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APUSH Unit 7
Chapter 20
Chapter 20: Foreign Policy and War in a Progressive Era, 1890-1919
Chapter Objective: Demonstrate an understanding of the ways in which the United States engaged with the world and the impact of that engagement on the people of the United States.
Introduction
How did Roosevelt and Wilson’s foreign policy differ?
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20.1 Continuing Expansion
Learning Objective: Explain continued U.S. expansion, particularly U.S. acquisition of what would much later be the 49th and 50th states.
What did Alfred T. Mahan argue in The Influence of Sea Power upon History in 1890? What were the effects of the book’s popularity?
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What were the arguments in support of and against U.S. imperialism?
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Why was Russia willing to sell Alaska to the United States? Why was the purchase considered to be a good investment?
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Why was America so interested in Hawaii? What goal did Hawaiian Queen Liliuokalani have? How did American planters respond?
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Why and how did President William McKinley annex Hawaii in 1898?
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20.2 The Splendid Little War…With Spain—Cuba, Puerto Rico, and the Philippines, 1898
Spanish-American War = America vs. Spain
Mexican-American War = America vs. Mexico
Learning Objective: Analyze the causes and consequences of the U.S. War with Spain in 1898.
Why was the United States interested in Cuba before and after the Civil War? [use: Ostend Manifesto]
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What caused the independence movement in Cuba? How did Spain and the United States respond? [use: yellow journalism]
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Why did they declare war on Spain? What were the terms of the Treaty of Paris in 1898? Why couldn’t the US permanently annex Cuba?
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What was McKinley’s decision regarding the Philippine Islands? How was this different from Emilio Aguinaldo’s vision?
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Why were the Anti-Imperialist League opposed American acquisition of the Philippines? Were they successful?
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20.3 Foreign Policy, Foreign Adventures, 1900-1914
Learning Objective: Explain developments in U.S. policy in Panama, Asia, and Mexico between the U.S. War with Spain and World War I.
Why did Americans want a canal in Central America?
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What was the “Roosevelt Corollary”?
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Which country owned Panama? What role did the United States play in Panama’s independence movement? Why?
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How did Roosevelt ease tensions between Russia and Japan? Why were these two countries still displeased with the United States?
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How did the Gentleman’s Agreement and Roosevelt’s Great White Fleet reduce tensions between the United States and Japan?
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What is Taft’s policy of dollar diplomacy and how was it implemented in China? How did Wilson reverse this policy?
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20.4 The United States and the Great War
Learning Objective: Analyze the causes and consequences of U.S. involvement in World War I.
What were the general causes of the Great War, or World War I? Describe the conditions of the war in Europe.
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What was President Wilson’s official policy regarding the war? How was the United States still affected by and involved in the war?
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What was Germany’s new form of naval warfare? How did this threaten the United States?
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What happened to the Lusitania? How did Wilson and Bryan want to react differently?
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What mistakes did Germany make to end American neutrality? What caused the United States to declare war against German in 1917?
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Why did Wilson create the Committee on Public Information? Who was in charge and how did he fulfill his duties?
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How did Herbert Hoover, American Protective League, and German Americans demonstrate their patriotism?
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What were the Sedition Act of 1918 and Espionage Act of 1917? How successful were they in suppressing dissenters?
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Why did it take so long for the United States to engage in combat?
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Why did Russia exit the war? How would this help Germany?
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What disadvantage did Germany face against the United States? How did the war end?
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What did Wilson hope to accomplish at the Paris Peace Conference? What were the Fourteen Points?
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What decisions were made in the Treaty of Versailles?
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Who were the people unhappy with the treaty and why? Was the Treaty of Versailles ratified by the United States?
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Chapter 21
Chapter 21: A Unique, Prosperous, and Discontented Time
Chapter Objective: Demonstrate an understanding of the unique aspects of a decade in U.S. history that lasted from 1919-1929.
Introduction
What were the 1920’s like for white middle-class Americans? How was it for everyone else?
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21.1 The Prelude—The Red Summer of 1919
Learning Objective: Explain how events at the end of World War I shaped the decade that followed.
What caused political and social chaos in 1919?
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Why were people fearful of Communism in the United States in 1919? What were the Palmer Raids?
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Why was there a race riot in Chicago in 1919?
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Why was the summer of 1919 called the “Red Summer”?
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21.2 The 1920s—The Exuberance of Prosperity
Learning Objective: Analyze how Prohibition and other developments of the 1920s reshaped American culture.
Who won the 1920 presidential elections? What was the idea of Harding’s normalcy?
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What was the Anti-Saloon League? What was the difference between “dry” and “wet” candidates?
