The 19th century saw expansion east to west and conflict north to south. This module explores the period known as Reconstruction that followed the Civil War. Then, it follows the westward migration of white settlers, their lives, and the impact of their movement on the land and other peoples.

1.1  The Era of Reconstruction, 1865-1877: Reconstruction – the post-Civil War era from 1865-1877– saw the Union’s efforts to remake the South fail in the face of a violent backlash which left the South economically destitute, and equality campaigners, despite three constitutional amendments, lamenting an ongoing, often brutal racial divide.

Learning Activities
 Wartime Reconstruction, 1861-1865
 Check Your Understanding: Wartime Reconstruction
 Activity: Distinguishing Between Primary and Secondary
Sources
 The 13th Amendment to the Constitution
 Activity: The 13th Amendment to the Constitution
 President Johnson’s Battle Over Reconstruction, 1865-1867
 The Freedmen’s Bureau
 The Feel of Freedom
 Activity: Documenting the Memories of Former Slaves
 Black Codes: The Southern Response to Reconstruction
 The 14th Amendment to the Constitution
 Radical Reconstruction, 1867-1872
 The Impeachment of President Johnson
 The 15th Amendment to the Constitution
 Exercise: Timeline of Reconstruction
 The National Woman Suffrage Association
 African American Empowerment and Political Achievements
 Reconstruction Backlash and Attempts to Redeem the South
 Activity: Race and Historical Interpretations in Early Silent Films
 Sharecropping: Debt and Dependence
 A Weakened Republican Party and the End of Reconstruction
 The Contested Presidential Election of 1876

1.2  The Era of Reconstruction: Check Your Understanding: Here, you can check your understanding of The Era of Reconstruction. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Radical Republicans
 Question: Johnson’s Battle Over Reconstruction
 Question: Functions of Freedmen’s Bureau
 Activity: Support and Opposition of Freedmen’s Bureau
 Question: The Feel of Freedom
 Question: Black Codes
 Activity: 13th Amendment – Success or Failure?
 Activity: Differences Between the 13th and 14th Amendments
 Question: Radical Reconstruction
 Question: The Impeachment of President Johnson
 Activity: The Impeachment of President Johnson
 Activity: 15th Amendment
 Question: Objective of the National Woman Suffrage Association
 Question: New Freedom for African Americans
 Question: Basis of Backlash to Reconstruction
 Question: Intimidation Methods of Ku Klux Klan and Other Vigilante Groups
 Activity: Impact of the Sharecropping and Crop-lien Systems
 Question: Weakening of Republican Control in the South
 Activity: Contested Election of 1876

1.3  Westward Expansion, 1840-1900: In the mid-19th century, a great westward migration began. It was driven, in part, by economic opportunity, but also by a compelling doctrine of Manifest Destiny that saw settlers migrating across what they believed to be their God-given land to spread American values to frontiers already occupied by rich and diverse Native cultures.

Learning Activities
 American Views on Westward Migration
 Federal Assistance to Early Pioneers
 Activity: Weighing Evidence – A Pioneer Family Narrative
 African Americans Migrate West
 First Residents of the American West
 Pioneer Farming Life
 Women on the Homestead
 Mining and Prospecting in the West
 Chinese Immigrants Contribute to Westward Development
 Cattle: Cowboys, Drives and Stockyards
 Mexican Americans and the Challenges of Westward Expansion
 Violence and Scandal in the Wild West
 Tribal Nations Respond to American Westward Expansion
 Activity: Using Sources that Offer Different Perspectives – a Native View on Westward Expansion
 Attempts to Americanize Native Peoples
 Activity: Treatment of Chinese Immigrants and Hispanic Citizens
 Exercise: Settling the West
 Exercise: Natives in the West

