Unit #4 Pathways Packet · Office of Academic Affairs The Pathways Packet contains all of the...
Transcript of Unit #4 Pathways Packet · Office of Academic Affairs The Pathways Packet contains all of the...
Office of Academic Affairs
The Pathways Packet contains all of the material needed to
be successful during this unit. Completion is REQUIRED in order
for you to be granted re-assessment following the test. Failure
to complete the Pathways Packet will jeopardize your success not
only during this unit but also in this course.
The Pathways Packet contains key vocabulary and questions
from reading assignments. This material is housed in the course
textbook (United States History & Geography: Modern Times),
which you can access by visiting Hartnell University’s McKim-
Batterson Library (drhartnell.com/library.html). Also included
are Essential Questions (EQs), which are the state standards
used to design the unit as well as form your initial assessment.
Answers for the EQs are found in the Guided Notes, which should
be reviewed prior to attending class each day. This will help
you contribute to the overall discussion and further your
understanding of the unit’s major themes. As such, it is VERY
important that you visit your class’ weekly schedule on a
regular basis so as not to fall behind.
If you have any questions, please speak with Dr. Hartnell
or any other member of the Hartnell University faculty.
Sincerely,
John McAllister Schofield
Dean of Academic Affairs
Dr. Hartnell’s “King America” Unit picks up in 1939 with
the planet on the brink of a second world war. Clearly,
World War I – the “War to End All Wars” – failed to do just
that. The vindictive nature of the Treaty of Versailles,
which reads like it was penned by a group of angry 5th
graders, doomed any chances for long-lasting and permanent
peace. The spendthrift attitudes of the 1920s, coupled with
the economic devastation of the 1930s, provided the perfect
cover for Adolf Hitler’s rise in Germany, Benito
Mussolini’s takeover in Italy, and Hideki Tojo’s expansion
in Japan. Without American participation, the League of
Nations lacked the teeth to stop such activities, and, 21
years after the world was “made safe for democracy”, World
War II began. Like the sequel to any Hollywood summer
blockbuster, World War II was bigger, longer, more
expensive, and had a higher body count than the original.
Sixty-one nations charged into the fray, but, when the dust
settled, only two emerged as superpowers: the U.S. and the
Soviet Union. The cooling relations between these wartime
allies divided the world and brought it to the brink of
nuclear conflict during the ensuing Cold War. Proxy wars in
Greece, Turkey, Korea, Vietnam, and Afghanistan pitted
capitalist and communist ideologies against one another for
the next four decades. The need to contain (and later
defeat) communism allowed for post-World War II America to
enjoy a ballooning economy for the first time in 30 years.
This harkened a return to the 1920s-styled consumer society
built on credit, as well as a “Baby Boom” thanks to the
boys in uniform who went to college and settled in suburban
America. Just as mass-consumerism during the “Roaring
Twenties” resulted in the Great Depression, suppressing
social problems during the “Fabulous Fifties” sparked the
Civil Rights Movement. Still, the nation’s accomplishments
made it clear that the U.S. dominated the ‘40s and ‘50s as
“King America”.
Summary
01
02
Reading Assignment #1
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 11: A World in Flames Lesson 1: The Origins of World War II (pp. 266-270)
C11,L1 KEY READING VOCABULARY:
a. fascism:
b. collective:
c. Anschluss:
d. appeasement:
C11,L1 KEY READING QUESTIONS:
1. What economic and political conditions following World War I
encouraged dictatorships?
2. How did fascism put Europe on the path to war?
3. How was the Soviet collectivization of agriculture an example
of dictatorial government?
4. How did the British turn defeat at Dunkirk into victory?
03
Reading Assignment #2
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 11: A World in Flames Lesson 2: From Neutrality to War (pp. 271-275)
C11,L2 KEY READING VOCABULARY:
a. isolationism:
b. internationalism:
c. strategic materials:
C11,L2 KEY READING QUESTIONS:
1. Why did many Americans support isolationism? Why did FDR
support internationalism?
2. What do the political cartoons at the top of page #272 try to
persuade the viewer to believe?
