Download Critical Thinking and Writing - Valley Central School District

3rd
Quarter
Chapter 25 Comprehension
25.1 Comprehension
1. What problems did the Ohio Gang cause?
2. (a) What policies did Harding and Coolidge adopt toward business? (b) Give two examples of
how the economy grew in the 1920s.
3. How did most Americans in the 1920s view the nation's role in world affairs?
25.2 Comprehension
1. Why did a national ban on alcohol fail?
2. How did the Nineteenth Amendment change women's lives?
3. Describe one way each of the following affected American life: (a) the automobile (b) radio
(c) movies
25.3 Comprehension
1. How did flappers reflect changes in American culture?
2. What aspects of American life did writers criticize?
3. What themes did the writers of the Harlem Renaissance address in their works?
25.4 Comprehension
1. Describe the problems each of the following faced in the 1920s: (a) farmers (b) labor unions
2. Why did the Red Scare lead Americans to demand limits on immigration?
3. (a) What did African American soldiers expect when they returned home after World War 1?
(b) What conditions did they face?
3
Chapter 25 Critical Thinking and Writing
25.1 Critical Thinking and Writing
1. Analyzing Ideas: President Harding once complained: "I listen to one side and they seem
right... I talk to the other side and they seem just as right, and here I am where I started." What
does this statement tell you about the problems faced by a President?
2. Predicting Consequences: The Kellogg- Briand Pact outlawed war. Do you think it could
succeed in achieving its goal? Why or why not?
25.2 Critical Thinking and Writing
1. Linking Past and Present: Cars transformed American life in the 1920s. Are cars just as
important in American life today? Explain.
2. Analyzing Ideas: A mass culture began to emerge in the 1920s. (a) What advantages does a
mass culture bring? (b) What disadvantages?
25.3 Critical Thinking and Writing
1. Analyzing Ideas: Review Edna St. Vincent Millay's poem on page 690. How does it reflect the
spirit of the 1920s?
2. Linking Past and Present: (a) What new kinds of music and dancing are popular among young
people today? (b) How did most older Americans respond to these new forms? (c) Is this
response similar to or different from attitudes toward flappers and jazz in the 1920s? Explain.
25.4 Critical Thinking and Writing
1. Linking Past and Present: (a) Does anti-immigration sentiments exist in the United States
today? (b) At which groups is it directed? (c) What might be some reasons people give for
resenting those groups?
2. Defending a Position: "Groups such as the Ku Klux Klan have the right to exist under the
Constitution." Do you agree or disagree with this statement? Defend your position.
4
Name:____________________________________Class:______________________Date:_____________
25.1 Comprehension
1. What problems did the Ohio Gang cause?
2. (a) What policies did Harding and Coolidge adopt toward business? (b) Give two examples of
how the economy grew in the 1920s.
3. How did most Americans in the 1920s view the nation's role in world affairs?
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6
Name: _________________________________Class: _______________________Date: ________
25.1 Critical Thinking and Writing
1. Analyzing Ideas: President Harding once complained: "I listen to one side and they seem
right... I talk to the other side and they seem just as right, and here I am where I started." What
does this statement tell you about the problems faced by a President?
2. Predicting Consequences: The Kellogg- Briand Pact outlawed war. Do you think it could
succeed in achieving its goal? Why or why not?
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8
Name:____________________________________Class:______________________Date:_____________
25.2 Comprehension
1. Why did a national ban on alcohol fail?
2. How did the Nineteenth Amendment change women's lives?
3. Describe one way each of the following affected American life: (a) the automobile (b) radio
(c) movies
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10
Name: _________________________________Class: _______________________Date: ________
25.2 Critical Thinking and Writing
1. Linking Past and Present: Cars transformed American life in the 1920s. Are cars just as
important in American life today? Explain.
2. Analyzing Ideas: A mass culture began to emerge in the 1920s. (a) What advantages does a
mass culture bring? (b) What disadvantages?
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Name: ___________________________________Class:______________________Date:_____________
25.3 Comprehension
1. How did flappers reflect changes in American culture?
2. What aspects of American life did writers criticize?
3. What themes did the writers of the Harlem Renaissance address in their works?
13
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Name: _________________________________Class: _______________________Date: ________
25.3 Critical Thinking and Writing
1. Analyzing Ideas: Review Edna St. Vincent Millay's poem on page 690. How does it reflect the
spirit of the 1920s?
2. Linking Past and Present: (a) What new kinds of music and dancing are popular among young
people today? (b) How did older Americans respond to these new forms? (c) Is this response
similar to or different from attitudes toward flappers and jazz in the 1920s? Explain.
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16
Name: ___________________________________Class:______________________Date:_____________
25.4 Comprehension
1. Describe the problems each of the following faced in the 1920s: (a) farmers (b) labor unions
2. Why did the Red Scare lead Americans to demand limits on immigration?
3. (a) What did African American soldiers expect when they returned home after World War 1?
(b) What conditions did they face?
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Name: _________________________________Class: _______________________Date: ________
25.4 Critical Thinking and Writing
1. Linking Past and Present: (a) Does anti-immigration sentiments exist in the United States
today? (b) At which groups is it directed? (c) What might be some reasons people give for
resenting those groups?
2. Defending a Position: "Groups such as the Ku Klux Klan have the right to exist under the
Constitution." Do you agree or disagree with this statement? Defend your position.
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Name
Date
Class
CHAPTER
25
Section 1 Quiz
Politics and Prosperity (pages 674–678)
Reviewing Key Terms
From the box below, choose the term that matches the underlined phrase. Write the letter of the answer in the space provided. You will not use all the answers.
a. recession
b. on margin
c. bull market
d. installment buying
e. communism
f. disarmament
1. In the booming stock market of the 1920s, many investors bought stocks by
paying only 10 percent of the purchase price.
2. Lenin created a new state based on belief in an economic system in which all
wealth and property is owned by the community as a whole.
3. A few experts warned that the soaring stock market of the 1920s could not last
forever.
4. When World War I ended, the United States went into a/an economic slump.
5. Consumer spending was boosted when businesses allowed a method of buying
on credit.
Understanding the Main Ideas
From the box below, choose the person or term that best completes each sentence. Write
the person or term in the space provided.
business
advertising
Kellogg-Briand Pact
Dwight Morrow
1. By “back to
normalcy
Albert Fall
,” Warren G. Harding meant a return to calm after
years of war and reform.
2. Secretary of the Interior
became the first Cabinet official ever
3. Calvin Coolidge believed that prosperity for all Americans depended on the prosperity
of
.
4. After 1923, the American economy boomed as businesses brought out new products
and used
to encourage people to buy them.
5. Instead of sending in troops to Mexico, President Coolidge sent
to work out a compromise.
6. The
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Unit 8 / Chapter 25
outlawed war but did not set up any means to keep peace.
Section 1 Quiz
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sent to prison, because he took bribes in the Teapot Dome Scandal.
Name
Date
Class
CHAPTER
25
Section 2 Quiz
New Ways of Life (pages 679–686)
Reviewing Key People and Terms
From the box below, choose the person or term that best fits each description. Write the
letter of the answer in the space provided.
a. suburbs
b. Prohibition
c. Henry Ford
d. speakeasies
e. Charlie Chaplin
f. bootleggers
1. people who smuggled illegal liquor into the United States
2. illegal bars
3. communities located outside cities
4. popular movie star nicknamed “The Little Tramp”
5. man who first used the assembly line to manufacture cars
6. the “noble experiment”
Understanding the Main Ideas
Answer the following questions in the space provided.
1. Why did some people support Prohibition?
2. What negative effects did Prohibition have?
3. How did women’s lives change in the 1920s?
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4. Why was the auto industry important to the United States in the 1920s?
5. What industries contributed to the development of mass culture in the 1920s?
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Unit 8 / Chapter 25
Section 2 Quiz 9
Name
Date
Class
CHAPTER
25
Section 3 Quiz
The Jazz Age (pages 687–692)
Reviewing Key People and Terms
From the box below, choose the person or term that best fits each description. Write the
letter of the answer in the space provided. You will not use all the answers.
a. F. Scott Fitzgerald
b. Louis Armstrong
c. expatriate
d. Babe Ruth
e. Charles Lindbergh
f. fad
g. Ernest Hemingway
h. jazz
1. brilliant African American musician
2. activity or fashion taken up with great passion for a short time
3. popular baseball player of the 1920s
4. aviator who made the first nonstop solo flight across the Atlantic Ocean
5. person who leaves his or her own country to live in a foreign land
6. writer who captured the mood of the 1920s in The Great Gatsby and other novels
7. writer whose novel A Farewell to Arms drew on his experiences in World War I
Understanding the Main Ideas
Read the following statements. If a statement is incorrect, place an X on the line next to
its number. On the line following the statement, replace the underlined word(s) to make
the statement correct.
1. For many women, the fashions pioneered by the flappers symbolized a new
sense of freedom.
2. Today, ragtime is recognized as one of the most important cultural achievements of the United States.
4. In the 1920s, many African American musicians, artists, and writers began an
artistic movement called the Harlem Renaissance.
5. Many
of
the
best-loved
10 Unit 8 / Chapter 25 Section 3 Quiz
heroes
of
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the
1920s
were
politicians.
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3. Sinclair Lewis wrote plays that revolutionized the American theater.
Name
Date
Class
CHAPTER
25
Section 4 Quiz
Trouble Below the Surface ( pages 693–697)
Reviewing Key People and Terms
From the box below, choose the person or term that best fits each description. Write the
letter of the answer in the space provided.
a. Marcus Garvey
b. nativism
c. sabotage
d. anarchist
e. Herbert Hoover
f. company union
1. President elected in 1928
2. secret destruction of property or interference with work
3. person who opposes organized government
4. popular African American leader
5. labor organization controlled by management
6. antiforeign feeling
Understanding the Main Ideas
Circle the word or phrase in parentheses that best completes each sentence.
1. Because farm prices dropped during the 1920s, (farmers, union workers) suffered.
2. A police strike in (Los Angeles, Boston) shocked the country.
3. The fear of communism and anarchists produced a series of harsh actions called the
(Nativist Revolt, Red Scare).
4. Growing feeling against immigrants was evident in the (Scopes trial, Sacco and
Vanzetti trial).
5. A famous trial in the 1920s involved the teaching of (evolution, immigration).
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6. The (Emergency Quota Act, Jones Act) granted American citizenship to Puerto Ricans.
7. The growth of membership in the (American Federation of Labor, Ku Klux Klan) reflected the growth of nativist feeling.
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Unit 8 / Chapter 25
Section 4 Quiz 11
Name
Date
Class
CHAPTER
25
Vocabulary Builder
A. Choosing from the list in the box below, write on the space provided the term that
best fits each definition.
communism
quota system
nativism
recession
suburbs
expatriates
sabotage
disarmament
1. economic slump
2. secret destruction of property or interference with work
3. communities located outside cities
4. reduction of armed forces and weapons of war
5. program that allowed only a certain number of people from
each country to enter the United States
6. antiforeign feeling
7. economic system in which all wealth and property is owned
by the community as a whole
8. people who leave their own country to live in a foreign land
B. Complete each sentence below by writing the correct term from the box above in the
space provided.
1. In 1921, Congress passed a law that changed immigration rules and set up a/an
.
2. Increased auto sales helped promote the growth of
3. Many
.
, including Ernest Hemingway, settled in Europe.
4. After World War I, the American economy suffered a/an
, but
5. The rise of
in the 1920s resulted in laws limiting immigration.
6. During World War I, Americans had been on the alert for
by
enemy spies.
7. The Soviet Union set up the first state based on
.
8. In the 1920s, the Woman’s International League for Peace and Freedom called for
.
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Unit 8 / Chapter 25
Vocabulary Builder
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soon recovered.
Name
Date
Class
ANALYZING SOURCES IN HISTORY
1. Edward Purinton wrote a magazine article in 1921 titled “Big Ideas from Big Business.” How
do the views of this article, as shown in the following excerpt, reflect ideas that were popular
in the 1920s?
Among the nations of the earth today America stands for one idea:
Business. . . . In this fact lies, potentially, the salvation of the world.
Through business, properly conceived, managed, and conducted, the
human race is finally to be [saved]. How and why a man works foretells
what he will do, think, have, give, and be. And real salvation is in doing,
thinking, having, giving, and being.
2. In his campaign for the office of President in 1928, Herbert Hoover described his views about
the proper role of government. How do the ideas in this excerpt from Hoover’s speech summarize the Republican policies of the 1920s?
Because the country is faced with difficulty and doubt over certain national problems . . . our opponents propose that we must thrust government
a long way into the businesses which give rise to these problems. . . .
I should like to state to you the effect that this projection of government
in business would have upon our system of self-government and our economic system. That effect would reach to the daily life of every man and
woman. It would impair the very basis of liberty and freedom. . . .
We are nearer today to the ideal of the abolition of poverty and fear
from the lives of men and women than ever before in any land. . . . The
departure from our American system by injecting principles destructive
to it which our opponents propose will jeopardize the very liberty and
freedom of our people.
The first startlingly authentic note was sounded by Claude McKay, a
Jamaican Negro living in America. If his was a note of protest it came
clear and [strong]. But it was more than a protest note; it was one of stoical defiance which held behind it a spirit magnificent and glowing. One
poem, “If We Must Die,” . . . voiced for Negroes, if it did not itself create, a
mood of stubborn defiance. It was reprinted in practically every Negro
newspaper, and quoted wherever its [bold] lines could be remembered.
But McKay could also write lyric [poems] utterly [different] from these
stinging daggers. . . . He discovered Harlem and found a language of
beauty for his own world of color.
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Unit 8 / Chapter 25
Analyzing Sources in History
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3. Charles Johnson was one of the leading figures of the Harlem Renaissance. In this excerpt
written in the 1950s, Johnson describes the impact of the work of poet Claude McKay. According to Johnson, what two kinds of impact did McKay’s work have?
Name
Date
Class
CHAPTER
25
Biography Flashcard
Who Am I?
Use this space to answer questions on the biography below.
1. Born
Died
2. The field I am known for is
3. How was the town where I grew up different from other southern towns?
4. What was my special project?
5. How am I regarded as a writer?
6. Tell me one other thing you know about me.
Fold Here
☞
© Prentice-Hall, Inc.
Zora Neale Hurston
In many southern towns in the early 1900s,
white people ran everything. No whites, however, lived in Eatonville, Florida, where Zora
Neale Hurston was born in 1901 and grew up.
Her father was the mayor, and the other town officials also were black. In Eatonville, Hurston recalled, the residents were friendly and talkative.
