APUSH Distance Learning Week 3

Feel free to contact me with questions, via email at smcmahon@tusd.net, via REMIND (always the

fastest way!), or call (209)597-8696. Our class has a Microsoft Team set up and you can turn all your

work in there under the class notebook tab and then find your name and put homework in the

homework file. All DBQ’s, review sheets, homework, and class directions are in Teams as well under

files.

For most assignments, you will need either your American History Brinkley textbook or your AMSCO

textbook (little book).

AP students, please complete the following this week:

1. Regular homework for Chapter 29 Brinkley (28 AMSCO). You may type and upload or take a

picture of your written work.

2. DBQ Practice: Full DBQ REQUIRED using the updated test Rubric! Early Foreign Policy

3. I have posted some extra 5 document DBQs to teams if you want extra practice.

4. I have attached a “review sheet” of notes and an outline that you can use for the test. It is

easier than digging through your textbook and notes during the test. I am always searching for a

better one, this was one of the best I have found to date. If I find a better one, I will post it in

teams and send it out via remind.

5. STUDY FOR THE TEST! College Board is posting weekly practice videos to their YouTube Channel,

they have updated AP Classroom, and there is always the review documents in TEAMS for you

to review. REVIEW is optional but if you are taking the test it is Highly recommended.

Early Foreign Policy 5 Document DBQ Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. In your response you should do the following. ● Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. ● Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. ● Use of the Documents: Utilize the content of at least four of the documents to support the stated thesis or a relevant argument. ● Sourcing the Documents (HIPP): Explain the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least three documents. ● Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. ● Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument (try to include at least one piece of outside evidence (ACE your outside evidence!) in each paragraph. ● Complex Analysis: Extend the argument by explaining the connections between the argument and ONE of the following. A development in a different historical period, situation, era, or geographical area. A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). 1. Evaluate the extent of change in United States foreign policy in the period 1783 to 1828. Document 1

Source: President George Washington, Neutrality Proclamation, April 1793. Whereas it appears that a state of war exists between Austria, Prussia, Sardinia, Great Britain, and the United Netherlands, of the one part, and France on the other; and the duty and interest of the United States require, that they should with sincerity and good faith adopt and pursue a conduct friendly and impartial toward the belligerent powers: I have therefore thought fit by these presents to declare the disposition of the United States to observe the conduct aforesaid towards those powers respectively; and to exhort and warn the citizens of the United States carefully to avoid all acts and proceedings whatsoever, which may in any manner tend to contravene such disposition.

Early Foreign Policy 5 Document DBQ Document 2

Source: Treaty of Amity Commerce and Navigation, between His Britannick (British) Majesty; and The United States of America, by Their President, with the advice and Consent of Their Senate, 1795.

ARTICLE 1.

There shall be a firm inviolable and universal Peace, and a true and sincere Friendship between His Britannick Majesty, His Heirs and Successors, and the United States of America; and between their respective Countries, Territories, Cities, Towns and People of every Degree...

ARTICLE 2.

His Majesty will withdraw all His Troops and Garrisons from all Posts and Places within the Boundary Lines assigned by the Treaty of Peace to the United States. This Evacuation shall take place on or before the first Day of June One thousand seven hundred and ninety six…

ARTICLE 3.

It is agreed that it shall at all Times be free to His Majesty's Subjects, and to the Citizens of the United States, and also to the Indians dwelling on either side of the said Boundary Line freely to pass and repass by Land, or Inland Navigation, into the respective Territories and Countries of the Two Parties on the Continent of America (the Country within the Limits of the Hudson's Bay Company only excepted) and to navigate all the Lakes, Rivers, and waters thereof, and freely to carry on trade and commerce with each other.

Document 3

Source: Encyclopedia Britannica, 1994

Early Foreign Policy 5 Document DBQ Document 4

Source: Secretary of the Treasury Alexander James Dallas, An Exposition of the Causes and Character of the War between the United States and Great-Britain, 1815. The United States had just recovered, under the auspices of their present constitution, from the debility which their revolutionary struggle had produced, when the convulsive movements of France excited throughout the civilized world the mingled sensations of hope and fear—of admiration and alarm. The interest which those movements, would in themselves, have excited, was incalculably increased, however, as soon as Great Britain became a party to the first memorable coalition against France, and assumed the character of a belligerent power . . . the difference of the scene would no longer exempt the United States from the influence, and the evils of the European conflict. On the one hand, their government was connected with France, by treaties of alliance and commerce; and the services which that nation had rendered to the cause of American independence. . . . On the other hand, Great Britain leaving the treaty of 1783 unexecuted, forcibly retained the American posts upon the northern frontier; and, slighting every overture to place the diplomatic and commercial relations of the two countries, upon a fair and friendly foundation, seemed to contemplate the success of the American revolution, in a spirit of unextinguishable animosity.

