Mr.Anderson,M.Ed.,J.D.
AP U.S. HISTORY
Unit #7:
Period 7: 1890-1945
Struggling for Justice at Home and Abroad (1901-1945)
DURATION: 6 weeks
READINGS:
• The American Pageant (16th Edition)
Chapters 28-34
OBJECTIVES: By the end of this unit, each student will be able to:
• Understand that an increasingly pluralistic United States faced profound domestic and global
challenges, debated the proper degree of governmental activism, and sought to define its
international role.
ASSESSMENTS:
1. QUIZ – Tuesday, February 07 (Chapter 28) (Chapter 28 Key Terms and Questions due)
2. QUIZ – Thursday, February 09 (Chapter 29) (Chapter 29 Key Terms and Questions due)
3. QUIZ – Wednesday, February 15 (Chapter 30) (Chapter 30 Key Terms and Questions due)
4. QUIZ– Thursday, February 23 (Chapter 31) (Chapter 31 Key Terms and Questions due)
5. QUIZ– Wednesday, March 01 (Chapter 32) (Chapter 32 Key Terms and Questions due)
6. QUIZ– Tuesday, March 07 (Chapter 33) (Chapter 33 Key Terms and Questions due)
7. EXAM – Monday, March 13 (Chapters 28-34) (Chapter 34 Key Terms and Questions due)
Chapter 28 Key Terms: Briefly identify, define, and/or explain. (16 points)
1. social gospel 2. muckrakers 3. initiative 4. referendum 5. recall 6. Australian ballot 7. Muller v.
Oregon 8. Lochner v. New York 9. Elkins Act 10. Meat Inspection Act 11. Pure Food and Drug Act
12. Hetch Hetchy Valley 13. dollar diplomacy 14. Payne-Aldrich Bill 15. New Freedom 16. New
Nationalism
Chapter 28 Questions: (15 points)
Spend 12 ½ minutes answering the following prompt. Answer parts a, b, and c.
a) Both the Populists in the late nineteenth century and the Progressive movement in the early
twentieth century advocated reforming the U.S. economic system. Briefly explain ONE important
similarity between the Populists and the Progressives in these two time periods.
b) Briefly explain ONE important difference between the Populists and the Progressives in these two
time periods.
c) Briefly explain ONE way in which some Americans responded critically to the Populists or the
Progressives in either period.
Chapter 29 Key Terms: Briefly identify, define, and/or explain. (29 points)
1. Underwood Tariff 2. Federal Reserve Act 3. Federal Trade Commission Act 4. Clayton Anti-Trust
Act 5. holding companies 6. Workingmen’s Compensation Act 7. Adamson Act 8. Jones Act
9. Tampico Incident 10. Central Powers 11. Allies 12. U-boats 13. Lusitania 14. Zimmerman note
15. Fourteen Points 16. Committee on Public Information 17. Espionage Act 18. Schenck v. United
States 19. War Industries Board 20. Industrial Workers of the World 21. Great Migration
22. Nineteenth Amendment 23. Sheppard-Towner Maternity Act 24. American Expeditionary Forces
(AEF) 25. Château-Thierry, Battle of 26. Meuse-Argonne offensive 27. League of Nations
28. Treaty of Versailles 29. irreconcilables
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Mr.Anderson,M.Ed.,J.D.
Chapter 29 Questions: (15 points)
Using the political cartoon “Contentious Nuptials” (American Pageant, p. 687), answer parts a, b and
c.
a) Briefly explain the point of view expressed by the political cartoonist about ONE of the following:
Woodrow Wilson
The Treaty of Versailles
The Isolationists
b) Briefly explain ONE development from 1914 to 1920 that may have led to the point of view
expressed by the political cartoonist.
c) Briefly explain ONE way in which developments from 1914 to 1920 challenged the point of view
expressed by the political cartoonist.
