APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII Ch. 22: Wrestling w/ Modernity  I. A. Insulating America 1. Amer returns to isol 2. Reject radical ideas 3. SFI 1. Red Scare helps big bus 2. Curb unions 2. Sacco and Vanzetti   B. Hooded Hoodlums 1. Growth of KKK - 1920's  3. SFI C. Stemming the Foreign Flood 1. Amer Isolationism 1920's D. The Prohibition “Experiment” 1. 1919 - 18th amen = prohib 1. Prohibitionists 2. Trad / weak cen gov E. Golden Age of Gangsterism 1. Prohibition caused crime F. Monkey Business in Tennessee 1. Edu theory - John Dewey 1. Advances in science 1. Evol destroyed faith 1. Scopes Trial II. G. Mass-Consumption Economy 1. “Roaring 20's” = prosperity 2. Sports 2. Credit - pay later VOCABULARY “On Margin” “Red Scare” of 1919 Sacco and Vanzetti Emergency Quota Immigration Act Volstead Act 18th Amendment Bootlegging “Speakeasies” St. Valentine’s Day John Dewey Scopes Monkey Trial Andrew Mellon Babe” Ruth Jack Dempsey Frederick W. Taylor Kitty Hawk Charles Lindbergh The Jazz Singer Margaret Sanger Marcus Garvey

1. What does this photograph of US Border Patrol agents in Texas reveal about the American society in 1926? (Answer: Americans were increasingly wary of immigrants entering the country across the Mexican border; here is an example of the federal government’s effort to slow and/or halt the flow.) 2. The National Origins Act of 1924 set guidelines for the percentage of immigrants of various nationalities who could legally enter the United States until 1927. Although many white Americans were themselves descended from immigrants, what led to the passage of such legislation? (Answer: increased presence of Catholics and Jews by 1920s led nativists to call for restrictions similar to those already in place since the 19th century against Chinese who wanted to come to the US; during the Red Scare native-born Protestant Americans called for limiting southern and eastern Europeans who they charged might be political radicals.)

1. How does this image of women in the Klan challenge our perceptions of the KKK in American history? (Answer: often we think of the KKK as groups of men with their faces shrouded in secrecy, burning crosses, lynching black men and women in the southern states.) 2. This photograph captures a 1928 march. What events and/or social changes might have led to women joining the Klan in large numbers during the 1920s? (Answer: presence and influence of immigrants living in American cities; competition for housing and jobs; worsening economic problems in agricultural communities leading to more tension between white and black Americans; increased prominence of Fundamentalist religious beliefs when the presence of Catholics and Jews in the US had been on the rise; a general sense of fear among those who want to cling to traditional ideas.) 3. In your opinion, what does the existence of female Klan members, marching with their faces exposed, reveal to us about American society in this era? (Answer: a willingness to express their political viewpoints without secrecy, embarrassment or shame indicates that they felt their perspective was widely accepted and perhaps representative of others who were not marching with them.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII H. Putting America Tires 1920’s auto changes soc 2. Freedom + status 2. Changing leisure events 2. Women gained indep 1. Other changes 2. Buses - mass transit 2. Consolidation of schools 2. Suburbs – commuting 2. Auto deaths 2. Less family cohesion 2. Crime - getaway cars 2. Breakdown of morals   I. Humans develop Wings 1. Kittyhawk, NC 12/17/03 3. SFI 1. 1927 - Charles Lindbergh J. The Radio Revolution 1. Commun + changing soc K. Hollywood’s Fantasies 1890's - Edison - moving pics 2. Effects of movies L. Literary Liberation 1. Explored new morality 2. F. Scott Fitzgerald - 1920 2. Theodore Dreiser - 1925 2. Ernest Hemmingway 2. Sherwood Anderson 2. Sinclair Lewis 2. William Faulkner 2. Ezra Pound, T.S. Eliot, Robert Frost - poets 2. Eugene O’Neill 2. Frank Lloyd Wright III. M. “Old Guard” Returns 1. Warren G. Harding – 1920  3. SFI VOCABULARY “On Margin” “Red Scare” of 1919 Sacco and Vanzetti Emergency Quota Immigration Act Volstead Act 18th Amendment Bootlegging “Speakeasies” St. Valentine’s Day John Dewey Scopes Monkey Trial Andrew Mellon Babe” Ruth Jack Dempsey Frederick W. Taylor Kitty Hawk Charles Lindbergh The Jazz Singer Margaret Sanger Marcus Garvey