Document 5

Source: James Monroe, 7th Annual Address to Congress, 1823 The occasion has been judged proper for asserting, as a principle in which the rights and interests of the United States are involved, that the American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers. We owe it, therefore, to candor and to the amicable relations existing between the United States and those powers to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety. With the existing colonies or dependencies of any European power, we have not interfered and shall not interfere. But with the Governments who have declared their independence and maintained it, and whose independence we have, on great consideration and on just principles, acknowledged, we could not view any interposition for the purpose of oppressing them, or controlling in any other manner their destiny, by any European power in any other light than as the manifestation of an unfriendly disposition toward the United States.

APUSH DBQ RUBRIC FOR 2020 EXAM ONLY

Name: ____________________

DBQ: ____________________

CONTEXTUALIZATION

Describes a broader historical context relevant to the prompt.

The response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or a reference.

THESIS / CLAIM

Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.

The thesis must make a claim that responds to the prompt, rather than merely restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

DOCUMENTS, EVIDENCE, & ANALYSIS

DESCRIBES SUPPORTS EXPLAINS Accurately DESCRIBES the content of at least TWO documents to address the topic of the prompt. Quotes are insufficient to earn this point.

Doc __

Doc __

Doc __ SUPPORTS an argument in response to the prompt using at least TWO (1 Pt) or FOUR (2 Pts) documents. These documents should meet (and exceed) the standard set for the description point.

/2 Doc __

Doc __

TOTAL For ONE or TWO documents, EXPLAINS HOW or WHY the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.

/2

Uses specific historical evidence beyond what is found in the documents relevant to an argument about the prompt. (one per example – up to TWO points)

The response must describe the evidence and must use more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.

/2

Demonstrates a complex understanding of the historical development that

is the focus of the prompt, using evidence to corroborate, qualify, or

modify an argument that addresses the question.

The response must demonstrate a complex understanding, which must be part of the argument and not merely a phrase or reference. This could include:

• Explaining nuance by analyzing multiple variables

• Explaining both similarity and difference, both continuity and change, or multiple causes, or both causes and effects

• Explaining relevant and insightful connections within and across periods

TOTAL POINTS:

/ 10

• Confirming the validity of an argument by corroborating multiple perspectives across themes

• Qualifying or modifying an argument by considering diverse or alternative views or evidence

Based on DBQ guidelines released by the College Board April 2020.

For more materials, visit www.tomrichey.net.

10-15 Minute DBQ prep outline: KEY NOTE: You are trying to put in as much as you can in 10 minutes- that DOES NOT MEAN EVERYTHING! Whether it’s 3 points, 5 points, or 8 points- use this as a guide to get you credit for what you know! Question: What are the key words to focus on in answering? (i.e. change, cause, time periods) OI: After reading the question- what do you know about the topic before seeing the docs?? (focus on proper nouns!) Context: What are the broader events that relate to the prompt and the time period of your argument? Paragraphs: How will you organize your essay (check to see if the question leads you in a direction first!)

Paragraph Topic OI to Include Docs to include Thesis link

Complex reasoning ideas (do last!)

Thesis ideas- what will be your historically defensible argument? DOCUMENTS- After planning, read the documents and fill in the chart!

Doc # and paragraph link

Main idea of doc Other info you are reminded of w/ the doc/linkage of doc to thesis

Analysis (2 docs)- Context, Audience, Purpose, or POV!

1

2

3

4

5

Complexity?- Ideas to try: “Privilege check” “Rhyme with another time” “They say it ain’t so”

The Nizewitz APUS quick guide to keep by your side on May 15th

How to use this: 1) it will NOT answer the essay for you. 2) it will remind you of specific OUTSIDE INFORMATION so your essays aren’t vague, as long as you learn the definitions, 3) It will help link details to bigger ideas in each unit and time period. Finally- 4) It is NOT a replacement for studying, but if you get everything on here, and keep up with our writing practice, I think you’ll be in good shape on May 15.

