Q&A Hero

Q: Which of the following statements best describes Japans overseas actions in the 1930s? a. Japan led the League of Nations. b. Japan failed in its attempt to invade China in 1931. c. Before World War II, Japan had no intention to expand. d. Japan proved to be a key player in the Spanish Civil War. e. Japan invaded China hoping to expand militarily and economically. ANS: E TOP: Fighting World War II DIF: Moderate REF: Full p. 853 | Seagull p. 865 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: What was the final solution? a. The Allied operation for D-Day. b. Adolf Hitlers plan to mass-exterminate undesirable peoples. c. The United States plan for the atomic bombs to be dropped on Japan. d. Japans plan to attack Pearl Harbor. e. Joseph Stalins plan to spread communism throughout the world. ANS: B TOP: Fighting World War II DIF: Easy REF: Full pp. 856, 858 | Seagull pp. 872873 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: How did the role of the national government change during the war? a. It shrank in size and stopped getting involved in the daily lives of businesses and citizens. b. It allowed the national market economy to run free, both locally and internationally. c. It financed manufacturing companies to diversify production. d. It grew and created several federal agencies to regulate the war effort. e. It dedicated all of its efforts to promoting racial equality at home. ANS: D TOP: The Home Front DIF: Moderate REF: Full p. 862 | Seagull p. 873 MSC: Understanding OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort

Q: Responding to Japan and Germanys aggression and expansionist hopes, the federal government a. stopped doing business with both countries. b. did not interfere with enterprises that were doing business with them. c. broke off diplomatic relations. d. offered its services as mediator with other countries. e. prohibited U.S. businesses to commercialize with them. ANS: B TOP: Fighting World War II DIF: Moderate REF: Full p. 854 | Seagull p. 866 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: As soon as the United States entered World War II, a. local conflicts disappeared. b. American troops won all battles. c. the Axis powers started to retreat. d. the Allies started to win the war. e. its troops lost important battles. ANS: E TOP: Fighting World War II DIF: Moderate REF: Full pp. 857858 | Seagull p. 869 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: What turned the tide of the Pacific naval war in favor of the Allies? a. the bombing of Pearl Harbor b. the Soviet Unions declaration of war on Japan c. the destruction of Japanese aircraft carriers at Midway Island d. Hitlers retreat from the Pacific e. the invasion of the Philippines ANS: C TOP: Fighting World War II DIF: Moderate REF: Full p. 854 | Seagull p. 869 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: In the United States during World War II, a. unemployment declined and income taxes increased. b. the economy grew only slightly. c. income taxes increased only for the wealthy. d. little was done to regulate the economy. e. the actual size of the federal government shrank as the New Deal ended. ANS: A TOP: The Home Front DIF: Easy REF: Full p. 858 | Seagull p. 873 MSC: Understanding OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort.

Q: Which former enemy of Hitler signed a nonaggression pact with Germany? a. Great Britain b. Soviet Union c. Japan d. Spain e. United States ANS: B TOP: Fighting World War II DIF: Easy REF: Full p. 855 | Seagull p. 867 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: The Grand Alliance joined together a. the United States, Great Britain and the Soviet Union. b. Great Britain, France, and China. c. Great Britain, the United States, and Spain. d. Germany, Italy, and Japan. e. France, the Netherlands, and Norway. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full p. 859 | Seagull p. 870 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: The Lend-Lease Act a. urged Germany to sign a treaty of nonaggression with Great Britain and the Soviet Union. b. authorized the U.S. government to send troops to the war front. c. authorized military aid as long as countries promised to return it after the war. d. banned all sort of commercial activities with Japan and Germany. e. declared war against Japan. ANS: C TOP: Fighting the Second World War DIF: Moderate REF: Full p. 856 | Seagull p. 868 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: How did World War II change the role of corporations in American life? a. U.S. corporations became friendly and close collaborators with the federal government. b. With the loss of their overseas affiliates in Asia and Europe, U.S. corporations once again became predominantly American. c. Technological innovation and high productivity in the war effort restored the reputations of corporations from their Depression lows. d. The heavy reliance of the Roosevelt administration on corporate leaders for its wartime agencies left U.S. corporations with the stain of government bureaucracy. e. Thin profits during the war years forced U.S. corporations to dramatically innovate for increased efficiency. ANS: C TOP: The Home Front DIF: Difficult REF: Full p. 859 | Seagull p. 874 MSC: Analyzing OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort.

