Honors United States History Weekly Assignments Page
Quarter 4 1920-1970
2021

Week 9

6/7-6/11


Wednesday 06/09 (Window open 6/8-6/15)

Required for Honors United States History Weighted Credit (link below)

Honors End of Course Exam

Access Code:DM66NGC
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Week 8

6/1-6/4

Articles


Assignments

Late Assignments due Friday 6/4 by 5pm
Final Exam C25-28 Friday 6/4
End of Course Exam 6/9


C28 Key Terms


1. Altamont
2. The Antiwar Movement
3. The Tet Offensive
4. The evolution of the civil rights movement

5. African Americans in popular culture 

6. Urban Riots
7. Assassinations
8. The 1968 Democratic Convention
9. Richard Nixon’s 1968 campaign


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Week 7

5/24-5/28

The Vietnam War and the My Lai Massacre


HTS Assignment due 5/30


Compare the administrations of Kennedy and Johnson in terms of each president’s domestic and foreign policy.What did each accomplish? In what ways were their goals similar, and how were they different?


C27 Key Terms 1960s


1. Bay of Pigs                                                                  

2. Black Power                          

3. Community Action Program

4. Congress of Racial Equality (CORE)              

5. Cuban missile crisis             

6. Dien Bien Phu

7. Freedom rides                                                             

8. Freedom summer                    

9. George Wallace

10. The Great Society                                                             

11. Ho Chi Minh                           

12. Immigration Act of 1965                                      

13. John Kennedy                         

14. Malcolm X

15. March on Washington                                            

16. Medicaid                                   

17. Medicare

18. New Frontier                                                             

19. Ngo Dinh Diem                      

20. Richard Nixon

21. Robert Kennedy                                                      

22. Tet offensive                          

23. Viet Cong

24. Gulf of Tonkin Resolution                  

25. Student Nonviolent Coordinating Committee (SNCC)

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Week 6

05/17-5/21


Read and Take Notes


Assignment LEQ #2 due 5/23 (google Classroom & Turnitin.com)


Evaluate the extent to which African American civil rights activists and leaders, combated racial discrimination from 1945–1960. Discuss the evolution of the Civil Rights movement through the 1950's. What were the causes, who were the major figures, and what were some of the landmark events that shaped the movement? 


THE CIVIL RIGHTS MOVEMENT (TIMELINE)


C26 The Affluent Society  Key Terms 1950s


1. Brinksmanship

2. Dien Bien Phu                                          

3. 1st Indo-Chinese War 1945-1954  

4. Massive retaliation (MAD) 

5. Dwight D. Eisenhower

6. Eisenhower Doctrine

7. Suez Canal Crisis

8. John Foster Dulles

9. Rock n Roll                                     

10. Elvis Presley

11. Buddy Holly

12. Fidel Castro                              

13. “The Beats”                                            

14. J. D. Salinger  

15. Jack Kerouac  

16. Allen Ginsberg                       

17. Jackie Robinson

18. Jonas Salk
19. Interstate Highway Act 1956

20. Levittown    

21. Suburbia                                             

22. Brown v. Board of Education 1954

23. Martin Luther King Jr.

24. Southern Christian Leadership Coalition                 

25. Rosa Parks

26. Montgomery Alabama Bus Boycott

27. Little Rock Nine                             

28. Sputnik

29. NASA               



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Week 5

05/10-5/14


Read and Take Notes


Articles

Post War Politics and the Cold War

Anti Communism in the 1950s

Cold War Warm and Hearth


Assignments


1. C25 SAQ  due 5/17

“That is what happened. When, right after the war, the American public, war-weary, seemed to favor demobilization and disarmament, the Truman administration (Roosevelt had died in April 1945) worked to create an atmosphere of crisis and cold war. True, the rivalry with the Soviet Union was real-that country had come out of the war with its economy wrecked and 20 million people dead, but was making an astounding comeback, rebuilding its industry, regaining military strength. The Truman administration, however, presented the Soviet Union as not just a rival but an immediate threat. In a series of moves abroad and at home, it established a climate of fear - a hysteria about Communism-which would steeply escalate the military budget and stimulate the economy with war-related orders. This combination of policies would permit more aggressive actions abroad, more repressive actions at home.” 

