Multiple Choice
IDENTIFYING MAIN IDEAS
____
1.What did Italy, Germany, and Japan have in common in the 1930s?
1.What did Italy, Germany, and Japan have in common in the 1930s?a.They overturned traditional governments and established democracies.
They overturned traditional governments and established democracies.b.They were economic giants and together controlled world trade.
They were economic giants and together controlled world trade.c.They sought to solve their nations’ problems through conquest.
They sought to solve their nations’ problems through conquest.d.They angered other nations by their persecution of the Jews.
They angered other nations by their persecution of the Jews.____2.Which was part of American policy during the early years of World War II?
2.Which was part of American policy during the early years of World War II?a.denouncing Britain and France for declaring war on Germany
denouncing Britain and France for declaring war on Germanyb.following a foreign policy of appeasement
following a foreign policy of appeasementc.remaining neutral while making war supplies available to Britain
remaining neutral while making war supplies available to Britaind.terminating all trade agreements with warring nations
terminating all trade agreements with warring nations____3.What prompted the United States to enter the war in 1941?
3.What prompted the United States to enter the war in 1941?a.the imprisonment of Jews in German concentration camps
the imprisonment of Jews in German concentration campsb.the Japanese attack on Pearl Harbor
the Japanese attack on Pearl Harborc.the pact that the Soviet Union signed with Germany
the pact that the Soviet Union signed with Germanyd.Germany’s invasion of the Rhineland
Germany’s invasion of the Rhineland____4.Which of the following best describes “code talkers”?
4.Which of the following best describes “code talkers”?a.aides to Roosevelt and Churchill who relayed messages between the leaders
aides to Roosevelt and Churchill who relayed messages between the leadersb.German Americans who served as translators for the Allies
German Americans who served as translators for the Alliesc.women who worked as airfield control tower operators
women who worked as airfield control tower operatorsd.Navajo radio operators who helped secure communications in the Pacific
Navajo radio operators who helped secure communications in the Pacific____5.Which of the following took place on D-Day?
5.Which of the following took place on D-Day?a.the last fight to get American supplies across the Atlantic to Britain
the last fight to get American supplies across the Atlantic to Britainb.the first British and American landings in North Africa
the first British and American landings in North Africac.the start of the Allied invasion of Italy
the start of the Allied invasion of Italyd.the landing of Allied forces on France’s Normandy coast
the landing of Allied forces on France’s Normandy coast____6. In what part of the world were the battles of the Coral Sea, Midway, and Guadalcanal fought?
6. In what part of the world were the battles of the Coral Sea, Midway, and Guadalcanal fought?a.the Atlanticc.the Asian mainland
the Atlanticc.the Asian mainlandb.the Pacificd.the Italian peninsula
the Pacificd.the Italian peninsula____7.Which of the following best describes Japanese kamikazes?
7.Which of the following best describes Japanese kamikazes?a.one-man submarines that attacked American ships at Pearl Harbor
one-man submarines that attacked American ships at Pearl Harborb.guerrilla fighters who hid in caves on the Pacific islands
guerrilla fighters who hid in caves on the Pacific islandsc.bomb-loaded planes whose pilots deliberately crashed into targets
bomb-loaded planes whose pilots deliberately crashed into targetsd.guards at the prisoner-of-war camps operated by the Japanese
guards at the prisoner-of-war camps operated by the Japanese____8.What finally brought an end to World War II?
8.What finally brought an end to World War II?a.a massive Soviet invasion of the Japanese islands
a massive Soviet invasion of the Japanese islandsb.the appeasement of Germany
the appeasement of Germanyc.a U.S. naval blockade of Japan
a U.S. naval blockade of Japand.the dropping of atomic bombs on Hiroshima and Nagasaki
the dropping of atomic bombs on Hiroshima and Nagasaki____9. What is the term used to describe Nazi Germany’s systematic annihilation of
9. What is the term used to describe Nazi Germany’s systematic annihilation of European Jews?
a.blitzkrieg c.Kristallnacht
blitzkrieg c.Kristallnachtb.the Holocaustd.the Manhattan Project
the Holocaustd.the Manhattan Project____10.Who was tried at the Nuremberg Trials?
