unit #4 king america pathways packet › uploads › 1 › 2 › 1 › 5 › ...planet on the brink...

Unit #4 — King America Pathways Packet

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Office of Academic Affairs

The Pathways Packet contains all of the material needed to

do well during this unit. Failure to complete the Pathways

Packet will jeopardize your success not only during this unit

but also in this course.

The Pathways Packet contains key vocabulary and questions

from reading assignments. This material is housed in the course

textbook (United States History & Geography: Modern Times),

which you can access by visiting Hartnell University’s McKim-

Batterson Library (DrHartnell.com/library.html). Also included

are Essential Questions (EQs), which are the state standards

used to design the unit as well as form your initial assessment.

Answers for the EQs will come from the notes taken in class as

well as the unit summary. These questions will help you contrib-

ute to the overall discussion and further your understanding of

the unit’s major themes. As such, it is VERY important that you

visit the weekly schedule on a regular basis so as not to fall

behind.

If you have any questions, please speak with Dr. Hartnell

or any other member of the Hartnell University faculty.

Sincerely,

John McAllister Schofield

Dean of Academic Affairs

01

Dr. Hartnell’s “King America” Unit picks up in 1939 with the

planet on the brink of a second world war. Clearly, World War I

– the “War to End All Wars” – failed to do just that. The vin-

dictive nature of the Treaty of Versailles, which reads like it

was penned by a group of angry 5th graders, doomed any chances

for long-lasting and permanent peace. The spendthrift attitudes

of the 1920s, coupled with the economic devastation of the

1930s, provided the perfect cover for Adolf Hitler’s rise in

Germany, Benito Mussolini’s takeover in Italy, and Hideki Tojo’s

expansion in Japan. Without American participation, the League

of Nations lacked the teeth to stop such activities, and, 21

years after the world was “made safe for democracy”, World War

II began. Like the sequel to any Hollywood summer blockbuster,

World War II was bigger, longer, more expensive, and had a

higher body count than the original. Sixty-one nations charged

into the fray, but, when the dust settled, only two emerged as

superpowers: the U.S. and the Soviet Union. The cooling rela-

tions between these wartime allies divided the world and brought

it to the brink of nuclear conflict during the ensuing Cold

War. Proxy wars in Greece, Turkey, Korea, Vietnam, and Afghani-

stan pitted capitalist and communist ideologies against one an-

other for the next four decades. The need to contain (and later

defeat) communism allowed for post-World War II America to enjoy

a ballooning economy for the first time in 30 years. This hark-

ened a return to the 1920s-styled consumer society built on

credit, as well as a “Baby Boom” thanks to the boys in uniform

who went to college and settled in suburban America. Just as

mass-consumerism during the “Roaring Twenties” resulted in the

Great Depression, suppressing social problems during the

“Fabulous Fifties” sparked the Civil Rights Movement. Still, the

nation’s accomplishments made it clear that the U.S. dominated

the ‘40s and ‘50s as “King America”.

Summary

02

03

Reading Assignment #1

Read the following pages in the course textbook to locate the

key vocabulary and answer the questions below.

Chapter 11: A World in Flames Lesson 1: The Origins of World War II (pp. 266-270)

C11,L1 KEY READING VOCABULARY:

a. fascism:

b. collective:

c. Anschluss:

d. appeasement:

C11,L1 KEY READING QUESTIONS:

1. What economic and political conditions following World War I

encouraged dictatorships?

2. How did fascism put Europe on the path to war?

3. How was the Soviet collectivization of agriculture an example

of dictatorial government?

4. How did the British turn defeat at Dunkirk into victory?

04




Chapter 11: A World in Flames Lesson 2: From Neutrality to War (pp. 271-275)


a. isolationism:

b. internationalism:

c. strategic materials:


1. Why did many Americans support isolationism? Why did FDR

support internationalism?

2. What do the political cartoons at the top of page #272 try to

persuade the viewer to believe?

3. How did FDR assist Britain while maintaining U.S. neutrality?

4. Why did Japan attack Pearl Harbor, Hawaii on December 7,

1941? What impact did this have on American neutrality?

05




Chapter 11: A World in Flames Lesson 3: The Holocaust (pp. 276-281)


a. Nuremberg Laws:

b. Kristallnacht:

c. concentration camp:

d. extermination camp:


1. Why were Jews, Gypsies, and Slavs persecuted by the Nazis?

2. What factors made it difficult for Jewish people to leave

Europe (use the “St. Louis Affair” as an example)?

3. What was the purpose and outcome of the Wannsee Conference?

4. How was the Buchenwald concentration camp different from

Treblinka and Auschwitz?