She loved to listen to stories being swapped at a
local store. Hurston’s love of listening later
helped her in her work.
When Hurston was 9 years old, her mother
died. She did not get along with her stepmother,
so she lived with relatives for a time. Finally, she
ran away.
For a year and a half, Hurston traveled
through the South with an acting troupe. In 1917,
she quit the troupe and started high school in Baltimore. She went on to Howard University and
then to Barnard College in New York City.
Hurston already had published several brilliant,
funny short stories. In New York, she joined other
writers who were part of the Harlem Renaissance.
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Hurston had long had an idea for a special
project. She would collect the stories, proverbs,
and folktales of African Americans. Black folklore, she wrote, “the greatest cultural wealth of
the continent, was disappearing without the
world realizing it had ever been.”
From 1928 to 1930, Hurston traveled throughout the South in a battered car. She talked with
preachers, blues singers, and sharecroppers. She
collected their stories in Mules and Men—still one
of the most important records of African American
culture. Later, in 1937, she published Their Eyes
Were Watching God, which is now regarded as one
of the best American novels of the century.
By 1950, Hurston was penniless and nearly
forgotten. When she died in 1960, she was
buried in an unmarked grave. Since then, her
work has been rediscovered, and today she is
recognized as one of the greatest African American writers.
Unit 8 / Chapter 25
Biography Flashcard 7
Name
Date
Class
CHAPTER
25
Connecting History and Literature
The Negro Speaks of Rivers
Langston Hughes (1902–1967)
During the 1920s and early 1930s, black writers produced a wealth of literary works, including poems, novels, and plays. In their works, they expressed despair about the treatment of blacks at the hands of white society. They also expressed pride in the rich
cultural heritage of African Americans. In The Negro Speaks of Rivers, Langston Hughes
develops a comparison between rivers and the experience of his people.
As you read, think about the questions below. When you finish reading, answer the
questions on a separate sheet of paper.
1. Where is each of these rivers located: Euphrates River, Congo River, Nile River, Mississippi River?
2. CRITICAL THINKING AND WRITING Drawing Conclusions What do the references to various rivers say about the experience of African Americans?
I’ve known rivers:
I’ve known rivers ancient as the world and older than the flow of
human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln went
down to New Orleans, and I’ve seen its muddy bosom turn all
golden in the sunset.
I’ve known rivers:
Ancient, dusky rivers.
My soul has grown deep like the rivers.
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Source: Langston Hughes, Selected Poems of Langston Hughes. New
York: Alfred A. Knopf, 1954.
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Unit 8 / Chapter 25
Connecting History and Literature
28
Name
Date
Class
CHAPTER
25
Critical Thinking and Writing
Linking Past and Present
Of all the changes that took place during the 1920s, the automobile boom had the most
far-reaching effects. The following excerpt describes the impact of the car on American
Life. It appeared in Only Yesterday, a firsthand account of the 1920s by Frederick Lewis
Allen. Read the excerpt and then answer the questions that follow.
And as it [the automobile] came, it
changed the face of America. Villages
which had once prospered because they
were “on the railroad” languished with
economic [weakness]; villages on Route
61 bloomed with garages, filling stations,
hot-dog stands, chicken-dinner restaurants, tearooms, tourists’ rests, camping
sites, and [wealth]. The interurban trolley
perished, or survived only as a [relic of
the past]. Railroad after railroad gave up
its branch lines, or saw its revenues
slowly dwindling under the competition of
mammoth interurban buses and trucks
snorting along six-lane concrete high-
ways. The whole country was covered
with a network of passenger bus-lines. In
thousands of towns, at the beginning of
the decade, a single traffic officer at the
junction of Main Street and Central
Street had been sufficient for the control
of traffic. By the end of the decade, what a
difference!—red and green lights, blinkers, one-way streets, boulevard stops,
[stricter] and yet more [strict] parking ordinances—and still a shining flow of traffic that backed up for blocks along Main
Street every Saturday and Sunday afternoon. Slowly but surely the age of steam
was yielding to the gasoline age.
1. What industries, products, and services, in addition to those Frederick Lewis Allen
mentions, exist today because of the automobile?
2. How has the automobile changed the nature of communities and cities in the United
3. Although the automobile provided convenience and independence, it also created
problems that our society is now trying to solve. (a) What are some of the problems
that Frederick Lewis Allen observes? (b) What additional problems have resulted
from our dependence on the automobile?
4. Think of another invention that has had a dramatic impact on American life in the
twentieth century. On a separate sheet of paper, write a paragraph describing the effects the invention has had.
4
Unit 8 / Chapter 25
Critical Thinking and Writing
29
© Prentice-Hall, Inc.
States?
Name
Class
Date
CHAPTER
25
Map Mystery
Why Was It a Renaissance?
The word Renaissance comes from the French word meaning “rebirth.” Historians use it
to describe a period when there is a flowering of culture in a particular place. They use
the term Harlem Renaissance to refer to the cultural life of the Harlem section of New
York City in the 1920s. Why do they call it the Harlem Renaissance? Study the map and
answer the following questions on a separate sheet of paper to find out.
W.
A. Gathering Clues
153 ST
HARLEM IN THE 1920S
Apartments of writers, artists,
musicians, intellectuals
Theater for vaudeville, movies
W. 151 ST
W. 149 ST
Nightclub
Clue 2 What forms of art and entertainment appear most frequently on the map?
Dance club
W. 147 ST
Recording studio
Photography studio
W. 145 ST
Clue 1 Notice the residential buildings
on the map. What were the professions of the residents there?
Ha
Clue 3 What other arts are represented by symbols on the map?
rle
W. 143 ST
m
Ri
ve
W. 141 ST
r
W. 139 ST
W. 137 ST
B. Solving the Mystery Based on what
you have learned from these clues and
from reading the chapter, do you think
that historians are right in calling this
period the Harlem Renaissance? Explain why or why not.
W. 135 ST
N
W. 133 ST
W
E
S
W. 131 ST
5TH AV
LENOX AV
W. 127 ST
7TH AV
8TH AV
© Prentice-Hall, Inc.
W. 129 ST
W. 125 ST
W. 123 ST
Park
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Unit 8 / Chapter 25
Map Mystery 5
Name
Date
Class
CHAPTER
25
Practice Your Skills
Critical Thinking Decision Making
© Prentice-Hall, Inc.
Suppose you are a member of the Senate in 1928. Secretary of State Frank Kellogg has
recently signed a treaty with France and 60 other nations. With that treaty, the United
States and the other nations pledge never to use war as a way of achieving their goals or
settling their disputes.
Supporters of the treaty—like Secretary of State Kellogg—say that the treaty will
bring a new age of peace. What could be more important, they say, than having all nations agree that war is not an acceptable course of action?
Opponents of the treaty join Franklin D. Roosevelt, a Democratic politician and former Secretary of the Navy, in saying that the treaty “does not contribute in any way to
settling matters of international controversy.” Because the treaty has no way of punishing nations that break it, another critic says it is even dangerous because it would give
“a sense of false security.”
Use the decision-making process to determine what you would do as a senator. Would
you vote to approve the treaty, or not? Once you have decided, write a brief paragraph explaining your decision—but remember to write it from the viewpoint of a senator in
1928, who did not know about later events.
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Unit 8 / Chapter 25 Practice Your Skills
3
32
Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Roaring Twenties (1919 - 1929) – Lesson 1
Objective: To examine the Teapot Dome Scandal and the Kellogg-Briand Pact.
Do Now: What was the Ohio Gang, and what problems did Charles Forbes cause for President
Harding? __________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
The Teapot Dome Scandal
•
In the early part of the 20th century large _________ reserves were discovered in Elk
Hills, California and ________________ ____________, Wyoming.
• In 1912 President William __________ decided that the government owned the land and
its oil reserves should be set aside for the use of the United States ___________.
•
President
William Taft
On June 4th, 1920, Congress passed a bill that stated that the Secretary of the Navy could use the _______ and
_______ found in Elk Hills, CA, and Teapot Dome, WY, for the ___________ of the _________ ________."
•
In March of 1921, President Warren _____________ appointed
Albert _________ as Secretary of the _________________.
.
President
Warren Harding
•
Secretary of the
Interior Albert Fall
Later that year Fall decided that two of his friends, Harry F. _____________ (Mammoth Oil Corp.)
and Edward L. ____________ (Pan-American Petroleum and Transport Company),
should be allowed to _____________ part of these Naval Reserves.
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•
In 1923, ________________ died of a heart attack. Vice-President
Calvin _________________ took over.
•
In 1927, _______
was found guilty of
accepting a $100,000
_______ from Doheny.
1923 inauguration of
President Calvin Coolidge
He was forced to __________ from office and spent one year in
__________.
1927
•
The land was __________ property, and should not have been leased to ______________ oil companies.
Declaring Peace
· After World War I, the U.S. resumed
an ___________________ world view.
· The United States worked towards
_______________________ in the
1920’s in an attempt to reduce the
world’s supply of armed forces and
__________________ of war.
Kellogg-Briand Pact – signed by the
U.S., along with _______ other nations,
this treaty __________________
_________.
* However, there were no plans on how to keep the ______________ or how to __________________ a country
that declared _________ on another.
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Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Roaring Twenties (1919 - 1929) – Lesson 2
Objective: To examine the methods used to increase the economic boom in America.
New Goods for Sale
· In the 1920’s, people began to
purchase items they couldn’t afford
through the use of
____________________ buying, or
buying on ____________.
· Installment buying increased the
________________ for goods,
while consumer _______ increased.
Advertising
· In the 1920’s businesses used __________________
to convince _________________ that they would be
happier if they bought their product.
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How does the stock market work?
You buy 100 shares of stock of
x $5.00 per share
How much money
have you invested?
$________
Scenario #1
stock increases to $20 per share
How much are your 100
shares of stock now worth?
100 shares of stock
x $20.00 per share
How much profit have you
made?
$___________ stock value
- $500.00 initial investment
$______________
$_____________ net profit
Scenario #2
stock decreases to $1 per share
How much are your 100
shares of stock now worth?
100 shares of stock
x $1 per share
How much money have
you lost?
$100.00 stock value
- $500.00 initial investment
$___________
$________ net loss
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Stocks Surge
· Millions of Americans invested in the __________ market, becoming rich as ____________
prices rose.
· Some people began to buy stocks on _____________, which is similar to _________________
buying.
* Unquestioned faith in the bull market helped lead to the _________ _____________________!
37
Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Roaring Twenties (1919 - 1929) – Lesson 3
Objective: To analyze the effect the car had on U.S. society.
A Booming Economy: The 1920’s
Income
People _____________
___________
more goods
“Boom Cycle”
Companies ______________
Companies earn
and __________ more
higher ___________
people
Impact of the Car Industry
· Henry _________ used _________________ lines to produce cars.
· The ___________________ of the assembly line helped to
__________________ car prices.
Ex.) Model-T 1909 - $_______
1916 - $_______
1924 - $_______
38
_____________
_______
___________
The following industries grew
as a result of the booming car
industry:
__________
________________
(_________ and
____________)
____________
(as the _____________ grew)
__________
* _________________ and the standard of living __________________.
* As World War I ended, technology focused on _________________ __________. Ex) ___________,
washing machines, ______________________, and _________________.
* An increase in _____________caused an increase in ________________ power.
39
Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Roaring Twenties (1919 - 1929) – Lesson 4
Objective: To examine the impact of the 18th and 19th Amendments and the increased
consumer confidence in America.
The Noble Experiment
The __________________Amendment (1920) banned the making or selling of
_________________, which became known as _______________________.
Why did prohibition fail?
· Some people made their own illegal liquor known as
___________________.
· ___________________ smuggled in liquor from Canada
and the _______________________.
· _________________, or illegal bars, opened throughout the
Moonshine still,
1920’s
nation.
· Prohibition encouraged ________________, such as Al
________________, to __________________ liquor.
Rumrunner with illegal
alcohol smuggled by
bootleggers.
January 13, 1924
· The __________________________ Amendment
____________________ prohibition in 1933.
Speakeasy, 1920’s
Al Capone
40
The New Woman
· The _____________________ Amendment (1920) gave women the
right to ______________.
· Alice ____________ fought unsuccessfully for an equal rights
amendment (_________) until her death.
· _____________ increasingly ______________ outside of the home.
A Mass Society
· Rising _______________ and
___________ saving devices,
such as washing machines, gave
Alice Paul,
toasting the
passing of the 19th
Amendment
Woman
working
making
paper boxes.
(1920’s)
families more _________
___________.
· Millions of Americans began to attend the ______________ regularly.
Examples) Rudolph ____________________ and Charlie ________________
· ____________ also became very popular during the 1920’s as ____________________
gathered around the radio to listen to _____________, comedies, and mysteries.
· In the 1920’s, the American __________ culture developed.
-
people easily traveled out of the cities into the _________________
-
___________________ grew as people moved from the cities
Campers in Woodland Park,
Seattle, WA; 1918-1920
As cars got less expensive and
people had more free time, many
people started to take car camping
vacations.
41
Before
television, radio
was the
dominant home
entertainment
medium.
Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Roaring Twenties (1919 - 1929) – Lesson 5
Objective: To examine the cultural changes brought about by the Jazz Age.
Do Now: Define the term fad, then make a list of fads that you know of.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
1920’s: Fads and Fashions
• ___________ caught on quickly during the ___________.
Ex.) __________ _________________, flagpole sitting
• Flapper – young _____________ in the 1920’s who declared her
___________________ from traditional ___________.
dance marathon
How did flappers rebel against traditional ways of thinking?
1) short, ___________ _______
2) bright-red _____________
3) short __________
4) __________ cigarettes in
public
5) drank ______________ in _____________________
6) _______________ at _____________ clubs
Jazz Age
· ___________ music was created by African-Americans by combining
_____________ rhythms and ___________________ harmonies.
Ex.) Louis ________________ was one of the first famous jazz musicians of
the 1920’s.
· Jazz music brought new forms of ________________.
Louis
Armstrong
Ex.) the _________________ and the shimmy
· Older Americans worried that jazz music was a ________ _______________ on the nation’s
young people.
42
_________ Renaissance – flowering of ____________ ______________ culture in the 1920’s
Countee Cullen –
writer / poet
Langston Hughes –
writer / poet
“Incident” by, Countee Cullen
“Harlem” by, Langston Hughes
Once riding in old Baltimore,
Heart-filled, head-filled with glee,
I saw a Baltimorean
Keep looking straight at me.
