Unit #4 — King America Pathways Packet
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Office of Academic Affairs
The Pathways Packet contains all of the material needed to
do well during this unit. Failure to complete the Pathways
Packet will jeopardize your success not only during this unit
but also in this course.
The Pathways Packet contains key vocabulary and questions
from reading assignments. This material is housed in the course
textbook (United States History & Geography: Modern Times),
which you can access by visiting Hartnell University’s McKim-
Batterson Library (DrHartnell.com/library.html). Also included
are Essential Questions (EQs), which are the state standards
used to design the unit as well as form your initial assessment.
Answers for the EQs will come from the notes taken in class as
well as the unit summary. These questions will help you contrib-
ute to the overall discussion and further your understanding of
the unit’s major themes. As such, it is VERY important that you
visit the weekly schedule on a regular basis so as not to fall
behind.
If you have any questions, please speak with Dr. Hartnell
or any other member of the Hartnell University faculty.
Sincerely,
John McAllister Schofield
Dean of Academic Affairs
01
Dr. Hartnell’s “King America” Unit picks up in 1939 with the
planet on the brink of a second world war. Clearly, World War I
– the “War to End All Wars” – failed to do just that. The vin-
dictive nature of the Treaty of Versailles, which reads like it
was penned by a group of angry 5th graders, doomed any chances
for long-lasting and permanent peace. The spendthrift attitudes
of the 1920s, coupled with the economic devastation of the
1930s, provided the perfect cover for Adolf Hitler’s rise in
Germany, Benito Mussolini’s takeover in Italy, and Hideki Tojo’s
expansion in Japan. Without American participation, the League
of Nations lacked the teeth to stop such activities, and, 21
years after the world was “made safe for democracy”, World War
II began. Like the sequel to any Hollywood summer blockbuster,
World War II was bigger, longer, more expensive, and had a
higher body count than the original. Sixty-one nations charged
into the fray, but, when the dust settled, only two emerged as
superpowers: the U.S. and the Soviet Union. The cooling rela-
tions between these wartime allies divided the world and brought
it to the brink of nuclear conflict during the ensuing Cold
War. Proxy wars in Greece, Turkey, Korea, Vietnam, and Afghani-
stan pitted capitalist and communist ideologies against one an-
other for the next four decades. The need to contain (and later
defeat) communism allowed for post-World War II America to enjoy
a ballooning economy for the first time in 30 years. This hark-
ened a return to the 1920s-styled consumer society built on
credit, as well as a “Baby Boom” thanks to the boys in uniform
who went to college and settled in suburban America. Just as
mass-consumerism during the “Roaring Twenties” resulted in the
Great Depression, suppressing social problems during the
“Fabulous Fifties” sparked the Civil Rights Movement. Still, the
nation’s accomplishments made it clear that the U.S. dominated
the ‘40s and ‘50s as “King America”.
Summary
02
03
Reading Assignment #1
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 11: A World in Flames Lesson 1: The Origins of World War II (pp. 266-270)
C11,L1 KEY READING VOCABULARY:
a. fascism:
b. collective:
c. Anschluss:
d. appeasement:
C11,L1 KEY READING QUESTIONS:
1. What economic and political conditions following World War I
encouraged dictatorships?
2. How did fascism put Europe on the path to war?
3. How was the Soviet collectivization of agriculture an example
of dictatorial government?
4. How did the British turn defeat at Dunkirk into victory?
04
Reading Assignment #2
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 11: A World in Flames Lesson 2: From Neutrality to War (pp. 271-275)
C11,L2 KEY READING VOCABULARY:
a. isolationism:
b. internationalism:
c. strategic materials:
C11,L2 KEY READING QUESTIONS:
1. Why did many Americans support isolationism? Why did FDR
support internationalism?
2. What do the political cartoons at the top of page #272 try to
persuade the viewer to believe?
3. How did FDR assist Britain while maintaining U.S. neutrality?
4. Why did Japan attack Pearl Harbor, Hawaii on December 7,
1941? What impact did this have on American neutrality?
