Test

Front 1

1) Evaluate the evidence and circumstances of the Sacco and Vanzetti case and determine the extent of bias. - p792-793

Back 1

Crime: Nicola Sacco and Bartolomeo Vanzetti, both Italian immigrants, saw themselves revolutionary anarchists, stole $16,000 from shoe factory, and killed the paymaster and guard, and was later arrested

Front 2

1) Evaluate the evidence and circumstances of the Sacco and Vanzetti case and determine the extent of bias. - p792-793

Back 2

Evidence: Both Sacco and Vanzetti were armed when arrested, lied to the police, and were identified by eyewitnesses; however, the stolen money was never found

Front 3

1) Evaluate the evidence and circumstances of the Sacco and Vanzetti case and determine the extent of bias. - p792-793

Back 3

Circumstances: Numerous anarchist terror attacks; height of Italian immigration to America

Front 4

1) Evaluate the evidence and circumstances of the Sacco and Vanzetti case and determine the extent of bias. - p792-793

Back 4

Verdict: Execution; sentenced by openly prejudicial judge

Front 5

1) Evaluate the evidence and circumstances of the Sacco and Vanzetti case and determine the extent of bias. - p792-793

Back 5

Effect: Seemed to prove the connection between immigrants and radicalism

Front 6

2) Explain how immigration laws were changed in the 1920s. - p793

Back 6

Cause of change: The First Red Scare engendered a surge of nativism, which essentially were anti-immigrant ideas; the iconoclastic actions during the Red Scare convinced the nativists that criminals were foreign; the Sacco and Vanzetti case further deepened the nativists' convictions and alarmed the Congress.

Front 7

2) Explain how immigration laws were changed in the 1920s. - p793

Back 7

Emergency Immigration Act (1921): Restricted European arrivals to 3% of original number of immigrants in 1910 census

Front 8

2) Explain how immigration laws were changed in the 1920s. - p793

Back 8

Immigration Act (1924): Restricted immigrant arrivals to 2% of original number of immigrants in 1890 census; the 1890 census showed European immigrants were fewer; European immigrants gained advantage in respect to the Emergency Immigration Act; however, set limit to the number of immigrants per year

Front 9

2) Explain how immigration laws were changed in the 1920s. - p793

Back 9

Effect of Immigration Acts: Increased Hispanic Catholic immigrant population in America, especially Mexican immigrants; number of illegal immigrants increased

Front 10

3) Assess whether the decade of the 1920s was an unusually conservative period and/or a period of much change. - p793, 800-806, 810, use 1920s project

Back 10

Conservative: Conservative Christians endorsed fundamentalism, which they took a posture of hostility toward any other belief

Front 11

3) Assess whether the decade of the 1920s was an unusually conservative period and/or a period of much change. - p793, 800-806, 810, use 1920s project

Back 11

Radical: Immigrant Acts; the Jazz Age; student life; topic of sex; fashion; new feminism; economical changes; scientific changes; social thought changes

Front 12

3) Assess whether the decade of the 1920s was an unusually conservative period and/or a period of much change. - p793, 800-806, 810, use 1920s project

Back 12

Immigrant Acts: see objective 2

Front 13

3) Assess whether the decade of the 1920s was an unusually conservative period and/or a period of much change. - p793, 800-806, 810, use 1920s project

Back 13

Women (Radical): Women became more accustomed to kissing in college campuses; topic of sex became more frank; premarital sex became more common; many magazines and media focused on romance and sex; fashion; gave more freedom to women; women's skirts rose from 6 inches off the ground to knee level; the Flapper, a female with bobbed hair, minimal underwear, gauzy fabrics, sheer stockings, cigarettes, booze, makeup, and jazz; people claimed that the new women established equal representation to equally upsetting masculine fields.

Front 14

3) Assess whether the decade of the 1920s was an unusually conservative period and/or a period of much change. - p793, 800-806, 810, use 1920s project

Back 14

Women (Conservative): The majority of women were expected to pursue marriage and motherhood after college-graduation, even though more women attended college

Front 15

3) Assess whether the decade of the 1920s was an unusually conservative period and/or a period of much change. - p793, 800-806, 810, use 1920s project

Back 15

Economical (radical): The economic boom in the 1920s fueled by consumer goods industries; number of homes with electricity, indoor plumbing, washing machines and automobiles doubled; moderately priced consumer goods (ex: handheld cameras, wristwatches, cigarette lighters...) proliferated; many inventions in communication and transportation (ex: movies, radio telephones, airplanes, and automobiles)

Front 16

4) Describe advances in the 1920s in flight, radio, film, and automobiles. This information will come from the presentations, but is also in the reading. - p799 (auto), 800, 810-811 (film), 811 (radio), 811-812 (flight), 812-813 (auto), 1920s presentations

Back 16

Consumer culture revolution: America's total wealth almost doubled between 1920 and 1930; workers had a 26% income increase; the middle and upper middle class expanded rapidly; consuming goods and spending money became a virtue;

Front 17

4) Describe advances in the 1920s in flight, radio, film, and automobiles. This information will come from the presentations, but is also in the reading. - p799 (auto), 800, 810-811 (film), 811 (radio), 811-812 (flight), 812-813 (auto), 1920s presentations

Back 17

Flight: Wilbur and Orville Wright invented the first airplane (1903); used as a weapon in WWI; however, after the war, airplane industries broke down due to postwar demobilization; however, the Kelly Act and the Air Commerce Act of 1925 and 1926, funded the airplane industry over airmail and government funding for air transportation and airport construction; Lindbergh and Amelia's solo transatlantic flights helped airplane industries to achieve prominence; 43 airline companies by 1930.

Front 18

4) Describe advances in the 1920s in flight, radio, film, and automobiles. This information will come from the presentations, but is also in the reading. - p799 (auto), 800, 810-811 (film), 811 (radio), 811-812 (flight), 812-813 (auto), 1920s presentations

Back 18

Radio: Only for basic communication till 1920; in 1920, WWJ, KDKA started broadcasting; first radio commercial in 1922; proliferated to 508 stations and 3 million receivers in the end of 1922; Federal Radio Commission (FRC) was established in 1927 to regulate the radio industry; FRC became the Federal Communications Commission (FCC) and regulated other medias of communication as well; Calvin Coolidge, a president, monthly addressed the nation by radio

Front 19

4) Describe advances in the 1920s in flight, radio, film, and automobiles. This information will come from the presentations, but is also in the reading. - p799 (auto), 800, 810-811 (film), 811 (radio), 811-812 (flight), 812-813 (auto), 1920s presentations

Back 19

Film: First motion picture show in 1896; by 1924 there were 20,000 movie theaters and 700 new films a year;

Front 20

4) Describe advances in the 1920s in flight, radio, film, and automobiles. This information will come from the presentations, but is also in the reading. - p799 (auto), 800, 810-811 (film), 811 (radio), 811-812 (flight), 812-813 (auto), 1920s presentations

Back 20

Automobiles: Gave criminals greater mobility; used as a private place for lovers; Charlie Chaplin perfected comedy - turned it into social criticism; most cities and towns had movie theaters in mid-1930s; became the major form of mass entertainment

Front 21

4) Describe advances in the 1920s in flight, radio, film, and automobiles. This information will come from the presentations, but is also in the reading. - p799 (auto), 800, 810-811 (film), 811 (radio), 811-812 (flight), 812-813 (auto), 1920s presentations