1.4  Westward Expansion: Check Your Understanding: Here, you can check your understanding of Westward Expansion. The aim is to help you identify any gaps and refer you to the relevant  support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: American Views on Westward Migration
 Activity: American Views on Westward Migration
 Question: US Government and Western Expansion
 Question: African American Contributions to Westward Expansion
 Question: First Residents of the American West
 Activity: US Government and Indian Policy
 Question: Terms of the Treaty of Guadalupe Hidalgo
 Question: Farming Hardships in Midwest
 Activity: The Success of “;Bonanza Farms”;
 Activity: Women on the Homestead
 Activity: Mining Life
 Question: Chinese Immigration
 Question: Origins of the Cattle Industry
 Activity: The Big Business of Mining and Cattle Ranching
 Question: The American Cowboy
 Question: Hispanics and Western Settlement
 Activity: Mexican American Responses to Social and  Economic Barriers
 Question: Impact of Barbed Wire
 Activity: The “Wild West”
 Question: American Indians and the U.S. Government
 Question: US Government and American Indians
 Question: Methods of Reformers in Indian Affairs

The Gilded Age (1870-1900) saw massive technological innovations and social change. The module includes a look at the surge in industrialization, the urban expansion that followed, and the subsequent politics of the era.

2.1  Industrialization, 1870-1900: 1870-1900 saw a surge in industrialization as America entered the machine age. Yet while businessmen capitalized on technological innovations and business boomed, the new industrial working class faced enormous challenges and frustrations that laid the ground for America’s first labor movements.

Learning Activities
 An Explosion of Inventive Energy in Industry
 Railroads and Robber Barons
 Andrew Carnegie and The Gospel of Wealth
 John D. Rockefeller and Business Integration Models
 J. Pierpont Morgan and Consolidation of Steel Industry
 Activity: Constructing Historical Perspectives about Industrial Giants
 Activity: Differentiating Between “;Robber Barons”; and
“Captains of Industry”
 Impact of Scientific Management on Working-Class Life
 Worker Protests and Violence
 Panic of 1873 and the Developing Labor Movement
 Activity: Assessing Source Reliability on the Haymarket Affair
 The Decline of Labor: The Homestead and Pullman Strikes
 New American Consumer Culture
 Exercise: Events during Industrialization and the Rise of Big Business

2.2  Industrialization: Check Your Understanding: Here, you can check your understanding of Industrialization. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: An Explosion of Inventive Energy in Industry
 Activity: Inventions and Lives of Those Who Used Them
 Question: Benefits of “;Alternating Current”; Power
 Question: Railroads and Robber Barons
 Activity: Different Business Practices of Gould and Vanderbilt
 Question: Andrew Carnegie and The Gospel of Wealth
 Activity: Andrew Carnegie and Social Darwinism
 Question: John D. Rockefeller
 Activity: Horizontal Integration
 Question: JP Morgan
 Activity: Impact and Critique of Scientific Management
 Question: Women in Factories
 Question: Striking Workers
 Question: Obstacles to Unionization
 Question: Early Attempts to Organize
 Question: Great Depression of the 1870s
 Question: Goals of the Knights of Labor
 Activity: Distinctions between the Knights of Labor and the

American Federation of Labor
 Activity: Protests and Violence in Industrial Age
 Question: Contributions to the Growth of American Consumer Culture
 Activity: Consumerism of the Industrial Age
 Activity: Marchand's Argument on the Parable of the Democracy of Goods

2.3  The Growing Pains of Urbanization, 1870-1900: One offshoot of industrialization was an explosion in urban
populations drawn to the cities for work. They came not just from overseas but from an African American migration north. All came for a better life but found they often faced poor wages,
overcrowded housing, poor sanitation and disease.

Learning Activities
 Exploding Urban Populations: Migration and Immigration
 Backlash Against Immigrants
 The Keys to Successful Urbanization
 The Challenges of Urban Life
 Activity: Photographic Evidence of “How the Other Half Lives”
 Machine Politics and Addressing the Struggles of the Urban Working Class
 Popular Culture and Entertainment for Urban Dwellers
 The Urban Elite
 A New Middle Class and the Rise of Suburban America
 New Choices for Middle Class Women
 Education and the Middle Class
 The City Beautiful Movement
 Understanding Society through Theory and Writing
 Critics of the Industrial Age
 Exercise: Urbanization in the U.S., 1870 to 1900

2.4  The Growing Pains of Urbanization: Check Your Understanding: Here, you can check your understanding of The Growing Pains of Urbanization module. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Factory Relocation
 Activity: Factors Prompting Demographic Shifts of Different

