America: Pathways to the Present: Cambridge Ed

Transcription

1 America: Pathways to the Present: Cambridge Ed Copyright 2005 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

2 America: Pathways to the Present: Cambridge Ed. Theme 1: Domestic Politics and Policies Theme 2: Social Impact of War Theme 3: Post War Economy The Mood of the 1950s Theme 4: The Arms Race The Koran War Copyright 2005 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

3 America: Pathways to the Present: Cambridge Ed. Theme 1 Government and the People Copyright 2005 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

4 Domestic Politics and Policy Chapter 20, Section 3 What were Truman s domestic policies as outlined in his Fair Deal? How did Truman win the election of 1948? What was the Republican approach to government during the Eisenhower presidency?

5 Truman s Domestic Policies Chapter 20, Section 3 The Peacetime Economy Reconversion, the social and economic transition from wartime to peacetime, resulted in discrepancies between wages and prices. The Taft-Hartley Act of 1947 required a cooling-off period during which workers on strike from industries affecting the national interest had to return to work. The Fair Deal Modeled on Roosevelt s New Deal, Truman s Fair Deal was a set of proposals for postwar economic improvement. Although some measures passed, many were rejected by Congress. Truman on Civil Rights Truman formed the biracial Committee on Civil Rights in 1946 to address concerns of African Americans; opposition in Congress meant that change came slowly.

6 The Election of 1948 Chapter 20, Section 3 Although Truman s Democratic Party was splitting and support for him was disintegrating, Truman chose to seek another term as President in With a blunt but effective campaign style, Truman won the election despite polls predictions against him. In response to Roosevelt s unprecedented four terms as President, the Twenty-second Amendment was passed in This amendment specified that no President could serve more than two elected terms.

7 Eisenhower and the Republican Approach Chapter 20, Section 3 Although the language of the Twenty-second Amendment allowed Truman to run for President again in 1952, he chose not to do so. Republican Dwight Eisenhower and his running mate, Richard Nixon, were able to turn accusations about illegal campaign funding into support for their campaign. As President, Eisenhower advocated Modern Republicanism, an approach to government involving conservative economic policies but liberal social policies. Eisenhower s administration favored big business and ending government competition for offshore oil lands. However, his presidency was marked by several economic recessions.

8 Meeting the Technology Challenge Chapter 20, Section 3 NASA In response to Americans fears that Soviet technology was superior to their own, the United States formed the National Aeronautics and Space Administration (NASA) in NASA was created as an independent agency dedicated to space exploration. National Defense Education Act To meet the scientific and technical challenge from the Soviet Union, the National Defense Education Act was passed in This act provided low-cost loans to college students, incentives for teaching math and science, and money for building science and foreign language facilities in schools.

9 Domestic Politics and Policy Assessment Chapter 20, Section 3 What did the Taft-Hartley Act require? (A) Economic improvements provided by the Fair Deal (B) Civil rights for all Americans (C) Reporting of all campaign funding (D) A cooling-off period for workers striking from certain industries Why did civil rights reforms come slowly during Truman s presidency? (A) Truman campaigned against them. (B) A majority in Congress disagreed with them. (C) They were not realistically formulated. (D) They interfered with Modern Republicanism.

10 Domestic Politics and Policy Assessment Chapter 20, Section 3 What did the Taft-Hartley Act require? (A) Economic improvements provided by the Fair Deal (B) Civil rights for all Americans (C) Reporting of all campaign funding (D) A cooling-off period for workers striking from certain industries Why did civil rights reforms come slowly during Truman s presidency? (A) Truman campaigned against them. (B) A majority in Congress disagreed with them. (C) They were not realistically formulated. (D) They interfered with Modern Republicanism.

11 The Continuing Cold War Chapter 19, Section 4 What were the characteristics of the McCarthy era?

12 The McCarthy Era Chapter 19, Section 4 McCarthy s Rise to Power Wisconsin Senator Joseph McCarthy, up for reelection raised the specter of Communist conspiracies within the United States. McCarthy produced a list of 250 names of presumed Communistsupporting government employees. Later, when scrutinized, this list was reduced to 57. Although McCarthy s accusations were usually baseless and unprovable, few were willing to risk their reputations by speaking out against him. McCarthy s Fall In early 1954, McCarthyism, the name given to McCarthy s crusade, reached the army. Democrats asked that the hearings between McCarthy and the army be televised, hoping to swing popular opinion against McCarthy. By mid-june 1954, McCarthy had lost even his strongest supporters. The Senate formally condemned him for his actions.