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Why different views did native-born white Protestants and immigrants have on Prohibition?
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What laws led to the Prohibition Era? What were the loopholes?
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What role did Al Capone play in organized crime during the 1920s?
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What was the Ponzi scheme?
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What was the Teapot Dome scandal in 1922 ?
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What was the 19th amendment and when was it ratified?
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Describe the “flappers” of the 1920s. How did they rebel about traditional gender norms?
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Who is Margaret Sanger and what organization did she create?
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How did new technologies and the suburbs change life in the 1920s?
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Who were “Lost Generation” writers? Who were their readers?
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What caused the Great Migration? How did northerners respond?
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What was the Harlem Renaissance?
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Who was Marcus Garvey and what was his message? What was the Black Star Line and how did it lead to Garvey’s downfall?
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21.3 The 1920s—The Conflicts about American Ideals
Learning Objective: Explain the elements of discrimination, hardship, and fundamentalism that also shaped American life in the 1920s.
What were the 1920s also known as? How did different groups have varying experiences?
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What were the characteristics of the Ku Klux Klan in the 1920s? How did they gain more members? Why did the KKK weaken?
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What was the eugenics movement? How did the IQ test further the eugenics movement?
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During the 1920s, why did many Americans oppose immigration? What was the purpose of the literacy test in 1917? Was it successful?
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What was the Immigration Restriction Act of 1921? How was it drastically different from the Immigration Restriction Act of 1924?
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Which ethnic groups were not impacted by the new restrictions? Which groups were heavily affected?
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Why was the Sacco and Vanzetti case so significant?
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What obstacles did the farmers face in the 1920s?
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How did high school biology and growing Fundamentalism clash? How did this lead to the Scopes trial?
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21.4 Harding, Coolidge, and Hoover—National Politics and Policies in the 1920s
Learning Objective: Analyze the political and policy developments of the decade.
How did Harding die in 1923? Who became president?
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What was the Kellogg-Briand Pact? What is Fordism?
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Who were the two main candidates for the 1928 presidential elections? What were their platforms? What role did religion play? Who won?
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Chapter 22
Chapter 22: Living in Hard Times, 1929-1939
Chapter Objective: Demonstrate an understanding of the causes and consequences of the Great Depression.
Introduction
How were different groups affected by the Great Depression?
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22.2 The Coming of the Great Depression
Learning Objective: Explain the coming of the Great Depression and the initial response to it.
What are stocks and the stock market? What is buying stock on margin? How did the stock market crash?
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What happened to farms and factories? How many people were out of work by 1932? What did they do and how did they get food?
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Why were the banks struggling in 1932-1933?
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What measures did Herbert Hoover take to help the economy? Why didn’t he succeed?
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What are Hoovervilles? How did Hoover respond to the demands of the Bonus Army? How did this impact his popularity?
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22.2 The New Deal
Learning Objective: Explain the goals and results of the New Deal and the responses to change on the part of diverse Americans.
Who won the 1932 presidential elections? What was his New Deal?
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What was the 20th amendment? Why was it passed?
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What problems did the banks face? What is a “run on a bank”? What were bank holidays?
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What were Roosevelt’s fireside chats? How did Eleanor Roosevelt further her husband’s goals?
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How did Roosevelt and Congress address the issue of the bank?
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What was Roosevelt’s “Brain Trust”? What was its solution to the Depression?
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What were the first 100 days? What pieces of legislation did he introduce?
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What were the Indian New Deal and the Indian Reorganization Act?
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How did African Americans face discrimination during the Depression? In what ways did they make significant gains? [use: Black Cabinet]
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How did the Dust Bowl create problems for wheat farmers? What happened on Black Sunday?
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How did the New Deal administration try to help Dust Bowl victims?
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Where did those who left the Dust Bowl move to? What jobs were available there? What were they called? How did the Californians respond to them?
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What did the Works Progress Administration (WPA) of 1935 accomplish? How did the WPA assist artists?
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What was the National Labor Relations Act (NLRA) or Wagner Act of 1935?
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Why was the Congress of Industrial Organizations (CIO) founded? Describe the new type of strike that its members launched.
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Why did some groups dislike the New Deal?
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What was the Second New Deal in 1935? What did Francis Perkins hope to accomplish with the Social Security Act?
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During his second term, why was Roosevelt frustrated with the Supreme Court? What was his proposed solution? How was this conflict solved?
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Why was the New Deal ending in 1938? What were the final New Deal legislations? When did the Great Depression end?
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22.3 The Deep Roots of War—The United States, Europe, and Asia
Learning Objective: Analyze the international impact of the Depression, German and Japanese military expansion, and initial U.S. response.