10.Who was tried at the Nuremberg Trials?a.Japanese generals accused of war crimes
Japanese generals accused of war crimesb.Soviet soldiers who had helped capture Berlin
Soviet soldiers who had helped capture Berlinc.members of the War Refugee Board
members of the War Refugee Boardd.Nazi leaders accused of crimes against humanity
Nazi leaders accused of crimes against humanity____11.During the 1930s, Hitler, Mussolini, and the military leaders of Japan
11.During the 1930s, Hitler, Mussolini, and the military leaders of Japana.had a monopoly on world trade.
had a monopoly on world trade.b.began invading neighboring lands.
began invading neighboring lands.c.organized the League of Nations.
organized the League of Nations.d.bolstered national pride by calling for free elections.
bolstered national pride by calling for free elections.____12.During the early years of World War II, the United States
12.During the early years of World War II, the United Statesa.organized several peace talks between the Allies and the Axis powers.
organized several peace talks between the Allies and the Axis powers.b.stopped trading with all nations at war.
stopped trading with all nations at war.c.tried to remain neutral while supplying weapons to Britain and France.
tried to remain neutral while supplying weapons to Britain and France.d.sent military and economic aid to all nations at war.
sent military and economic aid to all nations at war.____13.Americans fought to keep German submarines from isolating Great Britain in
13.Americans fought to keep German submarines from isolating Great Britain ina.the Battle of Midway.c.the Battle of the Coral Sea.
the Battle of Midway.c.the Battle of the Coral Sea.b.the Battle of the Atlantic.d.the Battle of Stalingrad.
the Battle of the Atlantic.d.the Battle of Stalingrad.____14.The Japanese attack on Pearl Harbor
14.The Japanese attack on Pearl Harbora.prompted the United States to enter the war.
prompted the United States to enter the war.b.marked the final Japanese victory of the war.
marked the final Japanese victory of the war.c.did not cause significant damage to American warships or planes.
did not cause significant damage to American warships or planes.d.led directly to the liberation of the Philippines.
led directly to the liberation of the Philippines.____15.V-E Day, May 8, 1945, marked
15.V-E Day, May 8, 1945, markeda.the start of the largest landing by sea in history.
the start of the largest landing by sea in history.b.the Allied attack on North Africa.
the Allied attack on North Africa.c.the end of the war in Europe.
the end of the war in Europe.d.the end of the war in the Pacific.
the end of the war in the Pacific.____16.With the words “I shall return,” General Douglas MacArthur promised to come back to
16.With the words “I shall return,” General Douglas MacArthur promised to come back toa.the Philippines.c.Pearl Harbor.
the Philippines.c.Pearl Harbor.b.France. d.the Soviet Union.
France. d.the Soviet Union.____17.An important strategy used by American forces in the Pacific was
17.An important strategy used by American forces in the Pacific wasa.blitzkrieg. c.kamikaze attacks.
blitzkrieg. c.kamikaze attacks.b.island-hopping.d.the Bataan Death March.
island-hopping.d.the Bataan Death March.____18.After the United States dropped atomic bombs on Hiroshima and Nagasaki,
18.After the United States dropped atomic bombs on Hiroshima and Nagasaki,a.the Soviet Union allied itself with Japan.
the Soviet Union allied itself with Japan.b.the League of Nations was created to end global war.
the League of Nations was created to end global war.c.the Allied powers divided Japan into peace-keeping zones.
the Allied powers divided Japan into peace-keeping zones.d.Japan accepted American terms for surrender.
Japan accepted American terms for surrender.____19.In 1935, the Nazis passed the Nuremberg Laws to
19.In 1935, the Nazis passed the Nuremberg Laws toa.send political prisoners to labor camps.
send political prisoners to labor camps.b.strip Jews of their German citizenship.
strip Jews of their German citizenship.c.end the requirement that Jews carry identity cards.
end the requirement that Jews carry identity cards.d.outlaw the activities of Communists in Poland.
outlaw the activities of Communists in Poland.____20.People considered by the Nazis to be “undesirable” were
20.People considered by the Nazis to be “undesirable” werea.imprisoned in concentration camps.
imprisoned in concentration camps.b.forced to join Einsatzgruppen.
forced to join Einsatzgruppen.c.offered automatic refuge in the United States.
offered automatic refuge in the United States.d.placed in war refugee camps.
placed in war refugee camps.____21.Why did President Franklin Roosevelt create the Office of War Mobilization?
