Teacher Wraparound Edition

Joyce Appleby, Ph.D. James M. McPherson, Ph.D. Alan Brinkley, Ph.D. Donald A. Ritchie, Ph.D. Albert S. Broussard, Ph.D.

TAR1©07_KY_TWE_TP_874678-7.indd 1 10/14/06 12:48:55 PM Beth S. Caby Lisa Petrey-Kirk Teacher Teacher American History American History and Goverment Newport Middle School Anderson Middle School Newport, Kentucky Lawrenceburg, Kentucky

Aubrey E. Pennington Stephanie L. Poynor District Curriculum Specialist, Social Studies Department Chair Pulaski County U.S. History Social Studies Westport Traditional Middle and Southern Middle and Fine Art Academy Central Pulaski Alternative Louvisville, Kentucky Somerset, Kentucky

Image Credits: KY4-KY5 David Frazier/IndexStock; KY6-KY7 Richard Cummins/SuperStock; KY8-KY9 Kevin R. Morris/CORBIS; KY40 (tl)Stockbyte, (tr)National Portrait Gallery, Smithsonian Institution/Art Resource, NY, (bl)Stockbyte, (br)Rob and Ann Simpson/Visuals Unlimited; KY41 (tl)Buddy Mays/CORBIS, (tr)Wolfgang Kaehler/ CORBIS, (b)Gary W. Carter/CORBIS; KY45 Icon SMI/CORBIS; KY47 Garry Black/Masterﬁ le.

Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill, 8787 Orion Place, Columbus, OH 43240-4027

(Student Edition) ISBN-13: 978-0-07-874677-2 ISBN-10: 0-07-874677-9

(Teacher Wraparound Edition) ISBN-13: 978-0-07-874678-9 ISBN-10: 0-07-874678-7 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 127 10 09 08 07 06

0002-0002 CP-874678.indd ii 10/13/06 11:56:50 AM How Do I Succeed in American History?

he American Republic To 1877 includes a variety of tools designed to help T you be successful as you study the early history of the United States. On the following pages, you will fi nd out about Kentucky’s standards for social studies. The Kentucky Core Content for Social Studies Assessment, Grade 8 identifi es what you should know, understand, and be able to do as a result of your study of Grade 8 American History. Following the core content is a correlation chart that identifi es the pages where the textbook teaches this content. This section of your textbook also includes a Countdown to the Kentucky Core Content Test (KCCT), Grade 8. It consists of practice questions that cover core content standards and is organized by week. The Countdown is designed to help you prepare for this important test that you will take later this school year. Identifying what you are expected to learn at the beginning of the year and practicing your test-taking skills throughout the year will help focus your study of U.S. history. It will also help you and your parents or caregivers see when you might need help in mastering the concepts of a particular unit of study. Such help will ensure that your study of history will be both enjoyable and successful. Focus on Kentucky is another section of your textbook. This feature includes inter- esting information about your state that you should know. The chart on page KY48 explains the Depth of Knowledge levels used to evaluate the complexity of assessment questions.

Core Content for Social Studies Assessment, Grade 8 ...... KY4 Correlation to the Core Content for Social Studies Assessment, Grade 8 ...... KY10 Preparing for the Kentucky Core Content Test for Social Studies ...... KY16 Countdown to the KCCT, Grade 8 ...... KY18 Focus on Kentucky ...... KY40 Depth of Knowledge Levels ...... KY48

KY3

0003-0003 GSP-874678.indd 3 10/13/06 4:38:17 PM On the following pages, you will find a listing of the Kentucky Core Content for Social Studies Assessment, Grade 8. The core content lists the things you should learn and be able to do as you complete this American

History course. Read through the core content with your parents or David Frazier/IndexStock caregivers to help you become successful in this course. Also, review the core content from time to time to help the things you learn fall into place. Depth of Knowledge (DOK) levels indicate the highest DOK level at which Kentucky Core Content Test (KCCT) questions can assess that standard’s content. For more information on DOK levels, see page KY48.

Formation of Governments Government SS-08-1.1.1 Students will compare purposes & Civics and sources of power in the most common forms of government (monarchy, democracy, The study of government and civics equips stu- republic). DOK 2 dents to understand the nature of government SS-08-1.1.2 Students will describe and give exam- and the unique characteristics of representative ples to support how democratic government in the democracy in the United States, including its United States prior to Reconstruction functioned to fundamental principles, structure and the role of preserve and protect the rights (e.g., voting), liberty citizens. Understanding the historical develop- and property of their citizens by making, enacting ment of structures of power, authority, and gov- and enforcing appropriate rules and laws (e.g., ernance and their evolving functions in contem- constitutions, laws, statutes). DOK 3 porary U.S. society and other parts of the world SS-08-1.1.3 Students will describe and give exam- is essential for developing civic competence. An ples of the ways the Constitution of the United understanding of civic ideals and practices of States is a document that can be changed from citizenship is critical to full participation in so- time to time through both formal and informal ciety and is a central purpose of social studies. processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens. DOK 2

*Supporting standard proposed for local instruction

KY4

0004-0009 CCA-874678.indd 4 10/19/06 10:09:24 AM Constitutional Principles SS-08-1.2.1 Students will identify the three Cultures & branches of government, describe their functions Societies and analyze and give examples of the ways the U.S. Constitution separates power among the Culture is the way of life shared by legislative, executive and judicial branches to a group of people, including their prevent the concentration of political power ideas and traditions. Cultures reﬂ ect and to establish a system of checks and the values and beliefs of groups in dif- balances. DOK 3 ferent ways (e.g., art, music, literature, SS-08-1.2.2 Students will explain the reasons religion); however, there are universals why the powers of the state and national/federal (e.g., food, clothing, shelter, communi- governments are sometimes shared and some- cation) connecting all cultures. Culture times separate (federalism) and give examples of inﬂ uences viewpoints, rules and institu- shared and separate powers. DOK 2 tions in a global society. Students should Rights and Responsibilities understand that people form cultural groups throughout the United States and the World, SS-08-1.3.1 Students will explain and give exam- and that issues and challenges unite and ples of how significant United States documents divide them. DOK 2 (Declaration of Independence, Constitution, Bill of Rights) established democratic principles and Elements of Culture guaranteed certain rights for all citizens. DOK 2 SS-08-2.1.1 Students will explain how ele- SS-08-1.3.2 Students will explain and give exam- ments of culture (e.g., language, the arts, cus- ples of how, in order for the U.S. government to toms, beliefs, literature) defined specific groups function as a democracy, citizens must assume in the United States prior to Reconstruction responsibilities (e.g., participating in community and resulted in unique perspectives. DOK 2 activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military). DOK 2

Horse farm near Lexington, Kentucky

KY5

0004-0009 CCA-874678.indd 5 10/9/06 11:39:56 AM Social Institutions * SS-08-2.2.1 Students will compare Economics how cultures (United States prior to Economics includes the study of production, dis- Reconstruction) developed social institu- tribution and consumption of goods and services. tions (family, religion, education, govern- Students need to understand how their economic ment, economy) to respond to human needs, decisions affect them, others, the nation and Cummins/SuperStock Richard structure society and influence behavior. the world. The purpose of economic education Interactions Among Individuals and is to enable individuals to function effectively Groups both in their own personal lives and as citizens and participants in an increasingly connected SS-08-2.3.1 Students will explain how con- world economy. Students need to understand flict and competition (e.g., political, economic, religious, ethnic) occurred among individu- the beneﬁ ts and costs of economic interaction als and groups in the United States prior to and interdependence among people, societies and Reconstruction. DOK 2 government. SS-08-2.3.2 Students will explain how com- Scarcity promise and cooperation were possible SS-08-3.1.1 Students will explain and give exam- choices to resolve conflict among individu- ples of how scarcity required individuals, groups als and groups in the United States prior to and the government in the United States prior Reconstruction. DOK 2 to Reconstruction to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2 * SS-08-3.1.2 Students will identify how financial decisions (considering finance and opportunity cost) by individuals and groups impacted historical events in U.S. History prior to Reconstruction. Economic Systems and Institutions SS-08-3.2.1 Students will describe the economic system that developed in the United States prior to Reconstruction. DOK 2

KY6

0004-0009 CCA-874678.indd 6 10/19/06 10:09:37 AM * SS-08-3.2.2 Students will explain how profit SS-08-3.4.3 Students will explain motivated individuals and groups to take risks in how personal, national and inter- producing goods and services in the early United national economic activities were States prior to Reconstruction and influenced the interdependent in the United States growth of a free enterprise system. prior to Reconstruction. DOK 2 Markets SS-08-3.3.1 Students will explain how in the Geography United States prior to Reconstruction, the prices Geography includes the study of the of goods and services were determined by supply ﬁ ve fundamental themes of location, and demand. DOK 2 place, regions, movement and human/en- * SS-08-3.3.2 Students will explain how money vironmental interaction. Students need (unit of account) was used to express the mar- geographic knowledge to analyze issues and ket value of goods and services and how money problems to better understand how humans made it easier to trade, borrow, invest and save in have interacted with their environment over the United States prior to Reconstruction. time, how geography has impacted settlement * SS-08-3.3.3 Students will explain how competi- and population, and how geographic factors tion among buyers and sellers impacted the price inﬂ uence climate, culture, the economy and of goods and services in the United States prior to world events. A geographic perspective also Reconstruction. enables students to better understand the past Production, Distribution, and Consumption and present and to prepare for the future. SS-08-3.4.1 Students will explain ways in which The Use of Geographic Tools the basic economic questions about the produc- SS-08-4.1.1 Students will use a variety of geo- tion, distribution and consumption of goods and graphic tools (maps, photographs, charts, graphs, services were addressed in the United States prior databases) to interpret patterns and locations on to Reconstruction. DOK 2 Earth’s surface in United States history prior to SS-08-3.4.2 Students will describe how new Reconstruction. DOK 3 knowledge, technology/tools and specialization * SS-08-4.1.2 Students will describe how different increased productivity in the United States prior factors (e.g., rivers, mountains, plains, harbors) to Reconstruction. DOK 2 affected where human activities were located in the United States prior to Reconstruction.

Second Street Bridge in Louisville, Kentucky

KY7

0004-0009 CCA-874678.indd 7 10/9/06 11:40:17 AM Regions * SS-08-4.4.2 Students will describe ways in SS-08-4.2.1 Students will describe how which the physical environment (e.g., natural regions in the U.S. prior to Reconstruction resources, physical geography, natural disasters) were made distinctive by human char- both promoted and limited human activities acteristics (e.g., dams, roads, urban cen- (e.g., exploration, migration, trade, settlement, Kevin R. Morris/CORBIS ters) and physical characteristics (e.g., development) in the United States prior to mountains, bodies of water) that created Reconstruction. advantages and disadvantages for human * SS-08-4.4.3 Students will explain how the activities (e.g., exploration, migration, trade, natural resources of a place or region impact its settlement). DOK 2 political, social and economic development in the SS-08-4.2.2 Students will describe how places United States prior to Reconstruction. and regions in United States history prior to * SS-08-4.4.4 Students will compare and contrast Reconstruction changed over time as tech- different perspectives (viewpoints) that people nologies, resources and knowledge became have about how to use land (e.g., farming, indus- available. DOK 2 trial, residential, recreational) in the United States Patterns prior to Reconstruction. SS-08-4.3.1 Students will describe patterns of human settlement in the United States prior to Historical Perspective Reconstruction and explain how these patterns History is an account of events, people, ideas and were influenced by human needs. DOK 2 their interaction over time that can be interpreted SS-08-4.3.2 Students will explain why and through multiple perspectives. In order for stu- give examples of how human populations dents to understand the present and plan for the changed and/or migrated because of factors future, they must understand the past. Studying such as war, disease, economic opportunity history engages students in the lives, aspirations, and technology in the United States prior to struggles, accomplishments and failures of real Reconstruction. DOK 3 people. Students need to think in an historical Human-Environment Interaction context in order to understand signiﬁ cant ideas, * SS-08-4.4.1 Students will explain how beliefs, themes, patterns and events, and how technology in the United States prior to individuals and societies have changed over time Reconstruction assisted human modifica- in Kentucky, the United States and the World. tion (e.g., irrigation, clearing land, building roads) of the physical environment.

