APEX U.S. History Grade 10 Learning Packet...SOCIAL STUDIES U.S. History – Grade 10 Packet 2 – (April 20 – May 1) – Weeks 3&4 Primary Source: Letter from a Birmingham Jail

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

CHARLES COUNTY PUBLIC SCHOOLS

APEX U.S. History Grade 10

Learning Packet

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

Student:__________________________________________School:_________________________________Teacher:___________________________________________Block/Period:___________________________

PacketDirectionsforStudentsStudentsshouldcompletethefollowingsectionsoftheAPEXU.S.Historycourse.7UnitOverview:TheColdWarBeginsWEEK3–7.3LessonOverview:EarlyCivilRights7.3.5Study:MassMovementsExaminethewayAfricanAmericansusedpopularnonviolentprotesttogetvotingrights.7.3.7Quiz:MassMovementsTakeaquiztocheckyourunderstandingofwhatyouhavelearned.WEEK4–7.4LessonOverview:CultureofProsperity7.4.1Study:CultureofProsperityLookathowtheendofWorldWarIIledtogoodeconomictimes.7.4.2Quiz:CultureofProsperityTakeaquiztocheckyourunderstandingofwhatyouhavelearned.--------------------------------------------------------------------------------------------------------------------------------------------------WEEK3–7.3EarlyCivilRightsEarlyCivilRightsInthislessonyouwillexaminetheoriginsofthemoderncivilrightsmovement.YouwillbeginbylookingattheeffectsofWorldWarIIandtheColdWaronracerelationsintheUnitedStates.ThenyouwilllearnabouttheNAACP'slegalstrategy,itssuccesswithBrownv.BoardofEducation,andtheeffectsofthatimportantruling.Finally,youwilldiscoverhowAfricanAmericansandtheirsupportersformedmassmovementstogetthenationtoliveuptoitsidealofequality.Objectives• DescribehowtheColdWaraffectedgovernmentpoliciestowardAfricanAmericans.• ExaminestrategiesusedbytheNAACPtochallengeracialsegregation.• Analyzethegoalsandstrategiesoftheearlycivilrightsmovement.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

7.3.5Study:MassMovements

Answerthefollowingquestionsasyoumovethroughthematerial.1.Writethecorrectkeytermintheblankprecedingeachdefinition.a.:AfamouspublicspeechgivenbyMartinLutherKingJr.onAugust28,1963,inWashington,D.C.Thespeechcalledforequalitybetweentheracesandanendtodiscrimination,ortreatingpeopleofcolordifferently.b.:Acivilrightsorganizationthatwasformedin1942.ItwasinvolvedintheMarchonWashingtonandthefreedomridesintheearly1960s.c.:Bustripstakenbycivilrightsactiviststomakesurebusesandbusstationswerenotsegregated.d.:(1919-1998)ThegovernorofAlabamainthe1960s,1970s,and1980s.Heisbestknownforhissupportofsegregation,orseparationoftheraces,intheSouth.e.:A1963civilrightsmarchofover200,000peopletoshowsupportforcivilrightsadvances.MartinLutherKingJr.gavehis"Ihaveadream"speechhere.TheMarchonWashingtonisgivencreditforhelpingtopasstheCivilRightsActof1964andtheVotingRightsActof1965.f.:(1929-1968)AnAfricanAmericanleaderduringthecivilrightsmovementofthe1950sand1960s.HehelpedfoundtheSouthernChristianLeadershipConferencein1957.HisworkledtotheMarchonWashington,wherehedeliveredhis"Ihaveadream"speech.Hewasassassinated,ormurdered,in1968.g.:A1955boycottof,orrefusaltouse,publictransportationinMontgomery,Alabama.ItwasstartedbyanAfricanAmericanwomanwhorefusedtogiveherseattoawhitemanasrequiredbystatelaw.Herarrestledtotheboycott,whichlastedmorethanayearandendedthesegregationofAlabamabuses.h.:(1913-2005)AnAfricanAmericanwomanwhosearrestforrefusingtogiveherbusseattoawhitepersonsetofftheMontgomerybusboycott.i.:SouthernChristianLeadershipConference,anAmericancivilrightsorganizationcloselyassociatedwithitsfirstpresident,MartinLutherKingJr.j.:Aformofnonviolentprotestinwhichpeoplebringattentiontoasocialorpoliticalissuebyoccupyinganareaandrefusingtoleaveuntildemandsaremet.k.:StudentNonviolentCoordinatingCommittee,oneofthemajororganizationsinthecivilrightsmovementofthe1960s.Itplayedamajorroleinsit-ins,freedomrides,andtheMarchonWashington.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

2.WhathappenedinMontgomeryAlabamain1955tochangethecourseofracerelationsintheUnitedStates?3.Whatisthepowerofnonviolentprotest?GiveexamplesofitsapplicationinthecivilrightsmovementintheUnitedStates.4.HowdidMartinLutherKingJr.achievesuccessfortheCivilRightsMovement?WhatdidMartinLutherKingJr.believewaspossiblebetweenAfricanAmericansandwhites?

