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SS8 Final Review
U.S. History from the Civil War to the Cold War
| Question | Answer |
|---|---|
| Southern states began to pass laws restricting the rights of African Americans, with many of them simply rewriting old slave codes | Black codes |
| Laws limiting the rights of African Americans, mostly in the South, using loopholes in the law to prevent newfound freedoms like voting rights | Jim Crow laws |
| The act of separating people based upon a certain characteristic; African Americans were separated from whites in their schools, neighborhoods, bathrooms, restaurants, hotels, etc. | Segregation |
| Southerners who supported the federal government after the Civil War (during Reconstruction); seen as traitors to the South | Scalawags |
| Group in Congress who believed that the federal government should be more involved in empowering the newly freed African Americans | Radical Republicans |
| Taxes that people, mostly impoverished/poor African Americans, were forced to pay by Southern communities in order to vote (“going to the polls” is voting) | Poll taxes |
| Reading tests that Southern communities gave to mostly African American voters to prevent them from voting, proving they were illiterate or unfit to vote; literacy tests were often extremely unfair and difficult to complete | Literacy tests |
| Abolished/outlawed slavery and involuntary servitude, except for punishment for a crime | 13th Amendment |
| Ensured that people born or naturalized in the United States were citizens with full rights, including due process (gave newly freed African Americans rights) | 14th Amendment |
| Ensured voting rights for all citizens that cannot be restricted by any government for any reason (especially race) | 15th Amendment |
| Supreme Court case featuring Homer Plessy that upheld legal segregation of races in public spaces, as long as they are equal (“separate but equal”) | Plessy v. Ferguson |
| The concept that Americans were destined by God to expand their borders as far west as they could (to the Pacific Ocean) and claim all land they could | Manifest Destiny |
| Two railroad companies completed a railroad that ran from Nebraska to the Pacific Ocean, relying on immigrant labor (esp. Japanese and Irish) | Transcontinental Railroad |
| Locations where Native Americans were forced to live by the federal government after their land was claimed by the government and given to settlers | Indian Reservations |
| Allowed U.S. citizen to claim up to 160 acres of land in the Western territories, promising to improve the land and create societies (lands were previously owned by Native Americans) | Homestead Act |
| Homestead Act, Civil War, gold rush in the 1840s and 1850s, Oregon Trail, Manifest Destiny, Transcontinental Railroad | Causes of western settlement in the U.S. |
| Native American communities were displaced, mass migration of people moved west, train travel improved, people could communicate faster, selling of commodities and merchandise improved (Sears catalog) | Effects of western settlement in the U.S. |
| Opposite of a Captain of Industry, used sneaky and sometimes illegal tactics to gain advantage in business, including exploiting workers | Robber baron |
| When one person/company owns or controls all businesses in a specific market (ex. John D. Rockefeller owning all oil plants in the industry) | Monopoly |
| A group of companies controlled by a single corporate board, leads to less competition between businesses and high rates of wealth for very few people | Trust |
| Journalist who attempts to shine a light on the poor conditions of society (ex. Jacob Riis and his photos of tenement buildings, Upton Sinclair and The Jungle describing the unsanitary meat industry) | Muckraker |
| Famine, war, dictatorship/no freedoms, natural disasters, no jobs, crowded | PUSH Factors for immigrants |
| Strong economy, job opportunities, democracy, freedom/citizenship, land | PULL Factors for immigrants |
| The act of blending in or becoming enmeshed with a community; immigrants attempted to assimilate as quickly as possible to avoid nativism (opposition to immigration) | Assimilation |
| Poorly ventilated, crowded, and dirty apartment buildings in cities, generally one to two rooms, where immigrants lived during the mass migration of late 1800s/early 1900s | Tenements |
| Organization that fought to improve conditions for workers, including improved safety, health insurance, better pay, and less child labor | Labor unions |
| Term coined by Mark Twain to describe era of the robber barons/captains of industry; gilded represented the small group of very wealthy people on the surface of society, hiding the problems that affected the majority of the people in society | Gilded Age |
| Corrupt New York City politician who was famous for helping immigrants with jobs and citizenship, but also for embezzling millions of dollars and being deceitful | William "Boss" Tweed |
| Captain of industry who dominated the steel industry; famous for his philanthropy, donations, and building of libraries | Andrew Carnegie |
| Captain of industry who dominated the oil industry; famous for his monopoly on the oil industry and for being one of the richest men in the world | John D. Rockefeller |
| Captain of industry who was famous for his banking/financial wisdom; famous for helping bail out the United States in two economic crises | J.P. Morgan |
| Progressive Party politician and POTUS (President of the United States) who passed many laws that improved society (food safety laws, environmental protection laws, trust-busting laws) | Theodore Roosevelt (Progressive Era) |
| Photographer/muckraker who documented the tenement dwellings of immigrants | Jacob Riis |