KY8

0004-0009 CCA-874678.indd 8 10/19/06 10:09:46 AM The Factual and Interpretive Nature of History SS-08-5.2.2 Students will explain SS-08-5.1.1 Students will use a variety of and give examples of how the tools (e.g., primary and secondary sources) ideals of equality and personal to describe and explain historical events and liberty (rise of individual rights, conditions and to analyze the perspectives of economic freedom, religious diver- different individuals and groups (e.g., gender, sity) that developed during the race, region, ethnic group, age, economic status, colonial period, were motivations for religion, political group) in U.S. history prior to the American Revolution and proved Reconstruction. DOK 3 instrumental in the development of a new nation. DOK 3 SS-08-5.1.2 Students will explain how history is a series of connected events shaped by multiple SS-08-5.2.3 Students will explain how cause-and-effect relationships and give examples the growth of democracy and geographic of those relationships. DOK 3 expansion occurred and were significant to the development of the United States prior The History of the United States to Reconstruction. DOK 3 SS-08-5.2.1 Students will explain events and SS-08-5.2.4 Students will describe the politi- conditions that led to the “Great Convergence” of cal, social, economic and cultural differences European, African and Native American people (e.g., slavery, tariffs, industrialism vs. agrarian- beginning in the late 15th century, and analyze ism, federal vs. states’ rights) among sections how America’s diverse society developed as a of the U.S. and explain how these differences result of these events. DOK 3 resulted in the American Civil War. DOK 3

Bluegrass field in eastern Kentucky

KY9

0004-0009 CCA-874678.indd 9 10/9/06 11:40:37 AM DOK represents the Depth of Knowledge, which includes the degree of difficulty of a particular activity or question. The Depth of Knowledge levels are explained in detail on page KY48.

Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages Government & Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Formation of Governments SS-08-1.1.1 Students will compare purposes 73, 147-151, 154- 148, 150, 208, 210- SE: 213, SE: 213, SE: 222 SE: 227 and sources of power in the most common 157, 190-198, 217- 213, 218-222, 218, 219, 222, 227 TWE: 221 TWE: 218 forms of government (monarchy, democracy, 222, 223-227, 224-227 222, 225 republic). DOK 2 232-251, 259-260, TWE: 40 436-439, 460-464, 572-578 SS-08-1.1.2 Students will describe and 212, 213, 220-221, 221, 228-230, 245 SE: 230, SE: 230, SE: 213 SE: 231 give examples to support how democratic 228-230, 231, 244- 231 231 TWE: 245 TWE: 221 government in the United States prior to 245, 260, 268-269, TWE: 229 TWE: 229 Reconstruction functioned to preserve and 336-337 protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). DOK 3 SS-08-1.1.3 Students will describe and give 221, 222, 227, 228, 242, 244-253, SE: 220, SE: 281 SE: 222 TWE: 242, examples of the ways the Constitution of the 242, 244-253, 260, 281 TWE: 242 498D United States is a document that can be 281, 325, 447, 508, changed from time to time through both formal 519, 542, 566, 620, and informal processes (e.g., amendments, 621, 624, 625, court cases, executive actions) to meet the 626, 627 needs of its citizens. DOK 2 Constitutional Principles SS-08-1.2.1 Students will identify the three 209-211, 218-222, 218-222, 223-227, SE: 218, SE: 222, SE: 227, branches of government, describe their func- 223-227, 231, 235 224, 227, 227, 231 231 tions and analyze and give examples of the 233-241 231 TWE: 218, TWE: 235 ways the U.S. Constitution separates power 224 among the legislative, executive and judicial branches to prevent the concentration of political power and to establish a system of checks and balances. DOK 3 SS-08-1.2.2 Students will explain the reasons 208-209, 219, 222, 211, 218, 224 SE: 222 SE: 222 SE: 218 why the powers of the state and national/federal 238, 241-242 TWE: 224 TWE: 218 governments are sometimes shared and sometimes separate (federalism) and give examples of shared and separate powers. DOK 2 Rights and Responsibilities SS-08-1.3.1 Students will explain and give 150-151, 154-157, 154, 155, 156, 157, SE: 151 SE: 213 SE: 215, examples of how significant United States docu- 212, 213, 218-221, 218, 221, 245 TWE: 155 222 ments (Declaration of Independence, 244, 245, 260, 268- TWE: 150, Constitution, Bill of Rights) established demo- 269, 412 156 cratic principles and guaranteed certain rights for all citizens. DOK 2

*Supporting standard proposed for local instruction KY10

0010-0015 COR-874678.indd 10 10/13/06 12:02:35 PM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages SS-08-1.3.2 Students will explain and give 77, 228-230, 453, 228, 229 SE: 231 SE: 95, 189, SE: 231 SE: 409 examples of how, in order for the U.S. govern- 464, 481, 548, 569 TWE: 228 230 ment to function as a democracy, citizens must TWE: 229 assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military). DOK 2 Cultures & Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. Elements of Culture SS-08-2.1.1 Students will explain how ele- 30-34, 78-80, 106, 402, 407 SE: 395 SE: 407 SE: 127, SE: 409 ments of culture (e.g., language, the arts, cus- 112-113, 370-371, TWE: 402 407 toms, beliefs, literature) defined specific groups 383-395, 401-407 TWE: 392 in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2 Social Institutions * SS-08-2.2.1 Students will compare how 56-57, 74-75, 92- 35, 112, 200, 413 SE: 407, SE: 113, 415 SE: 415 cultures (United States prior to Reconstruction) 93, 110-111, 112, 414 TWE: 112 developed social institutions (family, religion, 199-200, 230, 392, education, government, economy) to respond to 405, 407, 412-415 human needs, structure society and influence behavior. Interactions Among Individuals and Groups SS-08-2.3.1 Students will explain how conflict 132-135, 263-266, 133-135, 264-266, SE: 135, SE: 135, SE: 274 SE: 275 and competition (e.g., political, economic, reli- 288-294, 341-345, 289, 292, 342-345, 266, 294, 266, 294, TWE: 344 gious, ethnic) occurred among individuals and 369-374, 395, 419- 373, 421, 422 372, 374 345, 374 groups in the United States prior to 421, 423, 424, 426- TWE: 342 TWE: 133, Reconstruction. DOK 2 427, 430, 436-437, 289 438, 441-442 SS-08-2.3.2 Students will explain how com- 124, 185-186, 264, 327, 434 SE: 214 SE: 125, TWE: 190D promise and cooperation were possible choices 266, 299-300, 323- TWE: 327 187, 205 to resolve conflict among individuals and groups 324, 326, 374, 376, in the United States prior to Reconstruction. 437, 439, 516-517 DOK 2

KY11

0010-0015 COR-874678.indd 11 10/9/06 11:41:22 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages Economics Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments. Scarcity SS-08-3.1.1 Students will explain and give 104, 106, 311, 375- 310, 377, 387 SE: 106, SE: 407 SE: 383 examples of how scarcity required individuals, 377, 387, 393-395, 311, 328 TWE: 377, TWE: 310 groups and the government in the United States 482-483 TWE: 309 387 prior to Reconstruction to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2 * SS-08-3.1.2 Students will identify how 104-106, 199-200, 104, 309, 310, 365 SE: 106 SE: 274 financial decisions (considering finance and 308, 310-311, TWE: 309 TWE: 310 opportunity cost) by individuals and groups 386-390 impacted historical events in U.S. History prior to Reconstruction. Economic Systems and Institutions SS-08-3.2.1 Students will describe the eco- 104-106, 199-200, 104, 309, 310 SE: 106, 311 SE: 328 SE: 303, nomic system that developed in the United 308, 310-311, 398- TWE: 309 385 States prior to Reconstruction. DOK 2 399, 403, 535 * SS-08-3.2.2 Students will explain how profit 72-73, 104-106, 306, 310 SE: 328 SE: 62 SE: 311 motivated individuals and groups to take risks in 308, 310-311, 398- producing goods and services in the early 399, 403, 536 United States prior to Reconstruction and influenced the growth of a free enterprise system. Markets SS-08-3.3.1 Students will explain how in the 104, 350, 389, 399, 104, 310, 349 SE: 483 TWE: 61 SE: 189 United States prior to Reconstruction, the prices 403, 483 TWE: 377 of goods and services were determined by supply and demand. DOK 2 * SS-08-3.3.2 Students will explain how 174-175, 197, 236, 217 SE: 483 TWE: 39, SE: 95 money (unit of account) was used to express the 312, 483 TWE: 24 217 market value of goods and services and how money made it easier to trade, borrow, invest and save in the United States prior to Reconstruction. * SS-08-3.3.3 Students will explain how com- 308, 483 309 SE: 483 SE: 483 petition among buyers and sellers impacted the TWE: 309 price of goods and services in the United States prior to Reconstruction. Production, Distribution, and Consumption SS-08-3.4.1 Students will explain ways in 104, 288-289, 306- 289, 309, 310 SE: 106, 311 SE: 94 which the basic economic questions about the 311, 387, 399-400 TWE: 387 production, distribution and consumption of goods and services were addressed in the United States prior to Reconstruction. DOK 2

KY12

0010-0015 COR-874678.indd 12 10/9/06 11:41:39 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages SS-08-3.4.2 Students will describe how new 308-311, 386-390, 310, 387, 389 SE: 311, SE: 307 knowledge, technology/tools and specialization 398-399, 518 390 increased productivity in the United States prior TWE: 310 to Reconstruction. DOK 2 SS-08-3.4.3 Students will explain how per- 102-103, 104-106, 104, 309, 310 SE: 106, 311 SE: 289 SE: 94 sonal, national and international economic activ- 109, 199-200, 308, ities were interdependent in the United States 310-311, 398-399, prior to Reconstruction. DOK 2 403 Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. The Use of Geographic Tools SS-08-4.1.1 Students will use a variety of 1-9, 20-21, 27, 81, 1-9, 27, 81, 169, SE: 27, 95, SE: 81, 106, SE: 396 geographic tools (maps, photographs, charts, 169, 180, 181, 195, 361, 396 119, 127, 361 graphs, databases) to interpret patterns and 284-285, 286-287, 329, 361, TWE: 4, 5, locations on Earth’s surface in United States 291, 346-347, 349, 367 346 history prior to Reconstruction. DOK 3 353, 361, 367, 394, TWE: 81, 396, 397, 399, 402, 361 452, 457, 462, 470, 487, 488, 489, 495 * SS-08-4.1.2 Students will describe how 28-33, 89, 92, 101- 32, 56, 103, 168, SE: 57, 310 SE: 287 TWE: 159 SE: 97 different factors (e.g., rivers, mountains, plains, 102, 103, 104-105, 286, 317, 394 TWE: 152, harbors) affected where human activities were 152, 167-168, 180- 317 located in the United States prior to 181, 184-185, 283, Reconstruction. 286-287, 299, 308, 311, 315, 370, 393, 406, 468-469, 488, 530, 535 Regions SS-08-4.2.1 Students will describe how 19, 74-75, 101-102, 103, 315, 316, 317, SE: 319, TWE: 291 SE: 328 regions in the U.S. prior to Reconstruction were 103, 104-105, 196, 387, 388, 389 328 TWE: 315 made distinctive by human characteristics 307, 311, 315, 317- TWE: 316 (e.g., dams, roads, urban centers) and physical 318, 319, 328, 357- characteristics (e.g., mountains, bodies of water) 358, 363-364, that created advantages and disadvantages for 387-389, 393, human activities (e.g., exploration, migration, 528-533 trade, settlement). DOK 2 SS-08-4.2.2 Students will describe how places 306-309, 310, 311, 316, 317, 387, 388, SE: 319, SE: 291 SE: 75 and regions in United States history prior to 317-319, 375-377, 389 378 Reconstruction changed over time as technolo- 387, 388-389, 390, gies, resources and knowledge became avail- 393, 397-399, 406, able. DOK 2 408, 529-530 Patterns SS-08-4.3.1 Students will describe patterns of 18-19, 56, 101-102, 102, 291, 315, 318, SE: 19 SE: 310 SE: 305 human settlement in the United States prior to 103, 104, 105, 106, 358, 365 TWE: 318 Reconstruction and explain how these patterns 175, 201, 205, 283, were influenced by human needs. DOK 2 295, 314-315, 319, 363-364, 393, 399, 402, 406-407