Back 21

Automobiles: first motorcar built in 1895; market revolutionized by the Ford Motor Company, founded in 1903, that manufactured the reliable Model T for $850; proliferation - 1 million (1916), 8 million (1920), 23+ million (1929)

Front 22

4) Describe advances in the 1920s in flight, radio, film, and automobiles. This information will come from the presentations, but is also in the reading. - p799 (auto), 800, 810-811 (film), 811 (radio), 811-812 (flight), 812-813 (auto), 1920s presentations

Back 22

Automobiles (effect): Enabled booms in the oil/steel/rubber/leather/gasoline companies and the overall economy, movement for good roads, government financing from gasoline tax, speeded transportation, suburban sprawl where people could live farther away from their workplaces, and real estate booms (in California and Florida); also demonstrated mass-production techniques (assembly line with conveyers)

Front 23

4) Describe advances in the 1920s in flight, radio, film, and automobiles. This information will come from the presentations, but is also in the reading. - p799 (auto), 800, 810-811 (film), 811 (radio), 811-812 (flight), 812-813 (auto), 1920s presentations

Back 23

Assembly line: Practiced in the Ford Motor Company; increased the output dramatically; where each person performed a particular task; enabled Ford to lower the price of cars, which increased the number of people who could buy the car

Front 24

5) Explain why the Scopes trial was so important. - p795-797, 1920s presentations

Back 24

Setting: Fundamentalism, a conservative idea that took hostility other revolutionary ideas such as evolution, became popular among Christians; in Tennessee, a bill that outlawed the teaching of evolution was passed; John T. Scopes (JTS), a high-school science teacher and football coach was persuaded by the American Civil Liberties Union (ACLU) to defend evolution; William Jennings Bryan, a fundamentalist, promoted the seemingly conservative bill and became prosecutor; Clarence Darrow, a famous trial lawyer, supported and sided with JTS

Front 25

5) Explain why the Scopes trial was so important. - p795-797, 1920s presentations

Back 25

William Jennings Bryan (WJB) vs Clarence Darrow (CD): WJB announced he was Christian but denounced CD as atheist; essentially a battle between Christianity and evolution; CD determined to prove that America was based off of liberty and not off of "narrow, mean, intolerable, and brainless prejudice" of Christians.

Front 26

5) Explain why the Scopes trial was so important. - p795-797, 1920s presentations

Back 26

The Events of the Scopes Trial: Defense called William Jennings Brian (WJB) as the expert of biblical interpretation; Clarence Darrow (CD) asked sharp questions that cornered WJB in literal-minded interpretations of the bible; CD declared WD "not competent"; WJB declared CD was insulting Christians; CD stated WJB was insulting scientists; both WJB and CD lunged at each other with waving fists; judge suspended (adjourned) court

Front 27

5) Explain why the Scopes trial was so important. - p795-797, 1920s presentations

Back 27

Verdict and Results of Scopes Trial: John T. Scopes (JTS) found guilty for he taught evolution, but the Tennessee Supreme Court overruled the $100 fine; both sides had right to claim their victory; William Jennings Brian dies of heart condition as a result of heat and fatigue; other Southern states passed bills that blocked the teaching of evolution; fundamentalists vs evolutionists still continues to today.

Front 28

6) Assess the impact of Prohibition and explain why it later became regarded as a mistake. - p797-800, 1920s presentations

Back 28

Prohibition: Outlawing of alcoholic beverages

Front 29

6) Assess the impact of Prohibition and explain why it later became regarded as a mistake. - p797-800, 1920s presentations

Back 29

The 1916 congressional elections enabled enough members endorsing prohibition to be elected, and the American government passed the 18th amendment that outlawed the manufacture, sale, and transportation of alcoholic beverages

Front 30

6) Assess the impact of Prohibition and explain why it later became regarded as a mistake. - p797-800, 1920s presentations

Back 30

Why it was a failure (general): motivated millions of people to use ingenious/illegal ways to break the prohibition law;

Front 31

6) Assess the impact of Prohibition and explain why it later became regarded as a mistake. - p797-800, 1920s presentations

Back 31

Volstead Act (1919): Outlined the actual rules and regulations that are described in the 18th amendment; failed for there were many loopholes in the act itself; people could keep and drink liquor owned before 1/16/1919, which then people naturally stocked up; farmers were allowed to preserve their fruits by fermentation, so they made homemade wine and liquor; medicinal liquor was also allowed.

Front 32

6) Assess the impact of Prohibition and explain why it later became regarded as a mistake. - p797-800, 1920s presentations

Back 32

Congressional reason for failure: The congress never gave enough money to enforce the prohibition law; there were too many people who made illegal alcohol (bootleggers) and illegal bars (speakeasies) that sold these illegal drinks

Front 33

6) Assess the impact of Prohibition and explain why it later became regarded as a mistake. - p797-800, 1920s presentations

Back 33

Organized crime: Prohibition gave rise to organized crime; gave criminals a source of profit by illegalizing alcohol (illegalized so increased price, but the demands were still high);

Front 34

7) Explain the Great Migration and the Harlem Renaissance. - p803-806

Back 34

Great Migration: African American migration from South to North; caused by shortage of labor that was a result of expanding war industries and restrictions on immigration; as a result, black political influence rose steadily in the North

Front 35

7) Explain the Great Migration and the Harlem Renaissance. - p803-806

Back 35

Harlem Renaissance (HR): A movement that rose from a black community in New York City; made to cultivate racial equality by highlighting African American cultural achievements; the New Negro movement did just this; writers associated to the HR celebrated themselves, their black heritage, and black contributions to the American Culture (ex: jazz and blues); coined by Langston Hughes; promoted racially integrated society;

Front 36

8) Describe the contributions of Marcus Garvey, the UNIA, and the NAACP. - p807-809

Back 36

Marcus Garvey (MG): A leading spokesman on Negro nationalism, an idea that promoted blackness, black cultural expression, and black separatism; was convinced that racial oppression/exploitation were all around the world; stated that the Negro uniqueness from the Whites were good signs; therefore, MG promoted racial separation than integration; first major black leader that had the ideas of "black power"; encouraged blacks to liberate themselves from the whites.

Front 37

8) Describe the contributions of Marcus Garvey, the UNIA, and the NAACP. - p807-809

Back 37

Universal Negro Improvement Association (UNIA): Established by Marcus Garvey (MG); largest black political organization in the twentieth century (~6 million members); here, MG announced that the blacks should flee America and build their own republic in Africa; created their own version of Christianity, fraternal lodges, community cultural centers, black businesses, and newspaper; many black leaders opposed MG, however

Front 38

8) Describe the contributions of Marcus Garvey, the UNIA, and the NAACP. - p807-809

Back 38

Marcus Garvey's (MG) end and result: MG was put on trial for fraud of his own company; sentenced to maximum five-year in prison; President Calvin Coolidge pardoned MG on condition the MG be deported to Jamaica; was well welcomed in Jamaica; kept alive an idea that would reemerge in the 1960s ("black power").

