AP UNITED STATES HISTORY

TOPIC AND TERMS PEOPLE Com. Matthew Perry, Henry J. Kaiser, A. Philip Randolph, Gen. Jiang Jieshi (Chiang Kai-shek), Gen. Douglas MacArthur, Adm. Chester Nimitz, Marshal Erwin Rommel, Gen. Bernard Montgomery, Gen. Dwight D. Eisenhower, Gen. George S. Patton, Thomas E. Dewey, Harry S Truman, Adm. William F. “Bull” Halsey, Albert Einstein, TERMS ABC-1 Agreement, Meiji government, Gentleman’s agreement, War Production Board, Office of Price Administration, War Labor Board, WACS and WAVES, “Rosie the Riveter”, “Negro march on Washington”, Fair Employment Practices Commission, Congress of Racial Equality (CORE), gross national product, national debt, “island hopping” strategy, “Enigma” codes, the “second front”, “unconditional surrender”, Deaths of Hitler/Roosevelt, Manhattan Project, Alamogordo test, EVENTS Japanese internment, Korematsu v. United States (1944), Meiji government, Burma Road, Bataan Death March, Battle of the Coral Sea, Battle of Midway, Guadalcanal, Marianas: Guam and Saipan, El Alamein, Stalingrad, North African Invasion, Casablanca Conference, Italian campaign, Anzio, Teheran Conference, Liberation of Paris, Battle of the Bulge, Elbe River, German surrender (V-E Day), Tokyo fire-bombings, Battle of Leyte, Iwo Jima and Okinawa, Potsdam Conference, Hiroshima, Stalin enters the war, Nagasaki, Japanese surrender (V-J Day), VOCABULARY Issei, Nissei, rationing, G.I., braceros, kamikazes.

