TAKS REVIEWTAKS REVIEW

U.S. History – 11U.S. History – 11thth Grade Grade

Analyzing Multiple-Choice Analyzing Multiple-Choice QuestionsQuestions

Steps for analyzing a multiple-choice Steps for analyzing a multiple-choice questionquestion1.1. Carefully read the question.Carefully read the question.2.2. Attempt to answer it before you look at the Attempt to answer it before you look at the

answer choices.answer choices.3.3. Read all the answer choices.Read all the answer choices.4.4. Reread the question, and circle key words.Reread the question, and circle key words.5.5. Underline under any absolutes, such as no, not, Underline under any absolutes, such as no, not,

none, except, never, always, only, and all.none, except, never, always, only, and all.6.6. Circle any qualifiers that appear obviously Circle any qualifiers that appear obviously

wrong.wrong.7.7. Eliminate answers that appear obviously wrong.Eliminate answers that appear obviously wrong.8.8. Select the most correct answer.Select the most correct answer.

Sample QuestionsSample Questions1.1. Which of the following is Which of the following is least likelyleast likely to be a symbol of the Jazz Age, which to be a symbol of the Jazz Age, which

began in America in the aftermath of World War I and became a symbol of began in America in the aftermath of World War I and became a symbol of freedom and excitement?freedom and excitement?

a.a. Musicians who combined western harmonies with African rhythmsMusicians who combined western harmonies with African rhythmsb.b. Young adults who rejected moral values and rules of the Victorian AgeYoung adults who rejected moral values and rules of the Victorian Agec.c. Flappers, who shocked their elders by bobbing their hair and wearing short skirtsFlappers, who shocked their elders by bobbing their hair and wearing short skirtsd.d. Depressed economic conditions and widespread persecution of immoralityDepressed economic conditions and widespread persecution of immorality

2.2. The President is a member of the _____ branch of government. The President is a member of the _____ branch of government. a.a. JudicialJudicialb.b. LegislativeLegislativec.c. ExecutiveExecutived.d. CongressionalCongressional

3.3. The Fourth of July marks the anniversary ofThe Fourth of July marks the anniversary ofa.a. The approval of the Declaration of Independence.The approval of the Declaration of Independence.b.b. The beginning of the American Revolution.The beginning of the American Revolution.c.c. The landing of Pilgrims at Plymouth Rock.The landing of Pilgrims at Plymouth Rock.d.d. The discovery of America.The discovery of America.

4.4. Which of the following is not a symbol of the United States?Which of the following is not a symbol of the United States?a.a. An eagleAn eagleb.b. The American flagThe American flagc.c. A globeA globed.d. ““Uncle Sam”Uncle Sam”

Analyzing ImagesAnalyzing Images

5 W’s5 W’s Who? – Who is pictured in the image?Who? – Who is pictured in the image? What? – What objects and scenes appear in the image?What? – What objects and scenes appear in the image? When? – When is the action taking place?When? – When is the action taking place? Where? – Where does the action take place?Where? – Where does the action take place? Why? – Why is the action happening?Why? – Why is the action happening?

OPTICOPTIC Observe – Overview Observe – Overview PartsParts TitleTitle InferenceInference ConclusionConclusion

Drawing Conclusions & Drawing Conclusions & InferencesInferences

1.1. Read the selection carefully.Read the selection carefully.2.2. Determine the Determine the main ideamain idea of the passage or quote. of the passage or quote.3.3. Identify the stated Identify the stated factsfacts..4.4. Identify unstated ideas. Distinguish between Identify unstated ideas. Distinguish between what what

is implied by the factsis implied by the facts and and what is suggestedwhat is suggested by by the perception of the author.the perception of the author.

5.5. Verify that the facts in the passage support your Verify that the facts in the passage support your conclusion in Step 2.conclusion in Step 2.

6.6. Read the question.Read the question.7.7. Review the passage.Review the passage.8.8. Select or write an answer that uses facts that you Select or write an answer that uses facts that you

have concluded are present in the selection.have concluded are present in the selection.

My dad said to us kids: “all of you get in the car. I want to take you and show My dad said to us kids: “all of you get in the car. I want to take you and show you something.” On the way over there, he’d talk about how life had been you something.” On the way over there, he’d talk about how life had been rough for us, and he said: “If you think it’s been rough for us, I want you to rough for us, and he said: “If you think it’s been rough for us, I want you to see people that really had it rough”…He took us to one of the see people that really had it rough”…He took us to one of the Hoovervilles…Hoovervilles…

Here were all these people living in old, rusted-out car bodies. I mean that Here were all these people living in old, rusted-out car bodies. I mean that was their home. There were people living in shacks made of orange was their home. There were people living in shacks made of orange crates. One family with a whole lot of kids was living in a piano box. This crates. One family with a whole lot of kids was living in a piano box. This wasn’t just a little section; this was maybe ten miles wide and ten miles wasn’t just a little section; this was maybe ten miles wide and ten miles long. People were livng in whatever they could junk together.long. People were livng in whatever they could junk together.