05
Reading Assignment #3
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 11: A World in Flames Lesson 3: The Holocaust (pp. 276-281)
C11,L3 KEY READING VOCABULARY:
a. Nuremberg Laws:
b. Kristallnacht:
c. concentration camp:
d. extermination camp:
C11,L3 KEY READING QUESTIONS:
1. Why were Jews, Gypsies, and Slavs persecuted by the Nazis?
2. What factors made it difficult for Jewish people to leave
Europe (use the “St. Louis Affair” as an example)?
3. What was the purpose and outcome of the Wannsee Conference?
4. How was the Buchenwald concentration camp different from
Treblinka and Auschwitz?
06
Reading Assignment #4
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 12: America and World War II Lesson 1: Wartime America (pp. 286-293)
C12,L1 KEY READING VOCABULARY:
a. disenfranchised:
b. cost-plus:
c. Sunbelt:
d. zoot suit:
e. victory suit:
f. rationing:
g. victory garden:
C12,L1 KEY READING QUESTIONS:
1. What roles did minorities and women play during World War II?
2. How did the Supreme Court rule in the Korematsu v. United
States case in 1944 (found on page #291)?
3. How did the U.S. Government mobilize the economy for war?
07
Reading Assignment #5
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 12: America and World War II Lesson 2: The War in the Pacific (pp. 294-300)
C12,L2 KEY READING VOCABULARY:
a. Navajo “code talkers”:
b. “island-hopping”:
c. amphtrac:
d. kamikaze:
C12,L2 KEY READING QUESTIONS:
1. Why was the Doolittle Raid important for U.S. forces in the
Pacific?
2. What advantage did the Navajo “code talkers” give the U.S.?
3. Why was the Battle of Midway a turning point in the war in
the Pacific?
4. What was the military strategy behind “island-hopping”?
Why was it successful?
08
Reading Assignment #6
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 12: America and World War II Lesson 3: The War in Europe (pp. 301-307)
C12,L3 KEY READING VOCABULARY:
a. periphery:
b. convoy system:
C12,L3 KEY READING QUESTIONS:
1. Why did Churchill and FDR want to attack Nazi-controlled
areas in North Africa before areas in Europe?
2. How did using the convoy system help the U.S. begin winning
in the Atlantic?
3. What were the goals of strategic bombing in Germany and the
invasion of Sicily?
4. What was D-Day? Why was it so important?
5. What would have happened if D-Day had failed?
09
Reading Assignment #7
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 12: America and World War II Lesson 4: The War Ends (pp. 308-313)
C12,L4 KEY READING VOCABULARY:
a. hedgerow:
b. napalm:
c. Nuremberg Trials:
C12,L4 KEY READING QUESTIONS:
1. Why was the Battle of the Bulge such a disastrous defeat for
the Nazis?
2. How might the Battle of Iwo Jima have been a factor in
Truman’s decision to drop the atomic bomb?
3. Read the “Analyzing Primary Sources” box on page #312.
3A. What reasons does Truman offer to justify the use of
the atomic bomb?
3B. Why does Leahy say he was against using the bomb?
10
Reading Assignment #8
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 13: The Cold War Begins Lesson 1: The Origins of the Cold War (pp. 318-322)
C13,L1 KEY READING VOCABULARY:
a. charter:
b. satellite nation:
c. Iron Curtain:
C13,L1 KEY READING QUESTIONS:
1. How did the conferences at Dumbarton Oaks and Yalta attempt
to shape the postwar world?
2. Why did the Potsdam Conference further increase tensions
between the U.S. and the Soviet Union?
3. What was the geographic relationship between Soviet satellite
nations and the Iron Curtain?
11
Reading Assignment #9
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 13: The Cold War Begins Lesson 2: The Early Cold War Years (pp. 323-329)
C13,L2 KEY READING VOCABULARY:
a. containment:
b. Truman Doctrine:
c. Marshall Plan:
d. Berlin Airlift:
e. NATO:
f. limited war:
C13,L2 KEY READING QUESTIONS:
1. What was the policy of containment? How did it influence U.S.
foreign policy?
2. How did the U.S. end up fighting in the Korean War?
3. Why was the Korean War a major turning point in the Cold War?
12
Reading Assignment #10
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 13: The Cold War Begins Lesson 3: The Cold War and American Society (pp. 330-334)
C13,L3 KEY READING VOCABULARY:
a. subversion:
b. loyalty review program:
c. perjury:
d. censure:
e. fallout:
C13,L3 KEY READING QUESTIONS:
1. How did the “Red Scare” of the 1950s compare with the “Red
Scare” of the 1920s?