3. How did FDR assist Britain while maintaining U.S. neutrality?
4. Why did Japan attack Pearl Harbor, Hawaii on December 7,
1941? What impact did this have on American neutrality?
04
Reading Assignment #3
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 11: A World in Flames Lesson 3: The Holocaust (pp. 276-281)
C11,L3 KEY READING VOCABULARY:
a. Nuremberg Laws:
b. Kristallnacht:
c. concentration camp:
d. extermination camp:
C11,L3 KEY READING QUESTIONS:
1. Why were Jews, Gypsies, and Slavs persecuted by the Nazis?
2. What factors made it difficult for Jewish people to leave
Europe (use the “St. Louis Affair” as an example)?
3. What was the purpose and outcome of the Wannsee Conference?
4. How was the Buchenwald concentration camp different from
Treblinka and Auschwitz?
05
Reading Assignment #4
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 12: America and World War II Lesson 1: Wartime America (pp. 286-293)
C12,L1 KEY READING VOCABULARY:
a. disenfranchised:
b. cost-plus:
c. Sunbelt:
d. zoot suit:
e. victory suit:
f. rationing:
g. victory garden:
C12,L1 KEY READING QUESTIONS:
1. What roles did minorities and women play during World War II?
2. How did the Supreme Court rule in the Korematsu v. United
States case in 1944 (found on page #291)?
3. How did the U.S. Government mobilize the economy for war?
06
Reading Assignment #5
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 12: America and World War II Lesson 2: The War in the Pacific (pp. 294-300)
C12,L2 KEY READING VOCABULARY:
a. Navajo “code talkers”:
b. “island-hopping”:
c. amphtrac:
d. kamikaze:
C12,L2 KEY READING QUESTIONS:
1. Why was the Doolittle Raid important for U.S. forces in the
Pacific?
2. What advantage did the Navajo “code talkers” give the U.S.?
3. Why was the Battle of Midway a turning point in the war in
the Pacific?
4. What was the military strategy behind “island-hopping”?
Why was it successful?
07
Reading Assignment #6
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 12: America and World War II Lesson 3: The War in Europe (pp. 301-307)
C12,L3 KEY READING VOCABULARY:
a. periphery:
b. convoy system:
C12,L3 KEY READING QUESTIONS:
1. Why did Churchill and FDR want to attack Nazi-controlled
areas in North Africa before areas in Europe?
2. How did using the convoy system help the U.S. begin winning
in the Atlantic?
3. What were the goals of strategic bombing in Germany and the
invasion of Sicily?
4. What was D-Day? Why was it so important?
5. What would have happened if D-Day had failed?
08
Reading Assignment #7
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 12: America and World War II Lesson 4: The War Ends (pp. 308-313)
C12,L4 KEY READING VOCABULARY:
a. hedgerow:
b. napalm:
c. Nuremberg Trials:
C12,L4 KEY READING QUESTIONS:
1. Why was the Battle of the Bulge such a disastrous defeat for
the Nazis?
2. How might the Battle of Iwo Jima have been a factor in
Truman’s decision to drop the atomic bomb?
3. Read the “Analyzing Primary Sources” box on page #312.
3A. What reasons does Truman offer to justify the use of
the atomic bomb?
3B. Why does Leahy say he was against using the bomb?
09
Reading Assignment #8
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 13: The Cold War Begins Lesson 1: The Origins of the Cold War (pp. 318-322)
C13,L1 KEY READING VOCABULARY:
a. charter:
b. satellite nation:
c. Iron Curtain:
C13,L1 KEY READING QUESTIONS:
1. How did the conferences at Dumbarton Oaks and Yalta attempt
to shape the postwar world?
2. Why did the Potsdam Conference further increase tensions
between the U.S. and the Soviet Union?
3. What was the geographic relationship between Soviet satellite
nations and the Iron Curtain?