And when I read And when I read Grapes of WrathGrapes of Wrath…that was like reliving my life, particularly …that was like reliving my life, particularly the part where they lived in this Government camp. Because when we the part where they lived in this Government camp. Because when we were picking fruit in Texas, we lived in a Government place like that…And were picking fruit in Texas, we lived in a Government place like that…And when I was reading when I was reading Grapes of WrathGrapes of Wrath this was just like my life. I was never this was just like my life. I was never so proud of poor people before, as I was after I read that book.so proud of poor people before, as I was after I read that book.

1. What can you infer about the people who live in the Hooverville?1. What can you infer about the people who live in the Hooverville?a.a. They found happiness.They found happiness.b.b. They are content.They are content.c.c. They lost their homes.They lost their homes.d.d. They are lazy.They are lazy.

2. What can you infer about how the narrator feels about living as she did 2. What can you infer about how the narrator feels about living as she did during the Great Depression?during the Great Depression?a.a. She feels proud.She feels proud.b.b. She feels ashamed.She feels ashamed.c.c. She feels happy.She feels happy.d.d. She feels longing.She feels longing.

Interpreting Graphs, Charts, & Interpreting Graphs, Charts, & TablesTables

1.1. Read the title.Read the title.2.2. Determine the purpose and what is being Determine the purpose and what is being

compared or shown.compared or shown.3.3. Read the question, but not the answer choices.Read the question, but not the answer choices.4.4. Study the key.Study the key.5.5. Identify any symbols or labels.Identify any symbols or labels.6.6. Identify the main idea.Identify the main idea.7.7. Answer the question in your own words.Answer the question in your own words.8.8. Read the answer choices.Read the answer choices.9.9. Eliminate the obviously wrong answers.Eliminate the obviously wrong answers.10.10. Select the best answer.Select the best answer.

Unemployment, 1928-Unemployment, 1928-19381938

1.1. Between what years Between what years did the percentages did the percentages of people in the of people in the work force in the work force in the United States, Great United States, Great Britain, and Britain, and Germany all Germany all increase?increase?a.a. 1929 and 19321929 and 1932b.b. 1937 and 19381937 and 1938c.c. 1932 and 19371932 and 1937d.d. 1933 and 19371933 and 1937

0

10

20

30

40

50

60

70

80

1928

1930

1932

1934

1936

1938

Germany

Great Britain

United States

Analyzing Reading Passages & Analyzing Reading Passages & QuotationsQuotations

1.1. Read the title. Read the title. 2.2. Determine the answers to these questions: Determine the answers to these questions:

a.a. Who is the author?Who is the author?b.b. What is his or her purpose?What is his or her purpose?c.c. Who is the intended audience? Who is the intended audience?

3.3. Determine when the passage or quotation was written. Determine when the passage or quotation was written. Look for dates. Look for dates.

4.4. Carefully read the passage or quotation. Carefully read the passage or quotation. 5.5. Read the test question, but not the answer choices. Read the test question, but not the answer choices. 6.6. Reread the passage or quotation, circling key words. Reread the passage or quotation, circling key words. 7.7. Underline main ideasUnderline main ideas in the passage or quote. in the passage or quote. 8.8. Reread the question, and predict the answer. Reread the question, and predict the answer. 9.9. Read the answer choices. Read the answer choices. 10.10. Select the best or correct answer.Select the best or correct answer.

I will build a motor car for the great multitude. It will be large I will build a motor car for the great multitude. It will be large enough for the family but small enough for the individual to enough for the family but small enough for the individual to run and care for. It will be constructed of the best run and care for. It will be constructed of the best materials, by the best men to be hired, after the simplest materials, by the best men to be hired, after the simplest designs that modern engineering can devise. But it will be designs that modern engineering can devise. But it will be so low in price that no man making a good salary will be so low in price that no man making a good salary will be unable to own one— and enjoy with his family the blessing unable to own one— and enjoy with his family the blessing of hours of pleasure in God’s great open spaces.of hours of pleasure in God’s great open spaces.

