America enters the war quiz
•Download as DOCX, PDF•
1 like•257 views
This document appears to be a quiz about America's entry into World War 2. It contains 15 multiple choice or short answer questions about key events and policies from the early 1940s, including the Lend-Lease Act, the bombing of Pearl Harbor, America's declaration of war, wartime rationing, FDR and Churchill's meeting, U.S. aid to other countries, Rosie the Riveter, hemispheric defense, Japan's frustration with the U.S., steps taken against Japan, FDR and Churchill's desire to "forge an incident", why WWII was seen as a "good war", wartime censorship, FDR's re-election, and Russian financial needs. The quiz asks the student to explain or identify these
Report
Share
Report
Share
Recommended
Chapter 19 sec 4
The document summarizes America's entry into World War II. Although the U.S. remained neutral at first, President Roosevelt helped Britain and France through measures like revising neutrality laws and passing the Lend-Lease Act. Japan's attack on Pearl Harbor on December 7, 1941 killed over 2,400 Americans and drew the U.S. fully into the war against Germany and Japan.
011211 world wwi eastern front and america 100m
1) The document provides notes on World War 1 on the Eastern Front and American involvement. It discusses topics like the Ottoman Empire and its role in the war, the failed British attack on Gallipoli, and the Armenian genocide.
2) It also covers Russia's role in the war, including their high casualty rates, mass starvation and riots. It mentions Vladimir Lenin and Germany sending him to Russia to spark revolution.
3) Additionally, it summarizes America's entry into the war in 1917 and President Woodrow Wilson's "Fourteen Points" that outlined his vision for peace after the war and the creation of a League of Nations.
Isolationists
The document discusses America's foreign policy in the early 20th century as it moved between isolationism and internationalism. While often characterized as isolationist in the 1920s, the US was actively involved through conferences, agreements, and loans abroad. FDR believed the US could not remain isolated as Germany and fascism rose. Though neutral at first, FDR took steps like Lend-Lease to aid Britain and passed embargoes against Japan. Japan's attack on Pearl Harbor led the US to enter World War II.
Goals 6 and 8
The document discusses several factors that contributed to the United States entering World War I, including Germany's unrestricted submarine warfare which resulted in American lives lost on passenger ships like the Lusitania. Germany's sinking of ships like the Lusitania and Sussex threatened American neutrality and caused public opinion to shift towards supporting the Allies. This growing tension and threat to American citizens would ultimately help push the US into officially declaring war on Germany in 1917.
Homefront wwii pt 2
The document discusses how the US financed WWII, including raising over $321 billion through increased taxes, war bond sales, and growing the national debt. It describes the roles of war bonds, the Office of Price Administration, rationing of goods, victory gardens, and labor disputes. The war had large economic impacts like doubling GDP and tripling wages. It also discusses the internment of Japanese Americans, discrimination faced by minorities, key minority contributions like the Tuskegee Airmen and Navajo Code Talkers, and the election of FDR to a fourth term and his death in 1945.
War and peace cards
Upon President Wilson's request in 1917, Congress declared war on Germany and authorized Wilson to lead the military against Germany in World War I. In response to the devastating 2010 earthquake in Haiti, the United States provided significant aid in the form of food, water, and medical care. After World War II, the United States gave over $13 billion to help rebuild western Europe and establish democratic governments.
Homefront wwii pt 1
This document provides an overview of how the US home front was transformed during World War 2. It discusses how FDR took steps to increase military production and support allies before the US entered the war. After the attack on Pearl Harbor, the US mobilized for total war - the government took on expanded powers, industry was converted to war production, and millions of men and women entered the military or worked in factories. Women, in particular, took on new roles in the workforce and military. The government established agencies to coordinate the war effort and propaganda at home and abroad and encourage activities like scrap drives to support the war production.
WWII The Home Front
The document discusses the US home front during World War 2. It describes how the US mobilized its economy and workforce for the war effort after Pearl Harbor. Factories retooled to produce weapons, ships, and supplies. The military dramatically expanded through conscription. Minorities faced discrimination but also contributed to the war effort. The government took control of the economy through bodies like the War Production Board to direct resources.
Recommended
Chapter 19 sec 4
The document summarizes America's entry into World War II. Although the U.S. remained neutral at first, President Roosevelt helped Britain and France through measures like revising neutrality laws and passing the Lend-Lease Act. Japan's attack on Pearl Harbor on December 7, 1941 killed over 2,400 Americans and drew the U.S. fully into the war against Germany and Japan.
011211 world wwi eastern front and america 100m
1) The document provides notes on World War 1 on the Eastern Front and American involvement. It discusses topics like the Ottoman Empire and its role in the war, the failed British attack on Gallipoli, and the Armenian genocide.
2) It also covers Russia's role in the war, including their high casualty rates, mass starvation and riots. It mentions Vladimir Lenin and Germany sending him to Russia to spark revolution.
3) Additionally, it summarizes America's entry into the war in 1917 and President Woodrow Wilson's "Fourteen Points" that outlined his vision for peace after the war and the creation of a League of Nations.
Isolationists
The document discusses America's foreign policy in the early 20th century as it moved between isolationism and internationalism. While often characterized as isolationist in the 1920s, the US was actively involved through conferences, agreements, and loans abroad. FDR believed the US could not remain isolated as Germany and fascism rose. Though neutral at first, FDR took steps like Lend-Lease to aid Britain and passed embargoes against Japan. Japan's attack on Pearl Harbor led the US to enter World War II.
Goals 6 and 8
The document discusses several factors that contributed to the United States entering World War I, including Germany's unrestricted submarine warfare which resulted in American lives lost on passenger ships like the Lusitania. Germany's sinking of ships like the Lusitania and Sussex threatened American neutrality and caused public opinion to shift towards supporting the Allies. This growing tension and threat to American citizens would ultimately help push the US into officially declaring war on Germany in 1917.
Homefront wwii pt 2
The document discusses how the US financed WWII, including raising over $321 billion through increased taxes, war bond sales, and growing the national debt. It describes the roles of war bonds, the Office of Price Administration, rationing of goods, victory gardens, and labor disputes. The war had large economic impacts like doubling GDP and tripling wages. It also discusses the internment of Japanese Americans, discrimination faced by minorities, key minority contributions like the Tuskegee Airmen and Navajo Code Talkers, and the election of FDR to a fourth term and his death in 1945.
