1 US History and Government - the courseU.S. HISTORY & GOVERNMENT REVIEW

2 STATE REGENTS EXAM ~ U.S. History & Govt. ~US History and Government - the course STATE REGENTS EXAM ~ U.S. History & Govt. ~ TUESDAY, June 16th Report Time :45 A.M. Place … TBA

3 US History and Government - the courseTime / Length: ~ Take your time ~ hour minimum :00 AM … 11:00 AM hour maximum … 12:00 Noon

4 US History and Government - the courseThe EXAM: Your NAME + TEACHER’s NAME In TEST Booklet …. DBQ short answer In ESSAY Booklet … Thematic + DBQ

5 US History and Government - the courseEXAM Format: Multiple Choice ESSAY: DBQ ... Part A …………… ESSAY: Thematic ESSAY: DBQ … Part B

6 US History and Government - the courseMULTIPLE CHOICE * 50 Questions … GOVT + HISTORY Vocabulary : Terms & people Question … look for key term(s) Answer … Process of Elimination try to eliminate 1 or 2 answers US History and Government - the course

7 Multiple Choice GuidelinesUS History and Government - the course Answer ALL questions. … Go back at the end … and double check that you didn’t miss a question. … … Its occurred several times this year. Read each question carefully. … Look for KEY words … If the question is unfamiliar … look for words you know

8 Multiple Choice GuidelinesUS History and Government - the course Use PROCESS OF ELIMINATION Try and narrow the answers down to 2 choices Some answers may: be obviously wrong relate to a different time or place have no connection to the question

9 US History and Government - the courseMULTIPLE CHOICE - double-check your work - Make sure: put answers on Test booklet Answer Sheet you answered ALL questions keep your answer sheet aligned with the question you’re answering when done copy them to Scantron Answer Sheet don’t mark 2 answers for 1 question watch eraser marks US History and Government - the course

10 US History and Government - the courseESSAYS: - Thematic … Essay - DBQ - Part A: … Short Answer Part B: … Essay US History and Government - the course

11 US History and Government - the courseDBQ - Part A … in booklet Look for: Timeframe, Country, Person * Key terms * Underline as you read * TAKE NOTES if possible … up to .. 9 documents … Answers: “Get to the point” Rating / Point Scale 2, 1, Document, but questions US History and Government - the course

12 US History and Government - the courseDBQ … Part A: Short Answer (Continued) - PART A: Short Answer … put down “something” for each question … please NO BLANK LINES … copy text/part of passage if you have to US History and Government - the course

13 US History and Government - the courseESSAYS … in general WRITE … at least 3 pages Be specific Outline / Notes … before you write … scrap paper

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17 US History and Government - the courseESSAY: Thematic - Describe + Impact - Compare / which is best TOPICS: “Their” Suggestions … use as a guide … stick to Topic / Theme … use US Supreme Court cases USE the test (Multiple Choice) REMINDER: NO BLANK ESSAYS … PLEASE write something US History and Government - the course

18 US History and Government - the courseTHEMATIC ESSAY US History and Government - the course Broad topics … cover entire 2 year course … … often involve 2 steps … cause & result or “application” … Look at their suggestions Use the test if possible Brainstorm WRITE … at least 4 paragraphs … Intro, Body (2 paragraphs), Conclusion … shoot for 3 – 4 pages

19 US History and Government - the courseESSAY: Thematic Possible Topics: - Geography Immigration Science & Technology Presidential Policies: Foreign Domestic - Citizenship: U.S. Supreme Court Cases Constitutional Amendments US History and Government - the course

20 US History and Government - the courseESSAY: Thematic: IMMIGRATION - Pilgrims / Early Settlers/Europeans - “forced migration” - African Americans - Native Americans …. Cherokees - Irish & Italians …. late 1800s - Chinese & Japanese - Hispanics/Latinos + US government policies … NATIVISTS vs Big Business DESCRIBE IMPACT: - Positive - Negative US History and Government - the course

21 US History and Government - the courseESSAY: Thematic: SCIENCE & TECHNOLOGY - TRANSPORTATION - horse - STEAMboat - train - automobile - plane - jet - Space Shuttle DESCRIBE IMPACT: - Positive - Negative US History and Government - the course

22 US History and Government - the courseESSAY: Thematic: SCIENCE & TECHNOLOGY - COMMUNICATION - Bible - Mass media - newspapers - radio - television - computers - Internet - DESCRIBE IMPACT: - Positive - Negative US History and Government - the course

23 US History and Government - the courseESSAY: Thematic: SCIENCE & TECHNOLOGY - ENERGY - wood - coal - water power … rivers - electricity - nuclear DESCRIBE IMPACT: - Positive - Negative US History and Government - the course

24 US History and Government - the courseESSAY: Thematic: SCIENCE & TECHNOLOGY - SCIENCE - hygiene … portable soap - modern medicine - vaccinations - pills - health care for the Aged & everyone - inventions - automation - microwave DESCRIBE IMPACT: - Positive - Negative US History and Government - the course

25 US History and Government - the courseESSAY: Thematic: PRESIDENTIAL: Foreign Policy - George Washington … neutrality - James Monroe ……..… Monroe Doctrine - McKinley & Teddy Roosevelt …..… Imperialism - Woodrow Wilson ….… Diplomacy - FDR ………. Isolation … then World Involve Truman & Eisenhower … Containment - JFK……….. Cold War: Anti-Communist - Nixon …….. Détente, Ping Pong Diplomacy - Reagan … end of Cold War - George Bush Sr. ……… World Policeman - George Bush Jr. ………. Pre - emptive US History and Government - the course

26 US History and Government - the courseESSAY: Thematic: PRESIDENTIAL: Domestic Policy - Abraham Lincoln … Maintain the US Nation … Human Rights - Herbert Hoover ………..… Laissez-faire - Teddy Roosevelt ……...… Square Deal - FDR ……………………...… New Deal - Lyndon Johnson ………. Great Society - Ronald Reagan ………. Trickle down Economics … Reaganomics Barack Obama … FEDERAL Govt. STIMULUS US History and Government - the course

27 US History and Government - the courseESSAY: Thematic: Citizenship: US Supreme Court Decisions - Dred Scott - Plessy v. Ferguson - Schenk v. United States - Korematsu v. United States - Brown v. Board of Ed. of Topeka - Miranda v. Arizona - Engle v. Vitale US History and Government - the course

28 US History and Government - the courseESSAY: Thematic: Citizenship: AMENDMENTS 1st - freedom of speech, religion, press 5th - incrimination 6th - fair & speedy trial 13th - slavery 14th - citizenship 15th - right to vote 19th - Women’s right to vote 21st - end to Prohibition US History and Government - the course

29 US History and Government - the courseESSAY: DBQ - Part B - Treat like a “Research Paper” * Use at least 5 documents * STATE the document = “3” = 9 pts (Doc. # 1) (O.I.) OUTSIDE INFORMATION Length … 3 PAGES REMINDER: NO BLANK ESSAYS … PLEASE write something US History and Government - the course

30 US History and Government - the courseDBQ ESSAY US History and Government - the course READ the documents … note the Topic Answer all questions … copy if you must … BUT make sure it relates to their question Take notes on each document Organize your documents … or brief diagram … if comparison essay

31 US History and Government - the courseDBQ ESSAY US History and Government - the course INTRODUCTION … (1st paragraph) … 4 sentences … copy, rewrite, define 1 term, state the Topic BODY … “usually” 2 paragraphs CITE your documents … (DOC #1) CITE “Outside Information … (O.I.)