— — Henry Ford, Henry Ford, 19091909

1.1. Which action is most closely associated with Henry Ford’s Which action is most closely associated with Henry Ford’s attempt to realize this vision?attempt to realize this vision?a.a. Providing cars in a variety of modelsProviding cars in a variety of modelsb.b. Creating a business monopolyCreating a business monopolyc.c. Downsizing the labor forceDownsizing the labor forced.d. Using the assembly lineUsing the assembly line

Analyzing Cause-Effect Analyzing Cause-Effect RelationshipsRelationships

By 1763, the British were among the most heavily taxed people By 1763, the British were among the most heavily taxed people in the world. The costs of governing and defending Britain’s in the world. The costs of governing and defending Britain’s vast empire had skyrocketed during the French and Indian vast empire had skyrocketed during the French and Indian War. Because of this, Britain’s Prime Minister Grenville War. Because of this, Britain’s Prime Minister Grenville asked whether these colonies shouldn’t begin to pay some of asked whether these colonies shouldn’t begin to pay some of the costs of their own government and defense.the costs of their own government and defense.

Therefore, in March 1765, the British Parliament passed the Therefore, in March 1765, the British Parliament passed the Stamp Act. This law placed a tax on newspapers, pamphlets, Stamp Act. This law placed a tax on newspapers, pamphlets, legal documents, and most other printed materials. It legal documents, and most other printed materials. It required that an official government stamp be printed on or required that an official government stamp be printed on or attached to these materials to show that the tax had been attached to these materials to show that the tax had been paid. The Stamp Act marked the first time that the British paid. The Stamp Act marked the first time that the British government had taxed the colonists for the clear purpose of government had taxed the colonists for the clear purpose of raising money.raising money.

In response, delegates from seven colonies held a meeting that In response, delegates from seven colonies held a meeting that became known as the Stamp Act Congress. James Otis of became known as the Stamp Act Congress. James Otis of Massachusetts claimed that Britain had no right to force laws Massachusetts claimed that Britain had no right to force laws on the colonies because the colonists had no representatives on the colonies because the colonists had no representatives in the British Parliament. As a result, “no taxation without in the British Parliament. As a result, “no taxation without representation” became the colonists’ rallying cry.representation” became the colonists’ rallying cry.

1.1. What was the result of the What was the result of the Stamp Act?Stamp Act?

a.a. Colonial delegates met to form the Colonial delegates met to form the Stamp Act Congress.Stamp Act Congress.

b.b. Grenville agreed to have Grenville agreed to have representation of the colonists in representation of the colonists in Parliament.Parliament.

c.c. The British Parliament placed a tax The British Parliament placed a tax on most printed materials.on most printed materials.

d.d. The colonists became the most The colonists became the most heavily taxed people in the world.heavily taxed people in the world.

2.2. What was the result of the What was the result of the Stamp Act?Stamp Act?

a.a. Colonial delegates met to form the Colonial delegates met to form the Stamp Act Congress.Stamp Act Congress.

b.b. Grenville agreed to have Grenville agreed to have representation of the colonists in representation of the colonists in Parliament.Parliament.

c.c. The British Parliament placed a tax The British Parliament placed a tax on most printed materials.on most printed materials.

d.d. The colonists became the most The colonists became the most heavily taxed people in the world.heavily taxed people in the world.

Colonial Period, 1700-Colonial Period, 1700-17761776

Magna CartaMagna Carta: guaranteed certain civil liberties to : guaranteed certain civil liberties to the English – foundation for democracythe English – foundation for democracy

Mayflower CompactMayflower Compact: Pilgrims made an : Pilgrims made an agreement to obey all of their governments laws agreement to obey all of their governments laws and govern themselves and govern themselves

Most people came to the Americas seeking Most people came to the Americas seeking religious tolerationreligious toleration

16071607: 1st Colonial Settlement, Jamestown: 1st Colonial Settlement, Jamestown House of BurgessesHouse of Burgesses: representative government: representative government 3 Regions:3 Regions:

New EnglandNew England: subsistence farming – almost no slavery: subsistence farming – almost no slavery MiddleMiddle: 50/50, Agriculture/Shipping – some slavery: 50/50, Agriculture/Shipping – some slavery SouthernSouthern: Plantation farming – slave labor: Plantation farming – slave labor

American Revolution, 1776-American Revolution, 1776-17831783

Sugar, Stamp & Tea Acts:Sugar, Stamp & Tea Acts: British colonial British colonial policiespolicies

““No taxation without representation”:No taxation without representation”: Boston Massacre & Boston Tea PartyBoston Massacre & Boston Tea Party