10
Reading Assignment #9
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 13: The Cold War Begins Lesson 2: The Early Cold War Years (pp. 323-329)
C13,L2 KEY READING VOCABULARY:
a. containment:
b. Truman Doctrine:
c. Marshall Plan:
d. Berlin Airlift:
e. NATO:
f. limited war:
C13,L2 KEY READING QUESTIONS:
1. What was the policy of containment? How did it influence U.S.
foreign policy?
2. How did the U.S. end up fighting in the Korean War?
3. Why was the Korean War a major turning point in the Cold War?
11
Reading Assignment #10
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 13: The Cold War Begins Lesson 3: The Cold War and American Society (pp. 330-334)
C13,L3 KEY READING VOCABULARY:
a. subversion:
b. loyalty review program:
c. perjury:
d. censure:
e. fallout:
C13,L3 KEY READING QUESTIONS:
1. How did the “Red Scare” of the 1950s compare with the “Red
Scare” of the 1920s?
2. Why did many Americans believe McCarthy’s accusations?
3. How did fears of nuclear war affect American society?
What was “Duck and Cover”?
4. How did the Cold War affect popular culture in the 1950s?
12
Reading Assignment #11
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 13: The Cold War Begins Lesson 4: Eisenhower’s Cold War Policies (pp. 335-339)
C13,L4 KEY READING VOCABULARY:
a. massive retaliation:
b. brinkmanship:
c. covert:
d. developing nation:
e. military-industrial complex:
C13,L4 KEY READING QUESTIONS:
1. What was the policy of brinkmanship?
2. How did Eisenhower's military policies contrast with those of
Truman’s?
3. How are developing nations primarily different from
industrial nations?
4. Why did Eisenhower want to use covert operations and the CIA
to combat the spread of communism?
13
Reading Assignment #12
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 14: Postwar America Lesson 1: Truman and Eisenhower (pp. 344-348)
C14,L1 KEY READING VOCABULARY:
a. closed shop:
b. right-to-work laws:
c. union shop:
d. Fair Deal:
e. dynamic conservatism:
C14,L1 KEY READING QUESTIONS:
1. How did the GI Bill help the nation transform from a wartime
economy to a peacetime economy?
2. How did the Truman Administration seek to continue FDR’s
New Deal goals?
3. What impact did the Taft-Hartley Act have on organized labor?
4. How did Eisenhower’s presidency signal a more conservative
direction for the government?
14
Reading Assignment #13
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 14: Postwar America Lesson 2: The Affluent Society (pp. 349-354)
C14,L2 KEY READING VOCABULARY:
a. baby boom:
b. white-collar job:
c. blue-collar worker:
d. multinational corporation:
e. franchise:
f. rock ‘n’ roll:
g. generation gap:
C14,L2 KEY READING QUESTIONS:
1. What breakthroughs during the 1950s changed medical practices
and treatments for diseases in the U.S.?
2. What new mass media appealed to people during the 1950s?
3. Why did young people in the 1950s develop their own popular
culture? How did this contribute to a “generation gap”?
15
Reading Assignment #14
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 14: Postwar America Lesson 3: The Other Side of American Life (pp. 355-357)
C14,L3 KEY READING VOCABULARY:
a. poverty line:
b. urban renewal:
c. termination policy:
d. juvenile delinquency:
C14,L3 KEY READING QUESTIONS:
1. What does it mean to live below the poverty line?
2. How did the lives of minorities differ from those of white
middle-class Americans during the 1950s?
3. Are the people and regions most affected by poverty today the
same as in the 1950s?
4. Why do you think schools were a possible solution for
juvenile delinquency?
Essential Questions (EQs)
Using the Guided Notes, class lectures/discussions, and reading
assignments, answer the following 35 Essential Questions. The
unit test will assess your mastery of each of these EQs.
EQ 4.01 - material found on pp. 1-8 in Guided Notes, lecture & Nutty
Explain the “isms” and the roles they played in World War II
(1939-1945) by answering these questions:
A. Capitalism – Use the cows to explain this “ism”. Where is it
used today?
B. Socialism – Use the cows to explain this “ism”. Where is it
used today?
C. Communism – Use the cows to explain this “ism”. Where is it
used today?