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

PrimarySource:LetterfromaBirminghamJailThisdocumentispartofaletterwrittenbyMartinLutherKingJr.,fromajailinBirmingham,Alabama.Kinghadbeenarrestedafterrefusingtoobeyanorderbycityofficialstostoptheirmarchesandsit-ins.King'sletterwasaresponsetowhitechurchleaderswhohadwrittenhimtoarguefornegotiationinsteadofprotest.Assignment:Writeanextendedparagraphof8-12sentencesonthedocumentbelowrespondingtothewritingprompt(seenextpage).LetterfromaBirminghamJailYoudeplorethedemonstrationstakingplaceinBirmingham.Butyourstatement,Iamsorrytosay,failstoexpressasimilarconcernfortheconditionsthatbroughtaboutthedemonstrations.Iamsurethatnoneofyouwouldwanttorestcontentwiththesuperficialkindofsocialanalysisthatdealsmerelywitheffectsanddoesnotgrapplewithunderlyingcauses.ItisunfortunatethatdemonstrationsaretakingplaceinBirmingham,butitisevenmoreunfortunatethatthecity'swhitepowerstructurelefttheNegrocommunitywithnoalternative.Inanynonviolentcampaigntherearefourbasicsteps:collectionofthefactstodeterminewhetherinjusticesexist;negotiation;self-purification;anddirectaction.WehavegonethroughallthesestepsinBirmingham.Therecanbenogainsayingthefactthatracialinjusticeengulfsthiscommunity.BirminghamisprobablythemostthoroughlysegregatedcityintheUnitedStates.Itsuglyrecordofbrutalityiswidelyknown.Negroeshaveexperiencedgrosslyunjusttreatmentinthecourts.TherehavebeenmoreunsolvedbombingsofNegrohomesandchurchesinBirminghamthaninanyothercityinthenation.Thesearethehard,brutalfactsofthecase.Onthebasisoftheseconditions,Negroleaderssoughttonegotiatewiththecityfathers.Butthelatterconsistentlyrefusedtoengageingoodfaithnegotiation....Youmaywellask:"Whydirectaction?Whysitins,marchesandsoforth?Isn'tnegotiationabetterpath?"Youarequiterightincallingfornegotiation.Indeed,thisistheverypurposeofdirectaction.Nonviolentdirectactionseekstocreatesuchacrisisandfostersuchatensionthatacommunitywhichhasconstantlyrefusedtonegotiateisforcedtoconfronttheissue.Itseekssotodramatizetheissuethatitcannolongerbeignored.Mycitingthecreationoftensionaspartoftheworkofthenonviolentresistermaysoundrathershocking.ButImustconfessthatIamnotafraidoftheword"tension."Ihaveearnestlyopposedviolenttension,butthereisatypeofconstructive,nonviolenttensionwhichisnecessaryforgrowth.JustasSocratesfeltthatitwasnecessarytocreateatensioninthemindsothatindividualscouldrisefromthebondageofmythsandhalf-truthstotheunfetteredrealmofcreativeanalysisandobjectiveappraisal,somustweseetheneedfornonviolentgadfliestocreatethekindoftensioninsocietythatwillhelpmenrisefromthedarkdepthsofprejudiceandracismtothemajesticheightsofunderstandingandbrotherhood.Thepurposeofourdirectactionprogramistocreateasituationsocrisispackedthatitwillinevitablyopenthedoortonegotiation.Ithereforeconcurwithyouinyourcallfornegotiation.ToolonghasourbelovedSouthlandbeenboggeddowninatragicefforttoliveinmonologueratherthandialogue....Weknowthroughpainfulexperiencethatfreedomisnevervoluntarilygivenbytheoppressor;itmustbedemandedbytheoppressed.Frankly,Ihaveyettoengageinadirectactioncampaignthatwas"welltimed"intheviewofthosewhohavenotsufferedundulyfromthediseaseofsegregation.ForyearsnowIhaveheardtheword"Wait!"ItringsintheearofeveryNegrowithpiercingfamiliarity.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

PrimarySource:LetterfromaBirminghamJailWriteanextendedparagraphof8-12sentencesonthedocument“LetterfromaBirminghamJail”byrespondingtothefollowingprompt:WhatapproachtoadvancingcivilrightsdoesKingrecommend,andwhydoeshethinkitwillwork?__________________________________________________________________________________________

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SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

MassMovements

RosaParksstooduptoaracistlawandhelpedstartasuccessfulcivilrightsaction.Imaginethatyou’resittingonacitybus.You’reonyourwayhomeafteralongdayatwork.Yourtiredlegsenjoytherest.Atthenextbusstop,awhitemangetsonthebus.Thebusisalreadyfull,sothereisnowhereforhimtosit.Sinceyou’reblack,astatelawsaysyouhavetogivethemanyourseat.ThiswasthesituationRosaParksfacedin1955inMontgomery,Alabama.Sherefusedtogiveupherseatonthatbus,andshewassenttojail.Thisoneactgotcivilrightsactiviststobeginpushingharderforchange.TheMontgomerybusboycottthatfollowedhelpedbringanendtoracistlawsinMontgomery.ItalsostartedthecareerofcivilrightsleaderMartinLutherKingJr.DangerousTimesWhencivilrightsactivistslikeRosaParksstooduptosegregationlaws,theynotonlyfacedjail,theyriskedinjuryordeath.EversincetheendofReconstruction,AfricanAmericansintheSouthhadbeenbeaten,shot,andlynchedbyangrywhites—oftensimplytomakeotherAfricanAmericansafraid.AfterBrownv.BoardofEducation,tensionswerehighbetweenwhitesandblacksintheSouth.Foureventsin1954showthechallengesAfricanAmericansstillfacedevenwithsegregationnowruledunconstitutional:

• InMay,ReverendGeorgeWesleyLeewasshotandkilledinBelzoni,MississippibecausehehelpedAfricanAmericanssignuptovote.

