Transcript Social Studies - McEachern High School

GHSGT in
Social Studies
McEachern High
School
Social Studies
GHSGT
• 90 multiple-choice questions.
• 4 possible answer choices; only one is the
correct answer.
• You should be able to complete the test in 60
minutes. However, you have up to 3 hours and
10 minutes if needed.
Social Studies
GHSGT Domains
•
•
•
•
•
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Domain 1: American Government/Civics (18%)
Domain 2: U.S. History to 1865 (26%)
Domain 3: U.S. History since 1865 (25%)
Domain 4: Geography (13%)
Domain 5: World History (18%)
Map and Globe Skills and Information Processing
Skills
American
Government/Civics
(18% of test)
– These items test your knowledge of the philosophical
foundations of the U.S. government and how that
philosophy developed into the structure and function
of the U.S. government.
– Also tested is your knowledge of the U.S.
government’s relationship to states and to its
citizens.
US History
(51% of test)
– U.S. History to 1865 (approximately 26% of the
test)
• These items test your knowledge of major events
and themes in U.S. history from early European
colonization to the end of the Civil War.
– U.S. History since 1865 (approximately 25% of the
test)
• These items test your knowledge of major events
and themes in U.S. history from Reconstruction
to the late twentieth century.
World Geography
(13% of test)
– These items test your knowledge of the importance
and impact of physical and cultural geography on
the development of regions throughout the world.
– Assessment of this domain will focus on
geography content that you will have had an
opportunity to learn in your study of World
History and U.S. History.
World History
(18% of test)
– Although the GPS World History standards begin
in pre-history and extend to the early days of the
twenty-first century, items in this domain will test
your knowledge of major events and themes
beginning with the Renaissance and Reformation
period and ending in the second half of the
twentieth century.
Map & Globe Skills
&
Information
Processing Skills
– Found in the transitional test content description
but not assessed as separate domains.
– These Social Studies skills are included in the
content of test questions as appropriate.
Social Studies
GHSGT DOK
• The questions on the test require a range of thinking
skills.
• You may be asked to identify, describe, explain,
analyze, or evaluate important events, themes, and
concepts.
• Some questions may involve reading a short
excerpt from a primary or secondary source; others
may require you to interpret a map, graph, or table.
Social Studies
GHSGT DOK
Level 1 Depth of Knowledge
– Some items will ask you to recall facts
• Who, what, when, and where
questions.
• Often ask you to identify
• Measure your ability to recall
important facts
Social Studies
GHSGT DOK
Level 2 Depth of Knowledge
– Many questions will involve more complex
mental processes than simply recalling facts.
• describe or explain people, places, events, and
concepts
• demonstrate understanding of cause and effect
• contrast or compare, give examples, or classify
Social Studies
GHSGT DOK
Level 3 Depth of Knowledge
– You should expect to see many challenging
questions on the test.
• analyze or evaluate information
• draw conclusions; show evidence; apply concepts
to new situations
• use concepts to solve problems; analyze
similarities and differences in issues and
problems; make connections
Sample Question
DOK 1
1. Based on the U.S. Constitution, which
development would cause a state to gain
representation in the House of Representatives?
A. the election of a governor
B. the election of a president
C. the growth of a state’s population
D. the creation of a new state political party
Sample Question
DOK 1
• American Government/Civics Standard 9:
– The student will explain the differences between the
House of Representatives and the Senate, with
emphasis on terms of office, powers, organization,
leadership, and representation of each house.
– An important difference between the House of
Representatives and the Senate is that representation
in the House is based on a state’s population.
– The correct answer is C.
Sample Question
DOK 2
2. The term Manifest Destiny directly relates to
which recurring theme in U.S. history during the
1800s?
A. abolition
B. federalism
C. social reform
D. territorial expansion
Sample Question
DOK 2
• U.S. History Standard 7b:
– Describe the westward growth of the United States;
include the emerging concept of Manifest Destiny.
– Explaining the growth of the United States in the
first half of the 19th century includes the ability to
describe the meaning of Manifest Destiny.
– The correct answer is D.
Sample Question
DOK 3
Use this map to answer the question.
3. Which factor has had the greatest influence on
shaping human culture in the shaded region on
the map?
A. religion
B. agriculture
C. urbanization
D. democratization
Sample Question
DOK 3
• World Geography Standard 3e:
– Explain the impact of Judaism, Christianity, and Islam
on the development of [contemporary Northern Africa
and Southwest Asia’s] culture.
– You have studied 20th century political events including
ethnic conflicts and new nationalisms (World History
Standards 19 and 20). You should be familiar with the
influence of Islam in the shaded region on the map.
– The correct answer is A.
Test Taking
Strategies
Read everything carefully.
Many of the GHSGT questions include
quotations, maps, diagrams, tables, or
graphs. You should read all parts of each
test item very carefully, including
directions, questions, and all four answer
choices.
Test Taking
Strategies
Remember that there are no trick questions.
The questions are not designed to be tricky. If
you read the entire question, including all
accompanying material.
Think carefully about what the question is
asking.
You may be looking for the best answer among
the choices. If so, the word best will be
emphasized.
Test Taking
Strategies
 Sometimes questions ask you for the choice that is not correct
among the options.
 Always notice words such as not, except, or but in the
question. These words tell you to look for a choice that does
not answer or complete the item stem correctly.
 For example, you might be asked:
Which power is not given to the Senate by the U.S.
Constitution?
You should look for the answer that does not include a
power of the Senate.
Three of the choices will be powers given to the Senate.
Test Taking
Strategies
Consider every choice.
From the four answer choices, you must
choose the one that best answers the question.
Some of the alternative choices (distracters)
will be attractive because they include an
irrelevant detail, a common misconception, or
the correct information applied in the wrong
way.
Test Taking
Strategies
Guess intelligently.
There is no penalty for guessing on any GHSGT
Guessing is easier if you can eliminate one or more
distracters as clearly incorrect.
Be warned, however, that many of the distracters are
very attractive because they are based on common
mistakes students make
Test Taking
Strategies
Spend test time wisely.
 Many tests are arranged so that the easier items are first and
the harder items are last.
 The GHSGT is not arranged in this way. Therefore, it is
possible to find several difficult questions followed by a set of
easier questions later.
 If you come to a few hard questions, do not get discouraged.
It would be better to move on, answer as many questions as
possible, and then go back to answer the remaining questions.
Preparing for the Test
• The Social Studies Student Guide from the
GADOE (on SS page of school website)
– Describes the content that you can expect to find on
the test.
– Provides sample test items on pages 11–18 that are
representative of test items that assess content
knowledge of each of the five domains
– 35 questions practice test on pages 19–33 to help you
prepare to take the actual test.
Preparing for the Test
• USA Test Prep
– http://www.usatestprep.com/front/index.php
– Username: mceachern Activation Code: Newton25
• Georgia Online Assessment System
– https://www.georgiaoas.org
– Login is your GTID # which you can get from your teacher.
Social Studies Skills
Practice for the
GHSGT
Information Processing
Exercises to practice your Social Studies Skills
http://www.phschool.com/curriculum_support/ss_skills_tutor/
General Test Taking Strategies
10 Tips for Terrific Test Taking
Hints for Multiple Choice Tests
http://www.studygs.net/tsttak1.htm
http://www.studygs.net/tsttak3.htm
Practice Tests
Online Practice Test - Social Studies Skills
http://ritter.tea.state.tx.us/student.assessment/resources/online/2003/grade10/socialstudies.htm
Regents Test Prep - U.S. History & Government http://regentsprep.org/Regents/ushisgov/onlineresources/index.htm
Vocabulary Practice with Quizlet
GEOGRAPHY TERMS - human
GEOGRAPHY TERMS - physical
EARLY U.S. HISTORY TERMS
LATER U.S. HISTORY TERMS
ECONOMICS TERMS
WORLD HISTORY TERMS
http://quizlet.com/491882/ghsgt-geography-flash-cards/
http://quizlet.com/492079/ghsgt-geography-physical-flash-cards/
http://quizlet.com/491898/ghsgt-us-1-flash-cards/
http://quizlet.com/491918/ghsgt-us-2-flash-cards/