Now I was eight and very small,
And he was no whit bigger,
And so I smiled, but he poked out
His tongue, and called me, "Nigger."
I saw the whole of Baltimore
From May until December;
Of all the things that happened there
That's all that I remember.
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Aaron Douglas –
painter
Into Bondage
(1936)
43
Zora Neale Hurston –
writer / poet
“The whole matter
revolves around the selfrespect of my people.
How much satisfaction
can I get from a court
order for somebody to
associate with me who
does not wish me near
them?”
- Zora Neale Hurston
(1955)
Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Roaring Twenties (1919 - 1929) – Lesson 6
Objective: To examine some of the negative results of the Roaring 20’s.
Do Now:
What happens to the price of items as the demand increases?
What happens to the price if the demand decreases?
The Law of Supply and Demand
Honus Wagner
baseball card
(1909 )
+
Demand
Hannah Montana
stickers
Only 50 – 60 Honus
Wagner baseball cards
exist in the world.
+
+
Demand
+
Supply
Available almost
everywhere.
Supply
44
=
=
=
=
The card is ___________because
of its ___________. In 2007, a
mint copy was sold for
__________________.
Price
Even though there is a large
___________, there is a lack of
___________. Sells for ________
Price
A small pile
of dirt.
Demand
GI Joe Action
Figure (1964 )
+
Demand
+
Available
almost
everywhere.
=
+
Supply
=
In “good”
condition.
Supply
+
British poster during
WWI asking people to
preserve food.
+
Demand
=
No _______________ and no
_____________. Therefore, this
pile of dirt is virtually
_________________.
Price
A 1964 GI Joe in good condition is
relatively ___________. This one is
for sale on Ebay for __________.
=
Price
U.S. farmers sold
farm products to
the European
powers in large
numbers.
Supply
+
45
=
=
Due to an increase
in ____________,
the price of U.S.
farm goods
_______________.
Price
The Other Half: Farmers
During World War I:
After World War I:
Europeans began to _____________ their
Europeans needed ________.
own ________ again.
They bought U.S. ________ products.
The demand for U.S. farm products
___________________.
U.S. farm prices _____________.
U.S. farm prices ______________.
U.S. farmers borrowed __________ to
buy more __________ and supplies.
Farmers could not _______ their ______.
The Other Half: Laborers
•
Workers went
on ____________
when _________
did not increase
along with
______________.
•
Management
__________ union
strikes without any
government
_______________
.
46
Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Roaring Twenties (1919 - 1929) – Lesson 7
Objective: To examine some of the negative results of the Roaring 20’s.
Fear of Radicals
· People feared a ___________________
revolution would occur in the U.S.
· Since many _________________ were
immigrants, _______________________
against immigrants increased.
· During the _________ ____________,
thousands of supposed communists and
anarchists were ___________________.
Sacco and Vanzetti
· Italian immigrants Nicola __________ and
Bartolomeo ______________ were charged with
robbery and _________ in 1920.
· Sacco and Vanzetti were admitted ________________,
but claimed that they had not committed any crimes.
47
· With little
___________________ against
them, Sacco and Vanzetti were
sentenced to ______________
in 1927.
Closing the Golden Door
· The Emergency ___________ Act of 1921 set
up a quota system allowing only a ___________
_______________ of people from each country
into the U.S.
* The law favored __________________ nations
from Northern ___________________.
* However, people
from the
_______________
Hemisphere were
unaffected by the
quota, and
thousands of
________________and Canadians entered the U.S.
48
Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Roaring Twenties (1919 - 1929) – Lesson 8
Objective: To examine the Scopes Trial, the election of 1928,
and the intolerance of the 1920’s.
The Scopes Trial
· John _____________, a
Tennessee teacher, taught
his students about Charles
________________ theory
of __________________ in
violation of state law.
· During his trial, attorney
Clarence _________________ defended Scopes and William
Jennings ________________ represented the state.
· Scopes was __________________ and fined, and the law
Clarence Darrow (left) and William Jennings
Bryan (right) during the Scopes trial in 1925.
against teaching the theory of evolution remained.
Lucky Lindy
· In 1927, Charles __________________ flew the Spirit of St. Louis
on a solo flight across the
__________________ from Long Island
(Roosevelt Field) to ________________.
Dayton teacher and football coach John
Scopes, seen here during sentencing,
was fined $100 on July 21, 1925.
The New Klan
· The goals of the resurrected ______ __________ __________ were to
preserve the U.S. for __________ native-born _____________________.
· The Klan targeted immigrants, Catholics, ___________, and
______________-_________________.
1925 Ku Klux Klan march
49
on Washington,
D.C.
Responding to Racism
· Many African-Americans moved __________ during
and after World War I in search of factory _________.
· While many
found jobs, they
also found ______
and resentment
from whites that
_______________
with them for jobs.
Paul Lawrence, The Migration (Panel 1)
· _________ riots broke out in
many cities, such as in Chicago, in
which ______ people died in 1919.
Caption: Rescuing a Negro During the Race Riots in Chicago.
A black man, pursued by a mob, ran to a mounted policeman
who kept the mob at bay until other officers arrived on the scene.
Marcus Garvey
· Marcus ______________ formed the Universal Negro Improvement Association and
promoted ______________ and _______________ among African-Americans.
· Garvey also promoted a “__________ ______ ___________” movement, which few
African-Americans followed.
The Election of 1928
Marcus Garvey at a
UNIA parade, 1922
· Alfred E. ____________, the first _______________ to run for
President, received support among Catholics and __________ dwellers.
· Herbert ______________ received most of the support from
Protestants and __________-__________ voters.
Republican
candidate
Herbert
Hoover
Democratic
candidate
Alfred E. Smith
* _______________ won the election by a landslide.
50
Chapter 26 Comprehension
26.1 Comprehension
1. Why did stock prices drop in October 1929?
2. What problems did Americans face during the Great Depression?
3. What steps did Hoover take to ease the economic crisis?
26.2 Comprehension
1. Why did Americans elect Roosevelt in 1932?
2. What steps did Roosevelt take to end the banking crisis?
3. (a) What were the three main goals of the New Deal? (b) Describe one law aimed at
achieving each goal.
26.3 Comprehension
1. Describe why each of the following criticized the New Plan: (a) Huey Long (b) Francis
Townsend (c) the Liberty League
2. How did the Wagner Act help workers?
3. (a) How did the New Deal change the role of the government? (b) State one argument for
and one argument against the New Deal.
26.4 Comprehension
1. (a) Give two causes of the dust storms of the 1930s. (b) What problems did farmers in the
Dust Bowl region face?
2. Explain how each of these people tried to improve life for others during the depression:
(a) Eleanor Roosevelt (b) Emma Tenayuca (c) Robert C. Weaver (d) John Collier
3. Why were movies and radio important to Americans during the depression?
51
Chapter 26 Critical Thinking and Writing
26.1 Critical Thinking and Writing
1. Describe how each of the following contributed to the Great Depression: (a) stock market crash, (b)
overproduction, (c) bank closings.
2. Review the subsection Hoover Responds on page 706. (a) What is the main idea of the subsection?
(b) State two facts that support the main idea
26.2 Critical Thinking and Writing
1. Roosevelt promised the nation a "New Deal." but he never spelled out exactly what he meant by that.
Why do you think Americans responded to him so strongly?
2. (a) How did Americans respond to Roosevelt's fireside chats? (b) How do Presidents communicate with
Americans today? (c) How do you think the use of mass media to communicate with the public has
affected the way Americans view their Presidents?
26.3 Critical Thinking and Writing
1. Why did many Americans oppose Roosevelt's plan to increase the size
agree or disagree with these critics? Explain.
of the Supreme Court? Do you
2. Describe three ways in which the federal government directly affects your life today. Do you think you
are better off or worse off as a result? Explain.
26.4 Critical Thinking and Writing
1. Why do you think minorities suffered greater discrimination during the depression than during good
times?
2. Why do you think movies that told stories about good times were popular during the depression?
52
Name: _____________________________ Class:____________________ Date: ____________________
26.1 Comprehension
1. Why did stock prices drop in October 1929?
2. What problems did Americans face during the Great Depression?
3. What steps did Hoover take to ease the economic crisis?
53
54
Name: _______________________ Class: _______________ Date: _______________________
26.1 Critical Thinking and Writing
1. Describe how each of the following contributed to the Great Depression: (a) stock
market crash, (b) overproduction, (c) bank closings.
2. Review the subsection Hoover Responds on page 706. (a) What is the main idea of the
subsection?(b) State two facts that support the main idea
55
56
Name: _____________________________ Class:____________________ Date: ____________________
26.2 Comprehension
1. Why did Americans elect Roosevelt in 1932?
2. What steps did Roosevelt take to end the banking crisis?
3. (a) What were the three main goals of the New Deal? (b) Describe one law aimed at
achieving each goal.
57
58
Name: _______________________ Class: _______________ Date: _______________________
26.2 Critical Thinking and Writing
1. Roosevelt promised the nation a "New Deal." but he never spelled out exactly what he
meant by that. Why do you think Americans responded to him so strongly?
2. (a) How did Americans respond to Roosevelt's fireside chats? (b) How do Presidents
communicate with Americans today? (c) How do you think the use of mass media to
communicate with the public has affected the way Americans view their Presidents?
59
60
Name: _____________________________ Class:____________________ Date: ____________________
26.3 Comprehension
1. Describe why each of the following criticized the New Plan: (a) Huey Long (b) Francis
Townsend (c) the Liberty League
2. How did the Wagner Act help workers?
3. (a) How did the New Deal change the role of the government? (b) State one argument for
and one argument against the New Deal.
61
62
Name: _______________________ Class: _______________ Date: _______________________
26.3 Critical Thinking and Writing
1. Why did many Americans oppose Roosevelt's plan to increase the size
Court? Do you agree or disagree with these critics? Explain.
of the Supreme
2. Describe three ways in which the federal government directly affects your life today. Do
you think you are better off or worse off as a result? Explain.
63
64
Name: _____________________________ Class:____________________ Date: ____________________
26.4 Comprehension
1. (a) Give two causes of the dust storms of the 1930s. (b) What problems did farmers in the
Dust Bowl region face?
2. Explain how each of these people tried to improve life for others during the depression:
(a) Eleanor Roosevelt (b) Emma Tenayuca (c) Robert C. Weaver (d) John Collier
3. Why were movies and radio important to Americans during the depression?
65
66
Name: _______________________ Class: _______________ Date: _______________________
26.4 Critical Thinking and Writing
1. Why do you think minorities suffered greater discrimination during the depression than
during good times?
2. Why do you think movies that told stories about good times were popular during the
depression?
67
68
Name
Date
Class
CHAPTER
26
Section 1 Quiz
The Economy Crashes (pages 702–707)
Reviewing Key Terms
From the box below, choose the term that best fits each description. Write the letter of
the answer in the space provided. You will not use all the answers.
a. Bonus Army
b. bankrupt
c. soup kitchen
d. capital
e. bonus
f. Reconstruction Finance Corporation
1. money from investors
2. place where the hungry could get a free meal
3. government agency that loaned money to railroads, banks, and insurance companies to help them stay in business
4. jobless veterans who marched on Washington in 1932
5. unable to repay debts
Understanding the Main Ideas
Answer the following questions in the space provided.
1. When Herbert Hoover took office, what signs pointed to trouble in the economy?
2. Why did stock prices fall in 1929?
3. How did each of the following help to cause the Great Depression: (a) overproduction;
4. What was the difference between relief programs and public works?
5. How did President Hoover try to ease the Great Depression?
18 Unit 8 / Chapter 26 Section 1 Quiz
69
© Prentice-Hall, Inc.
(b) weakness in the banking system?
Name
Date
Class
CHAPTER
26
Section 2 Quiz
The New Deal (pages 708–714)
Reviewing Key People and Terms
From the box below, choose the person or term that best fits each description. Write the
letter of the answer in the space provided. You will not use all the answers.
a. Frances Perkins
b. surplus
c. speculation
d. Eleanor Roosevelt
e. New Deal
f. Hundred Days
1. first three months of Roosevelt’s presidency, when Congress passed 15 major
laws
2. first woman to hold a Cabinet post
3. more than can be sold
4. name given to Roosevelt’s plans to end the Great Depression
5. risky buying and selling of stocks in the hopes of making a quick profit
Understanding the Main Ideas
Read the following statements. If a statement is incorrect, place an X on the line next to
its number. On the line following the statement, replace the underlined word(s) to make
the statement correct.
1. Roosevelt’s first action as President was to try to solve the farm crisis.
2. The Civilian Conservation Corps and the Federal Emergency Relief Administration were set up to help the unemployed.
3. Roosevelt announced his plans and tried to reassure Americans on his radio
fireside chats.
© Prentice-Hall, Inc.
4. To help farmers, who were still underproducing, Roosevelt asked Congress to
pass the Agricultural Adjustment Act.
5. The National Recovery Administration tried to establish codes for wages,
prices, and working conditions.
6. The Tennessee Valley Authority brought flood control and electric power to the
people of seven states.
70
Unit 8 / Chapter 26
Section 2 Quiz 19
Name
Date
Class
CHAPTER
26
Section 3 Quiz
Reaction to the New Deal (pages 715–719)
Reviewing Key People and Terms
From the box below, choose the person or term that best fits each description. Write the
letter of the answer in the space provided.
a. Huey Long
b. pension
c. national debt
d. John L. Lewis
e. unemployment insurance
f. Francis Townsend
1. union leader who set up the Congress of Industrial Organizations
2. total sum of money the government owes
3. sum of money paid to people on a regular basis after they retire
4. Louisiana senator who opposed Roosevelt with the “Share Our Wealth” program
5. California doctor who suggested giving benefits to retired people
6. payments to workers without jobs
Understanding the Main Ideas
Circle the word or phrase in parentheses that best completes each sentence.
1. Catholic priest (Huey Long, Charles Coughlin) criticized President Roosevelt on his
radio program.
2. A conservative group, the (Liberty League, Share Our Wealth League), complained
that the New Deal interfered with people’s rights.
3. The Supreme Court ruled that the National Industrial Recovery Act and 10 other
New Deal laws were (constitutional, unconstitutional).
4. The New Deal gave workers the right to unionize when Congress passed the (Na-
5. The (Social Security Act, Fair Labor Standards Act) created a system of payments for
retired and jobless workers.
6. Opponents of the New Deal criticized the policy of (laissez faire, deficit spending).
7. Supporters of the New Deal argued that Roosevelt’s programs helped save the (democratic system, laissez faire system).
