Students can find maps in motion, interactive graphic organizers, and more technology tools on StudentWorks™ Plus or online at glencoe.com. Joyce Appleby, Ph.D. Alan Brinkley, Ph.D. Albert S. Broussard, Ph.D. James M. McPherson, Ph.D. Donald A. Ritchie, Ph.D. About the Cover The images on the cover are (from left to right): Construction workers eating lunch on a construction site at Rockefeller Center in New York City; Martin Luther King, Jr., gives his “I Have a Dream” speech in Washington, D.C., in 1963; female U.S. soldier during the Gulf War; Asian American girl holds flags at a Chinese New Year celebration; Harry S. Truman; César Chávez talks to workers in a vineyard; and Shipping Near the Statue of Liberty by Christian Cornelius Dommerson. Teacher Wraparound Edition Text Acknowledgment: page 399 “Brother, Can You Spare a Dime?” Words by E.Y. Harburg. Music by Jay Gorney. Copyright © 1932 by Gorney Music and Glocca Morra Music. Copyright renewed. All rights administered by Next Decade Entertainment, Inc. International Copyright Secured. All rights reserved.

Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. 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 consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. The name “National Geographic Society” and the Yellow Border Rectangle are trademarks of the National Geographic Society, and their use, without prior written permission, is strictly prohibited. TIME Notebook © TIME Inc. Prepared by TIME Learning Ventures in collaboration with Glencoe/McGraw-Hill. TIME and the red border design are trademarks of TIME Inc., and used under license. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 978-0-07-877515-4 (Teacher Wraparound Edition) MHID 0-07-877515-9 (Teacher Wraparound Edition) ISBN 978-0-07-877514-7 (Student Edition) MHID 0-07-877514-0 (Student Edition)

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 027/055 12 11 10 09 Authors

Joyce Appleby, Ph.D., is Professor Emerita of History at UCLA. Donald A. Ritchie, Ph.D., is Associate Historian of the United Dr. Appleby’s published works include Inheriting the Revolution: The States Senate Historical Office. Dr. Ritchie received his doctorate in First Generation of Americans; Capitalism and a New Social Order: American history from the University of Maryland after service in The Jeffersonian Vision of the 1790s; and Ideology and Economic the U.S. Marine Corps. He has taught American history at various Thought in Seventeenth-Century England, which won the Berkshire levels, from high school to university. He edits the Historical Series Prize. She served as president of both the Organiza tion of American of the Senate Foreign Relations Committee and is the author of Historians and the American Historical Associa tion, and chaired several books, including Doing Oral History; Electing FDR: The New the Council of the Institute of Early American History and Culture Deal Campaign of 1932; Reporting from Washington: The History of at Williamsburg. Dr. Appleby has been elected to the American the Washington Press Corps; and Press Gallery: Congress and the Philosophical Society and the American Academy of Arts and Washington Correspondents, which received the Organization of Sciences, and is a Corresponding Fellow of the British Academy. American Historians Richard W. Leopold Prize. Dr. Ritchie has served as president of the Oral History Association and as a council member Alan Brinkley, Ph.D., is Allan Nevins Professor of American of the American Historical Association. History at Columbia University. His published works include Voices of Protest: Huey Long, Father Coughlin, and the Great Depression, The National Geographic Society, founded in 1888 for the which won the 1983 National Book Award; The End of Reform: increase and diffusion of geographic knowledge, is the world’s New Deal Liberalism in Recession and War; The Unfinished Nation: largest nonprofit scientific and educational organization. Since its A Concise History of the American People; and Liberalism and Its earliest days, the Society has used sophisticated communication Discontents. He received the Levenson Memorial Teaching Prize at technologies, from color photography to holography, to convey Harvard University and the Great Teacher Award at Columbia. knowledge to its worldwide membership. The School Publishing Division supports the Society’s mission by developing innovative Albert S. Broussard, Ph.D., is Professor of History at Texas educational programs—ranging from traditional print materials to A&M University from which he received a Distinguished Teaching multimedia programs including CD-ROMs, DVDs, and software. Award and has served as a distinguished lecturer. Before join- ing the Texas A&M faculty, Dr. Broussard was Assistant Professor of History and Director of the African American Studies Program Contributing Author at Southern Methodist University. Among his publications are the books Black San Francisco: The Struggle for Racial Equality in the Dinah Zike, M.Ed., is an award-winning author, educator, and inven- West, 1900–1954 and African American Odyssey: The Stewarts, tor known for designing three-dimensional hands-on manipulatives and 1853–1963. Dr. Broussard has also served as president of the Oral graphic organizers known as Foldables®. Foldables are used nationally History Association and was chair of the Nominating Committee for and internationally by teachers, parents, and educational publishing the Organization of American Historians. companies. Dinah has developed over 150 supplemental educational James M. McPherson, Ph.D., is George Henry Davis Professor books and materials. She is the author of The Big Book of United States of American History, Emeritus at Princeton University. Dr. McPherson History, The Big Book of World History, and The Big Book of Books is the author of 14 books about the Civil War era. These include Battle and Activities, which was awarded Learning Magazine’s Teachers’ Cry of Freedom: The Civil War Era, for which he won the Pulitzer Choice Award. In 2004 Dinah was honored with the CESI Science Prize in 1989, and For Cause and Comrades: Why Men Fought in the Advocacy Award. Dinah received her M.Ed. from Texas A&M, College Civil War, for which he won the 1998 Lincoln Prize. He is a member Station, Texas. of many professional historical associations, including the Civil War Preservation Trust.

T3 Consultants & Reviewers

Academic Consultants

David Berger Neil Foley Elizabeth Pleck Broeklundian Professor of History Associate Professor of History Professor of History Brooklyn College and the Graduate Center University of Texas at Austin University of Illinois at Urbana-Champaign City University of New York Austin, Texas Urbana, Illinois Brooklyn, New York Allison Gough William Bruce Wheeler Paul Cimbala Assistant Professor of History Emeritus Professor of History Professor of History Hawaii Pacific University University of Tennessee Fordham University, Rose Hill Campus Honolulu, Hawaii Knoxville, Tennessee Bronx, New York K. Austin Kerr Shawn Johansen Linda Clemmons Emeritus Professor of History Professor of History Assistant Professor of History The Ohio State University Brigham Young University Idaho Illinois State University Columbus, Ohio Rexburg, Idaho Normal, Illinois Jeffrey Ogbar Charles Eagles Associate Professor of History and Director of Professor of History the Institute for African American Studies University of Mississippi University of Connecticut, Storrs University, Mississippi Storrs, Connecticut

Teacher Reviewers

Joanna Ackley Patrick Boyd Kimberly Dunn John F. Kennedy High School Ravenwood High School Chase High School Taylor, Michigan Brentwood, Tennessee Forest City, North Carolina

Pat Ambrose Suzanne Brock Bre England Adlai E. Stevenson High School Vestavia Hills High School Warren Central High School Lincolnshire, Illinois Vestavia Hills, Alabama Indianapolis, Indiana

Sharon K. Anderson Joyce Brown Robert Fenster Cookeville High School LaFayette High School Hillsborough High School Cookeville, Tennessee LaFayette, Georgia Hillsborough, New Jersey

Fred Barnett David Chapman James A. Field Cibola High School Bentonville High School Morgantown High School Albuquerque, New Mexico Bentonville, Arkansas Morgantown, West Virginia

Shawn Barnum Teresa Cooper Shane Gardner Tonawanda High School Battle Creek Central High School Freedom High School Tonawanda, New York Battle Creek, Michigan Morganton, North Carolina

Vincent Beasley Timothy Davish Diane Gebel Eastern Wayne High School Lakota East High School Attica High School Goldsboro, North Carolina Liberty Township, Ohio Attica, New York

Jeremiah Bergan Peter DeWolf James Gill Baker High School First Colonial High School Binghamton High School Baldwinsville, New York Virginia Beach, Virginia Binghamton, New York

Randy Bishop Glenn DiTomaso Mary Ellen Goergen Middleton High School Norwell High School Amherst High School Middleton, Tennessee Norwell, Massachusetts Amherst, New York

T4 Consultants & Reviewers

Teacher Reviewers

Robert Haley Rebecca Mabrey Connie Schlieker Cleveland Hill High School Central Cabarrus High School Atherton High School Cheektowaga, New York Concord, North Carolina Louisville, Kentucky

Ken Hall Amy MacIntosh Mark Schuler Larkin High School Fairfield Warde High School North Springs High School Elgin, Illinois Fairfield, Connecticut Atlanta, Georgia

Anne Harper Shannon W. McDonald Russ Smith Del Sol High School Harding University High School Ashley High School Las Vegas, Nevada Charlotte, North Carolina Wilmington, North Carolina

Roberta Heath Chad McGee Mitzi Terry Capital High School Warren County High School Franklin High School Charleston, West Virginia McMinnville, Tennessee Franklin, Tennessee