War and peace cards
Upon President Wilson's request in 1917, Congress declared war on Germany and authorized Wilson to lead the military against Germany in World War I. In response to the devastating 2010 earthquake in Haiti, the United States provided significant aid in the form of food, water, and medical care. After World War II, the United States gave over $13 billion to help rebuild western Europe and establish democratic governments.
Homefront wwii pt 1
This document provides an overview of how the US home front was transformed during World War 2. It discusses how FDR took steps to increase military production and support allies before the US entered the war. After the attack on Pearl Harbor, the US mobilized for total war - the government took on expanded powers, industry was converted to war production, and millions of men and women entered the military or worked in factories. Women, in particular, took on new roles in the workforce and military. The government established agencies to coordinate the war effort and propaganda at home and abroad and encourage activities like scrap drives to support the war production.
WWII The Home Front
The document discusses the US home front during World War 2. It describes how the US mobilized its economy and workforce for the war effort after Pearl Harbor. Factories retooled to produce weapons, ships, and supplies. The military dramatically expanded through conscription. Minorities faced discrimination but also contributed to the war effort. The government took control of the economy through bodies like the War Production Board to direct resources.
April26 homefront
The US government took steps before Pearl Harbor to prepare the economy and people for potential war, including establishing agencies to ration goods and raise money. When Japan attacked, Americans supported the war effort through rationing, victory gardens, paying taxes, and buying war bonds. Women entered the workforce in large numbers to replace men, shown iconically by "Rosie the Riveter." US production vastly increased to equip soldiers, building hundreds of thousands of weapons from 1940-1945.
Israeli palestine problems thur fri
This document contains four statements about countries using their military, followed by prompts to agree or disagree with each statement. The four statements are: 1) It is important for the USA to have the strongest military in the world. 2) Countries have a duty to protect their citizens living in other countries from terrorism. 3) Countries should use their military to protect economic interests. 4) Countries should use their military to protect important religious sites. For each statement, readers are asked to physically move to different areas of the room depending on whether they agree or disagree.
Powerpoint Us WWII Homefront
The document discusses the economic and political transitions that occurred in the United States prior to and during World War 2. It describes how the government established agencies to ration goods and raise money through taxes and war bonds. It discusses how citizens contributed through victory gardens and women entering the workforce. It also outlines how production ramped up after the US entered the war, with factories converting to wartime production and more raw materials diverted from civilians.
Becoming a World Power - World War I
The First World War began in 1914 and lasted until 1918. It involved many of the world's major powers aligned in two opposing military alliances: the Allies and the Central Powers. The US initially remained neutral, but was drawn into the war in 1917 by Germany's unrestricted submarine warfare and the Zimmerman Telegram. After four years of costly trench warfare that saw new technologies increase casualties, Germany and its allies surrendered in November 1918. The Treaty of Versailles formally ended the war the following year.
US History Ch. 9 Section 3 Notes
1. The Spanish-American War was caused by American interests in Cuba, the Yellow Press' sensationalized reports of Spanish atrocities, and rising American imperialism.
2. The U.S. defeated Spain and gained control of Cuba, Puerto Rico, Guam, and the Philippines.
3. However, debate arose over American imperialism and whether controlling colonies aligned with principles of self-government.
WWI (and Georgia's Contributions)
World War I began in 1914 and the United States tried to remain neutral until 1917. Georgia contributed over 100,000 men and women to the war effort through military service, textile mills, railroads, farms, sewing circles, bond drives, and the Red Cross. Southern textile mills produced clothing materials. Railroads transported weapons, soldiers, and supplies. Peach farms helped produce charcoal to protect against German gas attacks. Sewing circles and women's groups raised money through crafts. Bond drives and the Red Cross provided critical funds and medical aid. Victory gardens supplemented food supplies. The war ended in 1918 with an Allied victory.
US History Ch. 9 Section 1
1. The United States pursued an aggressive role in Latin America after the Spanish-American War, encouraging investment and political influence. This engendered anti-American sentiment as native populations felt their independence threatened.
2. Theodore Roosevelt expanded the Monroe Doctrine with his Roosevelt Corollary, asserting America's right to intervene to prevent European intervention and promote stability. He used "big stick diplomacy" backed by military force.
3. Woodrow Wilson proclaimed a policy of "moral diplomacy" but still intervened in Mexico and elsewhere in Latin America, sending troops after attacks along the Mexican border.
Mexican american war-causes (1)
The United States annexed Texas in 1845, which Mexico still claimed as its territory. This caused a border dispute between the Rio Grande and Nueces Rivers. Tensions escalated after U.S. troops occupied the Rio Grande, which Mexico saw as an invasion. In 1846, shots were fired between U.S. and Mexican soldiers, prompting President Polk to ask Congress to declare war on Mexico.
12.1.2 the united states enters wwii
Hitler signed a nonaggression pact with Stalin allowing Germany to invade Poland without Soviet opposition. When Germany invaded Poland in September 1939, Britain and France declared war on Germany, marking the start of World War 2. The US remained officially neutral but provided increasing aid to Britain through measures like cash-and-carry and destroyer deals to help the British war effort against Germany.
10.1 imperialism U.S. foreign affairs 1860-1914
The document provides background on U.S. imperialism between 1898-1920. It summarizes how the U.S. acquired new overseas territories like Puerto Rico, Guam and the Philippines following the Spanish-American War through the Treaty of Paris in 1898. It also discusses how the U.S. gained control of Cuba, established a naval base in Guantanamo Bay through the Platt Amendment, and helped Panama gain independence from Colombia in order to build the Panama Canal. The U.S. then intervened frequently in Latin American countries using gunboat diplomacy and dollar diplomacy to advance its economic and political interests in the region during this era of American imperialism.
Cuba Puerto Rico And The Philippines
The document discusses the Spanish-American War and its effects on Cuba, Puerto Rico, and the Philippines. It provides context on the Teller Amendment, which stated the U.S. would not interfere with Cuban independence, and the Rough Riders, a group of soldiers led by Theodore Roosevelt that participated in battles in Cuba. Students are asked to read about each territory and summarize how they benefited from the war. The discussion closes by asking students about the long-term effects of American imperialism in Latin America and worldwide.
