Deck 23: The Second World War at Home and Abroad

Question 1

What were the political, social, economic, and/or cultural consequences of this item: the Bataan Death March?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 1

Answer not provided.

Question 2

What were the political, social, economic, and/or cultural consequences of this item: the Battle of Midway?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 2

Answer not provided.

Question 3

What were the political, social, economic, and/or cultural consequences of this item: Executive Order No. 8802?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 3

Answer not provided.

Question 4

What were the political, social, economic, and/or cultural consequences of this item: wartime Mexican workers (braceros)?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 5

What were the political, social, economic, and/or cultural consequences of this item: the National War Labor Board?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 6

What were the political, social, economic, and/or cultural consequences of this item: Prime Minister Winston Churchill?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 7

What were the political, social, economic, and/or cultural consequences of this item: Joseph Stalin?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 8

What were the political, social, economic, and/or cultural consequences of this item: the "Europe first" strategy?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 9

What were the political, social, economic, and/or cultural consequences of this item: the no strike-no lockout pledge?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 10

What were the political, social, economic, and/or cultural consequences of this item: the March on Washington movement?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 11

What were the political, social, economic, and/or cultural consequences of this item: the Fair Employment Practices Committee?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 12

What were the political, social, economic, and/or cultural consequences of this item: the Battle of Stalingrad?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 13

What were the political, social, economic, and/or cultural consequences of this item: women's wartime work?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 14

What were the political, social, economic, and/or cultural consequences of this item: Rosie the Riveter?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 15

What were the political, social, economic, and/or cultural consequences of this item: the second-front controversy?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 16

What were the political, social, economic, and/or cultural consequences of this item: the Doolittle raid?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 17

What were the political, social, economic, and/or cultural consequences of this item: the Manhattan Project?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 18

What were the political, social, economic, and/or cultural consequences of this item: the War Production Board?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 19

What were the political, social, economic, and/or cultural consequences of this item: wartime government-business cooperation?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 20

What were the political, social, economic, and/or cultural consequences of this item: American universities and war research?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 21

What were the political, social, economic, and/or cultural consequences of this item: the zoot suit riots?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 22

What were the political, social, economic, and/or cultural consequences of this item: D-Day?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 23

What were the political, social, economic, and/or cultural consequences of this item: "plasma premiers"?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 24

What were the political, social, economic, and/or cultural consequences of this item: Operation Overlord?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 25

What were the political, social, economic, and/or cultural consequences of this item: the Yalta Conference?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 26

What were the political, social, economic, and/or cultural consequences of this item: the 442nd Regimental Combat Team?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 27

What were the political, social, economic, and/or cultural consequences of this item: the War Refugee Board?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 28

What were the political, social, economic, and/or cultural consequences of this item: the Tehran Conference?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 29

What were the political, social, economic, and/or cultural consequences of this item: the Congress of Racial Equality?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 30

What were the political, social, economic, and/or cultural consequences of this item: Korematsu v. U.S.?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 31

What were the political, social, economic, and/or cultural consequences of this item: the Office of Price Administration?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 32

What were the political, social, economic, and/or cultural consequences of this item: the internment of Japanese Americans?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 33

What were the political, social, economic, and/or cultural consequences of this item: the Battle of the Bulge?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 34

What were the political, social, economic, and/or cultural consequences of this item: the War Labor Disputes (Smith-Connally) Act?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 35

What were the political, social, economic, and/or cultural consequences of this item: the Alien Registration (Smith) Act?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 36

What were the political, social, economic, and/or cultural consequences of this item: the Office of War Information?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 37

What were the political, social, economic, and/or cultural consequences of this item: the "chamber-of-horrors" file?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 38

What were the political, social, economic, and/or cultural consequences of this item: the Detroit race riot of 1943?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 39

What were the political, social, economic, and/or cultural consequences of this item: the "Double V" campaign?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 40

What were the political, social, economic, and/or cultural consequences of this item: the Tuskegee Airmen?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 41

What were the political, social, economic, and/or cultural consequences of this item: the Dumbarton Oaks Conference?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 42

This battle was a turning point in the Pacific war and relieved the Japanese threat to the U.S. Navy base at Honolulu.