2. Why did many Americans believe McCarthy’s accusations?
3. How did fears of nuclear war affect American society?
What was “Duck and Cover”?
4. How did the Cold War affect popular culture in the 1950s?
13
Reading Assignment #11
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 13: The Cold War Begins Lesson 4: Eisenhower’s Cold War Policies (pp. 335-339)
C13,L4 KEY READING VOCABULARY:
a. massive retaliation:
b. brinkmanship:
c. covert:
d. developing nation:
e. military-industrial complex:
C13,L4 KEY READING QUESTIONS:
1. What was the policy of brinkmanship?
2. How did Eisenhower's military policies contrast with those of
Truman’s?
3. How are developing nations primarily different from
industrial nations?
4. Why did Eisenhower want to use covert operations and the CIA
to combat the spread of communism?
14
Reading Assignment #12
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 14: Postwar America Lesson 1: Truman and Eisenhower (pp. 344-348)
C14,L1 KEY READING VOCABULARY:
a. closed shop:
b. right-to-work laws:
c. union shop:
d. Fair Deal:
e. dynamic conservatism:
C14,L1 KEY READING QUESTIONS:
1. How did the GI Bill help the nation transform from a wartime
economy to a peacetime economy?
2. How did the Truman Administration seek to continue FDR’s
New Deal goals?
3. What impact did the Taft-Hartley Act have on organized labor?
4. How did Eisenhower’s presidency signal a more conservative
direction for the government?
15
Reading Assignment #13
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 14: Postwar America Lesson 2: The Affluent Society (pp. 349-354)
C14,L2 KEY READING VOCABULARY:
a. baby boom:
b. white-collar job:
c. blue-collar worker:
d. multinational corporation:
e. franchise:
f. rock ‘n’ roll:
g. generation gap:
C14,L2 KEY READING QUESTIONS:
1. What breakthroughs during the 1950s changed medical practices
and treatments for diseases in the U.S.?
2. What new mass media appealed to people during the 1950s?
3. Why did young people in the 1950s develop their own popular
culture? How did this contribute to a “generation gap”?
16
Reading Assignment #14
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 14: Postwar America Lesson 3: The Other Side of American Life (pp. 355-357)
C14,L3 KEY READING VOCABULARY:
a. poverty line:
b. urban renewal:
c. termination policy:
d. juvenile delinquency:
C14,L3 KEY READING QUESTIONS:
1. What does it mean to live below the poverty line?
2. How did the lives of minorities differ from those of white
middle-class Americans during the 1950s?
3. Are the people and regions most affected by poverty today the
same as in the 1950s?
4. Why do you think schools were a possible solution for
juvenile delinquency?
Essential Questions (EQs)
Explain the “isms” by using the cows to explain the roles each
played in World War II by answering these questions:
A. Capitalism – Use cows to explain this. Where is it today?
B. Socialism – Use cows to explain this. Where is it today?
C. Communism – Use cows to explain this. Where is it today?
D. Fascism – Use cows to explain this. Where is it today?
E. Nazism – Use cows to explain this. Where is it today?
17
Using the Guided Notes, class lectures/discussions, and reading
assignments, answer these 20 Essential Questions.
EQ 4.01
Essential Questions (EQs)
18
EQ 4.02
What did the Treaty of Versailles do that made Germany so angry
and paved the way for World War II?
Essential Questions (EQs)
19
EQ 4.03
Explain these key people of World War II:
A. Adolf Hitler – Which side did he support? For what is he
known?
B. Joseph Stalin – Which side did he support? For what is he
known?
C. Benito Mussolini – Which side did he support? For what is he
known?
D. Hideki Tojo – Which side did he support? For what is he
known?
E. Winston Churchill – Which side did he support? For what is he
known?
F. Franklin D. Roosevelt – Which side did he support? For what
is he known?
Essential Questions (EQs)
20
EQ 4.04
Explain the Holocaust by answering these questions:
A. What is genocide?
B. When did the Holocaust begin?
C. What was the Holocaust’s “objective”? What impact did it have
on the Jewish people?