20 Unit 8 / Chapter 26 Section 3 Quiz
71
© Prentice-Hall, Inc.
tional Labor Relations Act, Fair Labor Standards Act).
Name
Date
Class
CHAPTER
26
Section 4 Quiz
Surviving Hard Times (pages 720–725)
Reviewing Key People and Terms
From the box below, choose the person or term that best fits each description. Write the
letter of the answer in the space provided.
a. Dorothea Lange
b. John Steinbeck
c. civil rights
d. Mary McLeod Bethune
e. repatriate
f. Richard Wright
1. to send an immigrant back to his or her home country
2. photographer who showed the suffering of Dust Bowl families
3. writer who described racial violence in the South
4. the rights due to all citizens
5. Florida educator who was part of Roosevelt’s Black Cabinet
6. writer who described the life of the Okies
Understanding the Main Ideas
Answer the following questions in the space provided.
1. What was the Dust Bowl?
2. What problems did working women face during the Great Depression?
3. How did racial prejudice affect African Americans during the depression?
© Prentice-Hall, Inc.
4. How were Mexican Americans and Asian Americans treated during the depression?
5. What was the Indian New Deal?
6. What role did radio and movies play during the depression?
72
Unit 8 / Chapter 26
Section 4 Quiz 21
Name
Date
Class
CHAPTER
26
Vocabulary Builder
A. Choosing from the list in the box below, write on the space provided the term that
best fits each definition.
surplus
capital
pension
speculation
collective bargaining
unemployment insurance
national debt
repatriate
1. to return immigrants to their home country
2. program of payments for people who have lost their jobs
3. more than can be sold
4. total sum of money the government owes
5. money from investors
6. sum of money paid to people on a regular basis after they retire
7. process in which a union negotiates with management for a
contract
8. risky buying and selling of stocks in the hope of making a
quick profit
B. Complete each sentence below by writing the correct term from the box above in the
space provided.
1. The Truth-in-Securities Act was designed to end
.
2. The Agricultural Adjustment Act hoped to boost farm prices by ending the
of food.
3. Opponents of the New Deal said that it increased the
4. Without investors willing to risk
.
, businesses could not grow.
© Prentice-Hall, Inc.
5. The National Labor Relations Act, or Wagner Act, guaranteed workers the right to
.
6. To reduce competition for scarce jobs, many Americans wanted to
Mexicans and other immigrants.
7. The Social Security Act set up a system of
8. Under
the
Social
Security
Act,
the
for jobless workers.
government
to retired workers.
12 Unit 8 / Chapter 26 Vocabulary Builder
73
promised
to
pay
a/an
Name
Date
Class
ANALYZING SOURCES IN HISTORY
1. In this excerpt, historian Paul Angle describes a meeting he had with a businessman who
worked in agriculture. How does the story dramatize the problems faced by American farmers during the depression?
One day in 1933 I met a friend in a bank in Springfield, Illinois, in the
center of the corn belt. He was a hog buyer, much concerned with farm
prosperity, much depressed by [current] prices. During our conversation,
he took a fifty-cent piece from his pocket and threw it on one of the bank’s
glass-topped writing tables. “Paul Angle,” he exclaimed, “you’re a sturdy
fellow, but you can’t carry out of this bank all the corn that half-dollar
will buy!” He was right: there are fifty-six pounds in a bushel of corn, and
the price was then ten cents a bushel.
2. This excerpt is from one of Franklin Roosevelt’s fireside chats. How does Roosevelt respond
here to critics of the New Deal?
The simplest way for each of you to judge recovery lies in the plain
facts of your own individual situation. Are you better off than you were
last year? Are your debts less burdensome? Is your bank account more secure? Are your working conditions better? Is your faith in your own individual future more firmly grounded?
Also, let me put to you another simple question: Have you as an individual paid too high a price for these gains? . . . Answer this question also
out of the facts of your own life. Have you lost any of your rights or liberty
or constitutional freedom of action and choice? . . . Read each provision of
that Bill of Rights and ask yourself whether you personally have suffered
the [loss] of a single jot of these great assurances.
We colored people can’t organize without you and you white folks can’t
organize without us. Aren’t we all brothers and ain’t God the Father of us
all? We live under the same sun, eat the same food, wear the same kind of
clothes, work on the same land, raise the same crop for the same landlord
who oppresses and cheats us both. For a long time now the white folks and
the colored folks have been fighting each other and both of us [have] been
getting whipped all the time. We don’t have [anything] against one another but [we’ve] got plenty against the landlord. The same chain that
holds my people holds your people too.
156
Unit 8 / Chapter 26
Analyzing Sources in History
74
© Prentice-Hall, Inc.
3. Workers across the United States tried to organize during the depression to win better wages
and working conditions. In the South, African American and white sharecroppers joined together in the Southern Tenant Farmers’ Union. In this excerpt, an African American offers
his view of their situation. Why does he say that they should join together?
Name
Date
Class
CHAPTER
26
Connecting History and Literature
Hard Times
Studs Terkel (1912– )
Studs Terkel is a journalist who has become well known as an oral historian—someone
who interviews people about their lives and collects their memories in a book. In one of
Terkel’s books, Hard Times, scores of Americans remembered their lives during the
Great Depression. One of those people was Peggy Terry, who remembered growing up
during that time.
As you read, think about the questions below. When you finish reading, answer the
questions on a separate sheet of paper.
1. Why did Terry respond so strongly to The Grapes of Wrath?
My dad said to us kids: “All of you get in the car. I want to
take you and show you something.” On the way over there, he’d
talk about how life had been rough for us, and he said: “If you
think it’s been rough for us, I want you to see people that really
had it rough.” . . . He took us to one of the Hoovervilles. . . .
Here were all these people living in old, rusted-out car bodies. I mean that was their home. There were people living in
shacks made of orange crates. One family with a whole lot of
kids were living in a piano box. This wasn’t just a little section, this was maybe ten-miles wide and ten-miles long. People living in whatever they could junk together.
And when I read Grapes of Wrath . . . that was like reliving
my life. Particularly the part where they lived in this Government camp. Because when we were picking fruit in Texas, we
lived in a Government place like that. . . . And when I was
reading Grapes of Wrath this was just like my life. I was never
so proud of poor people before, as I was after I read that book.
I think that’s the worst thing that our system does to people, is to take away their pride. It prevents them from being a
human being. . . . You wake up in the morning, and it consciously hits you—it’s just like a big hand that takes your
heart and squeezes it—because you don’t know what that day
is going to bring: hunger or you don’t know [what].
Source: Excerpt from pp. 67–68 in Hard Times: An Oral History of
the Great Depression by Studs Terkel. Copyright © 1970 by Studs
Terkel. Reprinted by permission of Random House, Inc.
16 Unit 8 / Chapter 26 Connecting History and Literature
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2. CRITICAL THINKING AND WRITING Making Inferences Why did her father
show the Hooverville to his family?
Name
Date
Class
CHAPTER
26
Biography Flashcard
Who Am I?
Use this space to answer questions on the biography below.
1. Born
Died
2. The field I am known for is
3. During what period did I arrive in the United States?
4. How did I see Americans treat Filipinos?
5. In your own words, explain the lesson I learned.
6. Tell me one other thing you know about me.
Fold Here
☞
© Prentice-Hall, Inc.
Carlos Bulosan
“Who is this Abraham Lincoln?” asks Carlos,
the Filipino narrator of Carlos Bulosan’s autobiographical novel, America Is in the Heart. “He
was a poor boy who became a President of the
United States,” answers his friend Dalmacio.
“He was born in a log cabin and walked miles . . .
to borrow a book so that he would know more
about his country.”
For both fictional Carlos and the real Carlos
Bulosan, this story about Lincoln was wonderful.
It confirmed their belief that anyone could succeed in the United States if only he or she
worked hard enough.
Like his fictional character, Bulosan emigrated to the United States at the age of 17. He
arrived in Seattle, Washington, in June 1930—at
the start of the Great Depression—with only 20
cents. Soon he was working in an Alaska fish
cannery. When the season was over, Bulosan returned to Seattle. The depression was gaining
force, however, and jobs were scarce. Bulosan
found work—in farm fields and in kitchens—
wherever he could.
He met prejudice often. Even a social worker
told him that Filipinos should go back home.
76
Still, Bulosan saw examples of American kindness. When his friend was hurt, an elderly man
took his friend to the hospital. Bulosan was also
impressed by the care that the nurses and doctors gave to his friend.
Bulosan was confused, but he struggled to
understand his new land. Slowly, he realized
that he and other Filipinos were not alone. The
United States was made up of many different
peoples, and almost all had faced prejudice at
some time.
Bulosan decided to write about his experiences. In 1943, he finally completed America Is
in the Heart. In it, he described the lesson he
had learned:
America is not a land of one race or
one class. . . . America is not bound by
geographical latitudes. America is not
merely a land or an institution. America
is in the hearts of men that died for freedom; it is also in the eyes of men that are
building a new world.
Bulosan continued to write poetry and other
works until his death in 1956.
Unit 8 / Chapter 26
Biography Flashcard 17
Name
Date
Class
CHAPTER
26
Critical Thinking and Writing
Understanding Causes and Effects
Read the sentence pairs below. Then, based on your reading of Chapter 26, decide which
sentence in each pair is the cause (C) and which is the effect (E). Write C or E in the answer space.
1.
a. No one wanted to buy the stocks that people were trying to sell.
b. Stock prices plummeted, and the stock market crashed on October 29, 1929.
2.
a. President Hoover created public works programs to employ people.
b. Private charities were unable to help all the families in need.
3.
a. American farms and factories produced more goods than Americans could
afford to buy.
b. Factories were forced to close or lay off workers.
4.
a. President Roosevelt closed every bank in the country for eight days.
b. The national banking system was near collapse.
5.
a. Roosevelt paid farmers to dispose of crops.
b. Overproduction of farm products kept crop prices low.
6.
a. The Supreme Court opposed the expansion of powers of the federal
government.
b. The Supreme Court declared several New Deal laws unconstitutional.
7.
a. The federal government grew in size and power under President Roosevelt.
b. New Deal laws created many new agencies and programs.
8.
a. Congress passed laws during the 1930s that strengthened labor unions.
b. Membership in labor unions tripled during the 1930s.
a. The United States recovered from the depression.
b. The United States began producing goods for nations at war in Europe.
10.
a. During the 1930s, a third of the Great Plains blew away in dust storms.
b. Farmers traveled to the West Coast to find work.
14 Unit 8 / Chapter 26 Critical Thinking and Writing
77
© Prentice-Hall, Inc.
9.
Name
Date
Class
CHAPTER
26
Map Mystery
What Did the WPA Do?
When Franklin Delano Roosevelt became President, 13 million American workers were
out of work. The new President launched the New Deal, putting in place many programs
aimed at helping farmers, workers, and Americans of all ages. One of the biggest programs, created in 1935, was the Works Progress Administration (or WPA). During its
eight years of existence, the WPA hired more than 8.5 million workers. It paid artists to
paint murals in public buildings, writers to collect folktales, and photographers to take
pictures of American life. Most of those workers did their jobs in cities and towns across
the United States. How did that work affect those communities? What exactly did the
WPA workers do? To solve the mystery, study the map below and answer the following
questions on a separate piece of paper.
WPA WORK IN ERIE, PA, 1939
Public building constructed or improved
0
Street repaved
0
0.25
0.5 miles
y
,
,
|
y
z
y{|,{ y,|{
z
y
,
,
y
z
|
| y,
ª
0.25
0.5 kilometers
Lake Erie
N
Storm sewer built
W
E
S
ªª
ª
ª
ª
ª
ª
ª
ª
ª
ª
ª
ª
ª
ª
ª
ª
ª
A. Gathering Clues
© Prentice-Hall, Inc.
Clue 1 What did the WPA do to many public buildings in Erie?
Clue 2 What did the WPA workers do to improve Erie’s streets?
Clue 3 What other evidence of WPA work is shown on the map?
B. Solving the Mystery Based on what you have learned from these clues and from
reading the chapter, what impact did the WPA have on Erie, Pennsylvania? Was this
typical of the WPA’s effect throughout the United States?
78
Unit 8 / Chapter 26
Map Mystery 15
Name
Date
Class
CHAPTER
26
Practice Your Skills
Communication Public Speaking
Jesse works in the Social Security Administration. His job is to provide information to people about the Social Security system. He writes brochures and pamphlets and makes
speeches to local groups. The next event that Jesse has scheduled is at a junior high school.
He will meet with a group of students and present the basic facts about Social Security.
Jesse is very busy, however, with another project he has been given. Help Jesse out
by writing his speech for him. The speech you write should cover the following points:
•
•
•
•
•
•
How contributions to Social Security are made
What groups of people receive benefits
How the benefits are paid out
How Social Security works for retired people
Concerns about the future of the Social Security system
Steps being taken to ensure that the system works in the future
© Prentice-Hall, Inc.
Do research in your library or over the Internet to find this information. Then write
the speech. Decide what tone you wish to take—remembering that you are addressing
junior high school students who may be unfamiliar with Social Security. When you have
finished writing your speech, practice it. Then deliver your speech to the class.
79
Unit 8 / Chapter 26 Practice Your Skills
13
80
Name __________________________
Date __________________________
Class __________________________
Teacher ________________________
The Great Depression (1929 - 1941) – Lesson 1
Objective: To examine the causes of the Great Depression.
Do Now: How did an increase in wages help cause an economic boom?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Causes of the Great Depression
I. Stock Market Crash
• On Tuesday, October 29, ___________, stock
prices __________________.
• This became known as _________
__________________.
• People that had _______________ their
______________ in stocks had little or
____________ left.
• People that bought stocks on _____________
(credit) could not repay their _____________.
The Philanthropist by, Herb Block (Dec. 5, 1930)
During the Great Depression approximately 25% of
the workforce was unemployed. People who lost
their jobs began selling five-cent apples on the
streets of American cities, providing a symbol of the
economic hardships of the era.
81
II. Overproduction / Reduction in Purchasing
Farms and factories _______________________ beyond the ______________.
Businesses ______
_______________
____________ for
Workers suffered
goods _________.
from ________ _________
and ________ _________.
People had
___________ or ______
____________ to spend.
(above) A farm is being sold at a
foreclosure sale in Iowa. Military police
were on hand to keep farmers from
disrupting the auction. ca. 1935.
82
III. Bank Failures
• When the stock market crashed, people could ___________ ____________ their
___________ to the ________________.
• Therefore, banks couldn’t give ___________________ their ______________ and banks
__________________.
• Many people ____________ their _____________ _______________________.
“Run on Banks.”