21.Why did President Franklin Roosevelt create the Office of War Mobilization?a.to replace the Office of Price Administration
to replace the Office of Price Administrationb.to centralize agencies dealing with war production
to centralize agencies dealing with war productionc.to build up wartime morale
to build up wartime moraled.to reduce the government’s role in war production
to reduce the government’s role in war production____22. How did the government seek to guarantee profits for businesses engaged in
22. How did the government seek to guarantee profits for businesses engaged in war production?
a.by rationing scarce resources
by rationing scarce resourcesb.by freezing prices of all consumer goods
by freezing prices of all consumer goodsc.by establishing the “cost-plus” system for military contracts
by establishing the “cost-plus” system for military contractsd.by reducing deficit spending
by reducing deficit spending____23.Which of the following was an example of deficit spending during the war?
23.Which of the following was an example of deficit spending during the war?a.raising taxes to finance government programs
raising taxes to finance government programsb.using a “pay-as-you-go” method of collecting income taxes
using a “pay-as-you-go” method of collecting income taxesc.freezing prices to head off inflation
freezing prices to head off inflationd.using borrowed money to finance war production
using borrowed money to finance war production____24.What prevented Americans from spending the high wages they earned in wartime jobs?
24.What prevented Americans from spending the high wages they earned in wartime jobs?a.shortages of consumer items
shortages of consumer itemsb.fear of going into debt
fear of going into debtc.desire to build up savings after the hardships of the Depression
desire to build up savings after the hardships of the Depressiond.inflated prices for consumer goods
inflated prices for consumer goods____25.What was the overriding goal of the Office of War Information?
25.What was the overriding goal of the Office of War Information?a.to introduce mass production techniques into shipbuilding
to introduce mass production techniques into shipbuildingb.to develop codes that the enemy could not decipher
to develop codes that the enemy could not decipherc.to boost morale and patriotism on the home front
to boost morale and patriotism on the home frontd.to set up a system of rationing
to set up a system of rationing____26.Which of the following best describes women who went to work during wartime?
26.Which of the following best describes women who went to work during wartime?a.young and unmarried
young and unmarriedb.primarily African American
primarily African Americanc.white and middle class
white and middle classd.of all ages and ethnic and economic backgrounds
of all ages and ethnic and economic backgrounds____27.In general, how did women’s status compare with that of men in the war production
27.In general, how did women’s status compare with that of men in the war production work force?
a.Women were paid less for the same work.
Women were paid less for the same work.b.Women were paid more for the same work.
Women were paid more for the same work.c.Women were granted more seniority.
Women were granted more seniority.d.Women received equal work for equal pay.
Women received equal work for equal pay.____28.Which statement best describes the effect the war had on racial conditions in the
28.Which statement best describes the effect the war had on racial conditions in the United States?
a.It highlighted the injustice of racism in the country.
It highlighted the injustice of racism in the country.b.It brought about an end to the Jim Crow system.
It brought about an end to the Jim Crow system.c.It improved race relations in the northern and western cities.
It improved race relations in the northern and western cities.d.It improved conditions only for Mexicans and Native Americans.
It improved conditions only for Mexicans and Native Americans.____29.Which was true of the North during the war years?
29.Which was true of the North during the war years?a.The Jim Crow system was as strong as it was in the South.
The Jim Crow system was as strong as it was in the South.b.There was no legal or actual segregation.
There was no legal or actual segregation.c.African Americans faced discrimination in employment, housing, and education.
African Americans faced discrimination in employment, housing, and education.d.African Americans received preferential treatment from government agencies.
African Americans received preferential treatment from government agencies.____30.What led the government to evacuate Japanese Americans from the West Coast?