http://quizlet.com/492039/ghsgt-economics-flash-cards/
http://quizlet.com/492140/ghsgt-world-history-flash-cards/
When you approach a GHSGT or EOCT
question that contains a MAP, be sure to:
Read the map TITLE first
Check the LEGEND or KEY for symbols
“Read” the map – see where and how the symbols are
used
Remember, “to” is where you are going; “from” is
where you started!
Read all maps carefully, follow any arrows and other
clues provided
WRITE ON THE TEST!!! (Remember to DO this)
Sample
Map Legends
Find these Map Features on the
next slide…
Map Title
Legend/Key
Directional Indicator
Scale
Find on this Map
1.
The TITLE
2.
Information shared in the
LEGEND/KEY
3.
The DIRECTIONAL
INDICATOR
4.
Region of this country with the
highest elevation
5.
Two cities located in the lowest
elevation region
6.
Body of water that borders this
country
7.
City that is further north:
Rustavi or Poti
8.
City that is further east: Gori
or Batumi
9.
Two countries that border
Georgia
10. Importance of Mt. Elbrus
11. Capital city of Georgia
12. Approximate distance in miles
from Sokhumi to Rustavi
LATITUDE = imaginary lines that measure distance north and south of
the Equator
LONGITUDE = imaginary lines that measure distance east and west of
the Prime Meridian
ARCTIC ZONE
TEMPERATE
ZONE
TROPICAL
ZONE
TEMPERATE
ZONE
ARCTIC ZONE
Climate Zones Explained
TROPICS
North and south of Equator, between 22.5°N and
22.5°S
Warmest climate region
Sun’s direct rays always shine here
ARCTIC ZONES
North of 66.5°N and south of 66.5°S
Coldest climate regions
Sun’s rays are never direct/winter season has very long
nights/summer has very long days
TEMPERATE ZONES
Between Tropics and Arctic Zones in both hemispheres
Temperatures are moderate – neither extremely cold
nor extremely hot for long periods of time
World History
World History
Students of World History must understand major events
and themes in world history from the Renaissance and
Reformation period to the second half of the twentieth
century. Assessment of this domain focuses on students’
ability to describe, explain, analyze, and evaluate
important events, themes, and concepts from the Italian
Renaissance to developments related to globalization in
the late 1900s. Assessment of World History includes
items that require students to interpret primary source
material, maps, graphs, and charts as well as apply
geographical knowledge to very specific historical
events.
Explain the military and diplomatic negotiations between the leaders of Great
Britain (Churchill), the Soviet Union (Stalin), and the United States
(Roosevelt/Truman) from Tehran to Yalta and Potsdam and the impact on the
nations of Eastern Europe.
• WWII victors formed a new peacekeeping organization-the
United Nations.
– Major world powers were made part of the U.N. Security
Council.
– Each member has veto power over peacekeeping and
other operations.
• Germany was divided into four zones-each was occupied by
an allied power.
– An ‘iron curtain” divided the democratic West and the
Communist East.
• Military alliances of NATO and Warsaw Pact are formed.
Practice
1. Which newspaper headline
illustrates a policy of
appeasement?
a. “Dien Bien Phu Falls; French to
Leave Vietnam”
b. “Chamberlain Agrees to German
Demands: Sudetenland to
Germany”
c. “Marshall Plan Proposes
Economic Aid Program for
Europe”
d. “Soviet Troops and Tanks Crush
Hungarian Revolt”
SSWH19abc
• The student will demonstrate an understanding of
the global social, economic, and political impact of
the Cold War and decolonization from 1945 to 1989.
– Analyze the revolutionary movements in India (Gandhi,
Nehru), China (Mao Zedong), and Ghana.
– Describe the formation of the state of Israel.
– Explain the arms race; include the development of the
hydrogen bomb (1954) and SALT.
Analyze the revolutionary movements in India (Gandhi,
Nehru), China (Mao Zedong), and Ghana.
• India-first major country to gain independence
after WWII, led by Mohandas Gandhi, non-violent
resistance, protest of “salt-tax”, boycott British
goods, India divided into India and Pakistan to
prevent Muslim-Hindu violence.
• Ghana-led by Kwame Nkrumah, used Gandhi’s
non-violent methods, Gold Coast won
independence in 1957, changed name to Ghana.
Practice
1. Mohandas Gandhi used his
philosophy of nonviolent
non-cooperation in an effort
to
a. form a Marxist government
in India.
b. convince his fellow Indians
to support the Allies in
WWII.
c. persuade Pakistanis to
separate from India.
d. achieve India’s
independence from Great
Britain.
• In 1947, the Indian
subcontinent became
independent and was
divided into India and
Pakistan. The division
recognized the
a. Hostility between religious
groups.
b. Strength of Fascism.
c. Natural geographic
boundaries.
d. Existing tribal divisions.
Describe the formation of the state of Israel.
• Zionism-movement calling for Jews around the world
to emigrate to Palestine-increased after the
Holocaust.
• The U.N. voted to create the country of Israel as a
Jewish homeland.
• Arab nations refused to recognize the new state.
• Israel was attacked but victorious in 1956, 1967, and
1973 (added territory of Gaza Strip, Sinai Peninsula,
West Bank, and Golan Heights).
Describe the formation of the state of Israel.
• Camp David Accords-Egypt president (Anwar
Sadat), Israeli prime minister (Menachim
Begin), and US president (Jimmy Carter)
agreed that Israel would return lands in
exchange for peace.
• PLO (Palestinian Liberation Organization) is
formed.
– Vowed to win back their homeland.
– Used terrorism as political weapon.
Practice
1. Which event changed the
political landscape of the
Middle East in 1948?
a. The U.S. seizure of oil
fields.
b. The British takeover of
Palestine.
c. The creation of the state
of Israel.
d. The collapse of the
Ottoman Empire.
Explain the arms race; include the development of the
hydrogen bomb (1954) and SALT.
• US was the only country to create and use the atomic bomb
during WWII, Soviets soon developed their own.
– Cold War competition turned into a race to see who could build the most
deadly weapons.
• Hydrogen bomb-1000x the power of atom bomb
• ICBM-could carry nuclear warheads across the world
• Cuban Missile Crisis of 1962-Russia had nuclear bombs in Cuba,
US had them in Turkey.
– Both sides agreed to remove the weapons
– Very narrowly escaped nuclear war
• SALT-series of meetings in the 1970’s were both sides agreed to
limit the nuclear stocks
Practice
1. How did the effort to build
a Hydrogen bomb in the
1950 affect U.S.-Soviet
relations?
a. It united scientists from
both nations.
b. It increased the nation’s
fear of one another.
c. It led both nations to join
the same treaty alliance.
d. It caused direct conflict
between the nations.
SSWH20ac
• The student will examine change and continuity in
the world since the 1960’s.
– Identify ethnic conflicts and new nationalisms; include
pan-Africanism, pan-Arabism, and the conflicts in BosniaHerzegovina and Rwanda.
– Analyze terrorism as a form of warfare in the 20th century;
include Shining Path, Red Brigade, Hamas, and Al Qaeda;
and analyze the impact of terrorism on daily life; include
travel, world energy supplies, and financial markets.
Identify ethnic conflicts and new nationalisms; include pan-Africanism,
pan-Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda.
• Yugoslavia-liberation of Eastern Europe led to revival of old
ethnic rivalries.
– Croatia and Slovenia declared independence.
– Serbia responded by attacking Croatia.
– Fighting erupted between Bosnian Muslims and Serbsethnic cleansing.
– US and NATO stopped the civil war.
• Rwanda-ethnic tensions erupted between the Hutu and Tutsi
in Rwanda and Burundi.
– As many as 500,000 Tutsi were massacred by the Hutu majority.
Practice
1. Which statement about the Balkan
Peninsula since 1995 is most
accurate?
a. Bosnia-Herzegovina and Croatia
are now both controlled by
Yugoslavia.
b. Ethnic tensions and conflict
continue to be a problem in much
of the region.
c. Slobodan Milosevic of Serbia
became the first democratically
elected leader of the region.
d. The Balkan Peninsula has become
one of the most prosperous
regions in Europe.
2.
a.
b.
c.
d.
The genocide in Rwanda and the
atrocities in Yugoslavia
demonstrate
Inability of a command economy
to satisfy the needs of people.
Fact that most conflict are
caused by economic interests.
Isolation of these countries from
international influences.
Inability of some societies to
resolve religious and ethnic
differences.
Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red
Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life;
include travel, world energy supplies, and financial markets.
• Fundamentalists believe
that people should adopt
basic religious values and
that religion should
influence government
policies.
• Terror usually refers to an
attack on civilians that is not
directed by a government.
• Examples:
– 2001 bombing of the World
Trade Center in NYC-3,000
people lost their lives
– 1995 Oklahoma City
Bombing-168 people died
Practice
SSWH21ab
• The student will analyze globalization in the
contemporary world.
– Describe the cultural and intellectual integration
of countries into the world economy through the
development of television, satellites, and
computers.