People rush to a New York bank in an
attempt to remove their savings before
the bank goes bankrupt. (early 1930’s)
"How Can A Poor Man Stand Such Times And Live?”
written and played by Blind Alfred Reed, Dec. 4, 1929, New York City
There once was a time when everything was cheap,
But now prices nearly puts a man to sleep.
When we pay our grocery bill,
We just feel like making our will -I remember when dry goods were cheap as dirt,
We could take two bits and buy a dandy shirt.
Now we pay three bucks or more,
Maybe get a shirt that another man wore -Tell me how can a poor man stand such times and live?
Well, I used to trade with a man by the name of Gray,
Flour was fifty cents for a twenty-four pound bag.
Now it's a dollar and a half beside,
Just like a-skinning off a flea for the hide -Tell me how can a poor man stand such times and live?
Oh, the schools we have today ain't worth a cent,
But they see to it that every child is sent.
If we don't send everyday,
We have a heavy fine to pay -Tell me how can a poor man stand such times and live?
83
Prohibition's good if 'tis conducted right,
There's no sense in shooting a man 'til he shows flight.
Officers kill without a cause,
They complain about funny laws -Tell me how can a poor man stand such times and live?
Most all preachers preach for gold and not for souls,
That's what keeps a poor man always in a hole.
We can hardly get our breath,
Taxed and schooled and preached to death -Tell me how can a poor man stand such times and live?
Oh, it's time for every man to be awake,
We pay fifty cents a pound when we ask for steak.
When we get our package home,
A little wad of paper with gristle and a bone -Tell me how can a poor man stand such times and live?
Well, the doctor comes around with a face all bright,
And he says in a little while you'll be all right.
All he gives is a humbug pill,
A dose of dope and a great big bill -Tell me how can a poor man stand such times and live?
The Great Depression (1929 - 1941) – Lesson 2
Objective: To examine the effects of the Great Depression.
Do Now: Write a reaction to the photo “Migrant Mother”, by Dorothea Lange.
For example, what emotions does it elicit? Why?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
pea pickers camp, Nipomo, CA (1936)
photo by Dorothea Lange
__________________________________________________
___________________________________________
Hard Times
Unemployment
• By the early 1930’s,
approximately ____%
of the nation was
_________________.
84
Unemployed men vying for jobs at the
American Legion Employment
Bureau in Los Angeles during the
Great Depression.
Families in Crisis
• Marriage and _________ rates _______________.
• _______________ and some children left home to
find _____________.
Homelessness
• _________________ families built ___________
out of wooden crates and scrap metal.
• These shacks were known as ________________.
Hoovervilles in New York City’s Central Park (above left), Arkansas (above
center), and Seattle, Washington (far right).
Hoover Takes Action
• At first, President ________________ was against offering direct
government _______________.
• Instead, he asked private _______________, such as the
A charity providing
relief, in this case food,
to needy children.
_____________, to help.
• Hoover eventually set up _______________ ___________
programs, where the government hired people to construct
schools, __________ and highways. Ex.) Hoover Dam
• Hoover also approved the
_____________________________
_________________ Corporation
Hoover Dam
(RFC), which loaned money to railroads,
insurance companies.
85
____________,
and
The Bonus Army
• World War I ________________ were due to be
paid a _____________ in 1945.
• In 1932, over 20,000 jobless veterans
____________________ in Washington, D.C.
demanding immediate __________________.
The Bonus Army protesting on the steps of Capitol Building (left) and a scene from their encampments (right).
• In clashes with police, _________ veterans
were _______________.
• Hoover ordered General Douglas
__________________ to clear out the
veterans using cavalry, ___________, tear
__________ and machine guns.
* The brutal treatment of the Bonus Army
______________ Hoover’s ______________
even further. The nation was poised for a
Destruction of Bonus Army encampments by U.S.
__________ _________________ to lead them soldiers under the leadership of General Douglas
MacArthur. Gen. MacArthur was following orders
out of the ___________________.
from President Herbert Hoover.
86
The Great Depression (1929 - 1941) – Lesson 3
Objective: To examine the formation of the New Deal.
Franklin Delano Roosevelt
• Franklin Delano ________________ (FDR)
won the ___________ Presidential election.
• In his inauguration speech, FDR stated
that, “the only thing we have to _________
is fear ________________.”
• FDR gathered information from many
economic experts, known as the ____________ ___________, on how to fight the depression.
Saving the Banks
• Roosevelt declared a “________ ____________”, closing
every bank in the nation for __________ days.
• Congress then passed the Emergency ________________
__________ Act, which only allowed banks to open if they
had enough funds to _________ their ________________.
Fireside Chats
• FDR gave 30 ___________ speeches to the nation, which
A police officer stands guard in
front of a closed bank during the
“bank holiday”.
became known as ________________ ___________.
• FDR’s first fireside chat reassured people that ____________
were ___________ to use again.
The New Deal
• FDR developed many new ____________ that created
________________ to help end the Great Depression.
• These programs were known as the ________ ____________.
FDR’s first fireside chat on the
bank crisis. (March 12, 1933)
87
II. plans for ______________
I. R___________ for the
_______________________
R_________________
The New Deal had _______ major goals:
III. R________________ to
prevent another _________________
88
The Great Depression (1929 - 1941) – Lesson 4
Objective: To analyze the major
New Deal programs.
Program
Initials
Begun
Purpose
Civilian
CCC
1933
Provided jobs for young men to
plant ___________, build
__________ and __________, and
set up flood control projects
______________
Valley Authority
TVA
1933
Built _________ to provide cheap
_____________ power to seven
southern states; set up
_____________ and health centers
Federal
____________
___________
Administration
FERA
1933
Gave ____________ to
____________________ and
_____________
______________
Adjustment
Administration
AAA
1933
Paid _______________ not to
grow certain ______________
NRA
1933
NRA
business
National
______________
Administration
Enforced codes that regulated
___________, ___________, and
working __________________
Tri-Borough
Bridge
(NYC)
__________
_________
Administration
PWA
1933
Built __________, ____________,
aircraft carriers, and
________________
Women being paid
for deposits in an
insured closed
bank (IL)
Federal
_____________
Insurance
Corporation
FDIC
1933
_______________ savings
accounts in ____________
approved by the government
Lineman on
utility pole
REA
1935
Rural
______________
Administration
Loaned money to extend
__________________ to
______________ areas
WPA
1935
SSA
1935
Employed men and women to
build hospitals, parks, and airports;
employed ____________, writers,
and musicians
Set up a system of _____________
for the _____________,
unemployed, and people with
________________________
Elm Tree
Camp
Euclid, OH
Building
Big Ridge
Dam (TN)
Care for
needy
children
(OK)
Farmers
collecting
checks (TX)
Participating
Painting a
mural
(NYC)
Social Security
Advertisement
______________
Corps
___________
___________
Administration
_____________
_____________
Act
89
The Great Depression (1929 - 1941) – Lesson 5
Objective: To examine the criticisms of the New Deal and FDR’s conflict with the
Supreme Court.
Do Now: Do you agree with any of the criticisms of the New Deal? Why, or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Criticism of the New Deal
Senator Huey _____________:
· He wanted to put heavy __________ on the __________ and use the money to give
every American family a ___________, a car, and a decent ______________.
Father _________________:
· He criticized FDR on his radio show for not taking stronger action against
______________ and rich __________________.
_________________ League:
· It complained that the New Deal _____________________ too much with
_________________ and the _____________ of people.
Francis _________________:
•
· He proposed giving every American over age _____ a _____________ of
$_______ per month.
· However, people receiving the pension would have to _____________, freeing up the
__________ for a younger American.
· In addition, every person that received the pension would be required to __________
it immediately in order to ___________ the __________________.
90
FDR and the Supreme Court
The Conflict:
· The ____________ __________ ruled that many
New Deal laws were _______________________.
Ex.) __________
· After winning the 1936 presidential election,
FDR proposed ______________ the number of
Supreme Court ____________ from ____ to ____.
· This would allow FDR to appoint ____ new
______-________ _________ Justices to the
_________________ _____________.
The Results:
· Many Americans, including New Deal supporters,
felt that _________ was unfairly trying to
____________ the ________________ __________.
· FDR _________________ his plan six months later.
* However, one _________-New Deal Justice
eventually changed his mind, and FDR
appointed a _______-New Deal Justice to the
Supreme Court after an anti-New Deal Justice
_________________.
91
The Great Depression (1929 - 1941) – Lesson 6
Objective: To examine the labor problems of the 1930’s.
Do Now: What is a union, and what is their purpose? ______________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Labor Reforms
Wagner Act (1935):
· __________________ _________________ from
unfair management practices
Ex.) ____________ a worker for joining a ________
· Guaranteed workers the right to _________________ _______________________
* __________ membership grew from _____ million to _____ million during the _________.
* Unions increased their ___________________ and ________________ power.
* ________________ strikes were used successfully by workers
when businesses refused to recognize their _________________.
Fair Labor Standards Act (1938):
· Set a _______________ __________ at _______ cents an hour
· Set the ________________ workweek to ______ hours and
the _____________ working age to ____ in certain industries.
The 44-day Flint Sit-down
Strike ended on Feb. 11, 1937.
It established the UAW as the
sole bargaining representative
for workers at the world’s
largest corporation.
92
The New Deal: Good or Bad?
New Deal Critics:
· People worried about the increased
__________ of the __________________.
· The New Deal used _________________
spending, causing a large ______________
in the national ____________.
· __________________ leaders thought that
_____________ had become too powerful.
New Deal Supporters:
· New Deal programs were
_________________ for the __________
good.
· They believed that ___________________ needed to be ___________________ by the
government in order to prevent another
_______________________.
Name ____________
Date _____________
93
The
Great
Depre
ssion
(1929 1941)
–
Lesson 7
Objective: To examine the causes and effects of the Dust Bowl
Do Now: 1) Read the following section from John Steinbeck’s The Grapes of
Wrath.
“Carloads, caravans, homeless and hungry:…They streamed over the mountains,
hungry and restless,…restless as ants, scurrying to find work to do – to lift, to push, to
pull, to pick, to cut – anything, any burden to bear, for food. The kids are hungry. We
got no place to live. Like ants scurrying for work, for food, and most all for land.
We ain’t foreign. Seven generations back Americans, and beyond that Irish, Scotch, English, German. One
of our folks in the Revolution, an’ they was lots of our folks in the Civil War – both sides. Americans.”
2) How many examples of tragedy can you identify? Name them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The Dust Bowl
•
During the 1930’s, the _____________ _______________ suffered from deadly __________ storms.
94
Causes of the Dust Bowl:
• _________________ by cattle and _______________
by farmers _________________ the grasses that once
held down the _____________.
• The loose soil, a ____________, and high __________
helped to cause the ___________ _____________.
Effects of the Dust Bowl:
•
_______________ could barely
(above) Dust Storms: "Kodak view of
a dust storm” Baca Co., Colorado,
Easter Sunday 1935
make a living, causing many to
_____________ their homes for
the ______________.
•
(left) Farm foreclosure sale. (Circa
1933)
Many farmers became
_______________ farmers as
they moved from region to region looking for ______________.
Farm Security
Administration:
Farmers whose topsoil
blew away joined the sod
caravans of "Okies" on
Route 66 to California.
(Circa 1935)
Young Oklahoma mother;
age 18, penniless, stranded
in Imperial Valley,
California.
•
Migrant farmers from Arkansas became known as ______________.
•
Migrant farmers from Oklahoma became known as _____________.
95
Dorothea Lange's
"Migrant Mother,"
destitute in a pea
picker's camp, because
of the failure of the
early pea crop. These
people had just sold
their tent in order to
buy food. Most of the
2,500 people in this
camp were destitute. By
the end of the decade
there were still 4 million
migrants on the road.
The Great Depression (1929 - 1941) – Lesson 8
Objective: To examine the role of Eleanor Roosevelt and the impact of the Depression
on America’s minority groups.
Eleanor Roosevelt
•
________________ Roosevelt was a strong-minded _______
___________ that spoke her mind publicly on social issues.
•
While this _________________ some Americans, many
___________________ her.
Treatment of Minorities During the Great Depression
African Americans:
•
Many black workers were refused ______________ or public
works _____________ because of their race.
Eleanor Roosevelt on the cover of Time
magazine on November 20, 1933 (left)
and again on April 2, 1952 (right).
•
FDR sought the _______________ of ____________ leaders and frequently invited them to the White House.
•
This group became known as the _______________ ____________________.
Mary Jane McLeod Bethune (1875 1955) was a U.S. educator born to
former slaves. She founded a school
in 1904 that later became part of
Bethune-Cookman College in
Daytona Beach, Florida, where she
was president of from 1923–42 and
1946–47. Bethune worked for the
election of Franklin D. Roosevelt in
1932, and attempted to get him to
support a proposed law against
lynching. She was also a member of
Roosevelt's Black Cabinet.
Ralph Bunche (1904 –
1971) was an American
political scientist and
diplomat who received the
1950 Nobel Peace Prize,
becoming the first AfricanAmerican to do so. He was
also a member of Franklin
Delano Roosevelt's Black
Cabinet.
Mexican Americans:
•
During the Great Depression, many
people _________________ having to
____________ with _______________
for jobs.
•
Therefore, over ____________ Mexicans
were ___________________ to Mexico,
Migrants, family of Mexicans,
on the road with tire trouble.
They were looking for work in
the pea fields of California.
(photo - Lange, Dorothea)
including American citizens of Mexican
Mexicans being deported from
Los Angeles in 1931
descent.
96
Asian Americans:
•
During the Great Depression, many people _________________ having to compete with _______________
for ______________.
•
The U.S. passed laws ___________________ the number of __________________ allowed into the country
and encouraged others to ________________.
Ex.) The ________________________ Act of 1935 gave free transportation to _______________________
that agreed to __________________ to the Philippines and not come back.
Native Americans:
•
While Native Americans still faced
discrimination and lived in ________________,
a series of laws known as the
________________ _________ _____________
gave Native American nations greater control
over their own affairs.
John Collier, center, was Commissioner of Indian
Affairs from 1933-1945.
97
98
Chapter 27 Comprehension
27.1 Comprehension
1. Describe the totalitarian state that Adolph Hitler established in Germany.
2. Describe one way each of the following nations threatened World Peace in the 1930's.
(a) Italy (b) Germany (c) Japan
3. Why did the United States Congress pass a series of Neutrality Acts?
27.2 Comprehension
1. What nations did Hitler conquer in 1939 and 1940?
2. What did Roosevelt mean when he called the United States the "arsenal of democracy"?
3. Why did Japan attack Pearl Harbor? How did Americans respond to the attack?
27.3 Comprehension
1. Describe two economic policies that helped the U.S. produce the military equipment needed
to win the war.