1. Charlie Chaplin’s silent films are a notable example of American popular culture before the Great Depression. Why was film such a significant mode of entertainment in this period? (Answer: tickets were affordable to the working class; comedies and melodramas were entertaining; silent films were accessible to immigrants who did not speak English.) 2. In addition to seeing films, how did Americans spend their leisure time in the early twentieth century? (Answer: listening to jazz and other forms of music, listening to radio programs, sporting events such as baseball and boxing, playing tennis and golf, swimming, going to amusement parks, touring via automobile and railroad, reading magazines and newspapers.) 3. How did these shared experiences with popular culture influence American society? (Answer: for some Americans these new ideas and experiences were positive and offered the potential for commonality across economic, ethnic and racial divides; others viewed popular culture [especially jazz music, flappers] as negative influences and bearing potentially disastrous consequences for American youth.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII N. GOP Reaction 1. Pro business conserv 3. SFI 1. Sup Court conser  3. SFI O. Aftermath of War 1. Removes gov controls of bus 1. Cong helps veterans 2. Veterans’ Bureau 1920 2. American Legion 1919 1. How to make peace 2. Rejected Versailles P Washington Conference 1. Call for disarmament 2. Disarmament Conf 1921 2. Hughes - 10 yr “holiday” 2. Five-Power Treaty 1922 2. Illusory Q. Hiking the Tariff Higher 1. Raised 32 times in 6 yrs. R. Stench of Scandal 1. Scandal 2. 1923 Veterans’ Bureau 2. Teapot Dome 1923 2. 1924 – Dougherty   3. SFI S. Calvin Coolidge 1. Supports status quo T. Frustrated Farmers 1. Boom + bust 1. Midwest = depression 1920's 1. “Farm bloc” VOCABULARY Harry M. Daugherty Adkins v. Children’s Hospital Esch-Cummins Act Railway Labor Board Adjusted Compensation Frank B. Kellogg Fordney-McCumber Teapot Dome Scandal McNary-Haugen Bill “Planned economy” Federal Farm Board Hawley-Smoot Tariff “Hoovervilles” Rugged Indiv Recon Finance Corp Norris-La Guardia Bonus Army

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII U. A Three-Way Race in 1924 1. Demos divided  3. SFI 1. New Progressive party 2. nom Robert La Follette V. Foreign-Policy 1. Cool remains isol 2. US refuses World Court 1. Exception 2. Carribean 1. Biggest prob 2. debts, repar 2. 1922 = $16 bil creditor 1. US wants repayment IV. W. Unraveling the Debt Knot 1. Germany 2. Currency inflated   3. SFI X. Triumph of Herbert Hoover 1. Preached rugg indiv 1. No “planned econ”   Y. Hoover’s First Moves 1. Farmers and laborers    3. SFI Z. The Crash 1. Crash - 10/29/29 “Black Tues” 3. SFI 2. Shockwaves   AA. Hooked on Plenty 1. Deeper causes of Great Dep 2. Over produc 2. Profits in hands of few 2. Poor economies abroad 2. Hawley-Smoot 2. Drought 1930 VOCABULARY Harry M. Daugherty Adkins v. Children’s Hospital Esch-Cummins Act Railway Labor Board Adjusted Compensation Frank B. Kellogg Fordney-McCumber Teapot Dome Scandal McNary-Haugen Bill “Planned economy” Federal Farm Board Hawley-Smoot Tariff “Hoovervilles” Rugged Indiv Recon Finance Corp Norris-La Guardia Bonus Army