Declaration of Independence:Declaration of Independence: listed listed colonial grievances against King George III; colonial grievances against King George III; Primary writer: Thomas JeffersonPrimary writer: Thomas Jefferson

1st Battles:1st Battles: Lexington & Concord Lexington & Concord Major Battles:Major Battles: Saratoga, Yorktown (turning Saratoga, Yorktown (turning

point b/c colonists started winning)point b/c colonists started winning) Treaty of Paris:Treaty of Paris: ended the war ended the war

New Republic, 1783-1790New Republic, 1783-1790

Articles of Confederation:Articles of Confederation: 1st government of the 1st government of the United States; very weak b/c it gave too much power United States; very weak b/c it gave too much power to the states and not enough to the federal to the states and not enough to the federal governmentgovernment

Federalist Papers:Federalist Papers: written by Alexander Hamilton, written by Alexander Hamilton, John Jay & James Madison; written to persuade John Jay & James Madison; written to persuade others to ratify the Constitutionothers to ratify the Constitution

U.S. Constitution:U.S. Constitution: blue print for the national blue print for the national governmentgovernment Bill of Rights:Bill of Rights: 1st 10 Amendments; guarantee civil liberties 1st 10 Amendments; guarantee civil liberties 7 Principles of Government:7 Principles of Government: Separation of Powers, Separation of Powers,

Checks & Balances, Republicanism, Federalism, Popular Checks & Balances, Republicanism, Federalism, Popular Sovereignty, Limited Government, Individual RightsSovereignty, Limited Government, Individual Rights

Civil War, 1861-1865Civil War, 1861-1865 Missouri Compromise:Missouri Compromise: maintained balance between maintained balance between

# of Free/Slave states# of Free/Slave states Dred Scott Decision:Dred Scott Decision: declared slaves were not declared slaves were not

citizens citizens Election of 1860: Election of 1860: Lincoln is elected and the south Lincoln is elected and the south

talks about secession over the issue of states’ rightstalks about secession over the issue of states’ rights Fort Sumter:Fort Sumter: started the war started the war Emancipation Proclamation:Emancipation Proclamation: Freed the slaves only Freed the slaves only

in the Southin the South Appomattox Courthouse:Appomattox Courthouse: Lee (South) surrendered Lee (South) surrendered

to Grant (North)to Grant (North) AdvantagesAdvantages

North: North: Industrialized, transportation, & large populationIndustrialized, transportation, & large population South:South: Best generals & fighting a defensive war Best generals & fighting a defensive war

ReconstructionReconstruction

13th, 14th, & 15th Amendments:13th, 14th, & 15th Amendments: “Free, Citizens, Vote.”“Free, Citizens, Vote.”

Freedmen’s Bureau:Freedmen’s Bureau: helped freed helped freed slaves find work, food, shelter & schoolingslaves find work, food, shelter & schooling

Military districtsMilitary districts insured “new” insured “new” governments were following the lawgovernments were following the law

Overall, Radical Reconstruction gave Overall, Radical Reconstruction gave the federal government more powerthe federal government more power

Economic Developments, 1877-Economic Developments, 1877-18981898

TechnologyTechnology: Telephone, Bessemer Process, : Telephone, Bessemer Process, electricity, automobileelectricity, automobile

Growth of RailroadsGrowth of Railroads: Completion of the : Completion of the transcontinental railroad, unfair railroad transcontinental railroad, unfair railroad ratesrates

Growth of Labor UnionsGrowth of Labor Unions: Strikes, Knights : Strikes, Knights of Labor, A.F.L.of Labor, A.F.L.

Rise of Big BusinessRise of Big Business: Corporations, : Corporations, Andrew Carnegie, John D. RockefellerAndrew Carnegie, John D. Rockefeller

Farm IssuesFarm Issues: Settling the Great Plains, : Settling the Great Plains, greater food production, drop in food pricesgreater food production, drop in food prices

Social Issues, 1877-1898Social Issues, 1877-1898

Child LaborChild Labor: In mines and factories; state : In mines and factories; state legislation to limit the practice legislation to limit the practice

Growth of CitiesGrowth of Cities: Rapid population growth, : Rapid population growth, crowded tenements, political corruption, crowded tenements, political corruption, inadequate servicesinadequate services

Problems of ImmigrationProblems of Immigration: “Push” and : “Push” and “Pull” factors brought immigrants to “Pull” factors brought immigrants to America; an influx of “New Immigrants,” America; an influx of “New Immigrants,” who spoke no English, and often settled in who spoke no English, and often settled in ethnic ghettos; nativists opposed ethnic ghettos; nativists opposed immigrationimmigration