• InAugust,LamarSmithwasshotandkilledinBrookhaven,Mississippiinbroaddaylight.LikeReverendLee,hehadbeenworkingtosignupAfricanAmericanstovote.Thewhitemanwhoshothimneverwenttocourt.

• InAugust,14-year-oldEmmettTillwastakenatnightfromarelative’shome,beaten,shot,andthrowninariverinMoney,Mississippi.Themenwhomurderedhimwenttocourt,buttheall-whitejurysaidthetwowhitemenwerenotguiltyofthecrime.

• InOctober,16-year-oldJohnEarlReesewasshotandkilledbytwowhitemenwhiledancinginaclubinMayflower,Texas.Themenwereputontrialandfoundguilty,buttheyneverservedadayinjail.

SOCIALSTUDIESU.S.History–Grade10

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TheKKKStrikesThesedangeroustimeswerenotrestrictedtoblacksorsoutherners.WhenwhitecollegestudentsfromnortherncitieswenttoMississippitohelpin1954,theywerethevictimsofviolence,aswell.TwoNewYorkstudentsandalocalactivistwerearrestedforregisteringblackstovote.Thentheywereletoutofjailaftermidnight,whereKKKmemberswerewaitingforthem.Theywereallmurdered.NonviolentProtestTheNAACP’slegalstrategywasoneapproachinthestruggleforequality.Butitwasn’ttheonlyapproach.Manycivilrightsleaderschosetofollowthepathofnonviolentprotest.Theyprotestedagainstsegregationbymarchingorworkinginotherpeacefulways.ThenonviolentmethodsusedbyMartinLutherKingJr.andothercivilrightsleadershadalonghistory.NonviolentprotestswereusedbyThoreauinthe1800sandlaterinIndiabyMahatmaGandhi.Gandhiusedsuchtechniquesasthemassmarch,theboycott,andthehungerstriketobringanendtoBritishruleinIndia.Gandhiandotheractivistsbrokelawstoshowhowthoselawsweremorallywrong.Gandhitoldhisfollowersnevertouseviolence,evenwhenpoliceattackedthem.Healsosaidthathisfollowersmustbewillingtofaceanythingthatresultedfromtheiractions,evengoingtojail.StrikeforEqualityTheMontgomerybusboycottwasthecivilrightsmovement'sfirstimportantuseofnonviolentmethods.Theboycottwasdifficult,buttheprotestorseventuallywon.Thisactionwaseffectiveforseveralreasons:

• AfricanAmericanswerethemainpeoplewhousedthecitybussystem.Whentheyrefusedtoride,thebuscompanylostmoney.

• Thevastmajorityofblacksinthecityjoinedtheboycott.• TheblackcommunitystucktogetherandorganizedcarpoolstogiveAfricanAmericansneeded

transportation.ANewCivilRightsLeaderTheboycott’ssuccessmadeMartinLutherKingJr.theleaderofthecivilrightsmovement.King’sownabilitieshelpedbringthisabout:

• ExcellentwritingandapowerfulvoicegaveKingtheabilitytoconvinceotherstojointhemovementandtostaywithitsprinciples.

• King’sdeepbeliefintheimportanceofnonviolentactionbroughtapeacefulmessagethatmanypeoplesupported,includingmanywhites.

• Kingplannedpeacefulprotestsinlocationswhereviolentresponsewaslikely.Thishelpedwinsupportforthemovement,anditshowedthecountryhowthesegregationistsusedviolencetogettheirway.

AyearaftertheMontgomerybusboycottended,KingorganizedtheSouthernChristianLeadershipConference(SCLC).ItwasmadeupofAfricanAmericanchurchleadersfromacrosstheSouth.TheSCLC’sgoalwas"toseekjusticeandendallinjustice."ActivistsworkingwiththeSCLCwereencouragednottorespondviolentlytopoortreatmentorarrests.Instead,theystressednonviolentprotestsandurgedchurchcommunitiestotakeactionagainstinjusticethroughboycotts.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