Front 39

8) Describe the contributions of Marcus Garvey, the UNIA, and the NAACP. - p807-809

Back 39

National Association for the Advancement of Colored People (NAACP): Founded in 1910 by white progressivists and black activists; issued defiant statements against discrimination; promoted progressive idea that social problems should be resolved with education, by educating people of the social injustice; took action by exerting effort on the revival of the 14th and the 15th amendment, and campaigning against lynching.

Front 40

9) Evaluate the progress in rights for women and African-Americans during the 1920s. - p802 (women), 800-809

Back 40

Rights for women: Most women were not flappers, who were dancers who dressed radically; women participated in war industrial; more women attended college; Label: "We cannot believe that it is fixed in the nature of things that a woman must choose between a home and her work, when a man may have both. There must be a way out, and it is the problem of our generation to find the way" (Brown 802).

Front 41

9) Evaluate the progress in rights for women and African-Americans during the 1920s. - p802 (women), 800-809

Back 41

Rights for African-Americans - Harlem and Garvey: Scottsboro Case, where nine black youths were charged for raping two young men, and were sentenced to death due to faulty evidence and prejudice; Harlem renaissance increased African American morals by promoting racial expression, and as a result, Black culture grew (ex. jazz); Marcus Garvey, advocate of racial separation in order for blacks to prosper, founded Universal Negro Improvement Association (UNIA) based on Garveyism

Front 42

9) Evaluate the progress in rights for women and African-Americans during the 1920s. - p802 (women), 800-809

Back 42

Rights for African-Americans - NAACP and Supreme Court: National Association for the Advancement of Colored People (NAACP) was founded by white progressives and black activists; NAACP focused on education to solve racial problems and made legal action to bring 14th and 15th Amendments back to life; Supreme Court struck down Oklahoma's grandfather clause and Kentucky's residential segregation ordinance; anti-lynching bill ALMOST passes, but number of lynching decreased to a third from last decade

Front 43

10) Explain the characteristics and principal policies of Harding and Coolidge as presidents. - p823-827 (Harding), 833-835 (Coolidge)

Back 43

Harding's characteristics: Conservative; dispassionate; wanted stability and order; described himself an old-fashioned moralist but drank bootleg beer, smoked/chewed tobacco, played poker, and had many affairs and children with women other than his wife; doubted himself; "Ohio gang" of which he drank with

Front 44

10) Explain the characteristics and principal policies of Harding and Coolidge as presidents. - p823-827 (Harding), 833-835 (Coolidge)

Back 44

Harding's policies: To end Wilsonian progressivism reforms; no reforms, but to be more dispassionate; broke up many social and economic components of progressivism; Mellon, Harding's Secretary of State, lowered the maximum tax rate but increased tariffs to prevent German corporations from reviving post-WWI; appointed conservatives to agencies spawned by progressivism; in contrast, Harding attacked the segregationist policies, making him a bit progressives

Front 45

10) Explain the characteristics and principal policies of Harding and Coolidge as presidents. - p823-827 (Harding), 833-835 (Coolidge)

Back 45

Coolidge's characteristics: Image of traditional roots and integrity; followed his rule to keep still till the problem was over; had strong principles, patriotism, frugality, and consistency; spoke few words; honest, able, and quiet

Front 46

10) Explain the characteristics and principal policies of Harding and Coolidge as presidents. - p823-827 (Harding), 833-835 (Coolidge)

Back 46

Coolidge's policies: To revert back to Gilded Age stance of passive deference to the Congress; promoted conservatism with consistency; nation's success is related to success of big businesses; to balance labor, agriculture, and industry; promoted industrial development; to end business regulation; to reduce taxes and the national debt; pro-business

Front 47

11) Explain how war debts from World War I were a concern for the United States. - p825, 828

Back 47

Reason: America's national debt increased rapidly from $1 billion to $24 billion from 1914-1920.

Front 48

11) Explain how war debts from World War I were a concern for the United States. - p825, 828

Back 48

America expected to get the debts paid back, but Britain argued that they held off the German army with great cost while America was raising an army, and France that they had never been repaid the debt of and since the revolution; also, to pay off the debts, the indebted had to buy US dollars, which was made harder by the high tariffs set by America, and made the debts harder to pay

Front 49

11) Explain how war debts from World War I were a concern for the United States. - p825, 828

Back 49

America gave loans to Germany, of which its economy was in shambles, which enabled Germany to pay their debt to France and Britain, which enabled France and Britain to pay their debt to America

Front 50

12) What did global leaders do in the 1920s and 1930s to prevent war and why did these efforts fail? - p828-830

Back 50

Disarmament attempts (attempts): To limit the size of armies and navies; America and Britain were scared of the increasing power of Japan; the Washington Conference resulted in the Five-Power Treaty, which limited the size of the Big Five's (America, Britain, Japan, France, and Italy) navies and agreed to not further fortify their Pacific occupations; this treaty partitioned the world

Front 51

12) What did global leaders do in the 1920s and 1930s to prevent war and why did these efforts fail? - p828-830

Back 51

Disarmament attempts (why it failed): The agreements of the Five-Power Treaty did not give obligation (only limited "capital" ships, and not cruisers, destroyers, submarines . . . etc.); Japan withdrew from the treaty; Soviets and Germany had been excluded from the treaty

Front 52

12) What did global leaders do in the 1920s and 1930s to prevent war and why did these efforts fail? - p828-830

Back 52

Kellogg-Briand Pact (The Pact of Paris; what it is): Proposed by French foreign minister (Kellogg); that France and America never go to war against each other; however, was a ploy of France to disable America to retaliate against French intrusions on neutral rights; Kellogg (America) outraged of this; Kellogg made it so that all nations signed the pact; as a result, 62 nations signed the pact, but all had escape route as "self-defense."

Front 53

12) What did global leaders do in the 1920s and 1930s to prevent war and why did these efforts fail? - p828-830

Back 53

Kellogg-Briand Pact (The Pact of Paris; why it failed): All nations had the right of "self-defense."

Front 54

13) Explain the fundamental economic changes that occurred during the 1920s. - p826 (Harding Presidency), 841-842 (Economy)

Back 54

War debts and reparations (refer to objective 12)

Front 55

13) Explain the fundamental economic changes that occurred during the 1920s. - p826 (Harding Presidency), 841-842 (Economy)

Back 55

America raised their tariffs, UK and France stopped their gold standard; people started to invest in stocks more because it was inflating; people started borrowing a lot of money that they could not pay off

Front 56

13) Explain the fundamental economic changes that occurred during the 1920s. - p826 (Harding Presidency), 841-842 (Economy)

Back 56

Budget and Accounting Act of 1921: Under Harding's presidency; created Bureau of the Budget to streamline the process of the annual federal budget that is to be approved by Congress; also created a General Accounting Office that inspected federal agency spending

Front 57

13) Explain the fundamental economic changes that occurred during the 1920s. - p826 (Harding Presidency), 841-842 (Economy)

Back 57

Revenue Acts of 1924, 1926: Under Harding's presidency; lowered maximum income tax and estate taxes, and repealed the gift tax, which increased benefits of high-income (rich) people.