32 US History and Government - the courseGEOGRAPHY & CLIMATE PRE-CIVIL WAR Early Settlement North vs South Colonial Life North vs South vs West (Appalachians)

33 US History and Government - the courseWhich geographical advantage did the United States gain with the Louisiana Purchase? 1. a Mississippi River port on the Gulf of Mexico 2. access to southern ports on the Pacific Ocean 3. control of land west of the Rocky Mountains 4. more natural harbors on the Atlantic Ocean US History and Government - the course

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37 US History and Government - the courseWhich geographical advantage did the United States gain with the Louisiana Purchase? 1. a Mississippi River port on the Gulf of Mexico 2. access to southern ports on the Pacific Ocean 3. control of land west of the Rocky Mountains 4. more natural harbors on the Atlantic Ocean US History and Government - the course

38 US History and Government - the courseEARLY GOVERNMENT - Enlightenment / Philosophes John Locke, Montesquieu Mayflower Compact st set of Laws on Govt Albany Plan of Union Colonial Govt. … but head appointed by King Declaration of Independence Articles of Confederation st National set of laws States have more power than Federal Govt. US History and Government - the course

39 US History and Government - the courseThe Mayflower Compact is important to the concept of a democratic society because it represents (1) an effort by the colonists to use force to resist the King (2) a clear step toward self-government (3) an early attempt to establish universal suffrage (4) an attempt by the colonists to establish freedom of religion US History and Government - the course

40 US History and Government - the course

41 US History and Government - the courseThe Mayflower Compact is important to the concept of a democratic society because it represents (1) an effort by the colonists to use force to resist the King (2) a clear step toward self-government (3) an early attempt to establish universal suffrage (4) an attempt by the colonists to establish freedom of religion US History and Government - the course

42 US History and Government - the courseU.S. GOVERNMENT Branches & Purpose …. “Great Compromise” … Executive … leader --- but … Legislative … creates bill … approves Pres. laws Judicial … says if Constitutional Marbury v. Madison US History and Government - the course

43 US History and Government - the courseWhich feature of the unwritten constitution is part of the system of checks and balances? (1) the cabinet (2) political parties (3) judicial review (4) legislative lobbies US History and Government - the course

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45 US History and Government - the courseWhich feature of the unwritten constitution is part of the system of checks and balances? (1) the cabinet (2) political parties (3) judicial review (4) legislative lobbies US History and Government - the course

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48 US History and Government - the courseU.S. CONSTITUTION purpose Elastic Clause Unwritten Constitution Strict vs Loose Constructionists Amendments Bill of Rights US History and Government - the course

49 US History and Government - the courseOne difference between the Constitution and the Articles of Confederation is that the Constitution 1. created separate, independent branches of government 2. granted more power to the Federal Government than to States 3. granted more authority to the Military than to the President 4. reduced the power of the Federal courts US History and Government - the course

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52 US History and Government - the course

53 US History and Government - the courseOne difference between the Constitution and the Articles of Confederation is that the Constitution 1. created separate, independent branches of government 2. granted more power to the Federal Government than to States 3. granted more authority to the Military than to the President 4. reduced the power of the Federal courts US History and Government - the course

54 US History and Government - the courseWhen President Thomas Jefferson acquired the Louisiana Territory from France, he demonstrated that he had modified his belief that (1) the Constitution should be strictly interpreted (2) the federal government should limit individual rights (3) adding territory would lead to regional rivalries (4) commercial development was the main goal of the federal government

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56 US History and Government - the course

57 US History and Government - the courseWhen President Thomas Jefferson acquired the Louisiana Territory from France, he demonstrated that he had modified his belief that (1) the Constitution should be strictly interpreted the federal government should limit individual rights (3) adding territory would lead to regional rivalries (4) commercial development was the main goal of the federal government He went from a STRICT Constructionist to a LOOSE Constructionist US History and Government - the course

58 US History and Government - the courseFEDERALISTS & EARLY PRESIDENTS … Federalists … George Washington … Hamiltonian “Federal” Bank Program Thomas Jefferson … Expansion of nation … American Survival James Monroe … Monroe Doctrine … Manifest Destiny US History and Government - the course

59 US History and Government - the courseAlexander Hamilton's financial plan helped to establish the credit of the United States government by 1. providing for the payment of the nation's debts 2. taxing only the people most able to pay 3. favoring agriculture over industry 4. encouraging spending for national defense

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61 US History and Government - the courseAlexander Hamilton's financial plan helped to establish the credit of the United States government by 1. providing for the payment of the nation's debts 2. taxing only the people most able to pay 3. favoring agriculture over industry 4. encouraging spending for national defense THE BANK OF THE UNITED STATES was established.

62 US History and Government - the courseCIVIL WAR Causes Geographical Differences North … Economic .. Industrial South … Economic .. Plantation West … Statehood

63 US History and Government - the courseCIVIL WAR Causes People Slavery Abolitionists Harriet Tubman … Underground RR Harriet Beecher Stowe … Uncle Tom’s Frederick Douglas Sojourner Truth Pro-Slavery southern Plantation Owners US History and Government - the course

64 US History and Government - the courseCIVIL WAR Decisions Missouri Compromise … Missouri & Maine Compromise of … California, New Mexico, Fugitive Slave Law Dred Scott Decision Kansas - Nebraska Act US History and Government - the course

65 US History and Government - the courseThe Missouri Compromise of 1820 settled conflicts between the North and the South over (1) admission of states to the Union (2) Supreme Court decisions (3) presidential election results (4) voting rights

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67 US History and Government - the course

68 US History and Government - the course

69 US History and Government - the courseThe Missouri Compromise of 1820 settled conflicts between the North and the South over (1) admission of states to the Union (2) Supreme Court decisions (3) presidential election results (4) voting rights .. The dividing issue was “slavery”

70 US History and Government - the courseCIVIL WAR Battles Initial Union Army burns/destroys South Abraham Lincoln Gettysburg Address Emancipation Proclamation US History and Government - the course

71 US History and Government - the courseRECONSTRUCTION Why ? Lincoln Plan … 10% people agree Andrew Johnson Plan … general pardon African Americans WEB Dubois … equality now Booker T. Washington … Tuskegee Inst Marcus Garvey … Back to Africa Movement US History and Government - the course

