Questions: Answer each in 5-10 sentences, unless otherwise indicated. Use your notes and text to help you.

1. Evaluate (+s,-s, overall) “appeasement” by discussing an example of its use prior to WWII. (p. 536-538)

2. Compare the following 3 acts: the Neutrality Act of 1935; the Neutrality Act of 1939 (including the “cash-and-carry” provision); and the Lend-Lease Act (p. 534-535; 550-552)

3. Write a paragraph using support from your assigned reading to either defend or oppose the statement: Truman had little choice but to use the Atomic Bomb on Hiroshima and Nagasaki.

4. In your role as Fred Korematsu, write a letter to your girlfriend, explaining what the Supreme Court decided in your case, why they took that position, and what you think is right. (p. 594-597)

5. Discuss three ways that the United States tried to contain communism during the Cold War. Explain how a key feature of each program/plan was to stop communism. (p.605-608)

6. Discuss the role of the United Nations in the Korean War. (609-615) 7. Take the role of a worker in the US State Department after McCarthy is censured.

Explain to your teenage child what was controversial about McCarthy’s methods and why so many people did little to stop him. End by telling how/why McCarthy was finally stopped. (p. 616-621)

8. Explain how the space and arms race made Americans more fearful. Be sure to include specific events in your answer. (622-623;626-627)

9. Take the role of President Kennedy and explain what happened in the Cuban Missile crisis. (p. 673-678)

Listen for and identify the following in the video: Mussolini –

Ethiopia –

Neville Chamberlain –

Munich Pact –

Appeasement –

Nazi-Soviet Nonaggression Pact –

Watch the video and identify

Poland –

Blitzkrieg –

Phony war (“Sitzkrieg”)–

Maginot Line –

Ardennes Forest –

Dunkirk – Europe Map Activity a) Label Germany and Italy. Note in the legend that they, together with Japan, form the Axis Powers b) Label France, Britain, and USSR. Note in the legend that they, together with the USA and 20+ others form the Allied Powers c) Using the map on p 538 as a resource, indicate on your map which portions of Europe were under Axis control by Dec. 1941 Make arrows and label:

-- from USSR to Germany – label: Soviet Advance 1943-45 -- from the Mediterranean up the Italian peninsula – label: Allied Advance 1943-44 -- from the Normandy beaches, through France, to Germany – label: Allied advance

1944-1945 - Note the location of D-Day invasion -Note the location of the last Nazi offensive – the Battle of the Bulge

List reasons why the D-Day invasion was important. P. 574-575 • • •

Event Description Isolation or Involvement

1. 1920 Treaty of Versailles Rejection p.398-403

2.1930s Neutrality Acts p.535, 550

3.March 1941 Lend-Lease Act p.552

4.Dec. 1941 Declaration of War p. 554-557

The Japanese Juggernaut

• Pearl Harbor wipes out much of ______________________________________

• Philippines are lost

o ______________________________________________ vows to return

o _______________________ – brutal treatment of US and Filipino POWs

• SE Asia and most ___________________________________ are taken by Japan

The Tide Turns

• ___________________________________________________ -- US strategy

• Battle of Midway Island was the ______________________________________

-- US gains naval superiority

• BLOODY battles at_____________________________, Leyte, etc. cost many

lives

The Atomic Bomb

• 1945 -- US fears__________________________________________________

would be necessary and result in major loss of life

• US wishes to _____________________________________ nuclear power

• Atomic Bomb is dropped

o ________________________________________, August 6, 1945

o ________________________________________, August 9, 1945

• Atomic Age begins

o _________________________________________________ is deadly

• USSR declares war on Japan August 9, 1945

• Japan surrenders ________________________________________________

T- Chart: Should we have dropped the Atomic Bomb on Hiroshima and Nagasaki? Arguments for: Arguments against:

