US History Semester 1 Final Exam Review (2022-23) PDF

US HISTORY Semester 1 Final Exam Review UNIT 1: INDUSTRIALIZATION, IMMIGRATION, AND URBANIZATION For each of the following terms provide a description, people/groups involved and significance. Corporation: ​ Description: A legal entity separate from its owners, allowing it to own assets, ente...

US HISTORY Semester 1 Final Exam Review UNIT 1: INDUSTRIALIZATION, IMMIGRATION, AND URBANIZATION For each of the following terms provide a description, people/groups involved and significance. Corporation: ​ Description: A legal entity separate from its owners, allowing it to own assets, enter contracts, and pay taxes. ​ People/Groups Involved: Business owners and industrialists during the Gilded Age. ​ Significance: Enabled large-scale industrial growth by attracting investments through stock offerings and limiting liability for investors. Robber Baron: ​ Description: Wealthy industrialists who accumulated fortunes through unfair practices such as underpaying workers and manipulating markets. ​ People/Groups Involved: Andrew Carnegie (Steel), John D. Rockefeller (Oil), Cornelius Vanderbilt (Railroads), and J.P. Morgan (Banking). ​ Significance: Critics argued they exploited workers and corrupted government, while supporters credited them with driving economic growth and philanthropy. Laissez Faire: ​ Description: A policy of minimal government interference in economic affairs. ​ Significance: Allowed industrialists to operate without regulations, leading to rapid industrialization but also labor exploitation, monopolies, and unsafe working conditions. Social Darwinism: ​ Description: The application of Darwin’s theory of “survival of the fittest” to justify economic inequality and social hierarchy. ​ Significance: Used by industrialists to justify wealth inequality, oppose government intervention, and justify the success of big businesses. New Immigrants/2nd Wave Immigrants: ​ Description: Immigrants from Southern and Eastern Europe (e.g., Italy, Poland, Russia) who arrived between 1870s-1920s, as well as smaller numbers from Asia and other regions. ​ People/Groups Involved: Italians, Jews, Slavs, Chinese, and others. ​ Significance: Provided cheap labor for industrial growth but faced discrimination, nativism (native-born>immigrants), and restrictive laws such as the Chinese Exclusion Act. Inflation: ​ Description: An increase in the general price level of goods and services. ​ Significance: Farmers supported inflationary policies (e.g., bimetallism, using both gold/silver as currency) to ease debt repayment and increase crop prices, which would benefit their financial standing. William Jennings Bryan: ​ Description: Democratic and Populist leader; advocate for bimetallism. US HISTORY Semester 1 Final Exam Review ​ Significance: His “Cross of Gold” speech in 1896 promoted using silver and gold to back currency, gaining support from farmers and laborers who wanted to combat deflation. Populist Party: ​ Description: A political party representing farmers and laborers, advocating for economic reforms (improvement). ​ People/Groups Involved: Farmers' Alliances, William Jennings Bryan, James B. Weaver. ​ Significance: Called for bimetallism, regulation of railroads, direct election of senators, and other progressive reforms to combat the power of big business. Bimetallism: ​ Description: A monetary system where currency is backed by both gold and silver. ​ Significance: Promoted by farmers and the Populist Party to increase the money supply, combat deflation, and reduce debt burdens. Homestead Strike: ​ Description: A violent labor dispute at Carnegie Steel in 1892 over wage cuts and union recognition. ​ People/Groups Involved: Workers, Andrew Carnegie, Henry Frick, and the Pinkerton detectives. ​ Significance: Highlighted tensions between labor and management; ended in defeat for the union and marked a major setback for organized labor. Pullman Strike: ​ Description: A nationwide railroad strike in 1894 sparked by wage cuts and high rents in company-owned housing. ​ People/Groups Involved: Workers, Eugene V. Debs, the Pullman Company, and federal government (President Grover Cleveland). ​ Significance: Federal troops were deployed to break the strike, showcasing government alignment with business interests and leading to violence and fatalities. Eugene V. Debs: ​ Description: Leader of the American Railway Union and a prominent labor organizer. ​ Significance: Advocated for workers' rights, socialism (major industries can be owned by workers, not private businesses), and was imprisoned for his role in the Pullman Strike; later became a five-time presidential candidate for the Socialist Party. Identify 3 factors responsible for the rapid industrial growth in the late 1800s. 1.​ Technological innovations: Examples include the assembly line, the Bessemer process for steel production, and electricity. 2.​ Abundant natural resources: Availability of coal, iron, and oil supported industrial expansion. 3.