72 US History and Government - the courseIn their plans for Reconstruction, both President Abraham Lincoln and President Andrew Johnson sought to 1. punish the South for starting the Civil War 2. force the Southern States to pay reparations to the Federal Government 3. allow the Southern States to reenter the nation as quickly as possible 4. establish the Republican Party as the only political party in the South US History and Government - the course

73 US History and Government - the courseIn their plans for Reconstruction, both President Abraham Lincoln and President Andrew Johnson sought to 1. punish the South for starting the Civil War 2. force the Southern States to pay reparations to the Federal Government 3. allow the Southern States to reenter the nation as quickly as possible 4. establish the Republican Party as the only political party in the South US History and Government - the course

74 US History and Government - the courseRECONSTRUCTION Reaction Economic South …. destroyed … sharecropping … Freedman’s Bureau KKK Black Codes / Jim Crow Laws Plessy v. Ferguson Amendments: 14th . citizenship th . Voting rights US History and Government - the course

75 US History and Government - the courseThe purpose of the Black Codes in the South was to 1. give civil rights to blacks keep blacks in an inferior position 3. return blacks to Africa provide blacks with better jobs

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77 US History and Government - the courseThe purpose of the Black Codes in the South was to 1. give civil rights to blacks keep blacks in an inferior position 3. return blacks to Africa provide blacks with better jobs

78 US History and Government - the courseLATE 1800s … US Presidents Andrew Johnson … Impeachment … trumped up political charges … power struggle Ulysses S. Grant …. Scandals Rutherford B. Hayes … anti-Spoils System Grover Cleveland … pro-business

79 US History and Government - the courseGILDED AGE … Big Business Capitalism … laissez-faire vs socialism Business Organizations Monopoly Trust Holding Company International Corporation Andrew Carnegie John D. Rockefeller … philanthropist Social Darwinism US History and Government - the course

80 US History and Government - the courseIn the late 1800s, the theory of laissez-faire capitalism was used by many industrialists to (1) petition the government for assistance during times of financial crisis (2) oppose colonial expansion in Africa and Asia (3) argue against government regulation of business practices (4) defend limits on the number of immigrants allowed to work in factories

81 US History and Government - the courseIn the late 1800s, the theory of laissez-faire capitalism was used by many industrialists to (1) petition the government for assistance during times of financial crisis (2) oppose colonial expansion in Africa and Asia (3) argue against government regulation of business practices (4) defend limits on the number of immigrants allowed to work in factories

82 US History and Government - the courseGILDED AGE … Labor Unions Open Shops vs Closed Shops Tactics Immigration wages & hours Melting Pot Quotas …. Nativism Nationalism … role of schools + NATIVISM = WASP (white protestant male) … protect rights of those born in America … anti foreigner … anti communist US History and Government - the course

83 US History and Government - the courseNativism in the late 19th century was motivated primarily by 1. hostility toward immigrant workers 2. the need to reduce overcrowding in western states 3. cultural conflicts with Native American Indians 4. the migration of African Americans to northern cities

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85 US History and Government - the courseNativism in the late 19th century was motivated primarily by 1. hostility toward immigrant workers 2. the need to reduce overcrowding in western states 3. cultural conflicts with Native American Indians 4. the migration of African Americans to northern cities … IMMIGRANTS could take their jobs .. Because they were willing to work for less $$$

86 US History and Government - the courseGILDED AGE … U.S. Government Sherman Anti-Trust Act …break-up BIG companies Interstate Commerce Act … regulate RRs Munn v. Illinois … Congress has power on INTERstate commerce US History and Government - the course

87 US History and Government - the courseA main purpose of President Theodore Roosevelt’s trustbusting policies was to 1. reduce corruption in government 2. save the nation’s banks 3. encourage competition in business 4. end strikes by labor unions

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89 US History and Government - the courseA main purpose of President Theodore Roosevelt’s trustbusting policies was to 1. reduce corruption in government 2. save the nation’s banks 3. encourage competition in business 4. end strikes by labor unions

90 US History and Government - the courseTHE WEST Appalachian Mountains Louisiana Purchase Manifest Destiny Mexican-American War Indian Removal Acts Worcester v. Georgia “Trail of Tears” US History and Government - the course

91 US History and Government - the courseThe Indian Wars that occurred between 1860 and 1890 were mainly the result of (1) disputes over the spread of slavery (2) conflict with Mexico over Texas and California (3) the search for gold in California (4) the movement of settlers onto the Great Plains

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93 US History and Government - the courseThe Indian Wars that occurred between 1860 and 1890 were mainly the result of (1) disputes over the spread of slavery (2) conflict with Mexico over Texas and California (3) the search for gold in California (4) the movement of settlers onto the Great Plains HOMESTEAD ACT … Railroad building .. The “Iron Horse”

94 US History and Government - the courseTHE WEST Homestead Acts role of the Railroad Grange Movement = Farmers Rights Populism = Farmers & Socialism US History and Government - the course

95 US History and Government - the courseThe Populist movement was most interested in improving conditions for (1) farmers (2) business leaders (3) African Americans (4) Native American Indians

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97 US History and Government - the courseThe Populist movement was most interested in improving conditions for (1) farmers (2) business leaders (3) African Americans (4) Native American Indians

98 US History and Government - the coursePROGRESSIVE ERA Social Reformers Susan B. Anthony Dorothea Dix Ida Tarbell Upton Sinclair Muckrakers investigate: social, economic & political “wrongs” Teddy Roosevelt & “Square Deal” stewardship anti-Monopoly … fair labor US History and Government - the course

99 US History and Government - the courseIn the early 20th century, muckrakers were able to influence American society mainly through their 1. frequent acts of civil disobedience 2. activities as government officials 3. publication of articles and books 4. control over factories

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101 US History and Government - the courseIn the early 20th century, muckrakers were able to influence American society mainly through their 1. frequent acts of civil disobedience 2. activities as government officials 3. publication of articles and books 4. control over factories MUCKRAKERS .. Stirring up the “muck” (dirt) .. Focusing attention on problems .. In factories .. In government .. In meat slaughter houses US History and Government - the course

102 US History and Government - the courseWhich event of the early 1900’s is evidence that Upton Sinclair’s novel The Jungle had an important impact on the United States? adoption of reforms in public education passage of legislation limiting immigration adoption of the 18th amendment establishing Prohibition passage of legislation requiring Federal inspection of meat

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104 US History and Government - the course

105 US History and Government - the courseWhich event of the early 1900’s is evidence that Upton Sinclair’s novel The Jungle had an important impact on the United States? adoption of reforms in public education passage of legislation limiting immigration adoption of the 18th amendment establishing Prohibition passage of legislation requiring Federal inspection of meat

106 US History and Government - the courseDuring which period in United States history were the amendments concerning the income tax, direct election of Senators, Prohibition, and women’s suffrage enacted? 1. Reconstruction 2. The Gilded Age 3. Progressive Era 4. New Deal

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108 US History and Government - the course