06




Chapter 12: America and World War II Lesson 1: Wartime America (pp. 286-293)


a. disenfranchised:

b. cost-plus:

c. Sunbelt:

d. zoot suit:

e. victory suit:

f. rationing:

g. victory garden:


1. What roles did minorities and women play during World War II?

2. How did the Supreme Court rule in the Korematsu v. United

States case in 1944 (found on page #291)?

3. How did the U.S. Government mobilize the economy for war?

07




Chapter 12: America and World War II Lesson 2: The War in the Pacific (pp. 294-300)


a. Navajo “code talkers”:

b. “island-hopping”:

c. amphtrac:

d. kamikaze:


1. Why was the Doolittle Raid important for U.S. forces in the

Pacific?

2. What advantage did the Navajo “code talkers” give the U.S.?

3. Why was the Battle of Midway a turning point in the war in

the Pacific?

4. What was the military strategy behind “island-hopping”?

Why was it successful?

08




Chapter 12: America and World War II Lesson 3: The War in Europe (pp. 301-307)


a. periphery:

b. convoy system:


1. Why did Churchill and FDR want to attack Nazi-controlled

areas in North Africa before areas in Europe?

2. How did using the convoy system help the U.S. begin winning

in the Atlantic?

3. What were the goals of strategic bombing in Germany and the

invasion of Sicily?

4. What was D-Day? Why was it so important?

5. What would have happened if D-Day had failed?

09




Chapter 12: America and World War II Lesson 4: The War Ends (pp. 308-313)


a. hedgerow:

b. napalm:

c. Nuremberg Trials:


1. Why was the Battle of the Bulge such a disastrous defeat for

the Nazis?

2. How might the Battle of Iwo Jima have been a factor in

Truman’s decision to drop the atomic bomb?

3. Read the “Analyzing Primary Sources” box on page #312.

3A. What reasons does Truman offer to justify the use of

the atomic bomb?

3B. Why does Leahy say he was against using the bomb?

10




Chapter 13: The Cold War Begins Lesson 1: The Origins of the Cold War (pp. 318-322)


a. charter:

b. satellite nation:

c. Iron Curtain:


1. How did the conferences at Dumbarton Oaks and Yalta attempt

to shape the postwar world?

2. Why did the Potsdam Conference further increase tensions

between the U.S. and the Soviet Union?

3. What was the geographic relationship between Soviet satellite

nations and the Iron Curtain?

11




Chapter 13: The Cold War Begins Lesson 2: The Early Cold War Years (pp. 323-329)


a. containment:

b. Truman Doctrine:

c. Marshall Plan:

d. Berlin Airlift:

e. NATO:

f. limited war:


1. What was the policy of containment? How did it influence U.S.

foreign policy?

2. How did the U.S. end up fighting in the Korean War?

3. Why was the Korean War a major turning point in the Cold War?

12




Chapter 13: The Cold War Begins Lesson 3: The Cold War and American Society (pp. 330-334)


a. subversion:

b. loyalty review program:

c. perjury:

d. censure:

e. fallout:


1. How did the “Red Scare” of the 1950s compare with the “Red

Scare” of the 1920s?

2. Why did many Americans believe McCarthy’s accusations?

3. How did fears of nuclear war affect American society?

What was “Duck and Cover”?

4. How did the Cold War affect popular culture in the 1950s?

13




Chapter 13: The Cold War Begins Lesson 4: Eisenhower’s Cold War Policies (pp. 335-339)


a. massive retaliation:

b. brinkmanship:

c. covert:

d. developing nation:

e. military-industrial complex:


1. What was the policy of brinkmanship?

2. How did Eisenhower's military policies contrast with those of

Truman’s?

3. How are developing nations primarily different from

industrial nations?

4. Why did Eisenhower want to use covert operations and the CIA

to combat the spread of communism?

14




Chapter 14: Postwar America Lesson 1: Truman and Eisenhower (pp. 344-348)


a. closed shop:

b. right-to-work laws:

c. union shop:

d. Fair Deal:

e. dynamic conservatism:


1. How did the GI Bill help the nation transform from a wartime

economy to a peacetime economy?

2. How did the Truman Administration seek to continue FDR’s

New Deal goals?

3. What impact did the Taft-Hartley Act have on organized labor?

4. How did Eisenhower’s presidency signal a more conservative

direction for the government?

15




Chapter 14: Postwar America Lesson 2: The Affluent Society (pp. 349-354)


a. baby boom:

b. white-collar job:

c. blue-collar worker:

d. multinational corporation:

e. franchise:

f. rock ‘n’ roll:

g. generation gap:


1. What breakthroughs during the 1950s changed medical practices

and treatments for diseases in the U.S.?

2. What new mass media appealed to people during the 1950s?

3. Why did young people in the 1950s develop their own popular

culture? How did this contribute to a “generation gap”?