AP UNITED STATES HISTORY

AMERICA IN WORLD WAR II FOCUS QUESTIONS 1. Grand Strategy In the so-called ______________ agreement with Britain, America had agreed to a grand strategy of “getting Germany first.” The authors are effusive in their praise for the wisdom of this strategy, even though it incurred “much ignorant criticism.” Ifr you had been an “ignorant” proponent of a “get Japan first” strategy, what might have been your argument? 2. Japanese Internment a. In a section called “The Shock of War,” the authors cite the relative lack of ethnic “witch hunting” in this war. They then devote one paragraph only to the one “painful exception,” the internment of _______________ (a number) Japanese and Japanese-Americans in various isolated camps for the duration of the war. What is your reaction to such a drastic deprivation of civil rights to one ethnic group in time of war? b. Look over the box section on “The Japanese.” Note not only the aspects of racial prejudice against the Japanese, but also that much Japanese emigration at the turn of the century was actively promoted by the Meiji government which “saw overseas Japanese as representatives of their homeland.” If you had been an average American of general goodwill on the West Coast in January of 1942, how might you have justified to yourself the sight of Japanese being rounded up and sent to internment camps? 3. The War Economy a. With unprecedented national unity about the need to fight this war to the hilt, there was little objection to the heavy hand of government agencies rapidly redirecting the economy away from consumer goods and toward production of war material. The War ___________ Board orchestrated this transformation; rationing of nonessential items controlled consumption; and both prices and wages were controlled by the government agencies. Some ______ million men (and a significant number of women) were enlisted into the armed forces, while some ______ million women )dubbed “__________ the Riveters”) replaced men on the factory floor. How doe the authors summarize the short and long term impact of the war on the role and status of women? b. Today, the population of the northern cities are heavily African American despite the original concentration of blacks in the rural South. How did World War II and agricultural mechanization after the War contribute to this shift? 4. Financing the War The authors stress again that it was the war, not the New Deal, that blasted the country out of the Depression. Production and profits doubled during the war and pent-up demand for consumer goods caused by rationing and other wartime restrictions exploded after the war. The war, they say, even more than the New Deal, launched the era of big government we are familiar with today. The chart on page 831 is interesting because it shows the magnitude of the national debt incurred to pay for the war as opposed to the debt people had previously worried about to pay for New Deal programs. This debt amounted to some $______ billion in 1946, which was more than _____ times the level ten years previously in 1936. Total World War II spending amounted to some $______ billion (which the authors say was _____ times as much as all previous federal spending in the history of the republic). Even though taxes were raised significantly, a full _____ percent of the war costs was paid with borrowed money. Who do you think lent all this money to the government? 5. Pacific Theater of War This short section really can’t do justice to the ferocity of the fighting in the Pacific. After Pearl Harbor and simultaneous Japanese attacks on out South Asia locations, the Japanese tide advanced rapidly, eventually forcing American commander General Douglas _____________ to evacuate the __________ (a country) in April of 1942. Japanese advances were finally stopped with two huge naval engagements, the Battle of the ________ Sea and the Battle for ______________ Island, not too far from Hawaii. Look at the Pacific map on page 834 and review the strategic options open to American war planners. The grand strategy chosen was that of “island _______” from the South Pacific island to the next, getting closer and closer to the Japanese home islands. The first victory in this strategy occurred at ___________ ___________ in the Solomon Islands, which the Japanese evacuated in February 1943. From there, the names and arrows on the map show how U.S. forces used each new island won (after often horrendous fighting) as a base to launch air attacks further north. Finally, the capture of _______________ and ______________ islands in the Marianas and the recapture of the Philippines, it was possible to start long-range bombing of the Japanese mainland. This strategy, though ultimately successful, was extremely bloody and involved ferocious fighting over desolate islands that could be used only as air bases. Assume you had been a war planner at the time. Pick one of the alternative strategies listed in the caption on page 834 (or invent one of your own) and make an argument for that alternative strategy. 