Treatment of MinoritiesTreatment of Minorities

African AmericansAfrican Americans Loss of voting rights in the South as a result of Loss of voting rights in the South as a result of

poll taxes, literacy tests, and grandfather clausespoll taxes, literacy tests, and grandfather clauses Jim Crow LawsJim Crow Laws

Native AmericansNative Americans: Constantly pushed : Constantly pushed westward, and confined to reservations; westward, and confined to reservations; Dawes Act (1887)Dawes Act (1887)

Asian AmericansAsian Americans: Chinese Exclusion Act: Chinese Exclusion Act Mexican AmericansMexican Americans: Loss of land in former : Loss of land in former

Mexican territoriesMexican territories

WEB DuBoisWEB DuBois

Called on African Americans to Called on African Americans to immediately work for full social & immediately work for full social & political equalitypolitical equality

Helped to form N.A.A.C.P. in 1909Helped to form N.A.A.C.P. in 1909 Opposed Booker T. Washington’s Opposed Booker T. Washington’s

emphasis on learning job skillsemphasis on learning job skills Believed in leadership of the Believed in leadership of the

“Talented Tenth.”“Talented Tenth.”

Warm-Up ActivityWarm-Up Activity

►The Progressive Era was a time of The Progressive Era was a time of rapid change and expansion (growth) rapid change and expansion (growth) of constitutional rights. Of the of constitutional rights. Of the following rights, which ONE would you following rights, which ONE would you fight for the most to keep? WHY?????fight for the most to keep? WHY????? Women’s right to voteWomen’s right to vote Worker’s compensationWorker’s compensation Ban on child laborBan on child labor Ban of monopoliesBan of monopolies

What You NEED to KnowWhat You NEED to Know

►What is PROGRESSIVISM? What did the What is PROGRESSIVISM? What did the PROGRESSIVES fight for?PROGRESSIVES fight for?

►Who were the MUCKRAKERS?Who were the MUCKRAKERS?►What impact did the 16What impact did the 16thth, 17, 17thth, and 19, and 19thth

Amendments?Amendments?►How were monopolies stopped from How were monopolies stopped from

occurring?occurring?►Theodore Roosevelt, Woodrow Wilson, Theodore Roosevelt, Woodrow Wilson,

Susan B. AnthonySusan B. Anthony

ProgressivesProgressives

Middle-class reformersMiddle-class reformers who sought to who sought to end political corruption and social abuses end political corruption and social abuses caused by rise of big businesscaused by rise of big business

MuckrakersMuckrakers: writers and reporters such as : writers and reporters such as Upton Sinclair, Upton Sinclair, The JungleThe Jungle

Progressive AmendmentsProgressive Amendments:: 16th Amendment16th Amendment: Created a graduated income : Created a graduated income

taxtax 17th Amendment17th Amendment: Provided for the direct : Provided for the direct

election of US Senatorselection of US Senators

Impact of Progressive Impact of Progressive ReformsReforms

Americans looked to the federal Americans looked to the federal government for protection from big government for protection from big business abusesbusiness abuses

Protected consumers, children, small Protected consumers, children, small businesses, and natural resources from businesses, and natural resources from the abuses of big businessthe abuses of big business

Progressive reforms made government Progressive reforms made government more responsive to the people: primaries, more responsive to the people: primaries, direct election of Senators, referendums, direct election of Senators, referendums, initiativesinitiatives

Introduced a graduated income tax to help Introduced a graduated income tax to help finance governmentfinance government

Progressive PresidentsProgressive Presidents

Theodore RooseveltTheodore Roosevelt: Square Deal:: Square Deal: Protected consumers with passage of the Pure Protected consumers with passage of the Pure

Food & Drug ActFood & Drug Act Combated “bad” trusts; sought to conserve Combated “bad” trusts; sought to conserve

nation’s natural resourcesnation’s natural resources William Taft:William Taft: 16th & 17th Amendments 16th & 17th Amendments Woodrow WilsonWoodrow Wilson::

Income TaxIncome Tax Clayton Antitrust ActClayton Antitrust Act Federal Reserve ActFederal Reserve Act Child Labor LawChild Labor Law

Susan B. Anthony/Women’s Susan B. Anthony/Women’s SuffrageSuffrage

After Civil War, focus of women’s After Civil War, focus of women’s movement was on achieving the right to movement was on achieving the right to votevote

Susan B. Anthony and Elizabeth Cady Susan B. Anthony and Elizabeth Cady Stanton formed an organization to work Stanton formed an organization to work for women’s suffragefor women’s suffrage

During World War I women replaced men During World War I women replaced men in factories and other work places. After in factories and other work places. After the war, the 19th Amendment guaranteed the war, the 19th Amendment guaranteed women the right to vote (1920).women the right to vote (1920).