​ Increased labor supply: Fueled by immigration and urbanization, providing cheap and plentiful labor for factories. US HISTORY Semester 1 Final Exam Review Explain Laissez Faire and how the industrialists of the late 1800s were able to use this to their advantage. Laissez-faire minimized government intervention, allowing industrialists to maximize profits. Business leaders resisted regulations on wages, working conditions, and monopolistic practices, often exploiting workers and creating vast inequalities. Evaluate the contributions What economic innovations Describe negative Describe positive of Carnegie and Rockefeller helped US industry expand? consequences to American contributions to American to the growth of America. society. society. Andrew Carnegie: Vertical Integration: Controlled Low wages, long hours, and Funded the creation of Revolutionized the steel every step of the steel unsafe working conditions over 2,500 public libraries, industry through vertical production process, from raw in steel mills supported education, and integration, making materials to finished products, financed scientific production more efficient. ensuring efficiency and reducing Urban Overcrowding research. He also contributed to costs. philanthropy by funding Corruption, misuse of Rapid economic growth libraries, education, and Bessemer Process natural resources and technological scientific research. advancements. Infrastructure improvements such as railroads and bridges. John D. Rockefeller: Horizontal Integration: Low wages, long hours, and Donated to medical Dominated the oil industry Eliminated competition by unsafe working conditions research, established via horizontal integration buying out or merging with in oil refineries. universities, and funded with Standard Oil, reducing competitors, leading to control public health initiatives. competition. He funded over the oil industry through Rockefeller’s control of the universities, medical Standard Oil. oil industry stifled Rapid economic growth research, and public health competition and created and technological initiatives, leaving a lasting economic inequalities. advancements. impact on education and science. Urban Overcrowding Infrastructure improvements such as Corruption, misuse of railroads and bridges. natural resources What is a nativist? Description: A person who opposed immigration, often promoting policies to restrict it. Explain the economic concerns nativists had regarding immigrants. Economic Concerns: Felt they were inferior human beings or too different. Feared competition for jobs and wage US HISTORY Semester 1 Final Exam Review suppression caused by immigrant labor. Supported restrictive laws like the Chinese Exclusion Act. Why was overproduction a problem for the American farmer in the 1890s? -​ Surplus crops led to falling prices, creating financial hardship for farmers already burdened by debt. This issue was worsened by high shipping costs imposed by railroads. What did William Jennings Bryan promise to do during the election campaign of 1896? -​ Advocated for bimetallism and policies to support struggling farmers and workers. Promised to combat deflation and expand the money supply. Identify 3 main issues over which business owners and workers clashed. 1.​ Low wages and unequal pay. 2.​ Long working hours (often 10-12 hours/day). 3.​ Unsafe working conditions, leading to accidents and poor health outcomes. During the late 1800s, whom did the US government usually support in disputes between labor and management? -​ The U.S. government often sided with business owners, deploying troops to break strikes and suppress unions. This reinforced the dominance of industrialists over labor movements. UNIT 2: PROGRESSIVE ERA (CHAPTER 6) For each of the following terms provide a description, people/groups involved and significance. Trust: Description: Large corporations or monopolies that held significant market control, often reducing competition. People/Groups Involved: ​ Theodore Roosevelt was a key figure in breaking up trusts, earning the nickname "Trust-Buster." ​ Corporations like Standard Oil (broken up in 1911) and American Tobacco Company were targeted. Significance: Trusts were seen as harmful to small businesses and consumers. Roosevelt's use of the Sherman Antitrust Act (prohibits monopolies, promotes competition) led to fairer competition in industries. Suffrage: ​ Description: The right to vote, especially in the context of women’s suffrage during the Progressive Era. ​ People/Groups Involved: ○​ NAWSA (National American Woman Suffrage Association): Advocated for state-level suffrage and a constitutional amendment, led by Carrie Chapman Catt. ○​ NWP (National Woman's Party): More aggressive tactics, led by Alice Paul. ​ Significance: Their efforts culminated in the passage of the 19th Amendment in 1920, granting women the right to vote. Referendum: US HISTORY Semester 1 Final Exam Review ​ Description: A process allowing voters to directly decide on legislative measures. ​ Significance: Increased citizen participation in government decisions, reflecting Progressive ideals of greater democracy (people have power). Recall: ​ Description: Allowed voters to remove public officials from office before the end of their term. ​ Significance: Empowered citizens and made officials more accountable. Muckraker: Description: Investigative journalists who exposed corruption and social injustices. People/Groups Involved: ​ Upton Sinclair: Exposed unsanitary practices in the meatpacking industry in The Jungle. ​ Jacob Riis: Highlighted urban poverty through How the Other Half Lives. ​ Ida Tarbell: Investigated and criticized Standard Oil's monopolistic practices. Significance: Their work spurred public outrage, leading to laws like the Pure Food and Drug Act and Meat Inspection Act. Progressive Describe the Amendment. What social problem was it intended to reform? Amendments 16th Allowed Congress to impose an Enabled the government to fund reforms and services by income tax without considering taxing wealth directly, rather than relying on tariffs. the population size of states. 