PERIOD 3: (1754-1800) CONTEXT: 1) Britain tightens grip on colonies (ACTS!), 2) Colonies increase push for independence 3) Revolutionary war! 4) New country = figuring out a new gov 5) negotiating relationship between colonies, french, british, spanish, and natives, especially as migration across NA increases FRENCH AND INDIAN WAR: 1) increasing rivalry over 1700s- British expand west, threaten French/NA alliance, 2) GB wins! French out ( except for Haiti) 3) War expensive! GB raises taxes, consolidates control (Proc. of 1763, Sugar Act TAXATION WITHOUT REPRESENTATION: 1) British use of “virtual representation” to limit colonial say, 2) Colonies unite against British threats (Committees of Correspondence, Association, Stamp Act Congress), 3) Tradition of Self-rule and representation strong in the colonies! (HoB, Town Halls), 4) Resistance to British Authority! (Sons/Daughters of Liberty, Spinning Circles, smuggling, Boston Massacre, Boston Tea Party, 5) Opposition to paying for British military occupation! (Quartering Act, Boston Port Act) PHILOSOPHY OF THE REV 1) Enlightenment! Individual talent, natural rights key! 2) 1GA: Blessed with liberty (growth off city on a hill) 3) Support for Republican gov’t- Common Sense! Declaration of Ind!- shapes both values of Rev, and also values of country forever THE REVOLUTION ITSELF 1) Challenges: Lots of loyalists, strength of GB Navy, British finance 2) Colonial Advantages- GW’s leadership,commitment, resilience 3) Major factor French support after Saratoga INFLUENCE OF REVOLUTIONARY IDEALS 1) Abolition? Call for freedom for some- some wanting freedom for all (PA, MA)- 2) Women’s roles? Republican Motherhood- gives women influence over teaching values at home 3) Limits? Both groups still not equal! (Fredersick Douglass- “What is the 4th of July to a slave?”, Abigail Adams “Remember the ladies” 4) Inspirations? - Call for freedom in France, Haiti, Latin America (Bolivar) grow from American Revolution’s values ARTICLES OF CONFEDERATION 1) All power in the states! 2) 1 Leg. Branch- limited enforcement power and no Pres/Army/Taxation, 3) Sucesses include Western states (Land Ordinance and NW Ordinance (1st national ban on slavery in NW Territory also!), expanded public education CONVENTION AND RATIFICATION 1) Compromises: representation in states (Great Comp, ⅗ comp), choosing a President (Electoral college), ending slave importation in 1808, 2) Federalist/Antifederalist debate:- Support for ratification from Fed. Papers,Anti-Fed fears of renewed centralized power, 3) Bill of Rights-- guaranted individual protections and gov restrictions in 1st ten amendments (free speech, fair trial) 4) Constitution sets up 3 branches, checks and balances in a federal system balancing state and national power THE NEW REPUBLIC: EARLY PRESIDENCIES 1) GW has to deal with a GB/French war that challenges US trade, he pushes for Neutrality (Farewell Address) 2) Spanish influence in West and in Florida, 3) US and NA’s make treaties (Greenville) that we often break in an attempt to expand west 4) The Unwritten Constitution: A new cabinet, setup of political parties, 2 terms 5) The Hamilton/Jefferson split, over Hamilton’s financial plan