2. Why did job opportunities for women expand during the war?
3. Describe one way the war affected each of these groups: (a) African Americans (b) Japanese
Americans (c) Latinos (d) Native Americans.
27.4 Comprehension
1. Why was early 1942 a bleak time for the Allies?
2. How did each of the following help the Allies to turn the tide of war? (a) Battle of Midway, (b)
Battle of El Alamein, (c) invasion of Italy, (d) Battle of Stalingrad
3. How did the D-day invasion contribute to the eventual defeat of Germany?
27.5 Comprehension
1. (a) What two goals did the United States set for the war in the Pacific? (b) What strategy did
it adopt to achieve these goals?
2. How did the United States force Japan to surrender?
3. Why was World War II more deadly than World War I?
99
Chapter 27 Critical Thinking and Writing
27.1 Critical Thinking and Writing
1. Making Generalizations: (a) Make a generalization about how democratic nations responded
to aggression in the 1930s. (b) Give two examples to support your generalization.
2. Predicting Consequences: Do you think United States isolationism encouraged or discouraged
future acts of aggression by dictators? Explain.
27.2 Critical Thinking and Writing
1. Analyzing Ideas: At the start of WWII, the official policy of the U.S. was neutrality. Do you
think the U.S. was truly neutral in its actions toward the Axis and Allies? Explain.
2. Recognizing Points of View: Why did Roosevelt urge Americans to support the Lend-Lease
Act?
27.3 Critical Thinking and Writing
1. Analyzing Ideas: How did prejudice affect the organization of units in the United States army?
2. Making Inferences: Why do you think Japanese Americans were the only group forced to live
in relocation camps?
27.4 Critical Thinking and Writing
1. Solving Problems: Why was it important for the Allied leaders to cooperate in the defeat of
the Axis power?
2. Making Inferences: Stalin asked the Allies to help him by invading Europe. How would a
second front in Europe help ease pressure on the Soviet Union?
27.5 Critical Thinking and Writing
1. Analyzing Ideas: The Allies did not try enemy leaders as war criminals after World War I.
(a) Why do you think they conducted war crimes trials after World War II? (b) Do you think they
were right to do so?
2. Defending a Position: After the war, President Truman said he had agreed to the use of the
atomic bomb “to shorten the agony of war [and] save the lives of thousands of young
Americans.” Do you think he made the right decision? Defend your position.
100
Name: ________________________________ Class: ___________ Date: _________________
27.1 Comprehension
1. Describe the totalitarian state that Adolph Hitler established in Germany.
2. Describe one way each of the following nations threatened World Peace in the 1930's.
(a) Italy (b) Germany (c) Japan
3. Why did the United States Congress pass a series of Neutrality Acts?
101
102
Name: _____________________________ Class: ____________ Date: __________________
27.1 Critical Thinking and Writing
1. Making Generalizations: (a) Make a generalization about how democratic
nations responded to aggression in the 1930s. (b) Give two examples to support
your generalization.
2. Predicting Consequences: Do you think United States isolationism encouraged
or discouraged future acts of aggression by dictators? Explain.
103
104
Name: ________________________________ Class: ___________ Date: _________________
27.2 Comprehension
1. What nations did Hitler conquer in 1939 and 1940?
2. What did Roosevelt mean when he called the United States the "arsenal of democracy"?
3. Why did Japan attack Pearl Harbor? How did Americans respond to the attack?
105
106
Name: _____________________________ Class: ____________ Date: __________________
27.2 Critical Thinking and Writing
1. Analyzing Ideas: At the start of WWII, the official policy of the U.S. was
neutrality. Do you think the U.S. was truly neutral in its actions toward the Axis
and Allies? Explain.
2. Recognizing Points of View: Why did Roosevelt urge Americans to support the
Lend-Lease Act?
107
108
Name: ________________________________ Class: ___________ Date: _________________
27.3 Comprehension
1. Describe two economic policies that helped the U.S. produce the military equipment needed
to win the war.
2. Why did job opportunities for women expand during the war?
3. Describe one way the war affected each of these groups: (a) African Americans (b) Japanese
Americans (c) Latinos (d) Native Americans.
109
110
Name: _____________________________ Class: ____________ Date: __________________
27.3 Critical Thinking and Writing
1. Analyzing Ideas: How did prejudice affect the organization of units in the
United States army?
2. Making Inferences: Why do you think Japanese Americans were the only group
forced to live in relocation camps?
111
112
Name: ________________________________ Class: ___________ Date: _________________
27.4 Comprehension
1. Why was early 1942 a bleak time for the Allies?
2. How did each of the following help the Allies to turn the tide of war? (a) Battle of Midway, (b)
Battle of El Alamein, (c) invasion of Italy, (d) Battle of Stalingrad
3. How did the D-day invasion contribute to the eventual defeat of Germany?
113
114
Name: _____________________________ Class: ____________ Date: __________________
27.4 Critical Thinking and Writing
1. Solving Problems: Why was it important for the Allied leaders to cooperate in
the defeat of the Axis power?
2. Making Inferences: Stalin asked the Allies to help him by invading Europe. How
would a second front in Europe help ease pressure on the Soviet Union?
115
116
Name: ________________________________ Class: ___________ Date: _________________
27.5 Comprehension
1. (a) What two goals did the United States set for the war in the Pacific? (b) What strategy did
it adopt to achieve these goals?
2. How did the United States force Japan to surrender?
3. Why was World War II more deadly than World War I?
117
118
Name: _____________________________ Class: ____________ Date: __________________
27.5 Critical Thinking and Writing
1. Analyzing Ideas: The Allies did not try enemy leaders as war criminals after
World War I. (a) Why do you think they conducted war crimes trials after
World War II? (b) Do you think they were right to do so?
2. Defending a Position: After the war, President Truman said he had agreed to
the use of the atomic bomb “to shorten the agony of war [and] save the lives of
thousands of young Americans.” Do you think he made the right decision? Defend
your position.
119
120
Name
Date
Class
CHAPTER
27
Section 1 Quiz
Dictatorship and Aggression (pages 730–733)
Reviewing Key People and Terms
From the box below, choose the person or term that best fits each description. Write the
letter of the answer in the space provided. You will not use all the answers.
a. aggression
b. totalitarian state
c. Haile Selassie
d. dictator
e. Fascist party
f. nationalism
g. concentration camp
h. Benito Mussolini
i. Nazi party
1. nation in which a single party controls the government and all aspects of people’s lives
2. emperor of Ethiopia who protested aggression against his country
3. political party organized by Adolf Hitler
4. warlike act by one country against another without just cause
5. prison for civilians considered enemies of the state
6. ruler who has complete power over a country
7. feeling of pride in and devotion to one’s country
Understanding the Main Ideas
From the box below, choose the country that best fits each description. Write the name of
the country in the space provided.
Germany
1.
Italy
Japan
United States
tried to improve relations with Latin American nations by issuing the Good Neighbor Policy.
2. In
, Mussolini used anger about the Versailles Treaty, eco-
3. Hitler came to power in
and preached a message of racial and
religious hatred.
4.
invaded Ethiopia in 1935.
5. Military leaders took power in
in the early 1930s and set out
to win an overseas empire.
6. In the 1930s,
7. In 1931,
28 Unit 8 / Chapter 27 Section 1 Quiz
followed a policy of isolationism.
seized Manchuria in northeastern China.
121
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nomic unrest, and fears of a communist revolution to win support.
Name
Date
Class
CHAPTER
27
Section 2 Quiz
The War Begins (pages 734 –739)
Reviewing Key Terms
From the box below, choose the term that best completes each sentence. Write the letter
of the answer in the space provided.
a. blitzkrieg
b. appeasement
c. Axis
d. Allies
e. Atlantic Charter
f. annex
1. Germany, Italy, Japan, and six other nations formed the
2. Germany launched a/an
.
on Poland in September 1939.
3. The British and French policy of
4. In 1938, Hitler moved to
failed to stop war from breaking out.
Austria.
5. The
included the United States, Britain, France, the Soviet Union, and
many other countries.
6. Roosevelt and Churchill issued the
British war aims.
in 1941 to state American and
Understanding the Main Ideas
Answer the following questions in the space provided.
1. What steps did Adolf Hitler take through the end of 1939 to expand German territory?
2. What event triggered World War II?
3. What was the Battle of Britain?
© Prentice-Hall, Inc.
4. (a) What was Lend-Lease? (b) Why did FDR extend Lend-Lease aid to the Soviet
Union?
5. What brought the United States formally into World War II?
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Unit 8 / Chapter 27
Section 2 Quiz 29
Name
Date
Class
CHAPTER
27
Section 3 Quiz
The Home Front (pages 740–745)
Reviewing Key People and Terms
From the box below, choose the person or term that best fits each description. Write the
letter of the answer in the space provided.
a. A. Philip Randolph
b. bracero program
c. women
d. ration
e. Guy Gabaldon
1. group that entered the work force by the millions to meet the urgent need for
labor
2. head of the Brotherhood of Sleeping Car Porters
3. to limit the goods available to consumers
4. Marine Corps private who won a Silver Star
5. plan that brought Mexican laborers to the United States
Understanding the Main Ideas
From the box below, choose the group or term that best completes each sentence. Write
the group or term in the space provided.
African Americans
Latinos
Navajo “code-talkers”
Native Americans
Japanese Americans
relocation
segregation
During World War II, people from every ethnic group contributed to the war effort.
(1)
supplied the highest proportion of servicemen of any ethnic
group. The (2)
provided valuable work by using their language
to transmit messages that the Japanese could not understand. Guy Gabaldon was
(4)
who won awards for bravery.
lost their homes and businesses and suffered forced re-
moval to (5)
camps, although thousands served in the armed
forces. The Tuskegee airmen were a squadron of (6)
that de-
stroyed or damaged about 400 enemy aircraft. The courage of black fighting men persuaded President Truman to end (7)
30 Unit 8 / Chapter 27 Section 3 Quiz
in the armed forces in 1948.
123
© Prentice-Hall, Inc.
one of many (3)
Name
Class
Date
CHAPTER
27
Section 4 Quiz
The Allies Advance (pages 746–750)
Reviewing Key People and Terms
From the box below, choose the person or term that matches the underlined phrase.
Write the letter of the answer in the space provided.
a. Dwight Eisenhower
b. Battle of the Bulge
c. Battle of Midway
d. D-Day
e. Operation Overlord
f. Harry Truman
g. Douglas MacArthur
1. The commander of United States forces in the Pacific had to defend a huge
area with few troops.
2. The naval battle that severely hampered the Japanese offensive was fought in
June 1942.
3. Years of planning went into the Allied invasion of Europe in 1944.
4. On June 6, 1944, Allied troops came ashore in Normandy, France.
5. The invasion of France was directed by the commander of the Allied forces in
Europe.
6. The fierce German counterattack in 1944 slowed the Allies but did not stop
them.
7. The Vice President became President when Franklin Roosevelt died.
Understanding the Main Ideas
Answer the following questions in the space provided.
1. Why was the outlook bleak for the Allies in 1942?
© Prentice-Hall, Inc.
2. What victories did the Allies win in North Africa?
3. After winning in North Africa, what move did the Allies make next?
4. Describe the final Allied drive to victory in Europe.
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Unit 8 / Chapter 27
Section 4 Quiz 31
Name
Date
Class
CHAPTER
27
Section 5 Quiz
Final Victory (pages 751–755)
Reviewing Key Terms
From the box below, choose the term that best fits each description. Write the letter of
the answer in the space provided.
a. island hopping
b. Bataan Death March
c. atomic bomb
d. Holocaust
e. kamikaze
f. Potsdam Declaration
1. Allied message warning Japan to surrender or face “prompt and utter
destruction”
2. Hitler’s policy of killing Jews
3. brutal treatment of 60,000 American and Filipino prisoners
4. weapon dropped on two Japanese cities
5. strategy of capturing some Japanese-held lands and going around others
6. pilots who carried out suicide missions to destroy Allied ships
Understanding the Main Ideas
Read the following statements. If a statement is incorrect, place an X on the line next to
its number. On the line following the statement, replace the underlined word(s) to make
the statement correct.
1. By mid-1942, the United States had two main goals in the Pacific: to regain the
Philippines and to invade Japan.
2. In October 1944, American forces under General Eisenhower finally returned
to the Philippines.
3. V-J Day marked the end of the war in the Pacific.
5. During the war, the Nazis imprisoned and murdered more than 6 million Jews
from Germany, Poland, and other countries of Europe.
6. After the war, the Axis powers put Nazi and Japanese leaders on trial for war
crimes.
32 Unit 8 / Chapter 27 Section 5 Quiz
125
© Prentice-Hall, Inc.
4. Japan surrendered after new weapons were dropped on Hiroshima and Tokyo.
Name
Date
Class
CHAPTER
27
Vocabulary Builder
A. Choosing from the list in the box below, write on the space provided the term that
best fits each definition.
atomic bomb
appeasement
ration
island hopping
nationalism
blitzkrieg
kamikaze
annex
1. practice of giving in to aggression in order to avoid war
2. lightning war
3. feeling of pride in and devotion to one’s country
4. to take over
5. extremely destructive weapon used in World War II
6. to limit the goods available to consumers in order to focus on
producing war materials
7. strategy of attacking some Japanese strongholds and avoiding others
8. Japanese suicide pilot
B. Complete each sentence below by writing the correct term from the box above in the
space provided.
1. Poland’s old rifles and cavalry were no match for the planes and tanks of the German
.
2. On August 6, 1945, an American plane dropped a/an
on
Hiroshima, Japan.
3. Late in the war, the Japanese launched
attacks on American
ships.
scarce goods.
5. In the Pacific, the United States adopted a strategy of
.
6. After occupying the Rhineland, Hitler moved to
Austria in
1938.
7. Dictators
in
Italy
and
Germany
won
support
by
appealing
to
extreme
.
8. At
the
Munich
Conference,
Britain
and
France
and gave in to German claims.
22 Unit 8 / Chapter 27 Vocabulary Builder
126
followed
a
policy
of
© Prentice-Hall, Inc.
4. The American government set up a program to
Name
Date
Class
CHAPTER
27
Biography Flashcard
Who Am I?
Use this space to answer questions on the biography below.
1. Born
Died
2. The field I am known for is
3. What work did I do for the Texas government?
4. What did I do during World War II?
5. What did I do after the war?
6. Tell me one other thing you know about me.
Fold Here
☞
© Prentice-Hall, Inc.