D. Fascism – Use the cows to explain this “ism”. Where is it
used today?
E. Nazism – Use the cows to explain this “ism”. Where is it
used today?
EQ 4.02 - material found on p. 9 in Guided Notes, lecture & Nutty
Why do historians blame the Treaty of Versailles for helping
start World War II in 1939? What did the treaty do that made
Germany so angry?
16
Essential Questions (EQs)
17
EQ 4.03 - material found on pp. 10-14,18 in Guided Notes, lecture & Nutty
Explain the following key people of World War II:
A. Adolf Hitler – Who was he? Which side did he support? What is
he known for?
B. Joseph Stalin – Who was he? Which side did he support? What
is he known for?
C. Benito Mussolini – Who was he? Which side did he support?
What is he known for?
D. Hideki Tojo – Who was he? Which side did he support? What is
he known for?
E. Winston Churchill – Who was he? Which side did he support?
What is he known for?
EQ 4.04 - material found on p. 14 in Guided Notes, lecture & Nutty
Why did the U.S. refuse to participate in the League of Nations?
Why did this weaken the League’s ability to maintain peace?
Essential Questions (EQs)
18
EQ 4.05 - material found on p. 18 in Guided Notes, lecture & Nutty
What is appeasement? How did this approach to aggressors help
cause World War II?
EQ 4.06 - material found on pp. 18-19 in Guided Notes, lecture & Nutty
Explain the Holocaust by answering these questions:
A. What is genocide?
B. When did the Holocaust begin?
C. What was the Holocaust’s “objective”? What impact did it have
on the Jewish people?
D. Who was Oskar Schindler? What did he do during the Holocaust
that made him a hero?
E. How did the Holocaust lead to the creation of the nation of
Israel?
Essential Questions (EQs)
19
EQ 4.07 - material found on pp. 17,24,32,36 in Notes, lecture & Nutty
Explain the following key people of World War II:
A. Édouard Daladier – Who was he? Which side did he support?
What is he known for?
B. Neville Chamberlain – Who was he? Which side did he support?
What is he known for?
C. Henri Pétain – Who was he? Which side did he support? What is
he known for?
D. Douglas MacArthur – Who was he? Which side did he support?
What is he known for?
E. Jack Hartnell – Who was he? Which side did he support? What
is he known for?
Essential Questions (EQs)
20
EQ 4.08 - material found on pp. 40,41,47,60 in Notes, lecture & Nutty
Explain the following key people of World War II:
A. Dwight D. Eisenhower – Who was he? Which side did he support?
What is he known for?
B. Erwin Rommel – Who was he? Which side did he support? What is
he known for?
C. George S. Patton – Who was he? Which side did he support?
What is he known for?
D. J. Robert Oppenheimer – Who was he? Which side did he sup-
port? What is he known for?
E. Harry S. Truman – Who was he? Which side did he support? What
is he known for?
Essential Questions (EQs)
21
EQ 4.09 - material found on pp. 20-34 in Guided Notes, lecture & Nutty
Explain the following key battles/events of World War II:
A. Invasion of Poland – When? Where? Winner? Impact on war?
B. Battle of Dunkirk – When? Where? Winner? Impact on war?
C. Battle of Paris/France – When? Where? Winner? Impact on war?
D. Battle of Britain – When? Where? Winner? Impact on war?
E. Operation Barbarossa – When? Where? Winner? Impact on war?
F. Battle of Pearl Harbor – When? Where? Winner? Impact on war?
Essential Questions (EQs)
22
EQ 4.10 - material found on pp. 36-42 in Guided Notes, lecture & Nutty
Explain the following key battles/events of World War II:
A. Battle of the Philippines – When? Where? Winner? Impact on
war?
