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U.S. HISTORY LEARNING PACKET Unit 2: World War II and the Beginning of the Cold War (1930-1963) ESSENTIAL QUESTIONS How has expansion been used to extend political power? Who were the “winners” and “losers” of WW II and how are they portrayed and remembered? What impact can an individual have on society? Why did the United States go to war? How was American society changed by the war? What factors contributed to the development and decision to drop the atomic bomb? What were the developments that lead to the Cold War? WHAT SHOULD YOU UNDERSTAND AT THE END OF THIS UNIT? As a result of political and economic instability, military dictatorships emerged in Europe and Asia and pursued aggressive nationalist policies that furthered global competition for resources and territory. US foreign policy following WWI vacillated between interventionism and isolationism however, the direct attack on Pearl Harbor mobilized the United States to directly enter the war. Economic, social and cultural structures on the US Home Front changed as a result of involvement in WWII. As the war progressed, tensions between the world powers grew over political, cultural and economic ideologies, which motivated countries to create agreements and alliances that lead to the Cold War. KEY VOCABULARY – define at least 20 of the following terms Adolf Hitler Battle of Britain Benito Mussolini Battle of the Bulge Emperor Hirohito Blitzkrieg Winston Churchill Chester Nimitz Fascism D-Day (Operation Overlord) Joseph Stalin Douglas MacArthur Munich Pact George Patton Third Reich Holocaust Four Freedoms Newsreels Kellogg-Briand Pact Pamphlets Lend-Lease Act Air drops Neutrality Acts War posters Non-Aggression Pact Iwo Jima Pearl Harbor J. Robert Oppenheimer Quarantine Speech Manhattan Project Atomic bomb Midway Island hopping Nuremberg Trials Okinawa Pearl Harbor Stalingrad V-E Day, V-J Day Casablanca, Tehran, Potsdam War bonds Korematsu v. United States (1945) Northern Migration Rosie the Riveter Selective Services Act WACs War Production Board Japanese Internment Sites Japanese American Museum Chinese Civil War Israel Korean War Marshall Plan Nikita Khrushchev Truman Doctrine U-2 Incident Alliance for Progress N.A.T.O. O.A.S. S.E.A.T.O. Security Council United Nations Warsaw Pact “Duck and cover” Japanese Internment Rationing Bay of Pigs Berlin Airlift Berlin Wall Central Intelligence Agency (CIA) Cuban Missile Crisis Douglas MacArthur Eisenhower Doctrine Fidel Castro Geneva Accords Hydrogen Bomb Iron Curtain Police Action Test Ban Treaty Fallout Shelters National Security Act (1947) House on Un-American Activities Committee Alger Hiss Julius and Ethel Rosenberg Hollywood Blacklist Sputnik NASA National Defense Education Act Space Programs Neil Armstrong John Glenn Peace Corps IMPORTANT CONCEPTS – explain at least 5 of the following concepts, incorporating key vocabulary Appeasement Isolationism Reparations Totalitarian Governments Treaty of Versailles Worldwide depression The United States at war The influence of propaganda at home and abroad Designs for peace The Home Front Suspension of Civil Liberties Suburbanization Transition to Peacetime U. S. Military Intervention Containment The Cold War Balance of Power Organizations for peace Effects of Cold War on America’s home life McCarthyism The Military-Industrial Complex LEARNING OPPORTUNITIES – complete at least 1 of the following activities Read chapters 16,17, 18 and create an note-set or chapter outlines Read chapters 16, 17, 18 and complete the “Chapter Assessment” (terms and names, main ideas and critical thinking sections only) at the end of each chapter. Extension: now, pick at least one of the following “Habit of Mind” assignments. You may do more than one for extra credit. Be sure to indicate that you did “extra” on your paper when you turn it in! Read Franklin D. Roosevelt’s “Quarantine” speech (http://millercenter.virginia.edu/scripps/diglibrary/prezspeeches/roosevelt/fdr_1937_1005 .html). Write a summary of his arguments and explain how a person such as Charles Lindbergh would have responded to these arguments. (see Habit of Mind #2) Read George Kennan’s “X” article (http://www.cnn.com/SPECIALS/cold.war/episodes/04/documents/x.html). Explain what circumstances precipitated his writing of this analysis as well as what responses he recommends from the United States. (see Habit of Mind #3) Choose one of the images about World War II included in the American Treasures of the Library of Congress (http://www.loc.gov/exhibits/treasures/tr11c.html#wwii ). Write an explanation of the event depicted. (see Habit of Mind #4) Read Eisenhower’s farewell address (http://www.yale.edu/lawweb/avalon/presiden/speeches/eisenhower001.htm). Evaluate the relevance of his warnings about the military-industrial complex in today’s world. Be specific. (see Habit of Mind #5) FIVE HABITS OF MIND 1. Evidence (How do you know that?) How do we know what’s true and false? What evidence counts? How sure can we be? What makes it credible to us? This includes using the scientific method and more. 2. Viewpoint (Who said it and why?) How else might this look if we stepped into other shoes? If we were looking at it from a different direction? If we had a different history or expectation? This requires the exercise of informed “empathy” and imagination. It requires flexibility of mind. 3. Cause and Effect (What led to it? What else happened?) Connections? Is there a pattern? Have we seen something like this before? What are the possible consequences? 