PERIOD 4: (1800-1848) Context: Transition to a more active democracy (for white men), rise of a market revolution, development of the 2nd great awakening, expansion of transportation, rise of a regional economic system, expanding territory across continent, debate over expansion of slavery POLITICAL GROUPS AND JEFFERSONIAN RISE 1) key divide still bet. Federalists (bank, finance, federal gov’t, England) and Dem-Reps (Agriculture, south, state gov, France), 2) Marshall Court’s use of Judicial Review and Federal Supremacy (Marbury v. Madison), REGIONAL INTERESTS 1) Slavery primary economic focus and debate (on both sides) 2) American System sought to unify econ w/ tariffs and transport- debate over being agricultural or industrial, 3) Compromises over slavery’s expansion (MoCo, pop. sovereignty) based on regional interests AMERICA ON WORLD STAGE 1) LA Purchase- constitutional questions, exploration opportunity, sparkplug to Manifest Destiny, 2) Monroe Doctrine- increase influence over W. Hemisphere as LA/Mex. independence movements grow 3) Indian Removal and military force w/ trail of tears, 4) War of 1812 MARKET REVOLUTION: 1) New Innovations- textiles, telegraph, cotton gin, steam engine- lead to production of goods outside the home, 2) Laws and Courts- encourage development of national economy and bigger markets 3) impacts? N and W linked, S stays focused on Ag (increased need for slavery too!), mass increase in immigration to N. Citites, and increased migration into upper midwest JACKSONIAN DEMOCRACY 1) new parties- Democrats (pro-Jackson) vs. Whigs (Pro-clay, anti-Jackson, 2) big issues: National Bank, veto power, tariff policy, Indian Removal and the Trail of Tears 3) Impact? Rise in popularity of politics, more personal campaigning, expanded white male suffrage ANTEBELLUM AMERICAN CULTURE- 1) New Art, literature, architecture sparks a uniquely american culture for first time 2) many ideas blend into overall reform push of the 2nd great awakening SECOND GREAT AWAKENING: 1) why? A response to shifts from Market Rev, increased ability to spread messages 2) Religion- many new denominations form (Mormons, utopian societies) and some churches split into Northern/Southern factions, 3) increased demand for reform- abolition, mental health, temperance all outgrowths of 2GA 1800s WOMEN’S RIGHTS: 1) Impact of MArket Rev- women’s role redefined as ideal is to live in a “cult of domesticity”, 2) many poor women though take up industrial work, especially in textiles 3) Balcklash against suppression leads to active push for rights, starting in Seneca Falls (Elizabeth Cady Stanton) AFRICAN AMERICANS IN 1800s- 1) Vast majority enslaved, as conditions and opportunities get worse and worse, 2) Efforts ar resistance include devleloping community, efforts at escape and rebellion (Nat Turner) 3) White South develops ridiculous arguments about slavery being a “positive good”, as their dependence on slavery increases, and effrots to expand slavery do as well 4) Free Blacks in North play a prominent role in abolition, as do escaped slaves

PERIOD 5 (1844-1877) CONTEXT: Manifest Destiny and expansion, increasing sectional tensions, civil war, reconstruction, redefining who is an American, and the relationship between State and National gov’t MANIFEST DESTINY: 1) why go west?- demand for materials (Gold!), god-given right, access to pacific ocean, exploration (Oregon Trail): 2) Mexican War- gained lots of territory (Guadaloupe Hidalgo- best treaty in the world!), but debate over adding land as free or slave revives sectional conflict (Comp of 1850!), 3) More NA’s pushed off of land in the process 3) Gov’t support- Homestead Act,Transcontinental railroad IMMIGRATION:-1) Increased # of Irish/German Migrants, go primarily to North and in cities, 2) A nativist anti-catholic backlash seeks to limit power and influence of new Immigrants (Know-Nothings) SECTIONAL TENSION 1) Increased urban/rural divide between N and S, 2) more manufacturing in N for textiles, but a reliance on Southern Cotton (and therefore Slave labor) 3) Abolitionist movement continues to grow, using literature (Stowe), and more willing to aid escapes (Tubman) and revolt (Brown),4) Southern arguments for slavery grow, using states rights and constitution as rationale INCREASED POLITICAL STRUGGLES IN 1850s 1) Dislike of Comp. of 1850 leads to split of Whigs- “Consceince whigs” in N, 2) New Political parties fill in the vacuum- Free Soil, then eventually Republicans work strictly regional, 3) Legislative imbalance- new pop in N (House) and California (Senate) create N. Advantage in Legislature 4) Pop. Sovereignty fails! Effort in Kansas-Nebraska leads to Bleeding Kansas, 5) Court imposes massive new restriction in Dred Scott ELECTION OF 1860: 1) Lincoln wins! Supports Free soil, 1st republican victory, no southern support 2) The South secedes! Lost a 2nd branch- SC goes first, the lower south, the after Fort Sumter, upper south WHY THE NORTH WINS? 1) Massive advantages in infrastructure, troops, navy, destruction of the South (Sherman) 2) Southern efforts? 1) Lee’s initiative and daring (early success), 2) effort to get British/French recognition (fails), 3) Hope for a negotiated truce (fails after Lincoln’s re-election), 3) Lincoln’s efforts to preserve the Union (emancipation Proclamation-even more black support), (Gettysburg Address redefining what is meant by our union w/ a “new birth of freedom”) RECONSTRUCTION QUESTIONS 1) What conditions should the south face? 2) What rights should be given to African Americans? 3) Who should be in charge- Congress (Radical Republicans), or President Johnson? RECONSTRUCTION EFFECTS- 1) 13,14,15 Amendments- BIG DEAL!, 2) Federal Supremacy over states (re: Secession, new amendments, BUT 3) State resistance that lasts a long time! (Jim Crow, Black Codes, “Solid South”), 4) side effect? Growth of AA rights renews the women’s rights movement , 5) changes lay groundwork for Civil Rights movements (100 years in the future) RECONSTRUCTION’S FAILURES: 1) Southern planter aristocracy controlled land (sharecropping), 2) Institutions stop fighting for AA’s after 1876 election (military leaves South, Plessy v. Ferguson, “waning resolve of the North”, 3) Rise of the KKK and voting restrictions establish Southern White Supremacy