6. European Theater of War a. The authors begin by discussing the difficulty of keeping supply lines open to Britain against German U-boats, a campaign aided by he British breaking of the German “______________” codes. They also discuss the success of German Marshal Erwin ____________ in nearly capturing the Suez Canal and the massive German attack on the Soviets, which was finally stopped at ______________ in the fall of 1942. Remember the temptation of some Western leaders to see the almost equally disliked Russian Communists and German Nazis kill each other off on the Eastern Front? Soviet leader Joseph __________ was fully aware of this temptation and constantly pressured his allies, Britain and the United States, to open a “____________ front” by invading France to help divert German forces from their invasion of Russia. Indeed, the biggest loss of life by far in the war occurred in _______________ (about 20 million people!!). Britain and the United States finally opened their second front not in France, as desired by the Soviets, but in __________ Africa in November of 1942 - a campaign headed by U.S. General Dwight D. __________. Six months later, this campaign was complete. Roosevelt and _______________ then met at ________. In re-occupied French Morocco and they agreed on the war goals of “________________ surrender.” What are your thoughts on ONE of the two key strategic questions raised here? First, should the Allies have opened a second front by directly attacking through France in 1942 of 1943, as desired by the Russians? Second, were Allied options unnecessarily limited by the call for “unconditional surrender” made at Casablanca? b. At Casablanca, Roosevelt and Churchill determined to pursue the enemy up the Italian peninsula rather than to immediately launch the invasion of France, desired by Russia. The “soft underbelly” proved to be not so soft and the Italian campaign was slow, tough, and bloody. But the Italian capital city of _______ was finally taken on June 4, 1944, just two days before the invasion of France. To plan for the French invasion and Soviet advances from the east, the “Big Three” of Churchill, Roosevelt, and __________ met together for the first time in the Iranian capital of _____________ in November 1943. After a huge military buildup in Britain, the invasion was finally launched on June 6, 1944 (called “___-Day”), on the French coast at _________________. This invasion was led by American General ______________. After heavy losses, the French capital of ____________ was finally liberated three months later, and Allied forces moved north toward Germany while Russian troops were advancing from the east. 7. Roosevelt’s and Hitler’s Demise Despite failing health, Roosevelt won a fourth term in November 1944 against the youthful Republican governor of _______ _________, Thomas E. _______. Roosevelt’s compromise and little-considered vice-presidential running mate was little known Senator Harry S _________ of ____________. In late 1944, Hitler determined to make one final effort to reverse German fortunes by launching an offensive aimed at capturing the Belgian port of ______________ that came to be known as the Battle of the _________. American defense of the “bastion of ____________” was key in defeating this thrust. British, American and Russian forces finally met outside the German capital of ________ in April 1945, liberating the horrendous Jewish concentration camps along the way. In timing reminiscent of Lincoln’s death at the end of the Civil War, Roosevelt died in early April 1945 and Hitler committed suicide later that month. The Germans finally surrendered on May 7, 1945 (called “_____-Day”) 8. The Atomic Bomb and the Defeat of Japan The war in the Pacific continued for four months longer, and was projected to last into 1946 if a full invasion of the Japanese main islands had been necessary. The authors first recount the massive U.S. firebombing of the Japanese capital city of ___________ in March 1945, which killed ______ people, perhaps to give you a reference point for the death and destruction caused later by the atomic bombs. U.S. General Douglas ____________ re-entered the _____________ (country) in October 1944 and the U.S. Navy ended Japan’s capabilities at sea in the giant clash at ____________ Gulf off the Philippine coast. Two key Japanese-held island, Iwo ______ and _____________ were taken by mid-1945, at a large cost in casualties, in preparation for what was expected to be a final assault on the Japanese mainland. The authors then discuss the amazingly complex and secretive American development of an atomic bomb, ostensibly in Mexico, in June 1945, the same month that President _______________ met Stalin at __________________, Germany, where they issued a demand to the Japanese for _________________ surrender. Despite overtures through the Russians that the Japanese might be willing to accept a conditional surrender (the main condition being that they be allowed to retain their emperor as head of state), the atomic bomb was first used against the city of _______________ on August 6, 1945, and then against the city of ______________ three days later, resulting in a total of over _________________ casualties. ______________ entered the war on August 8 and , on August 10, Japan finally surrendered (called “_____-Day”). Look over the last three paragraphs of the “Varying Viewpoints” section on page 848 and write a short paragraph about your reaction to the use of the atomic bomb to end World War II. 9. Overview The concluding section places the ___________ U.S. casualties in the perspective of the larger losses of other countries and points out that the United States was the only combatant to emerge from the war with its domestic economy not only intact but actually strengthened. The authors give good marks to U.S. political and military leaders for their conduct of the war but reserve special praise for what they consider to have been the decisive factor - the “American way of war....more men, more weapons, more machines, more technology, and more money than any enemy could hope to match.” Can you think of a post-World War II conflict, against a much lesser opponent, in which all of these monetary and industrial advantages failed to achieve an American victory?

