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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: 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.”