quiz3 Flashcards
(12 cards)
- What were the “Four Freedoms” as portrayed in the painting by artist, Norman Rockwell? p.864 (Picture) Introduction
President Roosevelt spoke eloquently of a future world order founded on the “essential human freedoms”: freedom of speech, freedom of worship, freedom from want, and freedom from fear.
- How did the Iroquois enlist in the armed services for WWII? Did many Native Americans go back to the reservations after the war? Pp.887-888 Indians During the War
The war also brought many American Indians closer to the mainstream of American life. Some 25,000 served in the army (including the famous Navajo “code-talkers,” who transmitted messages in their complex native language, which the Japanese could not decipher). Insisting that the United States lacked the authority to draft Indian men into the army, the Iroquois issued their own declaration of war against the Axis powers. Tens of thousands of Indians left reservations for jobs in war industries. Exposed for the first time to urban life and industrial society, many chose not to return to the reservations after the war ended (indeed, the reservations did not share in wartime prosperity). Some Indian veterans took advantage of the GI Bill to attend college after the war, an opportunity that had been available to very few Indians previously.
- Where did the “War on Poverty” see success? Were poor people expected to play a role in the “War on Poverty?” Pp.1000-1001 The War on Poverty
Thus, the War on Poverty did not consider the most direct ways of eliminating poverty—guaranteeing an annual income for all Americans, creating jobs for the unemployed, promoting the spread of unionization, or making it more difficult for businesses to shift production to the low-wage South or overseas. Nor did it address the economic changes that were reducing the number of well-paid manufacturing jobs and leaving poor families in rural areas like Appalachia and decaying urban ghettos with little hope of economic advancement. food stamps, offered direct aid to the poor. But, in general, the War on Poverty concentrated on equipping the poor with skills and rebuilding their spirit and motivation.
- How did the 1965 Voting Rights Act affect the voting rights of Blacks in America? p.998 The Voting Rights Act
Congress quickly passed the Voting Rights Act of 1965, which allowed federal officials to register voters. Black southerners finally regained the suffrage that had been stripped from them at the turn of the twentieth century. In addition, the Twenty-fourth Amendment to the Constitution outlawed the poll tax, which had long prevented poor blacks (and some whites) from voting in the South.
- What was the role of SNCC (Student Nonviolent Coordinating Committee) and CORE (Congress of Racial Equality) in the Civil Rights Revolution of the 1960s? p.987 The Rising Tide of Protest
In April 1960, Ella Baker, a longtime civil rights organizer, called a meeting of young activists in Raleigh, North Carolina. About 200 black students and a few whites attended. Out of the gathering came the Student Nonviolent Coordinating Committee (SNCC), dedicated to replacing the culture of segregation with a “beloved community” of racial justice and to empowering ordinary blacks to take control of the decisions that affected their lives.
- Where did Thurgood Marshall place the focus of the court case, Brown v. Board of Education of Topeka, Kansas? How did Chief Justice Warren build unanimity on a divided Supreme Court? p.973 The Brown Case
Thurgood Marshall decided that the time had come to attack not the unfair applications of the “separate but equal” principle but the doctrine itself. Even with the same funding and facilities, he insisted, segregation was inherently unequal since it stigmatized one group of citizens as unfit to associate with others. Drawing on studies by New York psychologists Kenneth and Mamie Clark, Marshall argued that segregation did lifelong damage to black children, undermining their self-esteem.
- What is the League of United Latin American Citizens? What areas of segregation did it confront in the American Southwest? p.972 The Legal Assault on Segregation
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With Truman’s civil rights initiative having faded and the Eisenhower administration reluctant to address the issue, it fell to the courts to confront the problem of racial segregation. In the Southwest, the League of United Latin American Citizens (LULAC), the counterpart of the NAACP, challenged restrictive housing, employment discrimination, and the segregation of Latino students. It won an important victory in 1946 in the case of Mendez v. Westminster, when a federal court ordered the schools of Orange County desegregated. In response, the state legislature repealed all school laws requiring racial segregation. When Chief Justice Fred Vinson died in 1953, Eisenhower appointed Earl Warren to replace him. Warren would play the key role in deciding Brown v. Board of Education, the momentous case that outlawed school segregation.
- Who were the Dixiecrats and who did they nominate for President in the Election of 1948? p.A-58 Glossary
Dixiecrats Lower South delegates who walked out of the 1948 Democratic national convention in protest of the party’s support for civil rights legislation and later formed the States’ Rights Democratic (Dixiecrat) Party, which nominated Strom Thurmond of South Carolina for president.
- What is the “Fair Deal” and what were its goals? p.923 The Fair Deal
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In the immediate aftermath of World War Ⅱ, President Truman, backed by party liberals and organized labor, moved to revive the stalled momentum of the Ne Deal. Truman’s program, which he announced in September 1945 and would later call the Fair Deal, focused on improving the social safety net and raising the standard of living of ordinary Americans. He called on Congress to increase the minimum wage, enact a program of national health insurance, and expand public housing, Social Security, and aid to education. Truman, complained one Republican leader, was “out–New Dealing the New Deal.”
- What is NSC-68 and how did it define the Cold War? p.915 The Growing Communist Challenge
In the wake of Soviet-American confrontations over southern and eastern Europe and Berlin, the communist victory in China, and Soviet success in developing an atomic bomb, the National Security Council approved a call for a permanent military buildup to enable the United States to pursue a global crusade against communism. Known as NSC-68, this 1950 manifesto described the Cold War as an epic struggle between “the idea of freedom” and the “idea of slavery under the grim oligarchy of the Kremlin.” One of the most important policy statements of the early Cold War, NSC-68 helped to spur a dramatic increase in American military spending.
- Know the final outcome of Japanese-Americans who were wrongly interned during WWII and justice for Fred Korematsu. p.892 Japanese-American Internment
Japanese-American Internment
Internment revealed how easily war can undermine basic freedoms. There were no court hearings, no due process, and no writs of habeas corpus. One searches the wartime record in vain for public protests among non-Japanese against the gravest violation of civil liberties since the end of slavery. The press supported the policy almost unanimously. In Congress, only Senator Robert Taft of Ohio spoke out against it. Groups publicly committed to fighting discrimination, from the Communist Party to the NAACP and the American Jewish Committee, either defended the policy or remained silent.
The courts refused to intervene. In 1944, in Korematsu v. United States, the Supreme Court denied the appeal of Fred Korematsu, a Japanese-American citizen who had been arrested for refusing to present himself for internment.
- How did the Iroquois enlist in the armed services for WWII? Did many Native Americans go back to the reservations after the war? Pp.887-888 Indians During the War
The war also brought many American Indians closer to the mainstream of American life. Some 25,000 served in the army (including the famous Navajo “code-talkers,” who transmitted messages in their complex native language, which the Japanese could not decipher). Insisting that the United States lacked the authority to draft Indian men into the army, the Iroquois issued their own declaration of war against the Axis powers. Tens of thousands of Indians left reservations for jobs in war industries. Exposed for the first time to urban life and industrial society, many chose not to return to the reservations after the war ended (indeed, the reservations did not share in wartime prosperity). Some Indian veterans took advantage of the GI Bill to attend college after the war, an opportunity that had been available to very few Indians previously.