Q: Freedom House was an organization that a. tried to end the war through peaceful means. b. aided Jews that wanted to escape Europe. c. wanted to avoid U.S. involvement in the war at all cost. d. described the war as an ideological struggle. e. promoted civil rights among blacks. ANS: D TOP: Fighting World War II DIF: Moderate REF: Full p. 856 | Seagull p. 868 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: D-Day refers to a. the last battle of the eastern front. b. the day the United States decided to take part in the war. c. the largest sea-land military operation in history. d. the day Germany surrendered. e. the day Japan attacked Pearl Harbor. ANS: C TOP: Fighting the Second World War DIF: Moderate REF: Full p. 860 | Seagull p. 871 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: How did the Allied campaign in Italy lay the groundwork for the invasion of France on D-Day? a. The defeat of Mussolinis regime forced Hitler to redirect valuable German troops to occupy Italy. b. American soldiers had the opportunity to hone their fighting skills in the much more forgiving Mediterranean theater of war. c. Allied forces had to secure the Mediterranean for unperturbed access to Middle Eastern oil, a necessary resource for the invasion. d. By occupying Italy, Allied forces were able to channel supplies through Switzerland and France to the westward-marching invaders from Normandy. e. The defeat of Italy made it possible to recruit desperately needed Italian ground troops for an invasion in France. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full p. 856 | Seagull p. 871 MSC: Analyzing OBJ: 1. Explain the steps that led to American participation in World War II.

Q: How did World War II affect the West Coast of the United States? a. The populations of both San Francisco and Los Angeles declined as the prospect of a Japanese invasion led many people to migrate inland. b. The West Coast cities of Portland and Seattle received a relatively small amount of federal money for their shipyards. c. Unlike other regions profiting from military-industrial production, growth rates in the West remained essentially flat. d. Millions of Americans moved to California for jobs and military service. e. The military temporarily relocated its headquarters to Portland to plan for a Japanese invasion. ANS: D TOP: The Home Front DIF: Moderate REF: Full p. 860 | Seagull p. 874 MSC: Understanding OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort.

Q: Where did the turning point of World War II in Europe occur? a. Warsaw b. Paris c. Berlin d. Moscow e. Stalingrad ANS: E TOP: Fighting World War II DIF: Moderate REF: Full p. 856 | Seagull p. 872 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Why did so many American workers walk out of their jobs between 1943 and 1944? a. They were protesting equal pay for women and men, blacks and whites. b. They were protesting discriminatory hiring practices of FEPC. c. They charged their employers with the unseemly expansion of corporate profits. d. They sought to express moral objections to the mass manufacturing of guns and ordnance. e. They were protesting the fact that the United States failed to make the destruction of German death camps a priority in its war effort. ANS: C TOP: The Home Front DIF: Moderate REF: Full p. 861 | Seagull p. 876 MSC: Understanding OBJ: 2. Examine the ways the United States mobilized economic resources and promoted popular support for the war effort.

Q: What led England and France to declare war on Germany, marking the start of World War II? a. Hitler rounded up European Jews and put them in camps. b. Germany invaded the Soviet Union. c. After gaining the Sudetenland through an agreement, Germany then took the rest of Czechoslovakia. d. Germany invaded Poland, a country Britain and France had promised to protect. e. Germany invaded Austria, the place of Hitlers birth. ANS: D TOP: Fighting World War II DIF: Easy REF: Full p. 851 | Seagull p. 867 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Men like Henry Ford, Charles Lindbergh, and Father Coughlin were members of the a. America Now! committee, an interventionist group. b. Anti-Semitism Society, a group that blamed Jews for the war. c. America First committee, an isolationist group. d. Lend-Lease League, a group that supported technology for the war. e. Free Paris Society, a group that advocated the liberation of Paris. ANS: C TOP: Fighting World War II DIF: Moderate REF: Full p. 851 | Seagull p. 867 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: What was the goal of the policy of appeasement? a. to give Hitler territory b. to ensure a democratic Spain c. to punish Germany d. to avoid another conflict like World War I e. to recognize Benito Mussolini as the leader of Italy ANS: D TOP: Fighting World War II DIF: Difficult REF: Full p. 850 | Seagull pp. 865866 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Why did Franklin D. Roosevelt announce his candidacy for a third term in 1940? a. He feared that the Republican incumbent, Wendell Willkie, lacked the experience to govern the nation. b. He argued that the nation should not switch its executive leadership in the middle of war. c. He argued that the recovery was too fragile and the international situation too dangerous for him to leave his post. d. He argued that the United States could only defeat the dictators of Italy, Germany, and Japan if it follows a leader with similar authority and power. e. He did so reluctantly after recognizing that his eight years of leadership had failed to produce a viable successor in the Democratic Party. ANS: C TOP: Fighting World War II DIF: Difficult REF: Full pp. 851852 | Seagull p. 867 MSC: Analyzing OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Who held hearings in the Senate regarding how the United States became involved in World War I? a. George Norris b. Gerald P. Nye c. Robert Wagner d. Robert Taft e. Herbert Hoover ANS: B TOP: Fighting World War II DIF: Easy REF: Full p. 850 | Seagull p. 866 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: In what aspect of American foreign policy did Franklin D. Roosevelt break from Herbert Hoovers precedent? a. He exchanged ambassadors with the Soviet Union. b. He negated the right to intervene in the local affairs of Latin American countries. c. He refused to recognize the existence of the Soviet Union. d. He militarily intervened in Cuba. e. He urged European nations to abandon colonial claims in the Western Hemisphere. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full p. 852 | Seagull p. 864 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Which of the following explains one of the reasons why Americans hoped to avoid involvement in the war in Europe? a. Many regretted their nations late entry into the First World War. b. Hitler had admirers in the United States. c. Anticommunists thought Soviet expansion could check German aggression. d. Businessmen such as Henry Ford wanted to maintain profitable French markets. e. It was clear to most people that there was little possibility of an Allied victory. ANS: B TOP: Fighting World War II DIF: Moderate REF: Full p. 850 | Seagull p. 866 MSC: Analyzing OBJ: 1. Explain the steps that led to American participation in World War II.