KY13

0010-0015 COR-874678.indd 13 10/9/06 11:41:55 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages SS-08-4.3.2 Students will explain why and 18-19, 90, 102-103, 102, 346, 357, 358, SE: 33, 57, SE: 103, SE: 37 give examples of how human populations 104, 264, 307, 319, 394, 404 380 347 TWE: 384D changed and/or migrated because of factors 341-345, 346-347, TWE: 347 TWE: 357 such as war, disease, economic opportunity and 358, 363, 364, technology in the United States prior to 375-376, 378, 380, Reconstruction. DOK 3 389, 393-395, 529-530 Human-Environment Interaction * SS-08-4.4.1 Students will explain how tech- 104, 308-309, 310, 387 SE: 390 nology in the United States prior to 386, 390, 393 Reconstruction assisted human modification (e. g., irrigation, clearing land, building roads) of the physical environment. * SS-08-4.4.2 Students will describe ways in 18-19, 83, 101-102, 307 SE: 360 which the physical environment (e.g., natural 104-105, 264, 307, TWE: 286 resources, physical geography, natural disasters) 315, 393, 402, 453 both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in the United States prior to Reconstruction. * SS-08-4.4.3 Students will explain how the 61, 101-102, 103, 103, 402 SE: 285 SE: 106, natural resources of a place or region impact its 104-106, 264, 283, 285 political, social and economic development in 307, 311, 393, TWE: 402 the United States prior to Reconstruction. 529-530 * SS-08-4.4.4 Students will compare and con- 61, 80, 114-115, 342 SE: 355 SE: 47, 118 trast different perspectives (viewpoints) that 125, 264, 292, 341- people have about how to use land (e.g., farm- 342, 529-530 ing, industrial, residential, recreational) in the United States prior to Reconstruction. Historical Perspective History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. The Factual and Interpretive Nature of History SS-08-5.1.1 Students will use a variety of tools RH 7, 47, 50, 51, 146, 156, 165, 340, SE: 189, SE: 340, SE: 215 SE: 457 (e.g., primary and secondary sources) to 100, 103, 114, 115, 359, 404, 440, 454, 291, 381, 371, 420, TWE: 165, describe and explain historical events and 118, 141, 146, 154- 475, 485, 489 450, 453 479 340, 440 conditions and to analyze the perspectives of 157, 170, 181, 207, TWE: 156, TWE: 170, different individuals and groups (e.g., gender, 300, 306, 312, 313, 312, 416 454 race, region, ethnic group, age, economic status, 338, 340, 358, 362, religion, political group) in U.S. history prior to 366, 371, 401, 412, Reconstruction. DOK 3 416, 417, 420, 431, 436, 440, 443, 447, 449, 450, 453, 454, 460, 464, 467, 472, 473, 474, 475, 478, 479, 480, 485, 487, 488, 490

KY14

0010-0015 COR-874678.indd 14 10/9/06 11:42:15 AM Student Edition Teacher Edition Core Content DOK 1 DOK 2 DOK 3 DOK 4 Pages Pages SS-08-5.1.2 Students will explain how history 17, 44, 52-54, 58- 120, 156 SE: 55, SE: 35, 135, SE: 459 is a series of connected events shaped by multi- 62, 103, 110-111, 120, 300 151 ple cause-and-effect relationships and give 120, 133-135, 136- TWE: 120 examples of those relationships. DOK 3 139, 141-145, 147- 151, 172-173, 174, 187, 197-198, 266, 271, 268, 273, 281, 282-283, 363-368, 377 The History of the United States SS-08-5.2.1 Students will explain events and 36, 38-42, 43-49, 39-42, 44-49, 71- SE: 48, 73 SE: 49 SE: 49 SE: 49 conditions that led to the “Great Convergence” 70-73, 76-80, 82- 73, 77-80, 83-85, TWE: 72 of European, African and Native American 85, 86-87, 102-103 87-88, 105 people beginning in the late 15th century, and analyze how America’s diverse society developed as a result of these events. DOK 3 SS-08-5.2.2 Students will explain and give 79-80, 84-85, 108- 109, 113, 133-135, SE: 135, SE: 113, SE: 135, TWE: 68D examples of how the ideals of equality and per- 111, 113, 132-135, 137-139, 193-198, 139, 205 135, 205, 139 sonal liberty (rise of individual rights, economic 136-139, 141-142, 200-205 319 TWE: 134 freedom, religious diversity) that developed dur- 149-151, 192-198, TWE: 150, ing the colonial period, were motivations for the 199-205 201 American Revolution and proved instrumental in the development of a new nation. DOK 3 SS-08-5.2.3 Students will explain how the 79-80, 195-196, 269-271, 281, 283, SE: 285, SE: 272, SE: 285, growth of democracy and geographic expansion 267-272, 280-281, 285, 315-319 319 285, 319 319 occurred and were significant to the develop- 282-285, 314-319, TWE: 283 ment of the United States prior to 336-337 Reconstruction. DOK 3 SS-08-5.2.4 Students will describe the politi- 322-324, 338-339, 437-439, 442-444, SE: 439, SE: 439, TWE: 442 TWE: 434D cal, social, economic and cultural differences 377, 398-400, 436- 446-448 444, 448, 444, 448, (e.g., slavery, tariffs, industrialism vs. agrarian- 439, 441-444, 445- 453, 456 453 ism, federal vs. states’ rights) among sections of 448, 449-453, 456 TWE: 437 TWE: 450 the U.S. and explain how these differences resulted in the American Civil War. DOK 3

KY15

0010-0015 COR-874678.indd 15 10/9/06 11:42:31 AM he Kentucky Core Content Test (KCCT) for Social Studies is given in Tthe spring of your eighth grade year. The test is composed of multiple choice questions and open-response writing questions. Both types of questions are often based on graphics or documents that you must interpret to correctly answer the question. These tests are important because they provide an evaluation of your learning progress. The test will also help you and your teacher identify opportunities for improvement. Results of the tests are reported to you, your parents, and your school.

Directions: Answer the following questions on a separate piece of paper. Pages KY18–KY39 of The American Republic To 1877 WEEK 10

Freedom of Speech include a section called Countdown to the KCCT. Freedom of the Press Freedom of Religion Freedom of Assembly Freedom to Peti Each page contains several multiple choice questions tion the Government 2. These five basic freedoms all Americans share are part of A the and an open-response question that are similar to Declaration of Independence. B the First Amendment of the U.S. Constitution. C Article II of the U.S. Constitution. those on the KCCT. In addition, the questions cover D Abraham Lincoln’s Gettysburg 1. President Andrew Jackson’ s forceful Address. style attracted critics as well as sup- Government porters. Which of these statements & Civics: SS-08-1.3.1 the subjects in early American history that are in- best expresses the opinion of the car DOK 1 toonist? - (See textbook page 221.)

A Jackson should be named king. 3. Open Response: Opportunity Cost B The president symboli cluded in the test. You should plan on completing a zes the power Every spending and savin of the common man. g decision has an opportunity C Jackson is a power-hungry rul cost. Any time you er. pay money to purchase a good or ser D Jackson is not a str - ong president. vice, you lose the opportunity to pur few questions each week to help you prepare for the Histoical Per chase your nex - spective: SS-08-5.1.1 t best alternative. Any DOK 1 time you spend time doing one activity (See textbook page 338.) you lose the opportunity to do some- , thing else. The value of the alternativ KCCT and to practice for other standardized tests. you give up is called oppor e tunity cost. a. List two purchases you made recently. Identify an opportunity cost for each of This preparation will help you feel more comfort- Week 10 Test-Taking Tip: Try not to go these items. back and change your answers unless you b. What is the opportunity cost of are very sure they are wrong. Usually your going to a university for four years first thought is your best thought. after high school? able when you actually take the test. Economics: SS- 08-3.1.2 DOK 3 Plan to spend a few minutes each day work- Freedom of Speech ing on test preparation. Some questions will Freedom of the Press KY27 Freedom0018-08-0039 CD of Religion ask you to analyze documents, maps, -874678.indd 27 Freedom of Assembly 10/9/06 11:52:31 AM charts, and graphs in order to answer Freedom to Petition the Government the question correctly. If you have 2. These five basic freedoms all difﬁ culty with any question, you can Americans share are part of refer to the pages in your textbook A the Declaration of Independence. referenced in parentheses under the B the First Amendment of the U.S. question. For example, if (See text- Constitution. book pages 315–317) is under the C Article II of the U.S. Constitution. D Abraham Lincoln’s Gettysburg question, you know you can ﬁ nd Address. more information by turning to eful up- Government & Civics: SS-08-1.3.1 those pages. nts DOK 1 e car- (See textbook page 221.) 3. Open Response: Opportunity Cost g. Every spending and saving decision KY16 power

0016-0017 CCT-874678 .indd 16 10/13/06 12:13:26 PM

0018-0039 CD-874678.indd 27 10/9/06 11:52:31 AM The American Republic to 1877 provides you with many opportunities to help you prepare for the test. Take advantage of these so you do not need to cram before the test. • The sections contain many maps, charts, and skills pages that have questions

PM that help you understand and read the text. Page 159 • For additional help reading maps, graphs, and charts, use the StudentWorks™ Plus HISTORY Practicing Skills Self-Check Quiz Distinguishing Fact From Opinion Visit tarvol1.glencoe.com and ments. Tell whether eac Read the following state- h is a fact Self-Check Quizzes click on Chapter 5— CD-ROM. The In Motion graphics allow you 21. or an op to prepare for the chap Great Britain should not have tried to stopinion. the colonist ter test. from settling west of the Appalach s 22. The Stamp Act placed ians. Economics Activity a tax on almost all printed mat 31. to explore different layers of information for in the colonies. How did laws passed by the British erial 23. The Daughters of Libert American trade and industr after 1763 affect made fabrics. y urged Americans to wear home- one-page paper. y? Write your answer in a many of the visuals found in the textbook. 24. Thomas Jefferson was a better writer than John Adams. Alternative Assessme 32. Persuasive nt Geography and Hist Writing What do you think Study the map on ory Activity Is it someone who follow a good citizen is? page 133; then answer the following s the law? Or might it be some- • The section assessments at the end of each questions. one who breaks the law in order to stand up Do you think that 25. people like the Sons of Liberty for actedan idea What bodies of water did the Pro as good citizens? Write a persuas l? vent colonis clamation of 1763 pre- ts from reaching? your views. ive paper explaining section allow for further practice in analyz- 26. What nation claimed the land west of the Mississippi River? 27. The land west of the Appalach of what provi ian Mountains became par nce? t 28. What natural feature was cited in the Proclamation of Standardized ing and understanding information. 1763 as an approximat Tes e boundary? t Practice Read the following passage and choose Citizenship Cooperative Activity answer to the question that follows. the best 29. Work with a group of classmates t An English philosop • Study Central™ at tarvol1.glencoe.com “Declaration her named John Locke wrote of Independence.” Useo createthe original your ownDeclara- about his belief that people had natural rights. tion of Indepen dence on pages 154–15 These included the right to life, liberty, and pr create your document. Outline the basic7 freedomsas a guid ethat to erty. In Two Treatises of Governm you expec op- t to have as a citizen and descr that people Standardizedent, Locke wrote helps you further review section content. freedoms are important to yo created govern ibe why these rights. If a government ment to protect natural responsibilities and/or s u. Then write at lea Test Practicefailed in its basic duty st three tecting natural rights, people h willing to make acrifices that citizens should be of pro- to enjoy th throw the governmen ad the right to over- your group e freedoms you Directions: Chooset. has completed its Declaration of listed. Ind After Locke’sanswer ideas contri to the followingthe question. best dence, have the groups buted to the • The chapter assessments provide more come together as a class.epen- Share all the groups’ document A Proclamation of 1763. expressed in each. s and compare th B e ideas Intolerable Acts. C Declaration of Independence. opportunities to practice your skills. D Articles of Confederation Technology Activity . 30. Using the Internet address for the On the Internet, locate the computer National Archive Test-T aking Tip: gress in Washington, D. s or the Library o Look for clues in the passage t C. Search f Con- • The Standardized Test Practice questions concerning the drafting of each site for docu For example, the passage referso support to you r answer. dence and/or photos o the Declarati ments on of Indepen- property. It also stat life, liberty and colonies in the 1700s. f pamphlets produced by the es that people had the Print a copy of what you find or overthrow the government. right to sketch a likeness to share with the class. Which answer does at the end of each chapter assessment help this information about his beliefbest support? that people had natural rig