AP European History

WORLD WAR II AND ITS AFTERMATH Triumph of the Axis Powers - Axis Powers - Italy, Germany, Japan - 1939 - Hitler invades Poland - the Polish Corridor - England, France declare war on Germany - Poland falls - Non-Aggression Pact - Russia takes the Baltic states - Nazis round up Poles for extinction - Russo-Finnish War - 1940 - Phony War (sitzkrieg) - Maginot Line - British Expeditionary Force - Nazis overrun Denmark, Norway - Wehrmacht - blitzkrieg - miracle of Dunkirk - Free French Fighters - Mussolini “invades” southern France - France surrenders to Germany - Vichy government - Marshal Philippe Petain - Battle of Britain - Luftwaffe - Royal Air Force (RAF) - the Blitz - 1941 - Britain dives into Libya - Germans invade Greece and Yugoslavia - British occupy Iran, Iraq, Syria - Germans invade the USSR - the “General Winter” - U.S. Lend Lease Act - “arsenal of democracy” - Franklin Delano Roosevelt - Winston Churchill - Japanese bomb Pearl Harbor - U.S. declares war on Japan - Germany, Italy declare war on the U.S. - the Holocaust - Jews, intellectuals, gypsies, non-Aryans - also unfit, crippled, mentally challenged, etc. - would volunteer - Concentration Camps - African campaign - Gen. Erwin Rommel (aka the Desert Fox) The Tide of War Turns (mid-1942-1943) - Rommel’s Afrika Corps - el Alamein - General Montgomery - Battle of Midway - Guadalcanal - island hopping - Okinawa - Battle of Stalingrad - Allies land in North Africa - Russians advance on Germany - Casablanca Conference - unconditional surrender Allied Victory - 1943 - Allied invasion of Sicily - Teheran Conference - D-Day invasion - Normandy - Battle of the Bulge - Russia closes in from the east - Allies close in from the west - Hitler commits suicide - atomic bomb on Hiroshima - atomic bomb on Nagasaki - Japan surrenders - Gen. Douglas MacArthur Aftermath of the War - Crucial Conferences for Post-War Europe - Yalta Conference - the Big Three - the partitioning of Germany - creation of the United Nations - Potsdam Conference - the conflict for control of Europe - U.S. and USSR are main world powers - superpowers - Soviet Bloc - satellite states - Western bloc (or “free world”) - Iron Curtain Speech - Cold War