A) The Battle of the Coral Sea
B) The Battle of Guadalcanal
C) The Battle of Midway
D) The Battle of Okinawa

Question 43

The Manhattan Project refers to

A) Allied plans to rescue the inmates of German concentration camps.
B) the project to decipher Japan's diplomatic code.
C) the plan of the United States government to defend New York in the event of enemy attack.
D) the secret plan to build an atomic bomb.

Question 44

The primary task of the War Production Board was to

A) decide where to build new factories for war production.
B) determine how to finance the production of war equipment.
C) allocate resources and coordinate production among the nation's factories as they converted from civilian to military production.
D) set the wage scale that would attract workers to jobs in defense plants.

Question 45

What were the political, social, economic, and/or cultural consequences of this item: the Potsdam Conference?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 46

In 1943, which of the following stalled German advances in eastern Europe and was in large part responsible for placing German forces on the defensive?

A) The Allied invasion of Poland
B) The liberation of France
C) The battle for Aachen
D) The battle for Stalingrad

Question 47

Which of the following is true of government military contracts during the Second World War?

A) They greatly enriched neighborhood enterprises.
B) They were equally distributed among all businesses.
C) They were awarded to companies with the lowest profit margin and the highest research and development expenditures.
D) Most were awarded to the nation's top one hundred corporations.

Question 48

Which of the following was a consequence of the Doolittle raid?

A) The raid convinced Japanese leaders to relinquish control over outlying Pacific islands and concentrate on defending Japan's home islands.
B) The raid convinced military commanders of America's forces in the Pacific that Japan was capable of bombing raids against the West Coast of the continental United States.
C) The raid, which convinced Japanese commander Yamamoto that he needed to lure the U.S. into a decisive conflict,  led to the Battle of Midway.
D) The raid's success gave American forces in the Pacific confidence that Japan's air-defense system had been destroyed.

Question 49

What were the political, social, economic, and/or cultural consequences of this item: President Harry S Truman?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 50

In 1942, Prime Minister Winston Churchill rejected Stalin's appeal that Allied forces open a second front against Germany because Churchill

A) wanted to protect British interests in the Mediterranean and Middle East by halting German advances in North Africa.
B) wanted to strengthen Allied air forces over the English Channel to stop German bombing raids against London.
C) believed it was more important to liberate France.
D) did not want to draw Allied forces away from the war against Japan in the Pacific.

Question 51

U.S. strategy during the Second World War called for

A) the United States to concentrate its forces in the Pacific while Great Britain and Russia fought the war in Europe.
B) the defeat first of Germany and then of Japan.
C) a buildup of armaments in the Western Hemisphere so that the United States could withstand an Axis attack.
D) a negotiated settlement in Europe if possible while seeking the unconditional surrender of Japan.

Question 52

What impact did the Second World War have on American industry?

A) It caused the breakup of major corporations because smaller production units were more efficient in manufacturing war materiel.
B) It accelerated the trend within industry to transfer jobs to Latin America and other regions where labor costs were lower.
C) It furthered the trend toward bigness by consolidating manufacturing into the hands of a few giant corporations.
D) Many major American corporations faced financial problems at war's end because of the no-profit pledge they had to make to receive defense contracts.

Question 53

What were the political, social, economic, and/or cultural consequences of this item: the Battles of Iwo Jima and Okinawa?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 54

What were the political, social, economic, and/or cultural consequences of this item: Hiroshima and Nagasaki?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 55

Which of the following was a feature of the bracero program?