– Analyze the global economic and political
connections; include multinational corporations,
the United Nations, OPEC, and the World Trade
Organization.
Describe the cultural and intellectual integration of countries into the
world economy through the development of television, satellites, and
computers.
• Globalization– Major industries do trade in a world market
– Labor market is being “outsourced” to lower paid foreign
workers
• Pros of globalization:
– More countries communicate with each other, the less
likely they are to go to war.
• Cons of globalization:
– Countries will loose their distinct characteristics
– Industrial nations are controlling world resources and
causing pollution
Practice
1. Technological changes in
developing countries have
most often resulted in
a. Migrations from rural to
urban areas.
b. Fewer education
opportunities.
c. A weakening of traditional
values.
d. a decreased use of natural
resources.
2. A valid statement about
technology in the 20th
century is that it has
a. Eliminated famine and
disease throughout the
world.
b. Delayed economic
progress.
c. Reduced the
destructiveness of war.
d. Accelerated the pace of
cultural diffusion.
Analyze the global economic and political connections; include
multinational corporations, the United Nations, OPEC, and the World
Trade Organization.
Practice
1. Which group of countries
earns much of their revenue
from the sale of oil?
a. China, Korea, Jordan
b. Turkey, Brazil, Lebanon
c. Argentina, Malaysia, Chile
d. Saudi Arabia, Nigeria,
Venezuela
US HISTORY
BEFORE 1865
Northwest Ordinance- 1787
• One important thing from the Articles of
Confederation
• Importance- sets guidelines on how future
land the U. S. acquired would be included in
the country.
• New land would be split up and made into
new states- Ill., Ind., Mich., Ohio
• Set requirements to be a state- minimum
population requirement and a vote had to be
held on statehood
• civil liberties and education encouraged
Jacksonian Democracy (1828-1836)
• Named for 7th President Andrew Jackson
• Universal White Male Suffrage- helped
Jackson
• The Common Man loved Jackson
• Strong Presidential Leadership• Example-Trail of Tears
• Jackson ignores the Supreme Court and kicks
Cherokee Indians off of land.
Andrew Jackson
The Erie Canal was one of the
earliest and most successful canal
projects in the U.S. It stretched 363 miles
across New York State from the Hudson
River in the east to Lake Erie in the west.
It was 12 times longer than any
previously built canal. The Erie Canal
connected the old Northwest to New York
Harbor and the Atlantic Ocean.
Started in 1817, it turned a profit long
before it was finished in 1825. It sparked
a canal boom as others tried to copy its
success linking eastern cities to the
Great Lakes and western rivers.
Before the Erie Canal was built, it
took 3 weeks to haul one ton of goods
from New York City to Buffalo. The
financial cost was $95 to $125 per ton.
The canal reduced the time required for
the journey to 8 days and the dollar cost
to just $4 within ten years of completion.
There was an explosion of trade. In
1829, there were 3,640 bushels of wheat
transported down the Canal from
Buffalo. Within 15 years of the Canal's
opening, New York was the busiest port
in America, moving tonnages greater than
Boston, Baltimore and New Orleans
combined. The effect of the Erie Canal
was immediate and dramatic and settlers
poured west.
Interactive Example of Lock (watch closely)
This figure demonstrates how a typical locking system operates.
The ship in this example approaches from the higher water elevation.
The lock doors and filling valve are closed.
The emptying valve is then opened and the water is forced out of the lock until it reaches
its natural elevation.
The lower lock doors are then opened, and the ship proceeds.
http://huron.lre.usace.army.mil/SOO/alock.html
The opening of the Erie Canal in 1825 was
important because it
A.Established the role of the federal
government in internal improvements
B.Strengthened the ties between the eastern
manufacturing and western agricultural
regions
C.Made the invention of the steamboat
economically viable
D.Spurred innovation in the railroad industry
The Missouri Compromise of 1820
• (1) Missouri was admitted as a slave state and
Maine (formerly part of Massachusetts) would
be a free state
• (2) except for Missouri, slavery was to be
excluded from the Louisiana Purchase lands
north of latitude 36°30.
• Basically this divides the nation in half by
saying that slavery is allowed under the 36°30
line.
The Missouri Compromise
The Missouri Compromise was a victory for
antislavery advocates because it
A. Provided for the gradual emancipation of slaves
in Missouri
B. Closed most of the Louisiana Purchase to
slavery
C. Excluded slavery from all territory north of the
Ohio River and east of the Mississippi River
D. Prohibited slavery from future territorial
acquisitions
The Monroe Doctrine was the
declaration by President James Monroe,
in December 1823, that the United
States would not tolerate a European
nation colonizing an independent
nation in North or South America.
What events prompted the Monroe
Doctrine?
• Latin America was in a period of revolution and
liberation.
• Chile, Venezuela, Mexico and Brazil had gained
their freedom from Spain and Portugal. The
United States recognized them as legitimate
countries.
• America feared that other foreign countries like
France and Britain may now want to control
these countries in Latin America.
What were the major points of the Monroe
Doctrine?
• European nations were warned that they could
not set up colonies or interfere in Latin
American problems anymore.
• The United States would protect North and
South America from any European influence.
• The United States would not involve itself in
European affairs militarily or politically.
Monroe Doctrine Political Cartoon
The Monroe Doctrine was important to
American history because it
A. Expressed America’s willingness to
intervene in the internal conflicts of
Europe
B. Directly opposed further European
colonization anywhere in the world
C. Showed that the United States would
protect the Americas as a sphere of
influence
D. Accepted Spanish and French
expansion in the Americas in order to
form an alliance
The Monroe Doctrine was important to
American history because it
A. Expressed America’s willingness to
intervene in the internal conflicts of
Europe
B. Directly opposed further European
colonization anywhere in the world
C. Showed that the United States would
protect the Americas as a sphere of
influence
D. Accepted Spanish and French
expansion in the Americas in order to
form an alliance
Dred Scott Decision - FACTS:
• Dred Scott was a slave from Missouri. (MO)
Dred Scott
Dred Scott Decision - FACTS:
• Scott and his owner moved to Wisconsin for four years.
Dred Scott
Dred Scott Decision - FACTS:
• Scott’s owner died after returning to Missouri.
Dred Scott
Dred Scott Decision - FACTS:
* Scott sued for his freedom. He claimed that he should be a
free man since he lived in a free territory (WI) for four years.
Dred Scott
SUPREME COURT DECISIONS:
Q: Was Scott a U.S.
citizen with the right to
sue?
A: NO
Q: Did living in a free
territory make Scott a
free man?
A: NO
Q: Did Congress have
the right to outlaw
slavery in any territory?
A: NO
Which is a reason why the Supreme Court’s
Dred Scott decision increased tensions
between slave and free states?
A. Slave states could no longer import
blacks for the purpose of slavery.
B. Slave states could now enslave any free
blacks passing through their territory.
C. A slave who entered a free state would
now be considered a free U. S. citizen.
D. A slave’s status of enslavement would
now be recognized within free states.
Which is a reason why the Supreme Court’s
Dred Scott decision increased tensions
between slave and free states?
A. Slave states could no longer import
blacks for the purpose of slavery.
B. Slave states could now enslave any free
blacks passing through their territory.
C. A slave who entered a free state would
now be considered a free U. S. citizen.
D. A slave’s status of enslavement would
now be recognized within free states.
Emancipation Proclamation (1863)
• Written by Abraham Lincoln
• Said slaves were free in rebelling
states(Southern States only).
• Makes slavery the central issue of the Civil
War.
• Intended to cause problems in the southern
states and hurt their war effort.
GHSGT US History
post 1865
Great Depression,
New Deal, World
War II
GHSGT Part IV
However, the GREAT DEPRESSION followed the
stock market crash in 1929 as a result of economic
speculation. FDR’S NEW DEAL replaced laissez-faire
and used government agencies to provide relief,
recovery, and reform. WORLD WAR II resulted from
similar depressions in Europe and the rise of fascist
dictators. The United States enters the war after the
bombing at Pearl Harbor, fights on the side of the
Allies. The Cold War was due to development of
nuclear weapons by the two superpowers U.S. and
Soviet Union. They never confronted each other in
open warfare.
GHSGT
The Great Depression
Describe the causes of the Great
Depression (1929-1941)
Describe the Causes of the Great
Depression (1929-1941)