AP European History

WORLD WAR II AND ITS AFTERMATH FOCUS QUESTIONS 1. List all the countries, and partial countries thereof, that were conquered by the Nazis. 2. What was the nickname for the period between the fall of Poland and France? 3. What were the provisions of the Atlantic Charter? 4. What were some of the problems between the Western Allies and the Soviet Union before the end of World War II 5. What agreements came out of the Yalta Conference? 6. How do you account for the mass movement of the European population between 1939 and 1950? 7. What were some of the attributes of the Cold War between the U.S. and the U.S.S.R.? 8. What did Churchill mean in his “Iron Curtain” speech? 9. What soured the relationship between the West and the Soviet Union at the Potsdam Conference? 10. Which nations remained powerful enough to influence world affairs after World War II? 11. What did the Allies do to German cities during World War II? 12. Why is the invasion of “fortress Europe” significant? 13. Which battles helped turn the advantage in the war from the Axis to the Allies? 14. During what year did the Axis powers control almost all of Europe and North Africa? 15. What is the “Miracle at Dunkirk”?

AP European History

WORLD WAR II AND ITS AFTERMATH 1939-1953 PRACTICE ESSAY QUESTIONS 1. “The Berlin-Rome-Tokyo Axis was more an ideological than an actual alliance.” Assess the validity of this statement. To “determine the truth” of this statement, you have to consider the ways in which the Axis partners aided each other’s war efforts. Did the Italians and the Germans actually coordinate battlefield strategy? Recall Mussolini’s “stabbing France in the back” in 1940; the North African campaign; the “Balkans Rescue”; the invasion of Sicily. Did the European Axis partners ever coordinate battle plans, send or receive war materials, plan overall strategy with the Japanese? How were they united in aims, ideology, political methods. 2. To what extent and in what ways did the U.S., the USSR, and Britain coordinate war aims and strategies? “How and how much” is the issue here. In dealing with Russian and Western cooperation, consider the Big Three conferences: Teheran, Yalta, Potsdam (after the death of Roosevelt); the second-front controversy; the material aid from the United States to Russia. The American-British alliance is more tangible: Lend-Lease; the Atlantic Charter; North Africa, Sicily, Italy, Normandy, the bombing and invasion of Germany; the Pacific War 3. The Allied decision to demand “unconditional surrender” of the Axis powers lengthened the war needlessly.” Defend or refute this statement. This has been an issue much argued, “a hypothesis contrary to fact.” Would the war have ended sooner if the Allies had negotiated with the Axis governments or even with anti-government military factions? In framing your answer, consider that despite the saturation bombing of Germany’s cities, the Nazis maintained an iron grip until the end; despite assassination attempts, Hitler ruled until his suicide when the Russians were at the gates of Berlin; despite firebombing and the dropping of the first A-Bomb, the Japanese refused to surrender. 4. Contrast and compare the results of the war on both the United States and the USSR. “Show differences”: What was the destruction to the homelands of each? What political, social, or economic changes took place for each? What were the human losses? What were the war gains? “Examine similarities”: They were the only two powers - superpowers - with the strength left to influence European and world events; they had established parallel spheres of influence; they had simultaneously solidified their competing ideologies and launched the Cold War. This is an abstract question that requires crisp organization and thoughtful presentation. 5. Analyze the way the wartime cooperation of the United States and the Soviet Union degenerated, within a few years after the end of the war, into the Cold War The wartime alliance between the West and the Soviet Union was the cooperation of competing systems in order to defeat a common enemy. Strains showed early in the Russian push for a second front, manifested themselves in the tensions at Yalta and at Potsdam in the Russian refusal to allow free elections in Russian-occupied Eastern Europe. The geographic expansion of communism because of the war frightened the West. The presence of massive US. Forces in Europe frightened the Soviets.