Chapter 30 Key Terms: Briefly identify, define, and/or explain. (16 points)
1. Bolshevik Revolution 2. red scare 3. criminal syndicalism laws 4. American plan
5. Immigration Act of 1924 6. Eighteenth Amendment 7. Volstead Act 8. racketeers 9. Bible Belt
10. Fundamentalism 11. Scientific Management 12. Fordism 13. United Negro Improvement
Association (UNIA) 14. modernism 15. “Lost Generation” 16. Harlem Renaissance
Chapter 30 Questions: (15 points)
ReadAmericanPageant,pp.711-716.Asyoureadthesefewpagesspeculateabouthowandwhy
ModernismandtheHarlemRenaissancewereproductsoftheirtimes.Afterreadingandreflecting
uponthistopic,writealongessay(35minutes)responsethatdefends,modifies,orrefutesthe
followingstatement:AlthoughtheHarlemRenaissancewastheharbingerofpoliticalandsocial
changeforAfricanAmericansafterWorldWarI,themodernistmovementincitedaconservative
backlashagainstpoliticalandsocialchange.
Chapter 31 Key Terms: Briefly identify, define, and/or explain. (14 points)
1. Adkins v. Children’s Hospital 2. Nine-Power Treaty 3. Kellogg-Briand Pact 4. Fordney-McCumber
Tariff Law 5. Teapot Dome scandal 6. McNary-Haugen Bill 7. Dawes Plan 8. Agricultural
Marketing Act 9. Hawley-Smoot Tariff 10. Black Tuesday 11. Hoovervilles 12. Reconstruction
Finance Corporation (RFC) 13. Norris-LaGuardia Anti-Injunction Act 14. Bonus Army
Chapter 31 Questions: (15 points)
Spend 12 ½ minutes answering the following prompt:
Describe TWO causes of the business cycle fluctuations in the U.S. economy during the 1920s and
briefly explain ONE way this affected U.S. society.
Chapter 32 Key Terms: Briefly identify, define, and/or explain. (15 points)
1. Brain Trust 2. New Deal 3. Hundred Days 4. Glass-Steagall Banking Reform Act 5. Civilian
Conservation Corps (CCC) 6. National Recovery Administration (NRA) 7. Agricultural Adjustment
Administration (AAA) 8. Dust Bowl 9. Tennessee Valley Authority (TVA) 10. Social Security Act
11. Wagner Act 12. Fair Labor Standards Act 13. Congress of Industrial Organizations (CIO)
14. Court-packing plan 15. Keynesianism
Chapter 32 Questions: (15 points)
•
Arthur M. Schlesinger Jr., The Age of Roosevelt: The Coming of the New Deal (1959).
“By bringing to Washington a government determined to govern, Roosevelt unlocked new energies
in a people who had lost faith, not just in government’s ability to meet the economic crisis, but
almost in the ability of anyone to do anything. The feeling of movement was irresistible. . . . A
despairing land had a vision of America as it might some day be. . . . ‘It’s more than a New Deal,’
said Harold Ickes. ‘It’s a new world. People feel free again. They can breathe naturally. It’s like
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Mr.Anderson,M.Ed.,J.D.
quitting a morgue for the open woods.’ ‘We have had our revolution,’ said Collier’s, ‘and we like
it.’ ”
William E. Leuchtenberg, Franklin D. Roosevelt and the New Deal (1963).
“The New Deal achieved a more just society by recognizing groups which had been largely
unrepresented—staple farmers, industrial workers, particular ethnic groups, and the new intellectualadministrative class. Yet this was still a halfway revolution. It swelled the ranks of the bourgeoisie
but left many Americans—sharecroppers, slum dwellers, most Negroes—outside the new
equilibrium. . . . The New Dealers perceived that they had done more in those years than had been
done in any comparable period of American history, but they also saw that there was much still to be
done, much, too, that continued to baffle them.”