Bound by the bomb: Scientists, survivors, veterans debate bomb's morality From the Tri-City Herald, Washington State

http://archive.tri-cityherald.com/BOMB/bomb15.html

Should the atomic bombs have been dropped on Hiroshima and Nagasaki? Attempts to answer the moral questions raised by the nuclear attacks on Hiroshima and Nagasaki are rooted in a cold-blooded mathematical equation of war. The rationale is simple: You kill a lot of people now, hoping to save even more lives later. An estimated 140,000 people were killed at Hiroshima and another 74,000 at Nagasaki. Would an Allied invasion of Japan have been more bloody? Many factors cloud any calculation: The battle for the outlying Japanese island of Okinawa a few months earlier killed at least 12,400 Americans, between 100,000 and 127,000 Japanese soldiers and between 70,000 to 80,000 civilians. About 3,000 kamikaze suicide plane missions were flown at Okinawa, and only a handful of Japanese soldiers surrendered. More people were killed in the battle for the small island than the combined toll of Hiroshima and Nagasaki. What would have happened if Kyushu - the westernmost of Japan's four main islands - was invaded in November 1945 as planned? Or if the Allies went ahead with plans to invade the main island of Honshu in March 1946? The Allies estimated between 63,000 to 250,000 of their men would be killed or wounded in the battle for Kyushu - depending on which historian provides the figures. Japanese casualties were expected to be much greater. Many thousands more would have died at Honshu. The debate raises other questions: Would Japan have surrendered before the invasions of Kyushu and Honshu? And could the Americans and British intelligently guess how much fight was left in the Japanese leaders and the Japanese people? Atomic bomb survivors in Nagasaki say morale was low and the people were ready to end the war. "How could we fight? We had no weapons," said Nagasaki survivor Tsukasa Uchida. "The American military knew Japan was starving. It knew Japan had lost the war. There was no need for the bombs." Survivor Akiko Sakita said, "There was no possibility for Japan to win the war ..., and despite what the Japanese military leaders said, there was no possibility to fight on, and surely not with bamboo spears." Survivors - and historians -also argue the bomb was dropped because the United States wanted to make a show of force to the Soviet Union in the opening round of the Cold War. And they contend the United States did not want to let a $2 billion project go unused. Even some Manhattan Project scientists had doubts about dropping the bomb on a city. Some signed a petition requesting a demonstration explosion in water or on an island near Japan to impress the Japanese leaders. Glenn Seaborg, one of plutonium's discoverers, signed that petition. "It just seemed like a good possibility that Japan would have surrendered without the loss of lives at Hiroshima and Nagasaki."We may have been wrong. They may not have surrendered," Seaborg said. "It was not a clearcut matter. You could argue the other side." But Seaborg said he would sign the petition again today.

U.S. leaders feared a demonstration with a still largely experimental bomb could easily fizzle - and not impress anyone."They argued that the sooner we used it on Japan, the sooner we would end the war," Seaborg said. Japan appeared determined to continue the war in the summer of 1945.Struggles were waged among Japan's top military and civilian leaders on whether to fight or surrender, but the pro-war military factions dominated.Despite the internal debate, Japan's leaders publicly presented a united front of defiance to the outside world. Because the Allies had broken Japan's codes, the men responsible for making the decision to drop the bomb had some clues about the split among Japan's leaders. But debate continues today on how much the Allies knew. On July 26, 1945, Allied leaders issued the Potsdam Declaration, calling for Japan to surrender or face destruction.Japanese Premier Kantaro Suzuki described his reaction to the Potsdam Declaration as "to kill it with silence" - the equivalent of saying, "No comment." But the Japanese military told newspapers July 28 that Suzuki's reaction was to "treat it with silent contempt." And that was the message received by the Allies. Some Nagasaki survivors like Uchida blame the military for continuing the war until the bombs dropped. He said he felt "rage, anger and fierce fury" at Japanese military leaders "for not surrendering when they knew we had lost the war." The first atomic bomb fell Aug. 6, 1945, on Hiroshima. Hirohito and the military knew about that city's destruction later that day, but were paralyzed by indecision. Hirohito did not meet with his supreme war council until about 11 a.m. Aug. 9, within minutes of when the second bomb fell on Nagasaki. In the first days after the Hiroshima attack, Japan's government tried to keep the awesome destruction a secret from the rest of the nation. "The Japanese military did not want people to know about the atomic bomb," said Tsuia Etchu, founder of Nagasaki's Atomic Bomb museum. Etchu was an army officer in the city of Fukuoka when the bomb fell.Vague newspaper accounts were published Aug. 8, describing a new bomb inflicting "considerable" damage on Hiroshima. Nagasaki Prefecture's governor learned about the true extent of Hiroshima's devastation Aug. 8 from an eyewitness. Uchida criticizes the speed of the second bombing. "Three days was not enough time to make the decision to surrender." But after Hiroshima, the United States wanted to hit Japan with a second bomb quickly to create the illusion it had many atomic bombs ready, instead of just two. On the afternoon of Aug. 9, after learning of Nagasaki's destruction, Japan's supreme war council remained split 3-3 on surrendering. That evening, Hirohito persuaded the die-hards on the council to accept surrender. "If the bomb was not dropped on Nagasaki, the military would have continued the war," Etchu said. "I think dropping the atomic bomb shortened the war." Such opinions are split along very human lines. Japanese survivors who witnessed the horror believe the bomb was unnecessary. U.S. servicemen who faced the bloody consequences of an invasion see the bomb as their salvation.