Q: The Good Neighbor Policy a. considered Mexico an essential ally to America. b. departed from Herbert Hoovers policies. c. showed Roosevelts intention to not interfere in Latin America. d. demonstrated that Roosevelt would intervene militarily in any Latin American country when needed. e. consolidated a military alliance with Canada. ANS: C TOP: Fighting World War II DIF: Moderate REF: Full p. 852 | Seagull p. 864 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: The Pearl Harbor bombing was the first attack on U.S. territory by a foreign power since which conflict? a. World War I b. Spanish-American War c. War of 1812 d. U.S. Civil War e. American Revolution ANS: C TOP: Fighting World War II DIF: Moderate REF: Full p. 852 | Seagull p. 868 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: The Four Freedoms a. were considered by President Roosevelt as essential human freedoms. b. represented all that was wrong with the world. c. defended American neutrality during World War II. d. included freedom of contract. e. referred to World War I events. ANS: A TOP: Introduction DIF: Easy REF: Full p. 851 | Seagull p. 861 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Which statement about the Pearl Harbor attack is true? a. Franklin Roosevelt knew the details of the Pearl Harbor attack well in advance of its occurrence. b. It was a surprise attack by the Japanese. c. It was launched after an agreement was struck between the Japanese and Germans. d. The United States did everything in its power to try to prevent this attack. e. Japanese-Americans set off explosives on U.S. naval vessels. ANS: B TOP: Fighting World War II DIF: Moderate REF: Full p. 852 | Seagull p. 868 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Growth in the South and West during World War II was sparked by a. the technology industry. b. tranquility. c. agricultural expansion. d. road construction. e. military industrial growth. ANS: E TOP: Introduction DIF: Easy REF: Full p. 851 | Seagull p. 862 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: President Roosevelt approached foreign relations with Latin America differently from previous administrations. In which way was his approach different? a. He preferred to establish cultural relations. b. He formed puppet governments in all Central and South American countries. c. He intended to conquer the region. d. He cut all ties with the region. e. He sent undercover agents to spy on Latin American leaders. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full p. 852853 | Seagull 864865 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: In 1940, the cash and carry plan a. allowed Great Britain to purchase U.S. arms on a restricted basis. b. allowed Germany to purchase U.S. arms on a restricted basis. c. allowed Japan to purchase U.S. arms on a restricted basis. d. allowed all belligerents to purchase U.S. arms on a restricted basis. e. was voted down by Congress. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full p. 851 | Seagull p. 867 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Why did the United States drop an atomic bomb on Hiroshima? a. The invasion of Japan was certain to cost as many as 250,000 American lives. b. There was no indication that Japan was at all willing to surrender. c. With the Soviet Union out of the war, the United States was to face the defeat of Japan on its own. d. Since the nation had spent many millions developing the weapon, it was going to use it. e. Hiroshima was a central site of weapons production in the Japanese empire. ANS: D TOP: The End of the War DIF: Moderate REF: Full p. 884 | Seagull p. 899 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: During World War II, how did Mahatma Gandhi, the Indian leader, characterize the United States and Great Britain? a. as the best financial leaders b. as being weak c. as socialists d. as selfless e. as hypocritical ANS: E TOP: The End of the War DIF: Moderate REF: Full p. 887 | Seagull p. 903 MSC: Remembering OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Analyze the ways in which American minorities faced threats to their freedoms at home and abroad. Fascism a. was a political movement similar to socialism. b. became the political system in Spain by the late 1930s. c. attracted widespread popularity in Sweden and Switzerland as an alternative to Nazism. d. was initially embraced by Soviet leader Joseph Stalin, who viewed it more favorably than capitalism. e. had its origins in traditional German anti-Semitism. ANS: B TOP: Fighting World War II DIF: Moderate REF: Full pp. 849850 | Seagull p. 865 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: What was the reaction to Trumans decision to drop atomic bombs on Japan? a. Most of the world condemned the bombing. b. The Soviet Union encouraged the United States to drop more atomic weapons. c. The United Nations urged a boycott of U.S. exports. d. Few people criticized Trumans decision. e. Hitler wanted the United States to drop atomic bombs on the Soviet Union. ANS: D TOP: The End of the War DIF: Difficult REF: Full p. 884 | Seagull p. 900 MSC: Remembering OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: How did the American public react to the dropping of the atomic bomb? a. Most people hated the use of the bomb and sent their support, human and economic, to Japan. b. They despised Trumans decision. c. At first there was a general acceptance of the attack, but it was later criticized. d. It was celebrated nationwide. e. The decision was accepted as a necessary consequence of the war and the event was not revisited. ANS: C TOP: The American Dilemma DIF: Moderate REF: Full p. 889 | Seagull p. 901 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Explain how the end of the war began to shape the postwar world. Multiple Choice Before World War II started, how could Franklin Roosevelts actions toward Germany best be described? a. belligerent and warlike b. timid and then belligerent c. concerned but cautious d. oblivious and carefree e. confused and scared ANS: C TOP: Fighting World War II DIF: Moderate REF: Full p. 850 | Seagull pp. 865866 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: According to the book An American Dilemma, written by Gunnar Myrdal, who should take the lead in ending racial discrimination? a. blacks b. the federal government c. social organizations d. socialists e. journalists ANS: B TOP: The American Dilemma DIF: Difficult REF: Full p. 885 | Seagull p. 897 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Which of the following is true of the Yalta conference in 1945? a. Stalin agreed to allow free and unfettered elections in postwar Poland. b. The Yalta agreement was the high point of tension between the United States and the Soviet Union. c. Roosevelt and Churchill prohibited Soviet postwar control of the Baltics. d. Stalin agreed to leave southern and eastern Europe out of the Soviet sphere. e. Stalin refused to enter the war against Japan. ANS: A TOP: The End of the War DIF: Moderate REF: Full p. 889 | Seagull p. 901 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: What made it so difficult for the United States to reject the demands of Joseph Stalin for establishing a Soviet sphere in eastern Europe? a. Roosevelt realized the sacrifices the Soviets had made in their victory on the eastern front. b. The Soviet Union had long feared the aggressive governments of eastern Europe. c. It was hard for Roosevelt to distinguish between eastern European Slavs and Russian-speaking Soviets. d. Since the United States wanted to create a similar sphere of influence in western Europe, Stalins request could hardly be denied. e. Virtually all of the eastern European territories in question had once been part of the Russian empire. ANS: A TOP: The End of the War DIF: Difficult REF: Full p. 885 | Seagull p. 900 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Who did the Bretton Woods conference position as the worlds financial leader after World War II? a. the United States b. Japan c. Germany d. Great Britain e. the Soviet Union ANS: A TOP: The End of the War DIF: Easy REF: Full p. 891 | Seagull pp. 901902 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: What accounted for the tension between Great Britain and the United States at the Yalta conference? a. Churchill resented Roosevelts private meetings with Stalin over proposed divisions of conquered Japanese territory in the Far East. b. Churchill did not agree with Roosevelts proposal to have the Soviet Union join the war against Japan. c. Churchill and Roosevelt disagreed over the future status of Britains overseas colonies. d. Churchill resented an early suggestion by Roosevelt to allow communism in postwar Europe if the people supported it by popular referendum. e. Roosevelt and Churchill disagreed on the best method to set colonies on the road to independence. ANS: C TOP: The End of the War DIF: Moderate REF: Full p. 885 | Seagull p. 901 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: The ideals and language discussed during the fighting of World War II set the foundation for future discussions about which of the following? a. human rights b. gender equality c. freedom of speech d. liberty of labor e. the free-market economy ANS: A TOP: The American Dilemma DIF: Moderate REF: Full p. 891 | Seagull p. 904 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world. Matching Test 1 ___ 1. Wendell Willkie ___ 2. A. Philip Randolph ___ 3. Francisco Franco ___ 4. Gunnar Myrdal ___ 5. Winston Churchill ___ 6. Henry Luce ___ 7. Joseph Stalin ___ 8. Norman Rockwell ___ 9. Friedrich Hayek ___ 10. Harry Truman ___ 11. Charles H. Wesley ___ 12. Adolf Hitler a. Spanish Civil War b. The American Century c. An American Dilemma d. ordered the use of the atomic bombs e. One World f. What the Negro Wants g. The Road to Serfdom h. Britains prime minister i. German leader j. American painter k. Soviet leader l. Executive Order 8802