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII BB. Rugged Times 1. Tough choice 2. Rug indiv or socialism 3. SFI 2. Trickle-down econ CC. Herbert Hoover 1. Hoover’s projects 2. $2.25 bil in aid 2. Hoover Dam 1930 2. Reconstruction Finance Corporation 1932 DD. Routing the Bonus Army 1. Veterans - hard hit 1. Vets march on Wash 2. Bonus Expeditionary EE. Japanese Attack China 1. Jap steals Manchuria 1931   FF. Good Neighbor Policy 1. Improve Lat Amer relat VOCABULARY Harry M. Daugherty Adkins v. Children’s Hospital Esch-Cummins Act Railway Labor Board Adjusted Compensation Frank B. Kellogg Fordney-McCumber Teapot Dome Scandal McNary-Haugen Bill “Planned economy” Federal Farm Board Hawley-Smoot Tariff “Hoovervilles” Rugged Indiv Recon Finance Corp Norris-La Guardia Bonus Army

GENERAL CAUSES OF THE GREAT DEPRESSION 1. Lack of government regulation on business Massive Consumer production Over advertisement Consumption could not keep pace. Anti labor legislations Propping up failed businesses (Railroad) – Esch-Cummins   2. Government corruption and theft 3. Worldwide overproduction. Dragged down world economy. 4. Debt Knot Loans to pay previous loans, reparations, and stock market investments. Germany inflates currency to pay off loads. (Pays back in depreciated currency.) 5. Tariff policy Raise tariffs to promote prosperity and punish Europe 6. Lack of government regulation on banking Permitting ‘Buying on Margin’ Loaning beyond bank reserves 7. Lack of government regulation on stock market Greed and stock watering

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII Ch. 23: Great Depression   I. A. FDR in a Wheelchair 1. Franklin Delano Roosevelt 3. SFI 1. Eleanor Roosevelt 1. Campaign prom 2. Repeal prohib 2. End dep 2. Bal budget 2. Soc and eco reform   B. Presidential Hopefuls of 1932 1. Hoover claims FDR = deeper dep C. Humiliation of Hoover 1932 1. Hoover loses big 2. Blacks to demo 2. No trickle down 2. Hoover as lame duck  3. SFI D. FDR and the Three R’s 1. Inaug 3/4/33 1. “Banking Holiday” 1. New Deal = relief, recov, ref E. Roosevelt Tackles Banking 1. Emerg Banking Relief Act 1933 1. FDR’s “Fireside Chats” 1. Glass-Steagall Act 1. Orders surren of gold 1. Managed economy 1. Inflates dollar 1. International finance 2. Keeps gold – pay debts VOCABULARY Wagner Act Fair Labor Standards Keynesian Hatch Act Tennessee Valley Authority Eleanor Roosevelt Banking Relief Glass-Steagall Federal Emergency Relief Act Harry Hopkins Huey P. Long Francis E. Townsend Frances Perkins Schechter decision Father Coughlin Agricultural Adjustment Act Frazier-Lemke Farm Securities Exchange

1. Examine the crowd greeting presidential candidate Franklin Roosevelt in West Virginia. In your opinion, why was Roosevelt photographed shaking the hand of a coal miner? (Answer: the image portrays FDR as connected with the working man, a critical visual for his campaign since his opponent, President Hoover, was perceived by many Americans to be out of touch with the working class.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII F. Creating Jobs for the Jobless 1. Prime the pump 3. SFI 1. Hundred Days 2. Civ Conser Corps (CCC)  2. Fed Emerg Relief Admin (FERA) 2. Civil Works Adm (CWA) 1. Unempl remains high 1. Works Progress Admin 1935 2. $11 bill - bridges, roads 2. Jobs to artists  3. SFI II. G. Industry and Labor 1. More complex legislation 2. Nat Recov Admin (NRA) 1. NRA required sacrif 2. Stim nationalism 2. Schechter case 1. Public Works Admin (PWA) 2. $4 bil on proj   H. Paying Farmers Not to Farm 1. Overproduc/low prices 2. Debts – foreclosures 1. Farm legis - Emerg Cong 2. Agric Adjus Act (AAA) 2. Sup Court 1936 2. Soil Conservation Act I. Dust Bowls 1. Frazier-Lemke Act 1934 VOCABULARY Wagner Act Fair Labor Standards Keynesian Hatch Act Tennessee Valley Authority Eleanor Roosevelt Banking Relief Glass-Steagall Federal Emergency Relief Act Harry Hopkins Huey P. Long Francis E. Townsend Frances Perkins Schechter decision Father Coughlin Agricultural Adjustment Act Frazier-Lemke Farm Securities Exchange