Cliff Hong Marty McNeil Dal Tomlinson Liverpool High School Akron East High School Dixon High School Liverpool, New York Akron, Ohio Holly Ridge, North Carolina

George Irby Kathryn Merritt Penny Toneatti Miami Killian Senior High School Hillcrest High School Half Hollow Hills High School East Miami, Florida Tuscaloosa, Alabama Dix Hills, New York

JeTaun Jamerson Rita Morgan Lisa Valentine Lake View High School Beaverton High School Harding University High School Chicago, Illinois Beaverton, Oregon Charlotte, North Carolina

Carol Johnson Jimmy Neal Stan Vickers Cary High School Beech High School Westview High School Cary, North Carolina Hendersonville, Tennessee Martin, Tennessee

Harry F. Jones Teresa Pardee Danielle Walsh Panther Creek High School East Mecklenburg High School Emmaus High School Cary, North Carolina Charlotte, North Carolina Emmaus, Pennsylvania

Shirley Jones Patricia Radigan Joshua White Hillcrest High School Thomas Dale High School Charlotte High School Memphis, Tennessee Chester, Virginia Rochester, New York

Joe Leonard Steven Reeder Gerald Wild II Southport High School Cordova High School Alden High School Indianapolis, Indiana Cordova, Tennessee Alden, New York

Tom Long Debi Reeves Amy Working Buffalo Gap High School Liberty High School Central High School Swoope, Virginia Bedford, Virginia Memphis, Tennessee

T5 Table of Contents

Scavenger Hunt ...... T23 Big Ideas in History ...... T24 NCSS Ten Thematic Strands ...... T26 Using the Teacher Wraparound Edition ...... T32 Classroom Solutions: Teacher Professional Handbook ...... T42

Reference Atlas ...... A1

Geography Handbook ...... GH1 Unit

Creating a Nation ...... 1 Beginnings to 1877

CHAPTER 1 A Nation Is Born, Beginnings to 1789 ...... 2 Section 1 Converging Cultures...... 4 Section 2 A Diverse Society ...... 16 Section 3 The American Revolution...... 22 The Declaration of Independence ...... 30 Section 4 The Constitution ...... 34 The Constitution Handbook ...... 46 The Constitution of the United States ...... 56

CHAPTER 2 The Young Republic, 1789–1850 ...... 76 Section 1 The New Republic ...... 78 Section 2 The Growth of a Nation ...... 86 Section 3 Growing Division and Reform ...... 94 Section 4 Manifest Destiny and Crisis ...... 104

CHAPTER 3 The Civil War and Reconstruction, 1848–1877 ...... 120 Section 1 The Civil War Begins ...... 122 Section 2 Fighting the Civil War...... 130 Section 3 Reconstruction ...... 140 T6 Table of Contents

Unit

The Birth of Modern America ...... 154 1865–1901

CHAPTER 4 Settling the West, 1865–1890 ...... 156 Section 1 Miners and Ranchers ...... 158 Section 2 Farming the Plains ...... 166 Section 3 Native Americans ...... 170

CHAPTER 5 Industrialization, 1865–1901 ...... 180 Section 1 The Rise of Industry ...... 182 Section 2 The Railroads ...... 188 Section 3 Big Business ...... 194 Section 4 Unions...... 200

CHAPTER 6 Urban America, 1865–1896 ...... 212 Section 1 Immigration ...... 214 Section 2 Urbanization ...... 222 Section 3 The Gilded Age ...... 230 Section 4 Populism ...... 242 Section 5 The Rise of Segregation ...... 248

T7 Table of Contents

Unit

Imperialism and Progressivism ...... 258 1890–1920

CHAPTER 7 Becoming a World Power, 1872–1917...... 260 Section 1 The Imperialist Vision...... 262 Section 2 The Spanish-American War ...... 268 Section 3 New American Diplomacy ...... 276

CHAPTER 8 The Progressive Movement, 1890–1920 ...... 290 Section 1 The Roots of Progressivism ...... 292 Section 2 Roosevelt and Taft ...... 300 Section 3 The Wilson Years ...... 308

CHAPTER 9 World War I and Its Aftermath, 1914–1920 ...... 318 Section 1 The United States Enters World War I...... 320 Section 2 The Home Front ...... 328 Section 3 A Bloody Conflict ...... 336 Section 4 The War’s Impact ...... 348

T8 Table of Contents

Unit

Boom and Bust ...... 358 1920–1941

CHAPTER 10 The Jazz Age, 1921–1929 ...... 360 Section 1 The Politics of the 1920s ...... 362 Section 2 A Growing Economy ...... 368 Section 3 A Clash of Values ...... 376 Section 4 Cultural Innovations...... 382 Section 5 African American Culture...... 388

CHAPTER 11 The Great Depression Begins, 1929–1932 ...... 398 Section 1 The Causes of the Great Depression...... 400 Section 2 Life During the Depression ...... 406 Section 3 Hoover Responds to the Depression...... 412

CHAPTER 12 Roosevelt and the New Deal, 1933–1941 ...... 420 Section 1 The First New Deal ...... 422 Section 2 The Second New Deal ...... 434 Section 3 The New Deal Coalition ...... 440

T9 Table of Contents

Unit

Global Struggles ...... 450 1931–1960

CHAPTER 13 A World in Flames, 1931–1941 ...... 452 Section 1 America and the World ...... 454 Section 2 World War II Begins ...... 460 Section 3 The Holocaust...... 466 Section 4 America Enters the War ...... 474

CHAPTER 14 America and World War II, 1941–1945 ...... 484 Section 1 Mobilizing for War ...... 486 Section 2 The Early Battles...... 494 Section 3 Life on the Home Front ...... 500 Section 4 Pushing Back the Axis ...... 508 Section 5 The War Ends ...... 518

CHAPTER 15 The Cold War Begins, 1945–1960 ...... 530 Section 1 The Origins of the Cold War ...... 532 Section 2 The Early Cold War Years ...... 538 Section 3 The Cold War and American Society ...... 546 Section 4 Eisenhower’s Cold War Policies ...... 554

CHAPTER 16 Postwar America, 1945–1960 ...... 564 Section 1 Truman and Eisenhower ...... 566 Section 2 The Affluent Society ...... 572 Section 3 The Other Side of American Life ...... 582

T10 Table of Contents

Unit

A Time of Upheaval ...... 592 1954–1980

CHAPTER 17 The New Frontier and the Great Society, 1961–1968 ...... 594 Section 1 The New Frontier ...... 596 Section 2 JFK and the Cold War...... 602 Section 3 The Great Society ...... 610

CHAPTER 18 The Civil Rights Movement, 1954–1968 ...... 620 Section 1 The Movement Begins ...... 622 Section 2 Challenging Segregation ...... 630 Section 3 New Civil Rights Issues...... 642

CHAPTER 19 The Vietnam War, 1954–1975 ...... 652 Section 1 Going to War in Vietnam ...... 654 Section 2 Vietnam Divides the Nation...... 664 Section 3 The War Winds Down ...... 670

CHAPTER 20 The Politics of Protest, 1960–1980 ...... 680 Section 1 Students and the Counterculture ...... 682 Section 2 The Feminist Movement ...... 686 Section 3 Latino Americans Organize ...... 692

T11 Table of Contents

Unit

A Changing Society ...... 702 1968–present

CHAPTER 21 Politics and Economics, 1968–1980...... 704 Section 1 The Nixon Administration ...... 706 Section 2 The Watergate Scandal ...... 712 Section 3 Ford and Carter ...... 718 Section 4 New Approaches to Civil Rights...... 724 Section 5 Environmentalism ...... 730

CHAPTER 22 Resurgence of Conservatism, 1980–1992 ...... 738 Section 1 The New Conservatism ...... 740 Section 2 The Reagan Years...... 746 Section 3 Life in the 1980s ...... 754 Section 4 The End of the Cold War ...... 762

CHAPTER 23 A Time of Change, 1980–2000 ...... 772 Section 1 The Technological Revolution ...... 774 Section 2 The Clinton Years ...... 780 Section 3 A New Wave of Immigration ...... 788 Section 4 An Interdependent World ...... 794

CHAPTER 24 A New Century Begins, 2001–present ...... 802 Section 1 America Enters a New Century ...... 804 Section 2 The War on Terrorism Begins ...... 808 Section 3 The Invasion of Iraq ...... 814 Section 4 A Time of Challenges ...... 820