Groups into American Cities
 Question: European immigrants deemed undesirable
 Question: Legislation aimed at controlling immigration
 Activity: Discrimination against recent European immigrants
 Question: Massive Urban Growth
 Activity: Growth of American Cities
 Question: Problems resulting from rapid urban growth
 Question: Settlement house movement
 Activity: Machine Politics
 Question: Machine Politics
 Activity: Popular Culture and Entertainment for Working-Class Residents
 Question: The Urban Elite – 1
 Question: Identify Who Comprised the New Middle Class
 Activity: The New Middle Class and Navigating the Challenges of Urban Living
 Question: Activities of Middle Class Women
 Activity: New Opportunities for Middle Class Women
 Activity: City Beautiful Movement
 Question: City Beautiful Movement
 Activity: Education and the Middle Class
 Question: Realism
 Activity: Realism
 Question: Edward Bellamy and Looking Backward
 Question: Thorstein Verblen and The Theory of the Leisure Class
 Question: The Urban Elite – 2

2.5  Politics in the Gilded Age, 1870-1900: While the period known as the Gilded Age (1870-1900) saw great
economic growth, it was also characterized by ineffectual and
corrupt political leadership. This led, among other things, to the
rise of the Populist movement where farmers led the charge in
demanding federal reforms.

Learning Activities
 Understanding the Development of Gilded Age Politics
 The Election of 1876 Offers Some Context
 Patronage: The Spoils System vs. Civil Service
 President Garfield's Assassination and Civil Service Reforms
 Tariffs in the Gilded Age
 Monetary Policies and the Debate of Gold versus Silver
 Farmers Begin to Organize
 The Rise of the Populist Party
 The Impact of the Depression of 1893 on Farmers
 The Election of 1896
 Activity: Political Cartoons as Historical Evidence
 Exercise: Important Players in Gilded Age U.S. Politics, 1870 to 1900

2.6  Politics in the Gilded Age: Check Your Understanding: Here, you can check your understanding of Politics in the Gilded Age. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before
completing it. Begin whenever you are ready.

Learning Activities
 Question: Gilded Age Politics
 Question: Compromise of 1877
 Activity: The Federal Government During the Gilded Age
 Activity: Spoils System
 Activity: Garfields Assassination
 Question: Civil Service Reforms
 Question: Mugwump
 Activity: Tariffs in the Gilded Age
 Question: Debate of Gold versus Silver
 Question: Hardships and Challenges to Farmers
 Question: Farmers' Revolt
 Activity: Farmers' Alliance
 Activity: The Rise of the Populist Party
 Question: Coxey's Army
 Activity: Depression of 1893
 Question: Bryan and Populist Party
 Activity: Decline of the Populist Party

The Progressive era (1890-1920) is characterized by American attempts to address the social ills found within the nation, as well as the beginning of the U.S. exhibiting greater involvement overseas. This module looks at domestic issues during the Progressive era, then it examines the early days of empire- building, and, finally, covers the US entry into WWI.

3.1  The Progressive Movement, 1890-1920: The Progressive Era (1890-1920) looked to address the challenges of the late 19th century that ranged from the social ills of the Gilded Age to the federal government’s hands-off approach. Issues addressed during this period ranged from democratic reform and trust-busting, to women’s suffrage, child labor and public health.

Learning Activities
 The Muckrakers and the Start of the Progressive Movement
 Expanding Democracy Through Reform
 Efficiency: Business and Government
 Social Justice and Addressing Child Labor
 Activity: Organizing the Evidence Chronicling the Tragedy at the Triangle Shirtwaist Factory in 1911
 Liquor Prohibition
 Radical Progressives
 Leaders Emerge in the Womens Movement
 Washington and Du Bois: African American Voices During the Progressive Era
 Theodore Roosevelt the Trust Buster
 Roosevelts Square Deal: Protecting Public Health and Land
 Activity: Building Historical Understanding through Speech Analysis
 The Taft Presidency
 The 1912 Presidential Election