30.What led the government to evacuate Japanese Americans from the West Coast?a.long-held prejudice, and fears inflamed by the Japanese attack on Pearl Harbor
long-held prejudice, and fears inflamed by the Japanese attack on Pearl Harborb.terrorist attacks by immigrants living on the West Coast
terrorist attacks by immigrants living on the West Coastc.fear for the safety of Japanese Americans on the West Coast
fear for the safety of Japanese Americans on the West Coastd.refusal of the Nisei to accept United States citizenship
refusal of the Nisei to accept United States citizenship____31.The United States began to emerge from the depression as a result of
31.The United States began to emerge from the depression as a result ofa.freezing rents and prices.
freezing rents and prices.b.producing goods for the Allied forces.
producing goods for the Allied forces.c.increasing production of consumer goods.
increasing production of consumer goods. d.allocating raw materials.
allocating raw materials.____32.Henry Kaiser contributed to wartime production by
32.Henry Kaiser contributed to wartime production bya.creating new markets overseas.
creating new markets overseas.b.organizing the War Production Board.
organizing the War Production Board.c.using mass production techniques to build Liberty ships.
using mass production techniques to build Liberty ships.d.converting automobile plants to aircraft production.
converting automobile plants to aircraft production.____33.Financing the war with borrowed money was an example of
33.Financing the war with borrowed money was an example ofa.the cost-plus system.c.the Gross National Product.
the cost-plus system.c.the Gross National Product.b.deficit spending. d.wartime conversion.
deficit spending. d.wartime conversion.____34.On the home front, popular culture was characterized by
34.On the home front, popular culture was characterized bya.weariness and low spirits.c.resentment and hostility.
weariness and low spirits.c.resentment and hostility.b.pessimism and fear. d.patriotism and high morale.
pessimism and fear. d.patriotism and high morale.____35.The goal of wartime rationing was
35.The goal of wartime rationing wasa.to speed up war production. c.to ensure business profits.
to speed up war production. c.to ensure business profits.b.to distribute scarce items fairly.d.to end racial discrimination.
to distribute scarce items fairly.d.to end racial discrimination.____36. Campaigns to collect scrap metal, kitchen fats, and other materials were promoted
36. Campaigns to collect scrap metal, kitchen fats, and other materials were promoted mainly to
a.keep the people on the home front actively involved in the war effort.
keep the people on the home front actively involved in the war effort.b.create paying jobs for children and older adults.
create paying jobs for children and older adults.c.distribute such materials without rationing.
distribute such materials without rationing.d.lend these supplies to Great Britain and France.
lend these supplies to Great Britain and France.____37.During wartime, women in the work force were generally paid
37.During wartime, women in the work force were generally paida.the same wages as men doing the same job.
the same wages as men doing the same job.b.higher wages than men, to cover child care costs.
higher wages than men, to cover child care costs.c.lower wages than men doing the same jobs.
lower wages than men doing the same jobs.d.less than they had earned during the Depression.
less than they had earned during the Depression.____38.The government assumed that after the war most working women would
38.The government assumed that after the war most working women woulda.go back to school to learn job skills. c.switch to part-time work.
go back to school to learn job skills. c.switch to part-time work.b.become full-time homemakers again. d.continue in their jobs.
become full-time homemakers again. d.continue in their jobs.____39.The “Double V” campaign
39.The “Double V” campaigna.encouraged workers to join labor unions.
encouraged workers to join labor unions.b.promoted victory in war and racial equality at home.
promoted victory in war and racial equality at home.c.tried to help keep their jobs after the war ended.
tried to help keep their jobs after the war ended.d.motivated Americans to plant gardens to grow their own vegetables.
motivated Americans to plant gardens to grow their own vegetables.____40.On the home front during the war years,
40.On the home front during the war years,a.racial discrimination in employment practices ended.
racial discrimination in employment practices ended.b.the Jim Crow system was banned by executive order.
the Jim Crow system was banned by executive order.c.segregation ended in northern cities.
segregation ended in northern cities.d.African Americans took direct action to promote racial equality.