T12 Table of Contents

Appendix

Skills Handbook ...... R1 Brown v. Board of Education, 1954 ...... R55 Identifying the Main Idea ...... R2 “I Have a Dream,” 1963 ...... R56 Determining Cause and Effect ...... R3 Gulf of Tonkin Resolution, 1964 ...... R57 Making Generalizations...... R4 President Bush’s Address to Joint Session Distinguishing Fact from Opinion...... R5 of Congress, September 20, 2001...... R57 Formulating Questions ...... R6 Supreme Court Case Summaries ...... R58 Analyzing Information...... R7 Evaluating Information ...... R8 American Literature Library ...... R62 Making Inferences ...... R9 “Bald Eagle Sends Mud-turtle to the End of the World” . . . .R64 Comparing and Contrasting ...... R10 Chief Red Jacket’s Speech...... R65 Detecting Bias ...... R11 “Self-Reliance,” by Ralph Waldo Emerson...... R66 Synthesizing Information ...... R12 Uncle Tom’s Cabin, by Harriet Beecher Stowe ...... R68 Drawing Conclusions...... R13 “Chicago,” by Carl Sandburg ...... R70 Predicting Consequences ...... R14 “Farewell,” by Samuel Clemens ...... R71 Reading a Special-Purpose Map...... R15 “Sanctuary,” by Theodore Dreiser ...... R72 Interpreting Graphs ...... R16 U.S.A., “Sacco and Vanzetti Must Die,” Sequencing Events...... R17 by John Dos Passos ...... R74 Interpreting Political Cartoons ...... R18 Night, by Elie Wiesel ...... R76 Analyzing Primary Sources ...... R19 On the Road, by Jack Kerouac ...... R77 Analyzing Secondary Sources...... R20 “Diving into the Wreck,” by Adrienne Rich ...... R78 “Natural History,” by Leroy Quintana ...... R79 ...... R21 “On the Pulse of the Morning,” by Maya Angelou ...... R80 Presidents of the United States ...... R29 Flag Etiquette ...... R82 United States Facts ...... R34 English/Spanish Glossary ...... R83 Documents of American History ...... R36 Index ...... R107 The Magna Carta, 1215...... R38 The Mayflower Compact, 1620...... R39 Acknowledgments and Photo The Fundamental Orders of Connecticut, 1639...... R40 Credits ...... R128 The English Bill of Rights, 1689...... R41 Second Treatise of Government, 1690...... R42 The Virginia Statute for Religious Freedom, 1786...... R43 The Federalist No. 10, 1787 ...... R44 The Federalist No. 51, 1788 ...... R45 The Federalist No. 59, 1788 ...... R45 Washington’s Farewell Address, 1796 ...... R46 The Kentucky Resolution, 1799 ...... R47 “The Star-Spangled Banner,” 1814...... R47 The Monroe Doctrine, 1823 ...... R48 The Seneca Falls Declaration, 1848 ...... R48 The Emancipation Proclamation, 1863 ...... R49 The Gettysburg Address, 1863 ...... R50 The Pledge of Allegiance, 1892...... R50 President Harrison on Hawaiian Annexation, 1893 ...... R51 The American’s Creed, 1918...... R51 The Fourteen Points, 1918 ...... R52 The Four Freedoms, 1941...... R53 The Truman Doctrine, 1947 ...... R54

T13 Features

TECHNOLOGY& HISTORY

Technology Changes the Economy ...... 90 Civil War Technology ...... 128 Roger Williams, 1603?–1683 ...... 10 Farm Machinery ...... 168 Anne Hutchinson, 1591–1643 ...... 10 Railroads and the Economy ...... 190 John Locke, 1632–1704 ...... 20 The Technology of Urbanization ...... 223 Benjamin Franklin, 1706–1790 ...... 20 New Weapons ...... 338 Harriet Tubman, 1820–1913 ...... 110 Labor- and Time-saving Machines...... 370 Harriet Beecher Stowe, 1811–1896 ...... 110 Blitzkrieg ...... 463 George Custer, 1839–1876...... 174 Cold War Technology ...... 555 Sitting Bull, c. 1831–1890 ...... 174 Space Technology ...... 604 John D. Rockefeller, 1839–1937...... 198 Computers...... 775 J.P. Morgan, 1837–1913 ...... 198 Samuel Gompers, 1850–1924 ...... 206 Eugene V. Debs, 1855–1926...... 206 Jane Addams, 1860–1935 ...... 238 Booker T. Washington, 1856–1915 ...... 252 W.E.B. Du Bois, 1868–1963 ...... 252 Queen Liliuokalani, 1838–1917 ...... 266 The Columbian Exchange...... 14 Margaret Bourke-White, 1904–1971 ...... 408 The Battle of Gettysburg...... 138 Eleanor Roosevelt, 1884–1962...... 425 Italian Immigration to America ...... 228 The Navajo Code Talkers ...... 514 The Panama Canal ...... 284 Dr. Jonas Salk, 1914–1995 ...... 575 The Dust Bowl ...... 410 Thurgood Marshall, 1908–1993...... 623 The Battle for Omaha Beach ...... 516 Henry Kissinger, 1923–...... 709 The Ho Chi Minh Trail...... 662 Jesse Jackson, 1941–...... 726 Urban America on the Move ...... 760 Shirley Chisholm, 1924–2005 ...... 726 Sandra Day O’Connor, 1930– ...... 750 Condoleezza Rice, 1954– ...... 825 NOTEBOOK Nancy Pelosi, 1940– ...... 825

Forging a Nation, 1781–1789...... 84 The Gilded Age, 1865–1896...... 240 A War to End All Wars, 1914–1918 ...... 346 The Jazz Age, 1920–1929 ...... 386 An Age of Prosperity, 1945–1960 ...... 580 Should the American Colonies New Frontiers, 1961–1968 ...... 608 Declare Independence?...... 26 A Changing Nation, 1980–2000...... 778 Is Social Darwinism the Best Approach for Ensuring Progress and Economic Growth? ...... 236 Should the United States Annex the Philippines? . . . 272 Should Resources Be Preserved? ...... 304 Should America Stay Neutral in World War I? . . . . . 324 Was the New Deal Socialistic? ...... 436 Choosing a President ...... 96 Should America Drop the Atomic Bomb on Japan? . 522 New Mining Technology...... 160 Did the Soviet Union Cause the Cold War?...... 534 “Great White Fleet”...... 278 Should America Fight in Vietnam? ...... 658 Terrorists Attack America ...... 350 Should the Equal Rights Amendment Be Ratified? . . 688 The TVA ...... 428 Are Tax Cuts Good for the Economy? ...... 748 The Inner-City’s Ongoing Problems...... 584 Is a Balanced Budget Amendment a Good Idea? . . . 782 VISTA Continues the War on Poverty...... 612 New Space Technology...... 756

T14 Features

ANALYZING PRIMARY SOURCES Columbus Arrives in America...... 7 The Election of 1800 ...... 81 Living Under Slavery...... 114 The Abolitionist Movement Begins ...... 102 Immigration...... 220 The Battle of Antietam and the Emancipation Propaganda in World War I ...... 334 Proclamation ...... 132 The First New Deal ...... 432 The Fourteenth Amendment ...... 142 The Holocaust ...... 472 The Election of 1896 ...... 246 The Civil Rights Movement...... 640 The Sinking of the Lusitania...... 326 The New Immigrants...... 792 A Crash Becomes a Depression ...... 402 Japan Attacks Pearl Harbor ...... 478 Sputnik Launches a Space Race...... 556 The Montgomery Bus Boycott ...... 626 The Attacks of September 11, 2001...... 809

Analyzing John Brown Becomes a Martyr ...... 112 Supreme Court Cases The Election of 1860 ...... 123 Government Native American Policies ...... 173 Should Government Regulate the Economy? ...... 186 McCulloch v. Maryland, 1819 ...... 89 The Robber Barons ...... 192 Plessy v. Ferguson, 1896...... 251 Prejudice Against Catholic Immigrants ...... 218 Northern Securities v. United States, 1904 ...... 303 Were Political Machines Bad for Cities?...... 226 Schenck v. United States, 1919 ...... 331 Political Debates of the Gilded Age ...... 235 Abrams v. United States, 1919...... 331 Who Is to Blame for Farmers’ Problems? ...... 244 Schechter Poultry v. United States, 1935 ...... 443 The Debate Over Empire ...... 274 NLRB v. Jones & Laughlin Steel Co., 1937...... 443 Wilson and Mexico ...... 282 Korematsu v. United States, 1944 ...... 505 Roosevelt Versus the Trusts ...... 301 Watkins v. United States, 1957 ...... 551 Debating the Treaty of Versailles ...... 344 Baker v. Carr, 1962...... 599 An Administration Plagued by Scandal ...... 363 Reynolds v. Sims, 1964...... 599 Hostility Toward Immigrants ...... 377 Brown v. Board of Education, 1954...... 625 Can Hoover Fight the Depression?...... 413 New York Times v. United States, 1971...... 673 Did the New Deal Help Americans?...... 430 United States v. Nixon, 1974 ...... 715 Should America Stay Neutral in World War II? . . . . . 475 Truman vs. MacArthur ...... 544 McCarthyism ...... 549 The Problem of Urban Poverty...... 643 Should America Stay in Vietnam? ...... 665 The Election of 1968 ...... 707 Countdown to Revolution, 1763–1776 ...... 24 The Watergate Scandal...... 716 Steps to Civil War, 1846–1860 ...... 124 A New Focus on the Environment ...... 732 American Inventions, 1865–1895 ...... 184 Liberalism vs. Conservatism...... 741 The Woman Suffrage Movement, 1848–1920 . . . . . 296 The Election of 1980 ...... 747 The First Hundred Days, March–June, 1933 ...... 426 The Debate Over Health Care ...... 781 Driving Back the Germans, 1943–1944...... 510 The Election of 2000 ...... 806 Winning the War Against Japan, 1944–1945 ...... 520 The Civil Rights Movement, 1954–1965 ...... 632 The Global War on Terror, 2001–2007 ...... 816

T15 Primary Source Quotes

A variety of quotations and excerpts throughout the text express the thoughts, feelings, and life experiences of people, past and present.