| Activist/suffragist who fought for women’s rights, specifically voting rights, in the late 1800s | Elizabeth Cady Stanton |
| Author/muckraker who famously documented the poor/unsanitary working conditions of meat-packing plants in his novel, The Jungle | Upton Sinclair |
| Very few people became unethically wealthy, with many people living in poverty and working in difficult conditions, monopolies and trusts increased | ECONOMIC changes from the Gilded Age |
| People fought to create labor unions with strikes happening, large push for equal rights for all citizens including African Americans and women, immigrants fought nativism and xenophobia | SOCIAL changes from the Gilded Age |
| Very little government interference, although attempts were made to limit trusts/monopolies | POLITICAL changes from the Gilded Age |
| Reasons for which countries imperialized others, including oil, minerals, ores, produce, land, etc. | Resources |
| Locations/areas that countries sought out to access raw materials and expand their imperialistic empires | Markets |
| Led forces in Puerto Rico during the Spanish-American War, became a national hero for his actions | Theodore Roosevelt (Imperialism Era) |
| Document outlined by James Monroe in 1823 which threatened European nations to not come into or colonize any lands in the western hemisphere | Monroe Doctrine |
| Document that piggy-backed the Monroe Doctrine, barred European countries from interfering in Latin America and gave the U.S. power to intervene in any disputes | Roosevelt Corollary |
| Narrow strip of land in Panama that connects the Pacific Ocean to the Caribbean Sea; taken over by the U.S. after the Spanish-American War to allow them to sail through instead of going around South America | Panama Canal |
| Instigated by the explosion of the U.S.S. Maine, fought between Spain and U.S. to give independence to Spanish colonies, instead led to the U.S. acquiring those lands and not granting them full independence (Cuba, Puerto Rico, Philippines) | Spanish-American War |
| HOW: Military and naval strength, taking Spanish territories after war WHY: Needed raw materials, felt the need through Manifest Destiny, wanted to “civilize” the people of the countries they imperialized | How and why the U.S. built an overseas empire |
| Thought it was un-American and hypocritical to fight for nations to become independent but to then imperialize and colonize them. | Why some Americans were anti-imperialist |
| Not getting involved in conflict, staying impartial, not choosing sides | Neutrality |
| The method used by Germany during the war; did not discriminate and attacked merchant/civilian ships in addition to war ships | Unrestricted submarine warfare |
| British civilian ocean liner attacked by German U-boats (submarine warfare), killing over 1,000 people, did NOT directly lead to the U.S. entering the war | Lusitania |
| Secret telegram intercepted by British intelligence forces, send from Germany to Mexico to try and convince Mexico to join the war against the U.S., never made it to Mexico and it forced the U.S. to declare war on Germany | Zimmerman Telegram |
| POTUS during the Great War (World War I), tried to remain neutral and out of war for as long as possible but eventually asked Congress to declare war | Woodrow Wilson |
| Created by way of the Selective Service Act of 1917, forced all men ages 21-30 to sign up to fight in the war | Draft |
| Information that is spread to influence people’s opinions, emotions, or actions; used by the U.S. to encourage people to support the war efforts during WWI | Propaganda |
| Style of fighting characterized by long dug-out trenches and an area between two fighting sides known as “no-man’s land” | Trench warfare |
| Tanks, machine guns, airplanes, poison gas, submarines | Technological advancements of WWI |
| “Hands-off” style of economics used by the U.S. government to allow businesses to act freely, large departure from the progressive politics that was very involved in business | Laissez-faire economics |
| The ability to buy items and pay them off in installments/over time; many people were given large lines of credit without any background checks; led to many American families engaging in consumerism and going into debt | Credit |
| A market for people to buy and sell shares of companies, based upon speculation and occasionally risky business decisions; grew consistently over the 1920s to an unsustainable level, leading to its crash | Stock market |
| 90% of Americans owned one, allowed many people across the country to listen to the same news, music, etc.; united people | Radio |
| First car created by Henry Ford; system where each person in a factory is assigned to a specific job, leading to quicker and more efficient production but also less pay due to less-skilled workers | Model T/assembly line |
| Woman of the 1920s who wore their hair short with short skirts and also rebelled against traditional ideas of being a woman in society | Flapper |
| The act of preventing people from doing something, in this case the outlawing of the selling, transporting, or manufacturing of alcohol (18th Amendment) | Prohibition |
| Underground/secret bar that people frequented to get around Prohibition | Speakeasy |
| Concept that pushes the increased purchasing of goods by citizens to stimulate the economy | Consumerism |
| Form of music created by African Americans and popularized during the 1920s due to its freeform style and exciting nature | Jazz |
| Investors sold millions of dollars of shares in the stock market, causing the market to collapse, banks to fail, and millions of Americans to go into an economic depression | Crash of 1929 |
| The U.S. economy soared due to consumerism and the stock market soaring; laissez-faire economics led to more businesses becoming freer | ECONOMIC changes of the 1920s |