African Americans took direct action to promote racial equality.Matching
IDENTIFYING KEY TERMS, PEOPLE, AND PLACES
Match each item with the correct statement below.
a.George Marshall e.Joseph Stalin
George Marshall e.Joseph Stalinb.Harry S. Truman f.Benito Mussolini
Harry S. Truman f.Benito Mussolinic.Dwight D. Eisenhowerg.Hideki Tojo
Dwight D. Eisenhowerg.Hideki Tojod.Winston Churchill h.Adolph Hitler
Winston Churchill h.Adolph Hitler____41.Fascist party leader who became dictator of Italy
41.Fascist party leader who became dictator of Italy____42.leader of the Nazi party in Germany
42.leader of the Nazi party in Germany____43.leader of the Soviet Union during World War II
43.leader of the Soviet Union during World War II____44.British prime minister during World War II
44.British prime minister during World War II____45.American general who commanded Allied forces in the D-Day invasion
45.American general who commanded Allied forces in the D-Day invasion____46.top American general and Army Chief of Staff during World War II
46.top American general and Army Chief of Staff during World War II____47.general who became prime minister of Japan
47.general who became prime minister of Japan____48.President who authorized the dropping of the atomic bomb during World War II
48.President who authorized the dropping of the atomic bomb during World War IIIDENTIFYING KEY TERMS, PEOPLE, AND PLACES:Match each item with the correct statement below.
a.blitzkrieg e.appeasement
blitzkrieg e.appeasementb.GIs f.Atlantic Charter
GIs f.Atlantic Charterc.Lend-Lease Act g.Holocaust
Lend-Lease Act g.Holocaustd.fascism h.Manhattan Project
fascism h.Manhattan Project____49.The term ____ refers to a political philosophy that places the importance of the nation
49.The term ____ refers to a political philosophy that places the importance of the nation above the value of the individual.
____50.In the 1930s, Britain and France tried to prevent war by following a policy of ____, giving
50.In the 1930s, Britain and France tried to prevent war by following a policy of ____, giving in to some of Germany’s demands.
____51.The term ____ means “lightning war” and refers to Germany’s tactic of striking quickly
51.The term ____ means “lightning war” and refers to Germany’s tactic of striking quickly and deeply into enemy territory.
____52.The ____ authorized the President to aid any nation whose defense was seen as vital
52.The ____ authorized the President to aid any nation whose defense was seen as vital to American security.
____53.The ____, principles agreed to by Roosevelt and Churchill, would later form the basis
53.The ____, principles agreed to by Roosevelt and Churchill, would later form the basis for the United Nations.
____54.During World War II, American soldiers called themselves ____.
54.During World War II, American soldiers called themselves ____.____55.The term ____ refers to Nazi Germany’s systematic annihilation of European Jews.
55.The term ____ refers to Nazi Germany’s systematic annihilation of European Jews.____56.Roosevelt organized the top secret ____ to develop the atomic bomb.
56.Roosevelt organized the top secret ____ to develop the atomic bomb.IDENTIFYING KEY TERMS, PEOPLE, AND PLACES - Match each item with the correct statement below.
a.war bondse.“Double V” campaign
war bondse.“Double V” campaignb.wildcat strikes f.Liberty ships
wildcat strikes f.Liberty shipsc.seniority g.Rosie the Riveter
seniority g.Rosie the Riveterd.victory gardensh.internment camps
victory gardensh.internment camps____57.vessels built in the United States that usually carried troops or war supplies
57.vessels built in the United States that usually carried troops or war supplies____58.work stoppages organized by workers and not endorsed by unions
58.work stoppages organized by workers and not endorsed by unions____59.government savings notes bought by Americans to help finance World War II
59.government savings notes bought by Americans to help finance World War II____60.home projects that raised vegetables during World War II
60.home projects that raised vegetables during World War II____61.image used to attract women to the wartime work force
61.image used to attract women to the wartime work force____62.status derived from length of service in a job
62.status derived from length of service in a job____63.effort launched to win both the war overseas against the Axis powers and the war at
63.effort launched to win both the war overseas against the Axis powers and the war at home for racial equality
____64.centers in remote inland areas where Japanese Americans were confined during World
64.centers in remote inland areas where Japanese Americans were confined during World War II
IDENTIFYING KEY TERMS, PEOPLE, AND PLACES - Match each item with the correct statement below.