CHAPTER 1 • A Nation Is Born, CHAPTER 5 • Industrialization, Beginnings to 1789 1865–1901 John Locke, from Two Treatises of Government...... 20 Grenville Dodge, quoted in The Growth of Thomas Paine, from Common Sense ...... 27 the American Republic...... 188 John Dickinson, from Letters of Delegates to Congress . . .27 Grenville Dodge, from Mine Eyes Have Seen ...... 190 Benjamin Franklin, from Debates on the Adoption Andrew Carnegie, quoted in The Growth of of the Federal Constitution ...... 37 the American Republic...... 197 Federalist No. 1, from The Independent Journal...... 40 William Sylvis, quoted in Industrialism and the American Worker ...... 203 CHAPTER 2 • The Young Republic, 1789–1850 CHAPTER 6 • Urban America, Chief Justice John Marshall, 1865–1896 from McCulloch v. Maryland...... 89 Edward Steiner, quoted in World of Our Fathers ...... 215 Frederick Douglass, from Narrative of American Protective Association, Statement the Life of Frederick Douglass...... 93 of Principles ...... 218 Seneca Falls Convention, Declaration of Sentiments Marie Priesland, from From Slovenia to America...... 220 and Resolutions ...... 101 Lee Chew, “Biography of a Chinaman” ...... 221 Daniel Webster, Speech in the Senate ...... 108 Zalmen Yoffeh, quoted in How We Lived...... 225 John C. Calhoun, Speech in the Senate...... 109 George W. Plunkitt, quoted in Plunkitt of Henry Clay, from Clay’s Resolution ...... 109 Tammany Hall ...... 226 Chief Justice Roger B. Taney, writing for the Court in Andrew Carnegie, from “The Gospel of Wealth” ...... 231 Dred Scott v. Sandford ...... 112 Horatio Alger, from Brave and Bold...... 231 John Brown, from The Life and Letters of Mark Twain, from The Adventures of Huckleberry Finn . .232 Captain John Brown ...... 113 William Graham Sumner, from testimony to Frederick Douglass, from Narrative of Congress ...... 237 the Life of Frederick Douglass...... 114 Lester Frank Ward, from “Social Classes in the Light Harriet Jacobs, from Incidents in of Modern Sociological Theory” ...... 237 the Life of a Slave Girl ...... 115 William Jennings Bryan, quoted in America in the Gilded Age ...... 247 Henry King, quoted in Eyewitness: The Negro CHAPTER 3 • The Civil War and Reconstruction, in History ...... 249 1848–1877 Justice Henry Billings Brown, writing for the Court in Abraham Lincoln, First Inaugural Address ...... 125 Plessy v. Ferguson ...... 251 Abraham Lincoln, from the Gettysburg Address ...... 135 Justice John Marshall Harlan, writing the dissent in Plessy v. Ferguson ...... 251 CHAPTER 4 • Settling the West, Booker T. Washington, adapted from 1865–1890 Up From Slavery ...... 253 Charles Goodnight, from The West ...... 162 Vaqueros, from Gleason’s Pictorial Drawing-Room Companion ...... 164 Mariano Guadalupe Vallejo, quoted in Foreigners in Their Native Land...... 165 Chief Joseph, quoted in Bury My Heart at Wounded Knee ...... 174

T16 Primary Source Quotes

CHAPTER 7 • Becoming a World Power, CHAPTER 10 • The Jazz Age, 1872–1917 1921–1929 John Fiske, quoted in The Expansionists of 1898 ...... 263 Alice Roosevelt Longworth, quoted in The Perils of Alfred Thayer Mahan, from The Influence of Sea Prosperity, 1914–1932...... 363 Power Upon History...... 263 Calvin Coolidge, New York Times ...... 364 Albert J. Beveridge, quoted in The Meaning of the Times T. S. Eliot, excerpt from “The Hollow Men” ...... 383 and Other Speeches ...... 263 F. Scott Fitzgerald, excerpt from The Great Gatsby ...... 383 Albert J. Beveridge, from The Meaning of the Times. . . .273 Zora Neale Hurston, from Dust Tracks on a Road...... 389 William Jennings Bryan, from Speeches of Langston Hughes, “I, Too, Sing America”...... 389 William Jennings Bryan...... 273 Claude McKay, “If We Must Die”...... 389 William McKinley, from A Diplomatic History of W.E.B. Du Bois, quoted in When Harlem Was the American People ...... 274 in Vogue ...... 391 President Theodore Roosevelt, quoted in The Growth of the United States...... 280 CHAPTER 11 • The Great Depression Begins, 1929–1932 CHAPTER 8 • The Progressive Movement, Herbert Hoover, from “Rugged Individualism” 1890–1920 speech...... 401 Jacob Riis, from How the Other Half Lives ...... 293 Arthur Marx, quoted in 1929: The Year of Robert M. La Follette, from the Great Crash ...... 402 La Follette’s Autobiography ...... 295 John Steinbeck, quoted in The Grapes of Wrath ...... 407 Upton Sinclair, from The Jungle ...... 302 Carolyn Henderson, from Dust to Eat: Drought and Justice John Marshall Harlan, writing for the Court . . . .303 Depression in the 1930s ...... 407 Justice Oliver Wendell Holmes, dissenting ...... 303 John Steinbeck, quoted in Dust to Eat: Drought and John Muir, from The Yosemite...... 305 Depression in the 1930s ...... 409 Gifford Pinchot, from The Fight for Conservation ...... 305 Woodrow Wilson, from The New Freedom ...... 309 President Theodore Roosevelt, from The New CHAPTER 12 • Roosevelt and the New Deal, Nationalism ...... 309 1933–1941 W.E.B. Du Bois, from The Crisis ...... 312 President Franklin D. Roosevelt, from The Public Papers and Addresses of Franklin D. Roosevelt ...... 423 President Franklin D. Roosevelt, CHAPTER 9 • World War I and Its Aftermath, First Inaugural Address ...... 432 1914–1920 Raymond Moley, excerpted from Hard Times: John Works, from The Congressional Record ...... 325 An Oral History of the Great Depression (1970)...... 432 Robert Lansing, from War Memoirs of Robert Lansing . . .325 Gardiner C. Means, excerpted from Hard Times: President Woodrow Wilson, quoted in An Oral History of the Great Depression (1970)...... 433 the Congressional Record ...... 327 Herbert Hoover, The Challenge to Liberty...... 433 Justice Oliver Wendell Holmes, writing for the Alfred E. Smith, from address at Anti-New Deal Dinner, Court in Schenck v. United States...... 331 printed in the New York Times ...... 437 Justice Oliver Wendell Holmes, dissenting in Norman Thomas, from a broadcast radio speech, Abrams v. United States ...... 331 printed in the New York Times ...... 437 Lieutenant Howard V. O’Brien, Anonymous journalist, quoted in American Soldier’s Diary ...... 334 The Great Depression ...... 438 “German Atrocities Are Proved,” New York Times Chief Justice Charles E. Hughes, writing for the Court headlines...... 335 in Schechter Poultry Corp. v. United States ...... 443 Pamphlet for speakers from the Committee on Public Chief Justice Charles E. Hughes, writing for the Court in Information, quoted in the New York Times...... 335 NLRB v. Jones & Laughlin Steel Corporation ...... 443 Unnamed American Soldier, quoted in President Franklin D. Roosevelt, from The Public The American Spirit ...... 336 Papers and Addresses of Franklin D. Roosevelt ...... 444 Alvin York, from Sergeant York: His Own Life Story Dorothy Thompson, from the Washington Post ...... 445 and War Diary ...... 341 Warren G. Harding, quoted in Portrait of a Nation . . . . .353