Using the excerpts, answer parts a, b, and c.
a) Briefly explain ONE major difference between Schlesinger and Leuchtenberg’s historical
interpretation of the New Deal.
b) Briefly explain how ONE development from 1932 to 1941 not directly mentioned in the
excerpts challenges Schlesinger’s argument.
c) Briefly explain how ONE development from 1932 to 1941 not directly mentioned in the
excerpts challenges Leuchtenberg’s argument.
Chapter 33 Key Terms: Briefly identify, define, and/or explain. (16 points)
1. London Economic Conference 2. Good Neighbor policy 3. Reciprocal Trade Agreements Act
4. Rome-Berlin Axis 5. Johnson Debt Default 6. Neutrality Acts of 1935, 1936, and 1937
7. Abraham Lincoln Brigade 8. Quarantine Speech 9. Appeasement 10. Hitler-Stalin Pact
11. Neutrality Act of 1939 12. Kristallnacht 13. War Refugee Board 14. Lend-Lease Bill
15. Atlantic Charter 16. Pearl Harbor
Chapter 33 Questions: (15 points)
Using the political cartoon, “The Only Way We Can Save Her” (American Pageant, p. 773), answer
parts a, b, and c.
a) Briefly explain the point of view expressed by the cartoonist about U.S. isolationism.
b) Briefly explain how ONE development from 1932 to 1941 not directly mentioned in the
political cartoon supports the cartoonist’s point of view.
c) Briefly explain how ONE development from 1932 to 1941 not directly mentioned in the
excerpts challenges the cartoonist’s point of view.
Chapter 34 Key Terms: Briefly identify, define, and/or explain. (19 points)
1. ABC-1 agreement 2. Executive Order No. 9066 3. War Production Board (WPB)
4. Office of Price Administration (OPA) 5. National War Labor Board (NWLB) 6. Smith-Connally
Ant-Strike Act 7. WACs (Women’s Army Corps) 8. WAVES (Women Accepted for Volunteer
Emergency Service) 9. SPARs (U.S. Coast Guard Women’s Reserve) 10. Bracero program
11. Fair Employment Practices Commission (FEPC) 12. Congress of Racial Equality (CORE) 13. code
talkers 14. Midway, battle of 15. D-Day 16. V-E (Victory in Europe) Day 17. Potsdam conference
18. Manhattan Project 19. V-J (Victory in Japan) Day
Chapter 34 Questions: (15 points)
•
Gar Alperovitz, Atomic Diplomacy (rev. ed., 1985).
“The decision to use the weapon did not derive from overriding military considerations. . . . Before
the atomic bomb was dropped each of the Joint Chiefs of Staff advised that it was highly likely that
Japan could be forced to surrender ‘unconditionally,’ without use of the bomb and without an
invasion. . . . Unquestionably, political considerations related to Russia played a major role in the
decision; from at least mid-May American policy makers hoped to end the hostilities before the Red
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Mr.Anderson,M.Ed.,J.D.
Army entered Manchuria. . . . A combat demonstration was needed to convince the Russians to
accept the American plan for a stable peace.”
Martin Sherwin, A World Destroyed (1975).
“Caught between the remnants of war and the uncertainties of peace, policymakers and scientists
were trapped by their own unquestioned assumptions. . . . The secret development of this terrible
weapon, during a war fought for a total victory, created a logic of its own: a quest for a total solution
of a set of related problems that appeared incapable of being resolved incrementally. . . . As Szilard
first suggested in January 1944, the bomb might provide its own solution. . . . The decision to use the
bomb to end the war could no longer be distinguished from the desire to use it to stabilize the peace.”
a) Briefly explain ONE major difference between Alperovitz and Sherwin’s historical
interpretation of the dropping of the atomic bombs.
b) Briefly explain how ONE development from 1941 to 1945 not directly mentioned in
the excerpts challenges Alperovitz’s argument.
c) Briefly explain how ONE development from 1941 to 1945 not directly mentioned in
the excerpts challenges Sherwin’s argument.
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