A) Against the wishes of the Mexican government, Congress excluded immigrant Mexican workers in the United States from minimum-wage requirements.
B) Mexican farm workers were admitted to the United States on short-term work contracts to fill agricultural jobs left vacant by Americans.
C) By agreement between Mexico and the United States, citizenship was extended to Mexicans illegally residing in the United States in 1942.
D) Against the wishes of the Mexican government, Congress provided for the deportation of Mexicans who had illegally entered the United States.

Question 56

If the United States was to become the "great arsenal of democracy," it had to

A) take and maintain control over the important oil fields in the Middle East.
B) successfully convert major industries from production of consumer goods to production of military materiel.
C) convince corporate leaders to finance the retooling of their factories for the production of war materiel.
D) solve transportation problems between the United States and Europe.

Question 57

What were the political, social, economic, and/or cultural consequences of this item: the Potsdam Declaration?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 58

Issued by President Roosevelt in 1941, Executive Order No. 8802

A) fully integrated the United States armed forces.
B) offered direct assistance to African Americans who wanted to move out of the South.
C) created a presidential commission to study and recommend ways to alleviate wage discrimination based on race and sex.
D) prohibited racial discrimination in the employment of workers in war industries and in the government.

Question 59

What were the political, social, economic, and/or cultural consequences of this item: the firebombing of Tokyo?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 60

What were the political, social, economic, and/or cultural consequences of this item: the "island-hop" strategy?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 61

Which of the following is true of Rosie the Riveter?

A) She did not accurately portray women in the labor force during the Second World War.
B) Her image convinced most women going into the labor force for the first time to take skilled jobs in defense plants.
C) She was an indication of a permanent change in Americans' beliefs about what jobs were "suitable" for women.
D) Most working women during the Second World War were offended by the unfeminine image depicted by Rosie the Riveter.

Question 62

During the Second World War, the personal income of most American workers

A) declined in real terms because of higher taxes.
B) increased, but was eaten up by the high rate of inflation.
C) was lower than that of workers in other industrialized nations.
D) reached new highs.

Question 63

In producing Liberty ships, Kaiser shipyards

A) was unable to supply the navy with the cargo ships required to transport troops and war material to the front.
B) emphasized speed of production over quality.
C) lost its government contract because of cost overruns.
D) found it difficult to retain workers because of unsafe working conditions and low wages.

Question 64

Why was sugar rationed in the United States during the Second World War?

A) Sugar was used by Allied soldiers to win over the civilian populations in liberated European cities.
B) Sugar was used to produce alcohol, which was used in the manufacturing of weapons.
C) Large quantities of sugar were necessary as a quick energy source for soldiers.
D) Sugar was used to make fuel for military vehicles.

Question 65

Why did the War Production Board redesign men's suits during the Second World War?

A) To emphasize in a symbolic way the wartime sacrifices expected of the civilian population
B) To indicate the need for a disciplined appearance during wartime
C) To reduce the time consumed producing consumer clothing, thus freeing workers to concentrate on making military uniforms
D) To save wool for military use

Question 66

Why did many housewives save cooking fat during the Second World War?

A) Fat saved by housewives was used by the food industry in making ready-to-eat meals for soldiers.
B) Fat saved by housewives was processed to produce glycerin, which was used in making black powder for bullets.
C) Fat saved by housewives was used at military hospitals.
D) Fat saved by housewives was used to make fuel for military vehicles.

Question 67

During the Second World War, the federal government

A) helped some workers in defense plants by offering federally-funded childcare centers.
B) offered health care to all workers in defense-related industries.
C) established a higher minimum wage for workers in defense-related industries than in industries deemed nonessential to the war effort.
D) fully funded the pension plans for workers in defense-related industries.

Question 68

How did some movie theaters support the war effort against Germany and Japan?

A) They showed short film biographies of American soldiers.
B) They displayed the pictures of orphaned European children who were available for adoption.
C) They had contests to see which patron could come closest to forecasting the date on which the war would end.
D) They held "plasma premiers" at which patrons could donate blood to the Red Cross as the price of admission.