Q: The Bretton Woods conference created the framework for what? a. the postwar capitalist economic system b. successfully dismantling the gold standard c. foreign diplomacy d. the abolition of free international trade e. the creation of the United Nations ANS: A TOP: The End of the War DIF: Moderate REF: Full pp. 885886 | Seagull p. 901 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Explain the steps that led to American participation in World War II. Who painted the Four Freedoms paintings that appeared in the Saturday Evening Post? a. Norman Rockwell b. Frida Kahlo c. Eleanor Roosevelt d. Dorothea Lange e. Isaac Soyer ANS: A TOP: Cultural History | Introduction DIF: Easy REF: Full p. 847 | Seagull p. 862 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: What did the members of the new United Nations Security Council all have in common? a. They all were in control of nuclear bombs. b. They were all part of the allies that won World War II. c. They were the wealthiest nations at the time. d. They all had suffered the fewest casualties and financial losses during the war. e. They all were Western industrialized nations. ANS: B TOP: The End of the War DIF: Difficult REF: Full p. 886 | Seagull p. 902 MSC: Applying OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Examine the ways the United States mobilized economic resources and promoted popular support for the war effort. The Four Freedoms traveling exhibition resulted in what? a. more rights for black Americans b. a declaration of war on Germany c. a refuge for Holocaust survivors d. the purchase of millions of dollars of war bonds e. a fund-raising campaign for wounded veterans ANS: D TOP: Cultural History | Introduction DIF: Moderate REF: Full p. 847 | Seagull p. 862 MSC: Remembering OBJ: 1. Explain the steps that led to American participation in World War II.