SittingandRidingforFreedomIn1960,nonviolentactionreallybegantopayoff.ThatFebruary,fourblackcollegestudentsinGreensboro,NorthCarolina,beganasit-inatastorelunchcounterreservedforwhites.Theyhopedtoendthestore’ssegregationpolicy.Theydidthiseachday,withmorestudentstakingparteachtime.Theirproteststartedothersacrossthenation.ItalsoinspiredEllaBakertoorganizeAfricanAmericancollegestudentstoformtheStudentNonviolentCoordinatingCommittee(SNCC).In1961,JamesFarmer'sgroup,theCongressofRacialEquality(CORE),startedanewformofprotestknownasfreedomrides.TheSupremeCourthadbannedsegregationonbusesthattraveledfromonestatetoanotherandinbusstationsthatservedthesebuses.COREwantedtomakesurethesecourtorderswerebeingfollowed.Althoughfreedomridersfacedviolence,thefreedomridescontinuedthroughoutthesummerof1961.SNCCmembersplayedamajorrole,sendingmemberstostanduptotheKuKluxKlanandotherwhitegroupsthatattackedbuspassengers.TelevisionbroughttheseeventsintothehomesofAmericansandraisedmanyquestionsaboutAmericanidealsandfreedoms.TheBirminghamActionIn1963,KingfocusedhiseffortsonBirmingham,Alabama,wherepublicplaceswerestillsegregatedandviolenceagainstAfricanAmericanswascommon.Kingcalledforaboycottofstoresthatdidnothireblacksorthattreatedblackcustomersbadly.Thereweremarchesandsit-insaswell.Afteraweekofprotests,cityofficialsorderedtheactiviststostoptheirprotests.Movementleadersrefusedtostop,andKingwassenttojail.ImagesoftheviolenceinBirminghamwereseenaroundtheworld.Americanswereshockedbythestepssomesouthernerswerewillingtaketoprotectsegregation.TheSCLCthenorganizedachildren'smarch.Over1,000AfricanAmericanchildrenmarchedthroughBirmingham’sstreets.Manyweresenttojail.Whenthemarchwasrepeatedthenextday,policeattackedthechildrenwithdogs,clubs,andpowerfulfirehoses.Whenthepublicsawtheviolentimagesofpeacefulprotestersbeingattacked,manyAmericansfeltthatthesegregationistshadgonetoofar.Respondingtothispublicpressure,cityofficialsfinallyagreedtoendsegregation,andtheprotestsended.MartinLutherKingJr.injailWhileKingwasinjail,hewrotealetterthatexplainedthethinkingbehindthenonviolentcivilrightsmovement.Hisletterwasaresponsetoeightwhitechurchleaderswhohadtoldhimthatnegotiationwasabetterstrategythanprotest.King'sLetterfromaBirminghamJailmadethefollowingargumentsinresponse:

• "Thepurposeofourdirect-actionprogramistocreateasituationsocrisis-packedthatitwillinevitablyopenthedoortonegotiation."

• "Freedomisnevervoluntarilygivenbytheoppressor;itmustbedemandedbytheoppressed…ForyearsnowIhaveheardtheword'Wait!'ItringsintheearofeveryNegrowithpiercingfamiliarity.This'Wait'hasalmostalwaysmeant'Never.'"

• "Therearetwotypesoflaws:justandunjust.Iwouldbethefirsttoadvocateobeyingjustlaws.Onehasnotonlyalegalbutamoralresponsibilitytoobeyjustlaws.Conversely,onehasamoralresponsibilitytodisobeyunjustlaws…"

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

ForKing,thetimeforwaitinghadpassed.Hewantedactionnow.Andhefeltthatwhilepeoplehadaresponsibilitytofollowlawsthatwerefair,theyalsohadaresponsibilitytobreaklawsthatwereunfair.PresidentKennedyGetsInvolvedKennedygavesomesupporttothegoalsofcivilrightsactivists.ButhealsofearedthatsupportingactiviststoomuchwouldupsetsouthernDemocratsinCongress.In1961,theJusticeDepartmenttriedtoprotectthefreedomriders.In1962,itforcedMississippi’sgovernortoletJamesMeredithattendtheUniversityofMississippi.HewasthefirstAfricanAmericantoattendthatschool.TheadministrationsentsoldierstoprotectMeredith.In1963,whenGeorgeWallaceblockedtwoblackstudentsfromgoingtotheUniversityofAlabama,KennedyforcedWallacetoacceptthestudents.HealsotookcontroloftheAlabamaNationalGuardtoguaranteeorderattheuniversity.Laterin1963,KennedyspokeonTV,callingthesituation"amoralcrisis."HeaskedCongress,stateandlocalleaders,andallAmericanstotakeactiontobringaboutachange.Soonafter,hesentCongressacivilrightsbill.TheMarchonWashingtonCivilrightsleadersknewthattheyhadpushedtheKennedyadministrationtoact.TheydecidedtoputmorepressureontheWhiteHouse—andonCongress.InAugust1963,severalcivilrightsgroupscametogethertostagetheMarchonWashington(1963).TheywantedthousandsofpeopletocometothecapitalanddemandrightsforAfricanAmericans.Withmorethan200,000peopleofallracestakingpart,itwasthelargestcivilrightseventinhistory.Besidesitssize,theMarchonWashingtonisalsomemorableforaspeechgivenbyMartinLutherKingJr.Manyconsiderthiseventthehighpointofthecivilrightsmovement.MovingForwardMartinLutherKingJr.originallyhadfourgoals:

1.Hewantedtoendsegregation.2.Hewantedtodoitmorally.3.Hewantedtodoitimmediately.4.Hewantedblacksandwhitestolivetogetherpeacefully.