3.2  The Progressive Movement: Check Your Understanding: Here, you can check your understanding of The Progressive Movement. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Ida M.Tarbell
 Question: Focus of Progressives
 Activity: Muckrakers contributions to initiating the Progressive Era
 Question: Direct Primary
 Question: Grassroots Progressivism
 Activity: Efficiency: Business and Government
 Question: Social Justice and Addressing Child Labor
 Question: Liquor Prohibition
 Question: Radical Progressives
 Question: Washingtons Strategy for African Americans
 Question: W.E.B. Du Bois Strategy for African Americans
 Activity: Niagara Movement
 Question: Silent Sentinels
 Activity: President Theodore Roosevelts Actions
 Question: The Taft Presidency Act
 Question: Tafts shift away from Roosevelts progressive agenda
 Activity: The 1912 Presidential Election
 Question: The Underwood Tariff Act
 Activity: Explain Why Wilsons New Freedom; Agenda Came in Two Distinct Phases
 Wilsons New Freedom and The End of the Progressive Era
 Activity: Impact of Progressivism on our Modern Lives
 Exercise: People and Policies that Shaped the Progressive Era

3.3  Age of Empire: American Foreign Policy, 1890-1914: The end of westward expansion raised the question as to how the economy could continue to grow. Concurrently, many felt that it was time for the United States to offer its own brand of leadership and dominance on the international stage as an alternative to the European empires.

Learning Activities
 Developing a Foreign Policy Agenda and Acquiring the Alaskan Territory
 Progressivism Takes on an Imperialist Form
 Strategies for Expanding an Empire
 Imperial Acquisition of Hawaii and Samoa
 Activity: Challenging Dominant Historical Narratives
 The Origins of the Spanish-American War
 The Spanish-American War: Brief and Decisive
 Creating an Empire as the Spanish-American War Concludes
 Economic Imperialism in East Asia
 Roosevelt and the Construction of the Panama Canal
 The United States as an International Police Power and Roosevelt’s Corollary
 American Intervention in the Russo-Japanese War
 Taft’s Dollar Diplomacy
 Exercise: People and Polices that Transformed the Age of Empire

3.4  Age of Empire: Check Your Understanding: Here, you can check your understanding of Age of Empire. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Developing a Foreign Policy Agenda and Acquiring the Alaskan Territory
 Activity: Shifting Relationship Between U.S. and the Rest of the World
 Question: Strategies for Expanding an Empire
 Activity: Importance of Midway Islands
 Activity: Imperial Acquisition of Hawaii and Samoa
 Question: The Origins of the Spanish-American War
 Activity: Challenges and Outcomes of the Spanish-American War
 Activity: Spanish American War intersects with other expansion efforts
 Question: Anti-Imperial League
 Activity: Taft Commission
 Question: Open Door Policy in China
 Question: Boxer Rebellion
 Activity: Open Door Notes
 Question: Columbia Response to Canal Proposal
 Question: Roosevelt Corollary
 Activity: Roosevelt foreign policy in Latin America and Asia
 Question: Taft and Central American Debt to Europe
 Question: Lodge Corollary
 Activity: Problem with Tafts Foreign Policy Approach

3.5  The Great War, 1914-1919: On the eve of World War I, President Wilson was averse to getting the United States involved in overseas military conflicts. It soon became clear, however, that neutrality was not an option. By 1917, the government faced the challenge of fostering an America First mentality among a population where many new immigrants had divided loyalties.

Learning Activities
 Woodrow Wilsons New Freedom
 American Intervention in Mexico
 War Erupts in Europe
 Challenges of Neutrality
 The Ingredients Necessary to Successfully Join the Allies in WWI
 Generating National Unity and Controlling Dissent
 Activity: Analyzing Propaganda Posters
 Opposition to Federal Censorship and Conscription
 New Labor Opportunities Born From WWI Efforts
 Opportunities for Women During WWI
 African Americans in the Crusade for Democracy During WWI
 The Last Vestiges of Progressivism
 Winning WWI
 The Paris Peace Conference and the Treaty of Versailles
 Post-WWI Disorder and Fear in America
 Election of 1920 and a Return to Normalcy
 Exercise: American Involvement in World War I

3.6  The Great War: Check Your Understanding: Here, you can check your understanding of The Great War, 1914- 1919. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material  before completing it. Begin whenever you are ready.