17th Allow for the direct election of Reduced corruption and made senators more U.S. Senators by voters accountable to the public. 18th Prohibited the manufacture, Aimed to reduce crime, domestic violence, and poverty sale, and transportation of associated with alcohol abuse. alcohol 19th Granted women the right to Eliminated gender inequality in voting rights vote. List 3 factors that aided the passage of women’s suffrage amendment 1.​ Increased activism: ​ Women engaged in door-to-door campaigns, "trolley tours," and public speeches to raise awareness. ​ Progressive men supported the movement, advocating for women’s equality. 2.​ New strategies: ​ NAWSA: Focused on state-level campaigns and constitutional amendments with "ladylike" methods. ​ NWP: Used aggressive tactics such as picketing the White House and hunger strikes. 3.​ World War I contributions: ​ Women’s roles in the war effort, such as working in factories and serving as nurses, showcased their US HISTORY Semester 1 Final Exam Review capability and importance, bolstering their case for suffrage. What factors led to the passage of the Pure Food and Drug Act? 1.​ Exposure of unsanitary practices: ​ Upton Sinclair’s The Jungle revealed horrifying conditions in meatpacking plants, including unsanitary meat and unsafe working environments. 2.​ Public outcry: ​ Citizens demanded government intervention after reading about practices like using spoiled meat and rat-infested facilities. Identify issues that were addressed by President Theodore Roosevelt in his Square Deal policy. (Three C’s) Control of Corporations: Roosevelt targeted "bad trusts" that harmed public interest while supporting "good trusts" that provided essential services. Introduced the Elkins Act (1903) to end railroad rebates and the Hepburn Act (1906) to regulate railroad rates. Consumer Protection: Advocated for the Pure Food and Drug Act and Meat Inspection Act, ensuring safer food and medicine for the public. Conservation: Signed the Antiquities Act (1906) to protect historic landmarks. Increased federal landholdings for national parks and forests, emphasizing sustainable use of resources. Labor Mediation: Resolved the 1902 Coal Strike, securing a 10% wage increase and reduced working hours for miners. Identify issues that were addressed by President Wilson in his New Freedom policy. Trust Busting: ​ Passed the Clayton Antitrust Act (1914) to prevent monopolies and unethical business practices. ​ Supported labor unions, allowing workers to strike without fear of antitrust lawsuits. Banking Reform: ​ Created the Federal Reserve System (1913), which regulated the banking industry, stabilized the economy, and adjusted interest rates to manage inflation. Tariff Reform: ​ Introduced the Underwood Tariff Act (1913), significantly lowering tariffs and implementing a federal income tax to compensate for lost revenue. Business Regulation: ​ Established the Federal Trade Commission (1914) to investigate and prevent unfair business practices like false advertising and fraud. UNIT 3: IMPERIALISM (CHAPTER 5) For each of the following terms provide a description, people/groups involved and significance. Imperialism: Description: is the policy of expanding a nation’s authority over other countries through military, political, and economic dominance. It often involves acquiring territories and exploiting resources for national benefit.​ US HISTORY Semester 1 Final Exam Review People/Groups Involved: ​ Major imperialist powers (United States, Britain, France, Spain, Germany, etc.) Significance: ​ For the U.S., imperialism was motivated by economic needs (new markets and resources), military strategy (global naval bases), and cultural superiority (the belief in spreading democracy and Christianity). ​ It marked the U.S.'s transition from isolationism to a major global power. Yellow Journalism: Description: A style of sensationalized and often exaggerated reporting that emphasized drama over facts to influence public opinion and sell newspapers.​ People/Groups Involved: ​ William Randolph Hearst (New York Journal) ​ Joseph Pulitzer (New York World) Significance: ​ Fueled public outrage and support for the Spanish-American War by dramatizing events like the sinking of the USS Maine in 1898. ​ Contributed to the perception of Spain as a brutal colonizer, increasing U.S. interventionist sentiment. Roosevelt Corollary: Description: An addition to the Monroe Doctrine by President Theodore Roosevelt, stating that the U.S. had the right to intervene in Latin America to maintain stability and protect American interests.​ People/Groups Involved: ​ Theodore Roosevelt Significance: ​ Justified U.S. interventions in countries like the Dominican Republic and Cuba. ​ Strengthened U.S. dominance in the Western Hemisphere, establishing it as a "police power." Spanish-American War: Description:​ A war between Spain and the U.S. in 1898, sparked by the Cuban struggle for independence, the USS Maine explosion, and yellow journalism.