109 US History and Government - the courseDuring which period in United States history were the amendments concerning the income tax, direct election of Senators, Prohibition, and women’s suffrage enacted? 1. Reconstruction 2. The Gilded Age 3. Progressive Era 4. New Deal

110 US History and Government - the courseBoth the Sherman Antitrust Act and the Clayton Antitrust Act were passed in response to the problem of (1) companies refusing to hire minority workers (2) businesses choosing to hire illegal immigrants (3) unsafe working conditions in factories (4) business combinations limiting competition

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112 US History and Government - the course

113 US History and Government - the courseBoth the Sherman Antitrust Act and the Clayton Antitrust Act were passed in response to the problem of (1) companies refusing to hire minority workers (2) businesses choosing to hire illegal immigrants (3) unsafe working conditions in factories (4) business combinations limiting competition

114 US History and Government - the courseU.S. at WAR ( ) s Monroe Doctrine Commodore William Perry Open Door Policy early 1900s Spanish-American War Roosevelt Corollary Dollar Diplomacy Good Neighbor Policy US History and Government - the course

115 US History and Government - the courseThe principle that the United States has the right to act as the "policeman of the Western Hemisphere" and intervene in the internal affairs of Latin American nations was established by the 1. Good Neighbor policy 2. Open Door policy 3. Roosevelt Corollary to the Monroe Doctrine 4. Marshall Plan

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117 US History and Government - the courseThe principle that the United States has the right to act as the "policeman of the Western Hemisphere" and intervene in the internal affairs of Latin American nations was established by the 1. Good Neighbor policy 2. Open Door policy 3. Roosevelt Corollary to the Monroe Doctrine 4. Marshall Plan “Walk softly & carry a Big Stick” US History and Government - the course

118 US History and Government - the courseEarly in the 20th century, Presidents William Taft and Woodrow Wilson used the concept of "Dollar Diplomacy" to 1. help European nations avoid war 2. expand United States influence in China 3. protect United States investments in Latin America 4. support welfare programs for immigrants to the United States

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120 US History and Government - the course

121 US History and Government - the courseEarly in the 20th century, Presidents William Taft and Woodrow Wilson used the concept of "Dollar Diplomacy" to 1. help European nations avoid war 2. expand United States influence in China 3. protect United States investments in Latin America 4. support welfare programs for immigrants to the United States

122 US History and Government - the courseWorld War I ( ) World War I - CAUSES: * Nationalism/Ethnic Groups * Alliances * Imperialism * Militarism

123 US History and Government - the courseWorld War I ( ) U.S. Involvement - Zimmerman Note/Telegram Mexico & Texas sinking of Lusitania

124 US History and Government - the courseWorld War I ( ) World War I - EFFECTS: Treaty of Versailles = Germany humiliated > World War II Collapse of 3 Empires - Austria - Hungary - Ottoman - Russian

125 US History and Government - the courseWorld War II ( ) World War II - CAUSES: - Weimar Germany - world depression - ? League of Nations ? - Rise of Fascism - Hitler - Mussolini

126 US History and Government - the courseA major reason for the isolationist trend in the United States following World War I was 1. a desire to continue the reforms of the Progressives 2. the public’s desire to end most trade with other nations 3. the failure of the United States to gain new territory 4. the reality of the outcomes of the war; death, wounded, land destroyed

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128 US History and Government - the course

129 US History and Government - the courseA major reason for the isolationist trend in the United States following World War I was 1. a desire to continue the reforms of the Progressives 2. the public’s desire to end most trade with other nations 3. the failure of the United States to gain new territory 4. the reality of the outcomes of the war; death, wounded, land destroyed

130 US History and Government - the courseHolocaust Led by Hitler & Nazi Germany Plan to exterminate ALL Jews million Jews + 4 million non-Jews Nuremberg Laws: 1935 Rights deprived: citizenship, property, movement, life Death Camps (Concentration Camps - Auschwitz, Dachau Loss of Assets

131 US History and Government - the courseU.S. involvement in World War II Lend-Lease Act Pearl Harbor Potsdam & Yalta Conferences Manhattan Project Hiroshima & Nagasaki US History and Government - the course

132 US History and Government - the courseWorld War II: … the aftermath Japanese surrender US occupation of Japan Nuremberg Trials … hunt/search for Nazi war criminals Germany divided Berlin divided “United Nations” created Security Council ….. = “peace” Permanent members US History and Government - the course

133 US History and Government - the courseIn the years just after World War II, the United States attempted to prevent the spread of communism in Europe mainly by 1. taking over the governments of several Western European nations 2. increasing opportunities for political refugees to settle in the United States 3. holding a series of summit meetings with leaders of the Soviet Union 4. establishing policies of economic and military aid for European nations

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135 US History and Government - the course

136 US History and Government - the course

137 US History and Government - the courseIn the years just after World War II, the United States attempted to prevent the spread of communism in Europe mainly by 1. taking over the governments of several Western European nations 2. increasing opportunities for political refugees to settle in the United States 3. holding a series of summit meetings with leaders of the Soviet Union 4. establishing policies of economic and military aid for European nations

138 US History and Government - the courseHuman Rights during Wartime Schenk v. United States Korematsu v. United States US History and Government - the course

139 US History and Government - the courseWhich generalization is consistent with the ruling of the United States Supreme Court in Schenck v. United States? 1. The freedoms guaranteed in the Bill of Rights are virtually unlimited 2. Government has the right to suspend any rights at any time. 3. Individual rights can be limited in the national interest 4. The balance between individual rights and the general social welfare almost always favors individual rights. US History and Government - the course

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141 US History and Government - the courseWhich generalization is consistent with the ruling of the United States Supreme Court in Schenck v. United States? 1. The freedoms guaranteed in the Bill of Rights are virtually unlimited 2. Government has the right to suspend any rights at any time. 3. Individual rights can be limited in the national interest … (IN TIME OF WAR) 4. The balance between individual rights and the general social welfare almost always favors individual rights. US History and Government - the course

142 US History and Government - the courseProsperity & Depression Roaring 20s …(Society) Coolidge & Prosperity … business GREAT DEPRESSION “buying on margin” Stock Market Crash Bonus Army … Hoovervilles US History and Government - the course

143 US History and Government - the courseFDR & NEW DEAL Bank Reforms Jobs Unemployment Insurance “court packing” “Schechter v. Poultry … too much power US History and Government - the course

144 US History and Government - the courseThe Harlem Renaissance of the 1920’s was a period when African Americans 1. left the United States in large numbers to settle in Nigeria 2. created noteworthy works of art and literature 3. migrated to the West in search of land and jobs 4. used civil disobedience to fight segregation in the Armed Forces US History and Government - the course

145 US History and Government - the courseThe Harlem Renaissance of the 1920’s was a period when African Americans 1. left the United States in large numbers to settle in Nigeria 2. created noteworthy works of art and literature 3. migrated to the West in search of land and jobs 4. used civil disobedience to fight segregation in the Armed Forces US History and Government - the course