1. Examine these two photographs by Dorothea Lange 1. Examine these two photographs by Dorothea Lange. What did Lange hope to convey to her audience about life in California during the Great Depression through these images? (Answer: both images attest to the sheer sense of loss and disillusion Americans felt during this period. Drought refugees – all of their possessions loaded on a truck and likely no place to go; the mother sits with an infant on the side of a dirt road. “Migrant Mother” – the desperation in this woman’s eyes as her children lean against her shoulders, shielding their eyes.)

1. Examine these two photographs by Dorothea Lange 1. Examine these two photographs by Dorothea Lange. What did Lange hope to convey to her audience about life in California during the Great Depression through these images? (Answer: both images attest to the sheer sense of loss and disillusion Americans felt during this period. Drought refugees – all of their possessions loaded on a truck and likely no place to go; the mother sits with an infant on the side of a dirt road. “Migrant Mother” – the desperation in this woman’s eyes as her children lean against her shoulders, shielding their eyes.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII J. Battling Banks + Big Business 1. Emerg Cong bank legis 2. Securities and Exchange Commission (SEC)  3. SFI K. The TVA 1. Tennessee Valley Authority 1933 L. Housing and Social Security 1. Federal Housing Admin 1934 3. SFI 1. Social Security Act 1935 III. M. Unskilled Labor 1. NRA help org labor 1. Wagner Act 1935 N. Roosevelt “Coddling” Labor 1. US Steel caves in 2. Avoid costly strike 1. Fair Labor Standards Act 1938 2. Max hours; min wage 2. Forbid labor under 16 O. Landon Challenges in 1936 1. Demos ran on New Deal 1. Rep nom Alfred M. Landon 2. Bal budget 2. Anti-New Deal coalition 1. FDR landslide win 2. Southern coalition 2. Immig vote VOCABULARY Wagner Act Fair Labor Standards Keynesian Hatch Act Tennessee Valley Authority Eleanor Roosevelt Banking Relief Glass-Steagall Federal Emergency Relief Act Harry Hopkins Huey P. Long Francis E. Townsend Frances Perkins Schechter decision Father Coughlin Agricultural Adjustment Act Frazier-Lemke Farm Securities Exchange

1. According to these farm workers, what has the state of California done to alleviate their suffering during the Great Depression? (Answer: signage indicates that the governor has sent sheriffs and patrolmen but no direct aid, food to the people.) 2. What unique challenges did farm workers, such as the men and women photographed here, face during the Great Depression? (Answer: some were not American citizens – government aid was not available to non-citizens, faced deportation; migrant nature of farm work made it difficult for these workers to organize the way that faculty workers could in urban areas.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII P. Nine on the Supreme Bench 1. FDR 2nd term 2. 20th amend 1933 3. SFI 2. Mandate? 1. New Deal defeats 2. Ultraconserv court 2. New Deal = socialist? 1. Court packing   Q. The Court Changes Course 1. Court sides w/ New Deal 2. FDR = dictatorial? 1. Full pay for retired justices R. The Twilight of the New Deal 1. No banish dep 1. 1937 - second mini dep 1. FDR turns to Keynes 1. FDR makes gov more efficient 2. Creation of Exec Office 2. Reorganization Act 1. Cong controls power of pres 2. Hatch Act 1939 S. New Deal or Raw Deal? 1. How successful was FDR? 2. Waste, incompet 2. Bureaucracy 2. No balanced budget 2. $20 bil in 6 yrs. - few jobs 2. Farm surpluses remained 1. Big bus upset 2. Class conflict 2. Planned econ 2. States’ rights curbed VOCABULARY Wagner Act Fair Labor Standards Keynesian Hatch Act Tennessee Valley Authority Eleanor Roosevelt Banking Relief Glass-Steagall Federal Emergency Relief Act Harry Hopkins Huey P. Long Francis E. Townsend Frances Perkins Schechter decision Father Coughlin Agricultural Adjustment Act Frazier-Lemke Farm Securities Exchange

