APUSH Unit Packet
Unit 5: Struggling for Justice at
Home and Abroad
Directions:
For each chapter, answer each question thoroughly and use each vocabulary term in a
complete sentence and in proper context (do NOT write its definition). Make sure to label
each chapter, number each answer, and underline each vocabulary term. Your finished packet
will be due on the day of the unit exam.
Due March 18th
Chapter 28—Progressivism and the Republican Roosevelt, 1901-1912:
1. Explain how a number of critics challenged the dominant corporate ethic in the US (and sometimes
capitalism itself) and offered alternative visions of the good society through utopianism and the Social
Gospel.
2. Describe the ways in which Progressive reformers in the late 1800s and early 20th century worked to
reform existing social and political institutions at the local, state, and federal levels by creating new
organizations aimed at addressing social problems associated with an industrial society. Give examples.
3. Discuss how Progressive reformers responded to economic instability, social inequality, and political
corruption by calling for government intervention in the economy, expanded democracy, greater social
justice, and conservation of natural resources. Cite examples for each.
4. In what ways did Progressives promote federal legislation to regulate the abuses of the economy and the
environment? Were they successful? Why or why not?
5. Explain how government agencies and conservationist organizations contended with corporate interests
about the extension of public control over natural resources, including land and water.
6. How did business interests battle conservationists, as the latter sought to protect sections of unspoiled
wilderness through the establishment of national parks and other conservationist and preservationist
measures?
7. HTS—Argumentation: Support, refute, or modify the following statement: “The real heart of the
[Progressive] movement was to use the government as an agency of human welfare.”
8. HTS—Use of Evidence: The authors claim that Theodore Roosevelt’s Square Deal “embraced three C’s:
control of the corporations, consumer protection, and conservation of natural resources.” Identify
relevant evidence in the chapter that supports this assertion.
9. HTS—Interpretation: Read “Varying Viewpoints: Who Were the Progressives?” (p.661). Describe how
models of historical interpretation about Progressivism have changed over time.
Vocabulary:
Social gospel, muckrakers, initiative, referendum, recall, Australian ballot, Elkins Act, Meat Inspection Act, Pure
Food and Drug Act, Hetch Hetchy Valley, dollar diplomacy, New Freedom, New Nationalism
Chapter 29—Wilsonian Progressivism in Peace and War, 1913-1920:
1. Define government activism. How did the Progressives use it to achieve their goals?
2. Describe Woodrow Wilson’s calls for defense of humanitarianism and democratic principles.
3. Explain how, after initial neutrality, the US departed from its foreign-policy tradition of noninvolvement in
European affairs in response to Wilson’s call for defense of humanitarianism and democratic principles and
entered WWI.
4. Define wartime patriotism. How did the US government try to mobilize the support of the American
people?
5. In what ways did WWI create a repressive atmosphere for civil liberties and official restriction on freedom
of speech?
6. Describe the relatively limited role in the war played by the American Expeditionary Force.
7. Describe Wilson’s heavy involvement in postwar negotiations and how they resulted in the Treaty of
Versailles and the League of Nations.
8. Why did the Treaty of Versailles and League of Nations generate substantial debate within the US?
9. How did WWI and its aftermath intensify debates about the nation’s role in the world and how best to
achieve national security and pursue American interests?
10. HTS—Causation: The authors contend that “the simple truth is that British harassment of American
commerce had been galling, but endurable; Germany had resorted to the mass killing of civilians. The
difference was like that between a gang of thieves and a gang of murderers.” Identify, within the chapter,
long- and short-term causes of US entry into WWI that led the authors to this conclusion.
11. HTS—Comparison: Cite the similarities and differences between the Populist and Progressive movements.
Vocabulary:
Underwood Tariff, Federal Reserve Act, Federal Trade Commission Act, Clayton Anti-Trust Act, Workingmen’s
Compensation Act, Adamson Act, Jones Act, Zimmerman Note, Fourteen Points, Committee on Public
Information, Espionage Act, War Industries Board, Great Migration, 19th Amendment, Irreconcilables
Chapter 30—American Life in the “Roaring Twenties,” 1920-1929:
1. Discuss how, as labor strikes and racial strife disrupted society, the immediate postwar period witnessed
the first “red scare,” which legitimized attacks on radicals and immigrants.