CHAPTER 5 you prepare for the multiple choice part These includedRoad to Independence the right to life, liberty, and 159 of the Grade 8 Test. erty. In Two Treatises of Government, Lock that people Standardizedcreated government to protect rights. If a governmentTest Practice failed in its basic du tecting natural rights, people had the right throw the Directions:government. Choose the best answer to the following question A Go to bed early the night before the test. Locke’s ideas contributed to the B Read each question carefully and think A Proclamation of 1763. about ways to solve it before you try to B Intolerable Acts. answer the question. C Declaration of Independence. C Relax. Most people get nervous when tak- D Articles of Confederation. ing a test. It is natural. Just do your best. D Answer questions you are sure about ﬁ rst. If you do not know the answer, skip it and Test Taking Tip: go back to that question later. E Make sure to look at any visuals that are part of the question before you select your answer.

KY17

0016-0017 CCT-874678 .indd 17 10/9/06 1:01:09 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 1

With its rich soil and warm climate, farmers in the 3. In the 1600s and 1700s, England and region cultivated large areas of land. Because most other major nations followed an economic system called , the people made their living from farming, there were idea that the power and wealth of few industries. Tobacco and rice were two of the nations was based on increasing major cash crops. exports and collecting gold in return. 1. Which region of the American A feudalism Colonies is described in this passage? B mercantilism C conservation A the Southern Colonies D nationalism B the Middle Colonies C New England Colonies Economics: SS-08-3.1.2 D Louisiana Territory DOK 1 (See textbook page 109.) Economics: SS-08-4.4.3 DOK 2 4. Open Response: The Columbian (See TWE pages 101–102.) Exchange 2. The Great Awakening was important • An exchange of goods and ideas because between Europe and the Americas began. A it alerted colonists to the need for • European diseases devastated freedom from taxation without rep- Native American population; resentation. American diseases spread to B it contributed to the expansion of Europe. religious freedom and helped unify • Europeans became increasingly colonists. involved in the West African slave C it strengthened English control over trade. the colonies. Do you think the positive effects of D this document was part of the the Columbian Exchange outweigh Declaration of Independence. the negative effects? Explain your Cultures & Societies: SS-08-2.1.1 answer. DOK 2 Economics: SS-08-3.4.3 (See textbook pages 110–111.) DOK 3 (See textbook page 60.) 4. Answers to the Open-Response Question will vary but should display an understanding of the positive As you read the and negative impact on all involved. Week 1 Test-Taking Tip: first part of a multiple choice question, try you look to anticipate the answer before at the choices. If your answer is one of the choices, it is probably correct.

KY18

0018-0039 CD-874678.indd 18 10/9/06 11:50:26 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 2 Causes and Effects of the Great Awakening Causes Effects • Jonathan Edwards, George • New religious groups such as Whitefield, and others preach of the the Baptists, Methodists, and need for a revival of religious belief. Presbyterians take root. • Awareness of the importance of • Emphasis on education grows. religion in people’s lives grows. • • A religious revival sweeps through • Makes Americans more willing America in the mid-1700s. to challenge authority prior to the American Revolution.

1. Which of the following choices best completes the Effects side of the chart? A Slavery is justified. B Religious minorities lose all rights. C Belief grows that all people are equal before God. D Colonists place more faith in English rule. Cultures & Societies: SS-08-2.1.1 DOK 2 (See textbook pages 110–112.)

2. Which group of American colonists 3. Open Response: Migration did not consider unfair taxes a good Peoples of various cultures and reli- reason for rebellion? gions settled the early North American A Separatists colonies. B Nationalists a. Why do people leave one country to C Patriots settle in another? D Loyalists b. What difficulties might settlers face Cultures & Societies: SS-08-2.3.1 when moving to another country? DOK 1 Geography: SS-08-4.3.2 (See textbook page 145.) DOK 3 (See textbook pages 58–62, 70–73.)

Read open- Week 2 Test-Taking Tip: 3. Answer to the Open-Response Question: People response questions carefully. Some open- migrate to escape conﬂ ict; build better lives; expe- response questions have multiple parts. rience freedom or better economic opportunities. Make sure you answer each part. Difﬁ culties include different climate; geographical obstacles; encounters with people who speak a different language and have different customs.

KY19

0018-0039 CD-874678.indd 19 10/9/06 11:50:39 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 3

Building Blocks of a Republic

Representatives Citizens Constitution and Laws

1. Open-Response: The American Republic The diagram shows the three basic “building blocks” that form the American republic. Explain what a republic is by describing the role of: a. citizens. b. representatives. 1. Answers to the Open-Response Question should c. the republic’s constitution and laws. include: In a republic, the government derives its Government & Civics: SS-08-1.1.1 authority from the citizens. Elected representatives DOK 3 govern according to the Constitution and to the (See textbook pages 193, 218.) republic’s laws.

2. Under federalism, the powers of 3. Because New England had thin, rocky government soil, farmers in the region A are unconstitutional. A grew cotton. B belong to the executive branch. B produced many cash crops. C belong to the states. C practiced subsistence farming. D are shared by the national govern- D developed a plantation economy. ment and the states. Geography: SS-08-4.4.3 Government & Civics: SS-08-1.2.2 (See textbook page 101.) DOK 1 (See textbook pages 208–209.) 4. American advantages during the Revolutionary War included A a stronger military. B an alliance with France. If time allows, Week 3 Test-Taking Tip: C greater wealth. reread the questions you found most D a larger population. difficult and check your answers again. Cultures & Societies: SS-08.2.3.2 DOK 1 (See textbook page 173.)

KY20

0018-0039 CD-874678.indd 20 10/13/06 4:48:05 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 4 Type of Government Who Holds Power? Democracy All citizens vote directly on issues. Republic People vote for representatives who lead the country and make laws. Monarchy Government is ruled by a king, queen, emperor, empress, or tsar who acquires power through inheritance. Dictatorship A single leader rules, can use arbitrary power, and is not subject to constitutional limitations.

1. Which of the types of government best describes the government of the United States? A Democracy 4. Answers to the Open-Response Question should in- B Republic clude: the British wanted to avoid conﬂ ict with Native C Monarchy Americans in that region. The British also wanted to D Dictatorship control westward expansion and the region’s fur trade. Government & Civics: SS-08-1.1.1 Colonists viewed the Proclamation as interfering with their liberty and depriving them of land they felt they DOK 1 had a right to settle. (See textbook pages 193, 218.)

2. Many of the early state constitutions 4. Open Response: Proclamation of 1763 included a bill of rights. What was the In the Proclamation of 1763, King purpose of these bills of rights? George III declared that the A to set up three branches of government Appalachian Mountains were the B to guarantee certain basic freedoms temporary western boundary for the and rights to citizens American colonies. C to guarantee the power of the legislature a. Why did the British government D to declare independence from Great want to stop settlement west of that Britain region? Government & Civics: SS-08-1.3.1 b. How did the American colonists DOK 1 react to the Proclamation? (See textbook page 260.) Geography: SS-08-4.1.2 3. Before the Constitution was ratified, DOK 2 each state printed its own money. The (See textbook pages 125, 132–133.) Constitution gave Congress the power to coin money and regulate its value. This resulted in

A the national barter system. As you read a Week 4 Text-Taking Tip: B the value of money varying from question, identify any key terms. This may state to state. help you focus on the main idea of the C a ban on foreign trade. question. D a reliable money system. Economics: SS-08-3.3.2 DOK 1 (See textbook pages 197, 236.) KY21

0018-0039 CD-874678.indd 21 10/9/06 11:51:02 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 5 3. Only the judicial branch of the U.S. government can A A call special sessions of Congress. C B impeach Supreme Court judges. C declare presidential acts unconstitutional. B D D grant pardons to federal offenders. Government & Civics: SS-08-1.2.1 DOK 1 (See textbook pages 222, 227, 281.)

1. Lewis and Clark started westward in 4. Open Response: Branches of the spring of 1804. After nearly 4,000 Government miles of travel the expedition reached The Framers of the Constitution A point A. divided the government into three B point B. branches, each with different functions. C point C. This split of authority among the D point D. branches is called separation of powers. To keep any one branch of government Geography: SS-08-4.1.1 from becoming too powerful, the DOK 1 Constitution includes a system of (See textbook pages 286–289.) checks and balances. 2. “The shot heard ‘round the world” a. What are the three branches of the refers to the actions of the minutemen federal government and what are at their roles? b. How are the principles of separation A Bunker Hill. of powers and checks and balances B Breed’s Hill. related? C Lexington and Concord. Government & Civics: SS-08-1.2.1 D Fort McHenry. DOK 3 Historical Perspective: SS-08-5.1.1 (See textbook pages 219–220.) DOK 1 (See textbook page 144.) 4. Answers to the Open-Response Question should include: the legislative branch writes the laws, the executive branch enforces the laws, and the judicial branch interprets the laws. Separation of powers divided government into three branches, Before any Week 5 Test-Taking Tip: each with different functions. Checks and balances examination, get a good night’s sleep. You is the system by which each branch restrains the will feel more alert and able to recall what power of the other two branches. you know.

KY22

0018-0039 CD-874678.indd 22 10/9/06 11:51:13 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 6 The Federal System

National GovernmentNational & State Governments State Governments Enumerated Powers Concurrent Powers Reserved Powers • Regulate trade • Enforce the laws • Regulate trade within • Coin money • Establish courts the state • Provide an army • Collect taxes • Establish local government and navy • Borrow money systems • Conduct foreign affairs • Provide for the general • Conduct elections • Set up federal courts welfare • Establish public school systems

1. Under federalism, power is shared by the national government and the states. Concurrent powers are those powers that are A powers of the federal government only. B powers of the state governments only. C shared by the federal government and the state governments. D not in the Constitution of the United States. Government & Civics: SS-08-1.2.2 DOK 2 (See textbook pages 218–220.)

3. Open Response: The Constitution “Everything that is right or natural pleads for separation. The blood of the slain, the weeping voice of nature cries, The United States system of govern- ‘TIS TIME TO PART.’” ment rests on the Constitution. —from Common Sense by Thomas Paine, 1776 a. How does a constitution reflect the values and goals of the society that 2. Thomas Paine is calling for creates it? b. What ideals and goals are addressed A the end of slavery. in the U.S. Constitution? B more people from other countries to migrate to America. Government & Civics: SS-08-1.3.1 C support for the Confederate States DOK 3 during the American Civil War. (See textbook pages 217–220.) D the American Colonies to declare their independence from Great Britain. Historical Perspective: SS-08-5.1.1 Skim through DOK 2 Week 6 Test-Taking Tip: (See textbook page 149.) a test before you start to answer questions. That way you can decide how to pace 3. Answer to the Open-Response Question: yourself. Students may note that all parties compromise to get something they want, so they will be satisﬁ ed with the result. Answers may include such ideas as it guarantees certain rights to all people and it sets forth the structure of the American government. KY23

0018-0039 CD-874678.indd 23 10/13/06 12:19:57 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 7

G N A N.H. R WASH. R O . Superio VT. MAINE E MONTANA N. DAK. L r D C L. Ontario A K MINN. L. C n H S OREG. Y a u S g r MASS. A G C i o N M WIS. h n I

C c E IDAHO S. DAK. i N.Y. S R N A O

M MICH.