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII Ch. 24: World War II  I. A. The London Conference 1. Foreign linked w/ domes pol 3. SFI 1. FDR recog Soviet Union – 1933 1. SU concessions B. Freedom For Filipinos 1. Dep helps the Philippines 2. Expensive for US 2. Magnet for Jap 2. Applauded by anti-imp C. Good Neighborism 1. 1932 - Good Neighbor Policy 1. 1934 - marines left Haiti 1. 1934 - Cuba no Platt Amend 1. Test to GN policy 2. Mexico 1. Results of G.N. Policy 2. New era 2. US bus interests hurt D. Reciprocal Trade Agreements 1. Dep relief - stim trade 1. Recip w/ 21 nations – 1939   E. Storm-Cellar Isolationism 1. Growth of totalitarianism 1. Soviet communism 2. Josef Stalin VOCABULARY London Conference Cordell Hull Reciprocal Trade Johnson Debt Default Merchants of Death Nye Committee Neutrality Acts Quarantine Speech Panay Totalitarianism Appeasement Nonaggression Pact Cash and Carry Atlantic Charter Winston Churchill 16. America First Committee Destroyer-Base Deal Wendell Wilkie Lend-Lease Law Pearl Harbor

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII  1. Fascism 2. Mussolini - 1922 – Italy 3. SFI 2. Adolf Hitler - 1933 – Gr 1. Hitler 2. Dep, national disgrace, and Versailles to unite people 2. seized control of Weimar 2. 1936 - Rome-Berlin Axis 1. Japan 2. demanded more space 2. Angry Portsmouth, Sino-Jap War, and Open Door 2. 1934 - termin Washington Naval Treaty II. F. Congress Legislates Neutrality 1. Amer blames WWI on manuf 2. Merchants of Death 1. Neutrality Acts of 1935,36,37 2. Aband freedom of seas   G. America Dooms Spain 1. Spanish Civil War 1939-40 2. dress rehearsal for WWII H. Appeasing Jap and Germany 1. Tensions in Far East 2. Jap attacks Beijing 1937 2. 1937 Quarantine Speech 1. 1937 – Jap sinks Panay 1. Hitler viol Versailles: VOCABULARY London Conference Cordell Hull Reciprocal Trade Johnson Debt Default Merchants of Death Nye Committee Neutrality Acts Quarantine Speech Panay Totalitarianism Appeasement Nonaggression Pact Cash and Carry Atlantic Charter Winston Churchill 16. America First Committee Destroyer-Base Deal Wendell Wilkie Lend-Lease Law Pearl Harbor