Learning Activities
 Question: Wilsons Strategic Appointment of Secretary of
State
 Activity: Wilsons Foreign Policy Decisions vs. his Philosophies
 Question: Mexico During the Wilson Presidency
 Question: Events Leading to WWI
 Question: Germany defiance of International Law
 Activity: WWI was Unlike any Previous War
 Activity: From Neutrality to Entering the War
 Question: Securing Men and Materials for War
 Question: Daylight Saving Time
 Question: Financing the War
 Question: Controlling Dissent
 Question: Opposition to Policies Against Government Dissent
 Activity: Unity on the Home Front
 Activity: Organized Labor during WWI
 Activity: WWI Opportunities for African Americans
 Question: 19th Amendment
 Activity: Short-Lived Success of Prohibition
 Question: Role of the U.S. in WWI
 Question: What was included in the Treaty of Versailles
 Question: What was not included in the Treaty of Versailles
 Activity: Barriers and Opposition to the Treaty of Versailles
 Question: Destabilizing Factors Following WWI
 Question: Chicago Race Riot, 1919
 Activity: Election of 1920

The 1920s and 1930s could not have been more of a contrast – from boom to bust. First, the module looks at the boom period, the Jazz Age from 1919-1929. Then it covers the crash of 1929 and the Great Depression that followed. Finally, it addresses the New Deal of Franklin D. Roosevelt and how the role of the federal government was transformed.

4.1  The Jazz Age, 1919-1929: The Jazz Age, 1919-1929, was amongst the most prosperous decades in history with the advent of mass production. It was also an era of great social and cultural change as city life, bolstered by immigration and national radio, became predominant, leading to a rise in rural Protestant fundamentalism.

Learning Activities
 The Emerging Movie Industry
 Automobiles and Airplanes: Americans on the Move
 Household Appliances and Advertising in the 1920s
 The Power of Radio and the World of Sports
 Nativism and Politics in the 1920s
 Faith, Fundamentalism and Science
 A New Morality and the Changing Role of Women in the
1920s
 Activity: Architecture as Historical Evidence
 The Harlem Renaissance and the New Negro
 Prohibition Defiance and Political Divisions
 The Lost Generation
 Warren HardingPresidency
 From Calvin Coolidge to Herbert Hoover
 Exercise: Memory Match: 1920s Culture and Economy

4.2  The Jazz Age: Check Your Understanding: Here, you can check your understanding of The Jazz Age, 1919- 1929. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: First Talking Motion Picture
 Activity: Motion Pictures and the Shaping of Cultural Attitudes
 Activity: Ford and the Automobile Industry
 Question: First Person to Fly Solo Across the Atlantic Ocean
 Activity: Impact of New Household Appliances on Households
 Question: Expanding the Communications and Sports
Industries
 Activity: Radios and the Shaping of Cultural Attitudes
 Question: Nativism
 Question: Anarchism
 Activity: Second Ku Klux Klan
 Question: Scopes Trial
 Question: Baseball Player and Evangelist
 Activity: Scopes Trial
 Question: Youth Culture of the 1920s
 Question: New Morality
 Question: “The New Woman”
 Activity: Opportunities and Limitations for Women in the
1920s
 Activity: Harlem Renaissance
 Activity: Prohibition
 Question: Satirizing the American Middle Class
 Activity: The Lost Generation
 Question: Election of 1920
 Activity: Post WWI Politics
 Question: Teapot Dome Scandal
 Question: Coolidge Presidency
 Question: Coolidge and Hoover
 Activity: Economic Outlook in 1929

4.3  The Great Depression, 1929-1932: The stock market crash of 1929 set the Great Depression into motion, but it was weaknesses in the nation’s banking system, exacerbated by human-made and natural catastrophes, that fostered it. Americans suffered mightily, their frustration heightened by the government’s unwillingness and/or failure to respond.

Learning Activities
 The Early Days of Herbert Hoovers Presidency
 The Great Crash
 The Aftermath of the Crash and a New Reality for Americans
 Activity: Selling Ideas with Advertisements
 The Deserving Poor: Early Attempts to Offer Aid to the Poor
 Herbert HooversResponse to the Great Depression
 Public Reaction to Hoover Response to the Great Depression
 The Depths of the Depression
 African Americans and the Great Depressions
 Dust Bowl: Environmental Catastrophe Meets Economic
Hardship
 Escapism in the Popular Culture of the Depression
 Assessing the Hoover Years on the Eve of the New Deal
 Exercise: Timeline of the Great Depression