B. Doolittle’s Raid – When? Where? Winner? Impact on war?
C. Battle of Midway – When? Where? Winner? Impact on war?
D. Battle of Guadalcanal – When? Where? Winner? Impact on war?
E. Battle of El Alamein – When? Where? Winner? Impact on war?
F. Battle of Tunisia – When? Where? Winner? Impact on war?
Essential Questions (EQs)
23
EQ 4.11 - material found on pp. 44-54 in Guided Notes, lecture & Nutty
Explain the following key battles/events of World War II:
A. Operation Husky – When? Where? Winner? Impact on war?
B. Operation Avalanche – When? Where? Winner? Impact on war?
C. Operation Overlord – When? Where? Winner? Impact on war?
D. Operation Valkyrie – When? Where? What did it try to do? Im-
pact on war?
E. Battle of Guam – When? Where? Winner? Impact on war?
F. Battle of Leyte Gulf – When? Where? Winner? Impact on war?
Essential Questions (EQs)
24
EQ 4.12 - material found on pp. 54-62 in Guided Notes, lecture & Nutty
Explain the following key battles/events of World War II:
A. Battle of the Bulge – When? Where? Winner? Impact on war?
B. Battle of Iwo Jima – When? Where? Winner? Impact on war?
C. Battle of Luzon – When? Where? Winner? Impact on war?
D. Battle of Ramree Island – When? Where? Winner? Impact on war?
E. Battle of Okinawa – When? Where? Winner? Impact on war?
F. Battle of Berlin – When? Where? Winner? Impact on war?
Essential Questions (EQs)
25
EQ 4.13 - material found on pp. 20,25,27,30,36, in Notes, lecture & Nutty
Explain the following key items/events of World War II:
A. Non-Aggression Pact – When? What was it? Impact on war?
B. Blitzkrieg, Unterseeboots, Luftwaffe – What do these mean?
Impact on war?
C. Bataan Death March – When? Where? Impact on war?
D. Royal Air Force (RAF) – Impact on war?
E. Lend-Lease Act – Impact on war?
F. Atlantic Charter – When? Where? What was it? Impact on war?
Essential Questions (EQs)
26
EQ 4.14 - material found on pp. 25,43,46,56,62 in Notes, lecture & Nutty
Explain the following key items/events of World War II:
A. Alien Registration Act – What was it? Impact on war?
B. “Rosie the Riveter” – Who was she? Impact on war?
C. Warsaw Ghetto Uprising – When? Where? Winner? Impact on war?
D. Casablanca, Tehran, Yalta (Crimea), & Potsdam Conferences –
When? Where? Impact on war?
E. Operation Downfall – What was it? Why was it canceled?
Essential Questions (EQs)
27
EQ 4.15 - material found on pp. 38,51,53,59,61 in Notes, lecture & Nutty
Explain the following key items/events of World War II:
A. Buzz bombs , V-2 rockets, & Fire Balloons – What were they?
Impact on war?
B. GI Bill – What was it? Impact on society after the war?
C. Kamikazes – What were they? Impact on war?
D. Tuskegee Airmen – Who were they? Impact on war?
E. Native American “Code Talkers” – Who were they? Impact on
war?
F. Victory in Europe Day (V-E Day) – When was it? Impact on war?
Essential Questions (EQs)
28
EQ 4.16 - material found on pp. 38,60,65-69 in Notes, lecture & Nutty
Explain the following key items/events of World War II:
A. “Island Hopping” Strategy – What was it? Impact on war?
B. Manhattan Project – What was it? Impact on war?
C. “Little Boy” & “Fat Man” – What were they? Impact on war?
D. Bombings of Hiroshima & Nagasaki – Where? When? Impact on
war?
E. Victory in Japan (V-J Day) – When was it? Impact on war?
EQ 4.17 - material found on pp. 43-44,55 in Guided Notes, lecture & Nutty
The mass mobilization of the U.S. home front was unlike any in
the history of the country. How did this mobilization impact
women and minorities in the workforce?
Essential Questions (EQs)
29
EQ 4.18 - material found on p. 35 in Guided Notes, lecture & Nutty
Explain the treatment of Japanese-Americans during World War II
by answering these questions:
A. How did the U.S. Government react toward Japanese-Americans
in the wake of the Pearl Harbor attack?
B. Why did the U.S. Government react toward Japanese-Americans
in such a fashion?