D. Who was Oskar Schindler? What did he do during the Holocaust
that made him a hero?
E. How did the Holocaust lead to the creation of the nation of
Israel?
Essential Questions (EQs)
21
EQ 4.05
Explain these key people of World War II:
A. Neville Chamberlain – Which side did he support? For what is
he known?
B. Douglas MacArthur – Which side did he support? For what is he
known?
C. Dwight D. Eisenhower – Which side did he support? For what is
he known?
D. Erwin Rommel – Which side did he support? For what is he
known?
E. George S. Patton – Which side did he support? For what is he
known?
F. J. Robert Oppenheimer - For what is he known?
G. Harry S. Truman – Which side did he support? For what is he
known?
Essential Questions (EQs)
22
EQ 4.06
Explain these key battles/events of World War II:
A. Invasion of Poland – Winner? Impact on war?
B. Battle of Dunkirk – Winner? Impact on war?
C. Battle of Paris/France – Winner? Impact on war?
D. Battle of Britain – Winner? Impact on war?
E. Operation Barbarossa – Winner? Impact on war?
F. Attack on Pearl Harbor – Date? Winner? Impact on war?
G. Battle of Midway – Winner? Impact on war?
H. Battle of Guadalcanal – Winner? Impact on war?
Essential Questions (EQs)
23
EQ 4.07
Explain these key battles/events of World War II:
A. Operation Torch – Winner? Impact on war?
B. Operation Avalanche – Winner? Impact on war?
C. Operation Overlord – Winner? Impact on war?
D. Operation Valkyrie – What did it try to do? Impact on war?
E. Battle of Leyte Gulf – Winner? Impact on war?
F. Battle of the Bulge – Winner? Impact on war?
G. Battle of Iwo Jima – Winner? Impact on war?
H. Battle of Okinawa – Winner? Impact on war?
Essential Questions (EQs)
24
EQ 4.08
Explain these key battles/events of World War II:
A. Battle of Berlin – Winner? Impact on war?
B. Operation Downfall – What was it? Why was it canceled?
C. Non-Aggression Pact - What was it? Impact on war?
D. Bataan Death March – When? Where? Impact on war?
E. Royal Air Force (RAF) – Impact on war?
F. Lend-Lease Act – Impact on war?
G. Atlantic Charter – When? Where? What was it? Impact on war?
H. Alien Registration Act – What was it? Impact on war?
Essential Questions (EQs)
25
EQ 4.09
Explain these key items/events of World War II:
A. “Rosie the Riveter” – Who was she? Impact on war?
B. Casablanca & Tehran Conferences – Where? Dates? Impact on
war?
C. Yalta (Crimea) & Potsdam Conferences – Where? Dates? Impact
on war?
D. GI Bill – What was it? Impact on society after the war?
E. Tuskegee Airmen – Who were they? Impact on war?
F. Victory in Europe Day (V-E Day) – Date? Impact on war?
G. Bombings of Hiroshima & Nagasaki – Dates? Impact on war?
H. Victory in Japan (V-J Day) – Date? Impact on war?
Essential Questions (EQs)
26
EQ 4.10
The mass mobilization of the U.S. home front during World War II
was unlike any in the history of the country.
A. How did this mobilization impact women in the workforce?
B. How did this mobilization impact minorities in the workforce?
Essential Questions (EQs)
27
EQ 4.11
Explain the treatment of Japanese-Americans during World War II
by answering these questions:
A. How did the U.S. Government react toward Japanese-Americans
in the wake of the Pearl Harbor attack?
B. Why did the U.S. Government react toward Japanese-Americans
in such a fashion?
C. How was the U.S. Government’s reaction to Pearl Harbor (and
its treatment of Japanese-Americans) in 1941 similar to the U.S.
Government’s reaction to Muslim-Americans after 9/11?
Essential Questions (EQs)
28
EQ 4.12
Explain the consequences/results of World War II by answering
these questions:
A. Atomic weapons – How did their use at the end of the war
impact the decades to come?
B. Civilian & military losses – What country suffered the
highest in both categories? How many did they lose?
C. Refugees & poverty – How did Europe recover from World War
II’s devastation?
D. United Nations – What purpose was behind this organization’s
formation?