Althoughracialharmonywasnotachieved,King'sworkhelpedproducetwoimportantcivilrightslaws.Hewasalsoabletokeephismovementnonviolentandtoinspireothergroupstojoinintheuseofnonviolentmethods.AftertheMarchonWashington,Kingbecameincreasinglyconcernedabouthowpovertyandwaraffectedtheblackcommunity.HebegantoworktobetterAfricanAmericans’economicsituation.HealsobegantospeakoutagainsttheVietnamWar,whichhebelievedtookawayresourcesthatcouldbeusedtohelpblacks.

SOCIALSTUDIESU.S.History–Grade10

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Quiz:MassMovementsQuestion1of10WhathappenedtothemenwhowereaccusedofshootingEmmettTill?

A. Theywerefoundguilty,butdidnotgotojail.

B. Theywenttoprison.

C. Theywerefoundnotguilty.

D. Theywerefoundguiltyandexecuted.

Question2of10HowdidcivilrightsleaderssuchasMartinLutherKingJr.developanonviolentstrategy?

A. TheylearnedthisfromthesuccessofGandhi.

B. TheylearnedthisfromRosaParks.

C. TheylearnedthisfromCommunists.

D. TheylearnedthisfromheroesoftheRevolution.

Question3of10HowdidJamesFarmerhelpthecauseofcivilrights?

A. Heorganizedviolentprotests.

B. HewasawarherofromWorldWarII.

C. HeorganizedtheCongressforRacialEquality.

D. HearguedcasesbeforetheSupremeCourt.

SOCIALSTUDIESU.S.History–Grade10

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Question4of10Whatshort-termeffectdidsit-insandothercivilrightsprotestshaveonlifeintheSouth?

A. Segregationistsbecamemoreviolent.

B. Therewasveryfastprogresstowardcivilrights.

C. Manypeoplemovedoutofthecities.

D. Societybecamemorepeaceful.

Question5of10WhichofthefollowingwasnotoneofMartinLutherKingJr.'sgoals?

A. Toachieveracialharmony

B. Tousenonviolentmethods

C. Toendsegregationbyanymeansnecessary

D. ToimprovetheeconomicconditionsofAfricanAmericans

Question6of10TheMontgomerybusboycottraisedpublicawarenessofwhichcivilrightsleader?

A. BayardRustin

B. MartinLutherKingJr.

C. EllaBaker

D. JamesFarmer

SOCIALSTUDIESU.S.History–Grade10

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Question7of10WhatwasaneffectofpeacefulprotestsorganizedbyMartinLutherKingJr.?

A. Theviolenceusedbysegregationistsagainsttheprotestswasshownacrossthecountry.

B. Themethodshadnoimpactagainstviolence.

C. TheleadershipoftheprotestsdisagreedwithMartinLutherKingJr.

D. Alloftheabove

Question8of10WhenAmericanssawimagesoftheviolenceinBirminghamin1963,theywere:

A. InfavorofvotingtoprotectsegregationintheSouth.

B. Outragedwiththeactivistswhoorganizedthechildren'smarch.

C. shockedbytheviolentmethodsofsoutherners.

D. happywiththemethodsofsoutherners.

Question9of10Inhis"IHaveaDream"speech,MartinLutherKingJr.argued:

A. Americanscouldlivetogetherinpeace.

B. AmericansshouldnotsupportCommunism.

C. segregationshouldbelegalintheSouth.

D. AfricanAmericansshouldviolentlyresistracism.

SOCIALSTUDIESU.S.History–Grade10

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Question10of10MartinLutherKingJr.'sLetterfromaBirminghamJailarguedthat:

A. peopleshoulddisobeyunjustlaws.

B. peacefulprotestshadnoeffectinthefightforcivilrights.

C. segregationcouldnotbechangedinAmerica.

D. prisonreformwasnecessaryforcivilrights.

SOCIALSTUDIESU.S.History–Grade10

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WEEK48.3–Post-WWIIPopularCulture

TheSlinkydebutedin1945.Bythe1950s,itwasaninternationalhit.Millionsarestillsoldworldwide.Inthislesson,youwillseehowpopularcultureanddailylifeintheUnitedStateschangedintheyearsafterWorldWarII.YouwillexaminetheeffectsofpostwarprosperityandlookattherapidgrowthofthesuburbsaswellastheeconomicrecoveryoftheSouthandSouthwest.Objectives• DescribehoweconomicgrowthafterWorldWarIIchangedlifeformanyAmericans.• IdentifychangesinthecultureoftheAmericanmiddleclassduringthemid-1900s.• ExplainthefactorsthatcontributedtoeconomicrecoveryintheSouthandSouthwest.• AnalyzethecausesandimpactoftheinternalmigrationsthattookplaceintheUnitedStatesinthe1950sand1960s.

SOCIALSTUDIESU.S.History–Grade10

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7.4.1Study:CultureofProsperityAnswerthefollowingquestionsasyoumovethroughthematerial.1.Writethecorrectkeytermintheblankprecedingeachdefinition.a.:Aperiodoftimewhenthebirthrateishigh.IntheUnitedStates,thistermusuallyreferstotheperiodbetween1946and1964,whentherewasahugeincreaseinthenumberofchildrenborn.b.:Agroupofwritersandartistswhodevelopedaculturalphilosophy,orwayofthinking,inthe1950s.Ingeneral,thisphilosophysupportedbehaviorthatwasagainstpopularAmericanvalues.c.:Alawpassedin1944toprovidefederalfinancialaidtomilitaryveteransforobtaininghealthcare,buyinghomes,orgoingtocollegeorsomeotherkindoftrainingprogram.d.:Ahouseholdmadeupofamother,father,andtheirchildren.2.WhydidCongresspasstheG.I.Bill?WhatdidtheG.I.Billdo?3.WhatweresomeoftheeffectsofthebabyboomfollowingWorldWarII?4.DuringtheeconomicboomafterWorldWarII,whatdidadvertisersdotogetconsumerstobuynewproducts?