WWII’s Effect on America •What did Americans do to help the war effort? •How were Americans’ lives affected by the war?

Fort Minor – “Kenji” •What is Ken’s story?

Korematsu v. the United States •Read p. 596-597. Write the following headings in your notebook. Each person prepares one of the following to be shared in groups of 3. •Facts of the case •Court’s decision and reasoning

–Amendments:

–Other cases: •Effects of the decision and long-term impact •DISCUSS TOGETHER: How well was security and liberty balanced in this court decision? Explain

FORT MINOR LYRICS "Kenji" My father came from Japan in 1905 He was 15 when he immigrated from Japan He worked until he was able to buy - to actually build a store Let me tell you the story in the form of a dream, I don't know why I have to tell it but I know what it means, Close your eyes, just picture the scene, As I paint it for you, it was World War II, When this man named Kenji woke up, Ken was not a soldier, He was just a man with a family who owned a store in LA, That day, he crawled out of bed like he always did, Bacon and eggs with wife and kids, He lived on the second floor of a little store he ran, He moved to LA from Japan, They called him 'Immigrant,' In Japanese, he'd say he was called "Issei," That meant 'First Generation In The United States,' When everyone was afraid of the Germans, afraid of the Japs, But most of all afraid of a homeland attack, And that morning when Ken went out on the doormat, His world went black 'cause, Right there; front page news, Three weeks before 1942, "Pearl Harbour's Been Bombed And The Japs Are Comin'," Pictures of soldiers dyin' and runnin', Ken knew what it would lead to, Just like he guessed, the President said, "The evil Japanese in our home country will be locked away," They gave Ken, a couple of days, To get his whole life packed in two bags, Just two bags, couldn't even pack his clothes, Some folks didn't even have a suitcase, to pack anything in, So two trash bags is all they gave them, When the kids asked mom "Where are we goin'?" Nobody even knew what to say to them, Ken didn't wanna lie, he said "The US is lookin' for spies, So we have to live in a place called Manzanar, Where a lot of Japanese people are," Stop it don't look at the gunmen, You don't wanna get the soldiers wonderin', If you gonna run or not, 'Cause if you run then you might get shot, Other than that try not to think about it, Try not to worry 'bout it; bein' so crowded, Someday we'll get out, someday, someday. As soon as war broke out The F.B.I. came and they just come to the house and

"You have to come" "All the Japanese have to go" They took Mr. Ni People didn't understand Why did they have to take him? Because he's an innocent laborer So now they're in a town with soldiers surroundin' them, Every day, every night look down at them, From watch towers up on the wall, Ken couldn't really hate them at all; They were just doin' their job and, He wasn't gonna make any problems, He had a little garden with vegetables and fruits that, He gave to the troops in a basket his wife made, But in the back of his mind, he wanted his families life saved, Prisoners of war in their own damn country, What for? Time passed in the prison town, He wanted them to live it down when they were free, The only way out was joinin' the army, And supposedly, some men went out for the army, signed on, And ended up flyin' to Japan with a bomb, That 15 kilotonne blast, put an end to the war pretty fast, Two cities were blown to bits; the end of the war came quick, Ken got out, big hopes of a normal life, with his kids and his wife, But, when they got back to their home, What they saw made them feel so alone, These people had trashed every room, Smashed in the windows and bashed in the doors, Written on the walls and the floor, "Japs not welcome anymore." And Kenji dropped both of his bags at his sides and just stood outside, He, looked at his wife without words to say, She looked back at him wiping tears away, And, said "Someday we'll be okay, someday," Now the names have been changed, but the story's true, My family was locked up back in '42, My family was there it was dark and damp, And they called it an internment camp When we first got back from camp... uhh It was... pretty... pretty bad I, I remember my husband said "Are we gonna stay 'til last?" Then my husband died before they close the camp. [Thanks to Julie (maiamire@yahoo.com) for these lyrics] [Thanks to jem_migma107@yahoo.com, Lisa, karynish@yahoo.com, linkinparkpunkx@hotmail.com, toby_464@hotmail.com for correcting these lyrics]

Formation of the United Nations

Formed 1945 to replace the _____________________________

Headquartered in _______________________________

Major organs:

–________________________________

US, China, France, Great Britain, and USSR have veto power

–___________________________________

Each nation represented

–________________________________

–__________________________________

–_____________________________

____________________________ is like the “President” of the UN

Cold War splits are evident and often render the UN ineffective.