Front 58

13) Explain the fundamental economic changes that occurred during the 1920s. - p826 (Harding Presidency), 841-842 (Economy)

Back 58

Fordney-McCumber Tariff of 1922: Under Harding's presidency; increased tax rates that prevented revival of German companies since pre-WWI; also extended tariffs on agricultural imports

Front 59

14) Use historical evidence to assess whether Herbert Hoover was a more progressive President than Coolidge or Harding. - powerPoint on Schoology, other objectives,844-846

Back 59

Hoover created programs that gave jobs; believed that people's confidence had to be restored; helped farmers by lending them money; high tariff to protect American industries; helped banks financially; encouraged commercial loans and mortgages; however, no direct help for the unemployed

Front 60

14) Use historical evidence to assess whether Herbert Hoover was a more progressive President than Coolidge or Harding. - powerPoint on Schoology, other objectives,844-846

Back 60

Coolidge was lazy; kept the government out of the government; “The man who builds a factory builds a temple. The man who works there worships there”; Coolidge and Harding favored isolationism; Coolidge

Front 61

15) Explain the causes of the Depression and the 1929 Stock Market crash. - p841-844

Back 61

Stock market crash causes (economic): Mellon's tax reduction gave more money to rich people to spend it on stocks; broker's loans (loans that people needed no need to pay all the price for the stock to buy the stock) proliferated; stock market investors ignored economic warning signs such as the slowing of construction sales, automobile sales, consumer spending, production, and employment; the economic boom was based on weak foundations

Front 62

15) Explain the causes of the Depression and the 1929 Stock Market crash. - p841-844

Back 62

Stock market crash causes (other): The stock market was running on greed and hope rather than business performance; people panicked when the stock values tumbled

Front 63

15) Explain the causes of the Depression and the 1929 Stock Market crash. - p841-844

Back 63

Great depression causes (economic): WAS NOT CAUSED BY THE STOCK MARKET CRASH; there was a huge wage gap, and due to it, there was an increasing imbalance between the rising industrial productivity and declining consumer purchasing power; the declining consumer purchasing power was hidden by other economic components

Front 64

15) Explain the causes of the Depression and the 1929 Stock Market crash. - p841-844

Back 64

Great depression causes (government policies): Mellon's tax reductions lead to decreasing of consumer purchasing power; hostility towards labor unions made wage levels in balance with company profits; high tariffs discouraged foreign trade; neglecting anti-trust laws encouraged high consumer goods prices

Front 65

15) Explain the causes of the Depression and the 1929 Stock Market crash. - p841-844

Back 65

Great depression causes (gold standard): gold standard is an economic policy where the value of the paper currency is related to the size of the gold reserves, which prevented hyperinflation; when output, wages, and prices began to fall, policymakers let the prices and wages fall, which made almost half of all American banks to bankrupt, which increased the rate of deflation too much, ultimately causing the great depression

Front 66

16) Describe the measures Hoover proposed to contend with a worsening economy. - p844-846

Back 66

Herbert Hoover (HH) thought that America's business structure was sound and people needed to regain confidence in order to become free from the Great Depression

Front 67

16) Describe the measures Hoover proposed to contend with a worsening economy. - p844-846

Back 67

Herbert Hoover (HH) and Optimism: HH persuaded business, financial, and labor leaders to keep their industries open, maintain wage rates, and avoid layoffs, all in order to cushion the depression on industry profits; urged people to keep up hope.

Front 68

16) Describe the measures Hoover proposed to contend with a worsening economy. - p844-846

Back 68

Herbert Hoover (HH) and providing jobs: HH provided jobs by accelerating government construction projects; tax reduction to provide more money to citizens

Front 69

16) Describe the measures Hoover proposed to contend with a worsening economy. - p844-846

Back 69

Herbert Hoover (HH) and his administration never did enough to stop the Depression from worsening; thought that the Depression was only short term; as a result, HH's solution to the Depression failed and deepened the disappointment against HH

Front 70

17) Explain why the Depression was such a miserable time for so many people. - p844

Back 70

Many people suicide; factories, banks, farms shutdown, millions of people became homeless and money-less

Front 71

17) Explain why the Depression was such a miserable time for so many people. - p844

Back 71

One out of four Americans in 1932 were unemployed; 500,000 people lost homes or farms; millions lost their life savings

Front 72

17) Explain why the Depression was such a miserable time for so many people. - p844

Back 72

9.5 million unemployed in 1939; theft, begging, homelessness, and prostitution increased; many husbands deserted their family; birthrate diminished

Front 73

17) Explain why the Depression was such a miserable time for so many people. - p844

Back 73

Dust bowls that led to the loss of topsoil of 25 million acres in 1938; the victims of the dust bowl could not pay mortgages so banks took the victims' lands away; people abandoned their farms or even suicide

Front 74

17) Explain why the Depression was such a miserable time for so many people. - p844

Back 74

Many migrated to the far West to find new opportunities, but they had to compete with others already there for work, so the migrators suffered from exposure and poor sanitation

Front 75

18) Explain the three principal strategies of Franklin Delano Roosevelt's program: relief, recovery, reform. - p859, 861 (relief), 862 (recovery),

Back 75

Summary of all three: The three-pronged strategy to revive the economy; and ultimately to restore hope and energy to America

Front 76

18) Explain the three principal strategies of Franklin Delano Roosevelt's program: relief, recovery, reform. - p859, 861 (relief), 862 (recovery),

Back 76

Relief (IGNORE): To relieve the human distress caused by the Depression; achieved by stopping the immediate banking crisis and to provide short-term emergency relief for the jobless;

Front 77

18) Explain the three principal strategies of Franklin Delano Roosevelt's program: relief, recovery, reform. - p859, 861 (relief), 862 (recovery),

Back 77

Recovery (IGNORE): To recover the agriculture and industry; achieved by paying farmers to reduce the size of crops and herds, and thereby to increase low commodity prices

Front 78

18) Explain the three principal strategies of Franklin Delano Roosevelt's program: relief, recovery, reform. - p859, 861 (relief), 862 (recovery),

Back 78

Reform (IGNORE): To increase government spending and facilitate cooperative agreements between management and organized labor, and thereby to jump-start the economy

Front 79

19) Explain how each of the principal New Deal programs worked. In your reading, pay particular attention to the following programs: - p861 (CCC), 862-863 (AAA), 863-864 (NRA), 864 (TVA), ~879 (all)

Back 79

Securities and Exchange Commission (SEC): Reform; to avoid crash by dismantling worries by making everything public

Front 80

19) Explain how each of the principal New Deal programs worked. In your reading, pay particular attention to the following programs: - p861 (CCC), 862-863 (AAA), 863-864 (NRA), 864 (TVA), ~879 (all)

Back 80

Tennessee Valley Authority (TVA): Recovery with part relief; to bring electrical power, flood control, and jobs to the poorest parts of America in the Southeast; implemented soil conservation and forestry, experimentation of fertilizers, drawing new industries, formation of labor unions, improvement of schools and libraries, and inexpensive electrical power; however, required some homes and communities to be destroyed; converted farm families to use electricity instead of oil; practiced racial segregation

Front 81

19) Explain how each of the principal New Deal programs worked. In your reading, pay particular attention to the following programs: - p861 (CCC), 862-863 (AAA), 863-864 (NRA), 864 (TVA), ~879 (all)

Back 81

Federal Deposit Insurance Corporation (FDIC): Reform; gave government money to people who deposited in bankrupt banks; to enable maximum $5,000 personal bank deposits; strengthened the banking system; prevented panics