The united states in wwii-Updated
The document provides background information on the Allied powers and neutrality acts passed by the United States in the lead up to WWII. It discusses key events such as the Pearl Harbor attack, major battles in the Pacific and Europe, and the Manhattan Project that led to the atomic bombings of Hiroshima and Nagasaki. The document outlines America's path from isolationist policies to entering WWII as a result of the Japanese attack on Pearl Harbor in 1941.
The united states in wwii
The document provides background information on the Allied and Axis powers during World War II. It discusses the United States' isolationist stance after WWI and the passing of neutrality acts in the 1930s. It describes Japan's attack on Pearl Harbor in 1941 that drew the US into the war. The document outlines major battles in the Pacific theater against Japan, including Midway, Guadalcanal, Iwo Jima and Okinawa. It also summarizes key events in Europe such as D-Day, the Battle of the Bulge, and conferences at Yalta and Potsdam. Intelligence efforts like breaking the Enigma code and depth charge attacks helped turn the tide against German U-boats. The document provides
Us neutrality in the 1930’s
The Neutrality Acts of the 1930s were passed by the US to remain isolationist and avoid involvement in World War II. They banned arms trade and loans to belligerent nations. Later acts established a "cash and carry" system and included civil wars. The Lend-Lease Act of 1941 ended neutrality by allowing the US to support allies. The US also instituted the draft and established naval bases in Britain in moves away from isolationism prior to entering the war in 1941.
US History Ch. 9 Section 1 Notes
1. The document outlines factors that led the US to abandon isolationism and pursue imperialism in the late 1800s, including economic incentives to obtain raw materials and new markets. Influential figures like Mahan and Turner urged overseas expansion.
2. The US began expanding its territory and influence globally through the purchase of Alaska in 1867 and involvement in Hawaii culminating in its annexation in 1898.
3. By the 1890s the US had become a world power through imperialistic acquisitions and the Spanish-American War of 1898 which gave it control of territories like the Philippines and Puerto Rico.
American home front
The American home front during WWII saw major economic and social changes to support the war effort. Taxes increased dramatically while rationing of goods like gas, food, and clothing was implemented to manage scarce resources and prevent inflation. Personal income rose but savings were encouraged through war bonds. Labor shortages ended unemployment and millions of new jobs were created, increasing opportunities for women, teenagers, and farmers to work in factories to replace men serving overseas. Labor unions like the CIO and AFL grew substantially in supporting the war effort and working with government.
American foreignpolicy 1920to1941
This document provides an overview of American foreign policy between 1920 and 1941. It discusses the tensions between interventionism and isolationism in the aftermath of World War I. Key events included the Washington Naval Conference, debt reparations to the US from European nations, and the Kellogg-Briand Pact outlawing war. Japan's invasion of Manchuria in 1931 increased tensions in Asia. The Neutrality Acts of the 1930s aimed to keep the US out of future European conflicts but limited presidential options. Fascist aggression in Europe and Asia throughout the late 1930s challenged American non-intervention. The 1941 Lend-Lease Act allowed aid to be sent to Allied nations. The bombing of Pearl Harbor by Japan
U2 notes
The document provides background information on America's emergence as a world power in the late 19th and early 20th centuries. It discusses the reasons for US imperialism, including global competition, cultural superiority beliefs, seeking new naval bases and markets. It outlines America's acquisitions of Alaska, Hawaii, and Samoa. It then summarizes the causes and key events of the Spanish-American War, including yellow journalism, the De Lome Letter, and the sinking of the USS Maine. Finally, it briefly discusses the Treaty of Paris and the new US spheres of influence in places like Puerto Rico, Cuba, and the Philippines in the aftermath of the war.
JFK
John F. Kennedy was elected president in 1960. During his presidency, he started important programs like the Peace Corps and NASA, and prevented nuclear war by resolving the Cuban Missile Crisis. However, his time as president was cut short when he was assassinated in 1963. Kennedy displayed foresight, courage, and patriotism as president - he advocated for civil rights, risked his life saving others, and created the Peace Corps to help people around the world.
United States History Ch. 15 Section 2 Notes
World War II had significant impacts on American society:
- It opened new jobs and opportunities for women and minorities as men went off to war and industries ramped up production, though discrimination still limited opportunities.
- The war effort changed lives as people moved around the country for jobs, taxes increased, wages and prices were controlled, and consumer goods were rationed to support the war.
- However, the push for civil rights continued, with Executive Order 8802 prohibiting discrimination in defense hiring amid calls for equal treatment of African Americans. Internment of Japanese Americans also showed lingering discrimination.
Riverside Public Utilities MKVIe Core Upgrade S6.5
The document summarizes an HMI upgrade and black start project for Riverside Public Utilities S6.5 power plant. The project aimed to add remote black start capability, replace outdated HMI hardware, add sprint optimization, and update site software. It discusses background issues with the existing system, the project timeline from 2011-2012, post-upgrade issues encountered and their resolutions, and lessons learned for future upgrades. The plant can now black start and the S6.5 upgrade is complete after months of troubleshooting, though sprint optimization was unsuccessful.
More Related Content
What's hot
April26 homefront
The US government took steps before Pearl Harbor to prepare the economy and people for potential war, including establishing agencies to ration goods and raise money. When Japan attacked, Americans supported the war effort through rationing, victory gardens, paying taxes, and buying war bonds. Women entered the workforce in large numbers to replace men, shown iconically by "Rosie the Riveter." US production vastly increased to equip soldiers, building hundreds of thousands of weapons from 1940-1945.
Israeli palestine problems thur fri
This document contains four statements about countries using their military, followed by prompts to agree or disagree with each statement. The four statements are: 1) It is important for the USA to have the strongest military in the world. 2) Countries have a duty to protect their citizens living in other countries from terrorism. 3) Countries should use their military to protect economic interests. 4) Countries should use their military to protect important religious sites. For each statement, readers are asked to physically move to different areas of the room depending on whether they agree or disagree.
Powerpoint Us WWII Homefront
The document discusses the economic and political transitions that occurred in the United States prior to and during World War 2. It describes how the government established agencies to ration goods and raise money through taxes and war bonds. It discusses how citizens contributed through victory gardens and women entering the workforce. It also outlines how production ramped up after the US entered the war, with factories converting to wartime production and more raw materials diverted from civilians.