Q: The Manhattan Project a. was kept a secret from the entire executive branch except President Roosevelt and Vice President Truman. b. enabled the development of an atomic weapon based on the theories of German scientists involving energy and matter. c. was operated jointly by the United States and Great Britain. d. produced an atomic bomb that was successfully tested before FDRs death in 1945. e. involved the rapid construction of the Pentagon as a new defense headquarters. ANS: B TOP: The End of the War DIF: Easy REF: Full p. 883 | Seagull p. 899 MSC: Understanding OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: The principles of freedom embodied by the 1941 Atlantic Charter a. inspired Britain and France to abandon their overseas colonies after the war. b. reflected the idea of a global extension of the New Deal that would improve the quality of life for people all over the world. c. were initially embraced by Stalin after the Nazi invasion of the Soviet Union. d. advocated for racial equality in all nations, including the United States. e. included all of Roosevelts four freedoms. ANS: B TOP: The End of the War DIF: Moderate REF: Full pp. 886887 | Seagull pp. 902903 MSC: Analyzing OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Discuss the visions of Americas postwar role that began to emerge during the war. What was one result of the Good Neighbor Policy? a. The United States supported dictators in Latin America. b. Nazi Germany took control of parts of South America. c. Franklin Roosevelt had to send American troops to Cuba. d. The United States had to reissue the Platt Amendment. e. Herbert Hoover urged Roosevelt to send troops to the Dominican Republic. ANS: A TOP: Fighting World War II DIF: Moderate REF: Full pp. 848849 | Seagull pp. 864865 MSC: Understanding OBJ: 1. Explain the steps that led to American participation in World War II.