Causes of the Depression include:

Slowdown in agriculture

easy credit

Structural weaknesses in banking

Conservative government reaction

Over production

Under consumption

uneven wealth distribution

Stock Market speculation and buying on margin results in

Crash in October 29, 1929 left those in debt exposed
• The stock market:
• the public invests in
companies. by purchasing
stocks; in return for this they
expect a profit
• because of booming 1920's
economy, money was
plentiful, so banks were
quick to make loans to
investors
• also investors only had to pay
for 10% of the stock's actual
value at time of purchase
– this was known as
BUYING ON MARGIN, and
the balance was paid at a
later date
• this encouraged STOCK SPECULATION
- people would buy and sell stocks
quickly to make a quick buck
• because of all this buying & selling,
stock value increased (Ex: Coca-Cola
stock $130  $396/share)
• this quick turnover didn't aid
companies.  they needed long term
investments so they could pay bills
(stock value was like an illusion)
• unscrupulous traders would buy and
sell shares intentionally to inflate a
given company's stock value
• all of this gave a false sense of
security/confidence in the American
market
 beginning in Oct. 1929,
investors’ confidence
dropped, leading to a
market collapse
 all tried to sell at once
and bottom fell out of
market = panic selling…
(many bankruptcies as
banks called in loans)
 only a tiny minority of
people traded on the
stock exchange, but they
possessed vast wealth,
and the crash had a ripple
effect on the economy
 For the poor.......
 mass consumption was
already low (poor could
afford to buy little)
 unemployment rose 
no gov't assistance at
first
 since people could not
buy, productivity was
cut back = further
unemployment.
 so with additional
unemployment 
purchasing power
declined again 
reduced productivity
yet again (= ECONOMIC
CYCLE)
Unemployment
Purchasing Power
Productivity
Question
Which was an important cause of the Great
Depression?
A. speculation on the stock market
B. shortages of consumer goods
C. the collapse of the international gold standard
D. higher oil and farm prices
Question/Answer
Which was an important cause of the Great
Depression?
A. speculation on the stock market
B. shortages of consumer goods
C. the collapse of the international gold standard
D. higher oil and farm prices
Explain the consequences of
widespread unemployment
• Over 100,000 businesses
failed
• Economic output down
by 30% by 1933
• Unemployment at 25%
by 1933
• Bank failures
• Low spending and the
search for work
• Net farm income down
by 70%
• a 2nd major problem: uneven dist.
of wealth
• 0.1% at top owned as much as
bottom 42% of American families
(42% below poverty line)
• of the 58% above the poverty line,
most fell into the middle class
category - they were not wealthy;
they had jobs because of the
industrialization & consumerism of
the American market place
• this middle class depended on their
salaries and when productivity
declined they lost their jobs
• and because of low savings, they
had to cut back on their purchases
• this decline in consumption among
the middle class ruined the whole
country
How did UNEMPLOYMENT happen?
• In 1920's U.S. Economy was based on the
productivity – purchasing power - employment cycle
• For many goods to be produced , purchasing
demand had to be there: this resulted in high
employment and a healthy economy
• Between 1924-27, U.S. productive capacity doubled
but it was because of technological innovation
 electricity and mechanical advances made for
better production, but no new jobs were added to
the economy
• So more consumer goods were available, but there
weren't necessarily. more people to buy them
(OVERPRODUCTION)
Question
In the 1920's, speculators in the stock market bought their
stocks on margin. This meant that speculators could
purchase stock for 3% of its value and borrow the rest from
the broker. This system worked well as long as everyone
was buying stock. However, on October 29, 1929, people
sold their stocks. Stock values fell 15 billion dollars in one
day.
What was one direct effect of this stock market crash?
A. Many businesses and corporations went bankrupt
B. Crop failures began in agriculture
C. The United States followed a policy of isolationism
D. Prohibition was repealed
Question/Answer
In the 1920's, speculators in the stock market bought
their stocks on margin. This meant that speculators could
purchase stock for 3% of its value and borrow the rest
from the broker. This system worked well as long as
everyone was buying stock. However, on October 29,
1929, people sold their stocks. Stock values fell 15 billion
dollars in one day.
What was one direct effect of this stock market crash?
A. Many businesses and corporations went bankrupt
B. Crop failures began in agriculture
C. The United States followed a policy of isolationism
D. Prohibition was repealed
GHSGT
The New Deal
The New Deal
Franklin D. Roosevelt (FDR) increased the role of the
federal government’s management of the economy by
providing:
- relief
- recovery
- reform.
The three Rs were provided through various
programs such as…
Describe the creation of the
Tennessee Valley Authority
Describe the creation of the
Tennessee Valley Authority
• TENNESSEE VALLEY AUTHORITY (TVA) - used to
promote hydroelectric power, control flooding lower rates  private industry, manufacture
fertilizer federal government took ownership
(nationalization v. privatization)
Describe the creation of the
Tennessee Valley Authority
• This was established in 1933 to build dams and
power plants along the Tennessee River and its
tributaries. The Tennessee Valley itself runs
through seven states, so the project was very
large.
• The TVA built dozens of dams to control the
environment by preventing disastrous floods.
Each dam had its own hydropower plants, parks,
and navigation aids.
• This construction created hundreds of jobs for
unemployed workers.
Describe the Wagner Act
Describe the Wagner Act
NEW DEAL - SOCIAL REFORM ASPECT- after 1935, with
immediate economic relief and reform addressed,
New Deal turned to Social Welfare - more legislation...
The Second New Deal refers to the programs President
Roosevelt instituted after his original New Deal failed to
completely fix the American economy.
…one of those was the National Labor Relations Act
(aka Wagner Act)
- it legitimized unions and labor tactics such as
collective bargaining & collective action (strikes, etc.)
- it outlawed BLACKLISTS & other anti-union activities.
Describe the Wagner Act
• This law established collective bargaining rights
for workers and prohibited such unfair labor
practices as intimidating workers, attempting to
keep workers from organizing unions, and firing
union members.
• The law also set up a government agency where
workers could testify about unfair labor
practices and hold elections to decide whether
or not to unionize.
• After passage of the Wagner Act, industrial
workers began to unionize.
Describe the Wagner Act
• The American Federation of Labor (AFL) was hesitant
to organize industrial unionism, because it was
committed to craft-based workers such as carpenters
and railroad engineers.
• As a consequence, the Congress of Industrial
Organizations (CIO) was created to represent
industrial workers who felt they were not being
represented by the AFL.
• The AFL and CIO clashed on and off before merging in
1955 to become the AFL-CIO that exists today.
Explain the passage of the Social
Security Act
Explain the passage of the Social
Security Act
• Social Security Act (1935)- feared by
opponents as "socialism"- this act typifies the
WELFARE STATE - unemployment insurance,
old age pensions
• Problem: it took some $ out of circulation
(payroll deductions) at a time when
purchasing power was already low- also, it
only covered the unemployed
Explain the passage of the Social
Security Act
One of the most important actions of the Second New
Deal was the Social Security Act, which was passed in
1935. This law consisted of three components:
 Old-age insurance for retirees aged 65 or older and
their spouses, paid half by the employee and half by
the employer
 Unemployment compensation paid by a federal tax
on employers and administered by the states
 Aid for the disabled and for families with dependent
children paid by the federal government and
administered by the states
Question
Passed in 1935, the Social Security Act (SSA) was legislation
that provided income and medical care for the elderly. The act
also compensated unemployed workers. The money was
primarily derived from the paychecks of all employees and
employers.
What was important about the passing of the Social Security
Act (SSA)?
A. The SSA was created to provide healthcare for all working
Americans
B. The SSA assured that no one in the United States would
have to live in poverty
c. The SSA produced millions of new jobs in the United States
economy
D. The SSA gave government the responsibility of providing for
the elderly
Question/Answer
Passed in 1935, the Social Security Act (SSA) was
legislation that provided income and medical care for the
elderly. The act also compensated unemployed workers.
The money was primarily derived from the paychecks of
all employees and employers.
What was important about the passing of the Social
Security Act (SSA)?
A. The SSA was created to provide healthcare for all
working Americans
B. The SSA assured that no one in the United States
would have to live in poverty
c. The SSA produced millions of new jobs in the United
States economy
D. The SSA gave government there responsibility of
providing for the elderly
GHSGT
World War II
World War II