PERIOD 6 (1965-1898) CONTEXT: Industrial revolution and the rise of corporate capitalism, debates on the role of industry and labor in the Gilded Age, Transformation of life in both Urban and rural sectors as the Frontier closes WESTERN ECONOMIC DEVELOPMENT: 1) Agricultural production increases a bunch- low food prices 2) Farmers struggle to profit- local farmer’s cooperatives, eventual populist party 3) Transcontinental railroad, new pro-expansion policy- new communities/centers of trade, 4) new jobs in ranching,clearing out buffalo, mining WESTERN SOCIAL/CULTURAL DEVELOPMENT: 1) NA “Century of Dishonor” complete- forceful resistance, reservations, assimilation (Dawes Act), destruction of buffalo, 2) “Frontier life” in some ways a myth- but early opportunity to Suffrage (Wyoming), a different economic focus, idea of more “independent living” “THE NEW SOUTH” 1) A tiny bit of industry develops in the South (Birmingham Steel) 2) Some educational opportunities from the Freedmen’s Bureau- but society segregated 3) Mostly “same as the old south”- violence, segregation, discrimination 4) New AA push for equality, but differently (Booker T Washington/WEB DuBois RISE OF INDUSTRIAL CAPITALISM 1) mass technological change- international communication,access to resources (oil, steel), production increases (electricity, assembly line, 2) New business practices (monopolies and trusts), gov’t aid to business (land grants), new financial opportunities (corporations, capital), access to international markets LABOR IN THE GILDED AGE: 1) Battles with management over wages, child labor, working conditions, hours, 2) Unions develop (Knights of Labor, AFL) to organize workers and fight for changes with many confrontations (strikes) 3) Gov’t often sides with business over labor “NEW IMMIGRATION” 1) massive expansion, with different focus of country of origin (Southern/Eastern Europe, Asia, 2) similar pushes and pulls to Old Immigration of the 1840s, and similar native response, 3) Urban neighborhoods based on races provide assimilation/cultural opportunity (think tenements!) 4) An increased nativism develops again (with efforts including the power of laws, like CHinese Exclusion Act) MIDDLE CLASS: 1) Some new jobs (managers, teachers, lawyers, clerical workers) provide opportunities “above” factory labor, 2) FIght for 8 hour day leads to more leisure opportunities for Americans WHY A “GILDED AGE”? 1) Many problems lie underneath the “glossy growth of industrialization”- working conditions, poverty, political corruption, 2) some support “Laissez-Faire” policies that lead to Social Darwinism, others want reform 3) Carnegie’s Gospel of Wealth- depend on wealthy obligation of generosity (Captains of Industry), 4) Private donations and reforms grow at this time (Social Gospel, Jane Addams’ Hull House) POLITICS IN THE GILDED AGE: 1) Major parties still center around Civil War divisions (i.e. Southern Democrats), 2) Fights over tariffs, currency (free silver!), corruption (Pendleton Act!) 3) Political Machines use bribery and corruption to run cities, but often provide valuable aid to immigrants and social services to poor, 4) new political movements grow to gain access to system and fight for change (Populists-Bryan, Socialists-Debs