Q: Korematsu was a. born in Japan. b. married to an American citizen. c. the son of Chinese immigrants. d. visiting the United States. e. an American citizen. ANS: E TOP: Who Is an American? DIF: Moderate REF: Full p. 880 | Seagull p. 893 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: In Korematsu v. United States, the Supreme Court a. deemed Japanese internment unconstitutional. b. upheld the legality of Japanese internment. c. deemed loyalty oaths constitutional. d. barred Japanese-Americans from serving in the U.S. military. e. apologized for Japanese internment. ANS: B TOP: The American Dilemma DIF: Moderate REF: Full pp. 876877 | Seagull p. 892 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: In the case of Korematsu v. United States (1944), Robert Jackson wrote a dissent arguing that a. an order applying only to Japanese descendants was constitutional. b. Korematsu was not a U.S. citizen. c. Korematsu was not loyal to the United States. d. guilt is personal and not inheritable. e. Korematsu needed to present himself for internment. ANS: D TOP: Who Is an American? DIF: Moderate REF: Full p. 880 | Seagull p. 893 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The status of blacks during World War II a. strengthened somewhat after the Red Cross reversed its long-standing policy against mixing blood from whites and blacks in its blood banks. b. changed dramatically, particularly in the South, after a federal anti-lynching law was finally passed. c. was not affected by Roosevelts denunciation of any race of people claiming the right to be master over another. d. not always improved in northeastern cities, despite the promise of better economic opportunity through wartime jobs. e. changed when the army placed black recruits into desegregated units around the world. ANS: D TOP: The American Dilemma DIF: Moderate REF: Full p. 877 | Seagull p. 893 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: How did Justice Robert Jackson compare a military order to a court decision in the case of Korematsu v. United States? a. He argued that a judicial decision lasts longer than a military order and decides the extent of the Constitution. b. He argued that military orders were more important and urgent than court decisions. c. He believed military orders and judicial decisions were equally important. d. He considered that citizens were obliged to comply with court orders in the same way that soldiers followed their superiors. e. He believed there was no valid point of comparison between the two because they applied to different jurisdictions. ANS: A TOP: Who Is an American? DIF: Moderate REF: Full p. 880 | Seagull p. 893 MSC: Applying OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: During World War II, African-Americans a. experienced full equality before the law. b. witnessed the end of Jim Crow laws. c. served in integrated units in the armed forces. d. received equal access to the GI Bill of Rights benefits. e. witnessed the birth of the modern civil rights movement. ANS: E TOP: The American Dilemma DIF: Moderate REF: Full p. 878 | Seagull p. 894 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: According to Gunnar Myrdal, Americas dilemma was a conflict between a. Americas rhetoric at home and its foreign policy abroad. b. American values and American racial policies. c. American business ethos and American labor unions. d. Americas isolationism and Germanys aggression. e. American liberalism and American conservatism. ANS: B TOP: The American Dilemma DIF: Difficult REF: Full p. 880 | Seagull p. 897 MSC: Analyzing OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The 1943 Texas Caucasian RaceEqual Privileges resolution a. specified that Japanese-Americans interned in that state were not allowed to use the same public accommodations as whites. b. allowed Mexicans equal treatment in public accommodations, while still segregating blacks. c. stated that German POWs being held in the state could be allowed to enjoy the same public accommodations as whites. d. segregated blacks and Mexicans from all public accommodations. e. granted equal privileges to all Texans, regardless of race. ANS: B TOP: The American Dilemma DIF: Difficult REF: Full p. 874 | Seagull p. 887 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Which of the following statements is true of African-American experiences during World War II? a. Many northern black draftees were sent to the South for training, where they encountered deep respect. b. When World War II began, the air force and marines had no black members. c. The GI Bill helped African-Americans even more than their white counterparts. d. Over 1 million blacks served in the armed forces during World War II, many in the first desegregated units in modern military history. e. African-Americans were employed primarily in combat roles rather than support roles. ANS: B TOP: The American Dilemma DIF: Moderate REF: Full p. 878 | Seagull pp. 893894 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: How did the struggle against Nazi tyranny discredit racial inequality in the United States? a. Germanys Nazi leaders, it turned out, had entertained a romanticized fascination with the Confederacy. b. African-Americans had borne the brunt of the fight against German troops and demonstrated that they were the master race. c. The exceptional cruelty American soldiers exercised against Germans had sobered Americans on the idea that they were a master race. d. The contradictions between the principle and practice of freedom in the actual status of African-Americans came to the forefront during the war. e. American soldiers had universally demonstrated restraint and civility in their combat operations against their enemies, especially in the Pacific. ANS: D TOP: The American Dilemma DIF: Difficult REF: Full p. 881 | Seagull p. 897 MSC: Applying OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: During World War II, Native Americans a. served in the military and worked in war production. b. prospered, especially those on reservations. c. were eligible for GI Bill benefits only if living on reservations. d. became more isolated within American society. e. collaborated with the Japanese. ANS: A TOP: The American Dilemma DIF: Easy REF: Full p. 874 | Seagull pp. 887, 890 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The Fair Employment Practices Commission a. applied only to Mexican immigrants working in war production. b. was the first federal agency since Reconstruction to advocate equal opportunity for blacks. c. fined those employers who discriminated against blacks. d. was criticized by the black press. e. was administered by A. Philip Randolph. ANS: B TOP: The American Dilemma DIF: Moderate REF: Full p. 878 | Seagull pp. 894895 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Black internationalism during World War II a. was a new movement with no historical antecedents. b. was a complete rejection of Marcus Garveys political ideals. c. was rejected by W. E. B. Du Bois. d. connected the plight of black Americans to that of people of color worldwide. e. supported colonial rule if it followed the principles of the New Deal. ANS: D TOP: The American Dilemma DIF: Moderate REF: Full p. 881 | Seagull p. 897 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Which of the following statements is NOT true of the Asian-American experience during World War II? a. Complete prohibition of Chinese immigration to the United States ended. b. A view of the Chinese emerged as gallant fighters against the aggressive Japanese. c. Executive Order 9066 fully integrated Asian-Americans into U.S. Army units serving overseas. d. Chinese-Americans worked alongside whites in jobs on the home front. e. Japanese-Americans were viewed with suspicion as potential spies. ANS: C TOP: The American Dilemma DIF: Easy REF: Full pp. 874875 | Seagull p. 890 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The double-V campaign was a. the Allied war efforts in Europe and Asia. b. the effort to end discrimination against Mexican immigrants and blacks. c. womens struggle for acceptance as industrial workers and mothers. d. the effort to end discrimination against blacks while fighting fascism. e. not supported by the NAACP. ANS: D TOP: The American Dilemma DIF: Moderate REF: Full p. 879 | Seagull p. 895 MSC: Understanding OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: What was the single largest battle ever fought by the U.S. Army? a. the Battle of Normandy b. the invasion of Berlin c. the Battle of Stalingrad d. the Battle of the Bulge e. the Battle of Midway Island ANS: D TOP: The End of the War DIF: Moderate REF: Full p. 882 | Seagull p. 898 MSC: Remembering OBJ: 5. Explain how the end of the war began to shape the postwar world.

