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Chapter 12: 1932-1945 Inquiry Organizer

πŸ“Ž Inquiry Organizer Summary of chapter objectives and resources
πŸ“– Chapter Introductory Essay In-depth overview of significant events in the time period
πŸ”Ž Narratives Shorter essays on a dramatic story or individual
πŸ“ Decision Points Narratives that describe a pivotal decision in history
πŸ’¬ Point-Counterpoints Differing sides of an argument presented by scholars or historical figures
βœ’οΈ Primary Sources Firsthand accounts from the time period
πŸ“ Lessons Instructions and handouts to engage students in the classroom
✏️ Unit Essay Activity Culminating essay based on AP LEQs to assess chapter objectives
Unit 6: Chapter 12 (1932-1945)
Compelling Question: How did Franklin Roosevelt respond to the crises of the Great Depression at home and the war against tyrannical states during World War II abroad?
Chapter Objectives:

  • Students will assess the success of the federal government in solving the economic collapse of the Great Depression.
  • Students will explain the changes and continuities in U.S. foreign policy objectives during the 1930s and 1940s.
  • Students will explore the long-term changes to American society that were caused by World War II.
Supporting Question 1: How did the federal government respond to the economic collapse of the Great Depression? Was it successful? Resources:

  • The Dust BowlNarrative
  • The National Recovery Administration and the Schechter BrothersNarrative
  • Court Packing and Constitutional RevolutionNarrative
  • New Deal CriticsNarrative
  • Labor Upheaval, Industrial Organization, and the Rise of the CIONarrative
  • Did the New Deal End the Great Depression?Point-Counterpoint
  • Franklin D. Roosevelt, First Inaugural Address, March 4, 1933Primary Source
  • Photographs: The Dust Bowl and Rural Poverty, 1936-1937Primary Source
  • Art Analysis: The Art of the New Deal, 1934Primary Source
  • “Sit Down,” Maurice Sugar, 1936-1937Primary Source
  • Franklin Roosevelt, Second Bill of Rights, 1944Primary Source
  • Huey Long and the American Liberty League, 1934Primary Source
Supporting Question 2: How did U.S. foreign policy objectives change during the 1930s and 1940s? Resources:

  • Foreign Policy in the 1930s: From Neutrality to InvolvementNarrative
  • Pearl HarborNarrative
  • Raising the Flag on Iwo JimaNarrative
  • D-DayNarrative
  • The Manhattan ProjectNarrative
  • Dropping the Atomic BombDecision Point
  • The Atlantic Charter, 1941Primary Source
  • Dwight Eisenhower, D-Day Statement, 1944Primary Source
  • Images from the Congressional Committee Investigating Nazi Atrocities, 1945Primary Source
  • Was the Use of the Atomic Bomb Justified? DBQLesson
Supporting Question 3: What were the wartime experiences of Americans? Resources:

  • Phil “Bo” Perabo, Letter Home, 1945Primary Source
  • World War II Propaganda Posters, 1941-1945Primary Source
  • Korematsu v. United Statesand Japanese Internment DBQLesson
  • Double V for Victory: The Effort to Integrate the U.S. MilitaryNarrative
  • A. Philip Randolph, The Call to Negro America to March on Washington, 1941Primary Source
  • Photographs: Women at Work on the Homefront during World War II, 1941-1945Primary Source
Additional Resources:

  • Chapter 12 Introductory Essay: 1932-1945
  • Eleanor Roosevelt and Marian AndersonNarrative
  • Unit 6 Civics Connection: The Role of Government According to the Founders and the ProgressivesLesson
  • Unit 6 Civics Connection: The Constitution and Foreign Policy, 1898-1945Lesson
  • BRI Homework Help Video: Loyal American: Fred Korematsu
Unit 6 Essay Activity:
How did Franklin Roosevelt respond to the crises of the Great Depression at home and the war against tyrannical states during World War II abroad?
Option C: Explore the similarities and differences in domestic attitudes about the proper role of the United States in the world during the period c. 1898-1945.
Through this inquiry, students will evaluate primary and secondary sources to explain the factors that contributed to a shift in U.S. relations with the rest of the world. Ultimately, students will use the primary and secondary sources in this chapter to practice constructing an essay, in AP Long Essay Question format, demonstrating their skills in explaining historical comparison. Students should be evaluated using the AP Rubric.Assess students’ progress in understanding the compelling question for this chapter by assigning Unit 6 Essay Activity.

Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.