13 America: Pathways to the Present: Cambridge Ed. Theme 2 Who are the Americans Copyright 2005 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

14 The Social Impact of the War Chapter 18, Section 5 How did African Americans, Mexican Americans, and Native Americans experience the war at home? What difficulties did Japanese Americans face? In what ways did the war change conditions for working women?

15 Demands for Civil Rights Chapter 21, Section 1 What events and cultural trends led to a rise in African American influence in the twentieth century? How did Americans respond to the Supreme Court s decision in Brown v. Board of Education? How did the Montgomery bus boycott affect the civil rights movement? How did other minorities begin to demand civil rights in the 1950s?

16 The Rise of African American Influence Chapter 21, Section 1 Migration and the New Deal In the years between the Civil War and the 1940s, many African Americans migrated from the South to northern cities. During the Depression, Roosevelt and others courted black votes to support New Deal initiatives. Under Roosevelt, the number of African Americans working for the federal government rose significantly. World War II and the NAACP A shortage of labor during World War II led many more African Americans to the North. As Americans fought a war against discrimination in Europe, many began to think about the discrimination taking place at home. The National Association for the Advancement of Colored People (NAACP) worked hard in the courts to challenge segregation laws.

17 Brown v. Board of Education Chapter 21, Section 1 In 1951, Oliver Brown wanted his 8-year-old daughter to attend a Topeka, Kansas school, which only white children were permitted to attend. Brown sued the Topeka Board of Education, and his case reached the Supreme Court. Thurgood Marshall of the NAACP argued Brown s case. On May 17, 1954, the Supreme Court issued its ruling in the Brown v. Board of Education of Topeka, Kansas case. In this ruling, the court supported Brown s case for desegregation, stating that, Separate educational facilities are inherently unequal. A year later, the Court ruled that local school boards should move to desegregate with all deliberate speed.

18 Reaction to Brown v. Board of Education Chapter 21, Section 1 Many Americans, both white and African American, rejoiced at the Brown ruling. Others accepted the decision although they did not agree with it, hoping that desegregation could take place peacefully. Many southern whites, especially in the Deep South, vehemently opposed the ruling. Congressional representatives of states in the Deep South joined together to protest the decision, claiming that it violated states rights.

19 The Montgomery Bus Boycott Chapter 21, Section 1 The Montgomery Bus Boycott Background of the Boycott In December 1955, an African American seamstress named Rosa Parks was seized by the police in Montgomery, Alabama when she refused to give up her seat on a bus to a white man. Organization of the Boycott In response, civil rights leaders, including Martin Luther King, Jr., organized a boycott of the Montgomery bus system. The Bus Boycott Over the next year, 50,000 African Americans boycotted the city bus system, choosing to walk, ride bicycles, or carpool instead. Results of the Bus Boycott Despite losing money, the bus company refused to change its policies. Finally, in 1956, the Supreme Court ruled that bus segregation was unconstitutional.

20 Resistance in Little Rock Chapter 21, Section 1 Opposition to Integration In the fall of 1957, Arkansas Governor Orval Faubus felt that enforcing integration, or the bringing together of different races, would create chaos. Faubus therefore posted Arkansas National Guard troops at Central High School in Little Rock, instructing them to turn away the nine African American students who were supposed to attend that school. Mobs of angry protesters joined the National Guard in intimidating the African American students. Government Response Faubus s actions defied the Brown decision. President Eisenhower viewed these actions as a challenge to the Constitution and to his authority as President. Eisenhower placed the National Guard under federal command and sent soldiers to Arkansas to protect the nine students.

21 Other Voices of Protest Chapter 21, Section 1 Like African Americans, other minority groups demanded equal rights after World War II. Mexican Americans found that peaceful protest could slowly bring about some of their goals. Groups such as the Community Service Organization and the Asociación Nacional México-Americana worked toward these goals. Native Americans faced problems of poverty, discrimination, and little real political representation. The 1953 government policy of termination, or elimination of reservations, met with resistance and was eventually discarded.