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII  I. Hitlerian Belligerency 1. Non-Aggression Pact 3. SFI 2. West declares war – 1939 2. US declares neutral 2. “cash-and-carry” 1. US gains 2. $ through weapons sales 2. moral position   J. Aftermath of the Fall of France 1. Phony War = inaction after Pol 2. West mobilizing 1. 4/40 - Hit resumes 2. Churchill becomes PM 2. conscription law 9/6/40 2. US takes over Euro colon K. Bolstering Britain 1940 1. US aban neutrality 1. America First Committee 1. Bases for destroyers L. FDR Shatters Two-Term 1. FDR’s elec strategy 2. Prom non-interv M. Lend-Lease Law 1. Br in finan trouble 1. Lend-Lease Act 2. US = Arsenal of democ III. N. Hitler’s Assault on Russia 1. Hit double crosses Stal - 1939 VOCABULARY London Conference Cordell Hull Reciprocal Trade Johnson Debt Default Merchants of Death Nye Committee Neutrality Acts Quarantine Speech Panay Totalitarianism Appeasement Nonaggression Pact Cash and Carry Atlantic Charter Winston Churchill 16. America First Committee Destroyer-Base Deal Wendell Wilkie Lend-Lease Law Pearl Harbor

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII 1. 1941 - Atlantic Charter signed 3. SFI   O. Destroyers and U-Boats Clash 1. US weapons on Br ships 2. Amer convoy 1. 9/1941 - US Greer sunk by sub 2. FDR - shoot on sight 1. 11/1941 - amend neutral acts 2. arms merchant ships 2. can enter combat zones  3. SFI P. Pearl Harbor 1. Unexpected attack 2. 9/1940 – Jap - Gr ally 2. War in China stalemated 2. Jap attacks for resources 2. US cracked Jap code 1. 12/7/1941 - attack Pearl” 2. Destroyed US Pac fleet 2. GR/It declare war 1. US dilemma 2. Wanted neutrality, eco freedom, and demo Q. Allies Trade Space for Time 1. US mobilizes 2. Get Hirohito First 2. Huge indus 2. Feed, clothe, arm VOCABULARY London Conference Cordell Hull Reciprocal Trade Johnson Debt Default Merchants of Death Nye Committee Neutrality Acts Quarantine Speech Panay Totalitarianism Appeasement Nonaggression Pact Cash and Carry Atlantic Charter Winston Churchill 16. America First Committee Destroyer-Base Deal Wendell Wilkie Lend-Lease Law Pearl Harbor

1. Have students consider the Pearl Harbor photograph and the Rosie the Riveter photograph together. What emotions does each of the images evoke in their audiences? (Answer: Pearl Harbor: shock and horror at the devastation wrought on the naval base by Japanese bombs, a recognition that amidst the rubble there is loss of life; three female defense workers [“Rosies”]: indicative of the notion that Americans – men and women – were hard at work to defeat the nation’s foes, a reassuring message when compared to the uncertainty, fear, devastation of the aftermath of the attack at Pearl Harbor.) 2. In your opinion, what was life like after the war for the three women pictured in the Rosie the Riveter photograph? How did war-time work experiences change the lives of such women? (Answer: students might discuss whether these women would have continued working after the war; statistics indicate that a significant number of war-time Rosies did work post-war but in positions that paid them lower wages; students might also consider the independence offered by war-time work, the opportunities it afforded women who previously were relegated to jobs that did not require manual labor or mechanical skills.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII R. The Shock of War 1. No isol or immig dissent 3. SFI 1. Japanese war hyst 1. Jobs not idealism  3. SFI IV. S. Building the War Machine 1. Military orders 2. War Industries Board T. Manpower and Womanpowar 15 mil men + 216,000 women 2. WAACs; WAVES 2. Draft increases in 1942 2. 1942 – Mex labor 1. Women enter the factories 1. Demographic shifts in US 2. Out of US 2. Rural to urban 2. South to north 2. Blacks to N 1. Racial mixing + tension 2. minorities w/ jobs U. Holding the Home Front 1. Little suffering 2. 1946 - price controls lifted 1. War led to big-gov 1. War, not New Deal ends dep VOCABULARY ABC-1 agreement Korematusu v. US VE Day War Labor Board Smith-Connally Anti-Strike Act Battle of Iwo Jima Potsdam Conference “Kamikazes” Harry S. Truman Congress of Racial Equality Chiang Kai Shek Douglas Macarthur Midway Island Battle of Coral Sea “Leapfrogging” “The Desert Fox” El Alamein Casablanca Eisenhower D-Day