Front 82

19) Explain how each of the principal New Deal programs worked. In your reading, pay particular attention to the following programs: - p861 (CCC), 862-863 (AAA), 863-864 (NRA), 864 (TVA), ~879 (all)

Back 82

Civilian Conservation Corps (CCC): Relief and part recovery; to provide jobs to the unemployed, unmarried young men in age range of 18-25; however, practiced racial segregation; projects include trails, parks, tree-planting, and the construction of service buildings and public roadways

Front 83

19) Explain how each of the principal New Deal programs worked. In your reading, pay particular attention to the following programs: - p861 (CCC), 862-863 (AAA), 863-864 (NRA), 864 (TVA), ~879 (all)

Back 83

Works Progress Administration (WPA): Relief; Second New Deal; funded by the congress in 1935 to give job opportunities (employed 8.5 million at a cost of $11 billion); some projects include - 500,000 miles of highways, 100,000 bridges, 8,000 parks, a theater and a lodge, murals on post offices, musicians who gave orchestra performances, recordings of American music, theater, paintings of Alaska that were covered up

Front 84

19) Explain how each of the principal New Deal programs worked. In your reading, pay particular attention to the following programs: - p861 (CCC), 862-863 (AAA), 863-864 (NRA), 864 (TVA), ~879 (all)

Back 84

Agricultural Adjustment Administration (AAA): Recovery; to raise crop and herd prices by paying -- first with tax from commodity processors -- farmers to reduce productions; achieved the successes to boost the overall farm economy

Front 85

19) Explain how each of the principal New Deal programs worked. In your reading, pay particular attention to the following programs: - p861 (CCC), 862-863 (AAA), 863-864 (NRA), 864 (TVA), ~879 (all)

Back 85

National Recovery Administration (NRA): Recovery; to stabilize the economy by reducing company competition by fixing wages and prices; to increase consumer purchasing power by providing jobs, setting new workplace standards (40 hour workweek, minimum wages of $13, prohibiting child labor), and raising wages; guaranteed the right to create and organize unions; however, did not create adequate enforcement measures nor included agricultural and domestic workers

Front 86

20) Evaluate the US Supreme Court’s responses to the New Deal. - p873

Back 86

Supreme court rules Agricultural Adjustment Administration's (AAA) tax on food processors unconstitutional

Front 87

20) Evaluate the US Supreme Court’s responses to the New Deal. - p873

Back 87

Supreme court rules National Recovery Administration (NRA) unconstitutional

Front 88

20) Evaluate the US Supreme Court’s responses to the New Deal. - p873

Back 88

Supreme court rules National Industrial Recovery Act (NIRA) unconstitutional for congress gave too much power to the executive branch

Front 89

20) Evaluate the US Supreme Court’s responses to the New Deal. - p873

Back 89

Supreme court (SC) tried to undercut the New Deal, for SC did not want executive branch to regulate the economy

Front 90

20) Evaluate the US Supreme Court’s responses to the New Deal. - p873

Back 90

By the end of 1936, the Supreme Court ruled against New Deal programs seven out of nine cases it reviewed, and the constitutionality of Social Security and the National Labor Relations Act was still being reviewed

Front 91

21) Describe the principal components of the Second New Deal. Be sure to understand the key components of the National Labor Relations Act and the Social Security Act. - p875

Back 91

Unlike the first New Deal, the second New Deal tried to provide stability and security for the most vulnerable American citizens

Front 92

21) Describe the principal components of the Second New Deal. Be sure to understand the key components of the National Labor Relations Act and the Social Security Act. - p875

Back 92

Emergency Relief Appropriation Act: Gave Americans jobs, managed by the Works Progress Administration (WPA); WPA employed many talented people for Federal Theatre, Art, Music, and Writers' Projects

Front 93

21) Describe the principal components of the Second New Deal. Be sure to understand the key components of the National Labor Relations Act and the Social Security Act. - p875

Back 93

the National Youth Administration (NYA): Provided part-time jobs and technical training programs to students and aided jobless youths

Front 94

21) Describe the principal components of the Second New Deal. Be sure to understand the key components of the National Labor Relations Act and the Social Security Act. - p875

Back 94

National Labor Relations Act: Also called the Wagner Act; gave power to unions by guaranteeing the right to organize unions and negotiate with their employers, and prohibiting employers to interfere with unions; created a board (Labor Relations Board) to regulate and enforce the law across the nation; enabled unions to be made

Front 95

21) Describe the principal components of the Second New Deal. Be sure to understand the key components of the National Labor Relations Act and the Social Security Act. - p875

Back 95

Social Security Act: Included three parts; a self-financed pension fund, supplied by a payroll fund, for retired people over 65; set up a shared insurance program for the unemployed, which were financed by payroll taxes on employers; and not only set up many social welfare programs such as old-age assistance, aid for dependent children, and air for the blind, but also gave aid for maternal, child welfare, and public health services; more conservative compared to others, by using regressive taxes

Front 96

22) Explain the Scottsboro case and its legal impact. - p869-870

Back 96

A case in Alabama that the all-white jury convicted nine black people (aging 12-21) of raping two women while riding a freight train headed for Memphis; eight of the nine were sentenced to death based on poor evidence

Front 97

22) Explain the Scottsboro case and its legal impact. - p869-870

Back 97

Aroused protests from around the country and even the world; one of the two victims recanted (was not so sure anymore) of her witness; some groups, such as the International Labor Defense (Communist) and the NAACP, gave assistance in appealing for the decision

Front 98

22) Explain the Scottsboro case and its legal impact. - p869-870

Back 98

Supreme Court (SC) overturned the decision for the judge did not ensure the accused did not have adequate defense attorneys; SC ruled that the systematic exclusion of blacks from Alabama juries disabled the defendants equal protection of the law; opened up juries to blacks which was a huge progress against racial segregation

Front 99

22) Explain the Scottsboro case and its legal impact. - p869-870

Back 99

Eventually all of the convicted were dropped charges, were granted paroles, or were released.

Front 100

22) Explain the Scottsboro case and its legal impact. - p869-870

Back 100

Became the court case in American history with the most amount of trials, appeals, reversals, and trials

Front 101

23) Explain why the FDR Supreme Court plan was a failure. - p879

Back 101

Roosevelt (FDR) tried to add more supreme court justices from nine to 15; the proposed system was that the current president appoints two, the next one for the next term appoints two, and so on; president gets to suggest and appoint the justices, so citizens feared FDR might get too much power, and Democrats feared proceeding Presidents might use it for other malicious purposes, which ultimately decreased the popularity of FDR

Front 102

23) Explain why the FDR Supreme Court plan was a failure. - p879

Back 102

The Senate overwhelmingly voted against FDR's "Court-packing" plan, which failed the plan

Front 103

23) Explain why the FDR Supreme Court plan was a failure. - p879

Back 103

Fractured the Democratic Party and tainted FDR's shiny reputation

Front 104

24) Explain why Huey Long, Charles Coughlin, and Francis Townsend were important. - p872-873 (Huey Long), 873 (Francis Townsend), 873 (Charles Coughlin)

Back 104

These people were FDR's most prominent critics

Front 105

24) Explain why Huey Long, Charles Coughlin, and Francis Townsend were important. - p872-873 (Huey Long), 873 (Francis Townsend), 873 (Charles Coughlin)