22 Demands for Civil Rights Assessment Chapter 21, Section 1 Which of these was a result of the Montgomery bus boycott? (A) National Guard soldiers were posted in Montgomery. (B) The bus company voluntarily changed its policies. (C) Thousands of African Americans stopped riding buses. (D) Rosa Parks was allowed to keep her seat on the bus. Why was the Brown v. Board of Education ruling considered important? (A) It stated that separate educational facilities were unequal. (B) It banned segregation on buses. (C) It demanded that school districts move toward desegregation. (D) It provided military protection for African American students.

23 Demands for Civil Rights Assessment Chapter 21, Section 1 Which of these was a result of the Montgomery bus boycott? (A) National Guard soldiers were posted in Montgomery. (B) The bus company voluntarily changed its policies. (C) Thousands of African Americans stopped riding buses. (D) Rosa Parks was allowed to keep her seat on the bus. Why was the Brown v. Board of Education ruling considered important? (A) It stated that separate educational facilities were unequal. (B) It banned segregation on buses. (C) It demanded that school districts move toward desegregation. (D) It provided military protection for African American students.

24 America: Pathways to the Present: Cambridge Ed. Theme 3 Economic and Social Change Copyright 2005 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

25 The Postwar Economy Chapter 20, Section 1 How did businesses reorganize after World War II? How did technology transform life after World War II? In what ways did the nation s work force change following World War II? Why did suburbs and highway systems grow after World War II? How did postwar conditions affect consumer credit?

26 Businesses Reorganize Chapter 20, Section 1 The postwar years were a time of great economic growth in America. Between 1945 and 1960, the per capita income, or average annual income per person, rose considerably. American businesses switched from providing war needs to meeting increasing demand for consumer products. In order to protect against economic downturns, many formed conglomerates, corporations made up of three or more unrelated businesses. The franchise system, in which small businesses contract with larger parent companies for goods and services, flourished.

27 Technology Transforms Life Chapter 20, Section 1 Developments in Technology During the 1950s Television Television becomes a popular and powerful medium. Computers and Electronics The invention of the transistor, a tiny circuit device that amplifies, controls, and generates electrical signals, revolutionizes computers and radios. Nuclear Power Wartime nuclear research is put to peacetime use in nuclear power plants and nuclear-powered submarines. Advances in Medicine Dr. Jonas Salk develops a vaccine against polio; advances in antibiotics and surgical techniques save countless lives.

28 Changes in the Work force Chapter 20, Section 1 White Collar Workers Corporate expansion created more white-collar jobs. Office work was less dangerous and exhausting than factory work, and provided more opportunity for advancement. White collar workers often had little connection to their companies products, and often felt pressure to dress, think, and act alike. Blue Collar Workers New machines reduced the number of manual laborintensive jobs. Working conditions and wages improved. Labor unions won important gains; the American Federation of Labor and Congress of Industrial Organizations merged to form the powerful AFL-CIO.

29 The Baby Boom Chapter 20, Section 1 The baby boom, or rise in birth rates, that had begun in the 1940s continued into the 1950s.

30 Suburbs, Cars, and Highways Chapter 20, Section 1 Suburban Growth The GI Bill of Rights gave returning soldiers low-income mortgages, enabling many to buy homes in newly built suburbs. Developers such as William J. Levitt built entire communities quickly and on one mold, using preassembled materials. Although most Americans enjoyed living in communities such as Levitt s, others complained that the new developments lacked variety. Cars and Highways The growth of suburbs led more Americans to rely on cars for everyday transportation. More and better roads were needed to support the increase in cars. The 1956 Federal-Aid Highway Act provided billions of dollars to build an interstate highway system. Cars became part of American culture as new businesses such as drive-in movies emerged.

31 The Growth of Consumer Credit Chapter 20, Section 1 Gasoline companies began offering credit cards with which consumers could purchase their product. Soon, lending agencies began to offer credit cards as well. Consumer debt rose as Americans used their credit cards to purchase washing machines, vacuum cleaners, television sets, and other consumer products.

32 The Postwar Economy Assessment Chapter 20, Section 1 Which of the following was a characteristic of white collar jobs in the 1950s? (A) work that was less dangerous than factory jobs (B) lack of opportunity for advancement (C) minimal pressure to conform to standards of dress (D) close connection with a company s product How did the GI Bill of Rights contribute to suburban growth? (A) It inspired Levitt to build suburban communities. (B) It provided former soldiers with low-income mortgages. (C) It established an interstate highway system. (D) It led to rising credit card debt. Want to link to the Pathways Internet activity for this chapter? Click here!