                                A People’s History of the United States, Howard Zinn, 1980


“Shaking off the shortsightedness of Roosevelt and other policy makers, by 1946 a few advisers in the Truman administration had recognized the dangers posed by an expansionist Soviet Union. Truman himself required more convincing. As late as 1945 the president had referred privately to Stalin as “a fine man who wanted to do the right thing”—this about a dictator whose mass murders had exceeded those of Hitler and Tojo combined. Stalin was, said Truman, “an honest man who is easy to get along with—who arrives at sound decisions.” Well before the Missourian spoke those words, however, this “fine man” had started work on a Soviet atomic bomb—developing the weapon in the middle of the Battle of Stalingrad, when it was apparent it could not be ready in time to assist in the destruction of Germany. Stalin was already looking ahead to the postwar world and his new enemies, the United States and Great Britain.

                               A Patriot’s History of the United States, Larry Schweikart and Michael Allen, 2004 


Answer a), b), and c). 


a). Briefly explain ONE difference between Zinn’s and Schweikart and Allen’s interpretations.

b). Provide ONE event or development NOT included in the excerpts and briefly explain how it supports Zinn’s interpretation. 

c). Provide ONE event or development NOT included in the excerpts and briefly explain how it supports Schweikart and Allen’s interpretation. 


C25 The Cold War Key Terms 1945-1960

               

1. Yalta Conference

2. Truman Doctrine 

3. The Fair Deal  

4. Dixiecrats Election of 1948   

6. the Iron Curtain Speech                                                        

7. Containment 

8. George F. Kennan  

9. Marshall Plan    

10. Berlin Blockade 1948                 

11. McCarthyism  

12. House Un-American Activities Committee (HUAC) 

13. Hollywood 10                            

14. Alger Hiss  

15. Julius and Ethel Rosenberg               

16. Mao Zedong

17. Fall of China 1949

18. Soviets A-Bomb 1949

19. Korean War 1950-53

20. National Security Act 1947

21. NSC-68 1950                                                                                                  

22. North Atlantic Treaty Organization (NATO)  1949                                                                              
23. United Nations

24. Warsaw Pact  1955

25. Hydrogen Bomb

26. he Domino Theory

27. Vietnam

28. Dwight D. Eisenhower

29. John Foster Dulles

30. Mutually Assured Destruction (MAD)

31. Fidel Castro

32. The Military Industrial Complex

33. Ho Chi Mihn

34. Third World Countries

35. The Space Race

36. NASA


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Week 4

05/03-5/07



YOU DECIDE: WAS PRESIDENT TRUMAN CORRECT IN HIS DECISION TO DROP ATOMIC BOMBS ON HIROSHIMA AND NAGASAKI?


Read and Take Notes


Articles

World War II on the Home Front


The Decision to Drop the Atomic Bomb

"Hiroshima: Was it Necessary?" by Doug Long

The Decision (Nagasaki Exploratorium)


In the fall of 1994, the Air and Space Museum of the Smithsonian Institution in Washington, D.C., installed in its main hall the fuselage of the Enola Gay, the airplane that dropped the first atomic bomb ever used in warfare on Hiroshima in 1945. Originally, the airplane was to have been accompanied by an exhibit that would include discussions of the many popular and academic controversies over whether the United States should have used the bomb. But a powerful group of critics led by veterans' groups and aided by many members of Congress organized to demand that the exhibit be altered and that it reflect only the "official" explanation of the decision. In the end, the museum decided to mount no exhibit at all. The Enola Gay hangs in the Smithsonian today entirely without explanation for the millions of tourists who see it each year.

The furor that surrounded the Air and Space Museum installation reflects the passions that the bombing of Hiroshima and Nagasaki continue to arouse among people around the world, and people in the United States and Japan in particular. It also reflects the continuing debate among historians about how to explain, and evaluate, President Truman's decision to use the atomic bomb in the war against Japan.

Truman himself, both at the time and in his 1955 memoirs, insisted that the decision was a simple and straightforward one. The alternative to using atomic weapons, he claimed, NAGASAKI SURVIVORS A Japanese woman and child look grimly at a photographer as they hold pieces of bread in the aftermath of the dropping of the second American atomic bomb this one on Nagasaki. 