Back 105

Huey Long (HL): A demagogue from Louisiana; had a large desire for power and attention; a dictator who used bribery, intimidation, and blackmail; when he came to the capital, HL grew jealous of FDR's huge popularity, and made his own plan to end the Great Depression, which he called the Share-the-Wealth Society, which was a plan to give every poor family $5,000, provide similar annual income of $2,500 to every worker, reduce working hours, and ensure college education for qualifiers; hated KKK

Front 106

24) Explain why Huey Long, Charles Coughlin, and Francis Townsend were important. - p872-873 (Huey Long), 873 (Francis Townsend), 873 (Charles Coughlin)

Back 106

Charles Coughlin (CC): A Roman Catholic in Detroit but from Canada who broadcasted over the CBS radio network; dismissed FDR's New Deal as a Communist conspiracy because FDR lowered the price of silver (which CC invested in for allot) and advocated for the populist idea for increasing the money supply; became anti-Semitic; like Huey Long, CC appealed to the most oppressed people during the Great Depression

Front 107

24) Explain why Huey Long, Charles Coughlin, and Francis Townsend were important. - p872-873 (Huey Long), 873 (Francis Townsend), 873 (Charles Coughlin)

Back 107

Francis Townsend (FT): A California doctor who called for pensions for the aged; promoted the Townsend Recovery Plan which played monthly $200s to retired citizens over sixty; as Huey Long, FT was indifferent to the fact that his plan took more than half the national income; was incorporated by FDR as the Social Security Act

Front 108

25) Describe the role of Eleanor Roosevelt in her husband's administration. - p870-871

Back 108

Popularized FDR; an activist who went on a lifelong crusade for women, blacks, and youth; redefined role of the First Lady (wife of the president); met with African American leaders, supported women's causes and organized labor, and highlighted the crisis of unemployed young people; helped disabled FDR (he was paralyzed waist-down by polio) by becoming the ears and eyes of the White House

Front 109

26) Describe the most important factors leading to World War II in both the Pacific and in Europe. - p895 (Europe)

Back 109

Attempts to keep world peace: Washington Conference, Kellogg-Grand Pact to attempt to keep peace but permitted defense as a reason for war; increased foreign relations with Clark Memorandum and Good Neighbor Policy

Front 110

26) Describe the most important factors leading to World War II in both the Pacific and in Europe. - p895 (Europe)

Back 110

Neutrality Acts: Forbids Americans to travel on foreign ships and the sale of arms to foreign countries; forbade in addition loans to foreign, warring countries; forbade, in addition, non-military exports to warring countries except on a cash and carry basis

Front 111

26) Describe the most important factors leading to World War II in both the Pacific and in Europe. - p895 (Europe)

Back 111

Nationalism and international competition

Front 112

26) Describe the most important factors leading to World War II in both the Pacific and in Europe. - p895 (Europe)

Back 112

Eugenics and “muscular Christianity”

Front 113

26) Describe the most important factors leading to World War II in both the Pacific and in Europe. - p895 (Europe)

Back 113

Economic problems in the 1920s

Front 114

26) Describe the most important factors leading to World War II in both the Pacific and in Europe. - p895 (Europe)

Back 114

Depression made German economy worse - massive inflation in 1923 - which gave rise to Nazism; Hitler was a demagogue

Front 115

26) Describe the most important factors leading to World War II in both the Pacific and in Europe. - p895 (Europe)

Back 115

Imperial rivalries in the Pacific: Japan as a “second class imperial power” because of race but the Japanese thought they were equal; Manchuria incident 1931, Japan attempted to add Manchuria; later withdrew from the League of Nations in 1933 because Japan was criticized of their action; Japan's East Asia Co-prosperity Sphere – Asians would trade with themselves but not West powers, Japan dominated other countries

Front 116

27) Assess the factors that made isolationism so popular in the United States. - p

Back 116

Isolationism: Idea of distancing oneself/itself from global affairs

Front 117

27) Assess the factors that made isolationism so popular in the United States. - p

Back 117

Isolationism in America: Dissolving of the Platt Amendment; immigration laws

Front 118

27) Assess the factors that made isolationism so popular in the United States. - p

Back 118

Causes of American Isolationism: America was in a prolonged state of depression, and the American government had to focus on its economy rather than other countries; the Red Scare, immigration laws, and high tariffs

Front 119

27) Assess the factors that made isolationism so popular in the United States. - p

Back 119

The Good Neighbor Policy: No nation has the right to intervene in the internal/external affairs of another; America supports this concept

Front 120

27) Assess the factors that made isolationism so popular in the United States. - p

Back 120

Importance of isolationism: Influenced American behavior later in history (WWI, WWII)

Front 121

28) Explain how the United States attempted to maintain neutrality. - p893-894

Back 121

Neutrality Act of 1935: Prohibited Americans from traveling on ships which are owned by nations at war; later revised in 1936 so that loaning money to warring nations were illegal

Front 122

28) Explain how the United States attempted to maintain neutrality. - p893-894

Back 122

Neutrality act of 1937: Goods other than arms and munitions that are to be exported to warring nations must be sold on a cash-and-carry basis (the warring nation must pay cash and then carry the American goods away in its own ships)

Front 123

28) Explain how the United States attempted to maintain neutrality. - p893-894

Back 123

Survey after the sinking of U.S. Boat Panay: Japanese planes sunk the American gunboat Panay, at the time in China, and FDR and some of his citizens wanted to retaliate; however, surveys showed that 70% of Americans wanted all American citizens removed from China to avoid warfare-triggering incidents

Front 124

28) Explain how the United States attempted to maintain neutrality. - p893-894

Back 124

Lend-Lease Program: Introduced on 1941, authorized president to lend or lease military equipment to any nation that the President believes is important to preserve American peace; enabled America to lend and lease arms to Great Britain

Front 125

29) Describe the purpose of, and the basic tenets of, the Atlantic Charter and the Four Freedoms speech. (The Four Freedoms speech from class) - p

Back 125

Purpose of Atlantic Charter: Declaration of America and UK's enemies were the Nazis, further promoted he trading of arms between US and UK

Front 126

29) Describe the purpose of, and the basic tenets of, the Atlantic Charter and the Four Freedoms speech. (The Four Freedoms speech from class) - p

Back 126

Basic principles of Atlantic Charter: Addressed Nazis as America's enemy, victors of WWII would promote self-determination, economic cooperation, freedom of the seas, and a new international security system

Front 127

29) Describe the purpose of, and the basic tenets of, the Atlantic Charter and the Four Freedoms speech. (The Four Freedoms speech from class) - p

Back 127

Purpose of Four Freedoms speech: To morally justify American means of war

Front 128

29) Describe the purpose of, and the basic tenets of, the Atlantic Charter and the Four Freedoms speech. (The Four Freedoms speech from class) - p

Back 128

Basic principles of Four Freedoms speech: Freedom OF speech and expression (freedom of speech), OF worship of god (freedom of religion), FROM want (imperialism), and FROM fear (of war)

Front 129

30) Explain why Japan attacked Pearl Harbor. - p901-905

Back 129

America and Japan's relationship was turning bad; Japan had forced France to permit the former to build an airport in the latter's territory. America responded by restricting the export of munitions and other strategic materials to Japan; America also produced embargoes on airplane gas, iron, and other supplies