Q: Why did Executive Order 9066 not apply to persons of Japanese descent living in Hawaii? a. In the wake of the U.S. Navys defeat at Pearl Harbor, it was the Japanese that governed Hawaii. b. The number of Japanese-Americans in Hawaii was so insignificant that the order seemed irrelevant. c. Since nearly 40 percent of the population was of Japanese descent, the evacuation order would have been impractical. d. Most persons of Japanese descent in Hawaii actually served in military units. e. At the time, the federal government did not yet have such jurisdiction over its territorial possessions. ANS: C TOP: The American Dilemma DIF: Difficult REF: Full p. 875 | Seagull p. 891 MSC: Analyzing OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: How did the promise of freedom in the postwar years differ for black and white Americans? a. African-Americans wanted a return to the New Deal; white Americans wanted the unregulated free market. b. African-Americans wanted churches to rein in individual freedom, while white Americans embraced consumer individualism. c. For white Americans, freedom was a position to be defended; for African-Americans, it was a goal to be achieved. d. White Americans thought of freedom exclusively in terms of property rights; African-Americans thought of it exclusively in terms of civil rights. e. African-Americans considered freedom the ability to travel overseas, while white Americans equated freedom with homeownership. ANS: C TOP: The American Dilemma DIF: Difficult REF: Full p. 879 | Seagull p. 895 MSC: Analyzing OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: Which statement about the Japanese-American internment is correct? a. The press fought the policy of internment fiercely. b. The Supreme Court tried to intervene. c. Japanese-Americans in Hawaii were hardest hit by the policy. d. Japan used it as proof that America was racist toward nonwhite people. e. Once their loyalty was proven, they were free to leave. ANS: D TOP: The American Dilemma DIF: Easy REF: Full p. 876 | Seagull p. 892 MSC: Analyzing OBJ: 4. Analyze the ways in which American minorities faced threats to their freedoms at home and abroad.