Who became the postwar leaders of Italy and Germany? What visions did they have for their respective countries?
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Why didn’t the Europeans or the League of Nations attempt to stop the violence and aggression? What happened at the Munich Conference?
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What were the reasons behind America’s growing isolationism? What neutrality laws were passed in Congress?
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What was the “Stimson Doctrine”? Despite America’s sympathy with China, how did Americans continue to support Japan?
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How did America respond to Jewish refugees from Europe?
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What were the immediate causes of World War II? What was America’s official position?
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Chapter 23
Chapter 23: Living in a World at War, 1939-1945
Chapter Objective: Demonstrate an understanding of many aspects of World War II—military tactics, mobilization of U.S. society and the U.S economy, and the war’s impact on diverse American lives.
Introduction
What happened on December 7, 1941? How did isolationists and antiwar voices respond?
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23.1 Preparedness and Isolation, 1939-1941
Learning Objective: Explain support for and opposition to the growing U.S. support for Britain and growing tensions with Japan.
How did World War II begin? What is the America First Committee?
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What was the destroyer-for-bases deal?
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Who were the candidates of the 1940 presidential elections? What did a vote for each candidate mean?
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What did the president discuss in his fireside chat after Christmas in 1940? [use: arsenal of democracy, four freedoms]
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What was the Lend-Lease Act of 1941? What else did FDR do to suggest that American involvement in the war was inevitable?
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Why did Japan join in an alliance with Germany and Italy? What was Hideki Tojo determined to do?
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23.2 Mass Mobilization in a Society at War
Learning Objective: Analyze the war’s impact on widely diverse groups of Americans who fought, supported the war effort at home, or otherwise lived through the war years.
How did the attack of December 7, 1941 affect Americans?
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What were Japan’s conquests after the attack on Pearl Harbor? What was the Bataan Death March and what happened to the prisoners?
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What happened in the Battle of Midway? What was a Japanese Zero and why was it significant to the United States?
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Describe the events at the Battle of Guadalcanal.
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What was the Selective Service System? Who was eligible for deferment from the draft? Who are noncombatants and what jobs did they get?
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What role did women play during the war? What do you think “Rosie the Riveter” stood for? What were new women’s fashion styles?
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What was the Brotherhood of Sleeping Car Porters? What was established under the Fair Employment Practices Committee?
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What are zoot suits and why did some Mexican Americans wear them? What were the zoot suit riots in 1943?
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What is Executive Order 9066? What were the conditions like for Japanese internees? What did some young Japanese men volunteer to do?
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What were the results of Gordon Hirabayashi and Fred Korematsu’s challenges to Japanese internment in the Supreme Court?
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23.3 Industrial Strength, Industrial Prosperity
Learning Objective: Analyze U.S. industrial strength and productivity and its impact on the outcome of the war and on American society.
What was the War Production Board? How did the Liberty ship demonstrate American industrial productivity?
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What was “General Max” and what did it accomplish? How did the “Little Steel agreement” settle issues with unions?
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What was the combination of “prosperity and complacency” that national leaders worried about?
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How did the federal government collect revenue during the war?
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23.4 Winning a World War—North Africa, Europe, Asia, The Pacific, 1943-1945
Learning Objective: Explain the course of the war leading to victory in Europe and then the Pacific.
What decisions were made at the Casablanca meeting in North Africa and the Teheran Conference? [use: Operation Overlord]
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During the Allied bombings of Germany, why didn’t the United States bomb Nazi death camps or rail lines to Auschwitz?
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Who was selected to carry out Operation Overlord? What events occurred on D-Day, or June 6, 1944? Were the Allies successful?
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What happened at the Battle of the Bulge in December 1944? What events happened after that led to the official end of the war?
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Who were the candidates in the 1944 presidential elections? Who won? What happened to the president and who took over?
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Describe America’s strategy of island hopping and Japan’s strategy of kamikaze pilots.
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What were major US victories in the Pacific in 1944 and 1945?
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What was the Manhattan Project that began in 1942? Who was involved in this project?
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Why was the United States interested in using the atomic bomb? Which atomic bombs were dropped on Japan and where? What were the results of the bombings?
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Option 1: Conventional Bombing of the Japanese Home Islands
While the United States began conventional bombing of Japan as early as 1942, the mission did not begin in earnest until mid-1944. Between April 1944 and August, 1945, an estimated 333,000 Japanese people were killed and 473,000 more wounded in air raids. A single firebombing attack on Tokyo in March 1945 killed more than 80,000 people. Truman later remarked, “Despite their heavy losses at Okinawa and the firebombing of Tokyo, the Japanese refused to surrender. The saturation bombing of Japan took much fiercer tolls and wrought far and away more havoc than the atomic bomb. Far and away. The firebombing of Tokyo was one of the most terrible things that ever happened, and they didn't surrender after that although Tokyo was almost completely destroyed.”