Becoming a World Power - World War I
The First World War began in 1914 and lasted until 1918. It involved many of the world's major powers aligned in two opposing military alliances: the Allies and the Central Powers. The US initially remained neutral, but was drawn into the war in 1917 by Germany's unrestricted submarine warfare and the Zimmerman Telegram. After four years of costly trench warfare that saw new technologies increase casualties, Germany and its allies surrendered in November 1918. The Treaty of Versailles formally ended the war the following year.
US History Ch. 9 Section 3 Notes
1. The Spanish-American War was caused by American interests in Cuba, the Yellow Press' sensationalized reports of Spanish atrocities, and rising American imperialism.
2. The U.S. defeated Spain and gained control of Cuba, Puerto Rico, Guam, and the Philippines.
3. However, debate arose over American imperialism and whether controlling colonies aligned with principles of self-government.
WWI (and Georgia's Contributions)
World War I began in 1914 and the United States tried to remain neutral until 1917. Georgia contributed over 100,000 men and women to the war effort through military service, textile mills, railroads, farms, sewing circles, bond drives, and the Red Cross. Southern textile mills produced clothing materials. Railroads transported weapons, soldiers, and supplies. Peach farms helped produce charcoal to protect against German gas attacks. Sewing circles and women's groups raised money through crafts. Bond drives and the Red Cross provided critical funds and medical aid. Victory gardens supplemented food supplies. The war ended in 1918 with an Allied victory.
US History Ch. 9 Section 1
1. The United States pursued an aggressive role in Latin America after the Spanish-American War, encouraging investment and political influence. This engendered anti-American sentiment as native populations felt their independence threatened.
2. Theodore Roosevelt expanded the Monroe Doctrine with his Roosevelt Corollary, asserting America's right to intervene to prevent European intervention and promote stability. He used "big stick diplomacy" backed by military force.
3. Woodrow Wilson proclaimed a policy of "moral diplomacy" but still intervened in Mexico and elsewhere in Latin America, sending troops after attacks along the Mexican border.
Mexican american war-causes (1)
The United States annexed Texas in 1845, which Mexico still claimed as its territory. This caused a border dispute between the Rio Grande and Nueces Rivers. Tensions escalated after U.S. troops occupied the Rio Grande, which Mexico saw as an invasion. In 1846, shots were fired between U.S. and Mexican soldiers, prompting President Polk to ask Congress to declare war on Mexico.
12.1.2 the united states enters wwii
Hitler signed a nonaggression pact with Stalin allowing Germany to invade Poland without Soviet opposition. When Germany invaded Poland in September 1939, Britain and France declared war on Germany, marking the start of World War 2. The US remained officially neutral but provided increasing aid to Britain through measures like cash-and-carry and destroyer deals to help the British war effort against Germany.
10.1 imperialism U.S. foreign affairs 1860-1914
The document provides background on U.S. imperialism between 1898-1920. It summarizes how the U.S. acquired new overseas territories like Puerto Rico, Guam and the Philippines following the Spanish-American War through the Treaty of Paris in 1898. It also discusses how the U.S. gained control of Cuba, established a naval base in Guantanamo Bay through the Platt Amendment, and helped Panama gain independence from Colombia in order to build the Panama Canal. The U.S. then intervened frequently in Latin American countries using gunboat diplomacy and dollar diplomacy to advance its economic and political interests in the region during this era of American imperialism.
Cuba Puerto Rico And The Philippines
The document discusses the Spanish-American War and its effects on Cuba, Puerto Rico, and the Philippines. It provides context on the Teller Amendment, which stated the U.S. would not interfere with Cuban independence, and the Rough Riders, a group of soldiers led by Theodore Roosevelt that participated in battles in Cuba. Students are asked to read about each territory and summarize how they benefited from the war. The discussion closes by asking students about the long-term effects of American imperialism in Latin America and worldwide.
The united states in wwii-Updated
The document provides background information on the Allied powers and neutrality acts passed by the United States in the lead up to WWII. It discusses key events such as the Pearl Harbor attack, major battles in the Pacific and Europe, and the Manhattan Project that led to the atomic bombings of Hiroshima and Nagasaki. The document outlines America's path from isolationist policies to entering WWII as a result of the Japanese attack on Pearl Harbor in 1941.
The united states in wwii
The document provides background information on the Allied and Axis powers during World War II. It discusses the United States' isolationist stance after WWI and the passing of neutrality acts in the 1930s. It describes Japan's attack on Pearl Harbor in 1941 that drew the US into the war. The document outlines major battles in the Pacific theater against Japan, including Midway, Guadalcanal, Iwo Jima and Okinawa. It also summarizes key events in Europe such as D-Day, the Battle of the Bulge, and conferences at Yalta and Potsdam. Intelligence efforts like breaking the Enigma code and depth charge attacks helped turn the tide against German U-boats. The document provides
Us neutrality in the 1930’s
The Neutrality Acts of the 1930s were passed by the US to remain isolationist and avoid involvement in World War II. They banned arms trade and loans to belligerent nations. Later acts established a "cash and carry" system and included civil wars. The Lend-Lease Act of 1941 ended neutrality by allowing the US to support allies. The US also instituted the draft and established naval bases in Britain in moves away from isolationism prior to entering the war in 1941.
US History Ch. 9 Section 1 Notes
1. The document outlines factors that led the US to abandon isolationism and pursue imperialism in the late 1800s, including economic incentives to obtain raw materials and new markets. Influential figures like Mahan and Turner urged overseas expansion.
2. The US began expanding its territory and influence globally through the purchase of Alaska in 1867 and involvement in Hawaii culminating in its annexation in 1898.
3. By the 1890s the US had become a world power through imperialistic acquisitions and the Spanish-American War of 1898 which gave it control of territories like the Philippines and Puerto Rico.
American home front
The American home front during WWII saw major economic and social changes to support the war effort. Taxes increased dramatically while rationing of goods like gas, food, and clothing was implemented to manage scarce resources and prevent inflation. Personal income rose but savings were encouraged through war bonds. Labor shortages ended unemployment and millions of new jobs were created, increasing opportunities for women, teenagers, and farmers to work in factories to replace men serving overseas. Labor unions like the CIO and AFL grew substantially in supporting the war effort and working with government.