T17 Primary Source Quotes

CHAPTER 13 • A World in Flames, Winston Churchill, address to Westminster College. . . . .536 1931–1941 President Harry S. Truman, address to Congress ...... 539 Franklin D. Roosevelt, quoted in Freedom From Fear. . .459 George C. Marshall, quoted in Winston Churchill, speech to Parliament, printed in Marshall: Hero for Our Times...... 540 the London Times ...... 464 President Harry S. Truman, from “Address to the Civil Frederic Morton, quoted in Defense Conference”...... 545 Facing History and Ourselves ...... 467 Joseph R. McCarthy, quoted in The Fifties...... 549 Elie Wiesel, from Night...... 469 Chief Justice Earl Warren, writing for the majority Leon Bass, quoted in Facing History and Ourselves...... 471 in Watkins v. United States ...... 551 André Lettich, from Nazism...... 472 Justice Tom Campbell Clark, author of the dissenting Nazi Decree, from Nazism ...... 472 opinion in Watkins v. United States ...... 551 Captain Luther D. Fletcher, diary, from World War II: John Foster Dulles, quoted in Rise to Globalism...... 555 From the Battle Front to the Home Front...... 473 President Franklin D. Roosevelt, address to Congress . .476 President Franklin D. Roosevelt, requests Congress CHAPTER 16 • Postwar America, 1945–1960 to declare war...... 479 President Harry S. Truman, quoted in The Growth of the American Republic ...... 567 CHAPTER 14 • America and World War II, Michael Harrington, from The Other America ...... 582 1941–1945 Michael Harrington, from The Other America ...... 585 Katie Grant, World War II riveter at Benjamin Reifel, quoted in The Earth Shall Weep ...... 586 Kaiser Richmond Shipyard ...... 488 General George C. Marshall, quoted in Miracle of World War II...... 489 CHAPTER 17 • The New Frontier and Vice Admiral Emory Land, quoted in the Great Society, Miracle of World War II...... 489 1961–1968 Carl Degler, from The History Teacher, vol. 23...... 490 Justice William Brennan, Jr., writing for the Court in Saunders Redding, from “A Negro Looks at This War”. . .491 Reynolds v. Sims ...... 599 Private Leon Beck, from Justice John Marshall Harlan, dissenting in Death March: The Survivors of Bataan ...... 495 Reynolds v. Sims ...... 599 Inez Sauer, quoted in The Homefront ...... 501 John F. Kennedy, Inaugural Address...... 603 Justice Hugo Black, writing for the Court in Korematsu v. United States...... 505 CHAPTER 18 • The Civil Rights Movement, Justice Owen J. Roberts, dissenting in 1954–1968 Korematsu v. United States...... 505 Chief Justice Earl Warren, writing for the Court in Lieutenant John Bentz Carroll, from Brown v. Board of Education ...... 625 D-Day: Piercing the Atlantic Wall ...... 512 Dissenting opinion in Brown v. Board of Education, Robert Sherrod, from Tarawa: The Story of a Battle . . . .512 from the “Southern Manifesto”...... 625 Japanese firebombing survivor, quoted in Martin Luther King, Jr., quoted in Parting the Waters: New History of World War II...... 521 America in the King Years...... 626 President Harry S. Truman, from Public Papers of Martin Luther King, Jr., Letter from Birmingham the Presidents...... 523 Jail, 1963...... 635 William Leahy, from I Was There ...... 523 John F. Kennedy, from Kennedy’s White House address, United Nations, excerpts from the Universal June 11, 1963 ...... 636 Declaration of Human Rights ...... 524 Martin Luther King, Jr., address to Washington, 1963 ...... 637 CHAPTER 15 • The Cold War Begins, Fannie Lou Hamer, from Documentary History of the 1945–1960 Modern Civil Rights Movement...... 640 George F. Kennan, “Moscow Embassy Telegram #511”. .535 James M. Lawson, Jr., from Andrei Zhdanov, from For a Lasting Peace “From a Lunch-Counter Stool” ...... 640 for a People’s Democracy ...... 535

T18 Primary Source Quotes

Anne Moody, excerpted from CHAPTER 22 • Resurgence of Conservatism, Coming of Age in Mississippi ...... 641 1980–1992 Stokely Carmichael, from the Midge Decter, quoted in Commentary ...... 740 New York Review of Books ...... 644 Ronald Reagan, quoted in Where’s the Rest of Me? . . . . .746 Malcolm X, from his speech “The Black Revolution” . . . . .645 Ronald Reagan, from Reagan’s First Inaugural Address ...... 748 Ronald Reagan, from the first presidential debate, CHAPTER 19 • The Vietnam War, October 7, 1984 ...... 749 1954–1975 Walter Mondale, from the first presidential debate, Dwight D. Eisenhower, quoted in America October 7, 1984 ...... 749 in Vietnam ...... 655 Ronald Reagan, from A Time for Choosing ...... 751 McGeorge Bundy, quoted in The Best and the Brightest . .659 George W. Ball, from speech delivered before the Northwestern University Alumni Association...... 659 CHAPTER 23 • A Time of Change, George F. Kennan, from testimony before the 1980–2000 Senate Foreign Relations Committee ...... 659 Strom Thurmond, statement to Ronald J. Glasser, quoted in Vietnam, A History ...... 660 the Judiciary Committee ...... 783 Dr. Martin Luther King, Jr., quoted in President Bill Clinton, letter to Congressional A Testament of Hope...... 666 leaders...... 783 Justice Hugo Black, New York Times v. United States . . .673 Vietnamese Immigrant, oral interview from Hearts Justice Harry Blackmun, dissenting in of Sorrow ...... 792 New York Times v. United States ...... 673 Diana, second generation Mexican American, Doug Johnson, quoted in Touched by the Dragon...... 675 oral interview from Narratives of Mexican American Women ...... 792 Michael Teague, oral interview from New Americans. . . .793 CHAPTER 20 • The Politics of Protest, 1960–1980 Students for a Democratic Society, from CHAPTER 24 • A New Century Begins, the Port Huron Statement ...... 683 2001–Present Bob Dylan, from “The Times They Are A-Changin’”...... 684 President George W. Bush, address to joint session Betty Friedan, from The Feminine Mystique ...... 687 of Congress, September 20, 2001...... 811 Shirley Chisholm, from speech before Congress, President George W. Bush, address to the Nation, August 10, 1970 ...... 689 October 7, 2001 ...... 813 Phyllis Schlafly, from the Phyllis Schlafly Report...... 689 Barack Obama, address on election night, Ernesto Galarza, from Barrio Boy...... 694 November 4, 2008 ...... 827 Marc Grossman, UFW spokesman, quoted in Stone Soup for the World ...... 696

CHAPTER 21 • Politics and Economics, 1968–1980 Richard Nixon, quoted in The Limits of Power...... 710 Chief Justice Warren Burger, writing for the Court in United States v. Nixon ...... 715 Bob Woodward, quoted in Nixon: An Oral History of His Presidency ...... 717 Ruth Baston, quoted in Freedom Bound...... 724

T19 Maps

Unit 1 Native American Cultures, c. 1500 ...... 5 See StudentWorks™ Plus or Settling the Thirteen Colonies, 1607–1750 ...... 12 glencoe.com. Triangular Trade and the Rise of Cities ...... 17 The Atlantic Slave Trade c. 1500–1800 ...... 18 Map entries in blue have been specially enhanced on The French and Indian War, 1754–1763 ...... 23 the StudentWorks™ Plus DVD and on glencoe.com. North America Following the Treaty of Paris, 1783 ...... 28 The Northwest Ordinance, 1787...... 36 These In Motion maps allow you to interact with The Ratification of the Constitution, layers of displayed data and to listen to audio 1787–1790 ...... 40 components. Presidential Election of 1800...... 81 The Louisiana Purchase, 1803 ...... 82 Building the National Road, 1811–1838 ...... 87 An Economy Built on Enslaved Labor, c. 1850...... 92 The Missouri Compromise ...... 95 Voting for the Compromise ...... 95 The War in the Trenches, 1914–1916 ...... 337 Effects of the Indian Removal Act, 1831–1842 ...... 98 U.S. Battles, 1918 ...... 340 Overland Trails West, 1840–1860 ...... 105 Alvin York and the Battle of the The War With Mexico, 1846–1848...... 106 Argonne Forest...... 341 Election of 1860 ...... 123 Changes in Europe, 1919 ...... 343 The Early Years of the Civil War, 1861–1863...... 131 June 1919 Bombings...... 350 Military Reconstruction, 1867...... 144 Presidential Election of 1916...... 352 Sharecropping in the South, 1880 ...... 148 Presidential Election of 1920...... 352 Unit 2 Unit 4 Mining Helps Build a Nation, 1848–1890 ...... 159 The Great Migration, 1917–1930 ...... 392 New States, 1850–1912...... 159 Presidential Election of 1928...... 401 Cattle Ranching and the Long Drive, c. 1870...... 162 The TVA, 1940...... 428 Farming the American West, 1870–1900...... 167 Native American Battles and Reservations, Unit 5 1860–1890 ...... 171 The Rise of Dictators, 1922–1933...... 455 Natural Resource Sites of the United States, Japan Invades Manchuria, 1931...... 456 c. 1890 ...... 183 Italy Invades Ethiopia, 1935 ...... 456 The Transcontinental Railroad Connects the Nation...... 189 The Spanish Civil War, 1936–1939...... 457 Federal Land Grants to Railroads, 1870...... 191 The Causes of World War II in Europe, Strikes and Labor Unrest, 1870–1900 ...... 203 1935–1939 ...... 461 “Old” and “New” Immigrants to the United States, The Holocaust, 1939–1945 ...... 470 1865–1914 ...... 215 Sending Aid to Britain, 1939–1941...... 477 Immigration Settlement Patterns ...... 217 The Bataan Death March, April 1942...... 495 The Election of 1896 ...... 246 The Battle of Midway, 1942 ...... 496 The Exodus to Kansas ...... 249 Migration in the United States, 1940–1950...... 503 Unit 3 The War in Europe and North Africa, 1942–1945 ...... 509 The Battle for Cuba, 1898...... 270 Island-Hopping in the Pacific, 1942–1945 ...... 513 The Battle for the Philippines ...... 271 The Battle for Omaha Beach...... 516 The Open Door Policy and the The Axis Before the War, 1939 ...... 519 Boxer Rebellion ...... 277 The Axis at Its Peak, 1942 ...... 519 The Roosevelt Corollary and Dollar Diplomacy, The Axis at German Surrender, 1945...... 519 1903–1934 ...... 281 The Division of Germany, 1945 ...... 533 Woman Suffrage, 1869–1920 ...... 297 The Division of Berlin, 1945 ...... 533 Presidential Election of 1912 ...... 309 The Iron Curtain in Europe, 1948...... 536 Federal Reserve System ...... 310 NATO Is Born, 1949...... 541 Militarism and Alliances in Europe, 1914 ...... 321