146 US History and Government - the courseThe 1920’s are sometimes called the "Roaring Twenties" because 1. foreign trade prospered after World War I 2. the United States assumed a leadership role in world affairs 3. political reforms made government more democratic 4. widespread social and economic change occurred US History and Government - the course

147 US History and Government - the course

148 US History and Government - the course

149 US History and Government - the courseThe 1920’s are sometimes called the "Roaring Twenties" because 1. foreign trade prospered after World War I 2. the United States assumed a leadership role in world affairs 3. political reforms made government more democratic 4. widespread social and economic change occurred US History and Government - the course

150 US History and Government - the courseIn the 1920’s, the Immigration Act of 1924 and the Sacco-Vanzetti trial were typical of the 1. rejection of traditional customs and beliefs 2. acceptance of cultural differences 3. increase in nativism and intolerance 4. support of humanitarian causes US History and Government - the course

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152 US History and Government - the course

153 US History and Government - the courseIn the 1920’s, the Immigration Act of 1924 and the Sacco-Vanzetti trial were typical of the 1. rejection of traditional customs and beliefs 2. acceptance of cultural differences 3. increase in nativism and intolerance 4. support of humanitarian causes US History and Government - the course

154 US History and Government - the courseIn the 1930’s, the enactment of New Deal programs demonstrated a belief that 1. corporations were best left to operate without government interference 2. state governments should give up control over commerce inside their states 3. the Federal Government must concern itself with the people’s economic well-being 4. the United States Constitution was not relevant to 20th-century life US History and Government - the course

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156 US History and Government - the course

157 US History and Government - the courseIn the 1930’s, the enactment of New Deal programs demonstrated a belief that 1. corporations were best left to operate without government interference 2. state governments should give up control over commerce inside their states 3. the Federal Government must concern itself with the people’s economic well-being 4. the United States Constitution was not relevant to 20th-century life US History and Government - the course

158 US History and Government - the courseThe main purpose of New Deal measures such as the Securities and Exchange Commission (SEC) and the Federal Deposit Insurance Corporation (FDIC) was to 1. provide immediate employment opportunities 2. develop rules to limit speculation and safeguard savings 3. enable the Federal Government to take over failing industries 4. assure a guaranteed income for American families US History and Government - the course

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160 US History and Government - the course

161 US History and Government - the courseThe main purpose of New Deal measures such as the Securities and Exchange Commission (SEC) and the Federal Deposit Insurance Corporation (FDIC) was to 1. provide immediate employment opportunities 2. develop rules to limit speculation and safeguard savings 3. enable the Federal Government to take over failing industries 4. assure a guaranteed income for American families US History and Government - the course

162 US History and Government - the courseLend – Lease Act … “pre” World War II

163 US History and Government - the courseThe Lend-Lease Act and the Destroyers-for-Bases deal were adopted prior to World War II primarily because these actions would 1. help Allied nations without the United States entering the war 2. stop the spread of communism 3. convince the American people that war was necessary 4. create jobs to end the Great Depression

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165 US History and Government - the courseThe Lend-Lease Act and the Destroyers-for-Bases deal were adopted prior to World War II primarily because these actions would 1. help Allied nations without the United States entering the war 2. stop the spread of communism 3. convince the American people that war was necessary 4. create jobs to end the Great Depression

166 US History and Government - the courseWorld War II ( ) World War II - EFFECTS: - Decline of European Imperialism Independence Movements - “Cold War” U.S. vs U.S.S.R Germany divided - United Nations created

167 US History and Government - the courseCOLD WAR US vs USSR (Soviet Union) … democracy vs totalitarianism … capitalism vs communism/socialism … NATO vs Warsaw Pact Arms race - Nuclear race - Space race - Nationalism Olympics US History and Government - the course

168 US History and Government - the courseCOLD WAR / Post World War II US economic aid Truman Doctrine & Eisenhower Doctrine … prevent communism … Containment Marshall Plan (give aid $$$) US History and Government - the course

169 US History and Government - the courseAs World War II was ending, the United States decided to join the United Nations mainly because the United States 1. sought to meet the American public’s overwhelming demand for free-trade agreements 2. wanted to continue to play the same role it had in the League of Nations 3. recognized that efforts to achieve world peace required United States involvement 4. wanted to stop the growing influence of newly independent developing nations US History and Government - the course

170 US History and Government - the course

171 US History and Government - the course

172 US History and Government - the course

173 US History and Government - the courseAs World War II was ending, the United States decided to join the United Nations mainly because the United States 1. sought to meet the American public’s overwhelming demand for free-trade agreements 2. wanted to continue to play the same role it had in the League of Nations 3. recognized that efforts to achieve world peace required United States involvement 4. wanted to stop the growing influence of newly independent developing nations US History and Government - the course

174 US History and Government - the courseA common purpose of the Truman Doctrine, the Marshall Plan, and the Eisenhower Doctrine was to 1. carry out the United States policy of preventing the spread of communism 2. insure the survival of the newly independent nations of Africa and Asia 3. limit the proliferation of nuclear weapons 4. provide medical aid to Latin American nations US History and Government - the course

175 US History and Government - the course

176 US History and Government - the course

177 US History and Government - the courseA common purpose of the Truman Doctrine, the Marshall Plan, and the Eisenhower Doctrine was to 1. carry out the United States policy of preventing the spread of communism 2. insure the survival of the newly independent nations of Africa and Asia 3. limit the proliferation of nuclear weapons 4. provide medical aid to Latin American nations US History and Government - the course

178 US History and Government - the courseCOLD WAR Limited Conflict Berlin Airlift - Korean War - Iron Curtain / Berlin Wall - Cuban Missile Crisis - Bay of Pigs Invasion Vietnam War - Afghanistan Nicaragua US History and Government - the course

179 US History and Government - the courseCOLD WAR: Negotiations détente - SALT ( Strategic Arms Limitations Treaties) - Ping Pong Diplomacy US History and Government - the course

180 US History and Government - the courseThe primary purpose of the War Powers Act (1973) is to 1. limit Presidential power to send troops into combat 2. allow for a quicker response to a military attack 3. assure adequate defense of the Western Hemisphere 4. stop the use of troops for nonmilitary purposes US History and Government - the course

181 US History and Government - the courseThe primary purpose of the War Powers Act (1973) is to 1. limit Presidential power to send troops into combat 2. allow for a quicker response to a military attack 3. assure adequate defense of the Western Hemisphere 4. stop the use of troops for nonmilitary purposes US History and Government - the course

182 US History and Government - the courseWhich foreign policy concept can be used to describe the deliberate decrease in nuclear weapons by both the United States and the Soviet Union in the late 1970s and during the 1980s ? (1) appeasement (2) peaceful coexistence (3) détente (4) domino theory US History and Government - the course

183 US History and Government - the course

184 US History and Government - the course

185 US History and Government - the courseWhich foreign policy concept can be used to describe the deliberate decrease in nuclear weapons by both the United States and the Soviet Union in the late 1970s and during the 1980s ? (1) appeasement (2) peaceful coexistence (3) détente (4) domino theory US History and Government - the course