American foreignpolicy 1920to1941
This document provides an overview of American foreign policy between 1920 and 1941. It discusses the tensions between interventionism and isolationism in the aftermath of World War I. Key events included the Washington Naval Conference, debt reparations to the US from European nations, and the Kellogg-Briand Pact outlawing war. Japan's invasion of Manchuria in 1931 increased tensions in Asia. The Neutrality Acts of the 1930s aimed to keep the US out of future European conflicts but limited presidential options. Fascist aggression in Europe and Asia throughout the late 1930s challenged American non-intervention. The 1941 Lend-Lease Act allowed aid to be sent to Allied nations. The bombing of Pearl Harbor by Japan
U2 notes
The document provides background information on America's emergence as a world power in the late 19th and early 20th centuries. It discusses the reasons for US imperialism, including global competition, cultural superiority beliefs, seeking new naval bases and markets. It outlines America's acquisitions of Alaska, Hawaii, and Samoa. It then summarizes the causes and key events of the Spanish-American War, including yellow journalism, the De Lome Letter, and the sinking of the USS Maine. Finally, it briefly discusses the Treaty of Paris and the new US spheres of influence in places like Puerto Rico, Cuba, and the Philippines in the aftermath of the war.
JFK
John F. Kennedy was elected president in 1960. During his presidency, he started important programs like the Peace Corps and NASA, and prevented nuclear war by resolving the Cuban Missile Crisis. However, his time as president was cut short when he was assassinated in 1963. Kennedy displayed foresight, courage, and patriotism as president - he advocated for civil rights, risked his life saving others, and created the Peace Corps to help people around the world.
United States History Ch. 15 Section 2 Notes
World War II had significant impacts on American society:
- It opened new jobs and opportunities for women and minorities as men went off to war and industries ramped up production, though discrimination still limited opportunities.
- The war effort changed lives as people moved around the country for jobs, taxes increased, wages and prices were controlled, and consumer goods were rationed to support the war.
- However, the push for civil rights continued, with Executive Order 8802 prohibiting discrimination in defense hiring amid calls for equal treatment of African Americans. Internment of Japanese Americans also showed lingering discrimination.
What's hot (20)
Viewers also liked
Riverside Public Utilities MKVIe Core Upgrade S6.5
The document summarizes an HMI upgrade and black start project for Riverside Public Utilities S6.5 power plant. The project aimed to add remote black start capability, replace outdated HMI hardware, add sprint optimization, and update site software. It discusses background issues with the existing system, the project timeline from 2011-2012, post-upgrade issues encountered and their resolutions, and lessons learned for future upgrades. The plant can now black start and the S6.5 upgrade is complete after months of troubleshooting, though sprint optimization was unsuccessful.
20nine_Deck_West_3
20nine is a creative consultancy that helps companies define their brand identity and positioning. They have a 4 phase process to go from insights to brand messaging and storytelling. This includes defining the company's core purpose, crafting a "Master Motivating Idea", telling the company's story through video, and implementation. The process is designed to be fast and cost-effective at $50k. They have helped both startups and large global companies effectively articulate their brand.
James’s life
The document discusses someone who was born in Seoul, South Korea and moved between Korea and America several times during their childhood and education. They attended elementary school in Korea, a Korean elementary school, and junior high, and later attended La Sierra Academy Junior High and High School.
Фролов Роман Николаевич - заместитель генерального директора, руководитель це...
Фролов Роман Николаевич - заместитель генерального директора, руководитель це...Центр развития предпринимательства Московской области
Anticipation guide 1960s forsocialstudies
1) The document is an anticipation guide for a lesson on the 1960s in U.S. history that will cover Supreme Court decisions from 1945-early 1970s and the effects of desegregation, the Civil Rights Movement, and the turbulent 1960s on American society.
2) It contains 8 statements for students to agree or disagree with before and after reading about these topics from the 1960s.
3) The statements cover major events and policies from the 1960s like the Gideon vs. Wainwright Supreme Court case on right to counsel, the Soviets launching Sputnik, Medicare and Medicaid being established under LBJ, JFK's assassination, the Civil Rights Act of 1964, the Peace Corps
Baml (screen) may 2013 v001-q1db83
Royal Gold owns royalty and streaming interests in a portfolio of mining assets around the world. The document reviews several of Royal Gold's cornerstone properties, including Andacollo, Peñasquito, Voisey's Bay, and Mt. Milligan. Mt. Milligan is highlighted as a growth catalyst located in British Columbia with estimated gold production of 262,000 ounces annually for the first six years. Commercial production at Mt. Milligan is expected to begin in the fourth quarter of 2013.
Cold war open note test
This document appears to be a study guide or test for a Cold War and Civil Rights era history course. It contains 35 multiple choice and short answer questions testing knowledge of events, policies, people and concepts from this period of US history. The questions cover topics like the Manhattan Project, the Marshall Plan, Brown v. Board of Education, the Civil Rights Movement, McCarthyism, and key moments of the Cold War like the Berlin Airlift and establishment of containment policy.
End of course flashcard list (full version)
This document provides 130 terms related to United States history that students should make flashcards for and study, to be quizzed on weekly from January to the end of the semester. The terms cover a range of topics in American history from the Industrial Revolution to recent decades, and include important people, events, policies, court cases, and more.
End of course review questions (use after teaching 60s and nixon)
This document contains 20 multiple choice questions about United States history covering a range of topics from the mid-20th century to the late 19th century. The questions cover events, policies, Supreme Court cases, business leaders, and economic and social developments during these time periods.
Viewers also liked (11)
Riverside Public Utilities MKVIe Core Upgrade S6.5
Riverside Public Utilities MKVIe Core Upgrade S6.5
Фролов Роман Николаевич - заместитель генерального директора, руководитель це...
Фролов Роман Николаевич - заместитель генерального директора, руководитель це...
End of course review questions (use after teaching 60s and nixon)
End of course review questions (use after teaching 60s and nixon)
Similar to America enters the war quiz
Unit 7: World War II [Assessment]
The document is a multiple choice test about World War II. It contains questions about the origins of WWII, key events and battles of the war, America's involvement in the war such as economic policies and the home front, and important leaders. The test covers topics such as the Treaty of Versailles, Hitler's invasion of Poland, the Lend-Lease Act, the bombing of Pearl Harbor, key Allied conferences, the Manhattan Project and the atomic bombs, and more.