AP UNITED STATES HISTORY

CHAPTER 33 DEPRESSION AND THE NEW DEAL FOCUS QUESTIONS 1. Introducing FDR a. You may get confused by all the acts and agencies set up by Franklin Roosevelt in an attempt to deal with the massive Great Depression of the 1930's. In fact, people in the Roosevelt administration didn’t really have a consistent, coherent plan when they started out. Using the FDR quote leading off the chapter on page 770, summarize in your own words what FDR’s underlying philosophy was when he took office in March 1933. b. Roosevelt was greatly aided by one of the most active and popular first ladies ever, his wife ________ (a niece of Theodore Roosevelt). As you read this section about FDR, list a few facts about his background and some of his personal characteristics c. Roosevelt defeated the Republican ______________________ by a wide margin in the 1932 election. This election produced what historic shift in the voting patterns of African Americans? 2. Money and Jobs a. As soon as FDR was inaugurated in March 1933, the Democratic Congress passed a huge mass of New Deal legislation in what became known as the first “_____________ Days.” The new laws dealt with the “Three R’s” of the New Deal Program: __________________ (aid to those in immediate and desperate need), __________________ (programs designed to stimulate the economy), and ________________ (efforts to change permanently elements of the economic system that had contributed to the Depression). As you read the remainder of the chapter about New Deal efforts to overcome the Depression, try to classify the major programs (not necessarily all of them) into one of these three categories. Use the charts on pages 774 and 777 if needed). Then go back and put an asterisk (*) by those programs that you think are still in effect today. RELIEF: RECOVERY : REFORM: b. Roosevelt’s first act in office was to declare a “banking holiday” as a prelude to reopening the sounder banks with government backing through the Emergency ___________ Relief Act of 1933. Through the ______________ Banking Reform Act, Congress restructured the financial services industry and established the __________________ _______________ Insurance Corporation (FDIC) which insures people’s deposits in national banks. Looking at the chart on page 776, what connection do you see between the establishment of the FDIC and the virtual end of bank failures after 1933? c. Generally, in reasonably good economic times, the unemployment rate is around 4-5 percent of the workforce. When Roosevelt took office the unemployment rate was an unbelievable _________%. To help unemployed youth, the _____________ _____________ ________ (CCC) was established. FDR aide Harry ____________ was in charge oof other agencies that passed out direct relief payments to people through the Federal Emergency ______________ Administration (FERA), and gave adults jobs on federal projects temporarily through the Civil ___________ Administration (CWA) and later through the much larger and semipermanent Works __________ Administration (WPA), which built many of the buildings and bridges we’re familiar with today. d. Who were these three popular “demagogues” who argued against FDR and the New Deal? I. Father Charles _______________ of Michigan: II. Senator Huey ____________ of Louisiana: III. Dr. Francis _______________ of California: e. Remember the “trickle down” philosophy of Hoover as reflected in the aid to business given through his Reconstruction Finance Corporation (RFC)? He hoped that business would use government money to build factories, thus creating jobs and helping ordinary people. How do the relief and employment efforts of Roosevelt reflect more of a “bubble up” philosophy as opposed to Hoover’s “trickle down” approach? 3. Laborers and Farmers a. Roosevelt first tried, ultimately unsuccessfully, to cooperate with business in putting people back to work. The vehicle was the National ______________ Administration (NRA), whose symbol, the Blue _________, signified that business and labor in a particular company or industry had agreed on ways to increase employment and wages. The Supreme Court )in the Schecter “sick________” case) killed this effort, but the authors that say it wasn’t working well anyway because it required too much altruistic self-sacrifice. Note the rather contradictory efforts of the Agricultural _____________ Administration (AAA) to raise farm prices by promoting scarcity (i.e. paying people not to produce) at a time of widespread hunger and unemployment. Drought and dust storms in the southern plains compounded farm problems - the famous ______ Bowl well portrayed in the Steinbeck novel __________ of Wrath. As you read about the causes of the Dust Bowl on page 786, what environmental lessons are contained in this story? 4. Structural Reform a. Match up the New Deal programs listed below that continue today to be an accepted part of the role of government in the economy and society: _____ (I) Protects investors in stocks and bonds against fraud, deception and manipulation _____(II) Planned development of a region and entry _____(III) Financial help to home-buyers and builderS _____(IV) Unemployment insurance/old-age pensions A. Federal Housing Administration (FHA) B. Security & Exchange Commission (SEC) C. Social Security system D. Tennessee Valley Authority (TVA) b. Pick ONE of these programs and comment as to why you either agree or disagree that this activity is a legitimate function of the federal government. Program:_________________________. 5. New Deal and Labor Remember that the American Federation of Labor (AFofL) was a craft union organization, meaning that it was divided into skilled occupational groups such as carpenters, plumbers, electricians, etc. To expand the labor movement beyond these skilled-based groups, in 1935 John L. __________ started what came to be known as the Congress of _______________ Organizations (CIO), which included many unskilled workers and was organized by industry rather than craft - steelworkers, auto workers, teamsters, etc. Congress, for the first time, passed legislation supporting unionization in the form of the _________ Act of 1935 which was to be enforced by a new National ______________ __________ Board. In 1938, the Fair ____________ Act was passed and helped set minimum wage and working conditions. Summarize the results of the New Deal’s pro-labor stance as reflected in the chart on page 791. 6. End of the New Deal a. In the 1936 election, Roosevelt soundly defeated the Republican nominee, Alfred M. __________ of _____________. In this election, FDR was able to put together for the Democrats a coalition (or combination of interest groups) that held together surprisingly well until just recently. Besides the “New Immigrants,” the authors say that this coalition was composed of the _________, the ________, the _____________, and the _______________. In the first act of his new term, Roosevelt squandered much of his political capital by trying (unsuccessfully) to expand the size and change the composition of the conservative ________ Court, which had overturned much New Deal legislation. What does the chart on page 794 tell you about the New Deal’s success or lack of success in dealing with the huge unemployment problems of the 1930's? b. Focus on the economic reversals of the late 1930's caused at least partially by a slowdown of New Deal subsidies ordered by Roosevelt when he thought times were improving and he should move to balance the budget by cutting expenses. It’s important to understand the basic theories of British economist John ___________ Keynes, which were introduced at this time and still have influence today. Why do you think Keynes would argue that governments should run an intentional deficit (i.e. spend more money than they receive in tax payments) when unemployment is high and the economy is in bad shape? How can a government spend more than it receives? Where does the extra money come from? I. Why deficit spending in bad times? II. Where does the money come from? 7. New Deal Evaluated The authors summarize well the many criticism of the New Deal - that it was inefficient, bureaucratic, and inconsistent, and that it introduced big government, a high national debt, and elements of socialism into the American capitalist system. Perhaps most significant, they point out that the New Deal really never ended the Depression and its high unemployment rates. These were only ended by the huge government spending associated with the American entry into ______ _____ ____. And it was war, not the New Deal, that caused the biggest expansion of the national debt, from $____ billion in 1939 to $____ billion in 1945. On balance, the authors seem to __________ (like or dislike) Roosevelt and his program. They say that FDR was like ______________ in his espousal of big government, but like _________ in his concern for the common man. What do they mean when they conclude that Roosevelt “may have saved the American system of free enterprise...He may even have headed off a more radical swing to the left by a mild dose of what was mistakenly condemned as ‘socialism’”? Does this argument make sense to you? 8. Varying Viewpoints Against arguments by historians such as Carl Degler that the New Deal was a “revolutionary response” to economic depression, or by others such as Barton Bernstein that it was not revolutionary enough, the authors obviously favor the more modern “constraints school” interpretation. What does historian William Lauchtenburg, a member of this school, mean when he calls the New Deal a “half-way revolution”?