Front 130

30) Explain why Japan attacked Pearl Harbor. - p901-905

Back 130

Japan claimed French Indochina as their own; America (FDR) froze Japanese assets in America, restricted oil exports to Japan and merged American military with that of Philippines in response; Japan was dependent on America for oil, so Japan had to find another source of oil

Front 131

30) Explain why Japan attacked Pearl Harbor. - p901-905

Back 131

Japanese militarists were taking power in Japan; the militarists took official power when Hideki Tojo, the War Minister, became prime minister of Japan on October 16

Front 132

30) Explain why Japan attacked Pearl Harbor. - p901-905

Back 132

Tojo presented America with a plan of US cutting off aid to China and restore trade with Japan; America refused; Tojo ordered ships to sail to Hawaii, while targeting Dutch and British colonies in the South Pacific for rubber and oil

Front 133

30) Explain why Japan attacked Pearl Harbor. - p901-905

Back 133

Effect of Pearl Harbor: 2400+ Americans were wounded

Front 134

31) Explain why the United States was called "the arsenal of democracy". - p900

Back 134

Written in the Lend and Lease Act, that America was to "act as an arsenal for . . . billions of dollars’ worth of the weapons of defense"; also coined by FDR, as USA is to be the "Arsenal of Democracy" for UK.

Front 135

32) Describe the key lessons from the tape about the Bataan Peninsula as the venue of so much tragedy for American forces. (From class) - p906-907, tape and worksheet from class

Back 135

Bataan Death March: US soldiers in America, besieged, outgunned, and outmanned, surrendered to the Japanese army; the Japanese army made the prisoners march 65 miles in six days; the soldier in captives lacked food and water and was ill, and were beaten, stabbed, or shot for no reason; 10000+ of soldiers died; outraged Americans and helped increase the incentive of Americans to fight

Front 136

33) Explain the circumstances that turned the tide in the Pacific Theatre of World War II. - p907

Back 136

Coral Sea: American military repulsed Japanese threat against Australia

Front 137

33) Explain the circumstances that turned the tide in the Pacific Theatre of World War II. - p907

Back 137

Midway: Americans broke Japanese military communications code and found out that the Japanese army was going to attack Midway, so the American Admiral reinforced the base at Midway with planes and aircraft carriers; Japanese attacked, a third of Japanese planes were shot down, American planes sank 3 Japanese aircraft carriers, and heavily damaged the fourth; blunted Japanese victory momentum, and showed that this was going to be a long war, unsuited for Japan

Front 138

34) Describe how World War II affected the United States economy. - p907-909

Back 138

Winning the war meant America had to use all of its industrial force and fully employ all of its workforce; therefore, Congress passed the War Powers Act which gave the president much more power to regulate business and industry, censor mail and other media and create government agencies.

Front 139

34) Describe how World War II affected the United States economy. - p907-909

Back 139

The War Production Board was made in 1942, and converted industrial manufacturing power to war supply production; instead of cars, airplanes and tanks were built; military-related production increased from 2% to 40% from 1939-1942.

Front 140

34) Describe how World War II affected the United States economy. - p907-909

Back 140

Congress passed the Revenue Act of 1942 (Victory Tax), which raised tax rates and the number of taxpayers from 5% to 75% to 90% from 1939 to 1942 to 1945; 45% of military spending came from tax revenues; 55% were borrowed, and the national debt increased six-fold.

Front 141

34) Describe how World War II affected the United States economy. - p907-909

Back 141

Jobs increased heavily and suddenly and America's unemployment rate plummeted from 14% (1940) to 2% (1943); number of federal workers grew from one million to four million

Front 142

34) Describe how World War II affected the United States economy. - p907-909

Back 142

Consumer goods became scarce during wartime, and civilians feared that there would be another inflation of price; therefore, Congress enabled the Office of Price Administration (OPA) to set price ceilings, so daily consumables were rationed and had to be purchased with coupons; OPA succeeded to stabilize wages and prices as consumer prices only increased 31% during WWII as opposed to 62% during WWI.

Front 143

35) Explain with examples the important roles of women, Native Americans, Latinos, and African Americans in World War II. - p910-915

Back 143

Women: 200,000 women served in Women's Army Corps (WAC) and Women Accepted for Volunteer Emergency Service (WAVES); more than 6 million entered the workforce during the war (increase of 110%); women were eager to escape from their prejudiced roles of domestic life; many men opposed the trend, however

Front 144

35) Explain with examples the important roles of women, Native Americans, Latinos, and African Americans in World War II. - p910-915

Back 144

Native Americans: Served in the armed forces, and worked in defense-related industries; Indian women joined WAVES and as nurses; many Indian servicemen were integrated into regular military units as "code talkers" who used ancient Indian languages unknown to the enemies to encode and decipher messages.

Front 145

35) Explain with examples the important roles of women, Native Americans, Latinos, and African Americans in World War II. - p910-915

Back 145

Latinos and farming: Because many rural people migrated Westward during the war, there were labor shortages in farms; therefore, local and federal government authorities recruited illegal Mexican immigrant laborers to harvest crops on American farms; America and Mexico agreed to the Bracero program in 1942, in which Mexico agreed to provide labor in American farms, and America agreed not to use these bracero workers as strike breakers, pretext for lowering wages, and draftees into war.

Front 146

35) Explain with examples the important roles of women, Native Americans, Latinos, and African Americans in World War II. - p910-915

Back 146

Latinos and racism (zoot-suit riots): The influx of Mexicans in wartime America prompted anti-Mexican editorials and racial incidents; among these were the zoot-suit riots in 1943 where more than two thousand off-duty soldiers and local whites rampaged through LA streets, targeting Hispanics, African Americans, and Filipinos for a week.

Front 147

35) Explain with examples the important roles of women, Native Americans, Latinos, and African Americans in World War II. - p910-915

Back 147

African Americans and their struggle for job recognition: Racial prejudice did not end during WWII; initially, Red Cross refused to accept African American blood, and airplane companies refused to employ African Americans; however, some black leaders planned a march to demand an end to racial discrimination in defense industries, and succeeded; as a result, more than a million African Americans joined the industrial workforce for the first time.

Front 148

35) Explain with examples the important roles of women, Native Americans, Latinos, and African Americans in World War II. - p910-915

Back 148

African Americans and their struggle in US military: Around a million African Americans - men and women - served in the military but in racially segregated units; blacks were excluded from combat unties and instead did menial jobs; black officers could not command white soldiers or sailors; frequent and sometimes bloody racial "incidents" occurred.

Front 149

36) Explain why the Port Chicago mutiny was such an important story. (From class) - p

Back 149

Port Chicago, California. Naval depot for loading explosives onto ships for Pacific Theater. Mostly African Americans loaded explosives. Race to load ships fastest contests. They were not trained properly and the job was dangerous. July 17, 1944 Massive explosion kills 320, mostly African Americans. In August many refuse to work because it is too dangerous and the workers protested. 50 were charged with mutiny.