T20 B raThe Texas War for zo Independence,s 1835–1836 Maps R . Bo undary c

laimed by Me REPUBLIC OF TEXAS Unit 6 C o l The Presidential Election of 1960 ...... 597 xi o c r o a d La. o The Cuban Missile Crisis, October 1962...... 606 R Washington-on- . the-Brazos Why Did Vietnam Matter to the United States? ...... 655 Alamo, San Jacinto ON 1836 March 6, 1836 UST April 21, 1836 Vietnam, 1959 ...... 656 HO San Antonio The Vietnam War, 1965–1973 ...... 660 Bexar, Gonzales, Presidential Election of 1968 ...... 668 Dec. 10, 1835 Oct. 2, 1835 Brazoria

6 Goliad, 3 8 March 20, 1836 Unit 7 1 Refugio, A s R. March 14, 1836 Presidential Election of 1976...... 721 N e ec 28°N N u A N San Patricio N The Rise of the Sunbelt, 1950–1980...... 742

U Feb. 27, 1836 T

B R N Revolutions in Eastern Europe ...... 763

o R A W E u E S n A d The Persian Gulf War, 1991 ...... 764 a r 1 S y 8 c 3 Gulf of Mexico Presidential Election of 1992...... 766 R la io im 6 e G d b Estimated Unauthorized Resident Population, ra y Te nd xas e Mexican forces 26°N 2000 ...... 789 Mexican victory The Global Auto Industry ...... 795 Texan forces Presidential Election of 2000 ...... 805 MEXICO Texan victory Major Terrorist Attacks Involving Al-Qaeda, 1993–Present .810 Austin’s colony Presidential Election of 2008...... 826 0 200 kilometers Disputed territory 0 200 miles 24°N Albers Equal-Area projection 96°W 94°W

The Korean War, June–September 1950...... 542 The Korean War, September–November 1950...... 543 The Korean War, November–January 1951 ...... 543 The Korean War, January 1951–July 1953 ...... 543 Presidential Election of 1948 ...... 569 Interstate Highway System ...... 570 Major Cities with High Poverty Rates, 1960...... 584 Appalachia ...... 586

T21 Charts & Graphs

Unit 1 Women Earning College Degrees...... 379 Major Cities, c. 1760 ...... 17 Murder Rate, 1920–1940 ...... 380 Wealth of Elected Officials ...... 35 African American Population ...... 392 Comparing Constitutions ...... 38 Stock Prices, 1920–1932 ...... 402 Percent of Delegates Voting for Ratification...... 40 Bank Failures, 1928–1933...... 403 Origins of the Bill of Rights ...... 79 Unemployment, 1928–1938...... 403 Distribution of Slave Labor ...... 92 Cyclical Effect ...... 404 Resources of the Union and of the Confederacy...... 127 Income and Spending ...... 404 Casualties of the Civil War ...... 136 Value of Exports, 1929–1932 ...... 404 American War Deaths ...... 136 Union Membership, 1933–1940...... 438 The Federal System ...... 48 Checks and Balances...... 49 Unit 5 The Federal Court System...... 52 The Neutrality Acts, 1935–1937 ...... 458 The Amendment Process ...... 54 U.S. Output of Military Products...... 487 U.S. Armed Forces, 1939–1946 ...... 490 Unit 2 Women Working ...... 501 Gold and Silver Production, 1845–1905 ...... 159 Major Cities, 1940 and 1947...... 503 Native American Population ...... 178 World War II Deaths ...... 519 Mineral Production, 1865–1900...... 183 Marshall Plan Aid to Major Countries ...... 539 Miles of Track, 1870–1890 ...... 191 College Enrollment ...... 567 Types of Business Organizations ...... 195 New Home Construction...... 567 Annual Nonfarm Earnings...... 201 The Baby Boom, 1940–1970...... 573 The U.S. Economy, 1870–1900...... 202 Union Membership, 1880–1900...... 202 Unit 6 Comparing Major Strikes ...... 205 Poverty Rate in America, 1960–2000 ...... 611 Immigration, 1865–1914...... 215 Economic Status of African Americans...... 646 Farm Prices, 1870–1900 ...... 243 African Americans in House of Representatives and Senate, 1961–2001 ...... 646 Unit 3 African Americans Elected by Office...... 646 Exports and Imports, 1865–1900 ...... 263 Opposition to the Vietnam War ...... 667 U.S. Investment in Cuba, 1897 ...... 269 U.S. Troops in Vietnam, 1961–1974...... 671 U.S. Deaths in the Spanish-American War...... 270 Women in the Workforce ...... 690 U.S. Investments in Central America, 1911 ...... 281 Median Income, 1970–2000...... 690 New Types of Government ...... 295 Growth of Latino Population in the U.S...... 693 The Growth of Armies, 1870–1914 ...... 321 Paying for World War I ...... 329 Unit 7 Workers on Strike, 1916–1921 ...... 349 The Nuclear Arms Race, 1972...... 710 Price of Gasoline, 1970–1990...... 713 Unit 4 Inflation and Unemployment Rates ...... 721 U.S. Budget, 1919–1928 ...... 364 Security Prices, 1980–1990...... 755 Unemployment, 1919–1928...... 364 Farm Income and Debt, 1975–1990...... 758 U.S. Income Tax Receipts ...... 365 How People Use Computers...... 776 The Washington Conference, Computer and Internet Use, 1997–2003 ...... 776 November 1921–February 1922...... 366 Deaths of Persons Attempting to Cross the Growth of Consumer Debt, 1920–1933...... 373 Border Illegally ...... 790 Average Hourly Earnings, 1929 ...... 374 Rise of Global Trade and Global GDP ...... 796 Annual Earnings, 1920–1930 ...... 374 European Immigration, 1900–1924 ...... 377

T22 Scavenger Hunt

he American Vision: Modern Times contains a wealth of information. T The trick is to know where to look to access all the information in the book. If you go through this scavenger hunt, either alone or with your teacher or parents, you will quickly learn how the textbook is organized and how to get the most out of your reading and study time. Let’s get started!

How many units and chapters are in the book? What is the difference between the glossary and7 theunits, index? 24 chapters index: lists page numbers for various topics Every chapter contains primary sources—quotes or documentsglossary: from de nes terms; the era. Where else can you fi nd primary sources in the textbook? Primary Sources features, and in Documents in American History and American Literature Library In what special feature can you fi nd the defi nition in Analyzing of a physical map, a political map, and a special- in the Appendix purpose map? the Geography Handbook If you want to quickly fi nd all the maps, charts, and graphs about World War II, where in the front do you look? look in the Table of Contents How can you fi nd nformationi about civil rights activist Martin Luther King, Jr.? look in the Index Where can you fi nd an overview of the major events of the Vietnam War discussed in Chapter 19? in the Visual Summary at the end of the chapter Where are the key terms and names for Chapter 8, Section 3 listed and how are they highlighted in the text? , Review; boldfaced and highlighted in yellow in the textlisted in the Guide to Reading and Section The Web site for the book is listed six times in Chapter 16. After fi nding all six, list how the Web site can help you. resources, and practice tests provides previews, additional ac Which of the book’s main features will provide you with strategies fortivities and improving your studying and writing skills? in the Appendix The Skillbuilder Handbook

T23 Big Ideas in History

Themes in the

American Vision: Modern Times As you read The American Vision: modern times, you will be given help in sorting out all the information you encounter. This textbook organizes the events of your nation’s past and present around 10 themes. A theme is a concept, or main idea, that happens again and again throughout history. By recognizing these themes, you will better understand events of the past and how they affect you today.

Culture and Beliefs Being aware of cultural differences helps us understand ourselves and others. People from around the world for generations have sung of the “land of the Pilgrims’ pride, land where our fathers died,” even though their ancestors arrived on these shores long after these events occurred. Past and Present Recognizing our historic roots helps us understand why things are the way they are today. This theme includes political, social, religious, and economic changes that have influenced the way Americans think and act.