16




Chapter 14: Postwar America Lesson 3: The Other Side of American Life (pp. 355-357)


a. poverty line:

b. urban renewal:

c. termination policy:

d. juvenile delinquency:


1. What does it mean to live below the poverty line?

2. How did the lives of minorities differ from those of white

middle-class Americans during the 1950s?

3. Are the people and regions most affected by poverty today the

same as in the 1950s?

4. Why do you think schools were a possible solution for

juvenile delinquency?

Essential Questions (EQs)

Explain the “isms” by using the cows to explain the roles each

played in World War II by answering these questions:

A. Capitalism – Use cows to explain this. Where is it today?

B. Socialism – Use cows to explain this. Where is it today?

C. Communism – Use cows to explain this. Where is it today?

D. Fascism – Use cows to explain this. Where is it today?

E. Nazism – Use cows to explain this. Where is it today?

17

Using the Guided Notes, class lectures/discussions, and reading

assignments, answer these 20 Essential Questions.

EQ 4.01


18

EQ 4.02

What did the Treaty of Versailles do that made Germany so angry

and paved the way for World War II?


19

EQ 4.03

Explain these key people of World War II:

A. Adolf Hitler – Which side did he support? For what is he

known?

B. Joseph Stalin – Which side did he support? For what is he

known?

C. Benito Mussolini – Which side did he support? For what is he

known?

D. Hideki Tojo – Which side did he support? For what is he

known?

E. Winston Churchill – Which side did he support? For what is he

known?

F. Franklin D. Roosevelt – Which side did he support? For what

is he known?


20

EQ 4.04

Explain the Holocaust by answering these questions:

A. What is genocide?

B. When did the Holocaust begin?

C. What was the Holocaust’s “objective”? What impact did it have

on the Jewish people?

D. Who was Oskar Schindler? What did he do during the Holocaust

that made him a hero?

E. How did the Holocaust lead to the creation of the nation of

Israel?


21

EQ 4.05

Explain these key people of World War II:

A. Neville Chamberlain – Which side did he support? For what is

he known?

B. Douglas MacArthur – Which side did he support? For what is he

known?

C. Dwight D. Eisenhower – Which side did he support? For what is

he known?

D. Erwin Rommel – Which side did he support? For what is he

known?

E. George S. Patton – Which side did he support? For what is he

known?

F. J. Robert Oppenheimer - For what is he known?

G. Harry S. Truman – Which side did he support? For what is he

known?


22

EQ 4.06

Explain these key battles/events of World War II:

A. Invasion of Poland – Winner? Impact on war?

B. Battle of Dunkirk – Winner? Impact on war?

C. Battle of Paris/France – Winner? Impact on war?

D. Battle of Britain – Winner? Impact on war?

E. Operation Barbarossa – Winner? Impact on war?

F. Attack on Pearl Harbor – Date? Winner? Impact on war?

G. Battle of Midway – Winner? Impact on war?

H. Battle of Guadalcanal – Winner? Impact on war?


23

EQ 4.07


A. Operation Torch – Winner? Impact on war?

B. Operation Avalanche – Winner? Impact on war?

C. Operation Overlord – Winner? Impact on war?

D. Operation Valkyrie – What did it try to do? Impact on war?

E. Battle of Leyte Gulf – Winner? Impact on war?

F. Battle of the Bulge – Winner? Impact on war?

G. Battle of Iwo Jima – Winner? Impact on war?

H. Battle of Okinawa – Winner? Impact on war?


24

EQ 4.08


A. Battle of Berlin – Winner? Impact on war?

B. Operation Downfall – What was it? Why was it canceled?

C. Non-Aggression Pact - What was it? Impact on war?

D. Bataan Death March – When? Where? Impact on war?

E. Royal Air Force (RAF) – Impact on war?

F. Lend-Lease Act – Impact on war?

G. Atlantic Charter – When? Where? What was it? Impact on war?

H. Alien Registration Act – What was it? Impact on war?


25

EQ 4.09

Explain these key items/events of World War II:

A. “Rosie the Riveter” – Who was she? Impact on war?

B. Casablanca & Tehran Conferences – Where? Dates? Impact on

war?

C. Yalta (Crimea) & Potsdam Conferences – Where? Dates? Impact

on war?

D. GI Bill – What was it? Impact on society after the war?

E. Tuskegee Airmen – Who were they? Impact on war?

F. Victory in Europe Day (V-E Day) – Date? Impact on war?

G. Bombings of Hiroshima & Nagasaki – Dates? Impact on war?

H. Victory in Japan (V-J Day) – Date? Impact on war?


26

EQ 4.10

The mass mobilization of the U.S. home front during World War II

was unlike any in the history of the country.