33 The Postwar Economy Assessment Chapter 20, Section 1 Which of the following was a characteristic of white collar jobs in the 1950s? (A) work that was less dangerous than factory jobs (B) lack of opportunity for advancement (C) minimal pressure to conform to standards of dress (D) close connection with a company s product How did the GI Bill of Rights contribute to suburban growth? (A) It inspired Levitt to build suburban communities. (B) It provided former soldiers with low-income mortgages. (C) It established an interstate highway system. (D) It led to rising credit card debt. Want to link to the Pathways Internet activity for this chapter? Click here!

34 The Mood of the 1950s Chapter 20, Section 2 Why were comfort and security so important to Americans in the 1950s? What were the accepted roles of men and women during the 1950s? How did some people challenge conformity during the 1950s?

35 Comfort and Security Chapter 20, Section 2 Enjoying prosperity and recovering from war and economic depression, most Americans in the 1950s valued security over adventure. Youth in the 1950s enjoyed more time for school, and for recreation, than youth in earlier generations. Businesses marketed products such as movies and magazines to youths, reinforcing images of what it meant to be a teenager. Partially in response to the threats of communism and nuclear war, many Americans renewed their interest in religion. References to God were added to the Pledge of Allegiance and imprinted on U.S. currency.

36 Men s and Women s Roles Chapter 20, Section 2 Men and women were expected to play strictly defined roles in the 1950s. While men were expected to hold jobs and support their families, women were expected to perform domestic duties. Nevertheless, more and more married women began working outside the home, some to support their families and others for the sense of satisfaction they derived from holding jobs. Some women, notably Betty Friedan, desired more freedom in choosing social roles than the 1950s cultural climate allowed.

37 Youthful Rebellions Chapter 20, Section 2 Rock-and-Roll Rock-and-roll, a style of music based on black rhythm and blues, became popular among teenagers in the 1950s. Many adults disliked rockand-roll music, claiming that it encouraged immorality. Popular with both black and white teenagers, rock-and-roll threatened those who were comfortable with racial segregation. Beatniks Beatniks, many of whom were artists and writers, launched a movement that stressed spontaneity and rejected money and power. Beatniks shocked many Americans with their open sexuality and use of illegal drugs. Author Jack Kerouac embodied the Beatnik spirit for many Americans.

38 The Mood of the 1950s Assessment Chapter 20, Section 2 Which of these trends was a reason for the resurgence in religion during the 1950s? (A) Increasing popularity of rock-and-roll music (B) Rise of media targeted at teenagers (C) Fear of nuclear war (D) Frustration with traditional women s roles Why did many adults oppose rock-and-roll music? (A) They did not have the money to buy records. (B) They felt it encouraged immorality. (C) They disliked the philosophy of the Beatniks. (D) They preferred music with more complicated melodies.

39 The Mood of the 1950s Assessment Chapter 20, Section 2 Which of these trends was a reason for the resurgence in religion during the 1950s? (A) Increasing popularity of rock-and-roll music (B) Rise of media targeted at teenagers (C) Fear of nuclear war (D) Frustration with traditional women s roles Why did many adults oppose rock-and-roll music? (A) They did not have the money to buy records. (B) They felt it encouraged immorality. (C) They disliked the philosophy of the Beatniks. (D) They preferred music with more complicated melodies.

40 America: Pathways to the Present: Cambridge Ed. Theme 4 The U.S.A. and the World Copyright 2005 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

41 The Cold War in the 1950s Chapter 19, Section 4 United States involvement around the world, Eastern Europe Wary of war with the Soviets, America did not support uprisings in East Germany, Poland, and Hungary. Southeast Asia Korean War ends; former French colony of Vietnam is divided into Communist North and anti- Communist South. Middle East United States supports Israel, backs groups that restore a pro-american Shah in Iran; the Suez Crisis in Egypt erupts. Latin America Organization of American States (OAS) is created; American aid helps anti-communist leaders gain and retain power.

42 The Arms Race Chapter 19, Section 4 Throughout the 1950s, the United States and the Soviet Union competed in an arms race, a struggle to gain weapons superiority. Deterrence, the policy of maintaining a military arsenal so strong that no enemy will attack for fear of retaliation, resulted in the escalating development of powerful nuclear weapons. The American policy of brinkmanship involved bringing the United States to the brink of war without actually entering into war.