AP U.S. HISTORY

CHAPTER 33: THE GREAT DEPRESSION AND THE NEW DEAL TOPIC AND TERMS PEOPLE Franklin D. Roosevelt Eleanor Roosevelt Harry Hopkins Frances Perkins Father Coughlin Huey Long Mary McLeod Bethune Harold Ickes John L. Lewis Alfred M. Landon VOCABULARY boondoggling parity TERMS New Deal Brain Trust Hundred Days the “three Rs” Glass-Steagall Act Civilian Conservation Corps Works Progress Administration National Recovery Act Schechter case Public Works Administration Agricultural Adjustment Act Dust Bowl Securities and Exchange Commission Tennessee Valley Authority Federal Housing Authority Social Security Act Wagner Act National Labor Relations Board Congress of Industrial Organizations (CIO) Liberty League Roosevelt coalition Court-packing plan Keynesianism

AP EUROPEAN HISTORY

RUSSIAN REVOLUTION AND COMMUNIST RUSSIA PRACTICE ESSAY QUESTIONS 1. To what extent and in what ways did the failure of reform and abortive revolution lead to the Revolution of 1917? “How and how much” did attempts to make the government better, improve the economy, and modernize the institutions of Russia cause the open rebellion of the people against the government and society? “How and how much” did the failed Revolution of 1905 contribute? What were the attempts at reform? When did Russia modernize its economy and how did this lead tot greater discontent among the people? Why was the Duma reconvened, and how did it precipitate events? How did the Russo-Japanese War cause discontent? What was “Bloody Sunday”? What reforms were aimed at by the marchers? What was the October Manifesto? What were Stolypin’s reforms? What were the implications of his death? 2. Analyze Lenin’s Marxism and his role as leader in establishing Communism in Russia. “Determine the relationship” between Lenin’s interpretation of Marxism and the way he defined the new Soviet government. Orthodox Marxist theory insisted that a socialists revolution can take place only under certain conditions. What were those conditions? How did that apply to the governmental shift taking place in Russia in 1917? How did Lenin disagree with the orthodox view? How did he translate that once the Bolsheviks had seized power? 3. Contrast and compare the methods of governing of Lenin and Stalin. The contrast is glaring. Lenin established the basic institutions of Soviet Communism; Stalin evolved them into a grotesque parody of their original aims. Lenin ruled for about seven years; Stalin for over thirty. Lenin believed that the end justified the means; Stalin’s paranoia distorted even this precept. Lenin designed the blueprint for modernization and reform; Stalin built the edifice into one of the world’s worst totalitarian regimes. The comparison, the similarities, are in their usurpation of power to gain their ends, their use of dictatorship, their methods of suppressing dissent. This is a difficult question that requires broad statements backed by selective facts. 4. “Despite the human cost, Russia progressed under Communism.” Defend or refute this statement. The impulse, if you know the cost of Soviet totalitarianism, 30 million pus lives to start, is to refute. It is easy to overlook the modernization and industrialization of a feudal society on the facts alone without reverting to ideological biases. The first step in this question is to define “progress.” Is it economic? Social? Some indefinable movement forward? You can get lost in trying to measure the improvement of human condition from one age to another. Do the drudgery and social stagnancy of feudalism compare to the alienation and confusion of modernity? Remember, whether you defend or refute, it is the case you make that counts. 5. “The Russian Revolution of 1917 was a major force in determining a character of the 20th century.” Assess the validity of this statement. “Determine the truth” of this statement by considering not only the confrontation between ideologies known as the Cold War, but also the role of Soviet Communism in disrupting the world order before World War II and after. What part did it play in dismantling colonialism, as a model for new nations, as a counter to the status quo? In what ways was it a focal point for world affairs after World War I, before World War II, after World War II?