Review sheet unit four
The document summarizes key events and policies related to the expansion of American influence in the late 19th and early 20th centuries, including the Open Door Policy, Roosevelt Corollary, Spanish-American War, Panama Canal, and US involvement in World War I. It provides details on these topics in a question and answer format.
Mobilizing for War
Ordinary Americans contributed to the war effort by serving in the military, working in war production industries, and participating in rationing and conservation programs. The U.S. government paid for the war largely through increased taxes and by borrowing money by issuing war bonds. Shortages of certain goods due to rationing and supply disruptions affected the daily lives of Americans on the home front, who faced limits on items like fuel, meat, and clothing in order to prioritize resources for the war effort.
Decision to drop bomb 2
This document provides an overview of the evolution of warfare from ancient times to the modern era. It discusses the concept of total war seen in ancient civilizations, where military action extended beyond soldiers to target civilians. Over time, rules and limitations emerged through concepts like just war theory, which aimed to protect non-combatants. The document then outlines key changes in warfare, such as the distinction between combatants and non-combatants in the 1600s and the rise of large national armies during the Napoleonic Wars that relied on civilian support. It analyzes how warfare has attempted to become more civilized over time.
UNIT 4-ROARING 20'S-A STUDY INTO THE AMERICAN HISTORY
The 1920s 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.
Alignment Calibration Training
This document provides guidance and coding schemes for rating social studies items in Economics and U.S. History based on Cognitive Complexity (RBT) and Depth-of-Knowledge (DOK) levels. It includes sample multiple choice questions from these subjects and asks raters to assign codes to indicate their ratings of the cognitive process and DOK level required by each item.
Sec 3N Hist (Elec) Chapter 5.1: Germany's Defeat (USA's entry)
The document discusses Germany's defeat in WWII and the role of the US entry into the war. It provides context on US isolationism prior to entry, including neutrality acts and cash-and-carry policies. While the US initially pursued isolationism, factors like the Lend-Lease Act in 1941 and the Pearl Harbor attack ended this and brought the US into the war. The US then contributed vast resources, manpower, and collaborated with allies on military strategies like bombing of cities and D-Day. However, the document notes the defeat also had causes like German weakness and Allied resistance, so the US entry was likely one of several key reasons for Germany's defeat rather than the sole main cause.
Eo2review sheet
This document contains a review of key topics in American history from the Progressive Era and World War I period. It includes 14 multiple choice and short answer questions testing knowledge of muckrakers, women's suffrage, the 1912 election, outcomes of the Spanish-American War, US expansionism, nationalism, Roosevelt's "big stick" policy, the Panama Canal, US entry into WWI, the Open Door Policy, and the goals of the League of Nations. The student is to answer each question briefly and identify the relevant page numbers where the information could be found.
Mobilization
FDR took control of American production to mobilize for WWII. He created agencies like the WPB to redirect civilian industries to war production. This increased production dramatically, with the US outpacing Axis production by 1944. To pay for the war, the government deficit spent heavily, raising spending from $8.9B to $95.2B and the national debt from $43B to $259B between 1939-1945. Rationing and price controls were implemented to manage shortages and inflation from the massive production demands.
Wwi documents
This document is a poster from the U.S. Food Administration during World War I that asks Americans to conserve wheat. It depicts the Statue of Liberty holding sheaves of wheat and asks citizens to help win the war by saving food. Herbert Hoover led the voluntary food conservation effort and did not accept a salary so that he could ask Americans to also make sacrifices.
Mobilization--WWII
FDR took steps in the early 1940s to prepare the US for potential involvement in World War II by asking businesses to support Britain's defense efforts and warning of threats posed by Axis nations like Germany. He knew the US would need to massively scale up production of war materials if it did enter the war. FDR mobilized the military and passed laws for conscription. When the US did enter the war in 1941, the government took control of the economy and directed industries to focus on weapons production. Massive federal spending and taxation financed the war effort while rationing and shortages affected daily life on the home front.
1) One Spanish official remarked, the maxim of the conqueror mus.docx
1) One Spanish official remarked, “the maxim of the conqueror must be to settle.” Explain what you think he meant by this statement. Illustrate the various ways conquerors settled the New World, commenting on what worked, what did not work, and the consequences of those methods.
(2) Once England decided to create an overseas empire, it did so with impressive speed. Explain the motives behind English expansion to the North American continent, including the Great Migration.
(3) Explain the impact on colonial life of the religious revival movement known as the Great Awakening. Be sure to discuss its social as well as religious effects. What do you imagine some of the Great Awakening’s “significant political consequences” alluded to by Eric Foner might have been?
(4) Revolution is a dynamic process with consequences no one can anticipate. Explain the initial goals of the colonists in 1765 at the time of the Stamp Act and the evolution of their ultimate decision to declare independence in 1776. What were the political and social consequences of the Revolution that had emerged by 1783?
(5) Identify the three major ways that the U.S. Constitution addressed the institution of slavery. Would you say the Constitution was a proslavery or an antislavery document? Explain your answer.
(6) What liberties and freedoms of Americans were being violated by European powers prior to the War of 1812? How did Jefferson and Madison view liberty in terms of British and French behavior on the seas? How did the War Hawks view liberty? Was war the only answer by 1812?
(7) The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
(8) Andrew Jackson, one historian has written, was the “symbol for an age.” How might Jackson be considered symbolic of certain ideas and trends in the early nineteenth century? Can you think of other appropriate symbolic figures for that period, and possibly for contemporary American politics as well?
(9) Many Americans and immigrants from other lands believed California presented a magnificent opportunity for economic freedom once gold was discovered. However, the boundaries of freedom were tightly drawn in California. Explain the expansions and limitations of freedom there. Please include elements from the Daughter of Fortune story to support your arguments.
(10) Explain how the various parties reacted to the Kansas-Nebraska Act. Be sure to discuss why the Whig Party failed, why the Democratic Party split, and why the Republican Party unified. How did each party view slavery and define freedom?
.