American invasion of mainland Japan that might have cost as many as a million lives. Given that choice, he said, the decision was easy. "I regarded the bomb as a military weapon and never had any doubt that it should be used." Truman's explanation of his decision has been supported by the accounts of many of his contemporaries: by Secretary of War Henry Stimson, in his 1950 memoir, On Active Service in Peace and War; by Winston Churchill; by Truman's senior military advisers. It has also received considerable support from historians. Herbert Feis argued in The Atomic Bomb and the End of World War II (1966) that Truman had made his decision on purely military grounds to ensure a speedy American victory. David McCullough, the author of a popular biography of Truman published in 1992, also accepted Truman's own account of his actions largely uncritically, as did Alonzo L. Hamby in Man of the People (1995), an important scholarly study of Truman. "One consideration weighed most heavily on Truman," Hamby concluded. "The longer the war lasted, the more Americans killed." Robert J. Donovan, author of an extensive history of the Truman presidency, Conflict and Crisis (1977), reached the same conclusion: "The simple reason Truman made the decision to drop the bomb was to end the war quickly and save lives."

Other scholars have strongly disagreed. As early as 1948, a British physicist, P. M. S. Blackett, wrote in Fear, War, and the Bomb that the destruction of Hiroshima and Nagasaki was "not so much the last military act of the second World War as the

first major operation of the cold diplomatic war with Russia." The most important critic of Truman's decision is the historian Gar Alperovitz, the author of two influential books on the subject: Atomic Diplomacy: Hiroshima and Potsdam (1965) and The Decision to Use the Atomic Bomb and the Architecture of an American Myth (1995). Alperovitz dismisses the argument that the bomb was used to shorten the war and save lives. Japan was likely to have surrendered soon even if the bomb had not been used, he claims; large numbers of American lives were not at stake in the decision. Instead, he argues, the United States used the bomb less to influence Japan than to intimidate the Soviet Union. Truman made his decision to bomb Hiroshima in the immediate aftermath of a discouraging meeting with Stalin at Potsdam. He was heavily influenced, therefore, by his belief that America needed a new way to force Stalin to change his behavior, that, as Alperovitz has argued, "the bomb would make Russia more manageable in Europe."

Martin J. Sherwin, in A World Destroyed (1975), is more restrained in his criticism of American policymakers. But he too argues that a rapidly growing awareness of the danger Stalin posed to the peace made leaders aware that atomic weapons and their effective use could help strengthen the American hand in the nation's critical relationship with the Soviet Union. Truman, Sherwin said, "increasingly came to believe that America's possession of the atomic bomb would, by itself, convince Stalin to be more cooperative."

John W. Dower's War Without Mercy (1986) contributed, by implication at least, to another controversial explanation of the American decision: racism. Throughout World War II, most Americans considered the Germans and the Italians to be military and political adversaries. They looked at the Japanese very differently: as members of a very different and almost bestial race. They were, many Americans came to believe, almost a subhuman species. And while Dower himself stops short of saying so, other historians have suggested that this racialized image of Japan contributed to American willingness to drop atomic bombs on Japanese cities. Even many of Truman's harshest critics, however, note that it is, as Alperovitz has written, "all but impossible to find specific evidence that racism was an important factor in the decision to attack Hiroshima and Nagasaki."

The debate over the decision to drop the atomic bomb is an unusually emotional one driven in part by the tremendous moral questions that the destruction of so many lives raises and it has inspired bitter professional and personal attacks on advocates of almost every position. It illustrates clearly how history has often been, and remains, a powerful force in the way societies define their politics, their values, and their character.

"Hiroshima: Was it Necessary?" by Doug Long

The Decision (Nagasaki Exploratorium)


Assignments


1. Debating the Past 

The United States dropped two atomic bombs on Japan, one on Hiroshima and the second on Nagasaki. Was dropping the bomb on Hiroshima justifiable, what were the options, what was Truman's ultimate declaration? Do the reasons for dropping the bomb on Hiroshima apply equally to the bombing of Nagasaki?