In August 1945, it was clear that conventional bombing was not effective.
Option 2: Ground Invasion of the Japanese Home Islands
The United States could launch a traditional ground invasion of the Japanese home islands. However, experience showed that the Japanese did not easily surrender. They had been willing to make great sacrifices to defend the smallest islands. They were likely to fight even more fiercely if the United States invaded their homeland. During the battle at Iwo Jima in 1945, 6,200 US soldiers died. Later that year, on Okinawa, 13,000 soldiers and sailors were killed. Casualties on Okinawa were 35 percent; one out of three US participants was wounded or killed. Truman was afraid that an invasion of Japan would look like "Okinawa from one end of Japan to the other." Casualty predictions varied, but all were high. The price of invasion would be millions of American dead and wounded.
Estimates did not include Japanese casualties. Truman and his military advisers assumed that a ground invasion would “be opposed not only by the available organized military forces of the Empire, but also by a fanatically hostile population." Documents discovered after the war indicated that they were right. Despite knowing the cause was hopeless, Japan planned a resistance so ferocious, resulting in costs so appalling, that they hoped that the United States would simply call for a cease fire where each nation would agree to stop fighting and each nation would retain the territory they occupied at the time. Almost one-quarter million Japanese casualties were expected in the invasion. Truman wrote, “My object is to save as many American lives as possible but I also have a human feeling for the women and children of Japan.”
In August 1945, it appeared inevitable that Japanese civilians would have to suffer more death and casualties before surrender. A ground invasion would result in excessive American casualties as well.
Option 3: Demonstration of the Atomic Bomb on an Unpopulated Area
Another option was to demonstrate the power of atomic bomb to frighten the Japanese into surrendering. An island target was considered, but it raised several concerns. First, who would Japan select to evaluate the demonstration and advise the government? A single scientist? A committee of politicians? How much time would elapse before Japan communicated its decision—and how would that time be used? To prepare for more fighting? Would a nation surrender based on the opinion of a single person or small group? Second, what if the bomb turned out to be a dud? This was a new weapon, not clearly understood. The world would be watching the demonstration of a new weapon so frightening that an enemy would surrender without a fight. What if this “super weapon” didn’t work? Would that encourage Japan to fight harder? Third, there were only two bombs in existence at the time. More were in production, but, dud or not, was it worth it to expend 50% of the country’s atomic arsenal in a demonstration?
In May 1945, Truman had formed the Interim Committee, a committee to advise the president about matters pertaining to the use of nuclear energy and weapons. The Committee’s first priority was to advise on the use of the atomic bomb. After prolonged debate, the president received the Committee’s historic conclusion: “We can propose no technical demonstration likely to bring an end to the war. We can see no acceptable alternative to direct military use.”
Option 4: Use of the Atomic Bomb on a Populated Area
Truman and his advisors concluded that only bombing a city would make an adequate impression. Any advance warning to evacuate a city would endanger the bomber crews; the Japanese would be forewarned and attempt to shoot them down. The target cities were carefully chosen. First, it had to be a city that had suffered little damage from conventional bombing so it couldn’t be argued that the damage came from anything other than the atomic bomb. Second, it must be a city primarily devoted to military production. This was complicated, however, because in Japan, workers homes were intermingled with factories so that it was impossible to find a target that was exclusively military. Finally, Truman stipulated it should not be a city of traditional cultural significance to Japan, such as Kyoto. Truman did not seek to destroy Japanese culture or people; the goal was to destroy Japan’s ability to make war.
So, on the morning of August 6, 1945, the American B-29 bomber, the Enola Gay, dropped the world’s first atom bomb over the city of Hiroshima.
Which option was best, and why?
Option 4, which is to drop an atomic bomb on one of Japan’s largest cities, is the best because although lots of people put Japan on a pedestal, Japanese people (and the Japanese government) were horrible in the past and committed evil crimes (Rape of Nanjing). Some people can argue that the dropping of the atomic bomb probably scared Japan and stopped them on their tracks from becoming an empire and cause more havoc in the world (give them a reality check and this changed them to become better people). Also, it ended WWII and the war the United States had with Japan. Some people may argue that dropping the atomic bomb is overkill and it wasn’t necessary, but as stated by Queen Ban, lots of American lives would be lost, which the US government didn’t want. Overall, Option 4 was the best course of action the US did to end the war. |