Chapter 10 Reading Guide
When the United States entered World War I, it had a small army that needed to be rapidly expanded. Congress passed the Selective Service Act to institute the draft. The War Industries Board regulated industries supporting the war effort and urged Americans to conserve food. The Committee on Public Information worked to generate public support for the war through education and advertising. After the war, the Treaty of Versailles faced opposition in the U.S. Senate from those who opposed American involvement in the League of Nations and the treaty terms. As a result, the U.S. did not ratify the treaty.
Unit 2 part 2 review guide w/answers
The document is a study guide for a test on the American Revolutionary War containing 24 multiple choice questions. It covers topics like the Sons of Liberty, reasons for the difficulty in maintaining the Continental Army, the importance of Washington's victory in New Jersey, reasons the colonists wanted independence, effects of the Treaty of Paris, France being the first country to ally with the United States, and the key effects of the American Revolution which included creating the United States of America.
US Enters The War (WWII)
This document provides background information on the political and economic isolationism policies of the United States in the 1920s-1930s and the events leading up to its entry into World War II in 1941. It discusses the Neutrality Acts of the 1930s, FDR's 1937 quarantine speech, and the Cash and Carry policy of 1939 which allowed allies to purchase arms. It also covers increased defense spending in 1940, the Lend-Lease plan to aid allies in 1941, and the Pearl Harbor attack which led to the US declaring war on the Allied side against the Axis powers.
The Republican victory in 1896 gave heart to proponents of prosperit.docx
The Republican victory in 1896 gave heart to proponents of prosperity through foreign trade. McKinley sought neither war nor colonies, but many in his party wanted both. Called "jingos," they included Assistant Secretary of the Navy, Theodore Roosevelt; John Hay, the ambassador to London, and senators Albert Beveridge and Henry Cabot Lodge. Britain, France, and Germany were seizing territory around the world, and jingos believed the United States needed to do the same for strategic, religious, and economic reasons.
After you have completed your readings post your response to only ONE of the following questions.
Several reasons are proposed explaining why the United States decided to join the "Imperialist Club". Which argument was the strongest, and which argument was the weakest? Explain your position.
Is there any evidence to support Kristin Hoganosn's argument regarding the role of gender and the Spanish-American War? (Suggestion: students might want to review the previous chapter for a discussion on this topic). Discuss if you agree or disagree with her argument. Make sure to support your position.
In your opinion, do Lodge's arguments support the need for the United States to acquire an imperial empire? Explain your position.
.
Webquest
The document provides a webquest for a 5th grade student on the Revolutionary War. It includes links to various websites about key events, causes, people, battles and outcomes of the American Revolutionary War. Students are to read the passages and answer 30 questions testing their understanding. The questions cover topics like the Intolerable Acts, important figures like Washington, Jefferson and Cornwallis, key battles at Lexington, Saratoga and Yorktown, and documents like the Declaration of Independence.
World War I (Ch. 19, Sec. 2)
The document discusses several topics related to U.S. involvement in World War 1, including the Selective Service Act of 1917, which required men to register for military service. It also discusses the treatment of African Americans and women in the military at the time as well as notable individuals like Eddie Rickenbacker and Alvin York.
Mobilization for WWII
FDR and the US government took extensive steps to prepare the nation for war and mobilize the economy. FDR asked businesses to support Britain's defense in 1940. Congress passed the Selective Service Act in 1940 requiring military registration. FDR outlined the Four Freedoms in a 1941 speech. Over 16 million Americans served, including over 300,000 Mexican Americans and 25,000 Native Americans. 350,000 women also volunteered for non-combat roles. The government established agencies to direct conversion to war production and manage resources. By 1945, massive quantities of war material were produced as federal spending increased dramatically to pay for the war effort.
History paper
The document summarizes the American Revolutionary War and the War of 1812. It discusses key battles of the Revolutionary War such as Lexington and Concord, Bunker Hill, Trenton, and Yorktown. It describes how the Revolutionary War was ultimately won by the Americans after eight years of fighting and ended with the Treaty of Paris in 1783. It then summarizes the causes and key aspects of the War of 1812, including it being fought on three fronts in Canada, and ending with the Treaty of Ghent in 1815 without resolving the original causes of the war. Both wars helped establish American independence and sovereignty, though they came at significant costs of American lives.
Similar to America enters the war quiz (20)
UNIT 4-ROARING 20'S-A STUDY INTO THE AMERICAN HISTORY
UNIT 4-ROARING 20'S-A STUDY INTO THE AMERICAN HISTORY
Sec 3N Hist (Elec) Chapter 5.1: Germany's Defeat (USA's entry)
Sec 3N Hist (Elec) Chapter 5.1: Germany's Defeat (USA's entry)
1) One Spanish official remarked, the maxim of the conqueror mus.docx
1) One Spanish official remarked, the maxim of the conqueror mus.docx
The Republican victory in 1896 gave heart to proponents of prosperit.docx
The Republican victory in 1896 gave heart to proponents of prosperit.docx
More from mrsstrong-clay
Jim burke argument organizer
This document provides an organizer for structuring an argument. It suggests including a claim, evidence to support the claim such as facts, figures, and statistics, and reasons why readers should accept the claim. It also notes that other perspectives on the subject should be acknowledged and responded to.
Pw1
This document provides a checklist for persuasive writing that includes introducing the topic and opposing views in the introduction, supporting the opinion with three paragraphs of reasons backed by facts and opinions in the body, and restating the position and suggesting action in the conclusion. It also includes questions to evaluate if the writing is convincing, uses logic and facts, addresses flaws in opposing views, makes readers think, and emotionally engages readers.
comma rules
The document discusses the main rules for using commas in sentences, including placing commas to separate items in a list of three or more items, setting off introductory phrases from the main clause, and separating two complete ideas joined by a conjunction. Commas are also used to offset quotations and to show the relation between a word and a following noun phrase.
Quotation marks-rules
This document provides rules for using quotation marks, including that they come in pairs at the beginning and end of titles, dialogue, and quotes. It notes that quotation marks surround dialogue, some movie and song titles, and sometimes irony. It also specifies punctuation placement in relation to quotation marks, such as commas and periods inside and question marks/exclamation marks inside or outside depending on if they are part of the quote.