​ People/Groups Involved: ​ President William McKinley ​ Theodore Roosevelt and the Rough Riders ​ Spain and Cuban revolutionaries Significance: ​ Ended with the Treaty of Paris (1898), granting the U.S. territories such as Puerto Rico, Guam, and the Philippines. ​ Marked the U.S.'s emergence as a global power and showcased the influence of media in foreign policy. Philippine-American War: Description: An armed conflict (1899–1902) between the U.S. and Filipino revolutionaries seeking independence after the U.S. annexed the Philippines following the Spanish-American War.​ People/Groups Involved: ​ Emilio Aguinaldo (Filipino leader) ​ U.S. military Significance: ​ Highlighted the moral and political dilemmas of imperialism, with heavy casualties on both sides (200,000+ Filipino civilians died). ​ The Philippines remained under U.S. control until 1946. US HISTORY Semester 1 Final Exam Review Open Door Policy: Description:​ A U.S. foreign policy introduced by Secretary of State John Hay, advocating for equal trading rights in China and preventing any single power from monopolizing trade.​ People/Groups Involved: ​ Secretary of State John Hay ​ U.S. and other imperialist nations (Britain, Japan, etc.) Significance: ​ Protected U.S. economic interests in Asia without direct territorial control. ​ Helped maintain China’s sovereignty while preventing colonial partition. Big Stick Diplomacy: Description:​ President Theodore Roosevelt’s approach to foreign policy: “Speak softly and carry a big stick.” It emphasized negotiation backed by the threat of military power.​ People/Groups Involved: ​ Theodore Roosevelt Significance: ​ Used to secure control over the Panama Canal Zone. ​ Demonstrated U.S. willingness to intervene militarily in Latin America and beyond. Dollar Diplomacy: Description:​ A policy under President William Howard Taft aimed at using U.S. economic power to extend international influence by encouraging investments in foreign markets, especially in Latin America.​ People/Groups Involved: ​ William Howard Taft Significance: ​ Strengthened U.S. economic ties in the Western Hemisphere but led to resentment in Latin America due to perceived exploitation. Using the map below, locate and state the significance of the following: Cuba: 2 Site of Spanish-American War; gained independence from Spain, was influenced by U.S (Platt Amendment) Philippines: 6 Annexed by U.S. after Spanish-American War (led to Phil-Am war) Puerto Rico: 3 Was acquired (still is) by U.S. after Span-Am war Panama: 5 US HISTORY Semester 1 Final Exam Review Site of Panama Canal built by US to connect Atlantic/Pacific oceans for trade/military movements Hawaii: 1 Annexed by the US. for strategic location and sugar plantations China: 4 Target of Open door policy, which allowed free trade with other powers. UNIT 4: WORLD WAR I (CHAPTER 7) What event led to the fighting of World War I, in 1914? -​ The assassination of Archduke Franz Ferdinand of Austria-Hungary was the immediate trigger. This event set off a chain reaction of alliances and mobilizations. How did the US respond at that time? -​ Initially, the US adopted a policy of neutrality, staying out of the conflict while trading with Allied powers. Discuss the importance of the following in leading the US to enter World War I in 1917. (MAIN) Submarine warfare: Germany's unrestricted submarine warfare targeted neutral and Allied ships, including those with Americans onboard (e.g., the sinking of the Lusitania). Loans to the Allies: American banks provided significant financial loans to Britain and France. A victory for the Allies was crucial to ensure these debts were repaid. Financial opportunities: The war fueled economic opportunities in sectors such as steel, manufacturing, and agriculture, creating jobs and stimulating the economy. The Zimmermann Telegram: Germany encouraged Mexico to attack the US, promising territorial rewards. This message was intercepted and angered the American public. Using the map below, locate and state the significance of the following Great Britain (Allies): 1 A major Allied power, key in naval blockades against Germany France (Allies): 4 US HISTORY Semester 1 Final Exam Review A central battleground for WWI; faced heavy fighting on the Western Front. Germany (Central): 2 The leading Central Power; instigated the war through militarism and alliances. Austria-Hungary (Central): 5 Triggered the war by declaring war on Serbia after Archduke Franz Ferdinand’s assassination. Serbia: 6 Allies: Great Britain, France, Russia(-), Italy(+), US(+) The site of the Central Powers: Germany, Austria-Hungary, Italy(-), Ottoman Empire(+) assassination that sparked the war; supported by Russia. Russia (Allies): 3 An Allied power supporting Serbia; withdrew after the Bolshevik Revolution in 1917. How did the US entry into World War I affect the following groups: African-Americans - The Great Migration occurred as African-Americans moved North for factory jobs, improving economic opportunities but still facing racial discrimination. Immigrants - Many faced hostility and suspicion of disloyalty, especially those from Central Powers’ nations. Women - Stepped into roles traditionally held by men, including factory work and nursing, advancing their case for suffrage. Why were the Espionage Act (1917) and the Sedition Act (1918) passed? Espionage Act: Designed to prohibit interference with military operations, recruitment, and support of enemies during wartime Sedition Act: Expanded the Espionage Act to include speech or expression of opinions that cast the government or war effort in a