E. Cold War – Why did the U.S. and U.S.S.R. not get along in the
decades following World War II?
Essential Questions (EQs)
29
EQ 4.13
Explain the Korean War by answering these questions:
A. What caused the Korean War?
B. What role did the United Nations (UN) take in the conflict?
C. What impact did the war have on American society?
D. Why did President Truman and Douglas MacArthur disagree
frequently during the conflict?
E. Why is the Korean War sometimes not called a “war”?
F. Why is this conflict also known as the “Forgotten War”?
Essential Questions (EQs)
30
EQ 4.14
Explain these key people of the Korean War:
A. Harry S. Truman – Which side did he support? For what is he
known?
B. Syngman Rhee – Which side did he support? For what is he
known?
C. Kim Il Sung – Which side did he support? For what is he
known?
D. Mao Zedong – Which side did he support? For what is he known?
E. Joseph Stalin – Which side did he support? For what is he
known?
F. Douglas MacArthur – Which side did he support? For what is he
known?
Essential Questions (EQs)
31
EQ 4.15
Explain these key items/battles of the Korean War:
A. 38th parallel – What was it? Impact on war?
B. Seoul – Where was it located? What was its significance?
C. P’yŏngyang – Where was it located? What was its significance?
D. Battle of Pusan Perimeter – Winner? Impact on war?
E. Battle of Incheon – Winner? Impact on war?
F. Battle of Chosin Reservoir – Winner? Impact on war?
G. Battle of Heartbreak Ridge – Winner? Impact on war?
H. Battle of Pork Chop Hill – Winner? Impact on war?
Essential Questions (EQs)
32
EQ 4.16
Explain these key items/events of the Korean War:
A. Korean Armistice – When? Winner? Impact on war?
B. Demilitarized Zone – Where? Impact on war?
C. Executive Order 9981 – Impact on war?
D. M*A*S*H units – Impact on war?
E. M*A*S*H TV show – Impact on war’s legacy?
F. Korean War Veterans Memorial – Where? Impact on war’s legacy?
Essential Questions (EQs)
33
EQ 4.17
Explain the cultural explosion and “feel good” attitude of
American society during the “Fabulous” Fifties by answering
these questions:
A. Why was the decade not as prosperous as it appeared on the
surface?
B. How did internal problems of the 1950s later rise to the
surface in succeeding decades?
C. How did the fear of communism drive policies on immigration
and life during the decade?
D. What similarities did the “Fabulous” Fifties share with the
“Roaring” Twenties?
Essential Questions (EQs)
34
EQ 4.18
Explain the threat posed by nuclear weapons during the early
decades of the Cold War by answering these questions:
A. How does a nuclear bomb work?
B. What kind of damage is caused by a nuclear blast?
C. Why did the U.S. use nuclear weapons to help end World War
II?
D. Why did the U.S. NOT use nuclear weapons to help end the
Korean War?
E. How was the “Duck and Cover” procedure conducted? Why would
such a procedure be useless during an actual nuclear attack?
F. Explain this quote by the Albert Einstein: “I know not with
what weapons World War 3 will be fought, but World War 4 will be
fought with sticks and stones.”
Essential Questions (EQs)
35
EQ 4.19
Explain these key items/people of 1950s:
A. Julius & Ethel Rosenberg – For what are they known?
B. Joseph McCarthy - For what is he known?
C. brinkmanship - What is it?
D. Domino Theory - What did it suggest?
E. Eisenhower Doctrine - What did it say?
F. Ho Chi Minh - For what is he known?
G. Nikita Khrushchev - For what is he known?
H. Sputnik I - What was it?
I. Elvis Presley - For what is he known?
J. Marilyn Monroe - For what is she known?
Essential Questions (EQs)
36
EQ 4.20
Explain life during the 1950s by answering these questions:
A. What were the roles of men and women during the 1950s?
B. What kind of entertainment and sports did people enjoy during
the 1950s?
C. What were some of the fads and fashions of the 1950s?
D. What kind of music did people enjoy during the 1950s? What
made this decade’s “sound” unique?
E. Pick one song and one artist/band that was popular during
the 1950s. Why was this song popular? Why was this artist/band
popular?
END OF UNIT #4 EQs
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