Oveta Culp Hobby
The teacher told the sixth graders that she
would award a Bible to the best speller in the
class. One girl quietly but firmly said that the
teacher might as well write the name “Oveta
Culp” in the Bible. She intended to win—and she
did. This story reveals a great deal about the seriousness and determination of Oveta Culp Hobby.
Oveta Culp was born in 1905 in Killeen,
Texas. When she was 14, her father was elected to
the Texas legislature. Fascinated with politics,
she attended every session. By the time she was
old enough to vote, she had learned so much about
the legislative process that the legislature named
her its parliamentarian. In this office, she made
sure that legislators followed correct procedures.
In 1931, she married Will Hobby, a popular
former governor and publisher of the Houston
Post. Within a short time, Oveta Culp Hobby had
reorganized the newspaper and the radio station
that it owned. At the same time, she remained
active in Texas politics.
By the summer of 1941, the United States
began rebuilding its army. Hobby went to Wash-
127
ington to head the newly formed Bureau of Public
Relations at the War Department. Her task was
to organize a staff of women reporters to inform
women back home about soldiers’ lives and work.
A few months later, Hobby was given an even
bigger job. She was put in charge of the newly
formed Women’s Auxiliary Army Corps. Later,
the term “Auxiliary” was dropped, and the WACs
were given full army status. By the war’s end,
thousands of WACs had served in 259 different
kinds of noncombat posts, both at home and
overseas. For her contribution, Colonel Hobby
was awarded the Distinguished Service Medal—
the first woman ever to receive that honor.
When World War II ended, Hobby returned
to Houston—but not for long. In 1953, President
Dwight D. Eisenhower appointed her to head the
department of Health, Education, and Welfare.
Hobby led the department in a nationwide program to vaccinate children against the dreaded
disease polio. After she left the government,
Hobby remained active in charity work—even
until she died at the age of 90.
Unit 8 / Chapter 27
Biography Flashcard 27
Name
Date
Class
CHAPTER
27
Connecting History and Literature
The Diary of Anne Frank
Frances Goodrich (1890–1984) and Albert Hackett (1900– )
World War II unleashed destruction around the globe. Across Europe and Asia, the fighting reduced cities to rubble and killed tens of millions. The story of one girl, 13-year-old
Anne Frank, personalized one face of the war—Hitler’s program to kill the Jews of Europe. The passage below comes from a play that is based on the diaries Anne Frank kept
while she and her family hid in an attic in Nazi-occupied Holland.
As you read, think about the questions below. When you finish reading, answer the
questions on a separate sheet of paper.
1. Describe three ways in which the war affected Anne Frank’s life.
2. CRITICAL THINKING AND WRITING Forecasting What problems might the
Franks and the Van Daans face while in hiding?
MR. FRANK AND ANNE. My father started a business, importing
spice and herbs. Things went well for us until nineteen forty. Then
the war came, and the Dutch capitulation, followed by the arrival of
the Germans. Then things got very bad for the Jews.
[MR. FRANK’S VOICE dies out. ANNE’S VOICE continues alone.
The lights dim slowly to darkness. The curtain falls on the scene.]
could not do this and you could not do that.
They forced Father out of his business. We had to wear yellow
stars. I had to turn in my bike. I couldn’t go to a Dutch school any
more. I couldn’t go to the movies, or ride in an automobile, or even
on a streetcar, and a million other things. But somehow we children still managed to have fun. Yesterday Father told me we were
going into hiding. Where, he couldn’t say. At five o’clock this morning Mother woke me and told me to hurry and get dressed. I was to
put on as many clothes as I could. It would look too suspicious if we
walked along carrying suitcases. It wasn’t until we were on our
way that I learned where we were going. Our hiding place was to
be upstairs in the building where Father used to have his business.
Three other people were coming in with us . . . the Van Daans and
their son Peter . . . Father knew the Van Daans but we had never
met them. . . .
Source: Frances Goodrich and Albert Hackett, The Diary of Anne Frank.
New York: Random House, Inc., 1956.
26 Unit 8 / Chapter 27 Connecting History and Literature
128
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ANNE’S VOICE. You
Name
Date
Class
CHAPTER
27
Critical Thinking and Writing
Recognizing Points of View
The majority of American and Allies agreed with President Truman’s decision to drop the
atomic bomb on Japan. Yet some people disagreed with the decision. The pairs of quotations below express opposing views about the use of the atomic bomb. Read each pair of
quotations. Then, on a separate sheet of paper, answer the questions that follow.
Lord Louis Mountbatten
Supreme Allied Commander in Southeast
Asia during World War II
The dropping of the bombs resulted in
the colossal saving of human lives. As
many Japanese had been killed defending
the small island of Okinawa as at Hiroshima. Imagine what the invasion of the
Japanese mainland in 1946 would have
led to! . . . They would blow themselves up
rather than surrender. Millions more
would have been killed.
William D. Leahy
Member of the Joint Chiefs of Staff
during World War II
The use of this barbaric weapon at Hiroshima and Nagasaki was of no material
assistance in our war against Japan. The
Japanese were already defeated and ready
to surrender because of the effective sea
blockade and successful bombing with
conventional weapons.
1. Why did Lord Mountbatten support the decision to use the atomic bomb?
2. Why did William Leahy oppose the decision to use the bomb?
John Haynes Holmes
Noted clergyman
The dropping of the atomic bomb was
the supreme atrocity of the ages . . . a
crime which we would instantly have recognized as such had Germany and not our
own country been guilty of the act.
Hidehiro Sonoda
Research Assistant, Kyoto University
Death is still death, no matter whether
it is brought about by a sword or by an
atomic bomb. . . . [The] difference between
a sword and the atomic bomb is not really
one of kind. It is rather a difference of
scale, of their power to kill people and of
their efficiency as weapons.
4. Why did John Haynes Holmes consider the dropping of the atomic bomb on Japan the
“supreme atrocity of the ages”?
5. (a) What is the main issue that John Holmes and Hidehiro Sonoda disagree about?
(b) How is this issue different from the issue discussed by Leahy and Mountbatten?
24 Unit 8 / Chapter 27 Critical Thinking and Writing
129
© Prentice-Hall, Inc.
3. Review the information in Section 5 of Chapter 27 about the war with Japan and the
surrender of the Japanese. In view of the facts presented, whose arguments—Mountbatten’s or Leahy’s—do you think are stronger? Why?
Name
Date
Class
ANALYZING SOURCES IN HISTORY
1. Andy Rooney, writer and television commentator, was an army reporter who landed on the
Normandy beach a few days after D-Day. In this excerpt, why does Rooney call D-Day “monumentally unselfish”?
There have been only a handful of days since the beginning of time on
which the direction the world was taking has been changed for the better
in one twenty-four-hour period by an act of man. June 6, 1944, was one of
them. What the Americans, the British, and the Canadians were trying to
do was get back a whole continent that had been taken from its rightful
owners and whose citizens had been taken captive by Adolf Hitler’s German army. It was one of the most monumentally unselfish things one
group of people ever did for another. . . .
When I came in, row on row of dead American soldiers were laid out
on the sand just above the high-tide mark where the beach turned into
weedy clumps of grass. They were covered with olive-drab blankets, just
their feet sticking out at the bottom, their GI boots sticking out. I remember their boots—all the same on such different boys.
2. Nell Giles was a newspaper reporter who took a job in a factory to report on the life of women
in war industries. What attitudes does Giles say the workers have?
Not a day passes but you’ll hear somebody say to a worker who seems
to be slowing down, “There’s a war on, you know!”
The foreman of each floor gets a monthly quota for production, which
he breaks down into weeks and days or nights. At the present time, our
factory is two weeks ahead of schedule, but since war doesn’t run on
schedule, that is not too comfortable a margin.
In spite of the terrific pressure to get things out in a hurry, the first
demand is for quality. Everything must be EXACTLY right.
When we got to Manzanar, it was getting dark and we were given numbers first. We went to the mess hall, and I remember the first meal we were
given in those tin plates and tin cups. It was canned wieners and canned
spinach. It was all the food we had, and then after finishing that we were
taken to our barracks. . . . The floors were boarded, but they were about a
quarter to a half inch apart, and the next morning you could see the ground
below. What hurts most I think was seeing those hay mattresses. We were
used to a regular home atmosphere, and seeing those hay mattresses—so
makeshift, with hay sticking out . . . was depressing. . . .
You felt like a prisoner. You know, . . . you have a certain amount of
freedom within the camp I suppose, but . . . you’re kept inside a barbedwire fence, and you know you can’t go out.
162
Unit 8 / Chapter 27
Analyzing Sources in History
130
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3. Yuri Tateishi was interned in Manzanar, a detention camp near Los Angeles, California.
What conditions did Japanese Americans face in the camps?
Name
Date
Class
CHAPTER
27
Map Mystery
Where Were Japanese Americans Sent?
After the bombing of Pearl Harbor, many Americans feared that the Japanese would attack the mainland United States. If such an attack did take place, people expected it to
be on the West Coast, which is nearest to Japan. Along the Pacific coast, extra guards
were posted at military bases, airports, and wharves. Part of the West Coast was declared a military zone, and the army was given the power to ban people from the zone if
they were seen as a threat to security.
Many people questioned the loyalty of Japanese Americans—even though there was
no evidence of disloyalty. Most Japanese Americans lived in the military zone. The army
ordered them to leave
JAPANESE AMERICAN RELOCATION
their homes and businesses and go to temporary “assembly centers.”
Á WA
From
there,
men,
Puyallup
Á
women,
and
children
N
Portland
were sent to permaE
W
OREGON
IDAHO
ð
nent “relocation camps.”
Heart
S
Mountain
Minidoka
Tule Lake ð
ð
Where were these
WYOMING
ÁMarysville
camps, and why were
Á Sacramento
Á Stockton
they set up at those loTanforan
UTAH
Á Á Turlock
COLORADO
ÁMerced
cations? To find out,
Salinas Á Á Pinedale
ð
Granada
Topaz
ÁFresno
ð
study the map and anTulareÁ ð Manzanar
ARIZONA
swer the following
CA
AR
Á Mayer
Santa Anita Á
Rohwer
questions on a separate
Á
ð Poston
Pomona
ð
Jerome ð
Gila
piece of paper.
ð
Military zone
Á
Assembly center
ð
Relocation camp
0
0
250
250
500 miles
500 kilometers
© Prentice-Hall, Inc.
A. Gathering Clues
Clue 1 Based on the number of assembly centers located in different states, which
state do you think had the largest population of Japanese Americans?
Clue 2 (a) How many relocation camps are shown on the map? (b) How many of
them were outside of California?
Clue 3 How many camps were more than 100 miles from the Pacific Ocean?
B. Solving the Mystery Based on what you’ve learned from these clues and from reading the chapter, (a) what generalization can you make about where the relocation
camps were set up? (b) Why were they put there?
131
Unit 8 / Chapter 27
Map Mystery 25
Name
Class
Date
CHAPTER
27
Practice Your Skills
Managing Information Managing Resources
George and Jenny head their school’s yearbook committee. They are preparing to meet
with Mr. Zarsky, the faculty advisor for the yearbook staff. At the meeting, they will discuss how to plan the yearbook so it can be ready before the eighth grade graduation.
George and Jenny have many ideas of what they want to include in the yearbook, but
they also realize that they may not be able to afford them all. They have to manage their
resources. Before the meeting, George and Jenny sat down and drew up a list of steps
they thought needed to be taken. Their list is shown below.
Count the members of the yearbook committee
Have articles on school events
Find out how much it costs to bind the yearbook
Have the yearbook committee vote on the importance of each feature
Determine the number of days until graduation
Ask students, teachers, and parents to donate money
Print color photographs
Ask a printer how much time is needed to print the yearbook
Identify ways the yearbook committee can raise money
Include separate pages on each graduate
Find out the cost of printing according to the length of the book
Research the cost of printing in color
Stage a fund-raising event
List the features and label the most important ones as “main features”
Include pictures of all the teachers
Help George and Jenny out by organizing their list. On a separate sheet of paper,
write the following headings:
© Prentice-Hall, Inc.
List the Possible Yearbook Features
Rank the Features in Order of Importance
List Available Resources
Compare Desired Features to Resources
Try to Increase Resources
Look at George and Jenny’s list of tasks. Write each task under the appropriate heading. Add any tasks that you can think of that would help George and Jenny complete the
yearbook.
132
Unit 8 / Chapter 27 Practice Your Skills
23
Name __________________________
Class __________________________
Date __________________________
Teacher _________________________
World War II Era (1935 - 1945) – Lesson 1
Objective: To examine the rise of European fascism.
Do Now: Read “Fascist Italy” through “Nazi Germany”; pp. 774 – 775
What similarities existed regarding the rise of power of Benito Mussolini
and Adolf Hitler?
Depression Diplomacy
- Isolationists passed a series of
____________________ ___________ in the 1930’s.
These laws….
- banned ________ ________ or ________ to countries
at war.
- warned U.S. citizens not to ________on ________ of
countries at war.
- FDR announced the ________ _____________ Policy in an attempt to improve U.S.
relations with ________ _____________.
Fascists in Italy
· Fascist ____________ Benito __________________ seized
power in Italy in 1922.
· Mussolini’s policies:
- All ____________ parties, except the Fascist party,
were ____________.
- He controlled the ________ and banned
____________ of the government.
· Promising Italians greatness, Mussolini invaded and conquered ____________ in 1935.
* The ____________ of ____________ failed to help Ethiopia.
133
Nazi Germany
· Adolf Hitler and his ____________ party preached racial
and religious ____________.
· Hitler claimed that ____________ were a part of a
superior “____________” race, and that ____________
were to blame for Germany’s troubles.
· In 1933, Hitler became _________________ or head of
the German government.
· Hitler’s policies:
- He created a ____________________ state, in which the Nazi’s controlled every aspect
of German society.
- Citizens must always ____________ the government, and the government could not be
____________.
- Hitler built up his ____________ __________, in violation of the ________________
Treaty.
- Jews had their German ________________ taken away, they were ______________
from using public facilities, and they were removed from most types of ____________.
- ____________of Jews were sent to _________________ camps. Eventually, Hitler
planned on ____________ all of Europe’s Jews in a plan he called the Final Solution.
Today his plan is referred to as the _________________.
134
World War II Era (1935 - 1945) – Lesson 2
Objective: To examine the immediate causes of World War II.
Soviet Union
· Soviet leader Joseph ____________ ordered
his people to produce more goods in order to
strengthen the country in preparation for _____.