SOCIALSTUDIESU.S.History–Grade10

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CultureofProsperity-GettingovertheToughTimesTheyearsfrom1929to1945hadbeendifficultonesforthenation.Americanshadlivedthroughtoughtimes:TheDustBowlmadelifeevenharderformanyfarmersinthe1930s.

• Thestockmarketcrashof1929meantthelossofmanyfortunes.• TheGreatDepressionforcedmillionsofAmericansoutofwork.• TheDustBowl,fallingfarmprices,anddebtproblemsledtothelossofabout100,000farms.• WorldWarIItookatollonmanyfamilies.Morethan400,000soldiersdiedduringthewar,andnearly

700,000wereinjured.AfterWorldWarII,Americanshopedtoputthetoughtimesbehindthem.Theylookedforwardtoapostwareconomicboom.Whenthatboomhappened,itgavemanythechancetolivethe"Americandream."TheBabyBoom

Onechangeinthepostwarworldwasthebabyboom.Returningveteransandtheirspouseshadsomanychildrenthattheirfamilieschangedthecountry.DuringtheGreatDepression,thenumberofbabiesbornintheU.S.felltoabout2.3millionayear.In1946,thefirstyearafterWorldWarII,3.4millionbabieswereborn—anewrecord.Thebirthratecontinuedtogrow,untilithit4millionin1953.Forthenext11years,itneverfellbelowthatlevel.ThebabyboomhadamajorimpactonAmericansociety.Millionsofwomenwhohadworkedduringthewarbecamestay-at-homemothers.Growingfamiliesledtogrowingdemandforhousesinthesuburbs,andthatmeantbuyingmorelandandbuildingmorehouses.Populationgrowthalsohelpedtheeconomy.GrowingfamiliesweregoodcustomersforAmericanbusinesses.Therisingpopulationofchildrenalsocreatednewchallengesforgovernment.Townsandcitiesneededtobuildnewschoolsandprovidemorepublicservicessuchaswater,electricity,andgarbagecollection.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

HelpingVeteransInthemid1940s,theUnitedStateswasfloodedwithveteransreturningfromWorldWarII.Governmentofficialsworriedthathugenumbersofveteranswithouthomesorjobswouldbeastrainontheeconomy.In1944,CongresspassedtheServicemen’sReadjustmentAct,popularlyknownastheG.I.Bill.G.I.wasacommontermfortheAmericansoldierswhofoughtinWorldWarII.Thenamecamefrom"governmentissue,"thetermfortheuniformsandequipmentthesoldiersweregiven.TheG.I.Billgaveveteransmoneyforcollegeandhelpbuyinghomes.Hundredsofthousandsofpeoplenowhadthechancetogotocollegeandgetbetter-payingjobsthantheywouldhavehadbefore.Italsocreatedjobsatcollegesforteachers,supportstaff,andconstructionworkers.TheG.I.Billalsomadehomeownershipmorecommon.Inthepast,bankshadrequiredalargedownpaymenttobuyahome,andthemortgagehadtobepaidoffin10years.TheG.I.Billhelpedcreated30-yearmortgagesthatdidnotrequiredownpayments,bothofwhichmadeitmucheasierforpeopletobuyhouses.TheG.I.Billwentintoeffectjustbeforethebabyboomhit.Thebenefitsgiventoveteranscontributedtothisriseinthebirthrate.Together,theG.I.BillandthebabyboomledtomassiveeconomicgrowthintheUnitedStates.ASocietyofConformity?ThankstotheG.I.Bill,thousandsofveteranswereabletogetcollegeeducationsandbetterpayingjobs.Italsoallowedthereturningsoldierstoaffordthenewfamiliesthatwerecreatedastheymarriedandstartedhavingchildren.In1956,thereweremorewhite-collarworkersthanfactoryworkersforthefirsttimeinAmerica’shistory.Bothgroupsofworkersdidwellandenjoyedmiddle-classlives.Theeconomicboommeantgoodpayforfactoryworkersaswellasforthegrowingwhite-collarclass.Itwasatimeoffittingin.Companiesuseddressandbehaviorcodes.Ifyoubroketherules,yourcareercouldbeended.Stabilitywasprizedoverindividuality.NewLivesAfterWorldWarII,AmericanswantedtoputtheGreatDepressionandthewarbehindthem.Thepostwaryearswereatimewhenpeoplelookedforwardtothechanceforabetterlife.AmericanIndustryGrowsInthelate1940s,theUnitedStatesproducedhalfofalltheoutputofproductsintheworld.Europe,Japan,andtheSovietUnionwerestillrecoveringfromthedestructionofthewar.Intime,thesenationswouldcatchup,butfrom1945tothe1960s,Americanindustrydominatedglobalmarkets—theUnitedStateswastheworld'slargestexporter.AmericanbusinessesalsobenefitedfromincreaseddemandbyAmericanconsumers.Appliancesandgadgetsofallkindsflewoutofstores:washingmachines,refrigerators,dryers,vacuumcleaners,dishwashers.Manyofthesenewapplianceswereinventedtosavepeopletimesotheycouldenjoymorefreetime.Thetelevisionbecameafeatureofmanyhomes.Itquicklybecamethemostimportantsourceofnewsandentertainment.Theautoindustryalsotookoff.Thegovernmentbuilthighwaysthatcrossedstatesandcarsweresuddenlyeverywhere.Greaterdemandforcarsalsoledtogrowthforthecompaniesthatsuppliedgas,parts,autorepair,andcarinsurance.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