Cold War “From Stettin in the Baltic to Trieste in the Adriatic, an ________________________ has descended across the

continent.” ~Winston Churchill EUROPE MAP: Draw in the line described by Churchill. Make a legend and color the Warsaw Pact nations red and the NATO nations blue (or shade them differently

DUMP AND CLUMP: Divide the countries into to 2 groups and give each a heading. Your choices: “Satellite nations” or “Nations with a self-determined government”

East Germany Poland France Czechoslovakia Hungary West Germany ASIA MAP

Color in the countries that were communist red

Containment: US policy of _________________________________________________________ during the Cold War Program or Policy and mnemonic device

Where How it was supposed to stop communism

NATO

Marshall Plan

Truman Doctrine

Cold War in Asia •What countries are a part of communist expansion?

•MAP: Label USSR, Japan, China, North Korea, South Korea, Philippines, Taiwan, Vietnam, Cambodia, Laos

I. China falls to Communism

•Chiang Kaishek -____________________________________________

•Mao Zedong -_______________________________________________

•Communists gain control 1949

•Nationalists control ________________________

•US, UN recognize _______________________ as true government

II. Korean War (1950-53)

•1945 US, USSR divide Korea at ___________________________

•1950 -_______________________________ attacks South Korea

•__________________________________ calls N. Korea the aggressor, member nations led by the USA send troops

•1953 - after 33,000 US deaths, Eisenhower ends war with ______________ ________________________________________________________________

III. Vietnam

•1954 -- US advisors begin to go to ________________________ to aid anti-communists

•1964 -- US escalates as a result of __________________________________

•Domino Theory_________________________________________________

Balancing Order and Liberty

Roots of McCarthyism The Cold War reawakens _____________________

Former Communist Whittaker Chambers accuses former State Department official

_________________________ of spying (1948)

The Soviets ___________________________________ in 1949 (“How’d they do that so quickly?”)

___________________________________________ are tried (1951) and executed (1953) for giving

nuclear secrets to the Soviets

February 1950: Wisconsin Senator Joseph McCarthy announced that he had a list of 205 State Department

employees who were __________________________

McCarthyism – a _____________________________

McCarthy repeatedly accused people of being communists, but _________________________

May 1954 – McCarthy’s bullying was exposed during ____________________________ on communists

in the Army (“Have you no decency, sir?)

December 1954 – The Senate voted to censure (____________________________________) McCarthy

______________________________: loyalty oaths, banning of books, blacklists in the entertainment

industry, and fear of expressing controversial views

Use the Bill of Rights to list the rights Americans have (p. 152-154) Discuss the rights we have as Americans

Why do we have those rights?

What are our responsibilities with respect to our rights?

Why bother when others’ rights are threatened? First they came for the Jews, and I didn't speak out - because I was not a Jew. Then they came for the Communists, and I did not speak out -because I was not a Communist. Then they came for the trade unionists, and I did not speak out -because I was not a trade unionist. Then they came for me and there was no one left to speak for me!

Paster Martin Niemoeller

Balancing Order and Liberty Do chart on back:

FAITHLESS LYRICS Mass Destruction (Whether long range weapon or suicide bomber Wicked mind is a weapon of mass destruction Whether you're soar away sun or BBC 1 Misinformation is a weapon of mass destruc You could a Caucasian or a poor Asian Racism is a weapon of mass destruction Whether inflation or globalization Fear is a weapon of mass destruction) My dad came into my room holding his hat I knew he was leaving, he sat on my bed told me some facts, son. I have a duty, calling on me You and your sister be brave my little soldier And don't forget all I told ya Your the mister of the house now remember this And when you wake up in the morning give ya momma a kiss Then I had to say goodbye In the morning woke momma with a kiss on each eyelid, Even though I'm only a kid Certain things can't be hid Momma grabbed me Held me like I was made of gold But left her inner stories untold I said, momma it will be alright When daddy comes home, tonight [CHORUS] Whether long range weapon or suicide bomber Wicked mind is a weapon of mass destruction Whether you're soar away sun or BBC 1 Misinformation is a weapon of mass destruc You could a Caucasian or a poor Asian Racism is a weapon of mass destruction Whether inflation or globalization Fear is a weapon of mass destruction Whether Halliburton or Enron or anyone Greed is a weapon of mass destruction We need to find courage, overcome Inaction is a weapon of mass destruction Inaction is a weapon of mass destruction Inaction is a weapon of mass destruction The skin under my chin