186 US History and Government - the courseCOLD WAR in US s … “Red Scare” s … “McCarthyism” Black Lists / listing Alger Hiss HUAC (House UnAmerican Activities Committee) US History and Government - the course

187 US History and Government - the courseA similarity between the Red Scare of the 1920’s and McCarthyism in the 1950’s was that during each period 1. thousands of American citizens were expelled from the United States 2. the Communist Party gained many members in the United States 3. many government employees were convicted of giving secrets to the Soviet Union 4. the civil liberties of American citizens were threatened US History and Government - the course

188 US History and Government - the course

189 US History and Government - the courseA similarity between the Red Scare of the 1920’s and McCarthyism in the 1950’s was that during each period 1. thousands of American citizens were expelled from the United States 2. the Communist Party gained many members in the United States 3. many government employees were convicted of giving secrets to the Soviet Union 4. the civil liberties of American citizens were threatened US History and Government - the course

190 US History and Government - the coursePost World War II US society US troops come home GI Bill Role of Women Population Boom Suburbia Highways across America / US Education Public Schools … K College Radio & Television: Black & White - Color US History and Government - the course

191 US History and Government - the courseAll of the following factors promoted the growth of suburbs EXCEPT? 1. low-cost government loans expanded road and highway construction laws forbidding residential segregation by races increased automobile production. US History and Government - the course

192 US History and Government - the course

193 US History and Government - the courseAll of the following factors promoted the growth of suburbs EXCEPT? 1. low-cost government loans expanded road and highway construction laws forbidding residential segregation by races increased automobile production. US History and Government - the course

194 US History and Government - the course1950s … US Presidents Truman “Fair Deal” public housing Workers Union dues Strikes Korea US History and Government - the course

195 US History and Government - the course1950s … US Presidents Eisenhower Containment Policy / Domino Theory John Foster Dulles Brinkmanship Eisenhower Doctrine Middle East: Israel & Turkey (missiles facing Soviet Union) NASA …. Space National Education Act US History and Government - the course

196 US History and Government - the courseAMERICAN “Civil Rights” Warren Courts Jackie Robinson … Brooklyn Dodgers Brown v. Board of Education of Topeka Little Rock School Desegregation Civil Rights Act … Poll Tax US History and Government - the course

197 US History and Government - the courseAMERICAN “Civil Rights” Rosa Parks Dr. Martin Luther King, Jr March on Washington “I have a dream” …. Gandhi ….. Mandela … Birmingham Protests Black Muslims Malcolm X NAACP Civil Unrest in Cities … rioting out of frustration ... US History and Government - the course

198 US History and Government - the courseAMERICAN “Civil Rights” Cesar Chavez NOW … Betty Friedan … Eleanor Roosevelt … Nancy Reagan … Hillary Clinton … ERA Roe v. Wade … Sandra Day O’Connor … Geraldine Ferraro … Female President ? US History and Government - the course

199 US History and Government - the courseThe major goal of the civil rights movement of the 1960’s was to 1. establish a separate political state for African Americans 2. gain passage of an equal rights amendment to the Constitution 3. end segregation based on race 4. permit unlimited immigration to the United States US History and Government - the course

200 US History and Government - the course

201 US History and Government - the courseThe major goal of the civil rights movement of the 1960’s was to 1. establish a separate political state for African Americans 2. gain passage of an equal rights amendment to the Constitution 3. end segregation based on race 4. permit unlimited immigration to the United States US History and Government - the course

202 US History and Government - the courseUnder Chief Justice Earl Warren, the Supreme Court was considered "activist" because of its 1. reluctance to overturn state laws 2. insistence on restricting freedom of speech to spoken words 3. expansion of individual rights in criminal cases 4. refusal to reconsider the issues of the Plessy v. Ferguson case

203 US History and Government - the course

204 US History and Government - the course

205 US History and Government - the courseUnder Chief Justice Earl Warren, the Supreme Court was considered "activist" because of its 1. reluctance to overturn state laws 2. insistence on restricting freedom of speech to spoken words 3. expansion of individual rights in criminal cases 4. refusal to reconsider the issues of the Plessy v. Ferguson case

206 US History and Government - the courseWhich generalization can most accurately be drawn from a study of Supreme Court cases Plessy v. Ferguson and Brown v. Board of Education? 1. The Supreme Court has issued consistent decisions in cases involving rights of the accused. 2. Supreme Court decisions are accepted without public controversy. 3. The Justices believe that social issues are best left for state courts to decide. 4. The Supreme Court has helped to determine public policy.

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208 US History and Government - the course

209 US History and Government - the courseWhich generalization can most accurately be drawn from a study of Supreme Court cases Plessy v. Ferguson and Brown v. Board of Education? 1. The Supreme Court has issued consistent decisions in cases involving rights of the accused. 2. Supreme Court decisions are accepted without public controversy. 3. The Justices believe that social issues are best left for state courts to decide. 4. The Supreme Court has helped to determine public policy.

210 US History and Government - the courseAMERICAN “Civil Rights” Equal Employment Opportunity Act Title IX Affirmative Action American Indian Movement American Disability Act US Supreme Court Clarence Thomas US History and Government - the course

211 US History and Government - the courseAMERICAN “Civil Rights” Escobedo v. Illinois Gideon v. Wainwright Miranda v. Arizona Baake v. University of California Engle v. Vitale US History and Government - the course

212 US History and Government - the courseThe decisions of the United States Supreme Court in Miranda v. Arizona, Gideon v. Wainwright, and Escobedo v. Illinois all advanced the 1. voting rights of minorities 2. guarantees of free speech and press 3. principle of separation of church and state 4. rights of accused persons US History and Government - the course

213 US History and Government - the courseThe decisions of the United States Supreme Court in Miranda v. Arizona, Gideon v. Wainwright, and Escobedo v. Illinois all advanced the 1. voting rights of minorities 2. guarantees of free speech and press 3. principle of separation of church and state 4. rights of accused persons US History and Government - the course

214 US History and Government - the course1960s: JFK (John F. Kennedy) Cuban Missile Crisis Bay of Pigs Invasion Vietnam Gulf of Tonkin Space Launches Peace Corps ~ Assassinations ~ … JFK … … Dr. Martin Luther King, JR. … … Bobby Kennedy … US History and Government - the course

215 US History and Government - the coursePresident John F. Kennedy supported the 1961 Bay of Pigs invasion of Cuba as an effort to (1) remove a communist dictator from power (2) stop the flow of illegal drugs to the United States (3) support Fidel Castro's efforts for reform (4) rescue hostages held by Cuban freedom fighters US History and Government - the course

216 US History and Government - the course

217 US History and Government - the coursePresident John F. Kennedy supported the 1961 Bay of Pigs invasion of Cuba as an effort to (1) remove a communist dictator from power (2) stop the flow of illegal drugs to the United States (3) support Fidel Castro's efforts for reform (4) rescue hostages held by Cuban freedom fighters US History and Government - the course

218 US History and Government - the courseThe Alliance for Progress, proposed by President Kennedy in 1961, can be most accurately called an added dimension of? the Truman Doctrine the League of Nations the Lend-Lease Act the Good Neighbor policy.