History idea-grid
The document provides ideas for lesson plans for a history class that incorporate different interactive activities and multimedia elements. It suggests using yes/no and multiple choice questions to quiz students on historical events, as well as debates, forums, and profiles of historical figures. For multimedia, it recommends embedding images, videos, and documents related to history, such as artifacts, art, propaganda, maps, and timelines to enhance student learning. The ideas are intended to engage students through interactive and multimedia methods of discussing and learning about historical people, events, causes and effects.
Common core-state-standards-argument-writing
This document provides a rubric for evaluating argument writing based on the Common Core State Standards. It evaluates elements such as clear claims with reasons, evidence to support claims and reasons, explanation of information presented, conclusion, formal tone and style, organization and transitions, and mechanics such as spelling and grammar. For each element, it provides descriptors to evaluate the writing at different levels from needs improvement to mastery.
Online discussion-rubric
This document provides a rubric for evaluating online discussions with criteria including addressing the question, substantive nature of posts, organization and clarity, and mechanics. Posts are scored on a scale of 1 to 4, with 1 being "needs improvement" and 4 being "mastery". Criteria are defined for each score, with higher scores requiring more thoroughly addressing the discussion topic, adding depth to the conversation, clear organization, and careful proofreading.
Examples of-strong-sentence-starters
This document provides examples of strong sentence starters for responding to other people's comments or points in a respectful discussion. It also provides a brief biography of Catlin Tucker, an English teacher who has nine years of teaching experience at the high school level and has a master's degree focused on creating a safe classroom environment to support student learning. She now works with Collaborize designing educational resources.
Communicating value-of-cc-to-parents
The teacher is introducing the use of Collaborize Classroom, an online discussion platform, to replace some pen and paper homework. Online discussions will give every student an equal voice, help build community, and provide practice communicating respectfully and collaboratively online. Students will develop skills like critical thinking, reading, writing, and problem solving by being exposed to different perspectives from peers and learning at their own pace. Unlike traditional homework where students work independently, the online platform allows students to benefit from others' responses and engage in deeper thinking about topics through questioning and building on ideas from varied viewpoints. This style of learning prepares students for digital communication needs in college and careers.
5 c’s of successful peer editing
The document outlines 5 C's for successful peer editing: 1) Compliment peers by identifying strong elements of their writing. 2) Critique instead of criticize by giving tactful advice to help peers grow. 3) Provide concrete suggestions by being specific about needed improvements rather than vague notes. 4) Clarify by asking leading questions to guide peers to correct errors themselves. 5) Contemplate suggestions by taking time to thoughtfully comment on unclear or underdeveloped areas to most help peers improve.
Rich replies-to-peers
The document provides guidance for students on how to construct rich replies to their peers' posts in an online discussion. It recommends that students (1) make "I" statements to share their own perspective, (2) use their peers' names when replying, (3) avoid generic compliments and instead reference specific content from the post, and (4) keep critiques focused on the content rather than the person by explaining their different perspective. Examples of effective replies are also included.
8 intriguing-strategies-to-continue-discussion
This document provides 8 strategies for continuing online discussions by inviting further responses from peers. The strategies include proposing a new idea for feedback, asking for clarification, inviting different conclusions, posing follow-up questions, and presenting controversial statements to encourage disagreement. Examples of discussion prompts are given such as asking if others reached different conclusions or made interesting connections to the topic. The overall goal is to foster engagement and expand the conversation.
Classroom management
This document provides a checklist for effective classroom management. It includes questions about having procedures in place for transitions, student behavior, work time, student work, and dismissal. The goal is for teachers to anticipate everything that could occur each day and establish clear routines and expectations so that the class runs smoothly. Key aspects addressed include having signals to get student attention, rules for entering the class, what students do with completed or late work, and expectations for group work to keep students on task.
Classroom management-teaching-routines
Teachers should clearly describe acceptable classroom behaviors and have students demonstrate and practice them. This includes defining different voice levels for various activities like group work, reading time, and discussions. Teachers should also provide ongoing, specific feedback to students about their behaviors and regularly remind them of classroom rules and routines. When a student misbehaves, the teacher should address it privately and have the student reflect on why their actions were inappropriate and how to improve their behavior next time.
Notetaker1
This document appears to be a blank note taking template intended for students to fill in details about a topic from a source. The template includes sections for events, people, key terms, facts, and quotes related to the topic being summarized from the source.
Spiderweb
Spider webs are constructed by spiders to catch prey. The spider places strands of silk in a circular pattern from the center outward and adds concentric circles, spirals, and radial lines to form its trap. Once prey is caught in the sticky silk, the spider wraps it up for later consumption.
Mainideawheel8
The main idea of the document is about identifying the main idea. In just 1-3 sentences, it should capture the overall topic and most significant details of the full text. The document appears to be about a tool called a "Main Idea Wheel" which may help readers identify and understand the central topic that a passage is trying to convey.
Flower
This flower worksheet asks students to identify the 5 W's (who, what, when, where, why) in five petals and the how in the sixth petal of a flower drawing. Students are directed to illustrate a story in the center of the flower and decorate it as they choose.
8events
This document provides instructions for a student to draw 8 pictures representing main events in chronological order. The student is prompted to provide their name and date at the top and given space to draw the 8 pictures of events in sequential order below.
More from mrsstrong-clay (20)
America enters the war quiz
- 1. Name________________________________________ Date: 10/16/12 America Enters the War quiz 1. Explain the Lend-Lease Act. 2. What day was Pearl Harbor bombed? 3. When did the U.S. officially declare war? 4. List at least four things that war rationed during WWII. 5. What exchange did FDR and Churchill make before the U.S. officially entered the war? 6. The U.S. supplied more than $40 billion in weapons, vehicles, and war supplies to what two countries during WWII? 7. Explain the two opposing views about Rosie the Riveter. 8. Why did FDR declare the western hemisphere a hemispheric defense zone? 9. Why was Japan frustrated with the United States? 10. What additional steps did the U.S. take to limit Japan’s influence in Asia? 11. Why did FDR and Churchill want to “forge an incident”?
- 2. 12. Why was WWII seen as the “good war”? 13. Which wartime agency tried to censor gruesome pictures from the war? 14. Why did Americans re-elect FDR for the third time? 15. Why did Russia require financial assistance from the U.S. during WWII?