The Axis Powers consisted of Nazi Germany, Fascist
Italy, and Militant Japan.

Germany conquered former territories in Europe lost at
the end of the WWI.

Italy conquered Ethiopia.

Japan conquered Manchuria, Eastern China, and other
Pacific islands.
Explain the U.S. entry and domestic
impact of World War II
The events that led to the United States entry into
World War II

Germany invaded Poland (September 1, 1939) initiating
the Second World War.

The United States remained neutral throughout the first
two years of the war.

On December 7, 1941, the United States entered WWII
following a surprise attack by Japan at Pearl Harbor.
Explain the U.S. entry and domestic
impact of World War II
• “…This day will live in infamy…”
On the morning of December 7,
1941, the navy of the Empire of
Japan launched a surprise attack
on the U.S. Navy base at Pearl
Harbor, Hawaii.
• 2,403 dead, 1,178 more were
wounded
• Sank 19 ships, 300 aircrafts
• Similar attacks on U.S. positions
in the Philippines and Guam
• U.S declares war on Japan
Interment Camps
• Japanese, Italian and
German camps were
located in the US.
• Japanese was the
largest of all of these.
Interment Camps
• One effect of America’s entry into the war was
alarm about the loyalty of Japanese
Americans: 120,000 Japanese Americans lived
in the United States, most of them on the West
Coast. Fears of spies and sabotage led to
prejudice and sometimes violence against
Japanese Americans.
• In the name of national security, Roosevelt
ordered Executive Order 9066 on February,
1942. All people of Japanese ancestry be
moved from West Coast California and parts of
Washington, Oregon, and Arizona to rural
internment (prison) camps.
Japanese Internment Camps
John DeWitt: “The Japanese
race is an enemy race. . .”
In the name of national
security, Although most of the
people imprisoned in these
internment camps were
Japanese Americans, there
were also small numbers of
German Americans and Italian
Americans imprisoned under
the same law, as well as
hundreds of Native Americans
from Alaska.
Explain the U.S. entry and domestic
impact of World War II
The War Effort at Home
The Draft
Wartime Production
The Labor Force
Paying for the War
Explain the U.S. entry and domestic
impact of World War II
In response to Germany’s invasion of Poland.
FDR persuades Congress in special session to allow the US to aid
European democracies in a limited way:
• The US could sell weapons to the European democracies on
a “cash-and-carry” basis.
• FDR was authorized to proclaim danger zones which US
ships and citizens could not enter.
Results of the 1939 Neutrality Act:
• Aggressors could not send ships to buy US munitions.
The US economy improved as European demands for war goods
helped bring the country out of the 1937-38 recession.
America becomes the “Arsenal of Democracy.”
Home Front Mobilization
The Draft
Wartime Production
The Labor Force
Paying for the War
• After Pearl Harbor, 5 million
men volunteered for military
service, but more were needed
to fight the war.
• The Selective Service System
expanded the draft, and 10
million more men joined the
ranks of the American armed
forces. So great was the need of
the military,
• a Women’s Auxiliary Army Corps
was formed to fill noncombat
positions otherwise filled by
men, freeing up the men for
frontline duty.
Home Front Mobilization
•
The Draft
Wartime
Production
The Labor Force
Paying for the War
•
•
•
•
The men needed tanks, planes,
ships, guns, bullets, and boots. To
equip the troops, the entire
American industry was dedicated to
supplying the military.
More than 6 million workers in the
plants, factories, and shipyards were
women.
With the men who once did these
jobs now fighting overseas, women
filled the void.
Women volunteered for this work
even though they were paid on
average only 60% as much as men
doing the same jobs.
It was the hard work of people and
the industrial might of the United
States that helped America win
World War II.
Home Front Mobilization
Labor Force
• War Production Board and
other federal agencies
• Scrap drives, Victory Gardens,
and other austerity measures
• Centrality of women to
wartime production – Rosie the
Riveter
• 16 million men and women
serve
– 1 million + African
Americans in segregated
units
– Women enjoyed expanded
military role as WACs,
WAVES
– FDR signs Executive Order
8022 banned discrimination
in industry related to the
defense of the US.
Home Front Mobilization
• As time went on, the war industry needed more
raw materials. One way Americans helped the
war effort was through wartime conservation.
• Workers would carpool to work or ride bicycles to
save gasoline and rubber.
• People participated in nationwide drives to
collect scrap iron, tin cans, newspaper, rags, and
even cooking grease to recycle and use in war
production.
• Another way Americans conserved on the home
front was through the mandatory government
rationing system. Under this system, each
household received a “c book” with coupons that
were used to buy scarce items such as meat,
sugar, and coffee. Gas rationing was also used to
help save gasoline for military use.
Home Front Mobilization
The Draft
Wartime Production
The Labor Force
Paying for the War
The war cost $350
billion – ten times the
cost of World War I.
Americans bought war
bonds to finance he
war. The United States
changed from a
creditor to a debtor
nation.
Describe the development of the
atomic bomb and its implications
Albert Einstein persuaded
FDR to develop an
atomic bomb before the
Nazis did.
Scientists sent to Los
Alamos, New Mexico
and other locations and
developed and exploded
the A-bomb in 1945.
Describe the development of the
atomic bomb and its implications
• Allied leaders planning
the war against Japan
knew that once they
defeated the Japanese
navy in the Pacific Ocean
they would still have to
invade Japan itself to end
the war.
• They knew Japan still had
a huge army that would
defend every inch of the
homeland, and both
sides could possibly
lose millions of people
in the process.
President Truman
decided there was only
one way to avoid an
invasion of Japan and
use a brand-new
weapon that no one
had ever seen before:
the atomic bomb.
Describe the development of the
atomic bomb and its implications
• The American government
had developed two atomic
bombs in a secret
laboratory in Los Alamos,
New Mexico. The bombs
were dropped on Japan in
early August 1945. On
September 2, 1945, the
Japanese surrendered, and
World War II was finally
over. The project’s code
name was “The Manhattan
Project.”
Describe the development of the
atomic bomb and its implications
• The implications of
developing and using atomic
bombs in World War II were
enormous.
• From a military standpoint, it
was clear that not only did
the United States have a
powerful weapon that no
other country had, but the
American government was
not afraid to use it.
• The Soviet Union quickly
began developing an atomic
bomb of its own, an act that
helped begin the Cold War.
• Also, nuclear power would
soon be used to power
aircraft carriers and
submarines. Scientifically and
economically, the atomic
bomb led to nuclear power
for civilian use, such as
generating electricity for
homes and businesses.
• Nuclear power is also used in
technologies such as positron
emission tomography (PET)
scans, which are used by
physicians to study the
workings of the human body,
including brain functions.
Describe the development of the
atomic bomb and its implications
Germany was defeated ,
FDR died and Harry
Truman is President and
he feared the invasion of
Japan would lead to
many more lost lives. So,
he used the A-bomb over
Hiroshima and Nagasaki.
100,000 people died and
the Japanese
surrendered.
Question
The bombing of Hiroshima and Nagasaki
resulted in
A. the outbreak of World War II
B. U.S. entry into the war against Japan
C. The surrender of Japan
A decrease in the spread of Communism
Question and Answer
The bombing of Hiroshima and Nagasaki
resulted in
A. the outbreak of World War II
B. U.S. entry into the war against Japan
C. The surrender of Japan
A decrease in the spread of Communism
Question
What was the purpose of Japan’s attack on Pearl
Harbor on December 7, 1941?
A. to pressure the United States to join the Axis
powers
B. to prepare for an immediate full invasion of the
United States
C. to stop the United States from sending more
troops to fight in Europe
D. to limit the ability of the United States to resist
a Japanese attack on Southeast Asia
Question/Answer
What was the purpose of Japan’s attack on Pearl
Harbor on December 7, 1941?
A. to pressure the United States to join the Axis
powers
B. to prepare for an immediate full invasion of the
United States
C. to stop the United States from sending more
troops to fight in Europe
D. to limit the ability of the United States to resist
a Japanese attack on Southeast Asia
GHSGT
Post World War II and the
Cold War
Describe U.S. Policies after World War II
United States foreign policy…Isolationism until World
War II