2. Explain how technological change, modernization, and changing demographics led to increased political
and cultural conflict on the following fronts (with examples):
a. Tradition versus innovation
b. Urban versus rural
c. Fundamentalist Christianity versus scientific modernism
d. Management versus labor
e. Native-born versus new immigrants
f. White versus black
g. Idealism versus disillusionment
3. Trace the legislative steps taken by Congress to establish highly restrictive immigration quotas.
4. Discuss how the US continued its transition from a rural, agricultural society to an urban, industrial one
and offered new economic opportunities for women, internal migrants, and international migrants who
continued to flock to the US.
5. Describe how a revolution in communications and transportation technology helped create a new mass
culture and spread “modern” values and ideas.
6. Analyze how technologies contributed to improved standards of living, greater personal mobility, and
better communication systems.
7. How did the rise of an urban, industrial society encourage the development of a variety of cultural
expressions for migrant, regional, and African American artists?
8. Explain how the rise of urban, industrial society contributed to the emergence of a national culture by
making shared experiences more possible through art, cinema, and the mass media.
9. HTS—Contextualization: What was the historical context for the anti-radical and anti-immigrant
phenomenon known as the first “red scare”? Identify specific circumstances in the US in the late 1910s and
early 1920s that connect the first “red scare” to its time and place.
10. HTS—Synthesis: The authors chronicle several political and cultural conflicts in the 1920s, including, but
not limited to, divisions between the native-born and immigrants, urban and rural dwellers, and
fundamentalist Christians and scientific modernists. How many insights about these conflicts can you
apply to historical periods, contexts, or circumstances prior to 1900?
Vocabulary:
Criminal syndicalism laws, American plan, Immigration Act of 1924, 18th Amendment, Volstead Act, racketeers,
Bible Belt, Fundamentalism, Scientific Management, Fordism, United Negro Improvement Association,
modernism, “Lost Generation,” Harlem Renaissance
Chapter 31—The Politics of Boom and Bust, 1920-1932:
1. Examine the US, in the years following WWI, maintained isolationism and pursued a unilateral foreign
policy that used international investment, peace treaties, and select military intervention to promote a
vision of international order.
2. Explain how continued growth and consolidation of large corporations transformed American society and
the nation’s economy even as business cycle fluctuations became increasingly more severe.
3. In your opinion, what were the contributing factors that led to the Great Depression? Cite evidence for
your response.
4. Analyze how episodes of credit and market instability, most critically the Great Depression, led to calls for
the creation of a stronger financial regulatory system.
5. HTS—Argumentation: Support, refute, or modify the following statement: “The US in the 1920s retreated
from its brief internationalist fling during WWI and resumed with a vengeance its traditional foreign policy
of military unpreparedness and political isolationism.”
6. HTS—Use of Evidence: Read “Contending Voices: Depression and Protection” (p.732). Identify the
intended audience, purpose, historical context, and author’s point of view in both excerpts.
Vocabulary:
Nine-Power Treaty, Kellogg-Briand Pact, Fordney-McCumber Tariff Act, Teapot Dome scandal, Dawes Plan,
Hawley-Smoot Tariff, Black Tuesday, Hoovervilles, Reconstruction Finance Corporation, Bonus Army
Chapter 32—The Great Depression and the New Deal, 1933-1939:
1. Trace how the Great Depression led to calls for the creation of a stronger financial regulatory system.
2. Explain how the liberalism of FDRs New Deal drew on earlier progressive ideas and represented a
multifaceted approach to both the causes and effects of the Great Depression.
3. In what ways did the New Deal use government power to provide relief to the poor, stimulate recovery,
and reform the American economy? Cite specific examples for each.