1. Have students consider the Pearl Harbor photograph and the Rosie the Riveter photograph together. What emotions does each of the images evoke in their audiences? (Answer: Pearl Harbor: shock and horror at the devastation wrought on the naval base by Japanese bombs, a recognition that amidst the rubble there is loss of life; three female defense workers [“Rosies”]: indicative of the notion that Americans – men and women – were hard at work to defeat the nation’s foes, a reassuring message when compared to the uncertainty, fear, devastation of the aftermath of the attack at Pearl Harbor.) 2. In your opinion, what was life like after the war for the three women pictured in the Rosie the Riveter photograph? How did war-time work experiences change the lives of such women? (Answer: students might discuss whether these women would have continued working after the war; statistics indicate that a significant number of war-time Rosies did work post-war but in positions that paid them lower wages; students might also consider the independence offered by war-time work, the opportunities it afforded women who previously were relegated to jobs that did not require manual labor or mechanical skills.)

1. Describe the physical appearance of the men being boarded onto the bus. (Answer: appear to be of Mexican-American descent; well-dressed in what was known as a “zoot-suit”: jackets with padded shoulders, wide-legged pants, button-down shirts, some are wearing hats, shoes are polished.) 2. These so-called “zoot-suiters” were arrested after clashes with American servicemen in Los Angeles. Can you think of other examples of war-time division between ethnic groups? (Answer: historians tell us that unlike in World War I when Germans and Italians faced hostility, during World War II Americans generally blamed the leaders of Germany and Italy and not hyphenated-Americans descended from those nations; hostility against Japanese and Japanese-American citizens led to war-time internment.)

Have students consider this poster and the previous poster together. 1. What messages are being sent by these two posters from the Second World War? (Answer: “This is the Enemy” depicts a sullen-faced Nazi officer watching a hanging, expressionless; “Is your trip necessary?” depicts a crowd of people in movement and asks Americans to think about their own actions during the war and whether what they want to do will negatively impact the war effort.) 2. From your perspective, why did the government believe such posters necessary during the war? (Answer: these images were constant reminders to Americans that they were at war; a nation mobilized for the war [through their labor, higher taxes, rationing] needed these visual reminders of what the Allies were fighting against and the importance of individual sacrifice to aid in the effort.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII V. The Rising Sun in the Pacific 1. Jap needs to win quickly 3. SFI 1. Philippines W. Japan’s High Tide at Midway 1. Jap pushes south 2. New Guinea 2. Jap as far as Aleutian Isl 1. Battle of Midway 6/3-6/42 X. American Leapfrogging 1. US seizes initiative 1. Scales tipping 2. US subs 1. Leapfrogging strat 2. Two purposes V. Y. Halting Hitler 1. Early setbacks 2. Hit had modern subs 1. Land war turns 1942 2. Br raid Cologne 2. North African campaign 2. Montgom at El Alamein 2. War on Eastern front Z. North Africa 1. Diversion - pull GR off Rus 1. Attack on N. Afr   AA. Road to Rome 1. 1/43 - Casablanca Conf 2. Big 2 plan It invas VOCABULARY ABC-1 agreement Korematusu v. US VE Day War Labor Board Smith-Connally Anti-Strike Act Battle of Iwo Jima Potsdam Conference “Kamikazes” Harry S. Truman Congress of Racial Equality Chiang Kai Shek Douglas Macarthur Midway Island Battle of Coral Sea “Leapfrogging” “The Desert Fox” El Alamein Casablanca Eisenhower D-Day