I T T R.I. 40N E WYO. E R .

U L Erie R A N A M L. CONN. N R L PA. U i T s IOWA A T s O NEBR. o OHIO N.J. A u IND. N NEV. P r M I i E UTAH . N R W. R L . . DEL. V o COLO. ILL. R VA. N N d S A o A a hi A VA.

r MO. O I MD. o KANSAS D l I

W o . KY. H C R A N E i C N p N.C. I S A S p i L A s CALIF. TENN. L s i A P OKLA. s S.C. ARIZ. s P ARK. i IC N. MEX. P T Atlantic M A N

Pacific GA. MISS. ALA. A

Ocean

30N T

Ocean A 70N TEXAS LA. 120W IN o G LA Ri ra P n F d L Gulf of ALASKA e U FLA. G Mexico 60N 20N ALASKA 0 500 miles 0 500 miles HAWAII 0 200 miles 0 500 kilometers CER 0 500 kilometers MEXICO F CAN Lambert Equal-Area projection TROPIC O 170W 160W 150W 160W 0 200 kilometers 90W 80W 1. On the map above, what ocean is on the west coast of the United States? A the Atlantic Ocean B the Pacific Ocean 3. Answer to the Open-Response Question: Students C the Gulf of Mexico should note that Paine is literally referring to men D the Sierra Nevada who were willing to fi ght only when the weather was Geography: SS-08-4.1.1 pleasant. He is fi guratively referring to men who were DOK 1 not willing to fi ght under adverse conditions. Such (See Reference Atlas.) writings help to remind people why they are fi ghting.

2. What shape best describes the transatlantic slave trade? “These are the times that try men’s souls. The summer soldier and the sunshine patriot will in this crisis shrink A triangle from the service of his country; but he that stands it B square NOW deserves the love and thanks of man and woman.” C octagon —from “The American Crisis” by Thomas Paine D rectangle Historical Perspective: SS-08-5.2.2 3. Open Response: The American Crisis DOK 1 Some of the most inspiring words that rang (See textbook page 102.) out for American independence were those of Thomas Paine. Read the excerpt from the first essay from Paine’s collection The American Crisis, issued in December 1776. a. What does Paine mean by the Unless you will Week 7 Test-Taking Tip: phrase “the summer soldier and the be penalized for wrong answers, make sure sunshine patriot”? to answer all the questions on the test. b. What purpose do you think essays such as this one serve in times of war and crisis? Historical Perspective: SS-08-5.2.2 DOK 3 KY24 (See textbook page 166.)

0018-0039 CD-874678.indd 24 10/9/06 11:51:40 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 8 3. Shays’s Rebellion was in protest to Indian Territory A the transfer of land to Canada. Cherokee Chickasaw B the call for a Constitutional Creek Choctaw ATLANTIC Convention. OCEAN C northern laws that ended slavery. D taxes and debts faced by farmers. Seminole Gulf of Mexico Cultures & Societies: SS-08-2.3.1 0 300 miles

0 300 kilometers DOK 1 (See textbook page 200.)

1. An accurate title for this map is 4. Open Response: The Amendment Process A Indian Wars of the 1870s. B Forced Migration of the Five Tribes, Since the Constitution was signed in 1830–1840. 1787, it has been amended 27 times. C Settlement of the West, 1850s. Any change in the Constitution is D Manifest Destiny, 1840–1850. called an amendment. Geography: SS-08-4.1.1 a. Why did the Framers allow the DOK 1 Constitution to be amended? (See textbook pages 342, 346–347) b. The Framers intentionally made the amendment process difficult. What Obey laws might happen if amendments were easier to propose and ratify? Pay taxes Government & Civics: SS-08-1.1.3 Defend the nation DOK 3 Serve on a jury (See textbook pages 220–221.) Attend school 4. Answers to the Open-Response Questions should include that amending the Constitution makes it 2. The actions listed in the chart are adaptable to changing times. The process is difﬁ cult so as to discourage minor or frequent A included in the Bill of Rights. changes to the Constitution. B part of the Twenty-second Amendment. C examples of shared and separate powers. If a question D legal responsibilities of U.S. citizens. Week 8 Test-Taking Tip: Government & Civics: SS-08-1.3.2 contains an unfamiliar word, try to deter- mine its meaning from context clues to help DOK 1 you choose the right answer. (See textbook pages 229–230.)

KY25

0018-0039 CD-874678.indd 25 10/9/06 11:52:03 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 9 3. Open Response: The Use of Land The Era of Good Feelings Economic Judicial Diplomatic “We know our lands are now become more Nationalism Nationalism Nationalism valuable. The white people think we do not know their value; but we are sensible that the Supreme Court Monroe ? land is everlasting, and the few goods we authority grew Doctrine issued receive for it are soon worn out and gone.” 1. Americans developed powerful feel- —Canassateego, Iroquois chief ings of national unity after the War of “It is very true that lands are of late becoming 1812. What economic policies best more valuable; but what raises their value? Is complete this chart? it not entirely owing to the industry and labor used by the white people in their cultivation A support for independence move- and improvement? Had not they come among ments in Mexico and Bolivia you, these lands would have been of no use to B establish the Department of the you… and the value of land is no more than it Treasury is worth in money.” C renew trade agreements with Britain —George Thomas, Pennsylvania official and France The steady expansion of colonial settle- D protective tariffs and building roads and canals ment changed the Native American way of life. The colonists and the Economics: SS-08-3.2.1 Native Americans viewed land in dif- DOK 2 ferent ways. (See textbook pages 321–322.) a. How does George Thomas believe 2. During the colonial era, some farmers that land becomes more valuable? grew crops that could be sold easily in b. For what reasons would Native markets. Other farmers practiced sub- Americans sell land to the colonists? sistence farming, which means they Geography: SS-08-4.4.4 A grew only wheat and grain. DOK 3 B produced only cash crops. (See textbook pages 125, 292.) C produced just enough to meet the needs of their families. D exported large quantities of food Look in the and grain. Week 9 Test-Taking Tip: Economics: SS-08-3.4.1 passage to find clues to support your answer. Try not to get confused by long DOK 1 sentences or the language in excerpts. Ask (See textbook pages 101, 103.) yourself what the main idea is. Then look for an answer that matches the main idea.

3. Answers to the Open-Response Question vary. Thomas viewed land as gaining in value after it has been improved through work and farming. Reasons for selling include: receiving needed goods; did not understand settlers’ concept of private property; threat of force if they did not sell. KY26

0018-0039 CD-874678.indd 26 10/13/06 4:48:42 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 10

Freedom of Speech Freedom of the Press Freedom of Religion Freedom of Assembly Freedom to Petition the Government

2. These five basic freedoms all Americans share are part of A the Declaration of Independence. B the First Amendment of the U.S. Constitution. C Article II of the U.S. Constitution. D Abraham Lincoln’s Gettysburg Address. 1. President Andrew Jackson’s forceful style attracted critics as well as sup- Government & Civics: SS-08-1.3.1 porters. Which of these statements DOK 1 best expresses the opinion of the car- (See textbook page 221.) toonist? 3. Open Response: Opportunity Cost A Jackson should be named king. Every spending and saving decision B The president symbolizes the power has an opportunity cost. Any time you of the common man. pay money to purchase a good or ser- C Jackson is a power-hungry ruler. vice, you lose the opportunity to pur- D Jackson is not a strong president. chase your next best alternative. Any Historical Perspective: SS-08-5.1.1 time you spend time doing one activity, DOK 1 you lose the opportunity to do some- (See textbook page 338.) thing else. The value of the alternative you give up is called opportunity cost. a. List two purchases you made recently. Identify an opportunity cost for each of these items. Try not to go Week 10 Test-Taking Tip: b. What is the opportunity cost of back and change your answers unless you going to a university for four years are very sure they are wrong. Usually your after high school? first thought is your best thought. Economics: SS-08-3.1.2 DOK 3

3. Answers to the Open-Response Question should indicate an understanding of opportunity cost.

KY27

0018-0039 CD-874678.indd 27 10/9/06 4:26:03 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 11

The Bill of Rights “We have listened too long to the courtly muses of I – Freedom of Speech, Press, Religion, and Petition Europe …. We will walk on our own feet; we will work II – Right to keep and bear arms with our own hands; we will speak our own minds.” III – Conditions for quarters of soldiers IV – Right of search and seizure regulated 2. This passage is taken from Ralph Waldo Emerson’s 1837 speech called V – Provisions concerning prosecution “The American Scholar.” In this pas- VI – Right to a speedy trial, witnesses, etc. sage about the nation’s literature, VII – Right to a trial by jury Emerson is saying that VIII – Protect against excessive bail, cruel punishment IX – Rule of construction of Constitution A Americans novelists should write X – Rights of the States under Constitution about their travels. B American writers should imitate 1. The fact that the Bill of Rights is part British writers. of the Constitution demonstrates the C it was time for American writers to importance of what to Americans? find their own voices. A a strong national defense D the novel is the most popular form of literature. B civil liberties and freedoms C a powerful central government Cultures & Societies: SS-08-2.1.1 D a modern system of education DOK 2 (See textbook page 415.) Government & Civics: SS-08-1.3.1 DOK 2 “If a nation expects to be ignorant and free in a (See textbook pages 220–221; 244–245.) state of civilization, it expects what never was and never will be.” —Thomas Jefferson, 1816

3. Which statement best expresses what Study each Week 11 Test-Taking Tip: Jefferson is saying? night leading up to the test. Several short A The nation needs to halt immigra- study sessions are better than one night of tion. “cramming.” B Unemployment is the main issue facing the United States. C The Bill of Rights guarantees certain basic rights. D A strong democracy depends on well-educated citizens. Cultures & Societies: SS-08-2.2.1 DOK 2 (See textbook page 321.)

KY28

0018-0039 CD-874678.indd 28 10/9/06 11:52:43 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 12 Britain and the American Colonies “Education, then, beyond all other devices of human CAUSE Britain needs money origin, is the great equalizer of the conditions of men,--the balance-wheel of the social machinery.”

EFFECT Britain passes Stamp Act —Horace Mann CAUSE 3. In this passage, Horace Mann is stressing the importance of EFFECT ? A education. CAUSE B equal rights. C factory work. EFFECT Britain repeals Stamp Act but D technology. replaces it with Townshend Acts Cultures & Societies: SS-08-2.1.1 1. Which of these events best completes DOK 1 this cause-and-effect chart? (See textbook page 413.) A The Colonies protest against the 4. Open Response: Effects of the Cotton Stamp Act. Gin B The American Revolution begins. In 1793 Eli Whitney invented the cotton C Colonial leaders write the gin, a simple machine that quickly and Constitution. efficiently removed the seeds from the D Colonists accept the Stamp Act. cotton fiber. The cotton gin enabled one Historical Perspective: SS-08-5.1.2 worker to clean cotton as fast as 50 peo- DOK 2 ple working by hand. (See textbook page 134.) a. Describe the effects of the invention of the cotton gin on Southern agri- 2. What inventions of the 1830s changed culture. farming methods and encouraged set- b. What were its effects on the institu- tlers to cultivate larger areas of the tion of slavery? West? Economics: SS-08-3.4.2 A scythe and cotton gin DOK 3 B refrigerated freight car and gas trac- (See textbook pages 308, 310, 398–399.) tor C steel-tipped plow and mechanical reaper D horse-drawn combine and hand hoe Answer ques- Economics: SS-08-3.4.2 Week 12 Test-Taking Tip: tions on the test in order, without skipping DOK 1 m book- around. Circle questions in the exa (See textbook page 390.) let that you want to recheck later. 4. Answers to the Open-Response Question should note that the cotton gin could process much more cotton, and planters began to grow more, requiring the use of more slave labor. KY29

0018-0039 CD-874678.indd 29 10/13/06 4:49:18 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 13 Causes and Effects of Westward Movement

Causes Effects • Americans accept Manifest Destiny. • • As the East becomes more crowded, Americans • The United States goes to war with Mexico. want more land. • The U.S. extends from the Atlantic to the Pacific • The West contains furs, lumber, and precious metals

1. Which of the following best completes the cause-and-effect chart above? A Construction of the Panama Canal begins. B Native Americans are ceded huge tracts of western land. C Gold is discovered in Oregon Country. D Native Americans are forced off their lands. Geography: SS-08-5.1.2 DOK 1 (See textbook pages 359, 360, 371–374, 531–532.)