TheAmericanFamilyManyofthepopularTVshowsandadvertisementsofthepostwarperiodshowedthelivesof"normal"people:thesuburban,middle-classnuclearfamily.Theseshowsbothreflectedandreinforcedpeople'sideasaboutfamily.ButhowmuchdidtheyreflectwhatAmericanfamilieswereactuallylike?

TheAdGame-ShapingAmerica'sImageofItselfTheconsumerdemandthatfedthepostwareconomicboomwashelpedalongbytheadvertisingindustry.ManyoftheseadagencieswereclusteredalongMadisonAvenueinNewYorkCity,so"MadisonAvenue"becamesynonymouswithadvertising.Thejoboftheseadvertiserswastosellproductsnewandold—andtogetpeopletobuymoreandmoreofeverything.The"MadMen"—formostexecutivesweremen—triedtopromoteproductsandservicesinmanyways.Adsatthistimewerecenteredonthewhitemiddle-class.Theyoftenpaintedanidealpictureofaperfectfamilyandahappyhome.AdvertiserswantedpeopletobelievethattheAmericandreamcouldonlybereachedifpeopleboughtthelatestproducts.ConsumersLetLooseDuringthepostwaryears,themiddleclasswasgrowing—nearlythreeoutoffiveAmericanfamilieshadmiddle-classincomes.Thisledtoahugeincreaseinconsumerspending.Peopleinthemiddle-class—especiallyveterans—couldnowbuytheirownhomes.By1960,threeoutofeveryfiveAmericanfamiliesownedthehometheylivedin.Personaldebtalsowentup.Someofthatwasbecausepeopleweremorewillingtobuywhattheywantedoncredit.Partoftheriseindebtalsocamefrommorepeopletakingloanstobuyhomes.Noteveryoneenjoyedthesamelevelofwealth,ofcourse.AfricanAmericansearnedonlyaround55percentoftheincomeofwhitefamilies.Familiesheadedbyasinglefemaleearnedevenless.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

TheBestKitchen!IntheColdWarworld,politicalleaderscouldmakeeverythingaboutthestrugglebetweentheUnitedStatesandtheSovietUnion.Evenakitchen.In1956,SovietleaderNikitaKhrushchevhadtoldWesterndiplomats:“Whetheryoulikeitornot,historyisonourside.Wewillburyyou.”Threeyearslater,theSovietleadermetVicePresidentRichardNixonatanexhibitofAmericanbusinessesinMoscow.StandingoutsidethekitchenofwhatwassupposedlyatypicalAmericanhome,thetwoColdWarpoliticianshadadebateaboutthegoodandbadpointsofcapitalismandCommunism.Nixon:Iwanttoshowyouthiskitchen.ItislikethoseofourhousesinCalifornia....Thishousecanbeboughtfor$14,000,andmostAmerican[veterans]canbuyahomeinthebracketof$10,000to$15,000....Anysteelworkercouldbuythishouse.Theyearn$3anhour.Thishousecostsabout$100amonthtobuyonacontractrunning25to30years.Khrushchev:Wehavesteelworkersandpeasantswhocanaffordtospend$14,000forahouse.YourAmericanhousesarebuilttolastonly20yearssobuilderscouldsellnewhousesattheend.Webuildfirmly.Webuildforourchildrenandgrandchildren.Nixon:Americanhouseslastformorethan20years,butevenso,after20years,manyAmericanswantanewhouseoranewkitchen.Theirkitchenisobsoletebythattime....TheAmericansystemisdesignedtotakeadvantageofnewinventionsandnewtechniques.Khrushchev:Thistheorydoesnotholdwater.Somethingsnevergetoutofdate—houses,forinstance,andfurniture;furnishings,perhaps,butnothouses.BoomTimesThepostwaryearssawababyboomandaneconomicboomthatledtomorehomeownershipandgreaterconsumerspending.Americans'dreamsforanew,betterlifeseemedtobecomingtrue.SpeakingOutAgainstConformityNoteverybodylikedwhat1950sAmericanculturehadtooffer.SomeofthepeoplewhospokeoutagainstAmericanculturewerepartofagroupthatcalleditselftheBeatGeneration,labeledas"beatniks"bytheircritics.ManyBeatswereyoungpoets,artists,andwriterswhoexpressedadifferentviewonlife.BeatsbelievedthatmainstreamAmericanculturewasmaterialisticandempty.Theywereopposedtoconsumerismandconformity.Theysaidtheywantedtoexperiencelife,notfollowsomeoneelse'spath.TheBeatswereasmallmovement,buttheirartandwritingsgavevoicetoanotherpointofviewonlife.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