negative light Why did the Supreme Court uphold these laws in the case of Schenck v US (1918)? -​ Schenck was charged for violating Espionage Act because he was sharing pamphlets suggesting the draft was evil. These laws were upheld because the Supreme Court ruled that the government had the right to limit speech that posed a "clear and present danger" to national security during wartime. Explain what President Wilson’s Fourteen Points said about each of the following topics and what issues of WWI each US HISTORY Semester 1 Final Exam Review addressed. Secret alliances and treaties: Called for the abolition of secret agreements between nations because secret treaties and alliances had led to mistrust and escalated tensions before the war. Freedom of the seas: Advocated for unrestricted navigation of the seas in peace and war, addressing conflicts over naval power and unrestricted submarine warfare by Germany. Arms reduction: Called for military disarmament to the lowest level consistent with domestic safety, aiming to prevent arms races, which were a key factor in the buildup to WWI. Self-determination: Focused on granting independence and self-governance to various ethnic groups, such as in Austria-Hungary, the Balkans, and the Ottoman Empire; aiming to resolve ethnic and territorial disputes by allowing populations to choose their own governance. League of Nations: Proposed the establishment of an international organization to resolve disputes and maintain global peace; aiming to prevent future wars through diplomacy and collective security. The Allies feared the rise of Germany and wished to punish her. How was this accomplished in the Treaty of Versailles? 1.​ Reparations: Germany was forced to pay significant financial reparations to the Allies, crippling its economy. 2.​ War Guilt Clause (Article 231): Germany had to accept full responsibility for causing the war, providing a justification for the reparations and territorial losses. Many Americans feared that the League of Nations would entangle the US in future foreign wars. Who led the opposition to passage of the Treaty of Versailles? -​ Henry Cabot Lodge led the opposition to the Treaty of Versailles due to concerns about compromising US sovereignty and being drawn into international conflicts. Did the US sign the Treaty of Versailles? -​ No, the United States did not sign the Treaty of Versailles. Instead, the US signed separate peace treaties with Germany and other nations. What was the final verdict regarding US support of the League of Nations? -​ The United States did not join the League of Nations due to Senate opposition, primarily led by Lodge and staying out of relations with other countries, focusing on the nation. UNIT 5: THE ROARING 20’s (CHAPTER 8) For each of the following terms provide a description, people/groups involved and significance. IMMIGRATION/NATIVISM Sacco-Vanzetti Trial: ​ Description: Nicola Sacco and Bartolomeo Vanzetti, two Italian immigrants and anarchists, were accused of robbery and murder. Their trial was widely seen as biased due to anti-immigrant sentiment. ​ Significance: Highlighted the hate for foreigners and prejudice in the justice system during the 1920s. Red Scare: ​ Description: A period of intense fear of communism (gov. owns all production), anarchism (no gov., laws, etc), and supporting big changes in society and gov. ideas in the United States. ​ Significance: Led to widespread raids, deportations, and suppression of civil liberties, particularly targeting immigrants. Quota System: ​ Description: Immigration laws established numerical limits on the number of immigrants allowed into the US, particularly targeting Southern and Eastern Europeans. ​ Significance: Reflected growing nativism and attempts to preserve the demographic makeup of earlier immigrant US HISTORY Semester 1 Final Exam Review waves. 1920s Ku Klux Klan: ​ Description: The KKK experienced a resurgence, promoting white supremacy and targeting African Americans, immigrants, Catholics, and Jews. ​ Significance: Their activities symbolized the intolerance and racial tensions of the era. For each of the following terms provide a description, people/groups involved and significance. POLITICS/ECONOMICS Warren Harding: ​ Description: President known for his "return to normalcy" campaign, focusing on economic recovery and isolationism after World War I. ​ Significance: His administration was marked by corruption scandals. Ohio Gang: ​ Description: A group of politicians and officials in Harding’s cabinet who were involved in corruption and scandals. ​ Significance: Damaged Harding's presidency and public trust in government. Teapot Dome Scandal: ​ Description: A major bribery scandal involving the secret leasing of federal oil reserves to private companies. ​ Significance: Exposed corruption at high levels of government. Credit: ​ Description: The expansion of installment buying allowed consumers to purchase goods on credit, fueling economic growth. ​ Significance: Contributed to the consumer culture of the 1920s but also set the stage for financial instability. Planned obsolescence: ​ Description: A strategy where manufacturers designed products to have a limited lifespan, encouraging repeat purchases. ​ Significance: Boosted the economy by driving consumer demand. For each of the following terms provide a description, people/groups involved and significance. RACE ISSUES Harlem Renaissance: ​ Description: A cultural movement centered in Harlem, celebrating African American achievements in art, literature, and music. ​ Significance: Fostered racial pride and laid the groundwork for the Civil Rights Movement. Red Summer: ​ Description: A wave of race riots across the US in 1919, sparked by racial tensions and competition for jobs. ​ Significance: Highlighted the systemic racism and social divisions of the era. Tulsa Race Massacre: ​ Description: In 1921, a white mob destroyed the thriving African American community of Greenwood in Tulsa, Oklahoma. ​ Significance: One of the worst incidents of racial violence in US history, often omitted from mainstream narratives. US HISTORY Semester 1 Final Exam Review For each of the following terms provide a description, people/groups involved and significance. SOCIAL ISSUES Prohibition: ​ Description: The 18th Amendment banned the manufacture, sale, and transport of alcohol. ​ Significance: Led to the rise of organized crime and illegal speakeasies (illegal bars selling alcohol). The Mafia: ​ Description: Criminal organizations capitalized on Prohibition, running bootlegging (illegal manufacture/selling of goods) operations and expanding their influence. ​ Significance: Organized crime (illegal operation carried out by a powerful group) became a powerful force in American society. Flappers: ​ Description: Young women who challenged traditional norms through their fashion, behavior, and attitudes. ​ Significance: Symbolized the cultural shift toward modernity and women's independence. Fundamentalism/Aimee Semple McPherson: ​ Description: A form of religion believing in the strict, literal interpretation of the Bible; McPherson was a popular evangelist (preacher, converting others to Christian faith). ​ Significance: Represented the clash between traditional religious values and modern ideas. Scopes Trial: ​ Description: A legal case about the teaching of evolution in schools, pitting modern science against traditional religious beliefs. ​ Significance: Highlighted the cultural divide between traditionalism and modernism. Lost Generation: ​ Description: Young veterans of World War I, said to be disillusioned by their wartime experiences and critical of 1920s lifestyle. ​ Significance: They were seen to question American values, and it highlighted the struggles of post-war society. Describe the struggle between “traditional” and “modern” America during the 1920s. ​ The 1920s saw a cultural clash between traditional values, rooted in rural and religious conservatism, and modern ideas, influenced by urbanization, science, and changing social norms. ​ Issues like Prohibition, the Scopes Trial, and the rise of flappers exemplified this tension, as Americans debated the direction of their society. UNIT 6: GREAT DEPRESSION/NEW DEAL (CHAPTERS 9 AND 10) For each of the following terms provide a description, people/groups involved and significance. Margin Buying: ​ Description: Buying stocks by paying only a small portion upfront and borrowing the rest. ​ People/Groups Involved: Investors, stockbrokers, banks. ​ Significance: Led to speculation (investments) and inflated stock prices. When stock prices fell, investors couldn’t repay loans, contributing to the Stock Market Crash of 1929. Buying on Credit: ​ Description: Purchasing goods with borrowed money, promising to pay later in installments. US HISTORY Semester 1 Final Exam Review ​ People/Groups Involved: Middle-class Americans, businesses, banks. ​ Significance: Created high consumer debt. When people lost jobs, they couldn’t repay debts, leading to bank failures and reduced consumer spending. Dust Bowl: ​ Description: A severe drought in the Great Plains that caused massive dust storms, destroying farms and forcing families to migrate. ​ People/Groups Involved: Farmers in Oklahoma, Texas, Kansas ("Okies" and "Arkies"). ​ Significance: Forced thousands to migrate to California looking for jobs, increasing economic hardship during the Great Depression. Bonus Army: ​ Description: A group of WWI veterans who marched to Washington, D.C., in 1932 demanding early payment of their promised wartime bonuses. ​ People/Groups Involved: WWI veterans, President Herbert Hoover, General Douglas MacArthur. ​ Significance: Hoover ordered the military to disperse them using tear gas and tanks, worsening his reputation during the election year. Hoovervilles: ​ Description: Makeshift shanty towns built by homeless people on the outskirts of cities. ​ People/Groups Involved: Unemployed Americans, President Herbert Hoover. ​ Significance: Symbolized the failure of Hoover’s policies to address mass unemployment and homelessness. New Deal: ​ Description: FDR’s economic programs aimed at relief, recovery, and reform to combat the Great Depression. ​ People/Groups Involved: President Franklin D. Roosevelt, Congress, American workers. ​ Significance: Expanded the role of the federal government, creating welfare programs like Social Security, job programs, and banking regulations. 