3. In the early 1800s, steamboats were Land preferred to traveling overland for Labor transporting goods because river Capital travel was 2. These three resources, which are nec- A faster and cheaper. essary parts of making goods and ser- B cheaper and safer. vices, are called C faster and healthier. A productive resources. D healthier and more scenic. B opportunity costs. Geography: SS-08-4.2.1 C patents. DOK 1 D interchangeable parts. (See textbook pages 315–317.) Economics: SS-08-3.1.1 4. What keeps any one branch of govern- DOK 1 ment from gaining too much power? (See textbook page 387) A voting on a bill B the executive branch C the veto power D When checks and balances Week 13 Test-Taking Tip: answering questions using charts, such as Government & Civics: SS-08-1.2.1 Question 1, remember to use the informa- DOK 1 tion in the chart to support your answer. Do (See textbook pages 210, 219–220.) not rely on your memory.

KY30

0018-0039 CD-874678.indd 30 10/13/06 12:22:42 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 14

BRITISH TERRITORY OREGON COUNTRY Columbia River

Mis so Pl u at ri te R R i iv v er e er r Riv UNITED STATES do ra lo o C r e iv R i MEXICO p p i s ATLANTIC s

Rio s

s s

i G i

ra OCEAN M n Sabine River M d PACIFIC e OCEAN Gulf of Mexico

1. Leaders of the United States and Great Britain agreed to joint occupation of A Mexico. B Oregon Country. C the United States. D the Mississippi River valley. Geography: SS-08-4.2.2 DOK 1 (See textbook page 357.)

2. You want to build a model sailboat. 3. In the mid-1700s, the way goods were The hammer, saw, and paintbrush you made began to change. During this will use to make the sailboat are period, workers changed from hand examples of resources. tools and handmade items to products that were mass-produced by machines. A labor This period of dramatic change was B capital known as the C patent A American Revolution. D land B Great Awakening. Economics: SS-08-3.1.1 C Age of Reconstruction. DOK 1 D Industrial Revolution. (See textbook page 308.) Economics: SS-08-3.4.2 DOK 1 (See textbook pages 306–307.)

KY31

0018-0039 CD-874678.indd 31 10/9/06 11:53:19 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 15

1. According to the system of , Roads, 1820–1850 Americans can buy, sell, and produce Lake M Huron

i a GeGeneseenesee R Roadoad s ntario s ke O i a hig L whatever they want. s s c Albany Boston ip p BufBuffalofalo i R . A LakeMi ie free enterprise Er CaCatskilltskill T Turnpikeurnpike N Lake Seneca Road B technology Cleveland Harrisburg W E Forbes Road New al Road Wheeling tion York C industry S Na CumCumberlandberland Boston Post Road D interchangeable parts Vandalia Ohio R. Wilderness Road Economics: SS-08-3.2.1 ATLANTIC Cumberland Gap DOK 1 OCEAN (See textbook page 308.)

2. The success of the Erie Canal spurred 3. When the National Road was com- a wave of canal building throughout pleted, it extended from Maryland to the country. As a result, the A Buffalo, New York. was soon established as the center of B Boston, Massachusetts. commerce for the nation. C Vandalia, Illinois. A Northeast D Cleveland, Ohio. B Southwest Geography: SS-08-4.2.1 C Far North DOK 1 D Great Plains (See textbook pages 315–316.) Geography: SS-08-4.2.2 4. Open Response: Spirituals DOK 1 (See textbook pages 317–318.) Go down, Moses, Way down in Egypt land, Tell old Pharaoh To let my people go. When Israel was in Egypt land Check your Week 15 Test-Taking Tip: Let my people go answer sheet often to make sure you have Oppressed so hard they could not stand not skipped a question. Be sure the test Let my people go. booklet question matches the number on your answer sheet. “Go Down, Moses” is one of many spirituals created by enslaved African Americans. As with many spirituals, the words describe a story told in the Bible. 4. Answers to the Open-Response Question should include the idea that a. Why would enslaved African the people of Israel were oppressed Americans identify with the and not free, just as the enslaved “oppressed” in “Go Down, Moses? Africans were. Spirituals expressed b. What hopes do spirituals express? hopes for freedom and a better life. Cultures & Societies: SS-08-2.1.1 DOK 3 KY32 (See textbook page 405.)

0018-0039 CD-874678.indd 32 10/13/06 12:23:16 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 16 1. What was the relationship between the Great Irish Famine and the United Marbury v. Madison (1803) established one of States in the mid-1800s? the most important principles of American constitutional law. The Supreme Court held that the A The famine created a devastating Court itself has the final say on what the shortage of food, causing more than Constitution means. 1.5 million Irish immigrants to come to the United States. 3. Marbury v. Madison established the B The famine limited trade between principle of the United States and Ireland. A federalism. C The famine caused a revolt among Irish people in New York City. B popular sovereignty. D The famine inspired new farming C judicial review. technology in the United States. D states’ rights. Geography: SS-08-4.3.1 Government & Civics: SS-08-1.2.1 DOK 1 DOK 2 (See textbook pages 393–394.) (See textbook pages 222, 227.)

2. In the early 1800s, most new indus- 4. America’s Industrial Revolution began tries were financed by small inves- to take root in tors—merchants, shopkeepers, and A the South. farmers. These people B the West. A opened factories in Mexico and C New England. Canada. D the Great Plains. B started businesses centered in the Geography: SS-08-4.2.2 Southern states. DOK 1 C were successful in petitioning (See textbook pages 307–308.) Congress for laws favoring industry. D invested money in the hope of earn- ing profits if the new businesses suc- ceeded. Stay focused Economics: SS-08-3.2.2 Week 16 Test-Taking Tip: DOK 1 on your own test. Do not be distracted if (See textbook pages 310–311.) others are finishing early.

KY33

0018-0039 CD-874678.indd 33 10/9/06 11:54:31 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 17 1. Farming of large areas of the Great 3. Which of these statements is most Plains took place when farmers were likely true? able to use new technology, such as A Buyers and businesses like to see A canals and steamboats. items sell at high prices. B mass production. B Buyers and businesses like to see C the steel-tipped plow and the items sell at low prices. mechanical reaper. C Businesses like to sell at high prices D terrace farming and the cotton gin. and buyers like to buy at low prices. Geography: SS-08-4.2.2 D Businesses likes to sell at low prices and buyers like to buy at high DOK 1 prices. (See textbook page 390.) Economics: SS-08-3.3.3 2. Cities such as Cincinnati and St. Louis DOK 2 grew in the early 1800s primarily (See textbook page 308.) because of the introduction of 4. One of the effects of a country under- A canals. going industrialization is B the steamboat. A C new crops. a movement of people from rural to urban areas. D railroads. B a marked decrease in the amount of Geography: SS-08-4.2.2 mechanization. DOK 1 C an increase in the number of people (See textbook page 317.) in agricultural jobs. D a reduction in the number of people in the workforce. Economics: SS-08-3.2.1 DOK 2 (See textbook pages 393–395.)

Pay Week 17 Test-Taking Tip: attention to other test questions as you read. Sometimes the information in one question will contain help for another.

KY34

0018-0039 CD-874678.indd 34 10/9/06 11:54:49 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 18 3. What slogan expressed the idea In Worcester v. Georgia (1832), the Supreme Court that the United States was meant ruled that the Cherokee were “a distinct community to extend its boundaries all the . . . in which the laws of Georgia can have no force, way to the Pacific Ocean? and which the citizens of Georgia have not right to A Freedom Act enter, but with the assent of the Cherokees them- selves, or in conformity with treaties, and with acts B Nullification of Congress.” C Joint Occupation D Manifest Destiny 1. In this case, the Supreme Court Historical Perspective: SS-08-5.2.3 decided that DOK 1 A the Cherokee must leave Georgia. (See textbook page 360.) B Georgia had no right to interfere with the Cherokee. “Is life so dear or peace so sweet as to be pur- C the Cherokee had to share their land chased at the price of chains and slavery? Forbid it, with white settlers. almighty God! I know not what course others may D the Supreme Court had no right to take, but as for me, give me liberty or give me make a ruling. death!” Cultures & Societies: SS-08-2.3.1 —Patrick Henry, 1775 DOK 2 (See textbook page 453.) 4. In this speech, Patrick Henry is calling for 2. The diversity of the United States A began with the Great Convergence— American independence. the interactions among B ratification of the Constitution. C the abolition of slavery. A Pilgrims and Puritans. D the end of Reconstruction. B the people of Europe. Historical Perspective: SS-08-5.2.2 C Native American, European, and African peoples. DOK 2 (See textbook page 134.) D the people of Canada and the United States. Historical Perspective: SS-08-5.2.1 DOK 1 Question 4 (See textbook page 36.) Week 18 Test-Taking Tip: asks you about Patrick Henry. Reading all the answer choices may help you remember information about him.

KY35

0018-0039 CD-874678.indd 35 10/9/06 4:27:00 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 19 3. The mechanisms used to raise and The right of citizens of the United States to vote lower boats where water levels shall not be denied or abridged by the United States changed along canals were called or by any State on account of race, color, or previous condition of servitude. A turnpikes. B tugboats. —United States Constitution, Amendment XV, C tariffs. Section 1, 1870 D locks. 1. The Fifteenth Amendment to the Geography: SS-08-4.4.1 Constitution gave voting rights to DOK 1 (See textbook page 318.) A eighteen-year olds. B prisoners. War for Independence C women. • Fighting on home ground D former slaves. • Good decisions by generals Government & Civics: SS-08-1.1.2 • Fighting for their rights and freedom DOK 1 (See textbook pages 248, 509.) 4. The chart states some of the advantages for the American colonists in 2. When extreme shortages of a product fighting for their independence. What exist and demand for the product is is another advantage for the colonists? high, the price of that product will most likely A small army; untrained soldiers B strong central government A increase greatly. C alliance with France B decrease greatly. D fighting in unfamiliar territory C stay the same. D increase a little. Historical Perspective: SS-08-5.1.2 Economics: SS-08-3.3 .3 DOK 1 (See textbook pages 162–163, 174.) DOK 2 (See textbook page 483.)

When an Week 19 Test-Taking Tip: answer contains multiple items, as in Question 4 above, make sure that all the items in the answer are correct.

KY36

0018-0039 CD-874678.indd 36 10/9/06 11:55:28 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 20

Southern Class Structure Mid-1800s

Plantation owners ? Rural poor African Americans

1. Which social group best completes the diagram? A planters without slaves B factory workers 3. Answers to the Open-Response Question: The C yeoman farmers North was developing an industrial economy and favored policies that would protect its industries. D ranchers The South was an agricultural economy and had Cultures & Societies: SS-08-5.2.4 little industry. The South favored free trade so DOK 1 Southerners would not have to pay high prices for (See textbook pages 401–403.) manufactured goods.