a.wildcat strikese.victory gardens
wildcat strikese.victory gardensb.Office of War Information f.Rosie the Riveter
Office of War Information f.Rosie the Riveterc.Nisei g.Office of War Mobilization
Nisei g.Office of War Mobilizationd.war bonds h.internment camps
war bonds h.internment camps____65.Japanese Americans born in the United States of parents who had emigrated from
65.Japanese Americans born in the United States of parents who had emigrated from Japan
____66.government savings notes bought by Americans to help finance World War II
66.government savings notes bought by Americans to help finance World War II____67.work stoppages organized by workers and not endorsed by unions
67.work stoppages organized by workers and not endorsed by unions____68.image used to attract women to the wartime work force
68.image used to attract women to the wartime work force____69.home project that raised about one third of the nation’s vegetables during World War II
69.home project that raised about one third of the nation’s vegetables during World War II____70.superagency established to centralize agencies dealing with war production
70.superagency established to centralize agencies dealing with war production____71.agency set up to boost Americans’ patriotism and sense of participation in the war effort
71.agency set up to boost Americans’ patriotism and sense of participation in the war effort____72.centers in remote inland areas where Japanese Americans were confined during
72.centers in remote inland areas where Japanese Americans were confined during World War II
CRITICAL THINKING:
73. Recognizing Cause and Effect -What factors motivated Italian, German, and Japanese leaders to pursue aggressive foreign policies in the 1930s?
74.Demonstrating Reasoned Judgment - Do you think the Allies would have won World War II without the aid of the United States? Explain.75.Making Comparisons - What similar strategies did leaders in Germany, Italy, and Japan ` use to transform their nations into strong world powers?
use to transform their nations into strong world powers?76.Identifying Alternatives - What were some alternatives to using the atomic bomb against Japan? Do you think any of these alternatives would have been better than the action taken? Explain why or why not.77.Identifying Assumptions -The Supreme Court ruled in Korematsu v. United States that the wartime internment of Japanese Americans was justified because of “the military urgency of the situation.” What assumptions might have influenced the Court’s decision?78.Distinguishing False from Accurate Images - Was the image of Rosie the Riveter a false or accurate representation of women doing war production work? Explain your answer.79.Demonstrating Reasoned Judgment - How do you think World War II might have changed American women’s attitudes toward their roles in the workplace?Essay: INTERPRETING A MAP
80.Which countries remained neutral during World War II?
Which countries remained neutral during World War II?81.How did Britain’s location help that nation to avoid a German invasion?
How did Britain’s location help that nation to avoid a German invasion?82.Why might it have been a mistake for Germany to have broken its pact and invaded the
Why might it have been a mistake for Germany to have broken its pact and invaded the Soviet Union?
83.Which parts of Europe were under Axis control?
Which parts of Europe were under Axis control?84.How did geography help Great Britain remain free of Axis control?
How did geography help Great Britain remain free of Axis control?85.What status did Spain, Sweden, and Turkey have during World War II?
What status did Spain, Sweden, and Turkey have during World War II?ANALYZING A DOCUMENT - The following excerpt comes from a letter that the Chief of Naval Personnel sent to U.S. Navy commandants in June 1945. It deals with a new order to send black and white recruits to the same training camps. Study the excerpt below and then answer the following questions below.
...[The] Recruiting and Induction Service has been instructed to assign Negroes to Recruit Training Centers on the same basis as whites. The purpose of this change of policy is to obtain more complete utilization of all personnel and facilities.It is recognized that this policy is at variance with some individual ideas and attitudes. However, at activities where similar experiences have been encountered and met with intelligent and forceful planning and leadership, the results have been satisfactory....86.Why was the policy changed?87.To what “individual ideas and attitudes” do you think the writer was referring?88.How do you know that the writer of the letter expected the new policy to cause problems?89.What did the writer suggest would solve these problems?INTERPRETING GRAPHS
90. Between which two consecutive years did production of passenger cars undergo the steepest drop?
91.About how many military aircraft were produced in 1944?
92.What was the general relationship between auto production and military aircraft production in the war years?
93.In which year shown were the fewest passenger cars produced?
In which year shown were the fewest passenger cars produced?94.About how many military aircraft were produced in 1943?
About how many military aircraft were produced in 1943?95.How were the trends shown in the two graphs related?