4. Discuss the migration patterns within the US during the Great Depression. Explain the economic and
ecological reasons for this movement of people.
5. In what ways did conservatives in Congress and the Supreme Court try to limit the New Deal’s scope?
6. Analyze how the New Deal helped foster a long-term political realignment in which many ethnic groups,
African Americans, and working-class communities identified with the Democratic party.
7. HTS—Comparison: Identify the similarities and differences between the beliefs and strategies of the
Progressives and New Deal liberals.
8. HTS—Interpretation: Read “Varying Viewpoints: How Radical Was the New Deal?” (p. 766-767). Which
competing interpretation do you find more persuasive? Cite specific examples to support your choice.
Vocabulary:
Brain Trust, Hundred Days, Glass-Steagall Banking Reform Act, Civilian Conservation Corps, National Recovery
Act, Agricultural Adjustment Administration, Dust Bowl, Tennessee Valley Authority, Social Security Act,
Wagner Act, Fair Labor Standards Act, Court-packing plan, Keynesianism
Chapter 33—Franklin D. Roosevelt and the Shadow of War, 1933-1941:
1. Discuss how US, during FDRs administration, continued to pursue a unilateral foreign policy that used
international investment, peace treaties, and select military intervention to promote a vision of
international order, even while maintaining US isolationism continuing into the late 1930s.
2. Analyze the questions about America’s role in the world and how they generated considerable debate.
Focus specifically on how they prompted the development of a wide variety of views and arguments
between interventionists and isolationists.
3. Examine how the involvement of the US in WWII was opposed by most Americans prior to the attack on
Pearl Harbor.
4. HTS—Argumentation: Support, refute, or modify the following statement: “The US abandoned any
pretense of neutrality long before the Japanese attacked Pearl Harbor in December 1941.”
Vocabulary:
Good Neighbor Policy, Reciprocal Trade Agreement Act, Johnson Debt Default Act, Neutrality Acts of 1935,
1936, and 1937, Quarantine Speech, Appeasement, Hitler-Stalin pact, Neutrality Act of 1939, War Refugee
Board, Lend-Lease Bill, Atlantic Charter, Pearl Harbor
Chapter 34—America in World War II, 1941-1945:
1. Discuss how some African Americans began a “Great Migration” out of the South to pursue new economic
opportunities offered during wartime.
2. Explain the significance of how many Americans migrated during WWII as a result of the need for wartime
production.
3. Examine how Mexicans came to the US for economic opportunities and faced ambivalent government
policies in the 1930s and 1940s.
4. Analyze how the mass mobilization of American society to supply troops for the war effort and a work
force on the home front ended the Great Depression and provided opportunities for women and
minorities to improve their socioeconomic positions.
5. Discuss how the US and its allies achieved victory over the Axis powers through a combination of factors,
such as:
a. Allied political and military cooperation
b. Industrial production
c. Technological and scientific advances
d. Popular commitment to advancing democratic ideals
6. Analyze how the following wartime experiences raised questions about American values:
a. Internment of Japanese Americans
b. Challenges to civil liberties
c. Debates over race and segregation
d. Decision to drop the atomic bomb
7. In what ways did US involvement in WWII help to vault the country into global political and military
prominence and helped to transform the relationship between the US and the rest of the world?
8. Explain how the dominant American role in the Allied victory and postwar peace settlements, combined
with the war-ravaged condition of Asia and Europe, allowed the US to emerge from the war as the most
powerful nation on earth.
9. HTS—Interpretation: Read “Varying Viewpoints: The Atomic Bombs: Were They Justified?” (p. 815-816).
Which interpretation do you think is valid, based on the evidence from the chapter? Cite specific examples
to support your answer.
Vocabulary:
ABC-1 Agreement, Executive Order No. 9066, War Production Board, Office of Price Administration, National
War Labor Board, Smith-Connolly Anti-Strike Act, Bracero program, Fair Employment Practices Commission,
Congress of Racial Equality, code talkers, D-Day, Potsdam conference, Manhattan Project