2. Cotton production increased dramati- 3. Open Response: Tariffs cally from 1800 to 1850. As the supply Between the years 1800 and 1860, argu- of cotton grew, the price of cotton ments between the North and South most likely grew more passionate. One of the major A decreased. disagreements was about tariffs, which B increased. are taxes placed on goods that come C remained level. from another country. Protective tariffs raise the price of goods from other D more than doubled. countries. As a result, Americans are Economics: SS-08-3.3 .1 more likely to buy American-made DOK 1 goods. (See textbook pages 104, 518.) a. Would the North support or not support protective tariffs? Why? b. Would the South support or not support protective tariffs? Why? For multiple Week 20 Test-Taking Tip: Historical Perspective: SS-08-5.2.4 choice questions, try to come up with the DOK 3 answer before looking at the possible (See textbook pages 322–323.) answers. This way the choices will not mis- lead you.

KY37

0018-0039 CD-874678.indd 37 10/13/06 4:50:30 PM Directions: Answer the following questions on a separate piece of paper.

WEEK 21 Slavery and Sectionalism

The Compromise of 1850 Kansas-Nebraska Act, 1854

WASHINGTON OREGON TERR. TERR. MINNESOTA OREGON TERR. TERR. NEBRASKA UNORGANIZED TERR. CALIF. UTAH TERR. (1850) TERR. KANSAS TERR. NEW MEXICO TERR.

Free states Territory open to slaveholding Slave states Territory closed Indian Territory to slaveholding

1. The Compromise of 1850 and the Kansas-Nebraska Act were attempts to organize new territories and to address the question of slavery in these territories. How did the Kansas-Nebraska Act change the amount of territory that was open to slaveholding? A It opened California to slavery. B It more than doubled the area open to slavery. C It banned slavery from expanding into the west. D The act reduced the area of slaveholding territories. Cultures & Societies: SS-08-2.3.2 DOK 1 (See textbook pages 438–439, 442–443.)

2. On the map above, under the Kansas- Nebraska Act, the amount of territory In January 1848, carpenter James Marshall found traces open to slaveholding of gold in a stream near a sawmill he was building. Though Marshall tried to keep his discovery a secret, A was greatly reduced. news of the find swept all the way to the East Coast. B was limited to the southern United States. C more than doubled. 3. The event described in this passage led to the D was extended into California. Cultures & Societies: SS-08-2.3.2 A settlement of Utah Territory. DOK 1 B beginning of the California Gold (See textbook pages 438–439, 442–443.) Rush. C settlement of the Great Plains. D beginning of the plantation system of farming. Geography: SS-08-4.4.2 DOK 1 (See textbook pages 375–376.) KY38

0018-0039 CD-874678.indd 38 10/9/06 11:55:52 AM Directions: Answer the following questions on a separate piece of paper.

WEEK 22

The Civil War The Mormon migration to the Great Salt Lake Causes area began in 1846. About 12,000 Mormons made the trek—the largest single migration in • Disagreement over the legality, morality, and American history. politics of slavery • Conflict between pro-slavery and antislavery 2. What was the major reason the forces in Kansas, 1856 Mormons migrated to this area? • John Brown raids the federal arsenal at Harpers Ferry, Virginia, 1859 A to take part in the gold rush • Abraham Lincoln elected president, 1860 B to start an agricultural community • Confederate States of America formed, 1861 C to maintain a religious and cultural identify D to organize Utah Territory and apply for statehood

Effects Cultures & Societies: SS-08-2.2.1 (See textbook pages 377–378.) • Civil War fought, 1861–1865 DOK 1 • Union victory reunites the nation • Slavery outlawed in the United States 3. Open Response: Sectionalism • ? “We want no manufactures; we desire no trading, • African Americans gain citizenship and voting no mechanical or manufacturing classes. As long as rights we have our rice, our sugar, our tobacco and our • First U.S. civil rights laws passed cotton, we can command wealth to purchase all we want.” 1. Which of the following best completes the causes-and-effects chart? The quotation above is from a politician A Reconstruction of the South begins in pre-Civil War America. B Kansas-Nebraska Act is passed a. From what section of the country do C Fort Sumter is bombarded you think the person who spoke D Work on the transcontinental rail- these words was from? road is completed b. How does this quote represent the Historical Perspective: SS-08-5.1.2 sectionalism that was present in the DOK 2 pre-Civil War United States? (See textbook pages 500–501.) Historical Perspective: SS-08-5.2.4 DOK 3 (See textbook pages 397–400.) 3. Answer to the Open-Response Question: Students Question 1 Week 22 Test-Taking Tip: should note that the quote is most likely from a presents a cause-and-effect relationship, politician from the South. The words demonstrate and asks you to identify an additional the South’s belief that its agrarian society was effect. Which of the answer choices would superior to the North’s industrial society, a feeling most likely have been an effect? that helped lead to the sectionalism of the period. KY39

0018-0039 CD-874678.indd 39 10/13/06 12:25:04 PM Symbols of Kentucky Unlimited Visuals

Nickname State Song The “Bluegrass State” is named for the plenti- “My Old Kentucky Home” by Stephen Collins ful green grasses that grow wild throughout the Foster was designated the state state. Every spring this green grass produces song of Kentucky in 1928. beautiful bluish-purple buds and turns meadows Foster wrote the song in 1850 and fields into seas of blue grass. after he visited relatives in Kentucky. His sister, (bl)Stockbyte, (br)Rob and Ann Simpson/ ce, NY, Charlotte, also influenced the writing of the song. She wrote many letters to her brother from Kentucky, describing the beautiful surroundings and the peo- , Smithsonian Institution/Art Resour ple she met there.

State Tree Kentucky’s State Flag It was not until 1994 that Kentucky chose the

The state flag of Kentucky consists of the Tulip Poplar as its state tree. Before that the (tl)Stockbyte, (tr)National Portrait Gallery state seal surrounded by a wreath of goldenrod, Kentucky Coffee Tree had been the official state the state flower, set on a navy blue background. tree. There was much Although the flag was authorized in 1918, it was debate over which of not until 1928 that the design of the flag was the two trees to use as approved. The current colors on the flag did not the official one, but become official until they were passed into law in the end the in 1962. Tulip Poplar was chosen. The State Seal & Motto Tulip Poplar is a Kentucky’s state seal very fast-grow- was inspired by the ing tree with state’s first governor, bright yellow Isaac Shelby. Shelby flowers that was fond of a song writ- bloom every ten in 1768 by John spring. It is Dickinson called “The also known as Liberty Song.” The state’s motto, “United we the Yellow stand, divided we fall,” comes from this song and Poplar and can appears on the seal. Also included on the seal is grow to over an image of two men shaking hands to symbolize 100 feet tall! unity. The seal is surrounded by two small sprigs of goldenrod.

KY40

0040-0047 FO-874678.indd 40 10/19/06 10:13:32 AM State Flower Goldenrod grows throughout Kentucky, sometimes reaching as high as 8 feet (2 m) tall! In 1926 goldenrod was named the official state flower. It gets its name from the small yellow-gold flowers that grow from the plant’s stem. When the goldenrod blooms every summer, bees use the col- orful flowers to make their honey. . Carter/CORBIS State Horse In 1996 Kentucky adopted the Thoroughbred as its official state horse. Although Thorough- breds originated as a cross between English mares and 58 Arabian stallions, they are raised Kentucky’s Counties 8283 57 81 84 56 59 on horse farms throughout the 54 85 118 119 N 60 86 55 80 88 120 53 87 117 state. Thoroughbreds are the fast- 62 61 79 89 115 W E 38 52 116 112 est of horses—they can run 63 78 90 51 64 91 114 113 S 39 110 37 76 92 111 almost 40 miles (64 km) per hour 65 108 109 26 40 50 77 93 18 27 36 66 75 94 106 19 107 105 for up to a mile. Because of this, 17 41 49 16 74 95 96 104 20 25 28 73 103 (tl)Buddy Mays/CORBIS, (tr)Wolfgang Kaehler/CORBIS, (b)Gary W (tl)Buddy Mays/CORBIS, (tr)Wolfgang 48 67 the Thoroughbred is the king of 10 35 15 24 42 97 102 9 21 29 68 72 101 racing. 13 47 4 5 11 30 34 43 46 98 100 3 8 14 22 23 44 45 69 70 71 99 12 31 32 33 2 6 7 State Bird 1 During a legislative session in 1. Fulton 26. Hancock 5 1. Spencer 76. Jessamine 1 0 1. Leslie 1926, the cardinal was named the 2. Hickman 27. Breckinridge 52. Shelby 77. Madison 102. Letcher 3. Carlisle 28. Grayson 53. Oldham 78. Fayette 103. Perry official state bird of 4. Ballard 29. Edmonson 54. Trimble 79. Bourbon 104. Knott Kentucky. Kentucky 5. McCracken 30. Warren 55. Henry 80. Harrison 105. Pike 6. Graves 3 1 . Simpson 56. Carroll 8 1. Pendleton 106. Floyd is one of seven 7. Calloway 32. Allen 57. Gallatin 82. Kenton 107. Breathitt states that have 8. Marshall 33. Monroe 58. Boone 83. Campbell 108. Wolfe 9. Livingston 34. Barren 59. Grant 84. Bracken 109. Magoffin the cardinal as 10. Crittenden 35. Hart 60. Owen 85. Mason 1 1 0. Johnson its state bird. It 1 1 . Lyon 36. Hardin 6 1 . Franklin 86. Robertson 1 1 1. Martin 12. Trigg 37. Meade 62. Scott 87. Nicholas 1 1 2. Lawrence is one of the 13. Caldwell 38. Jefferson 63. Woodford 88. Fleming 1 1 3. Morgan most beautiful 14. Christian 39. Bullitt 64. Anderson 89. Bath 1 1 4. Menifee 15. Hopkins 40. Nelson 65. Mercer 90. Montgomery 1 1 5. Rowan birds in North 16. Webster 4 1 . Larue 66. Boyle 9 1 . Clark 1 1 6. Elliott America, and the 17. Union 42. Green 67. Casey 92. Powell 1 1 7. Carter 18. Henderson 43. Metcalfe 68. Pulaski 93 Estill 1 1 8. Lewis male cardinal is 19. Daviess 44. Cumberland 69. Wayne 94. Lee 1 1 9. Greenup easily recogniz- 20. McLean 45. Clinton 70. McCreary 95. Jackson 120. Boyd 2 1 . Muhlenberg 46. Russell 7 1. Whitley 96. Owsley able because of 22. Todd 47. Adair 72. Laurel 97. Clay its bright red 23. Logan 48. Taylor 73. Rockcastle 98. Knox 24. Butler 49. Marion 74. Lincoln 99. Bell coloring. 25. Ohio 50. Washington 75. Garrard 100. Harlan

KY41

0040-0047 FO-874678.indd 41 10/19/06 10:13:46 AM Kentucky’s People

KentuckyFlorida: and Population United States Population, 2004

Kentucky United States Total Population, 2004 4,031,134 285,691,501 Persons under 18 years old 24.2% 25.5% Persons 65 years old and over 12.1% 12.0% Female persons 51.3% 51.1% White persons 91.2% 77.3% African American persons 7.3% 12.8% Native American persons 0.6% 1.4% Asian American persons 1.1% 4.7% Persons of Hispanic or Latino origins 1.9% 14.2% (may be of any race)

Note: Data includes only the household population and excludes those living in institutions, dormitories, or other group quarters. People may belong to more than one race. Source: U.S. Census Bureau, 2004 American Community Survey.

Kentucky: Population 1900–2000

4.5 9.4% 4.0 13.6% 0.7% 3.5 6.0% 3.2% 3.0 8.8% 3.5% 8.2% 2.5 6.6% 5.5% 2.0

Population (in millions) 1.5 1.0

1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 % = percent change from previous census Year Source: U.S. Census Bureau.