Rise of America as a Great Rise of America as a Great PowerPower

Spanish-American War (1898):Spanish-American War (1898): War War began over Spanish atrocities in Cuba began over Spanish atrocities in Cuba and the sinking of the and the sinking of the U.S.S. MaineU.S.S. Maine in in Havana.Havana.

U.S. Expansionism:U.S. Expansionism: HawaiiHawaii PhilippinesPhilippines Puerto RicoPuerto Rico Panama Canal ZonePanama Canal Zone Cuba becomes an American protectorateCuba becomes an American protectorate

World War IWorld War I

Start of War:Start of War: Begins in Europe in 1914 with the Begins in Europe in 1914 with the assassination of Archduke Franz Ferdinandassassination of Archduke Franz Ferdinand

CausesCauses: Nationalism, Economic rivalries, Alliance : Nationalism, Economic rivalries, Alliance system in Europe, & Militarismsystem in Europe, & Militarism

U.S. EntryU.S. Entry: U.S. entered war in 1917 over issue of : U.S. entered war in 1917 over issue of freedom of seas and German policy of unrestricted freedom of seas and German policy of unrestricted submarine warfaresubmarine warfare

Wilson issues Fourteen PointsWilson issues Fourteen Points (program for (program for peace & set up League of Nations)peace & set up League of Nations)

U.S. entry into war breaks deadlock. Germany U.S. entry into war breaks deadlock. Germany surrenders in November, 1918surrenders in November, 1918

Treaty of VersaillesTreaty of Versailles

Reasons for 1920’s Reasons for 1920’s ProsperityProsperity

► Pro-Business Government PoliciesPro-Business Government Policies: Less : Less regulation by government, lower taxes, high regulation by government, lower taxes, high tariffstariffs

►Rise of Auto & Other IndustriesRise of Auto & Other Industries: Henry : Henry Ford increased car ownership; Ford increased car ownership; improvements in production with assembly improvements in production with assembly line; electrical appliancesline; electrical appliances

►More Consumption of GoodsMore Consumption of Goods: : Advertising, buying on creditAdvertising, buying on credit

► Speculation BoomSpeculation Boom: Investment in stocks : Investment in stocks and real estate became widespreadand real estate became widespread

Values of the 1920’sValues of the 1920’s

Red Scare (1919-1920):Red Scare (1919-1920): Fear of Fear of CommunismCommunism

Women Get the Right to VoteWomen Get the Right to Vote: 19th : 19th Amendment, allowing women to gain Amendment, allowing women to gain greater freedomgreater freedom

Traditional ValuesTraditional Values: Scopes “Monkey” Trial : Scopes “Monkey” Trial pitted William Jennings Bryan (creationism) pitted William Jennings Bryan (creationism) against Clarence Darrow (evolution)against Clarence Darrow (evolution)

Harlem RenaissanceHarlem Renaissance: flourishing of : flourishing of African-American culture centered in HarlemAfrican-American culture centered in Harlem

New HeroesNew Heroes: Charles Lindbergh flies first : Charles Lindbergh flies first transatlantic crossingtransatlantic crossing

Reasons for the Great Reasons for the Great Depression, 1929-1940Depression, 1929-1940

Overproduction of GoodsOverproduction of Goods Uneven Distribution of IncomeUneven Distribution of Income Shaky Banking and Rising DebtsShaky Banking and Rising Debts Stock Market Crash of 1929Stock Market Crash of 1929 Worldwide Decline in TradeWorldwide Decline in Trade Bank FailuresBank Failures

New Deal, 1933-1940New Deal, 1933-1940

FDR’s Plan to Fight DepressionFDR’s Plan to Fight Depression: Put as : Put as many Americans as possible back to workmany Americans as possible back to work

Relief, Recovery, ReformRelief, Recovery, Reform New Deal Programs:New Deal Programs:

CCCCCC: Get male youths back to work: Get male youths back to work WPAWPA: Created jobs by hiring artists and writers: Created jobs by hiring artists and writers FDICFDIC: Insured bank deposits: Insured bank deposits Social SecuritySocial Security: Provided a “safety net” for : Provided a “safety net” for

Americans; unemployment insuranceAmericans; unemployment insurance SECSEC: Regulated the Stock Exchange: Regulated the Stock Exchange