T24 Big Ideas in History

Government and Society Trade, War, and Migration Understanding the workings of Events much bigger than any government helps us become individual also shape the course better citizens. Abraham Lincoln of history. Being aware of global explained the meaning of democ- interdependence helps us make racy as “government of the people, decisions and deal with the dif- by the people, for the people.” ficult issues we will encounter. Democracy, at its best, is “among” Trade, war, and the movement the people. of people between nations have altered the nation’s history. Geography and History Science and Technology Understanding geography helps Americans have always been Struggles for Rights us understand how humans quick to adopt innovations. The For a democratic system to survive, interact with their environment. nation was settled and built by its citizens must take an active role The United States succeeded in people who gave up old ways in in government. The foundation part because of its rich natural favor of new. Americans’ lives are of democracy is the right of every resources and its vast open spaces. deeply influenced by technology, person to take part in government In many regions, the people the use of science, and machines. and to voice one’s views on issues. changed the natural landscape to Perhaps no machine has so shaped An appreciation for the struggle to fulfill their wants and needs. modern life as the automobile. preserve these freedoms is vital to Individual Action Understanding the role of science the understanding of democracy. and technology helps us see their Responsible individuals have often impact on our society and the roles stepped forward to help lead the they will play in the future. Using nation. Americans’ strong values helped create such individuals. Economics and Society the Big These values spring in part from The free enterprise economy of the earlier times when the home was Ideas United States is consistent with the center of many activities, the nation’s history of rights and including work, education, and freedoms. Freedom of choice in You will find Big Ideas at the spending time with one’s family. economic decisions supports other beginning of every section of every chapter. You are asked questions Group Action freedoms. Understanding the concept of free enterprise is basic to that help you put it all together Identifying how political and studying American history. to better understand how ideas social groups and institutions and themes are connected across operate helps us work together. time—and to see why history is From the beginning, Americans important to you today. formed groups and institutions to act in support of their economic, political, social, and religious beliefs.

T25 Teacher Edition Walk––ThroughCorrelation of The American Vision: Modern Times to the NCSS Thematic Strands

Theme and Performance Expectations Student Pages I. Culture The study of culture helps students understand similarities and differences within groups of people. By studying a culture’s beliefs, values, and traditions, students begin to gain a perspective that helps them relate to different groups. In high school, students can understand and use complex cultural concepts such as adaptation, assimilation, and acculturation to explain how culture and cultural systems function. The American Vision: Modern Times Related Theme: Culture and Traditions A. Analyze and explain the ways groups, societies, and cultures address human 4–6, 9–21, 22–29, 34–41, 76–103, 107–116, 230–241, 242–247, 292–314, 376–381, needs and concerns. 546–553, 610–616, 622–648, 682–698, 740–745 B. Predict how data and experiences may be interpreted by people from diverse 5, 34–41 cultural perspectives and frames of reference. C. Apply an understanding of culture as an integrated whole that explains the 4–6, 8, 34–36, 91, 100, 104–105, 214–219, 222–229, 230–233, 236–239, 240–241, functions and interactions of language, literature, the arts, traditions, beliefs 376–379, 382–387, 388–393, 406–409, 572–574, 576–579, 682–697, 774–777 and values, and behavior patterns.

D. Compare and analyze societal patterns for preserving and transmitting culture 8–13, 16–18, 104–105, 164–165, 166–169, 214–219, 224–229 while adapting to environmental or social change. E. Demonstrate the value of cultural diversity, as well as cohesion, within and 4–6, 514, 754–759, 788–791 across groups. F. Interpret patterns of behavior reflecting values and attitudes that contribute or 4–8, 16–21, 94–96, 102–103, 104–105, 214–221, 376–381, 466–473, 582–587, pose obstacles to cross-cultural understanding. 620–648, 788–798, 808–810 G. Construct reasoned judgments about specific cultural responses to persistent R7–R14 human issues. H. Explain and apply ideas, theories, and modes of inquiry drawn from anthropol- 4, 231–232, 236–238, 582 ogy and sociology in the examination of persistent issues and social problems. II. Time, Continuity, and Change Understanding time, continuity, and change involves being knowledgeable about what things were like in the past and how things change and develop over time. Knowing how to read and reconstruct the past helps students gain a historical perspective. In high school, students examine the past’s relationship with the present while extrapolating into the future. They also integrate individual stories about people, events, and situations to form a more complete conception, in which continuity and change persist in time and across cultures. Students will use their knowledge of history to make informed choices and decisions in the present. The American Vision: Modern Times Related Theme: Continuity and Change A. Demonstrate that historical knowledge and the concept of time are socially 24, 114–115, 124, 184, 220–221, 296, 334–335, 426, 432–433, 472–473, 510, 520, influenced constructions that lead historians to be selective in the questions 632, 640–641, 792–793, 816 they seek to answer and the evidence they use.

B. Apply key concepts such as time, chronology, causality, change, conflict, and 7, 24, 81, 96, 102, 124, 132, 142, 145, 160, 184, 246, 278, 296, 326, 350, 392, 426, 428, complexity to explain, analyze, and show connections among patterns of his- 478, 510, 520, 556, 584, 612, 626, 632, 756, 809, 816 torical change and continuity.

C. Identify and describe significant historical periods and patterns of change 4–8, 22–29, 124–139, 140–150, 180–211, 620–651, 686–701, 774–779 within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states, and social, economic, and political revolutions. D. Systematically employ the processes of critical historical inquiry to reconstruct 114–115, 220–221, 334–335, 432–433, 472–473, 640–641, 792–793 and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality.

T26

Theme and Performance Expectations Student Pages E. Investigate, interpret, and analyze multiple historical and contemporary viewpoints 26–27, 114–115, 220–221, 236–237, 272–273, 304–305, 324–325, 334–335, within and across cultures related to important events, recurring dilemmas, and 432–433, 436–437, 472–473, 522–523, 534–535, 640–641, 658–659, persistent issues, while employing empathy, skepticism, and critical judgment. 688–689, 748–749, 782–783, 792–793 F. Apply ideas, theories, and modes of historical inquiry to analyze historical and 7, 81, 89, 102, 132, 142, 246, 201,303, 326, 331, 392, 443, 478, 505, 551, 556, contemporary developments, and to inform and evaluate actions concerning public 594, 625, 626, 673, 715, 809 policy issues. III. People, Places, and Environments The study of people, places, and environments will help students as they create their spatial views and geographic perspectives of the world. Students begin to make informed and critical decisions about the relationship between humans and their environment. In high school, geographic concepts become central to students’ comprehension of global connections as they expand their knowledge of diverse cultures, both historical and contemporary. The American Vision: Modern Times Related Theme: Geography and History A. Refine mental maps of locales, regions, and the world that demonstrate under- GH9, 5, 12, 17, 28, 36, 82, 95, 98, 105, 159, 162, 167, 183, 215, 277, 281, 288, 321, standing of relative locations, direction, size and shape. 343, 357, 455, 456, 457, 461, 470, 477, 533, 536, 541, 655, 656, 742, 763, 764, 795, 810 B. Create, interpret, use, and synthesize information from various representations of GH3–GH13, 5, 12, 17, 18, 19, 44, 23, 28, 36, 40, 82, 87, 90–91, 92, 95, 98, 118, the earth, such as maps, globes, and photographs. 105, 106, 123, 131, 152, 144, 148, 159, 162, 167, 171, 183, 189, 191, 203, 215, 217, 249, 270, 271, 277, 281, 288, 297, 309, 310, 316, 321, 337, 340, 341, 343, 350, 352, 357, 392, 396, 401, 418, 428, 448, 455, 456, 457, 461, 470, 477, 495, 496, 503, 509, 513, 516, 519, 528, 533, 536, 541, 542, 543, 562, 569, 570, 597, 606, 650, 655, 656, 660, 668, 678, 700, 721, 736, 742, 763, 764, 766, 795, 805, 810, 821, 830 C. Use appropriate resources, data sources, and geographic tools such as aerial GH3–GH13, 5, 12, 17, 18, 19, 44, 23, 28, 36, 40, 82, 87, 92, 95, 98, 118, 105, 106, photographs, satellite images, geographic information systems (GIS), map projec- 123, 131, 152, 144, 148, 159, 162, 167, 171, 183, 189, 191, 203, 215, 217, 249, tions, and cartography to generate, manipulate, and interpret information such as 270, 271, 277, 281, 288, 297, 309, 310, 316, 321, 337, 340, 341, 343, 350, 352, atlases, databases, grid systems, charts, graphs, and maps. 357, 392, 396, 401, 418, 428, 448, 455, 456, 457, 461, 470, 477, 495, 496, 503, 509, 513, 516, 519, 528, 533, 536, 541, 542, 543, 562, 569, 570, 597, 606, 650, 655, 656, 660, 668, 678, 700, 721, 736, 742, 763, 764, 766, 795, 805, 810, 821, 830 D. Calculate distance, scale, area, and density, and distinguish spatial distribution 36, 167, 191, 215, 217, 396, 760 patterns. E. Describe, differentiate, and explain the relationships among various regional and 4–6, 9–13, 90–93, 104–105, 158–169, 182–183, 730–734 global patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural resources, and population.