C. How was the U.S. Government’s reaction to Pearl Harbor (and
its treatment of Japanese-Americans) in 1941 similar to the U.S.
Government’s reaction to Muslim-Americans after 9/11?
EQ 4.19 - material found on pp. 30,65-72 in Guided Notes, lecture & Nutty
Explain the consequences/results of World War II by answering
these questions:
A. Atomic weapons – How did their use at the end of the war
impact the decades to come?
B. Civilian & military losses – Which countries suffered the
highest in both categories?
continues on page #30 —>
Essential Questions (EQs)
30
EQ 4.19 - material found on pp. 30,65-72 in Guided Notes, lecture & Nutty
C. Refugees & poverty – How did Europe recover from World War
II’s devastation?
D. United Nations – What purpose was behind this organization’s
formation?
E. Cold War – Why did the U.S. and U.S.S.R. not get along in the
decades following World War II?
EQ 4.20 - material found on pp. 70-72 in Guided Notes, lecture & Nutty
Explain the economic impact World War II had on the U.S. by
answering these questions:
A. How did World War II bring the U.S economy out of the Great
Depression?
B. How did World War II expand the role of the U.S. Government
both during and after the war?
Essential Questions (EQs)
31
EQ 4.21 - material found on pp. 73-76 in Guided Notes, lecture & Nutty
The Cold War and its related conflicts influenced U.S. foreign
policy after 1945 in many ways. Explain how the following events
impacted U.S. foreign policy:
A. Division of Berlin/Germany.
B. NATO.
C. Warsaw Pact.
D. Chinese Communist Revolution.
EQ 4.22 - material found on p. 74 in Guided Notes, lecture & Nutty
What impact did the Marshall Plan have on Europe, the U.S., and
the Cold War?
EQ 4.23 - material found on p. 74 in Guided Notes, lecture & Nutty
The Truman Doctrine was originally designed to send U.S. aid to
anti-Communist forces in Greece and Turkey in 1947. Later, it
was expanded to justify support for any nation that the U.S.
Government believed was threatened by communism. How did this
doctrine shape U.S. foreign policy during the Cold War?
Essential Questions (EQs)
32
EQ 4.24 - material found on pp. 81-85 in Guided Notes, lecture & Nutty
Explain the cultural explosion and “feel good” attitude of
American society during the “Fabulous” Fifties by answering
these questions:
A. Why was the decade not as prosperous as it appeared on the
surface?
B. How did internal problems of the 1950s later rise to the sur-
face in succeeding decades?
C. How did the fear of communism drive policies on immigration
and life during the decade?
D. What similarities did the “Fabulous” Fifties share with the
“Roaring” Twenties?
EQ 4.25 - material found on pp. 75-76,80 in Guided Notes, lecture & Nutty
Explain the Korean War (1950-1953) by answering these questions:
A. What caused the Korean War?
B. What role did the United Nations (UN) take in the conflict?
C. What impact did the war have on American society?
Essential Questions (EQs)
33
EQ 4.26 - material found on pp. 76,78-80 in Guided Notes, lecture & Nutty
Explain the Korean War by answering these questions:
A. Why did President Truman and Douglas MacArthur disagree
frequently during the conflict?
B. Why is the Korean War sometimes not called a “war”?
C. Why is this conflict also known as the “Forgotten War”?
EQ 4.27 - material found on pp. 75-76 in Guided Notes, lecture & Nutty
Explain the following key people of the Korean War:
A. Harry S. Truman – Who was he? Which side did he support? What
is he known for?
B. Syngman Rhee – Who was he? Which side did he support? What is
he known for?
C. Kim Il Sung – Who was he? Which side did he support? What is
he known for?
continues on page #34 —>
Essential Questions (EQs)
34
EQ 4.27 - material found on pp. 75-76 in Guided Notes, lecture & Nutty
D. Mao Zedong – Who was he? Which side did he support? What is
he known for?
E. Joseph Stalin – Who was he? Which side did he support? What
is he known for?
F. Douglas MacArthur – Who was he? Which side did he support?
What is he known for?