Q: The Scottsboro case a. reflected the racism that was prevalent in the South during the 1930s. b. was refused a hearing by the Supreme Court. c. was publicized by the Industrial Workers of the World. d. established legal principles that greatly restricted the definition of civil liberties. e. represented progress in the cause of civil rights for African-Americans. ANS: A TOP: A New Conception of America DIF: Moderate REF: Full p. 839 | Seagull pp. 854855 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: What ended the Great Depression? a. New Deal programs b. the rebound of the stock market c. World War II spending d. laissez-faire government e. a bailout by J. P. Morgan ANS: C TOP: A New Conception of America DIF: Moderate REF: Full p. 843 | Seagull p. 859 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: The Popular Front a. was the Democratic Partys campaign slogan in the 1930s. b. was a conservative challenge to New Deal liberalism. c. was a political and cultural movement associated with the Communist Party. d. was created when the Communist Party was absorbed by the Democrats. e. arose in response to the rise of fascism in America. ANS: C TOP: A New Conception of America DIF: Moderate REF: Full p. 836 | Seagull pp. 852853 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: The 1930s witnessed a. the inclusion of nonwhites in American politics. b. the revival of feminism. c. the demise of the Communist Party. d. the cultural inclusion of white ethnic groups. e. the violent exclusion of the other. ANS: D TOP: A New Conception of America DIF: Moderate REF: Full p. 840 | Seagull p. 852 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: How did labor militancy change the ways in which civil liberties were conceived? a. The idea of labor rights became a reality that needed to be translated into laws. b. The federal government became the protector of freedom of expression as private groups intended to infringe those rights. c. Militancy became compulsory for all employees. d. Employers started to give more benefits to employees, including paid vacations. e. The federal government decided to let labor relations be negotiated between individuals and private businesses alone. ANS: B TOP: A New Conception of America DIF: Moderate REF: Full p. 844 | Seagull p. 856. MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: How did the government under the New Deal approach the precarious and poor conditions in which migrant laborers lived? a. It provided immigrants with Social Security benefits. b. It helped them move into good homes. c. It handed them food stamps. d. It did not do much about them. e. It subsidized some of their spending. ANS: D TOP: The Limits of Change DIF: Moderate REF: Full pp. 836837 | Seagull pp. 848849 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.

Q: During the 1930s, what was one way Franklin Roosevelts administration approached civil liberties? a. The Department of Justice added a Civil Liberties Unit. b. Through HUAC, the administration cracked down on the Communist Party. c. The president exposed communists in Hollywood. d. The administration encouraged businesses not to hire Japanese immigrants. e. Civil lawsuits were encouraged to protect civil liberties. ANS: A TOP: A New Conception of America DIF: Difficult REF: Full p. 840 | Seagull p. 856 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: Which of the following underlying problems did the New Deal fail to address? a. poverty b. unemployment c. racial inequality d. lack of political participation e. the unregulated stock market ANS: C TOP: A New Conception of America DIF: Moderate REF: Full p. 847 | Seagull p. 858 MSC: Applying OBJ: 5. Analyze how the New Deal benefits applied to women and minorities. Matching Test 1 ___ 1. Frances Perkins ___ 2. Harold Ickes ___ 3. John Lewis ___ 4. Upton Sinclair ___ 5. Huey Long ___ 6. Franklin Roosevelt ___ 7. Mary McLeod Bethune ___ 8. Eleanor Roosevelt ___ 9. John Collier ___ 10. Alfred Landon ___ 11. Martha Graham ___ 12. John Steinbeck a. end poverty in California b. black educator c. Secretary of the Interior d. CIO e. Commissioner of Indian Affairs f. Secretary of Labor g. Popular Front dancer h. Republican presidential candidate i. court-packing plan j. wrote about migrant workers k. Share Our Wealth movement l. organized a Marian Anderson concert

Q: How did the Popular Front influence American society? a. It made the Republican Party more progressive. b. It reinforced segregation. c. It reinforced anti-immigrant feelings. d. It promoted a government that did not regulate. e. It challenged the status quo in society. ANS: E TOP: A New Conception of America DIF: Moderate REF: Full pp. 836837 | Seagull pp. 853854 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: In 1938, Congress established the House Un-American Activities Committee, which a. was part of the expanded notion of civil liberties under the New Deal. b. included liberals and unionists in its definition of un-American. c. focused on fascism and ultranationalists. d. focused on racism and white supremacy in the South. e. focused only on communists. ANS: B TOP: A New Conception of America DIF: Difficult REF: Full p. 841 | Seagull p. 856 MSC: Understanding OBJ: 6. Explain how the Popular Front influenced American culture in the 1930s.

Q: Mexican-Americans were urged by local authorities to leave the country. What other groups of immigrants were also encouraged to leave the U.S.? a. Filipino b. Italians c. Spaniard d. Puerto Ricans e. Cubans ANS: A TOP: The Limits of Change DIF: Moderate REF: Full p. 837 | Seagull p. 849 MSC: Understanding OBJ: 5. Analyze how the New Deal benefits applied to women and minorities.