3 R’s: ​ Relief: Direct aid to struggling people (Ex: WPA, CCC). ​ Recovery: Programs to rebuild the economy (AAA, TVA). ​ Reform: Permanent changes to prevent future depressions (FDIC, SEC). Why did the Stock Market Crash bring an end to the prosperity of the 1920s? ​ People lost life savings due to bank failures. ​ Businesses collapsed due to lack of consumer spending. ​ Unemployment soared, worsening the Great Depression. New Deal Program Who was intended to be What problem was to be overcome? helped? Agricultural Adjustment Act Farmers Reduced crop overproduction, raised crop prices (AAA) - REFORM Civil Works Administration Unemployed workers Provided temporary public works jobs. (CWA) - RELIEF Civilian Conservation Corps Young men (18-25) Provided jobs in conservation projects like planting trees. US HISTORY Semester 1 Final Exam Review (CCC) - RELIEF Federal Deposit Insurance Bank customers Insured bank deposits to prevent bank runs. Corporation (FDIC) - REFORM Public Works Administration Unemployed workers Funded large infrastructure projects like bridges and (PWA) - RECOVER dams. Securities Exchange Investors Regulated the stock market to prevent fraud. Commission (SEC) - REFORM Tennessee Valley Rural Southerners Provided electricity and flood control. Administration (TVA) - RECOVER Works Progress Unemployed Americans Created jobs in construction and the arts. Administration (WPA) - RELIEF Social Securities Act (SSA) - Elderly, unemployed, disabled Created retirement plans and unemployment insurance. REFORM Describe how the New Deal permanently changed the government’s role in the US economy. ​ The federal government took responsibility for economic welfare, creating social safety nets like Social Security. ​ Increased regulation of banks and businesses. ​ Expanded public works programs to create jobs. Because the Supreme Court declared several key New Deal programs to be unconstitutional, what did President Franklin D. Roosevelt ask Congress to do? ​ Court-Packing Plan (1937): Proposed adding six new justices to the Supreme Court to support the New Deal. What was the outcome of the Court Packing plan? ​ Failed due to backlash, but the Supreme Court later upheld key programs like Social Security. Critics charged that the New Deal often violated what important American values? ​ Individualism: People became dependent on government aid. ​ Free enterprise: Government has less ability to regulate businesses. UNIT 7: WORLD WAR II (CHAPTERS 11 AND 12) For each of the following terms provide a description, people/groups involved and significance. Rise of dictators: -​ Description: After World War I, economic depression and political instability allowed authoritarian leaders to rise in Germany, Italy, and Japan. These dictators promoted militarism, nationalism, and expansionism. -​ People/Groups Involved: ​ Adolf Hitler (Germany, Nazi Party) – Promised to restore Germany’s power, violated the Treaty of Versailles, and started WWII. ​ Benito Mussolini (Italy, Fascist Party) – Wanted to recreate the Roman Empire, invaded Ethiopia (1935). US HISTORY Semester 1 Final Exam Review ​ Hideki Tojo & Emperor Hirohito (Japan) – Expanded into China and the Pacific, leading to the attack on Pearl Harbor. -​ Significance: These leaders ignored international agreements (like the Treaty of Versailles and League of Nations), directly leading to World War II. Appeasement: ​ Description: A diplomatic policy in which Britain and France allowed Hitler to expand German territory unchecked to avoid another war. ​ People/Groups Involved: ○​ Neville Chamberlain (Britain’s Prime Minister) – Allowed Hitler to take land, believing it would prevent war. ○​ Adolf Hitler (Germany) – Continued aggressive expansion after being appeased. ○​ Winston Churchill (Britain, later PM) – Opposed appeasement, warning it would fail. ​ Significance: The Munich Agreement (1938) let Germany take Sudetenland (Czechoslovakia), but Hitler continued expanding, proving appeasement failed and leading to WWII. Kristallnacht: ​ Description: A violent Nazi attack on Jewish homes, synagogues, and businesses across Germany and Austria. ​ People/Groups Involved: ○​ Nazi Party (Germany) – Organized the attacks. ○​ Jewish citizens – Thousands were arrested and sent to concentration camps. ​ Significance: Marked a turning point in Nazi persecution of Jews, leading to the Holocaust. It showed that the world did little to stop Nazi aggression. Lend-Lease Act: -​ Description: Allowed the United States to send weapons and supplies to Allied nations like Britain and the Soviet Union before formally joining WWII. -​ People/Groups Involved: ​ President Franklin D. Roosevelt (US) – Pushed Congress to pass the act. ​ Winston Churchill (Britain) – Benefited from US aid to fight Germany. ​ Joseph Stalin (Soviet Union) – Received military support against the Nazis. -​ Significance: Ended US neutrality and made America the "Arsenal of Democracy", helping the Allies win WWII. Blitzkrieg: ​ Description: A fast, aggressive military strategy using tanks, planes, and infantry (food soldiers) to quickly overwhelm enemies. ​ People/Groups Involved: ○​ Adolf Hitler & Nazi Germany – Used Blitzkrieg to invade Poland (1939), France (1940), and the Soviet Union (1941). ○​ Allied Forces (France, Britain, Soviet Union) – Struggled against Germany’s rapid attacks. ​ Significance: Allowed Germany to conquer much of Europe quickly, forcing the Allies to adjust their military tactics. Island-hopping: ​ Description: A US military strategy of capturing strategic islands while bypassing heavily fortified Japanese islands. ​ People/Groups Involved: ○​ General Douglas MacArthur (US Army) – Led the Philippines campaign. ○​ Admiral Chester Nimitz (US Navy) – Led the naval attacks in the Pacific. ○​ Imperial Japanese Army – Defended islands fiercely, leading