EQ 4.28 - material found on pp. 75,77-79 in Guided Notes, lecture & Nutty
Explain the following key items/events of the Korean War:
A. 38th parallel – What was it? Impact on war?
B. “Limited war” – What was it? Impact on war?
C. Seoul – Where was it located? What was its significance?
D. P’yŏngyang – Where was it located? What was its significance?
Essential Questions (EQs)
35
EQ 4.29 - material found on pp. 75-80 in Guided Notes, lecture & Nutty
Explain the following key battles of the Korean War:
A. Battle of Seoul – When? Where? Winner? Impact on war?
B. Battle of Osan – When? Where? Winner? Impact on war?
C. Battle of Andong – When? Where? Winner? Impact on war?
E. Battle of Pusan Perimeter – When? Where? Winner? Impact on
war?
F. Battle of Incheon – When? Where? Winner? Impact on war?
Essential Questions (EQs)
36
EQ 4.30 - material found on pp. 75-80 in Guided Notes, lecture & Nutty
Explain the following key battles of the Korean War:
A. Battle of Chosin Reservoir – When? Where? Winner? Impact on
war?
B. Battle of Heartbreak Ridge – When? Where? Winner? Impact on
war?
C. Battle of Outpost Harry – When? Where? Winner? Impact on war?
D. Battle of Old Baldy – When? Where? Winner? Impact on war?
E. Battle of Pork Chop Hill – When? Where? Winner? Impact on
war?
Essential Questions (EQs)
37
EQ 4.31 - material found on pp. 79-80 in Guided Notes, lecture & Nutty
Explain the following key items/events of the Korean War:
A. Korean Armistice – When? Winner? Impact on war?
B. Demilitarized Zone – When? Where? Impact on war?
C. Executive Order 9981 – When? Impact on war?
D. M*A*S*H units & M*A*S*H TV show – When? Impact on war/war’s
legacy?
E. Korean War Veterans Memorial – Where? Impact on war’s legacy?
Essential Questions (EQs)
38
EQ 4.32 - material found on pp. 66-67 in Guided Notes, lecture & Nutty
Explain the threat posed by nuclear weapons during the early
decades of the Cold War by answering these questions:
A. How does a nuclear bomb work?
B. What kind of damage is caused by a nuclear blast?
C. Why did the U.S. use nuclear weapons to help end World War
II?
D. Why did the U.S. NOT use nuclear weapons to help end the
Korean War?
E. Explain this quote by the Albert Einstein: “I know not with
what weapons World War 3 will be fought, but World War 4 will be
fought with sticks and stones.”
Essential Questions (EQs)
39
EQ 4.33 - material found in lecture & Nutty
Explain the “Duck and Cover” procedure by answering these
questions:
A. How was the procedure done? (Illustrations welcomed!)
B. Why did “experts” believe such a procedure would work?
C. What role did the procedure play in shaping nuclear policies
among the American public?
D. Why would such a procedure be useless during an actual
nuclear attack?
Essential Questions (EQs)
40
EQ 4.34 - material found in Best Music… Ever!, lecture & Nutty
Explain the impact that the music of the 1950s had on society by
analyzing the songs of the decade and completing the following:
A. Pick 2 artists/bands from the 1950s and explain how they
represented the decade.
B. Pick 2 songs from the 1950s and explain the significance of
their lyrics and beats.
C. Pick 2 songs from the 1950s and explain their impact on
society.
D. Pick 2 songs from the 1950s and explain their impact on the
music industry/music itself.
Essential Questions (EQs)
41
EQ 4.35 - material found on p. 85 in Guided Notes, lecture & Nutty
Explain life during the 1950s by answering these questions:
A. What were the roles of men and women during the 1950s?
B. What kind of entertainment and sports did people enjoy during
the 1950s?
C. What were some of the fads and fashions of the 1950s?
D. What was every-day life like during the 1950s?
E. Compare the 1950s to today’s fads, fashions, entertainment,
sports, and every-day life.
END OF UNIT #4 EQs