4.4  The Great Depression: Check Your Understanding: Here, you can check your understanding of The Great Depression 1929-1932. The aim is to help you identify any gaps and refer you
to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Activity: Hoovers Initial Plans
 Question: Stock Market Crash B
 Question: Industries with Largest Impact on U.S. Economy
 Activity: The Impact of the Stock Market Crash on the Social
and Family Structure
 Question: Government Aid During Depression
 Question: Hoovers Initial Response to the Depression
 Activity: Hoover’s Federal Relief Programs
 Activity: Reaction of the American Public to Hoover’s
Response to the Great Depression
 Question: Protesting Hoover’s Response to the Great
Depression
 Question: Challenges Posed by the Great Depression
 Question: African Americans during the Great Depression
 Question: Dust Bowl
 Activity: Depression-era Movies
 Question: Characterizing Hoover’s Presidency
 Question: Hoovers Foreign Policy Agenda

4.5  Franklin Roosevelt and the New Deal, 1932-1941: The election of President Franklin Delano Roosevelt in 1932 signaled both immediate relief for the American public and a permanent shift in the role of the federal government in guiding the economy and providing direct assistance to the people, albeit
through expensive programs that made extensive budget deficits
commonplace. His New Deal spawned a wave of legislation never
seen before or since.

Learning Activities
 The Election of Franklin Roosevelt
 Roosevelt’s Interregnum Period and Eventual Inauguration
Day
 Reform: The Banking Crisis
 Employment Relief for the Masses
 Activity: Placing Modern Movements into Historical Context
 Rescuing Farms and Factories
 Regional Planning and the Tennessee Valley Authority
 Assessing the First New Deal
 Roosevelt’s Challengers and Critics
 Answering the Challenge: The Second New Deal
 New Deal Policy-Development Winds Down and Its Legacy
Assessed
 African Americans and the New Deal
 Indian New Deal
 Women and the New Deal
 Activity: The Multiple Stories One Source Can Tell
 Exercise: Matching Terms: The New Deal

4.6 Franklin Roosevelt and the New Deal: Check Your Understanding: Here, you can check your understanding of Franklin Roosevelt and the New Deal, 1932-1941. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Activity: Election of Franklin Roosevelt
 Question: Roosevelts Political Agenda in the Last Months of
Hoovers Presidency
 Activity: Roosevelt’s Brain Trust
 Activity: American Hopes in Roosevelt
 Question: Roosevelt’s Banking Reform Strategy
 Question: Civil Works Administration
 Activity: New Deals Providing of Direct Relief and Jobs
 Question: National Industry Recovery Act (NIRA)
 Activity: National Recovery Administration (NRA)
 Question: Tennessee Valley Authority (TVA)
 Question: Consequences of First New Deal
 Activity: Criticism of the First New Deal
 Activity: Second New Deal
 Question: Criticism of the first New Deal
 Question: Social Security Act Limitations
 Activity: Roosevelts Success at Combating the Great
Depression
 Question: Roosevelts Attempt to Transform the Supreme Court
 Question: Mary McLeod Bethune
 Question: Roosevelts Efforts to Provide More Opportunities to African Americans
 Activity: Indian Reorganization Act
 Activity: Eleanor Roosevelt
 Question: Women and the New Deal

World War II saw the US allied to the Soviet Union; however, their postwar relationship became the so-called Cold War. This module looks at World War II, how the U.S. entered the war, and the impact of the war on the Homefront. Then it looks at the postwar world and the American fight against communism, as well as the social and cultural changes within the American society.

5.1  World War II, 1941-1945: World War II awakened the United States from the lingering effects of the Great Depression and re-engaged it in European affairs. It also brought many of its racial and ethnic divisions to the fore both at home and on the battlefield yet, at the same time, created new opportunities for ethnic minorities and women. These would, in post-war America, add momentum to the drive for greater rights.