A. How did this mobilization impact women in the workforce?

B. How did this mobilization impact minorities in the workforce?


27

EQ 4.11

Explain the treatment of Japanese-Americans during World War II

by answering these questions:

A. How did the U.S. Government react toward Japanese-Americans

in the wake of the Pearl Harbor attack?

B. Why did the U.S. Government react toward Japanese-Americans

in such a fashion?

C. How was the U.S. Government’s reaction to Pearl Harbor (and

its treatment of Japanese-Americans) in 1941 similar to the U.S.

Government’s reaction to Muslim-Americans after 9/11?


28

EQ 4.12

Explain the consequences/results of World War II by answering

these questions:

A. Atomic weapons – How did their use at the end of the war

impact the decades to come?

B. Civilian & military losses – What country suffered the

highest in both categories? How many did they lose?

C. Refugees & poverty – How did Europe recover from World War

II’s devastation?

D. United Nations – What purpose was behind this organization’s

formation?

E. Cold War – Why did the U.S. and U.S.S.R. not get along in the

decades following World War II?


29

EQ 4.13

Explain the Korean War by answering these questions:

A. What caused the Korean War?

B. What role did the United Nations (UN) take in the conflict?

C. What impact did the war have on American society?

D. Why did President Truman and Douglas MacArthur disagree

frequently during the conflict?

E. Why is the Korean War sometimes not called a “war”?

F. Why is this conflict also known as the “Forgotten War”?


30

EQ 4.14

Explain these key people of the Korean War:

A. Harry S. Truman – Which side did he support? For what is he

known?

B. Syngman Rhee – Which side did he support? For what is he

known?

C. Kim Il Sung – Which side did he support? For what is he

known?

D. Mao Zedong – Which side did he support? For what is he known?

E. Joseph Stalin – Which side did he support? For what is he

known?

F. Douglas MacArthur – Which side did he support? For what is he

known?


31

EQ 4.15

Explain these key items/battles of the Korean War:

A. 38th parallel – What was it? Impact on war?

B. Seoul – Where was it located? What was its significance?

C. P’yŏngyang – Where was it located? What was its significance?

D. Battle of Pusan Perimeter – Winner? Impact on war?

E. Battle of Incheon – Winner? Impact on war?

F. Battle of Chosin Reservoir – Winner? Impact on war?

G. Battle of Heartbreak Ridge – Winner? Impact on war?

H. Battle of Pork Chop Hill – Winner? Impact on war?


32

EQ 4.16

Explain these key items/events of the Korean War:

A. Korean Armistice – When? Winner? Impact on war?

B. Demilitarized Zone – Where? Impact on war?

C. Executive Order 9981 – Impact on war?

D. M*A*S*H units – Impact on war?

E. M*A*S*H TV show – Impact on war’s legacy?

F. Korean War Veterans Memorial – Where? Impact on war’s legacy?


33

EQ 4.17

Explain the cultural explosion and “feel good” attitude of

American society during the “Fabulous” Fifties by answering

these questions:

A. Why was the decade not as prosperous as it appeared on the

surface?

B. How did internal problems of the 1950s later rise to the

surface in succeeding decades?

C. How did the fear of communism drive policies on immigration

and life during the decade?

D. What similarities did the “Fabulous” Fifties share with the

“Roaring” Twenties?


34

EQ 4.18

Explain the threat posed by nuclear weapons during the early

decades of the Cold War by answering these questions:

A. How does a nuclear bomb work?

B. What kind of damage is caused by a nuclear blast?

C. Why did the U.S. use nuclear weapons to help end World War

II?

D. Why did the U.S. NOT use nuclear weapons to help end the

Korean War?

E. How was the “Duck and Cover” procedure conducted? Why would

such a procedure be useless during an actual nuclear attack?

F. Explain this quote by the Albert Einstein: “I know not with

what weapons World War 3 will be fought, but World War 4 will be

fought with sticks and stones.”


35

EQ 4.19

Explain these key items/people of 1950s:

A. Julius & Ethel Rosenberg – For what are they known?

B. Joseph McCarthy - For what is he known?

C. brinkmanship - What is it?

D. Domino Theory - What did it suggest?

E. Eisenhower Doctrine - What did it say?

F. Ho Chi Minh - For what is he known?

G. Nikita Khrushchev - For what is he known?

H. Sputnik I - What was it?

I. Elvis Presley - For what is he known?

J. Marilyn Monroe - For what is she known?


36

EQ 4.20

Explain life during the 1950s by answering these questions:

A. What were the roles of men and women during the 1950s?

B. What kind of entertainment and sports did people enjoy during

the 1950s?

C. What were some of the fads and fashions of the 1950s?

D. What kind of music did people enjoy during the 1950s? What

made this decade’s “sound” unique?

E. Pick one song and one artist/band that was popular during

the 1950s. Why was this song popular? Why was this artist/band

popular?

END OF UNIT #4 EQs

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