· ____________were forced to give up their
land and to join ________________ farms.
· Millions of farmers that resisted were either
killed or sent to labor camps.
Japan
· Japan felt that they had the right to
start an overseas ____________, just
as ______________ countries such
as Britain and France had.
· In 1931, Japan seized
_________________, China, for its
valuable ________ and ________.
· The League of _____________
failed to help _____________.
· In 1937, Japan began an all out attack on ____________, eventually conquering
___________ and French ________-________ as well.
135
War in Europe
· 1936 – German troops move into the
______________, bordering
______________ and Belgium.
· 1938 – Germany ___________ Austria.
* Both of these actions violated the
_____________ Treaty.
· 1938 – Germany claimed the
__________________, a part of
___________________.
* _____________ and _____________
had signed treaties promising to protect
Czechoslovakia.
· Sept. 1938 – At the _____________
Conference, _____________ invited the
leaders of Britain and France to Germany
and assured them that he wanted no more
territory.
* Britain and France gave into Germany
hoping that it would avoid
___________________. This is known as
___________________.
* However, in 1939, Germany
___________________ the rest of ___________________ anyway!
136
Stalin and Hitler
· 1939 – In the __________________________ Pact, Hitler and Stalin agreed
not to attack one another.
· They also agreed to divide
___________________and
___________________
___________________ amongst themselves.
· September 1, 1939 – Germany
___________________
___________________ without having to fear
of a ___________________ attack.
* Two days later, ___________________ and
___________________ declared war on
___________________.
137
World War II Era (1935 - 1945) – Lesson 3
Objective: To examine the German advance and eventual U.S.
involvement.
A Global Battleground



The main combatants were known as the ____ powers and the ______.
Main Axis powers: Germany, Italy, Japan
Main Allied powers: Great Britain, France, China, Soviet Union, United States
Nazis Overrun Europe
 1939 – Poland is defeated by the
German __________.
 The Soviet Union seized eastern
Poland, Finland, Estonia, Latvia, and
Lithuania.
 1940 – Germany conquers
Denmark, Belgium, Holland, Norway and
France.
 The Germans severely bombed
Great Britain during the ______________
but were unable the defeat the island nation.
American Neutrality
 FDR changed the ______________
through a “______________” plan, in which
the U.S. sold arms to the Allies, but they had
to carry them away on their own ships.
 Meanwhile, the U.S. prepared for
war by setting up the first ever
peacetime draft in U.S. history.
A Third Term for FDR

Breaking tradition, FDR ran for, and won, a third term as President in 1940.
Arsenal of Democracy


______________ (1941) – allowed sales or loans to “any country whose defense the
President deems vital to the defense of the U.S.”
FDR called on all Americans to defend the “_____________” (freedom of speech,
freedom of worship, freedom from want, and freedom from fear)
138
* 1941 – Germany launched a
surprise attack on the Soviet
Union. The U.S. decided to
extend Lend-Lease aid to the
Soviets as well.
________________ – set up by
FDR and British Prime Minister
Winston Churchill in 1941,
establishing the goals for the
end of the war:
1) to seek no territorial
gain from the war
2) to support all peoples to
choose their own form of
government
3) called for a “permanent
system of general security”,
such as the League of Nations
Pearl Harbor
- On ________________,
Japan attacked the U.S. fleet at
Pearl Harbor, Hawaii.
- Approximately _____
Americans were killed and
most the Pacific fleet was
destroyed.
* The U.S. declared war on
Japan the following day,
officially entering World War II.
139
World War II Era (1935 - 1945) – Lesson 4
Objective: To examine the U.S. mobilization for war and the
subsequent treatment of Japanese-Americans.
Mobilizing for Victory
· During World War II, 10 million men were drafted,
and another 6 million men and women enlisted.
· The government controlled the economy as it did
during World War I.
Examples:
- the government set prices and rationed scarce goods
- the ____________________ helped factories to
produce war goods
· The wartime demand for goods ended the
________________ and unemployment fell.
· Consumers faced a ________ of goods due to the war.
Example:
- no new cars were produced after February 1942
New Roles for Women
· There was an urgent need for women to enter
the workforce to help with the war effort and to
keep the nation’s economy going.
· Over ________ women entered the workforce,
replacing men that joined the military.
· “_________________” symbolized the
millions of women that worked in factories
producing planes, tanks, ships, and other war
goods.
· Women enjoyed a newfound confidence in
their ability and right to work outside of the
home and many began to earn salaries equal to
men.
140
Relocation of Japanese Americans
· After the attack on Pearl
Harbor, many Americans
questioned the loyalty of
Japanese Americans, fearing
they may act as spies or help
Japan invade the U.S.
· The __________________
(WRA) took the following
actions against
approximately 120,000
Japanese Americans:
- they were _____________
their homes and businesses
- they were _________ to
inland camps, living in
crowded barracks behind
barbed wire
- they were ____________,
___________after victory
against the Japanese seemed
imminent
141
World War II Era (1935 - 1945) – Lesson 5
Objective: To examine the major battles from 1942 –1944.
A Time of Peril
Germany:
· Germany had conquered most of ______ and invaded the _____________ in 1941.
· The Soviets retreated as the Germans advanced on ______, burning crops and ________
____________as they went in order to keep them out of _______ hands.
· During the German siege of __________, over one million Soviets were killed.
Japan:
· After
attacking Pearl
Harbor, the
Japanese seized
____, _______
____, _______
_____, Malaya,
Burma and the
Dutch East
Indies.
· The Japanese
also defeated
American and
Filipino forces,
led by U.S.
General _____
____________,
in the
Philippines.
The Tide Turns
· The Allies enjoyed victories in the _______, ____________, _____ and Russia. (see the
specific battles below)
· In Italy, _________ had been overthrown and the new government joined the Allies.
· In 1943, the Allies invaded Italy from _____________, eventually liberating ____ from
Nazi control in June of 1944.
142
Opening a Second Front
· In order to ease pressure on the Soviet Union, Joseph Stalin asked the
Allies to open a second front by crossing the _______________ and
attacking the Germans in France.
Help!! Attack the
Nazis on the
Western Front,
quick!
· The planned invasion of Europe was called ________________, and General
______________ was named commander of the Allied forces in Europe.
Alright, but you’d
better appreciate
this!
· Eisenhower had to organize the eventual
invasion of Normandy France, know as __
______, which involved over 3 million
Allied forces.
General
Eisenhower gives
the order of the
day "Full victory Nothing else" to
paratroopers in
England just
before they board
airplanes in the
first D-Day
assault.
143
World War II: Major Battles (1942 – 1944)
Battle of ______
Island:
When? – ___ 1942
Where? – Midway
Island (Pacific
Islands)
Results? - The U.S.
sank ____ Japanese
aircraft carriers.
Importance? – It
limited Japan's
ability to attack
Hawaii again or
other Allied
positions.
Campaign for
____________:
When? – _______ 1942
Where? Guadalcanal, Solomon Islands (Pacific Islands)
Results? – The U.S. defeated the Japanese, gaining control of the island.
Importance? – Guadalcanal became a ______________ from which to _______________ the Japanese.
Battle of ___________:
When? – October 1942
Where? - El Alamein, Egypt
Results? – British and U.S. forces drove the German army, led by General Rommel, from Egypt west
into Tunisia.
Importance? –U.S. Gen. Eisenhower led the Allies in an invasion of Tunisia, from Algeria, forcing
Rommel to surrender in May of 1943.
144
D-Day:
When? – June 6,
1944
Where? –
Normandy, France
Results? – A fleet
of 4,000 ships
carried Allied
troops to
Normandy in
order to invade
_________ in an
attempt to defeat
the Germans.
Importance? –
On August 25,
1944, Allied
forces liberated
______ from Nazi
rule.
American soldiers wading through water into Nazi machine-gun fire on the coast
of France.
Battle of the _______:
When? – December 16, 1944
Where? – border areas near Luxembourg, France and Germany
Results? – The Germans began a counterattack against the Allies as the Allies attempted to drive the
Germans completely out of France.
Importance? – This battle showed the desperation of the German forces. While the Germans were able
to slow down the Allied advance, they could not stop it completely.
145
World War II Era (1935 - 1945) – Lesson 6
Objective: To examine the events leading to the end of the war.
Election of 1944
· FDR won an unprecedented ________ term in office in 1944.
· However, in April of 1945, FDR ________, forcing VicePresident Harry ____________ to assume the Presidency.
Victory in Europe
· By April of _________, American and Soviet troops were
closing in on ____________.
· Adolf Hitler committed ____________ on April 30, and
Germany officially _________________ on May 7.
· On May 8, the Allies celebrated ______________
(Victory in Europe).
Island Hopping in the Pacific
· The two main goals of the U.S. in the
Pacific were:
I. to regain the _________________.
II. to invade ____________.
· The U.S. began a policy of island
____________, using islands as
stepping-stones towards Japan.
· By February of 1945, the U.S. had
recaptured the Philippines and
captured the islands of
_______________and
_________________.
· The Japanese continued to fight,
oftentimes using _______________
attacks against U.S. ships.
Raising the Flag on Iwo Jima
146
Defeat of Japan
· The U.S. planned to
invade Japan in 1945,
though experts warned
that the invasion could
cost over a ____________
_________________.
· Upon learning about the _________
bomb, Pres. Truman sent the
Japanese the ________________
Declaration, warning them to
surrender or face “prompt and utter
_______________.”
Stalin, Truman and Churchill at the Potsdam Conference.
· Unaware of the atomic
bombs, the Japanese
____________ the
Potsdam Declaration.
· On August 6, 1945, the U.S. dropped an atomic bomb on ________________, Japan, killing at
least 70,000 people
and destroying most
of the city.
· On August 9, the
U.S. dropped
another atomic
bomb on the city of
________________,
killing at least
40,000 people.
· On August 14,
Japan officially
________________
ending World War
II. This date became
known as
________________
(Victory over
Japan).
A Uranium bomb, the first nuclear weapon in the world, was dropped in
Hiroshima City. It was estimated that its energy was equivalent to 15 kilotons of
TNT. Aerial photograph from 80 kilometers away, taken about 1 hour after the
dropping.
147
World War II Era (1935 - 1945) – Lesson 7
Objective: To examine the human toll suffered as a result of World War II.
Counting the Costs
· Historians believe that anywhere from _____ million to _____ million people died as a
result of World War II.
· Cities and towns worldwide were completely __________________ and millions of
people were left __________________.
Bataan Death
March
· The Japanese forced
about
__________U.S. and
Filipino soldiers to
march _____ miles
with little food or
water after Japan
defeated the
Philippines in 1942.
· About __________
people died or were
killed during the
march.
Americans improvise to carry comrades who have collapsed along the
road from a lack of food and water.
The Holocaust
· The Nazis killed over __________________Jews during World War II, which became
known as the Holocaust.
· Jews were forced to work in ___________ camps in order to help the Nazis. Those too
old, young, sick, crippled, and the mentally retarded were immediately sent to
__________________ camps where they were put to death.
· The Nazis also killed approximately 6 million ___________, Slavs, and
_______________ as well during the Holocaust.
148
A crate full of rings confiscated from prisoners in Buchenwald and
found by American troops in a cave adjoining Buchenwald.
War Crimes Trials
· In 1945 and 1946, as a result of the ________________ Trials, 12 Nazi leaders were
sentenced to
_________ for
their war
crimes.
· Thousands of
other
_________
were found
guilty of war
crimes and
were
imprisoned.
· The Allies
also tried and
executed
_____________
leaders accused
of war crimes.
Goering, Hess, von Ribbentrop, and Keitel in front row
149
150
Part III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents (1–6). This question is designed to test
your ability to work with historical documents. Some of the documents have been edited for the
purposes of the question. As you analyze the documents, take into account both the source of each
document and any point of view that may be presented in the document.
Historical Context:
In 1939, the world entered one of its darkest periods when World War II began. In
1942, American troops officially entered the conflict. Although the war was fought
abroad, it had a great impact on the American home front. Women experienced permanent changes in their lives. People across the country felt a greater sense of nationalism, as well as a fear of foreigners. World War II had lasting effects on many aspects
of American life.
Task:
Using information from the documents and your knowledge of social studies, answer
the questions that follow each document in Part A. Your answers to the questions will
help you write the Part B essay, in which you will be asked to:
• Discuss four ways World War II affected American life at home
TURN THE PAGE FOR PART A
Inter.-Level Social Studies — June ’01
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➯
[OVER]
152
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
1a Who does the figure in the picture represent?
[1]
Score
b What does the woman mean when she says “We Can Do It”?
[1]
Score
Inter.-Level Social Studies — June ’01
[4]
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Document 2
2a What is wartime rationing?
[1]
Score
b Name one item rationed during World War II.
[1]
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c Why was wartime rationing necessary?
[1]
Score
Inter.-Level Social Studies — June ’01
[5]
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[OVER]
Document 3
3a What are the people in this photograph collecting?
[1]
Score
b Why was this event a common occurrence during World War II?
[2]
Score
Inter.-Level Social Studies — June ’01
[6]
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Document 4
“We’ll have
lotslots
to eat to
this eat
“We’ll
have
winter, won’t
we Mother?”
winter,
won’t
we Mother?
Grow
Grow your
yourown
own
Can your
yourown
own
Can
4a What are the mother and daughter in the poster doing?
[1]
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b Why was this activity encouraged during World War II?
[1]
Score
Inter.-Level Social Studies — June ’01
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[OVER]
Document 5
Internment Camp
5a What was an internment camp?
[1]
Score
b Why were Japanese Americans put into this type of camp?
[2]
Score
Inter.-Level Science — June ’01
[8]
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Document 6
6a How many United States military personnel died in World War II?
[1]
Score
b Why are no United States civilian deaths indicated on the chart?
[1]
Score
c State one effect these death statistics had on American life.
[1]
Score
Inter.-Level Science — June ’01
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[OVER]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least four documents in the body of the essay. Support your response with relevant
facts, examples, and details. Include additional related information.
Historical Context:
In 1939, the world entered one of its darkest periods when World War II began. In
1942, American troops officially entered the conflict. Although the war was fought
abroad, it had a great impact on the American home front. Women experienced permanent changes in their lives. People across the country felt a greater sense of
nationalism, as well as a fear of foreigners. World War II had lasting effects on many
aspects of American life.
Task:
Using information from the documents and your knowledge of social studies, write
an essay in which you:
• Discuss four ways World War II affected American life at home
Inter.-Level Science — June ’01
[10]
159