is exploding, again. I'm getting stress from some other children. I'm holding it in, we taking sides, like a politian an if I get friction we get to fightin. I defend my dad he's the best of all men an whatever he's doin he's doin the right thing. Its frightenin but it makes me mad, why do all of these people seem to hate my dad? an if that ain't enough, now I've got these spots. I go to sleep every night with my stomach in knots. and whats more I can hear Mama next door explore the radio for reports of war. and all we ever seem to do is hide the tears, seems Daddy been gone for years. But he was right, now I'm geared up for the fight an he would be proud of me if Daddy came home tonight. [CHORUS] My story stops here, lets be clear This scenario is happening everywhere And you ain't going to nirvana or farvana You're coming right back here to live out your karma With even more drama than previously, seriously Just how many centuries have we been waiting for someone else to make us free And we refuse to see That people overseas suffer just like we Bad leadership and ego's unfettered and free Who feed on the people they're supposed to lead I don't need good people to pray and wait For the lord to make it all straight There's only now, do it right. Cos I don't want your daddy, leaving home tonight [CHORUS]

SPACE AND ARMS RACES: Video Clip “Civil Defense Agency” Comparison:

ARMS RACE: Preparing for threats to security

2001 to present 1950s (Cold War) Define: MAD (Mutually Assured Destruction)

“Balance of terror”

ICBM

Listen to the song by Faithless: “Fear is a weapon of mass destruction” •What is the “story” in the song? •What is the message of the chorus? (What are some examples of fear causing destruction?) •What does “fear is a weapon of mass destruction” mean?

Space Race: Beginnings of the Race into Space How did the superpowers get their start in rocketry?

What was Sputnik?

PREDICT the US response to Sputnik

U2 Incident U2s -- ____________________________________________ used by the US to

secretly spy on its enemies (i.e. USSR) 1960 – U2 piloted by Frances Gary Powers is

_________________________________. USA denies its existence. The USSR shows the ____________________________________________________ as proof. Video clip: How did the U2 incident impact the summit meeting in Paris?

Describe the tone of the narrator. How would a Soviet citizen have seen this video and

the situation itself differently?

Cuban Missile Crisis

Colonialism to Independence

_________________________________: colonizer

1898 Spanish-American War: US helps Cuba gain___________________________

US insists on having a say in Cuban affairs (____________________________________)

Revolution -- 1959

______________________________ -- Pro-US, but nasty dictator

___________________________ leads revolution against Batista

US opposes Castro b/c they __________________________________

Cold War in the 1960s

US -- ________________________________

new hope after tensions of Eisenhower era

___________________ 1960

____________________, brinkmanship

USSR -- _______________________________

From “We will bury you” to ______________________________________

Bay of Pigs Invasion -- 1961

(Wealthy) Cuban exiles, with the ________________________________________, invade Cuba

Invasion _____________________

US/Cuban _______________________________________________

Castro fears ____________________________________________________________

US begins _______________________________________ (continues to the present)

Cuban Missile Crisis -- 1962

Castro fears US invasion; Soviets/Cubans attempt to set up ______________________________ in Cuba

US sets up a “_______________________” around Cuba to stop entry of missiles

USSR _______________________________________________________________. US

agrees__________________________________________________________

Recent Situation

USSR crumbles; no more Soviet aid

US continues trade embargo

Cuban _____________________________________

Questions exist concerning ____________________________________________________

SS 11: WWII to Cold War Review Sheet Name: ____________ Vocabulary and Wars: Study old and new vocab, wars dates, events and issues. Map Preparation: Locate and label the following on the map: East Germany, West Germany, Berlin, Iron Curtain, France, Britain, Italy, USSR, China, Japan, North Korea, South Korea, Taiwan, Philippines, Vietnam Multiple Choice Preparation: Define the following, begin sure to include PURPOSE and DETAILS or EXAMPLES wherever possible: Fourteen Points

Isolationism

Neutrality Acts

“cash and carry”

Lend-Lease Act

Atlantic Charter

Korematsu v. United States

Manhattan Project

Containment

NATO

Marshall Plan

Truman Doctrine

McCarthyism

SS 11: WWII to Cold War Review Sheet Name: ____________ Korean War

Harry S Truman

Douglas MacArthur

United Nations

Space Race

Arms Race

ESSAY: TO PREPARE, MAKE AN OUTLINE OR GRAPHIC ORGANIZER and FILL IN DETAILS! Theme: Balancing Order and Liberty In keeping a balance between order and liberty, governmental actions are often controversial. They may lean too strongly towards keeping order, be appropriately balanced, or allow too many freedoms at the expense of order.