Learning Activities
 Marching Toward Another World War
 Fighting Totalitarianism While Maintaining Neutrality
 The U.S. Enters the War Following the Japanese Attack on Pearl Harbor
 Mobilizing a Nation
 Activity: Assessing Military Correspondence
 Migration Patterns and Community Contributions to the War Effort
 Women in the War: Rosie the Riverter and Beyond
 The Culture of War: Entertainers and the War Effort
 African Americans and the Double V Campaign
 Mexican Americans and the Zoot Suit Riots
 Internment
 Activity: Government Propaganda Films
 War in the European Theater
 Yalta and Preparing for Victory
 The Pacific Theater
 Dropping the Atomic Bomb and Ending the War
 Activity: History and Activism
 Exercise: World War II Events, 1941 -1945
 Exercise: Allied Conferences during World War II (1941 – 1945)

5.2  World War II: Check Your Understanding: Here, you can check your understanding of The World War II, 1941-1945. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Activity: Events in Europe and Asia that led to WWII
 Question: Congressional Leader for Non-Interventionists
 Activity: Roosevelts Efforts to Help German Jews
 Question: Neutrality Acts
 Activity: Atlantic Charter
 Question: Relationship Between United States and Japan
 Question: Factors that Drew the United States into WWII
 Activity: American Response to War
 Question: Civilian Contributions to the War Effort
 Activity: Womens Contributions to the War Effort
 Question: Challenges Faced By Women During WWII
 Question: The Movie Industry during the War
 Activity: WWII and the Status of African Americans
 Question: Program for Mexican Agricultural Workers
 Activity: Zoot Suit Riots
 Question: Internment
 Question: Soviet Demands of Britain and the U.S.
 Activity: Roosevelts Demand for Surrender by Germany and Japan
 Activity: Phases of the Holocaust
 Question: Results of WWII Summit Meetings
 Question: Staging Area of U.S. Bombing Raids Against Japan
 Activity: Purpose of Allied Strategy of Island Hopping
 Activity: Dropping Atomic Bombs on Japan

5.3, Post-War Prosperity, 1945-1960: The United States and the Soviet Union, allies during World War II, had different visions for the postwar world. Americans began to fear that the Soviet’s goal was to spread the Communist revolution throughout the world. A Cold war began. Such postwar fears of communism and war affected foreign policy, military strategy, urban planning, popular culture, and the civil rights movement.

Learning Activities
 Demobilization and the Return to Civilian Life
 Truman’s Fair Deal
 The Cold War Begins
 Containment Abroad
 Containment at Home
 Preventing Communist Infiltration in Korea
 American Communist Witch Hunts Intensify
 Dwight D. Eisenhower Becomes President
 Activity: Educational Resources as Evidence
 Cold War Suburbanization
 Baby Boom and Middle Class Conformity
 Popular Culture and Mass Media During the Baby Boom
 Early Victories in the Civil Rights Struggle
 Desegregation Backlash
 The Murder of Emmett Till and the Montgomery Bus Boycott
 Exercise: Important Events from 1945 to 1960

5.4  Post-War Prosperity: Check Your Understanding: Here, you can check your understanding of The Post-War Prosperity, 1945-1960. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Activity: GI Bill
 Question: Challenges with Demobilization
 Question: Truman Administration
 Question: Trumans Domestic Agenda
 Activity: Emergence of the Cold War Following WWII
 Question: U.S. Policy to Limit Soviet Influence
 Question: Truman Doctrine
 Question: Truman Administrations Policy to Help Europe Recover from WWII
 Question: Decline in American Confidence about Containing Communism
 Activity: Rooting Out Communist Influences Domestically
 Question: Conflict Between North and South Korea
 Activity: Armistice Talks Between North and South Korea
 Question: Primary Targets of Joseph McCarthy
 Question: Outcome of Joseph McCarthys Hunt for American Communists
 Activity: Eisenhowers Mutually Assured Destruction
 Activity: Cold War Suburbanization
 Activity: Societal Changes During the Cold War
 Question: Disc Jockey Who Popularized Rock and Roll
 Activity: Hollywood in the 1950s
 Question: Journey of Reconciliation
 Question: Desegregation in Little Rock, Arkansas
 Question: Desegregation Responses
 Question: Murder of Emmett Till
 Activity: Montgomery Bus Boycott

The 1960s and 1970s were decades of cultural and social revolution and reaction. This module covers the 1960s and looks at the important cultural changes that led, among other things, to a more fragmented society. Then it looks at the Republican surge that emerged as a backlash to the 1960s, only to be suddenly halted by the Watergate scandal.