World War IIWorld War II Dictators: Hitler, Mussolini, & StalinDictators: Hitler, Mussolini, & Stalin Neutrality ActsNeutrality Acts: Kept U.S. out of war but, still : Kept U.S. out of war but, still

able to help alliesable to help allies Pearl HarborPearl Harbor: Dec. 7, 1941; pushed U.S. into war: Dec. 7, 1941; pushed U.S. into war Multiple Fronts:Multiple Fronts:

Midway (Pacific), Normandy (Europe), N. Africa, and Midway (Pacific), Normandy (Europe), N. Africa, and Stalingrad (E. Europe)Stalingrad (E. Europe)

Japanese Internment CampsJapanese Internment Camps A-Bomb:A-Bomb: Truman made decision to drop on Truman made decision to drop on

Nagasaki & HiroshimaNagasaki & Hiroshima HolocaustHolocaust: genocide of the European Jewish : genocide of the European Jewish

populationpopulation Home-FrontHome-Front: Women worked in factories; U.S. : Women worked in factories; U.S.

practiced rationing & price controlspracticed rationing & price controls War production pulled the U.S. out of the War production pulled the U.S. out of the

Great DepressionGreat Depression

Cold War/Korean Cold War/Korean War/1950’sWar/1950’s

Truman DoctrineTruman Doctrine: containment: containment Marshall PlanMarshall Plan: economic support for any : economic support for any

country to fight against the spread of country to fight against the spread of communismcommunism

NATO/Warsaw PactNATO/Warsaw Pact Berlin AirliftBerlin Airlift: U.S. dropped supplies to West : U.S. dropped supplies to West

Berlin in response to the Soviet blockadeBerlin in response to the Soviet blockade McCarthyismMcCarthyism: red scare because of Joseph : red scare because of Joseph

McCarthy’s list of “communists”McCarthy’s list of “communists” Sputnik: Increased Defense SpendingSputnik: Increased Defense Spending T.V./Polio Vaccine/ComputersT.V./Polio Vaccine/Computers

Civil Rights MovementCivil Rights Movement Martin Luther King Jr.: Martin Luther King Jr.: non-violent non-violent

protest (sit-in)protest (sit-in) Malcolm X:Malcolm X: separation separation Black Power/Black PanthersBlack Power/Black Panthers Freedom Rides/Selma March – voting Freedom Rides/Selma March – voting

rightsrights Brown v. Board of EducationBrown v. Board of Education: decided : decided

“separate but, equal,” was unconstitutional “separate but, equal,” was unconstitutional in public educationin public education

Civil Rights Act of 1964Civil Rights Act of 1964 Voting Rights Act of 1965Voting Rights Act of 1965

1960’s Activism1960’s Activism

Sex, Drugs & Rock n’ Roll:Sex, Drugs & Rock n’ Roll: Less-traditional Less-traditional living arrangements (communal), increased living arrangements (communal), increased use of LSD and Marijuana, & Woodstockuse of LSD and Marijuana, & Woodstock

FeminismFeminism: Equality for women; used the Civil : Equality for women; used the Civil Rights Movement as inspirationRights Movement as inspiration

Earth & Consumer AwarenessEarth & Consumer Awareness: Made people : Made people aware of pollution and consumer safety; aware of pollution and consumer safety; Government created regulatory agency (EPA)Government created regulatory agency (EPA)

MinoritiesMinorities: César Chávez led Mexican : César Chávez led Mexican American migratory workers to gain collective American migratory workers to gain collective bargaining rights (better working conditions)bargaining rights (better working conditions)

Vietnam War, 1956-1975Vietnam War, 1956-1975 PresidentsPresidents::

EisenhowerEisenhower: sent financial aid: sent financial aid KennedyKennedy: sent financial aid and “military advisors”: sent financial aid and “military advisors” JohnsonJohnson: sent the most troops; period of escalation: sent the most troops; period of escalation NixonNixon: reduced the # of troops: reduced the # of troops

EscalationEscalation: increasing the # of troops and the : increasing the # of troops and the events in the warevents in the war

Gulf of Tonkin ResolutionGulf of Tonkin Resolution: stated that the : stated that the President could make decisions w/o approval President could make decisions w/o approval (increased executive powers)(increased executive powers)

Student ActivismStudent Activism: protesting against the war: protesting against the war Kent State ShootingsKent State Shootings Democratic national ConventionDemocratic national Convention

Important EventsImportant Events 1607: 1607: JamestownJamestown 1776: 1776: Declaration of Independence; Declaration of Independence;

American RevolutionAmerican Revolution 1787:1787: Constitution Constitution 1803:1803: Louisiana Purchase; Lewis & Clark Louisiana Purchase; Lewis & Clark