to costly battles. ​ Significance: Helped the US move closer to Japan, leading to major victories at Iwo Jima and Okinawa, which paved US HISTORY Semester 1 Final Exam Review the way for the atomic bombings. Manhattan Project: ​ Description: A top-secret US project to develop the atomic bomb during WWII. ​ People/Groups Involved: ○​ J. Robert Oppenheimer (Lead Scientist) – Directed the bomb’s development. ○​ General Leslie Groves (US Military) – Oversaw the project. ○​ President Franklin D. Roosevelt & later Harry Truman – Authorized the project and eventual bombings. ​ Significance: Created the first nuclear weapons, which were used on Hiroshima and Nagasaki (1945), forcing Japan to surrender and ending WWII. The Holocaust: ​ Description: The Nazi genocide of 6 million Jews and millions of other victims, including Poles, Romani, disabled individuals, and political opponents. ​ People/Groups Involved: ○​ Adolf Hitler & The Nazi Party – Enforced antisemitic policies and mass executions. ○​ Heinrich Himmler (SS Leader) – Oversaw the concentration and death camps. ○​ Victims: Jewish people, Romani, disabled individuals, political dissidents. ​ Significance: The largest genocide in history, leading to the Nuremberg Trials, which established principles for prosecuting war crimes. Final Solution: ​ Description: The Final Solution was the Nazi plan to systematically exterminate Jews in death camps. ​ Key Figures: Adolf Hitler, Heinrich Himmler (SS leader), Nazi Party. ​ Significance: Resulted in the Holocaust, where 6 million Jews and millions of others were murdered. It led to the Nuremberg Trials, holding Nazi leaders accountable for war crimes. In what ways were the German Nazis and the Japanese militarists similar? 1.​ Militaristic Expansion – Both used aggressive military conquests (Germany in Europe, Japan in the Pacific) to expand their empires. 2.​ Racism & Brutality – Nazis promoted Aryan supremacy, and Japan viewed itself as superior in Asia, leading to war crimes like the Holocaust and the Rape of Nanking. 3.​ Totalitarian Control – Both suppressed opposition, used propaganda, and relied on strong authoritarian leaders (Hitler in Germany, military generals in Japan). What was the League of Nations reaction to the military aggression of the Japanese and Germans in the late 1930s? ​ Against Japan (1931-1937) – Condemned Japan’s invasion of Manchuria (1931) and China (1937) but took no military action, leading Japan to withdraw from the League. ​ Against Germany (1936-1939) – Protested Hitler’s violations of the Treaty of Versailles (rearming Germany, occupying the Rhineland, annexing Austria) but failed to act, allowing Nazi expansion. ​ Overall Failure – The League lacked military power and unity, emboldening both Japan and Germany to continue their conquests, ultimately leading to World War II. What was the Munich Agreement in 1938? -​ A deal allowing Germany to annex the Sudetenland in Czechoslovakia, hoping to avoid war. It was seen as appeasement, emboldening Hitler to expand further. How did it contribute to the starting of World War II? -​ The agreement failed to stop Hitler's aggression, encouraging further territorial expansion, which eventually led to US HISTORY Semester 1 Final Exam Review WWII What event led to the starting of World War II, in 1939? -​ Germany invaded Poland on September 1, 1939, prompting Britain and France to declare war on Germany. What was the US reaction in 1939? -​ The U.S. remained neutral but allowed arms sales to Allies under the Neutrality Act of 1939. What event led to the US entry into World War II, in 1941? -​ The Japanese attack on Pearl Harbor on December 7, 1941, led to the U.S. declaring war on Japan and entering the conflict. Using the map below, locate and state the significance of the following North Africa Campaign: 1 First major US-UK victory against Nazis. El-Alamein (Egypt): 3 Turning point in North Africa; Axis forces retreated. Stalingrad (Russia): 4 Turning point on the Eastern Front; Germany began retreating. D-Day (France): 2 Allied invasion of France, liberating France, new front against Germany. Pearl Harbor (Hawaii): 10 Axis Powers: Germany, Italy, Japan Japanese attack on US Allied Powers: Great Britain, Soviet Union, US base in Hawaii, US entry into WWII Midway (Pacific): 9 Naval battle in Pacific, US victory crippled Japan’s navy Iwo Jima (Japan): 8 US captured key island in near Japan, base for bombing Japan Hiroshima (Bomb Drop): 7 First atomic bomb dropped, Japan surrendered, WWII ends How did the US entry into World War II affect the following groups of Americans? ​ Consumers: Mandatory rationing of food, gas, and metal. ​ Women: Took factory jobs ("Rosie the Riveter"). ​ African-Americans: Tuskegee Airmen fought, but still faced discrimination. US HISTORY Semester 1 Final Exam Review Why were Japanese-Americans relocated from the West Coast to internment camps? -​ The U.S. feared spying and sabotage after Pearl Harbor. Why did the Supreme Court uphold this Executive Order, in the case of Korematsu v US (1944)? -​ Fred Korematsu refused to leave his home, and the case was taken to the Supreme Court. Internment was upheld as a wartime necessity. What principle did the Nuremberg Trials establish? ​ Established the principle that leaders could be held accountable for war crimes. Rations - a system of controlled distribution of essential goods like food, gasoline, and other commodities