1. Who were the “Big Three”? (Answer: Winston Churchill, Franklin Roosevelt, Joseph Stalin) 2. What was the intent of their war-time meeting at Yalta, a resort in the Black Sea? (Answer: February 1945 the three met to talk about post-war plans for Europe and Asia; they discussed British colonies, the Soviet decision to enter the war in the Pacific against Japan following German surrender, and the Soviet desire for a buffer zone between the Soviet Union’s western border and the rest of Europe.) 3. What efforts did the Big Three make at Yalta to avoid a third world war? (Answer: discussed plans for an international organization or “United Nations” with a Security Council of the US, Britain, France, China, and the USSR.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII 1. Allied attack on “underbelly” 2. 8/43 - Sicily falls 3. SFI 2. Gr troops in It resist  3. SFI BB. Eisenhower’s D-Day Invasion Big 3 meet in Teheran 11/1/43 2. Coordinate D-Day   CC. Roosevelt Defeats Dewey 1. Dewey smears FDR 1. FDR used new CIO 2. pushed dep and war record DD. Last Days of Hitler 1. 12/44 - FDR’s elec vict 2. GR devas 1. 12/44 - Battle of Bulge 1. Allies resume advance 2. 4/45 - reach Rhineland 2. Concentration camps 2. Allies invade Berlin 1. 4/12/45 - FDR dies VI. EE. Japan Dies Hard 1. Tru has resp to end Pacif front 1. Jap effort over 2. US subs sank 1,042 ships 2. Bombing raids in Jap 1. Mac heads for Philipp 1. Iwa Jima 3/45 2. 25 day - 4000 US cas VOCABULARY ABC-1 agreement Korematusu v. US VE Day War Labor Board Smith-Connally Anti-Strike Act Battle of Iwo Jima Potsdam Conference “Kamikazes” Harry S. Truman Congress of Racial Equality Chiang Kai Shek Douglas Macarthur Midway Island Battle of Coral Sea “Leapfrogging” “The Desert Fox” El Alamein Casablanca Eisenhower D-Day

1. What is the central action of this photograph? (Answer: arrival of Allied forces at Normandy, France, June 6, 1944.) 2. What aspects of American life had to be mobilized for our military to partake in this enormous military operation? (Answer: society, business, government each contributed to the successes of Allied military forces during the war; drafts/enlistments of men and women into the military; industries mobilized for development and production of goods/materials for the war; the public paid higher taxes, sustained their daily lives through periods of food rationing.) 3. How did war-time mobilization impact the US economy? (Answer: stimulated growth, raised taxes, grew both the federal budget and national debt; ultimately contributed to the end of depression.)

APUSH Unit 07; Ch. 22-24: The 1920s, Great Depression, and WWII FF. Atomic Awfulness 1. Invas of Jap 3. SFI 1. Potsdam Conference - 6/45 2. Tru met Stalin 1. Manhattan Proj - 7/16/45 1. Jap - no surr 2. 8/6/45 - Enola Gay 2. 2 days later, Stalin enters 2. 8/9 – Nagasaki 2. US Missouri  3. SFI GG. The Allies Triumphant 1. War = very costly 2. US = 1 mil cas 1. US blossomed 2. resourceful, tough 2. great milit leadership 2. polit lead 2. great indus VOCABULARY ABC-1 agreement Korematusu v. US VE Day War Labor Board Smith-Connally Anti-Strike Act Battle of Iwo Jima Potsdam Conference “Kamikazes” Harry S. Truman Congress of Racial Equality Chiang Kai Shek Douglas Macarthur Midway Island Battle of Coral Sea “Leapfrogging” “The Desert Fox” El Alamein Casablanca Eisenhower D-Day

1. Examine this image of Hiroshima more than six months after the atomic bomb was dropped. Can you identify any symbols of Japanese culture in this photograph? (Answer: the destruction caused by the atomic bomb was so profound that it is virtually impossible to distinguish the identity of this city.) 2. How did the physical condition of Japanese cities like Hiroshima and Nagasaki impact the United States after 1945? (Answer: the massive task of rebuilding parts of Asia had significant political implications; control of post-war reconstruction of a nation after the Second World War meant the opportunity to influence that nation’s government and economy; US government officials feared that instability in war-ravaged nations might lead to political radicalism; being the sole western nation influential in Japan at war’s end was central to maintaining the upper hand in the Cold War with the Soviet Union.)