PERIOD 7 (1890-1945) CONTEXT: Efforts to reform Society and economic system (Progressive Era, 20s, New Deal), continued shift from rural-urban society, rise of mass culture, participation in Imperialism, WWI and WWII, rise of the US into a major world power IMPERIALISM: 1) Why?- economic opportunity, white man’s burden, desire to expand beyond the Frontier, continuity of Manifest Destiny 2) Why not? (less popular)- broke with tradition of neutrality, “the constitution doesn’t follow the flag”, breaks with values of American independence (esp. In Philippines) 3) Where? Hawaii, China (Open Door), Panama (Canal), Latin America (Roosevelt Corollary, Dollar Diplomacy) 4) Span-Am War- “Gateway Drug War”- popular fight, removed spanish influence, gained more colonies (PR, Guam, Philippines) PROGRESSIVE ERA CAUSES: 1) Muckrakers- demand Progressive Reforms in their work on corruption (Steffens), social injustice (Riis), Economic conditions (Sinclair), 2) Reformers often middle/upper class seeking to fix conditions for others PROGRESSIVE IMPACTS- 1) New Laws to regulate the economy (FDA, Antitrust Laws), 2) LAws that expand democracy (secret ballots, 17th/19th amendments), 3) moral reform (Prohibition) 4) Environmental protections thanks to Muir (preservationists) and Roosevelt (Conservationists) WORLD WAR I: 1) Why join? Wilson claims neutrality- but calls to fight for humanitarian and democratic values, other long-term issues like Lusitania, Zimmermann, Unrestricted Sub Warfare- interfering with American Trade 2) Limited role in combat, but big support in food, weapons, and supplies to help tip the balance, 3) Wilson tries to negotiate peace w/ Europe (Versailles), tried to get a League of Nations, but the Senate refuses to ratify (checks and balances! Fear of America being dragged into another war) WWI IMPACTS AT HOME: Restrictions of freedoms to fight war (Espionage/Sedition Act)- lead to challenges from Socialists (Scheck v. US, Debs in Jail), and a Red Scare backlash, 2) Rise in nativism (sacco/Vanzetti), push for quotas against many ethnic groups, 3) Great MIgration- many AA’s travel North to cities for industrial work, but still discrimination (Chicago, Tulsa) 1920’s “ROARING” 1) Better production of consumer goods (Ford), household goods, communications (phones!) 2) Mass media expands creating a national culture (Radio and movies), 3) Women’s opportunities w/ Suffrage, flapper lifestyle, birth control, increased leisure time 4) Vast increase in advertising selling culture and lifestyle 5) Harlem Renaissance pushes rebirth of literature, poetry, Jazz for AA’s 1920’s NOT ROARING: 1) mass urbanization leads to major struggles for those still on farms, 2) Racism and nativism stick around for most of the decade, 3) Laissez-Faire system leads to use of credit and margin, creating a false sense of prosperity, 4) Cultural conflict on science vs. religion (scopes!) GREAT DEPRESSION: 1) Causes- gap between rich and poor, market instability, stock market crash, failures on farms, slow response from Hoover based on “Rugged Individualism” and self reliance 2) Impact- poverty, business failures, unemployment at 25%, bank failures, Hoover destroyed in 1932 and blamed (Hoovervilles) FDR’S NEW DEAL: 1) big change! Gov’t will help people out- using relief, recovery, reform. 2) Massive amount of government programs and aid, with many new agencies formed (FDIC, Soc. Security, PWA) 3) limited opposition (deficits, constitutionality/court packing scheme, but FDR wins big re-elections and reshapes the democratic coalition, 4) Boosts American confidence in the economy and in government (fireside chats, Eleanor) provides limited relief, and sets the tone for the mass interventions of WWII INTERWAR FOREIGN POLICY 1- focus on nonintervention treaties (Kellogg-Briand), and Investment and trade (Dawes Plan, Good Neighbor 2) US wanted to stay neutral as start of WWII, but after invasion of Poland begin to provide new resources (Cash and Carry, Lend-Lease), until Pearl harbor brings us in. WWII MOBILIZATION: 1) Economic- ends Depression, massive industrial efforts, provisioning millions of troops and allies 2) New opportunities for women, Mexicans, NAs, and AA’s in the workforce 3) challenges with discrimination and Japanese Internment (Koreatsu!) WWII Military: 1) Why fight? PH mostly, but FDR frames as part of “Four Freedoms, with focus by some on Holocaust, Japanese atrocities, 2) how won? Cooperation with allies in Europe, development of new weapons tech (Manhattan Project), and clear strategy (D-Day, Island-Hopping) 3) end of war? Use of the bomb.