Under the leadership of presidents Warren G.
Harding, Calvin Coolidge, and Herbert Hoover, the
United States remained neutral in the 1920s and
1930s

Despite the rise of dictators, the United States
remained neutral until 1941
Describe U.S. Policies after World War II
Cold War begins
The Policy of Containment
Marshall Plan
Division of Germany and
Berlin Airfift,1948
When the Soviet Union
refused to allow
elections in Poland, the
United States refused
to share the secrets
behind the atomic
bomb . The SU army
continued to occupy
Eastern Europe and
spread communism.
Describe U.S. Policies after World War II
Cold War begins
The Policy of Containment
Marshall Plan
Division of Germany and Berlin
Airfift,1948
US leaders responded to
the domination of
Eastern Europe by
developing a policy of
containment.
Under this policy, the US
would not attempt to
overturn communism
where it already existed,
but prevent it from
spreading to new areas.
Describe U.S. Policies after World War II
Cold War begins
The Policy of
Containment
Marshall Plan
Division of Germany and
Berlin Airfift,1948
Truman believed people
were accepting
communism because they
were desperate.
Secretary of State George
Marshall proposed that
massive aid be given to
the countries of war torn
Europe to rebuild their
economies.
It speed the economic
recovery of Western
Europe.
Describe U.S. Policies after World War II
Cold War begins
The Policy of Containment
Marshall Plan
Division of Germany and
Berlin Airfift,1948
1948 the French, British and
American merged zones
into a single West German
state.
The old capital (also divide
into four zones) was in the
Soviet zone. The Soviet
reacted by closing all links
to West Berlin.
In order to feed and get
medical supplies etc.
General Clay began an
airlift. The Soviets gave up
and lifted the blockade.
Question
A key factor in bringing about the Cold War was
a. Trade competition between the United States
and Europe.
b. Differences in ideology between the U.S. and
the Soviet Union.
c. The rejection of Soviet membership in the
United Nations.
d. The forced relocation of Japanese-Americans in
detention camps.
Question/Answer
A key factor in bringing about the Cold War was
a. Trade competition between the United States
and Europe.
b. Differences in ideology between the U.S. and
the Soviet Union.
c. The rejection of Soviet membership in the
United Nations.
d. The forced relocation of Japanese-Americans in
detention camps.
Explain the impact of the communists
regime in China and the Korean War
Explain the impact of the communists
regime in China and the Korean War
As American leaders
believe it had kept the
spread of communism
not only in Europe but
also the rest of the
world. China, turned to
Communism.
President Truman
denied diplomatic
recognition to
Communism China,
used veto power to
prevent admission of
China to UN, pledged
to protect Taiwan from
Communist attack.
Explain the impact of the communists
regime in China and the Korean War
The onset and outcome of the Korean War