Question 69

As a result of wartime revenue acts,

A) the government was able to fund the war fully through increased taxes.
B) corporations paid more in taxes than did individual workers.
C) rises in the real income of Americans declined due to tax increases.
D) the number of Americans paying income tax increased significantly.

Question 70

During the Second World War, women

A) were primarily employed in skilled jobs at defense plants.
B) received pay equal to that received by men doing the same job.
C) were never allowed to take jobs in heavy industry.
D) entered the labor force in increasing numbers and often found new employment opportunities.

Question 71

By the end of the Second World War, the United States was producing 40 percent of the world's weaponry. How was this feat accomplished?

A) The weapons industry relied on robotics.
B) Workers in defense plants were given monetary bonuses when they exceeded production quotas.
C) The assembly-line process of mass production was used in many defense-related industries.
D) Military personnel were used to increase the work force and speed up production in defense-related industries.

Question 72

Which of the following is true of children during the war years?

A) Children collected scrap metal, which could be used in the manufacture of grenades.
B) Record numbers of young people attended and completed high school.
C) Juvenile arrests dropped dramatically.
D) The number of working teenagers dropped substantially.

Question 73

The Office of War Information was created for which of the following reasons?

A) It was responsible for deciphering Japanese and German diplomatic codes.
B) It gathered military intelligence to help battlefield commanders.
C) It was established to gather information on civilians suspected of aiding the enemy.
D) It was in charge of domestic propaganda to build public support for the war.

Question 74

Statistics reveal that during the Second World War

A) the divorce rate consistently declined.
B) the marriage rate substantially decreased.
C) the marriage rate increased but the birth rate declined.
D) both the marriage rate and the birth rate rose.

Question 75

Which of the following is true of the War Labor Disputes (Smith-Connally) Act of June 1943?

A) It authorized the president to seize and operate certain strike-bound plants.
B) It suspended labor's right to strike for the duration of the war.
C) It imposed a wage and price freeze for the duration of the war.
D) It created an arbitration board separate from the NWLB to settle all labor disputes.

Question 76

In the aftermath of several days of street violence in which mobs of white men attacked certain Mexican-American gang members, the city of Los Angeles

A) attempted to heal racial divisions by inviting First Lady Eleanor Roosevelt to the city to meet with Mexican-American leaders.
B) passed a law requiring that military personnel wear their uniforms when on leave.
C) banned the sale of alcoholic beverages to Mexican Americans and to American sailors and soldiers.
D) outlawed the wearing of zoot suits.

Question 77

Which of the following statements concerning the wartime economy is true?

A) The national debt skyrocketed during the war years.
B) Roosevelt secured passage of a steeply graduated corporate and private income tax to finance the war.
C) Net corporate profits fell dramatically during the war years.
D) From 1939 to 1945, employees' wages and salaries declined.

Question 78

In the matter of closed-shop versus open-shop arrangements in industry, the National War Labor Board

A) refused to deal with the issue, leaving the matter up to the various states.
B) was intimidated by John L. Lewis into requiring workers in industries receiving government contracts to join a union.
C) demonstrated that it was dominated by corporate interests by not requiring workers in major industries to join a union.
D) forged a workable compromise by allowing unions to enroll as many new members as possible but not requiring workers to join a union.

Question 79

Which of the following is true of the Office of Price Administration?

A) It lost the support of the public because of a bribery scandal that involved the agency's director.
B) Its blatant favoritism toward business interests undermined its credibility.
C) It established a nationwide rationing program for certain consumer goods.
D) It reluctantly introduced rationing during the last months of the war.

Question 80

Where did Americans first see the horrors of Nazi death camps?

A) In newsreels at movie theaters
B) In pictorial magazines such as Life
C) On television in the 1950s
D) In brochures printed and distributed by the government