2. C24 Assessment 5/7


C24 Key Terms


1. Adolf Hitler 

2. Appeasement 

3. Munich Conference

4. Atlantic Charter

5. Winston Churchill

6. Benito Mussolini 

7. Facsism

8. Neutrality Acts

9. Hideki Tojo

10. Hitler Stalin Pact

11. Axis Powers

12. Committee to Defend America

13. America First Committee

14. Lend-lease Act 

15. Pearl Harbor

16. Braceros

17. “Rosie the Riveter” 

18. Dwight D. Eisenhower 

19. D-Day

20. Enola Gay

21. Robert Oppenheimer

22. Harry S. Truman 

23. Hiroshima & Nagasaki

24. The Holocaust 

25. Executive Order 9066

26. Korematsu v. U.S.

27. Manhattan Project 

28. Zoot suits

29. Double V Campaign

30. Potsdam Conference
31. V-E Day
32. V-J Day
33. Washington Naval Conference
34. Kellog-Briand Pact
35. Dawes Act
35. Nye Committe

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Week 3

04/26-4/30


Read and Take Notes


Articles

The Great Depression and World War II

World War II on the Home Front


The experience of World War I had a significant influence on both the American public and American policy makers during the pre-1941 period. Congress passed neutrality legislation during the 1930s in and explicit attempt to prevent a repeat of the experiences that led to involvement of the United States in World War I. A major theme from the interwar period is the issue of isolationism. Historians once used the term to describe American foreign policy from the end of World War I until the outbreak of World War II. Many historians prefer terms such as “independent internationalism” to describe American policy during the 1920s, noting the degree to which American foreign investment involved the United States with other nations.


The United States entered World War II ideologically unified but militarily ill-prepared. A corporate-government partnership solved most of the production and manpower problems, and the massive wartime output brought an end to the Great Depression. Labor troubles, racial friction, and social tensions were not absent, but they were kept to a minimum. Roosevelt and the American generals made the decision that Germany must be defeated first, since it presented a more serious threat than Japan. Gradually, American production and American military might turned the tide in the Pacific and on the western front in Europe. The key to victory in Europe was the invasion of France, which coincided with the Russian offensive on the eastern front. Less than a year after D-Day, the war in Europe was over. In the Pacific, American forces, with some aid from the British and Australians, first stopped the Japanese advance and then went on the offensive. The strategy for victory involved long leaps from island to island that bypassed and isolated large enemy concentrations and drew progressively closer to the Japanese homeland. Conventional bombing raids pulverized Japanese cities, and American forces were readied for an invasion that the atomic bomb made unnecessary.


Assignments

1. Long Essay Question due Sunday 5/2 (Google Classroom & Turnitin.com)
Analyze the responses of Franklin D. Roosevelt's administration to the problems of the Great Depression how effective were these responses. How did they change the role of the fed government?


2. SAQ C24 due Friday 4/30


Compare and contrast the impact of the war on the many ethnic, gender, and racial groups in America.How did the war affect life on the home front, especially for Women, African Americans, Japanese Americans, Mexican American, Native Americans? 


a. African Americans

b. Native Americans

c. Mexican Americans

d. Japanese Americans.

e. Women


C24 Key Terms


1. Adolf Hitler 

2. Appeasement 

3. Munich Conference

4. Atlantic Charter

5. Winston Churchill

6. Benito Mussolini 

7. Facsism

8. Neutrality Acts

9. Hideki Tojo

10. Hitler Stalin Pact

11. Axis Powers

12. Committee to Defend America

13. America First Committee

14. Lend-lease Act 

15. Pearl Harbor

16. Braceros

17. “Rosie the Riveter” 

18. Dwight D. Eisenhower 

19. D-Day

20. Enola Gay

21. Robert Oppenheimer

22. Harry S. Truman 

23. Hiroshima & Nagasaki

24. The Holocaust 

25. Executive Order 9066

26. Korematsu v. U.S.

27. Manhattan Project 

28. Zoot suits

29. Double V Campaign

30. Potsdam Conference
31. V-E Day
32. V-J Day

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Week 2 

04/19-4/23


FDR and the New Deal ppt.



In October 1929, the stock market's over inflated values collapsed and the Great Depression began. Its causes were complex and its consequences were enormous. In a few short years, the 2 percent unemployment rate of the 1920s had become the 25 percent rate of 1932. The nation's political institutions were not equipped to respond. The task overwhelmed local and private relief efforts. President Herbert Hoover's tentative program of voluntary cooperation, big-business loans, and limited public works was activist by old standards but inadequate to the challenge. American tariffs and war-debt policy aggravated international economic problems and thereby added to domestic woes. Although the suffering of Americans, especially African Americans and Hispanics, was great, most citizens clung to traditional values and resisted radical solutions. With veterans marching, farmers protesting, and millions not working, Franklin Delano Roosevelt won the presidency.