4. Hypothesizing (What if? Suppose that?) Could it have been otherwise/ Supposing that? What if…? This habit requires use of the imagination as well as knowledge of alternative possibilities. It includes the habits described above. 5. Matter (Who cares?) Relevance? Does it matter? WEBSITES, GAMES, LITERATURE, VIDEOS, DOCUMENTARIES (not required but suggested as enrichment) Exploring Japanese American Internment (http://www.asianamericanmedia.org/jainternment/) – site includes video and audio clips from films, text, photos, historical documents, etc. After the Day of Infamy: “Man-on-the-Street” Interviews after the Attack on Pearl Harbor (http://memory.loc.gov/ammem/afcphhtml/afcphhome.html) – over 200 interviews recorded after the 1941 attack at Pearl Harbor Rosie Pictures: Pictures Related to American Women Workers During World War II (http://www.loc.gov/rr/print/list/126_rosi.html) – includes hundreds of images used to encourage women to join the work force or to highlight other aspects of the war effort World War II Poster Collection (http://www.library.northwestern.edu/govinfo/collections/wwii-posters/) – includes images of over 300 posters produced by government agencies during WWII World War II Photos (http://www.archives.gov/research/ww2/photos/) – from the National Archives World War II: The Impact at Home (http://us.history.wisc.edu/hist102/lectures/lecture21.html) – lecture notes from a University of Wisconsin professor Japanese American National Museum (http://www.janm.org/) – includes various online “exhibits” Cold War: A Brief History (http://www.atomicarchive.com/History/coldwar/page01.shtml) – focuses on the role of the atomic bomb in the beginnings of the Cold War Joseph McCarthy: A Modern Tragedy (http://www.foxvalleyhistory.org/mccarthy/senator1.htm) – based on an exhibit at the Outagamie County Historical Society in Wisconsin SAMPLE TEST QUESTIONS – answer the following questions 1. The United States entered World War II immediately after A. Russia invaded Manchuria. B. Germany attacked Poland. C. Japan bombed Pearl Harbor. D. Italy conquered Ethiopia. 2. “Some recent work by E. Fermi and L. Szilard, which has been communicated to me in manuscript, leads me to expect that the element uranium may be turned into a new and important source of energy in the immediate future.” — Albert Einstein, letter to President Franklin D. Roosevelt, August 2, 1939 The development referred to in Einstein’s letter led directly to A. a government program to develop the atomic bomb. B. the first funding of scientific research by the federal government. C. the delivery of inexpensive electricity to U.S. consumers. D. the creation of a new cabinet department. 3. Which group of Americans was forced out of their homes and businesses and placed in internment camps after the bombing of Pearl Harbor? A. Chinese Americans B. German Americans C. Italian Americans D. Japanese Americans 4. Which of the following statements does this World War II poster best support? A. Women were assigned to unimportant positions. B. Women worked in nontraditional occupations. C. Women did not meet the demands placed on them. D. Women were expected to return to homemaking after the war. 5. “It must be the policy of the United States to support free peoples who are resisting . . . armed minorities or . . . outside pressures.” – Harry S Truman, 1947 The policy described was part of a larger policy of the Truman administration that was referred to as A. nativism. B. massive retaliation. C. isolationism. D. containment. 6. The cartoon depicts United States frustration with (next page) A. the Good Neighbor policy. B. Dollar Diplomacy. C. the Spanish-American War. D. the Bay of Pigs invasion. 7. The North Atlantic Treaty Organization (NATO) and the Warsaw Pact are best described as two… A. organizations founded by the European Economic Community to promote trade between Europe and the United States. B. treaties negotiated between the Allies and the Central Powers at Versailles after the First World War. C. bodies established by the United Nations to promote peace within multiethnic European countries such as Czechoslovakia and Yugoslavia. D. military organizations made up, respectively, of the United States and its allies and the Soviet Union and its allies during the Cold War. 8. What did the United States government do in response to the event referred to in the cartoon and headline? A. The government decided to seek peace immediately and to end the Cold War. B. The government banned civilian contact between United States and Soviet citizens. C. The government decided to spend more on both scientific education and the military. D. The government requested that the United Nations prohibit Soviet space exploration.