TheRiseoftheTeenager

ElvisPresleywasoneofmanynewteenidolswhoinfluencedAmericancultureinthe1950s.Forthefirsttime,teenshadtheresourcestopursuetheirdreams.Theywentshoppingforthelatestteenfashionsandtheyboughtwhatwasbecomingthenewfavorite:bluejeans.Theywenttodrive-infoodstandsandhungouttogether.Teensreadcomicbooksandboughtrecordsandradios.Theyspentalotoftimeatdrive-intheaters,wheretheycheeredfornewheroeslikeMarlonBrandoandJamesDean.Teens'spendingpowermadethemamajortargetgroupforbusinesses.Companiesprovidedforthetastesoftheseteens—andcashedinonthespendingdonebythisnewgroupofconsumers.RockandRollTeensalsospentalotoftheirmoneyonanewtypeofmusic:rockandroll.RockandrollmixedthebluesandgospeltraditionsofAfricanAmericansandthecountrymusicofruralwhites.EarlyrockstarslikeChuckBerryandLittleRichardwereblack.Whiletheywerepopularwithsomewhiteaudiences,theirreachwaslimited.Inthe1950s,whiteradiostationswouldnotplaytheirmusic.Whenwhitesstartedplayingthemusic,rockandrollreallytookoff.NoonehadagreaterimpactthanElvisPresley,rockandroll'sfirstgreatstar.Hisrecordssoldfastandhisperformanceswerealmostriotsasgirlsscreamedandfainted.MillionswatchedhimonTV.Tomanyadults,youngpeople'sloveforrockandrollwasadisturbingsign.ThemusicwasloudandhadastrongbeatthatcanbetracedbacktoAfricanmusicalforms.Somepreachersandparentstriedtogetridofrockandrollrecordsfromrecordstoresandradiostations.Themarketwon,though.Teensboughtenoughrockandrollrecordstonearlytriplesalesbetween1954and1960.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

Quiz:CultureofProsperityQuestion1of10WhatdidtheG.I.Billhelpex-soldierstodo?

A. Learnaboutpolitics

B. Lookforwork

C. JointheArmyagain

D. Findahusbandorwife

Question2of10WhichwasnotaresultofthebabyboomthatfollowedWorldWarII?

A. Menbegantohaveincreasedhealthproblems.

B. Workingwomendecidedtobecomestay-at-homemoms.

C. Businessesgrewbysellingthingstoteenagers.

D. Suburbsgrewasdemandforhousingincreased.

Question3of10Inthe"kitchendebate,"RichardNixonargued:

A. thatAmericanhousesweremeanttolastonly20years.

B. thattheAmericansystemwasdesignedtotakeadvantageofnewtechnology.

C. thattheSovietsystemofferedmorechoicebutlessquality.

D. thattheSovietUniondidnotprovideenoughhousingfortheircitizens.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

Question4of10HowdidthebabyboomaffecttheU.S.economy?

A. Governmentcutbackonpublicservices.

B. Growingfamiliesincreasedthedemandforproducts.

C. Governmentjobsprovidedfullemployment.

D. Growingfamiliescutbackonluxuryitems.

Question5of10Bythelate1940s,theUnitedStatesproduced________ofalltheeconomicoutputintheworld.

A. oneeighth

B. onequarter

C. onehalf

D. onesixth

Question6of10SovietPremierNikitaKhrushchevclaimed:

A. capitalismproducedbetterqualityhomes.

B. Communismprovidedlessforfamilies.

C. Sovietsofferedamoreluxuriouslifestyle.

D. historywasonhisside.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

Question7of10StartingintheeconomicboomafterWorldWarII,advertising:

A. appealedtoreasoninsteadofemotion.

B. showedalifestylethatconsumerstriedtocopy.

C. showedlifeasexperiencedbyavarietyofpeople.

D. remindedconsumerstherewasanegativesidetodebt.

Question8of10WhydidhomeownershipincreaseafterWorldWarII?

A. Mortgagespaidoverlongertimeperiodswereavailable.

B. Downpaymentsbecamelessimportantwhenbuyingahome.

C. Peoplewerepreparedtotakeondebttogetthethingstheywanted.

D. Alloftheabove

Question9of10Whatwasadifferencebetweenteenagersinthepostwarperiodandinearliertimes?

A. Postwarteenshadtocontributetothefamilyincome.

B. Postwarteenswerepartofababyboom.

C. Postwarteenswereamajortargetgroupofbusinesses.

D. Postwarteenslackedadistinctculture.

SOCIALSTUDIESU.S.History–Grade10

Packet2–(April20–May1)–Weeks3&4

Question10of10WhichhelpedtheautomobileindustrygrowafterWorldWarII?

A. Therewasextramaterialleftoverafterthewartobuildcars.

B. Thegovernmentbuilthighwaysthatcrossedthroughallstates.

C. Veteranscamehomefromthewarwithalotofmoneytospend.

D. Workingwomenaddedmoneyfortheirfamilytospend.