When WWII ended, the former Allied Powers of
the United States and Soviet Union each
controlled a portion of the Korean Peninsula.
President Harry S. Truman ordered United States
troops into Korea
China entered the war and created a stalemate.
North Korea remains Communist and South Korea
remains a free market democracy.
Explain the impact of the communists
regime in China and the Korean War
In 1950, the United States and the democratic
government of South Korea went to war against the
communist government of North Korea.
North Korea was being aided by the new Chinese
communist government that had recently won the
Chinese Civil War.
Combat began when communist troops invaded South
Korea. Concerned over the spread of communism
beyond the Soviet Union and China, the United States
sent its troops to force the communists back to North
Korea.
Explain the impact of the communists
regime in China and the Korean War
The U.S. decision to enter the conflict was part
of its larger strategy of geographically
containing communism in order to isolate and
eventually defeat it. Driving North Korean
forces across the border, U.S. troops then
followed the enemy into North Korea in an
effort to entirely eliminate communism from
the Korean peninsula.
However, when the Americans reached the
border between North Korea and China, the
Chinese attacked, forcing the Americans back
to South Korea.
Describe the significance of the
launch of Sputnik I
Describe the significance of the launch
of Sputnik I
• In 1957, the Soviet union
launched Sputnik, the first
man-made satellite, into
space.
• Start of the Space Race with
military significance
• With space missiles SU could
send nuclear weapons to the
United States
• US launched its first in1957.
Question
A key factor in bringing about the Cold War was
A. Trade competition between the United States
and Europe.
B. Differences in ideology between the U.S. and the
Soviet Union.
C. The rejection of Soviet membership in the
United Nations.
D. The forced relocation of Japanese-Americans in
detention camps.
Question/Answer
A key factor in bringing about the Cold War was
A. Trade competition between the United States
and Europe.
B. Differences in ideology between the U.S. and the
Soviet Union.
C. The rejection of Soviet membership in the
United Nations.
D. The forced relocation of Japanese-Americans in
detention camps.
Question
The belief that Eastern Europe was already
lost to communism and that the US should
focus on preventing the spread of
communism to other regions of the World
was known
A. Preventive behavior
B. Containment policy
C. Cold warfare
D. The space race
Question/Answer
The belief that Eastern Europe was already
lost to communism and that the US should
focus on preventing the spread of
communism to other regions of the World
was known
A. Preventive behavior
B. Containment policy
C. Cold warfare
D. The space race
Question
Which of the following issues led to the
development of a Cold War policy between
the United States and the Soviet Union?
A. Laser technology
B. Neutral zones
C. Nuclear weapons
D. peacekeeping
Question/Answer
Which of the following issues led to the
development of a Cold War policy between
the United States and the Soviet Union?
A. Laser technology
B. Neutral zones
C. Nuclear weapons
D. peacekeeping
Question
The launch of Sputnik
A. thrilled people in the US because it finally out a
satellite in space
B. Boosted NASA’s morale because it meant that
the US had answered President Kennedy’s
challenge
C. Concerned US leaders who feared falling behind
the Soviets in nuclear technology
D. Concerned the Soviets because it revealed that
the US had been spying on them
Question
The launch of Sputnik
A. thrilled people in the US because it finally out a
satellite in space
B. Boosted NASA’s morale because it meant that
the US had answered President Kennedy’s
challenge
C. Concerned US leaders who feared falling behind
the Soviets in nuclear technology
D. Concerned the Soviets because it revealed that
the US had been spying on them
Brown v. Board of Education
When?
1954
Why?
According to Brown, Racial Segregation
in Schools was not Equal Challenging
Plessy v. Ferguson
Decision
Warren Court Ruled in favor of Brown
and Called for an end to State
Sponsored Segregation.
Impact
Ruling called for an end to Jim Crow
Stating that Plessy v. Ferguson was
unconstitutional.
Speeches and Writings
by: Martin Luther King
 Letter from the Birmingham Jail
 After being arrested for his part in a Civil Protest in King wrote to his follower
from his Jail Cell
 He asserted that not only was civil disobedience justified in the face of unjust
laws, but that "one has a moral responsibility to disobey unjust laws.
“I have a Dream Speech”
The speech, from the steps of the Lincoln Memorial during the March on
Washington for Jobs and Freedom, was a defining moment of the American Civil
Rights Movement.
It is a seventeen-minute public speech by Martin Luther King, Jr. delivered on
August 28, 1963, in which he called for racial equality and an end to
discrimination.
Civil Rights Act of 1964
• a landmark piece of legislation in the United
States that outlawed major forms of
discrimination against blacks and women,
including racial segregation.
• It ended unequal application of voter
registration requirements and racial
segregation in schools, at the workplace and
by facilities that served the general public
("public accommodations").
Voting Rights Act of 1965
• a landmark piece of national legislation in the
United States that outlawed discriminatory
voting practices that had been responsible for
the widespread disenfranchisement of African
Americans in the U.S.[2]
• prohibits states from imposing any "voting
qualification or prerequisite to voting, or
standard, practice, or procedure ... to deny or
abridge the right of any citizen of the United
States to vote on account of race or color.
Comparing the SNCC to the SCLC
Student Nonviolent Coordinating Committee (SNCC)
 It emerged from a series of student meetings led by Ella
Baker
 SNCC played a major role in the sit-ins and freedom rides
Southern Christian Leadership Conference (SCLC)
 SCLC was closely associated with its first president, Dr.
Martin Luther King, Jr.
 SCLC's belief that churches should be involved in political
activism against social ills was also deeply controversial
 SCLC and Dr. King were also sometimes criticized for lack of
militancy by younger activists in groups such as Student
Nonviolent Coordinating Committee (SNCC)
NOW
• The National Organization for Women (NOW)
is the largest feminist organization in the
United States
• The founders included Betty Friedan, the
author of The Feminine Mystique (1963),
• ISSUES: Equal Opportunity of Employment,
Legal and Political Rights, Education, Women
in Poverty, The Family, Image of Women, and
Women and Religion.
Modern Environmentalist Movement
 a broad philosophy and social movement regarding
concerns for environmental conservation and improvement
of the state of the environment.
 the mid-1970s, many felt that people were on the edge of
environmental catastrophe. The Back-to-the-land
movement started to form and ideas of environmental
ethics joined with anti-Vietnam War sentiments and other
political issues. These individuals lived outside normal
society and started to take on some of the more radical
environmental theories such as deep ecology
 Environmentalism and environmental concerns are often
represented by the color green.[1]
Questions
• How did Brown v. Board of Education, serve as
a cornerstone for future Civil Rights
Movements?
Answer
• By overturning Plessy v. Ferguson, and making
state sponsored segregation illegal
Question
• What did Martin Luther King’s, “Letter from a
Birmingham Jail” advocate?
Answer
• Civil Disobidiance
Question
• What did the Civil Rights Act of 1964 outlaw?
Answer
• Discrimination against blacks in schools and
the workplace. As well at public facilities
Question
• Who’s rights did NOW fight for?
Answer
• Women
Government
John Locke
• Wrote in his 2nd Treatise
on Government that every
man is entitled to the
“essential rights” of…
• LIFE, LIBERTY &
PROPERTY.
• And if the governments
fail to protect these rights,
the people have a right to
change the government.
Charles de Montesquieu
• Argued in The Spirit of Laws
that governmental power
must be divided…
• Because he thought that if
too much power were held in
one place…
• Freedom would be
impossible to maintain.
• This concept is called
“SEPARATION of POWERS”.
The Declaration of Independence
• Written by Thomas Jefferson;
approved on July 4, 1776.
• Argues that government can
only exist with the CONSENT
of the governed…
• And identified the ESSENTIAL
rights as being:
1. The right to life…
2. The right to liberty…
3. The right to pursue
happiness.
The Articles of Confederation
• Was the original governing
document of the United
States…
• Provided for no ARMY, no
PRESIDENT, no common
CURRENCY and no
congressional powers of
TAXATION.
• Shays’ Rebellion convinced
many people that the articles
were too weak, leading to the…
• Constitutional Convention.
The New Jersey Plan
• Called for EQUAL
representation
for all states…
• Large states felt
this was
UNFAIR.
The Virginia Plan
• Called for
PROPORTIONAL
representation
for all states…
• Small states felt
this was unfair.
The Great Compromise
• Established a SENATE,
with EQUAL
representation for all
states…
• Established a HOUSE
OF
REPRESENTATIVES…
• With PROPORTIONAL
representation for all
states.
The 3/5 Compromise
• The SOUTHERN states insisted
that when calculating
population, slaves be counted…
• The NORTHERN states
disagreed.
• Finally, the 3/5 compromise was
struck…
• Which said that every five slaves
will be counted as three
people…
• For the purposes of determining
Southern seats in the House of
Representatives.
The Bill of Rights
• To gain support for the
Constitution, the Federalists
offered several amendments…
• The first ten amendments are
called the Bill of Rights.
• They are designed to protect
the rights of individual citizens.
• The US Bill of Rights is unusual
because it is not a list of rights
that the people have (which the
founders believed were
NATURAL RIGHTS, from GOD,
and not something that
governments have the power to
grant)…
• Rather they are a list of things
that the government is NOT
ALLOWED to do.
The First Amendment
• Forbids the
government from
restricting the
freedoms of…
•
•
•
•
•
Speech
Press
Religion
Assembly
Petition
The Fifth Amendment
• Requires a grand jury
for capital crimes
• Forbids double
jeopardy
• Requires due process
and…
• Forbids forced selfwitness— “Pleading
the Fifth”.
• Forbids government
confiscation of
private property
without just
compensation
The Thirteenth Amendment
• Abolished
slavery,
except as a
punishment
for a crime.
The Fourteenth Amendment
• The States
must provide
equal
protection
under the law
to all persons,
regardless of
race.
The Fifteenth Amendment
• …The right of
citizens of the
United States to
vote shall not be
denied on the
basis of race,
color, or
previous
condition of
servitude…
The U.S. Constitution
• To Insure Domestic Tranquility
• To Provide for the Common
Defense
• To Secure the Blessings of
Liberty
• To Establish Justice
• To Promote the General
Welfare
• To Form a More Perfect Union
Constitutional Principles:
Popular Sovereignty
1. Popular sovereignty
means “rule by the
people”…
2. The US government is
based upon the
CONSENT of the
governed…
3. All authority from
government comes
from the PEOPLE—
the people GRANT it,
and the people can
take it AWAY.
Constitutional Principles: Separation of Powers
• The SENATE and the
HOUSE of
REPRESENTATIVES
are part of the
LEGISLATIVE
BRANCH…
• Also called the
CONGRESS…
• Which MAKES laws.
Separation of Powers
• The JUDICIAL
BRANCH…
• Whose highest
level is called the
SUPREME COURT…
• Is responsible for
INTERPRETING the
LAWS.
Separation of Powers
• The EXECUTIVE
BRANCH…
• Which is controlled
by the
PRESIDENT…
• Is responsible for
ENFORCING the
laws.
The Three Branches
Constitutional
Principles:
Checks
and
Balances
• Each branch of government exercises CONTROL over the others.
• The Legislative branch passes the laws, but the president can
reject—VETO—any law Congress passes. Congress can override
the veto by a 2/3 vote in both houses.
• The Judicial branch restrains Congress and the President with its
power to declare legislative or executive acts
UNCONSTITUTIONAL. Unconstitutional laws are struck down.
• The president controls the Judicial branch by appointing judges…
• But the appointments must be APPROVED by the Senate.
Constitutional Principles: Judicial Review
• Is the power of the
court to declare laws
null and void if they
violate the Constitution.
• All Federal courts have
this power…
• But the final authority
rests with the Supreme
Court.
• A Supreme Court
decision can only be
reversed if:
1. The court changes its
mind, or…
2. The Constitution itself
is changed (amended).
John Marshall
Marbury v. Madison,1803
• Constitutional Question:
Can Marbury sue Madison
under an unconstitutional
law?
• Decision: Any law that
conflicts with the
Constitution is null and
void.
• Precedent: Established
Judicial Review—the power
of the Supreme Court to
determine whether or not
laws are
CONSTITUTIONAL.
Constitutional Principles: National Supremacy
• If a Federal law and a
State law contradict
each other…
• The Federal law wins.
• For example, many
states have passed
“medical marijuana”
laws…
• But since marijuana is
NATIONALLY
prohibited…
• Those laws are
technically invalid.
Constitutional Principles: Federalism
• The Constitution created a
FEDERAL system of
government…
• Under such a system,
national and state
governments SHARE power.
• The founders established
such a system because they
were fearful of giving all the
power to a central
government…
• Which is too similar to a
monarchy.
• Federalism allows the
national government to act
for the country as a whole
and for the states to oversee
local matters.
If the Supreme Court decides to declare
"Obamacare" unconstitutional, it will be an
example of the court exercising the power
of...
A.) popular sovereignty.
B.) judicial review.
C.) limited government.
D.) federalism.
While the US government coins
money, the states regulate
education. This is an example of...
A.) limited government.
B.) popular sovereignty.
C.) federalism.
D.) separation of powers.
If the state of Georgia voted to prevent African
Americans from attending school, such an action
would be prevented by the federal government
by virtue of the concept of...
A.) limited government.
B.) national supremacy.
C.) federalism.
D.) popular sovereignty.
Types of Power: Enumerated (or
Delegated) Powers
•
•
1.
2.
3.
4.
5.
Enumerated powers are
those that are specifically
granted to the Federal
Government in the
Constitution.
They include…
The power to collect
taxes…
To coin money…
To declare war…
To raise an army and
navy…
And to regulate trade
among the states.
Implied Powers
• Implied powers are powers
the government is allowed to
exercise…
• Because they are necessary in
order to carry out the
enumerated powers.
• For example, the
Constitution says nothing
about allowing a military
draft…
• But because this can be
necessary to maintain and
army and navy and to make
war…
• The government is allowed to
institute a draft.
Reserved
Powers
•
•
•
1.
2.
3.
4.
The Constitution makes clear that any power not
SPECIFICALLY granted to the federal government…
Is RESERVED for the states.
Some reserved powers include:
Controlling intrastate commerce…
Regulating the public school system…
Supervising elections…
Establishing driving laws.
Concurrent Powers
•
•
1.
2.
3.
4.
Concurrent powers
are powers held by
BOTH the state and
the federal
government.
Some of these
include…
Taxing & spending…
Borrowing money…
Establishing a
criminal code
(although state laws
CANNOT contradict
federal laws)…
Enforcing laws.
Plessy v. Ferguson, 1896
• Constitutional Question:
Can the state prohibit
the use of public
facilities by African
Americans?
• Decision: Separation of
the races is legal as long
as the facilities for both
races are of equal
quality.
• Precedent: Separate but
Equal is constitutional.
Segregation statutes,
especially in the south,
greatly increase in
number.
Brown v. Board of Education, 1854
• Constitutional
Question: Does the
segregation of children
in public schools solely
on the basis of race
deprive them equal
protection of the law, as
guaranteed by the 14th
Amendment?
• Decision: Overturned
Plessy v. Ferguson
• Precedent: Established
the principle that
separate is not equal.
Question #1
 The basic purpose of our constitutional
system of checks and balances is to
A. Protect the rights of states
B. Prevent one branch of the government from becoming too
powerful
C. Enable the federal government to run as efficiently as possible
D. Provide a written guarantee of the rights of each citizen
Answer #1
 B. Prevent one branch of the government
from becoming too powerful
Question #2
The U.S. government is considered a
federal system because