219 US History and Government - the course

220 US History and Government - the course

221 US History and Government - the courseThe Alliance for Progress, proposed by President Kennedy in 1961, can be most accurately called an added dimension of? the Truman Doctrine the League of Nations the Lend-Lease Act the Good Neighbor policy.

222 US History and Government - the course1960s: LBJ (Lyndon Johnson) Vietnam Escalation ,000 troops drugs draft Agent Orange & Napalm Vietnam Protests Kent State s Hippie Culture Woodstock Drugs Pentagon Papers … New York Times v. United States US History and Government - the course

223 US History and Government - the course1960s: LBJ (Lyndon Johnson) “Great Society” War on Poverty VISTA Neighborhood Youth Corp $$$ / Aid to Elderly Non-discrimination Housing Voting Rights Act of 1960s US History and Government - the course

224 US History and Government - the courseThe Great Society programs of the 1960’s used the power of the Federal Government to bring about 1. an all-volunteer military 2. antipoverty reforms 3. deregulation of business 4. reduced defense spending

225 US History and Government - the courseThe Great Society programs of the 1960’s used the power of the Federal Government to bring about 1. an all-volunteer military 2. antipoverty reforms 3. deregulation of business 4. reduced defense spending

226 US History and Government - the courseThe Great Society of Lyndon Johnson is most similar to which other Presidential program? 1. Warren Harding’s Return to Normalcy 2. Franklin D. Roosevelt’s New Deal 3. Ronald Reagan’s New Federalism 4. George Bush’s Thousand Points of Light US History and Government - the course

227 US History and Government - the course

228 US History and Government - the course

229 US History and Government - the courseThe Great Society of Lyndon Johnson is most similar to which other Presidential program? 1. Warren Harding’s Return to Normalcy 2. Franklin D. Roosevelt’s New Deal 3. Ronald Reagan’s New Federalism 4. George Bush’s Thousand Points of Light US History and Government - the course

230 US History and Government - the courseThe Civil Rights Act of 1964, the Voting Rights Act, the Fair Housing Act, and the Americans with Disabilities Act were government efforts to (1) eliminate restrictions on immigration (2) end discrimination against various groups (3) provide federal aid for children (4) require equal treatment of men and woman US History and Government - the course

231 US History and Government - the course

232 US History and Government - the course

233 US History and Government - the courseThe Civil Rights Act of 1964, the Voting Rights Act, the Fair Housing Act, and the Americans with Disabilities Act were government efforts to (1) eliminate restrictions on immigration (2) end discrimination against various groups (3) provide federal aid for children (4) require equal treatment of men and woman US History and Government - the course

234 US History and Government - the course: Richard Nixon War Powers Act Paris Peace Accords détente Ping Pong Diplomacy Inflation Wage Price Freeze Man on the Moon Watergate Impeachment Nixon v. United States US History and Government - the course

235 US History and Government - the course"President Nixon Plans Trip to China To Meet with Chairman Mao" "President Carter Signs New Panama Canal Treaty" "President Clinton Concludes Trade Agreement with Japan" Each headline illustrates an action of a President fulfilling his role as 1. head of his political party chief diplomat 2. Commander in Chief chief legislator

236 US History and Government - the course

237 US History and Government - the course"President Nixon Plans Trip to China To Meet with Chairman Mao" "President Carter Signs New Panama Canal Treaty" "President Clinton Concludes Trade Agreement with Japan" Each headline illustrates an action of a President fulfilling his role as 1. head of his political party chief diplomat 2. Commander in Chief chief legislator

238 US History and Government - the courseThe main significance of the Watergate affair was that it 1. led to the impeachment and conviction of President Richard Nixon 2. showed that the laws of the United States are superior to the actions of a President 3. was the first time a President had disagreed with Congress 4. proved that Presidential powers are unlimited

239 US History and Government - the course

240 US History and Government - the course

241 US History and Government - the courseThe main significance of the Watergate affair was that it 1. led to the impeachment and conviction of President Richard Nixon 2. showed that the laws of the United States are superior to the actions of a President 3. was the first time a President had disagreed with Congress 4. proved that Presidential powers are unlimited

242 US History and Government - the courseWhich principle was most weakened as a result of the Watergate controversy? 1. congressional immunity judicial review executive privilege States' Rights

243 US History and Government - the course

244 US History and Government - the course

245 US History and Government - the courseWhich principle was most weakened as a result of the Watergate controversy? 1. congressional immunity judicial review executive privilege States' Rights

246 US History and Government - the course1970s: Gerald Ford not elected Nixon pardon economic recession OPEC oil embargo US History and Government - the course

247 US History and Government - the course1970s: Jimmy Carter Created: Department of Education Department of Energy set aside “virgin lands” in Alaska recession unemployment High Interest rates oil shortage Iran & Ayatollah Khomeini oil cut off US hostages for 444 days US History and Government - the course

248 US History and Government - the courseWhich factor contributed most to inflation in the United States during the 1970s? (1) high tariffs (2) oil embargoes (3) tax increases (4) high unemployment

249 US History and Government - the courseWhich factor contributed most to inflation in the United States during the 1970s? (1) high tariffs (2) oil embargoes (3) tax increases (4) high unemployment

250 US History and Government - the course1980s: Ronald Reagan Conservative Right Strong Foreign Policy … build up US military Iran Hostage Crisis Iran - Contra Fall of Communism détente … nuclear arms reductions Nicaragua US involvement in Persian Gulf beginning reflaging Kuwait oil tankers US History and Government - the course

251 US History and Government - the course1980s: Ronald Reagan Conservative Right Domestic Policy supply economics “trickle down economics” tax cuts to rich, & big business US land sold in West New Federalism $$$ given to States Federal funding cut: education elderly US History and Government - the course

252 US History and Government - the course1980s: Ronald Reagan Conservative Right Domestic Policy … Part II Economic Upswing Employment Interest rates lowered US History and Government - the course

253 US History and Government - the courseRonald Reagan’s election win in the 1980 presidential race showed the power of liberal, Far Left, democrats 2. conservative, New Right, republicans 3. federalists 4. isolationists US History and Government - the course

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255 US History and Government - the course

256 US History and Government - the course

257 US History and Government - the courseRonald Reagan’s election win in the 1980 presidential race showed the power of liberal, Far Left, democrats 2. conservative, New Right, republicans 3. federalists 4. isolationists US History and Government - the course

258 US History and Government - the courseIn Bakke v. University of California, the Supreme Court? 1 outlawed quotas and upheld the principle of affirmative action. 2 upheld the death penalty 3 outlawed abortion and upheld natural rights 4 gave approval for abortion