• Describe the detailed historical context in which the situation took place • Discuss the government’s actions in the situation • Evaluate how well the government’s actions balanced the ideals of order and liberty

You can make two choices from the situations below: McCarthyism, Schenck vs. United States during WWI, Palmer Raids during the Red Scare of the 1920s, Internment of Japanese-Americans in WWII, Homeland Security Efforts following the 9-11 Attacks. YOU WILL BE GRADED ON YOUR BODY PARAGRAPHS ONLY (you do not need to write an intro or conclusion)

U.S. Hist. & Gov’t.–August ’06 [11] [OVER]

In developing your answer to Part III, be sure to keep this general definition in mind:

discuss means “to make observations about something using facts, reasoning, andargument; to present in some detail”

PART III

DOCUMENT-BASED QUESTION

This question is based on the accompanying documents. The question is designed to test yourability to work with historical documents. Some of the documents have been edited for the purposesof the question. As you analyze the documents, take into account the source of each document andany point of view that may be presented in the document.

Historical Context:

Following World War II, the United States and the Soviet Union emerged as rivalsuperpowers. This rivalry led to a period known as the Cold War. During the firstfifteen years of the Cold War (1945–1960), the threat of communism presentedmany different challenges to the United States.

Task: Using information from the documents and your knowledge of United Stateshistory, answer the questions that follow each document in Part A. Your answers tothe questions will help you write the Part B essay, in which you will be asked to

• Discuss how the threat of communism during the Cold War affected theUnited States in the period from 1945 to 1960

NAME SCHOOL

U.S. Hist. & Gov’t.–August ’06 [12]

Part AShort-Answer Questions

Directions: Analyze the documents and answer the questions that follow each document in the space provided.

Document 1

1 According to this cartoon, why was Congress rushing to the aid of Western Europe? [1]

_____________________________________________________________________________________

_____________________________________________________________________________________

Step on it, Doc!

Source: Justus, Minneapolis Star, 1947 (adapted)

Score

U.S. Hist. & Gov’t.–August ’06 [13] [OVER]

Document 2a

This excerpt is from a telegram sent to the Soviet Ambassador to the United States from the ActingSecretary of State in September 1948. A copy of this telegram was sent to President Harry Truman onSeptember 27, 1948.

1. The Governments of the United States, France and the United Kingdom, conscious of theirobligations under the charter of the United Nations to settle disputes by peaceful means, took theinitiative on July 30, 1948, in approaching the Soviet Government for informal discussions in Moscow inorder to explore every possibility of adjusting a dangerous situation which had arisen by reason ofmeasures taken by the Soviet Government directly challenging the rights of the other occupying powersin Berlin. These measures, persistently pursued, amounted to a blockade of land and water transportand communication between the Western Zones of Germany and Berlin which not only endangered themaintenance of the forces of occupation of the United States, France and the United Kingdom in thatcity but also jeopardized the discharge by those governments of their duties as occupying powersthrough the threat of starvation, disease and economic ruin for the population of Berlin. . . .

Source: Telegram from United States Department of State to President Truman, September 27, 1948

2a According to this passage, what action taken by the Soviet Union created tensions between the Sovietgovernment and the governments of the United States and its Allies? [1]

_____________________________________________________________________________________

_____________________________________________________________________________________

Document 2b

2b According to this graph, what action was taken by the United States and its Allies in response to the eventsdescribed in Document 2a? [1]

_____________________________________________________________________________________

_____________________________________________________________________________________

July1948

Aug. Sept. Oct. Nov. Dec. Jan.1949

Feb. Mar. April

Month

69,000

119,000139,600 147,600

113,600

141,500

171,900152,200

196,150

235,363

13,520

17,925

19,766

18,235

13,574

16,405

19,494

17,086

22,163

26,026

Supplies(in tons)

Number ofFlights

Flights into West Berlin (July 1948–April 1949)

Source: Eric Morris, Blockade, Stein & Day (adapted)

Score

Score

Document 3

. . . NATO was simply a necessity. The developing situation with the Soviet Union demandedthe participation of the United States in the defense of Western Europe. Any other solutionwould have opened the area to Soviet domination, contrary to the interests of the United Statesand contrary to any decent world order. At the time of the signing of the pact, April 4, 1949, Ido not believe that anyone envisaged [imagined] the kind of military setup that NATO evolvedinto and from which de Gaulle withdrew French forces in 1966. It [NATO] was, rather, regardedas a traditional military alliance of like-minded countries. It was not regarded as a panacea [cure]for the problems besetting [affecting] Europe, but only as an elementary precaution againstCommunist aggression. . . .

Source: Charles E. Bohlen, Witness to History, 1929–1969, W. W. Norton & Company, 1973

3 According to this document, why was the North Atlantic Treaty Organization (NATO) necessary? [1]

_____________________________________________________________________________________

_____________________________________________________________________________________

Score

U.S. Hist. & Gov’t.–August ’06 [14]

Document 4

Initial newspaper stories concerning Senator McCarthy’s speech in Wheeling, West Virginia, reported thatthe Senator said he knew of 205 communists in the State Department. Senator McCarthy later told the Senatehe had used the number 57 in Wheeling. He placed this account of his Wheeling speech in the CongressionalRecord.

. . . This, ladies and gentlemen, gives you somewhat of a picture of the type of individuals whohave been helping to shape our foreign policy. In my opinion the State Department, which isone of the most important government departments, is thoroughly infested with Communists.

I have in my hand 57 cases of individuals who would appear to be either card carryingmembers or certainly loyal to the Communist Party, but who nevertheless are still helping toshape our foreign policy.

One thing to remember in discussing the Communists in our government is that we are notdealing with spies who get 30 pieces of silver to steal the blueprints of a new weapon. We aredealing with a far more sinister type of activity because it permits the enemy to guide and shapeour policy. . . .

Source: Senator Joseph R. McCarthy, Speech, February 9, 1950, Wheeling, West Virginia, in Congressional Record, 81st Congress, 2nd Session

4 According to this document, what did Senator McCarthy suggest about communist influence in the UnitedStates government? [1]

_____________________________________________________________________________________

_____________________________________________________________________________________

U.S. Hist. & Gov’t.–August ’06 [15] [OVER]

Score

Document 5

. . . The attack upon Korea makes it plain beyond all doubt that Communism has passed beyondthe use of subversion to conquer independent nations and will now use armed invasion and war.It has defied the orders of the Security Council of the United Nations issued to preserveinternational peace and security. In these circumstances the occupation of Formosa [Taiwan] byCommunist forces would be a direct threat to the security of the Pacific area and to UnitedStates forces performing their lawful and necessary functions in that area.

Accordingly I have ordered the Seventh Fleet to prevent any attack on Formosa. As a corollaryof this action I am calling upon the Chinese Government on Formosa to cease all air and seaoperations against the mainland. The Seventh Fleet will see that this is done. The determinationof the future status of Formosa must await the restoration of security in the Pacific, a peacesettlement with Japan, or consideration by the United Nations. . . .

— President Harry Truman, Press Release, June 27, 1950

5a Based on this document, state one reason given by President Truman to justify his concern aboutcommunism. [1]

_____________________________________________________________________________________

_____________________________________________________________________________________

5b According to this document, state one action President Truman took after the attack on Korea. [1]

_____________________________________________________________________________________

_____________________________________________________________________________________

U.S. Hist. & Gov’t.–August ’06 [16]

Score

Score

U.S. Hist. & Gov’t.–August ’06 [17] [OVER]

Document 6a

. . . Our unity as a nation is sustained by free communication of thought and by easytransportation of people and goods. The ceaseless flow of information throughout the Republicis matched by individual and commercial movement over a vast system of inter-connectedhighways criss-crossing the Country and joining at our national borders with friendly neighborsto the north and south. . . .

Source: President Dwight D. Eisenhower, message to Congress, February 22, 1955

Document 6b

. . . In case of an atomic attack on our key cities, the road net must permit quick evacuation oftarget areas, mobilization of defense forces and maintenance of every essential economicfunction. But the present system in critical areas would be the breeder [cause] of a deadlycongestion within hours of an attack. . . .

