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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? 5 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? 7 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 9 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? 11 12 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 14 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. 15 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? 17 18 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. 19 20 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 8 Unit 8 / Chapter 25 outlawed war but did not set up any means to keep peace. Section 1 Quiz 21 © Prentice-Hall, Inc. 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? © Prentice-Hall, Inc. 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? 22 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 23 the 1920s were politicians. © Prentice-Hall, Inc. 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). © Prentice-Hall, Inc. 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. 24 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 . 2 Unit 8 / Chapter 25 Vocabulary Builder 25 © Prentice-Hall, Inc. 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. 150 Unit 8 / Chapter 25 Analyzing Sources in History 26 © Prentice-Hall, Inc. 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. 27 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. © Prentice-Hall, Inc. Source: Langston Hughes, Selected Poems of Langston Hughes. New York: Alfred A. Knopf, 1954. 6 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 30 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. 31 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. 33 • 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. 34 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. 35 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 36 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 75 © Prentice-Hall, Inc. 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 © Prentice-Hall, Inc. 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? 122 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. 124 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 © Prentice-Hall, Inc. 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 © Prentice-Hall, Inc. 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 [3] 151 ➯ [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] 153 Document 2 2a What is wartime rationing? [1] Score b Name one item rationed during World War II. [1] Score c Why was wartime rationing necessary? [1] Score Inter.-Level Social Studies — June ’01 [5] 154 [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] 155 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] Score b Why was this activity encouraged during World War II? [1] Score Inter.-Level Social Studies — June ’01 [7] 156 [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] 157 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 [9] 158 [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