43 The Arms Race in the Skies Chapter 19, Section 4 To carry bombs to their targets, the Soviet Union developed long-range rockets known as intercontinental ballistic missiles, or ICBMs. In 1957, one of these rockets was used to launch the Soviet satellite Sputnik, the first artificial satellite to orbit Earth. When a Soviet guided missile shot down an American U-2 spy plane, the resulting U-2 incident shattered American confidence and prompted a desire to match and surpass Soviet weapons technology.

44 The Continuing Cold War Assessment Chapter 19, Section 4 Why did the United States choose not to support uprisings in Eastern Europe? (A) It appeared that these uprisings would succeed on their own. (B) The Soviet Union supported the uprisings. (C) Senator McCarthy was against such support. (D) Eisenhower felt that doing so would risk war with the Soviets. What was the significance of the U-2 incident? (A) It motivated the United States to increase the technological development of its military. (B) It provided the first test of Soviet ICBMs. (C) It led to the development of the hydrogen bomb. (D) It began the Cold War. Want to link to the Pathways Internet activity for this chapter? Click here!

45 The Continuing Cold War Assessment Chapter 19, Section 4 Why did the United States choose not to support uprisings in Eastern Europe? (A) It appeared that these uprisings would succeed on their own. (B) The Soviet Union supported the uprisings. (C) Senator McCarthy was against such support. (D) Eisenhower felt that doing so would risk war with the Soviets. What was the significance of the U-2 incident? (A) It motivated the United States to increase the technological development of its military. (B) It provided the first test of Soviet ICBMs. (C) It led to the development of the hydrogen bomb. (D) It began the Cold War. Want to link to the Pathways Internet activity for this chapter? Click here!

46 The Korean War Chapter 19, Section 3 How did Communist expansion in Asia set the stage for the Korean War? Who fought in the Korean War, and what were the three stages of the war? What were the effects of the Korean War?

47 Communist Expansion in Asia Chapter 19, Section 3 The Chinese Civil War Civil war began in the mid-1920s and intensified after World War II. Mao Zedong won support for the Communists by redistributing land and offering schooling and healthcare. Jiang Jieshi s Nationalist Party lost support because of harsh treatment of the population, high taxes, and corruption. When the Communists took power in 1949, the Nationalists fled to Taiwan. The Division of Korea World War II ended before a plan could be made for Korean independence from Japan. Korea was temporarily divided at the thirty-eighth parallel, the latitude line running through approximately the midpoint of the peninsula. A pro-american government formed in South Korea, while a Communist government formed in North Korea.

48 The Korean Conflict Chapter 19, Section 3 In June 1950, the Korean War broke out when North Korean troops invaded South Korea, aiming to reunite the nation by force. A UN resolution, which passed because the Soviets were not there to veto it, called on member states to defend South Korea and restore peace. Roughly 80 percent of the troops who served in the resulting UN police action were American. By attacking North Korean supply lines, General Douglas MacArthur was able to gain an advantage and push north. However, a stalemate developed after China helped the North Koreans push the UN forces back into South Korea. A truce signed in 1953 left Korea again divided near the thirty eighth parallel.

49 The Effects of the Korean War Chapter 19, Section 3 Post-Korean War Changes in America Warfare Limited war, limited victory Integration of the Military First war in which white Americans and African Americans served in the same units Increased Power of the Military A military-industrial complex developed as the military established links with the corporate and scientific communities. Foreign Policy in Asia September 1951 peace treaty signed with Japan; relations worsen with Communist China

50 The Korean War Assessment Chapter 19, Section 3 What was the significance of the thirty-eighth parallel? (A) It formed Korea s border with China. (B) It was the place to which Chinese Nationalists fled. (C) It divided Korea into two halves, North and South. (D) It was the location of Korean War peace talks. Why did the United Nations send troops to Korea? (A) To support South Korea and restore peace (B) To install a Communist government in South Korea (C) To help China defend its border (D) To put an end to Japanese rule of Korea

51 The Korean War Assessment Chapter 19, Section 3 What was the significance of the thirty-eighth parallel? (A) It formed Korea s border with China. (B) It was the place to which Chinese Nationalists fled. (C) It divided Korea into two halves, North and South. (D) It was the location of Korean War peace talks. Why did the United Nations send troops to Korea? (A) To support South Korea and restore peace (B) To install a Communist government in South Korea (C) To help China defend its border (D) To put an end to Japanese rule of Korea