Articles

Assignments

1. SAQ New Deal 4/22


Use your knowledge of FDR's New Deal to answer the questions below


Answer a, b, and c.


     a). For All of the areas below, explain how effective the New Deal was in achieving its goals. Be specific.

               Providing relief to the poverty stricken (relief)

               Stimulating the economy (recovery)

               Instituting economic reforms (reform)


     b). Provided Two pieces of historical evidence to prove its effectiveness.

     

     c). Choose ONE area and explain why New Deal programs were not as effective in achieving its goals as it was for the area you choose.


2. C22-23 Assessment 4/23

C23 The Great Depression and the The New Deal Key Terms


1. Herbert Hoover  

2. Hoovervilles                                           

3. The Bonus Army                         

4. Franklin Delano Roosevelt                            

5. The Dust Bowl                                                

6. The 1932 Election

7. The New Deal    (relief, recovery, reform)                                               

8. The First Hundred Days

9. Agricultural Adjustment Act (AAA)  

10. National Recovery Administration (NRA) 

11. Civilian Conservation Corp (CCC)

12. Huey Long

13. The Second New Deal                                    

14. The National Labor Relations Act (The Wagner Act)

15. The Social Security Act                                  

16. Securities Exchange Commission (SEC)       

17. Glass-Steagall Act-Federal Deposit Insurance                                                             

18. Works Progress Administration (WPA)

19. Court Packing Scheme                                   

20. Dorthea Lange

21. Eleanor Roosevelt                                             

22. John Steinbeck

23. Tennessee  Valley Authority (TVA)   


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Quarter 4

Week 1

04/12-4/18


Read and Take Notes

The 1920’s was the first decade to have a nickname: Roaring 20s" or "Jazz Age." It was a decade of prosperity and dissipation, and of jazz bands, bootleggers, raccoon coats, bathtub gin, flappers, flagpole sitters, bootleggers, and marathon dancers. It was, in the popular view, the Roaring 20s, when the younger generation rebelled against traditional taboos while their elders engaged in an orgy of speculation. But the 1920s was also a decade of bitter cultural conflicts, pitting religious liberals against fundamentalists, nativists against immigrants, and rural provincials against urban cosmopolitans. The 1920’s was a decade of major cultural conflicts as well as a period when many features of a modern consumer culture took root. In this chapter, you will learn about the clashes over alcohol, evolution, foreign immigration, and race, and also about the growth of cities, the rise of a consumer culture, and the revolution in morals and manners. 


Articles

Assignments

1. HTS (due Sunday 4/18)

1. Discuss the emergence of the following during the 1920's

    a. Ku Klux Klan

    b. Nativists and immigration reform

    c. Religious fundamentalists and the Scopes Trial


2. Explain the characteristics of each of the following, and discuss the impact of popular culture on American society during the

1920s: 

     a. Movies and Sports

     b. The "New Negro" and the Harlem Renaissance

     c. Prohibition and the 18th Amendment

     d. The "New Woman"


Discussion

C22 The New Era Key Terms

1. Warren G. Harding

2. The Red Scare  

3. Red Summer  

4. Prohibition and Speakeasies

5. St. Valentines Day Massacre

6. Al Capone                   

7. The Ku Klux Klan

8. Calvin Coolidge                                   

9. The Scopes Trial

10. Religious Fundamentalism

11. Herbert Hoover                                   

12. The Equal Rights Amendment          

13. The National Origins Act 1924

14. Consumerism
15. The Installment Plan                                      
16. Marcus Garvey                                  

17. “The New Negro” and the Harlem Renaisance

18. Hollywood 1920's

19. Popular Culture

20. The Jazz Singer

21. The Harlem Renaissance

22. Langston Hughes

23. Jazz 

24. Duke Ellington                                                    

25. The Great Migration

26. Babe Ruth                                             

27. The "New Woman" and The Flapper

28. Margret Sanger

29. Lost Generation

30. F. Scott Fitzgerald

31. Ernest Hemingway                                    

32. Sacoo-Vanveti Trial