KY42

0040-0047 FO-874678.indd 42 10/13/06 12:26:34 PM Kentucky’s Economy Kentucky Employment by Industry, 2000

Education, health, and social services 20.3 Manufacturing 17.6 Retail trade 12.1 Leisure and hospitality 7.2 Construction 7.2 Professional, scientific, and business services 6.2 Transportation and warehousing, and utilities 6.0 Finance, insurance, real estate, and rental and leasing 5.4 Other services 4.7 Type of Industry Public administration 4.3 Wholesale trade 3.4 Agriculture, forestry, fishing and hunting, and mining 3.3 Information 2.2 0% 5% 10% 15% 20% 25%

Percent of Employed Population Age 16 and Over Source: U.S. Census Bureau.

Kentucky’s Leading Top 10 Industrial Sectors Farm Crops, 2004 in Kentucky, 2001

Crop Total value in millions Industry Total value in millions

Tobacco $481.7 Manufacturing $26,275 Hay $420.9 Government $19,217 Corn $355.2 Real Estate, Rental, and Leasing $12,044 Soybeans $335.8 Health Care and Social Assistance $10,621 Retail Trade $9,443 Wheat $60.7 Wholesale Trade $8,303 Apples $2.7 Finance and Insurance $6,535 Sorghum $2.0 Transportation and Warehousing $6,317 $1.2 Barley Construction $5,740 Peaches $1.0 Professional and Technical Services $5,082

Source: www.nass.usda.gov Source: www.thinkkentucky.com

KY43

0040-0047 FO-874678.indd 43 10/13/06 12:28:34 PM A History of Kentucky

KENTUCKY’S RICH HISTORY is tied to its land. Early Native Americans established hunting grounds and villages in the lush region. Europeans sought to take advantage of its fertile soil and clear rivers. Pioneers found dense grass that grew up to 3 feet (1 m) tall in Kentucky’s rich limestone soil. Early traders asked for the seed of this “blue grass.” Today Kentucky is called the Bluegrass State.

Over 12,000 years ago, hunter-gatherers Kentucky’s best-known early settler was roamed the land that would become Kentucky. Daniel Boone. With others, Boone attempted Native peoples began to develop agriculture and to establish a settlement as early as 1773. As produce pottery about 1,000 B.C. They also traded immigrants came to the area of Kentucky, with other communities as far away as the Gulf stations and forts were built to protect settlers of Mexico and Lake Superior. Corn cultivation, from attacks by Native Americans from the starting about A.D. 900, encouraged permanent Ohio Valley. Settlers who feared attacks could settlement. Villages formed with ceremonial leave their land and stay in forts for short centers surrounded by rows of houses. periods of time. The population of the area began to decrease Despite the dangers, the population of the by the 1500s. By the mid-1700s, only a handful Kentucky District grew. As it did, settlers began of native settlements remained in Kentucky. A to question whether the area should continue to few Native American groups continued to live be a district of Virginia. Between 1784 and 1792, in some small communities as the European the settlers held 10 conventions concerning settlers arrived. m Civil War Battles in Kentucky, 1861–1864 From Settlement to Statehood Union victory N hio Present-day Kentucky was Confederate victory W E O R. originally a district of S Cynthiana, Middle Creek, Indecisive battle June 1864 January 1862 Virginia, and many Virginian B ig Richmond, S a hunters traveled into the n Oh d io Perryville, August 1862 y R. southeastern area to find October 1862 R. S game. Although King George IN Munfordville, Ivy Mountain, A T Paducah, September 1862 Green N III’s Proclamation of 1763 R. November 1861 U March 1864 T O

. e n M prohibited settlement west R n R. N i e d s an IA p l s Rowlett's Station, r H p e e i e b C of the Appalachian s R m A s December 1861 u L i . A s C P s P Mountains, some Europeans i A M Mill Springs, Cumberland Gap began to settle there 0 100 miles January 1862 Barbourville, beginning in the 1770s. Camp Wildcat, September 1861 0 100 kilometers October 1861

KY44

0040-0047 FO-874678.indd 44 10/9/06 11:59:52 AM statehood. On June 1, 1792, Kentucky became the Kentucky’s economy struggled throughout first state west of the Appalachian Mountains. the 1900s. Tobacco was and is Kentucky’s chief Because Virginia was a slave-holding state, farm product. Since World War II, road Icon SMI/CORBIS the new Commonwealth of Kentucky—its construction, the development of state parks, official name—also allowed slavery. However, and an increase in tourism have helped the slavery started to erode with the beginning of commonwealth develop. Coal mining boomed the Civil War. The governor declared that again in the 1970s, and Kentucky remains third Kentucky would not take sides in the conflict. in the nation in coal production. Today, Kentucky could not remain neutral for long, production of transportation equipment is however. In September 1861, Kentucky officially Kentucky’s largest industry. Thoroughbred became a Union state. horses are also a multibillion dollar industry in The Civil War divided Kentucky, because it had Kentucky. strong ties to both southern and northern states. Kentucky residents have benefited from the Families were torn apart by the war. The war put social and economic changes of the last century. churches, communities, and whole towns into Yet traditions continue. More than one in five conflict. At the war’s end, Kentucky also faced Kentuckians live in rural areas—twice the other challenges. It had to rebuild its economy, national average. Like the people before them, provide African Americans with basic civil rights, they value the land and its resources. Even as and create new public education systems. Kentucky grows in industry and technology, its citizens seem to favor the open spaces and Modern Kentucky natural beauty of country life in the Bluegrass Throughout the early 1900s, the state State. struggled to find ways to increase literacy and financial support for its schools. In addition, Kentucky reformers sought to limit child labor and passed some of the best laws in the nation. However, some traditions continued. African Americans in Kentucky faced racial discrimination in all areas of life. By the 1920s, Kentucky had segregated transportation, parks, hotels, theaters, libraries, restaurants, and even schools.

# The Kentucky Derby, held the first Saturday in May, is called the most exciting two minutes in sports.

KY45

0040-0047 FO-874678.indd 45 10/19/06 10:14:19 AM Kentucky’s Geography

KENTUCKY is not one of the largest states, but it has a wide variety of geographical features. Besides beautiful mountains and valleys in the East and the famous Bluegrass Region in the central part of the state, Kentucky also offers the world’s largest recorded cave system— Mammoth Cave. Numerous lakes and rivers can also be found across the state. All of these features provide Kentucky’s residents and visi- tors with many opportunities for recreation.

When geographers study Kentucky, they look Bluegrass Region at its physical conditions—land, water, plants, Located in north-central Kentucky, the Bluegrass animals, and climate. Just as important, though, Region has several unique elements. In the is the study of human geography—the study center of the region are rolling meadows of the of people, who they are, where they live, and famous Kentucky bluegrass. Partly encircling the how they live. Today more than ever before, meadows are sandstone hills, which are known geographers are also interested in how humans locally as knobs. This surrounding area is relate to and interact with their environment. sometimes referred to as the Knobs Region. The Bluegrass Region was one of the Physical Geography first areas in Kentucky to be settled. Today, At just over 40,000 square miles (103,600 sq. km), it is home to nearly half of the state’s total Kentucky is the 37th largest state in the country. population. About 39,732 square miles (102,905 sq. km) of Cumberland Plateau The Cumberland the state are land area, and an additional 679 Plateau is part of the Appalachian Plateau that square miles (1,759 sq. km) are covered by water. runs from New York to Alabama. Located in Kentucky shares borders with seven other N states. Inside those borders is a diverse terrain. The state is divided into five W E distinct regions, each with its own traits. S

Jackson Purchase Pennyrile Region Western Coal Field Bluegrass Cumberland Plateau

KY46

0040-0047 FO-874678.indd 46 10/9/06 1:33:35 PM le eastern Kentucky, it is a beautiful region of Jackson Purchase Region The Jackson mountains and valleys, most of which are Purchase Region is located in the western part covered with dense forest. Black Mountain, the of the state and is the smallest region in

Garry Black/Masterﬁ highest point in the state at 4,139 feet (1,262 m), Kentucky. With the Mississippi and Ohio Rivers is located within this region. The area is also marking its borders, this region has the greatest known as the Eastern Coal Field Region because access to water. The presence of large rivers and of the number of coal fields it has. lakes shapes the geography of the area. Western Coal Field Region Located in the Floodplains and low hills make up most of the western half of the state, just south of the Ohio region. This part of the state was added in 1818 River, the Western Coal Field Region holds the when Andrew Jackson bought it from the largest deposit of coal in the state. These stores Chickasaw. of coal lie beneath the large hills that dominate the landscape of the region. In addition to the Kentucky’s Climate valuable coal resources, the region has rich Kentucky has a moderate climate. The farmland near its northern border with Ohio. weather is similar to other states in the middle region of the United States. Summers are warm Also called the Pennyroyal Region and heavily influenced by weather from the Pennyrile Region, this area of Kentucky takes its Gulf of Mexico. Winters are cool but not frigid. name from the pennyroyal, a small herb that Most of Kentucky’s 46 inches (117 cm) of annual grows plentifully there. The southern portion of precipitation comes from rainstorms during the the region is mostly flat land with an occasional spring months. rolling hill. The northern part, however, is filled Snowfall is somewhat rare and light in with rocky ridges that contain caves and under- Kentucky, usually amounting to about 15 inches ground tunnels. The best-known of these is (38 cm) per year. The northern regions of the Mammoth Cave, the longest cave system in the state tend to receive about 20 inches (51 cm) of world. The center of the region is more desolate, snow per year, twice that of the south. so much so that it is called the Barrens.

Mammoth Cave National Park

KY47

0040-0047 FO-874678.indd 47 10/19/06 12:08:49 PM The table below provides descriptions of the four Depth of Knowledge levels that are used to evaluate the difficulty levels of the standardized test questions. The DOK levels indicated in the Core Content for Social Studies Assessment identify the highest DOK level at which a question for that standard will be developed for the Kentucky Core Content Test. The DOK levels indicated in the test questions identify the level of each particular question.

Webb’s DOK Levels

Recall & Reproduction • Identify who, when, what, where, and why (DOK 1) • Recall facts, terms, concepts, trends, generalizations and theories • Use a variety of tools • Recognize or identify specific information contained in graphics • Identify specific information in maps, charts, tables, graphs or drawings • Define • Identify cause and effect • Describe (recall, recite or reproduce information) • Identify purposes

Skills & Concepts/ • Describe or explain how or why Basic Reasoning • Give an example (DOK 2) • Describe and explain issues and problems, purposes, patterns, sources, reasons, cause and effect, multiple causation, significance or impact, relationships, points of view or processes • Compare/contrast people, places, events, purposes, and concepts • Classify, sort items into meaningful categories • Convert information from one form to another

Strategic Thinking/ • Use concepts to solve problems Complex Reasoning • Use evidence to justify (DOK 3) • Propose and evaluate solutions to problems • Recognize and explain misconceptions • Cite evidence and develop a logical argument for concepts • Reason and draw conclusions • Disseminate among plausible answers • Analyze similarities and differences in issues and problems • Apply concepts to new situations • Make connections across time and place to explain a concept or big idea • Recognize and explain patterns • Make and support decisions • Evaluate effectiveness and impact

Extended Thinking/ • Connect and relate ideas and concepts within the content area or among content areas Reasoning • Examine and explain alternative perspectives across a variety of sources (DOK 4) • Describe and illustrate how common themes and concepts are found across time and place • Make predictions with evidence as support • Develop a logical argument • Plan and develop solutions to problems • Analyze and synthesize information from multiple sources • Complex reasoning with planning, investigating or developing that will most likely require an extended period of time—must require applying significant conceptual understanding and higher-order thinking • Apply and adapt information to real-world situations • Participation in simulations and activities requiring higher-level thinking (e.g., Mock Trial, Mock Congress, Project Citizen)

KY48

0048-0048 DOK-874678.indd 48 10/9/06 4:29:00 PM