259 US History and Government - the course

260 US History and Government - the course

261 US History and Government - the courseIn Bakke v. University of California, the Supreme Court? US History and Government - the course 1 outlawed quotas and upheld the principle of affirmative action. 2 upheld the death penalty 3 outlawed abortion and upheld natural rights 4 gave approval for abortion

262 US History and Government - the courseThe "supply side" economics of President Ronald Reagan and President George Bush favored 1. raising tariffs to increase the number of imports 2. increasing Federal taxes to support social welfare programs 3. providing incentives to stimulate business growth 4. establishing government programs to provide jobs for the unemployed

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264 US History and Government - the course

265 US History and Government - the courseThe "supply side" economics of President Ronald Reagan and President George Bush favored 1. raising tariffs to increase the number of imports 2. increasing Federal taxes to support social welfare programs 3. providing incentives to stimulate business growth 4. establishing government programs to provide jobs for the unemployed

266 US History and Government - the course1980s/90s: George Bush Sr Foreign Policy Operation Desert Storm … … 5 weeks … Invasion of Panama Domestic Policy recession unemployment poverty rate Government bail out of Savings & Loans US History and Government - the course

267 US History and Government - the courseThe Korean War and the Persian Gulf War were similar in that both 1. represented United Nations efforts to assist nations in repelling aggressors 2. involved unilateral military action by the United States 3. were military defeats for the United Nations 4. brought about lasting solutions to problems in each region

268 US History and Government - the course

269 US History and Government - the courseThe Korean War and the Persian Gulf War were similar in that both 1. represented United Nations efforts to assist nations in repelling aggressors 2. involved unilateral military action by the United States 3. were military defeats for the United Nations 4. brought about lasting solutions to problems in each region

270 US History and Government - the course1990s: Bill Clinton Foreign Policy Somalia Bosnia … Kosovo Haiti NAFTA Domestic Policy economic upswing employment Health Care Family Leave Balanced Budget US History and Government - the course

271 US History and Government - the course1990s: Bill Clinton Downfall / Pitfall Sex Scandal Arkansas Land Deal US History and Government - the course

272 US History and Government - the courseWhat general theme did Bill Clinton stress most consistently in his 1992 presidential campaign? equal rights for all minorities. 2. an immediate freeze of military spending. 3. the economy. 4. health care reform. US History and Government - the course

273 US History and Government - the courseWhat general theme did Bill Clinton stress most consistently in his 1992 presidential campaign? equal rights for all minorities. 2. an immediate freeze of military spending. 3. the economy. 4. health care reform. US History and Government - the course

274 US History and Government - the course: George Bush Jr Terrorism comes home /11 …. WTC & Pentagon Homeland Defense Afghanistan Iraq ? Foreign Policy: (1st Strike = Pre – emptive) … get them before they get you US History and Government - the course

275 US History and Government - the course: George W. Bush (II) + Domestic Unemployment Gas prices Society…. “general fear” … anthrax Growing Federal Budget Deficit School violence … bomb threats, physical attacks * Election of … November 2, 2004

276 US History and Government - the course

277 US History and Government - the course

278 US History and Government - the course: George W. Bush (II) - easily wins re-election vs Sen. John Kerry (Massachusetts) + Year 2008 … problems continue domestic & foreign Gas prices skyrocket Tight credit squeeze Companies close … i.e. “Circuit City” …. Unemployment rises Federal aide to States (Federalism) decreases War in Iraq … over 150,000 troops still there Things getting worse in Afghanistan … original site … war on terror … Fall can NOT run for re-election … already served two full 4 years terms

279 US History and Government - the courseElection … Nov Democratic Party … Sen. Barack Obama & Sen. Joe Biden - Republican Party … Sen. John McCain & Alaska Governor Sarah Palin 1sts - 1st African American (non-caucasian/white) to run for President - only 2nd time a female is running as Vice President - 1st was New York Congresswomen Geraldine Ferraro 1988 Sen. Barack Obama wins … … large percent of Electoral votes … vs small percent of Popular vote it doesn’t matter how many votes you get BUT WHERE YOU GET THEM … political party election strategy please see next slide US History and Government - the course

280 US History and Government - the course

281 US History and Government - the courseWhich political development in the United States is considered part of the “unwritten constitution”? US History and Government - the course 1 The system of checks and balances 2 The formation of political parties 3 The President’s power to grant pardons 4 The power of Congress to issue patents

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283 US History and Government - the course

284 US History and Government - the course

285 US History and Government - the courseWhich political development in the United States is considered part of the “unwritten constitution”? US History and Government - the course 1 The system of checks and balances 2 The formation of political parties 3 The President’s power to grant pardons 4 The power of Congress to issue patents

286 Inherited a mess PRESIDENT: Barack ObamaUS Presidents PRESIDENT: Barack Obama TIME in OFFICE: – Present 1st non-caucasian/white President Inherited a mess PROBLEMS - Economy … unemployment … credit squeeze … corporate greed - war in Iraq & Afghanistan - gas prices … starting to climb again - Terrorism … it has not gone away

287 PRESIDENT: Barack ObamaUS Presidents PRESIDENT: Barack Obama TIME in OFFICE: – Present Style - Exude confidence - Negotiate … Listener DOMESTIC POLICIES - create jobs … government spending … STIMULUS package … $ to States from Federal Govt. - “nomination” of 3rd female/1st Latino to US Supreme Court FOREIGN AGENDA - nuclear … North Korea & Iran - Iraq … wind down - Afghanistan … more troops … battle intensifying - Reaching out to Russia, China, Cuba & Venezuela - “consensus” builder … work “with” other nations

288 US History and Government - the courseProblems going into the 21st Century Education raising standards cost keeping pace with Technology Housing costs People living longer Social Security Medical costs Jobs … as people can work more years Racial Harmony Inner City Crime Pervasiveness among upper class US History and Government - the course

289 US History and Government - the courseProblems going into the 21st Century Military costs Global warming “Fresh water” supply Alternative Energy sources Electricity cost supply … enough of it ? ? ? Farmers plight … problems costs to produce taxes on land US History and Government - the course

290 US History and Government - the courseProblems going into the 21st Century Terrorism stereotyping fear & general panic mass media (TV) overkill US History and Government - the course

291 US History and Government - the courseThe growth of modern technology has resulted in 1. a decrease in the population of the world 2. increasing interdependence among nations 3. a growing need for unskilled labor 4. a sharp decline in the need for oil and coal

292 US History and Government - the course

293 US History and Government - the courseThe growth of modern technology has resulted in 1. a decrease in the population of the world 2. increasing interdependence among nations 3. a growing need for unskilled labor 4. a sharp decline in the need for oil and coal

294 US History and Government - the course

295 US History and Government - the courseFor more practice & review material Please go to our course website: US History and Government - the course

296 STATE REGENTS EXAM US HISTORY & GOVT.US History and Government - the course STATE REGENTS EXAM US HISTORY & GOVT. QUESTIONS: me: