimitz
Guadacanal
Code Talkers
Henry Stimson
braceros
Teheran Conference
Rommel “Desert Fox”
Gen. Montgomery
War Production Board
“Rosie the Riveter”
175.
176.
177.
178.
179.
180.
181.
182.
183.
184.
185.
186.
Four Freedoms
Korematsu v. U.S.
D-Day
War Labor Board
Casablanca Conference
Potsdam Conference
Smith-Connally Act
Second front
V-E Day
Battle of Midway
V-J Day
Committee to Defend
America by Aiding the
Allies
187. Fair Employment Practices
Commission
188. Henry J. Kaiser [Liberty
Ships]
189. NAACP
190. Congress of Racial Equality
191. “Zoot Suit” Riots
192. Office of Scientific Research
and Development
193. Jiang Jieshi
194. Emperor Hirohito
195. “island hopping”
196. “kamikazes”
197. Manhattan Project
198. Albert Einstein
199. unconditional surrender
200. Office of Price
Administration
Essential Questions (EQs):
Answer each question and provide evidence to support your conclusions. Limit your responses one well-developed
paragraph [a maximum of 8 sentences] for each question. Think about these questions before, during, and after reading the
text, the supplementary articles, and the primary source documents. If you understand their complexity and feel confident in
using information from the text and the supplementary reading in answering these very general questions, you should have
a solid understanding of this historical period.
Remember to support your generalizations with specific evidence!
1.
Why did the United States, which had welcomed so many millions of immigrants for nearly a century, suddenly
become so fearful of immigration in the 1920s that it virtually ended mass immigration for two decades?
2.
Were the intellectual critics of the 1920s really disillusioned with the fundamental character of American life,
or were they actually loyal to a vision of a better America, and only hiding their idealism behind a veneer of
disillusionment and irony?
3.
Why is the depiction of the 1920s as prosperous and “roaring” misleading?
4.
What beliefs or assumptions led to Hoover’s failure to adequately deal with the deteriorating economic
situation during his years as President?
5.
How did the depression challenge the traditional belief of Hoover and other Americans in “rugged
individualism”?
6.
Assess the validity of the following statement: The social, political, and economic stresses of this period
demonstrate that American society is fundamentally racist.
7.
Discuss how the decade of the 1920s paved the way for the collapse of the American economy in the decade of
the 1930s.
8.
To what extent and in what ways did the role of women change during the 1920s and 1930s?
9.
It has been said that the Depression changed forever the relationship between the American people and the
government of the United States. How and in what ways is this true?
10.
Why didn’t all of the legislation produced in the Roosevelt years “cure” the Great Depression? What actually
did end it?
11.
What were the positive and negative effects of the New Deal’s use of the federal government as an agency of
social reform?
12.
Why was America socially, economically, and politically reluctant to become involved in what would become
World War II?
13.
How did the process of American entry into World War II compare with the entry into World
14.
Why did the neutrality laws fail to prevent America’s growing involvement with the military conflicts in
Europe and Asia?
15.
The New Deal did not stop the Great Depression – World War II did. Assess the validity of this statement.
16.
Some historians contend that World War II marked the beginning of a real civil rights movement among black
Americans. Why? If this is true, then why were most black Americans unenthusiastic and even unsupportive of
the United States’ participation in the war?
17.
Compare the European and Pacific theaters during World War II.
18.
Issue – War and democracy. Would another world war, such as that of World War II, require dictatorial
methods and destroy democracy within the United States?
19.
Dropping the atomic bomb was necessary to end the war. To what extent was this true for those making the
decision in 1945?
20.
Respond to the following statement: It was “easier” for America to drop the atomic bomb on Japan because the
Japanese are racially different from the majority of Americans; America would never have dropped an atomic
bomb on Europe.
War I?
21.
What perceptions or misperceptions at the end of World War II helped to create the Cold War?
22.
Assess the validity of the claim that the dropping of the bombs on Japan was not so much an attempt to end the
war against the Japanese, as it was “the first salvos in the emerging Cold War.”