How were the trends shown in the two graphs related?ANALYZING A DOCUMENT
Use this poster showing a man in the military and a farmer during World War II to answer the following questions below.
96. What was the main idea expressed by the poster?
97. According to the poster, in what way were overalls like a military uniform?
98. How does the slogan “Food For Freedom,” found in the circle in the bottom right corner of the poster, relate to the poster’s main message?
99. What assumption do you think the artist made about farmers in creating this poster?
SHORT ANSWER
73.Many Germans and Italians resented the terms of the Treaty of Versailles. Germans felt humiliated by the treaty’s harsh terms, and Italians felt they had been shortchanged. Japanese military leaders resented their dependence on other nations for resources such as petroleum and iron. In addition, all three nations viewed aggression as a means to solving economic problems.74.Students will probably answer that the Allies would have lost the war without the United States since the Axis Powers had conquered much of Europe by the time the United States entered the war. Britain, though still unconquered, had suffered heavy damage, and might have been isolated by Germany without the actions of American warships. American forces helped turn the tide in North Africa and were instrumental in reclaiming both Europe and the Pacific islands. Students may also argue that Americans were responsible for the atomic bomb, which forced the surrender of Japan.75.Leaders in Germany, Italy, and Japan transformed their nations into strong national powers by building up the military and by invading, occupying, or annexing neighboring lands. All used aggression to bolster national pride and to improve their economies.76.Alternatives included launching a massive invasion of Japan, using a naval blockade or continued conventional bombing, softening insistence that Japan’s surrender be unconditional, and demonstrating the bomb’s power on a deserted island. Students who think the bomb was a better alternative to any of these will probably argue that it quickly and definitively ended the war and the killing of Americans, and that it may have taken fewer Japanese lives than continued conventional warfare. Others may argue that dropping the bomb on Japanese cities was not the best strategy because it resulted in the deaths of many thousands of civilians, or that the second bomb was unnecessary. Accept any well-reasoned argument.77.The decision seemed to assume that Japanese Americans were more likely to be spies for the Japanese than were other Americans. A related assumption was that at least some Japanese Americans might side with their country of ancestry. The same assumption did not seem to be made of other groups to the same degree. German and Italian Americans, for example, were not sent to internment camps.78.Students may argue that the image was accurate in depicting a woman in a defense-related job while men were away in the military. Others may argue the image was misleading in depicting Rosie the Riveter as young and white, when in reality, women of all ages, ethnic, and economic groups worked in the defense industry.79.Because so many American women worked in defense-related jobs during World War II, they may have thought of themselves as capable, adaptable, and successful in a wider field than was previously available to them. Many women found new satisfactions in these jobs, including that of earning their own money. While some women wanted to continue working outside the home after the war, others thought of these jobs as temporary emergency measures.ESSAY
80.Ireland, Portugal, Spain, Switzerland, Sweden, and Turkey81.Because Great Britain is an island, it could not be invaded by land.82.By attacking the Soviet Union, Germany had to fight a war on both an eastern and a western front.83.With the exception of Britain and six neutral countries, the Axis Powers controlled all of Europe, from France to the western Soviet Union.84.Because Britain is an island, the Axis Powers could not invade it by land.85.They were all neutral.86.It is being changed for the sake of efficiency--to make better use of the training personnel and other resources available.87.probably to ideas that people grew up with about segregation of the races88.The letter suggests that not everyone will welcome the change, as it goes against “some individual ideas and attitudes.”89.intelligent and forceful planning and leadership90.1941 and 194291.about 95,00092.During the war, consumer industries converted to war production. As passenger car production went down, military aircraft production went up.93.194394.about 85,00095.During the war, consumer industries converted to war production. As passenger car production went down, military aircraft production went up.96.Farmers, like soldiers, have an important role to play in the war effort.97.Both symbolized patriotic duty during wartime.98.The poster suggests that farming is a patriotic duty, analogous to serving in the military. The slogan “Food for Freedom” also relates agricultural work to the war effort. Indeed, great amounts of food were needed to support military forces overseas as well as people at home.99.Possible answers: The artist might have assumed that young farmers would prefer to be fighting overseas; that many farmers were young, white, and male; or that depicting a farmer as such would elicit a patriotic response.