6.1  America in the 1960s: The 1960s was a decade of hope, cultural change, and war. Citizens sought to expand the American promise, with men and women from all ethnic groups attempting to make American society more equitable. It was also a period where the limit of America’s military power was exposed in Vietnam. Symbolic of this mix of promise and defeat was the election and assassination of John F. Kennedy.

Learning Activities
 Kennedy and the New Frontier
 Activity: Kennedy-Nixon Debate
 Kennedy and the Cold War
 National Defense and Cuba
 The Situation Heats Up in Vietnam
 Tragedy in Dallas: Kennedy’s Assassination
 Tentative Steps Toward Civil Rights
 Lyndon Johnson and the Great Society
 Johnson’s Commitment to Civil Rights
 Increased Commitment in Vietnam
 The End of the Great Society
 The Civil Rights Movement Marches On
 Black Frustration, Black Power
 Activity: Media Coverage of the Watts Riot
 The Mexican American Fight for Civil Rights
 The New Left: Challenging the Status Quo
 Women’s Rights Movement
 Exercise: the 1960s

6.2  America in the 1960s: Check Your Understanding: Here, you can check your understanding of America in the 1960s. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Appealing Characteristics of John F. Kennedy
 Question: First Human to Orbit the Earth
 Activity: Peace Corps
 Question: Blocking Soviet Shipments into Cuba
 Question: Cuba and the Cold War
 Activity: Attempts to Contain the Advancement of Communism in Vietnam
 Question: Civil Rights Amendment
 Question: Kennedy’s Assassination
 Question: Johnson’s Great Society
 Activity: Impact of Johnson’s Great Society on African Americans
 Question: Vietnam War
 Activity: Vietnam War
 Activity: Vietnam War’s Impact on Domestic Policies
 Question: Civil Rights Protest
 Question: Radical Black Activism
 Activity: Black Power
 Question: Mexican American Civil Rights
 Question: New Left
 Question: Women’s Movement
 Activity: Birth Control Pill

6.3  Political Storms, 1968-1980: The civil rights movement, along with the feminist movement and anti-war protests had the effect of both rupturing consensus within the Democratic party and building up resistance to such cultural change in the country. Richard Nixon took advantage of these to be elected in 1968, then again in 1972. However, he was soon overwhelmed by the scandal of Watergate.

Learning Activities
 Hippies and the Counterculture
 American Indian Protest
 Gay Rights
 The Feminist Push Continues
 Activity: Understanding and Contextualizing Court Cases
 Richard Nixon Becomes President
 Democrats in Disarray
 Nixon’s Domestic Policies
 Nixon the Diplomat
 Tragedy in Vietnam: The My Lai Massacre
 Anti-War Sentiment Takes a Deadly Turn
 Pulling out of Vietnam
 The Election of 1972
 Watergate Crisis: Nixon Resigns from the Presidency
 Activity: Questioning the Ethical Use of Historical Evidence
 Gerald R. Ford Takes the Presidency
 Election of 1976
 Carter’s Domestic and Foreign Policies
 Iranian Hostage Crisis
 Exercise: the Vietnam War
 Exercise: the 1970s

6.4  Political Storms, 1968-1980: Check Your Understanding: Here, you can check your understanding of Political Storms, 1968 – 1980. The aim is to help you identify any gaps and refer you to the relevant support material. There is no time limit and, if you are unsure of a question, you can re-visit the relevant material before completing it. Begin whenever you are ready.

Learning Activities
 Question: Counterculture
 Activity: Hippie Culture
 Question: American Indian Movement
 Question: Gay Rights
 Question: Women’s Liberation Movement
 Question: Equal Rights Amendment
 Question: Nixon’s Election
 Activity: Rifts in the Democratic Party in the 1968 Election
 Question: Rifts in the Democratic Party in the 1968 Election
 Activity: Nixon’s Presidency
 Question: High Fuel Prices
 Question: Nixon’s Foreign Policy
 Activity: My Lai Incident
 Question: Vietnam War
 Question: Pulling out of Vietnam
 Question: 1972 Election
 Question: Nixon’s Resignation
 Activities: Watergate
 Question: Ford’s Domestic Agenda
 Question: Ford’s Agreement with the Soviet Union
 Question: 1976 Election Campaign
 Question: Domestic policy
 Activity: Carter’s Foreign Policy
 Activity: Iranian Hostage Crisis