ExpeditionExpedition 1861-1865:1861-1865: American Civil War American Civil War 1898: 1898: Spanish-American WarSpanish-American War 1914-1918: 1914-1918: World War IWorld War I 1929:1929: Stock Market Crash Stock Market Crash 1941-1945:1941-1945: World War II World War II 1957: 1957: SputnikSputnik

Important PeopleImportant People Thomas JeffersonThomas Jefferson: primary writer of the Dec. of : primary writer of the Dec. of

Independence; Louisiana PurchaseIndependence; Louisiana Purchase Thomas PaineThomas Paine: Common Sense (urged : Common Sense (urged

Americans to fight for independence)Americans to fight for independence) George WashingtonGeorge Washington: Revolutionary leader; 1st : Revolutionary leader; 1st

presidentpresident Susan B. AnthonySusan B. Anthony: women’s suffrage: women’s suffrage W.E.B. DuBoisW.E.B. DuBois: must be actively involved to : must be actively involved to

gain equalitygain equality Theodore RooseveltTheodore Roosevelt: Trust-buster; Panama : Trust-buster; Panama

Canal; Square DealCanal; Square Deal Woodrow WilsonWoodrow Wilson: WWI; Fourteen Points; League : WWI; Fourteen Points; League

of Nationsof Nations Clarence DarrowClarence Darrow: Scopes “Monkey” Trial : Scopes “Monkey” Trial

(Evolution v. Creationism)(Evolution v. Creationism)

Important PeopleImportant People Henry FordHenry Ford: automobile, assembly line: automobile, assembly line Andrew CarnegieAndrew Carnegie: Steel, monopoly: Steel, monopoly John D. RockefellerJohn D. Rockefeller: Oil, monopoly: Oil, monopoly Charles A. LindberghCharles A. Lindbergh: Air transportation: Air transportation Franklin D. RooseveltFranklin D. Roosevelt: New Deal, World War II: New Deal, World War II Joseph McCarthyJoseph McCarthy: red scare, “McCarthyism”: red scare, “McCarthyism” Dwight D. EisenhowerDwight D. Eisenhower: WWII (Europe); : WWII (Europe);

President; enforced integrationPresident; enforced integration Douglas MacarthurDouglas Macarthur: WWII (Pacific): WWII (Pacific) Richard NixonRichard Nixon: End Vietnam; Watergate: End Vietnam; Watergate John F. KennedyJohn F. Kennedy: space race; Bay of Pigs : space race; Bay of Pigs

Invasion & Cuban Missile CrisisInvasion & Cuban Missile Crisis Lyndon B. JohnsonLyndon B. Johnson: Voting Rights Act; Vietnam : Voting Rights Act; Vietnam

escalationescalation

7 Principles of 7 Principles of GovernmentGovernment

Separation of PowersSeparation of Powers: Legislation, Executive & : Legislation, Executive & Judicial BranchesJudicial Branches

Checks & BalancesChecks & Balances: where each branch can : where each branch can impose restraints on the others to maintain a impose restraints on the others to maintain a balance of powerbalance of power

RepublicanismRepublicanism: government of the people: government of the people FederalismFederalism: when power is divided between : when power is divided between

federal & state governmentsfederal & state governments Popular SovereigntyPopular Sovereignty: political power presides : political power presides

with the citizenswith the citizens Limited GovernmentLimited Government: restricts state and : restricts state and

Congress actionCongress action Individual RightsIndividual Rights: Personal freedoms protected : Personal freedoms protected

by the Constitution & Bill of Rightsby the Constitution & Bill of Rights

Note-worthy Amendments & Note-worthy Amendments & CasesCases

13, 14 & 1513, 14 & 15: Free, Citizens, Vote: Free, Citizens, Vote 1616: Income Tax: Income Tax 1717: Direct election of senators: Direct election of senators 1919: Woman suffrage (right to vote): Woman suffrage (right to vote) 2424: No poll tax: No poll tax 2626: 18, legal voting age: 18, legal voting age Brown v. Board of Education:Brown v. Board of Education: stated “separate, stated “separate,

but equal,” is unconstitutional in public educationbut equal,” is unconstitutional in public education Miranda v. Arizona:Miranda v. Arizona: accused must be read their accused must be read their

rightsrights U.S. v. Nixon:U.S. v. Nixon: limited executive privileges limited executive privileges Marbury v. Madison:Marbury v. Madison: judicial review judicial review Plessy v. Ferguson:Plessy v. Ferguson: established “separate, but established “separate, but

equalequal