Front 150

36) Explain why the Port Chicago mutiny was such an important story. (From class) - p

Back 150

Cause of Port Chicago mutiny: The encouraging of fast handling of bombs in the naval deposit for loading explosives on ships; many were African Americans, in 7/7/1944, explosion, said to 3 mi in diameter occurs, killing 320 people, mostly African Americans

Front 151

36) Explain why the Port Chicago mutiny was such an important story. (From class) - p

Back 151

What happened in Port Chicago mutiny: Many workers refused to work in August that year because it was too dangerous

Front 152

36) Explain why the Port Chicago mutiny was such an important story. (From class) - p

Back 152

Significance of Port Chicago mutiny: It was called a mutiny even though the work was hazardous; showed how African Americans were still prejudiced during WWII

Front 153

37) Explain why Japanese Americans were forcibly interned. In addition, describe the contributions they nevertheless made to the United States war effort. - p915-916

Back 153

Attack of Pearl Harbor sent anger towards people of Japanese descent in America, known as Nisei, and America sponsored the worst violation of civil liberties where 112,000 Nisei were sent to "war relocation camps"; 60+% of internees were American citizens and 30+% were under 19 years old; this act was the product of fear and racial prejudice

Front 154

38) Describe the principal Allied strategies in the European Theatre of World War II. - p916-

Back 154

In Eastern Europe, Germany (Nazis) and Soviet Russia (Soviets) were fighting, and Soviets had the advantage; in the Western Front, US and UK could not agree on where to start, but in the end, the American President (FDR) agreed to invade French North Africa, which was then captured by the Axis powers; Allied succeeded to take North America from the Axis powers

Front 155

38) Describe the principal Allied strategies in the European Theatre of World War II. - p916-

Back 155

US and UK agreed to assault Italy itself, and increase shipments of military supplies to Soviet Union fighting the Germany and Nationalist Chinese fighting the Japanese; as a result, Soviets rode American trucks, ate American rations, and wore American boots

Front 156

38) Describe the principal Allied strategies in the European Theatre of World War II. - p916-

Back 156

German U-boats initially sunk many of American supply ships and its contents that were destined for Great Britain (230 Allied ships and almost 5 million tons of war supplies were lost); however, British decipherers cracked German naval codes that enabled Allied supply ships to avoid U-boats; advancing technology such as sonar and radar helped Allied ships to track submarines; U-boats that were initially on the offensive became defensive during 1943, and Allied shipping losses fell significantly

Front 157

38) Describe the principal Allied strategies in the European Theatre of World War II. - p916-

Back 157

Allied take Cecily, and Southern Italy, Mussolini escapes to North Italy and rules there; Allied invade Northern Italy and conquers it

Front 158

38) Describe the principal Allied strategies in the European Theatre of World War II. - p916-

Back 158

Tehran meeting: Allied leaders met in Tehran, Iran, and agreed to a plan to invade German France, a Russian attack on eastern Europe at the same time, and the creation of the United Nations to maintain peace after the war

Front 159

38) Describe the principal Allied strategies in the European Theatre of World War II. - p916-

Back 159

D-Day: Allied tricked Nazis that they were going to attack on Pas-de-Calais; instead Allied planned to attack Normandy, 200 miles South; when Allied came to Normandy, Nazis were woken up from their sleep, and interpreted that it was an aversion attack for Pas-de-Calais; this operation almost failed as bad weather and Nazi fire caused many of Allied aviation and naval bombing to miss their target; was the greatest amphibious invasion in annals of warfare; enabled America to rise in power

Front 160

38) Describe the principal Allied strategies in the European Theatre of World War II. - p916-

Back 160

Soviet offensive on Eastern Europe: Few weeks after D-Day, Soviets launched their attack and captured 350,000 Nazis

Front 161

39) Describe the principal Allied strategies in the Pacific Theatre of World War II. - p

Back 161

Battle of the Coral Sea: Halted Japanese threat to Australia, many Americans ships were lost, but Japanese casualties were higher

Front 162

39) Describe the principal Allied strategies in the Pacific Theatre of World War II. - p

Back 162

Island hopping: Americans used airpower and sea power to suppress Japanese strongholds on Pacific islands; for example, American planes destroyed Japanese airport in an island to cut off supplies and basically besieged them; Americans struck when the Japanese surrendered or were too weak for them to fight

Front 163

39) Describe the principal Allied strategies in the Pacific Theatre of World War II. - p

Back 163

Capture of Tinian, Guam, and Saipan: Enabled American B-29 bombers to attack Japan itself

Front 164

39) Describe the principal Allied strategies in the Pacific Theatre of World War II. - p

Back 164

Battle of Leyte Gulf: In this battle Japan lost many of its remaining warships; first Japanese kamikaze attacks

Front 165

40) Explain the important decisions reached at Yalta. - p928-931

Back 165

Roosevelt's goals: to ensure that the Soviets would join the war against Japan and to reform in order for WWII to not happen again

Front 166

40) Explain the important decisions reached at Yalta. - p928-931

Back 166

Churchill's goals: To restore France and Poland; to limit efforts of victors to punish (extract punitive reparations) from defeated Germany

Front 167

40) Explain the important decisions reached at Yalta. - p928-931

Back 167

Stalin's goals: To retrieve former Russian territory from Poland; to rule newly liberated (from Germany) countries of eastern Europe

Front 168

40) Explain the important decisions reached at Yalta. - p928-931

Back 168

Important decisions: New world security organization (United Nations); how defeated Germany would be governed (split Germany into sections; America and British for West Germany, Soviet for East)

Front 169

41) Assess the explanation for why the war against Japan was so particularly difficult. - p933

Back 169

Japanese pride: Win or die; many Japanese soldiers fought to the death (ex. Kamikaze)

Front 170

41) Assess the explanation for why the war against Japan was so particularly difficult. - p933

Back 170

Tropical heat was incinerating; tropical diseases; leapfrogging was difficult

Front 171

42) Evaluate the principal arguments for and against using atomic weapons against Hiroshima and Nagasaki. - p933-935

Back 171

Hiroshima was major assembly point for Japanese ships, a center for war industries, and headquarters of the Japanese army

Front 172

42) Evaluate the principal arguments for and against using atomic weapons against Hiroshima and Nagasaki. - p933-935

Back 172

Atomic bomb would save lives by avoiding costly invasion of Japan; in fact, military planners estimated 250,000 Allied casualties and even more Japanese losses; 100,000 Allied prisoners in Japan would be executed if America chose invasion

Front 173

42) Evaluate the principal arguments for and against using atomic weapons against Hiroshima and Nagasaki. - p933-935

Back 173

Atomic bomb killed way more people than estimated

Front 174

42) Evaluate the principal arguments for and against using atomic weapons against Hiroshima and Nagasaki. - p933-935

Back 174

Japan would do the same if they had the atomic bomb first

Front 175

Japanese attack on Pearl Harbor (Must be memorized)

Back 175

December 7, 1941

Front 176

Battles of Coral Sea and Midway

Back 176

Spring, 1942

Front 177

Allies attack North Africa, Autumn

Back 177

1942

Front 178

Allies capture Sicily, Summer

Back 178

1943

Front 179

D-Day, the Allied invasion of Normandy (Must be memorized)

Back 179

June 6, 1944

Front 180

Iwo Jima captured by the United States

Back 180

February, 1945

Front 181

Okinawa captured by the United States

Back 181

April, 1945

Front 182

War ends in Europe

Back 182

May 8, 1945

Front 183

Atomic bomb destroys most of Hiroshima (Must be memorized)

Back 183

August 6, 1945

Front 184

Atomic bomb destroys much of Nagasaki

Back 184

August 9, 1945