| People purchased more goods because of consumerism, prohibition reduced the consumption of alcohol but increased crime | SOCIAL changes of the 1920s |
| Very little government intervention, back to laissez-faire, isolationist policies to not be involved in foreign affairs | POLITICAL changes of the 1920s |
| POTUS during the Stock Market Crash of 1929 and the early years of the Great Depression | Herbert Hoover |
| POTUS during the remainder of the 1930s (1932-1940) and instituted the New Deal to get the United States out of the Great Depression | Franklin Delano Roosevelt (Great Depression Era) |
| Disparaging name/nickname for shanty towns/shack villages that Hoover had built to help with the homelessness issue of the Great Depression | Hoovervilles |
| Overfarming of the prairie/middle of the U.S. led to soil erosion and dust storms overtaking the entire region, forcing many families to move west in search of better lives/jobs | Dust Bowl |
| FDR’s plan to get the U.S. out of the Great Depression; programs were designed to recover by providing jobs and assistance, to reform programs that were broken or did not work well, or to relieve people who were suffering | New Deal |
| Program designed as part of the New Deal to protect people who were either out of work or elderly | Social Security |
| Overspending, consumerism, overinvesting in the stock market, buying on the margins, speculating the stock market, overproduction of goods | CAUSES of the Great Depression |
| High unemployment, banks closing, bankruptcy, lack of trust in banking/government | EFFECTS of the Great Depression |
| Believed that charities and private companies would be able to bail themselves out of the economic depression but eventually created public works projects to give people jobs | Hoover's approach to the Great Depression |
| Believed it was the government’s job to improve the economy, used his position as president to create many programs (the New Deal) to put Americans back to work and dig America out of the trenches of the Great Depression | Roosevelt's approach to the Great Depression |
| Naval base located in the U.S. territory of Hawai’i; bombed by the Japanese on December 7, 1941, leading to the U.S. declaring war on Japan | Pearl Harbor |
| In response to the Pearl Harbor bombing and intensified paranoia, FDR issued Executive Order 9066, which ended up placing thousands of Japanese Americans and Japanese immigrants in internment (prison) camps | Japanese Internment |
| The secret government research program that led to the creation of the nuclear bomb | Manhattan Project |
| American and Allied forces invaded the beaches of Normandy, France in an attempt to remove the German forces; led by Dwight D. Eisenhower | D-Day |
| The two Japanese cities that were the locations of the atomic bomb attacks on Japan | Hiroshima & Nagasaki |
| Totalitarian leader of Nazi Party in Germany, rose to power after Germany’s downfall post World War I, used brainwashing and fear to keep power | Adolf Hitler |
| British prime minister during World War II | Winston Churchill |
| POTUS during World War II up until his death during his record fourth consecutive term | Franklin Delano Roosevelt (World War II) |
| Vice President under FDR, POTUS once FDR died in office, made the decision to drop the atomic bombs on Hiroshima and Nagasaki | Harry Truman |
| Supreme Allied Commander of American forces in Europe during World War II, led the D-Day invasion, served as POTUS in in 1950s | Dwight D. Eisenhower |
| Economic and political system where people own the means of production, not individualized companies, popular in from Eastern Europe through Asia (USSR, Soviet satellite countries, Korea, Vietnam, Cuba) | Communism |
| Economic system that allows for a free enterprise economy with privatized/individual ownership of the means of production | Capitalism |
| The U.S. theory of reducing the amount of communist nations in the world during the Cold War, keeping the USSR from gaining more support/power | Containment |
| Achieve equal rights for African Americans, gain voting rights for all, end segregation and Jim Crow laws | Goals of the Civil Rights Movement |
| Civil rights activist and sociologist who believed that African Americans should not stand by and actively fight for equality | W.E.B. Du Bois |
| Civil rights activist who believed that racial equality would come over time by proving the African Americans’ worth and being accepted by white society | Booker T. Washington |
| The purposeful disobeying of laws that are considered immoral or unfair; used frequently by Martin Luther King, Jr. | Civil disobedience |
| Landmark Supreme Court case that outlawed segregation in schools in the United States | Brown v. Board of Education |
| Planned boycott of the Montgomery bus system because African Americans were the main users; led to the city losing millions of dollars and laws changing to make segregation on public transportation illegal | Montgomery Bus Boycott |
| Organized civil rights demonstration in the nation’s capital in 1963 which gathered over 250,000 people to fight for equal rights for African Americans, planned by MLK, Jr. where he gave the “I Have a Dream” speech | March on Washington |
| Civil rights leader who preached nonviolent protest, civil disobedience; organized marches and demonstrations; assassinated in 1968 | Martin Luther King, Jr. |
| Civil rights leader who believed that equality must be achieved by whatever means necessary, including violence; assassinated in 1965 | Malcolm X |
| Civil rights leader who famously refused to give up her seat on a city bus in Montgomery, Alabama, sparking the Montgomery Bus Boycott | Rosa Parks |
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