AP EUROPEAN HISTORY

THE RUSSIAN REVOLUTION AND COMMUNISM IN RUSSIA Chronology and Topics and Terms 1881-1894 Czar Alexander Russification 1890's industrialization Trans-Siberian Railroad proletariat Constitutional Democrats (Cadet) Narodniks slavophile Marrxists 1903 Russian Marxist Congress Vladimir Lenin Bolsheviks Mensheviks 1904-1905 Russo-Japanese War Manchuria Battle of Mukden Tsushima Straits Treaty of Portsmouth Theodore Roosevelt Revolution of 1905 Czar Nicholas II Father Gapon January22, 1905 Bloody Sunday Zemstvos Czar Alexander II October Manifesto Duma 1906 dissolution of the Duma kulaks (gulags) 1914 World War I Rasputin Czarina Alexandra 1915 Eastern Front 1916 assassination of Rasputin 1917 the March Revolution Petrograd Prince Georgii Lvov Alexander Kerensky abdication of the Czar soviets the October Revolution Leninist Doctrine storming of the Winter Palace Congress of Soviets Council of People’s Commissars Leon Trotsky Cheka OGPU NKVD MVD KGB 1918 Dictatorship of the Proletariat Russian pull out of WWI Treaty of Brest-Litovsk 1918-1922 Russian Civil War Red Army White Army 1924-1937 Russian Constitution Joseph Stalin First Five Year Plan Farm Collectivization Communes Second Five Year Plan Great Depression the purge trials gulags Siberia

HONORS GEOGRAPHY: METEOROLOGY

FRONTAL SYSTEMS - air masses are moved around the globe by winds - creating weather - when air mass arrives in a region, it displaces the existing mass - boundaries or leading edge b/t different masses is a front - when cold air replaces warm air it’s a cold front - when warm air rides over a cold air mass, a warm front - the interaction of these systems may produce a low - creating unsettled weather - esp. in middle latitudes - when warm front moves into area of cold air, rises over the cold and cools - condensation may follow, resulting in cloud formation - first clouds to appear usually cirrus clouds - high wispy clouds in the upper atmosphere - these are normally followed by layer of middle level clouds - then thick stratus clouds in the lower levels - these produce widespread precipitation - and maybe strong winds - this could last up to a day - cold fronts are usually associated with low pressure systems - producing more volatile weather than warm fronts - when a cold front moves into an area of warm air - the warm air is less dense, so forced sharply up by cold air - creating instability and powerful convection - large cumulus and even cumulonimbus clouds may form - triggering storms along the front - also creates area of low pressure - which strengthens winds - rain and winds will be strongest along the front - with showers following - low pressure cells occur when cold and warm air interact - forming a rotating weather system - this process is called cyclogenesis - when the air masses meet, warm air rises - creating a low pressure area at the surface - where clouds and precipitation develop - the heavier cold air is pulled under it - speeding up the cold front - it catches up with the warm front - forcing more air upward - as air rises and pressure falls, more air is pulled into the system - developing into strong winds - in the N. Hem. these winds blow counterclockwise - around a low pressure area - in S. Hem. it’s the opposite - around 24 hours later (often sooner) cold front catches warm front - forming an occluded front - cutting off supply of warm air to the system - the air that rose begins to cool - stopping the rain and winds - essentially the storm is over - high pressure systems normally result from air sinking then rotating - clockwise in N. Hem., counter in S. Hem. - consequently these high pressure systems are called anti-cyclones - usually occur at 30' N & S - sometimes also called warm high pressure. - high pressure areas also happen in cold areas - where cold air, being denser, sinks to the ground increasing pressure - this often occurs during winter - less heat during day - dramatic cooling at night - esp. if no clouds - which can keep in the heat - this is a cold high pressure system - common in inland middle latitudes - Siberia, Canada