Source: President Dwight D. Eisenhower, message to Congress, February 22, 1955 (adapted)

6 Based on these documents, state two reasons President Eisenhower believed that the Interstate HighwaySystem was important to national defense. [2]

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(2)__________________________________________________________________________________

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U.S. Hist. & Gov’t.–August ’06 [18]

Document 7

. . . When the air-raid siren sounded, our teachers stopped talking and led us to the schoolbasement. There the gym teachers lined us up against the cement walls and steel lockers, andshowed us how to lean in and fold our arms over our heads. Our small school ran fromkindergarten through twelfth grade. We had air-raid drills in small batches, four or five gradestogether, because there was no room for us all against the walls. The teachers had to stand inthe middle of the basement rooms: those bright Pittsburgh women who taught Latin, science,and art, and those educated, beautifully mannered European women who taught French,history, and German, who had landed in Pittsburgh at the end of their respective flights fromHitler, and who had baffled us by their common insistence on tidiness, above all, in our writtenwork.

The teachers stood in the middle of the room, not talking to each other. We tucked against thewalls and lockers: dozens of clean girls wearing green jumpers, green knee socks, and pink-soledwhite bucks. We folded our skinny arms over our heads, and raised to the enemy a clatter of goldscarab bracelets and gold bangle bracelets. . . .

Source: Annie Dillard, An American Childhood, Harper & Row

7 According to this document, state one way schools were affected by the threat of communism. [1]

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Document 8

. . . Our safety, and that of the free world, demand, of course, effective systems for gatheringinformation about the military capabilities of other powerful nations, especially those that makea fetish [obsessive habit] of secrecy. This involves many techniques and methods. In these timesof vast military machines and nuclear-tipped missiles, the ferreting [finding] out of thisinformation is indispensable to free world security.

This has long been one of my most serious preoccupations. It is part of my grave responsibility,within the over-all problem of protecting the American people, to guard ourselves and our alliesagainst surprise attack.

During the period leading up to World War II we learned from bitter experience theimperative [absolute] necessity of a continuous gathering of intelligence information, themaintenance of military communications and contact, and alertness of command.

An additional word seems appropriate about this matter of communications and command.While the Secretary of Defense and I were in Paris, we were, of course, away from our normalcommand posts. He recommended that under the circumstances we test the continuingreadiness of our military communications. I personally approved. Such tests are valuable andwill be frequently repeated in the future.

Moreover, as President, charged by the Constitution with the conduct of America’s foreignrelations, and as Commander-in-Chief, charged with the direction of the operations andactivities of our Armed Forces and their supporting services, I take full responsibility forapproving all the various programs undertaken by our government to secure and evaluatemilitary intelligence.

It was in the prosecution [carrying out] of one of these intelligence programs that the widelypublicized U-2 incident occurred.

Aerial photography has been one of many methods we have used to keep ourselves and thefree world abreast of major Soviet military developments. The usefulness of this work has beenwell established through four years of effort. The Soviets were well aware of it. ChairmanKhrushchev has stated that he became aware of these flights several years ago. Only last week,in his Paris press conference, Chairman Khrushchev confirmed that he knew of these flightswhen he visited the United States last September. . . .

Source: President Dwight D. Eisenhower, Address, May 25, 1960,Public Papers of the Presidents of the United States: Dwight D. Eisenhower 1960–1961

8 Based on this document, state two reasons given by President Eisenhower for gathering information aboutthe Soviet military. [2]

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(2)__________________________________________________________________________________

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U.S. Hist. & Gov’t.–August ’06 [19] [OVER]

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U.S. Hist. & Gov’t.–August ’06 [20]

Part BEssay

Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.Use evidence from at least five documents in your essay. Support your response with relevant facts,examples, and details. Include additional outside information.

Historical Context:

Following World War II, the United States and the Soviet Union emerged as rivalsuperpowers. This rivalry led to a period known as the Cold War. During the firstfifteen years of the Cold War (1945–1960), the threat of communism presentedmany different challenges to the United States.

Task: Using information from the documents and your knowledge of United Stateshistory, write an essay in which you

• Discuss how the threat of communism during the Cold War affected theUnited States in the period from 1945 to 1960

Guidelines

In your essay, be sure to• Develop all aspects of the task• Incorporate information from at least five documents• Incorporate relevant outside information• Support the theme with relevant facts, examples, and details• Use a logical and clear plan of organization, including an introduction and conclusion that

are beyond a restatement of the theme