a.
b.
c.
d.
National laws must be passed by both houses of Congress
Powers are divided between its national and state
governments
The states are guaranteed a republican form of government
The President is selected by the electoral college.
Answer #2

B. Powers are divided between its national
and state governments
Bill of Rights #3
 Which of the following is not protected by the




Bill of Rights?
A. Speech
B. Quartering of troops
C. Freedom to immigrate
D. Cruel and unusual punishment
Answer!
 C. Freedom to immigrate
Judicial Review #4
 What Supreme Court case established the




power of judicial review?
A. Brown vs. Board of Education
B. Plessy vs. Ferguson
C. Marbury vs. Madison
D. McCullouch vs. Maryland
Answer
 C. Marbury vs. Madison
Checks and Balances #5
 Which of the following is not an example of




the ability of Congress to check the
President?
A. Senate must approve a treaty
B. Congress approves the budget
C. Congress can override a veto
D. Congress declares bills unconstitutional
Answer
 D. Congress declares bills unconstitutional
Electoral College #6
 How do you determine how many Electoral




Votes each state can cast?
A. Total number of Senators
B. Supreme Court does this
C. Sum of number of representatives and senators
that a state has.
D. Population
Answer
 C. Sum of number of representatives and
senators that a state has.
Terms of Office #7
 Which of the following is the correct match




between the position and the term of office?
A. President – 2 years
B. Senator – 6 years
C. House of Representatives - 4 years
D. Supreme Court – 10 years
Answer
 B. Senator – 6 years
Due Process #8
 The concept of “due process” refers to
 A. How states tax individuals
 B. Segregation laws
 C. Procedures to insure a fair trial
 D. The right to life liberty and property
Answer
 C. Procedures to insure a fair trial
Natural Rights #9
 From whom did the authors of the




Declaration of Independence get their idea of
“life, liberty and the pursuit of happiness”?
A. George Washington
B. John Locke
C. Plato
D. Abraham Lincoln
Answer
 B. John Locke
Articles of Confederation #10
 Which of the following was a key weakness of




the Articles of Confederation?
A. A strong president
B. An effective executive and judiciary
C. Too much power at the state level
D. No legislative branch
Answer
 C. Too much power at the state level
Federalism #11
 Which of the following powers is primarily




exercised by states in our Federal system of
government?
A. Defense
B. Granting titles and nobility
C. Education
D. Coining money
Answer
 C. Education
Constitutional Amendments #12
 Which of the following is the correct method




for changing the Constitution?
A. Congress proposes and states ratify
B. The people vote
C. The President approves and states ratify
D. None of the above
Answer
 Congress proposes and states ratify
Impeachment #13
 Which body of government holds the




impeachment trial of the President?
A. House of Representatives
B. Supreme Court
C. Electoral College
D. Senate
Answer
 D. Senate