F. Use knowledge of physical system changes such as seasons, climate and weather, 168–169, 407, 410–411 and the water cycle to explain geographic phenomena. G. Describe and compare how people create places that reflect culture, human needs, 222–229, 754–755, 760 government policy, and current values and ideals as they design and build specialized buildings, neighborhoods, shopping centers, urban centers, industrial parks, and the like. H. Examine, interpret, and analyze physical and cultural patterns and their interac- 4–6, 9–21, 90–93, 104–105, 105–107, 158–169, 214–221, 407, 410–411, tions, such as land use, settlement patterns, cultural transmission of customs and 730–731, 798 ideas, and ecosystem changes.

I. Describe and assess ways that historical events have been influenced by, and have 4–6, 16–21, 90–93, 104–105, 158–169, 214–221, 242–247, 262–286, influenced, physical and human geographic factors in local, regional, national, and 320–327, 407, 410–411, 454–465, 532–547, 602–609, 654–663, 730–731, global settings. 794–798, 808–825

T27 Theme and Performance Expectations Student Pages J. Analyze and evaluate social and economic effects of environmental changes 168–169, 294–295, 407, 410–411, 730–731, 824–825 and crises resulting from phenomena such as floods, storms, and drought. K. Propose, compare, and evaluate alternative policies for the use of land and 158–169, 182–193, 304–305, 407, 410–411, 730–734, 760 other resources in communities, regions, nations, and the world. IV. Individual Development and Identity People and culture influence a person’s identity. Examining the different forms of human behavior improves one’s understanding of social relationships and the development of personal identity. The study of human behavior helps students become aware of how social processes influence a person’s identity. In high school, students use methods from the behavioral sciences to examine individuals, societies, and cultures. The American Vision: Modern Times Related Theme: Individual Action A. Articulate personal connections to time, place, and social/cultural system. 102–103, 160, 184–185, 200–207, 248–253, 270, 336–345 B. Identify, describe, and express appreciation for the influence of various histori- 230–239, 292–299, 388–393, 490–501, 496 cal and contemporary cultures on an individual’s daily life. C. Describe the ways family, religion, gender, ethnicity, nationality, socioeco- 165, 174, 196–197, 207, 255–256, 296–297 nomic status, and other group and cultural influences contribute to the development of a sense of self. D. Apply concepts, methods, and theories about the study of human growth and 174, 196–197, 198 development, such as physical endowment, learning, motivation, behavior, perception, and personality. E. Examine the interaction of ethnic, national, or cultural influences in specific 164–165, 254–259, 269–270, 312–315 situations or events. F. Analyze the role of perceptions, attitudes, values, and beliefs in the develop- 206, 300–305, 332–333 ment of personal identity. G. Compare and evaluate the impact of stereotyping, conformity, acts of altruism, 170–175, 255–256, 313, 342–345 and other behaviors on individuals and groups. H. Work independently and cooperatively within groups and institutions to 83, 422–431 accomplish goals. I. Examine factors that contribute to and damage one’s mental health and ana- 230–239, 299, 729 lyze issues related to mental health and behavioral disorders in contemporary society. V. Individuals, Groups, and Institutions Institutions, such as schools, governments, and churches, influence people and often reflect a society’s values. Because of the vital role that institutions play in people’s lives, it is important that students know how institutions develop, what controls and influences them, and how humans react to them. High school students must understand the traditions and theories that support social and political traditions. The American Vision: Modern Times Related Theme: Groups and Institutions A. Apply concepts such as role, status, and social class in describing the connec- 96–99, 200–207, 301, 440–445 tions and interactions of individuals, groups, and institutions in society. B. Analyze group and institutional influences on people, events, and elements of 94–96, 96–99, 91, 100, 105, 111–113, 126–129, 133, 140–144, 145–147, 200–207, culture in both historical and contemporary settings. 292–299, 388–393, 412–415, 422–431, 440–445, 486–493, 730–733

C. Describe the various forms institutions take, and explain how they develop and 94–96, 96–99, 100–101, 105–107, 111–113, 126–129, 140–144, 145–147, 201–207, change over time. 388–393, 412–415, 422–431 D. Identify and analyze examples of tensions between expressions of individual- 91, 100, 133, 140–144, 486–493, 682–685 ity and efforts used to promote social conformity by groups and institutions. E. Describe and examine belief systems basic to specific traditions and laws in 94–96, 105, 111–113, 133, 254–256, 314, 388–393, 440–445, 486–493, 730–733, contemporary and historical movements. 740–745

F. Evaluate the role of institutions in furthering both continuity and change. 94–96, 96–99, 105, 126–129, 133, 140–144, 200–207, 292–299, 388–393, 412–415, 422–431, 730–733

T28 Theme and Performance Expectations Student Pages G. Analyze the extent to which groups and institutions meet individual needs and 91, 100, 145–147, 200–207, 292–299, 412–415, 422–431, 730–733 promote the common good in contemporary and historical settings. H. Explain and apply ideas and modes of inquiry drawn from behavioral science 4, 231–232, 236–238, 582 and social theory in the examination of persistent issues and social problems. VI. Power, Authority, and Governance Studying structures of power, authority, and governance and their functions in the United States and around the world is important for developing a notion of civic responsibility. Students will identify the purpose and characteristics of various types of government and how people try to resolve conflicts. Students will also examine the relationship between individual rights and responsibilities. High school students study the various systems that have been developed over time to allocate and employ power and authority in the governing process. The American Vision: Modern Times Related Theme: Government and Democracy A. Examine persistent issues involving the rights, roles, and status of the indi- 22–29, 37–41, 92–93, 96–99, 100–103, 107–116, 132, 140–144, 242–247, 248–253, vidual in relation to the general welfare. 292–299, 501–504, 505, 622–647, 682, 697, 740–745 B. Explain the purpose of government and analyze how its powers are acquired, 30–33, 34–41, 46–75, 89, 132, 142, 251, 303, 331, 443, 505, 551, 599, 625, 673, 715 used, and justified. C. Analyze and explain ideas and mechanisms to meet needs and wants of 46–55, 89, 96–99, 100–103, 107–116, 125–139, 140–149, 170–176, 200–208, 242– citizens, regulate territory, manage conflict, establish order and security, and 247, 251, 292–314, 331, 422–439, 443, 505, 551, 599, 622–648, 673, 682–698, 715 balance competing conceptions of a just society. D. Compare and analyze the ways nations and organizations respond to conflicts 214–221, 376–381, 723–729, 788–793 between forces of unity and forces of diversity. E. Compare different political systems (their ideologies, structure, institutions, 6–13, 105–107, 454–459, 466–473, 532–537, 762–770, 808–819 processes, and political cultures) with that of the United States, and identify rep- resentative political leaders from selected historical and contemporary settings. F. Analyze and evaluate conditions, actions, and motivations that contribute to 80–81, 86–88, 94–96, 105–108, 107–116, 140–144, 170–176, 262–286, 320–327, conflict and cooperation within and among nations. 348–354, 454–479, 532–545, 602–609, 654–675, 762–767, 808–819 G. Evaluate the role of technology in communications, transportation, 90, 91–93, 128, 160–161, 168, 182–185, 190, 223, 338, 370, 463, 555, 604–605, information-processing, weapons development, or other areas as it contributes 754–755, 774–779 to or helps resolve conflicts. H. Explain and apply ideas, theories, and modes of inquiry drawn from political 18–20, 20–21, 582, 708 science to the examination of persistent ideas and social problems. I. Evaluate the extent to which governments achieve their stated ideals and poli- 34–36, 83, 147–149, 175, 342–344, 412–415, 440–445, 454–465, 518–525, cies at home and abroad. 614–615, 670–675, 722–723, 752–753, 762–767 J. Prepare a public policy paper and present and defend it before an appropriate 317 forum in school or community. VII. Production, Distribution, and Consumption Societies try to meet people’s needs and wants by trying to answer the basic economic questions: What is to be produced? How should goods be produced? How should goods and services be distributed? How should land, labor, capital, and management be allocated? By studying how needs and wants are met, students learn how trade and government economic policies develop. In high school, students develop economic perspectives and a deeper understanding of key economic concepts and processes. The American Vision: Modern Times Related Theme: Economic Factors A. Explain how the scarcity of productive resources (human, capital, technologi- 6–21, 90–93, 182–199, 214–221, 262–267, 400–405, 794–797 cal, and natural) requires the development of economic systems to make decisions about how goods and services are to be produced and distributed. B. Analyze the role that supply and demand, prices, incentives, and profits play in 16–21, 90–93, 162–163, 194–199, 400–405, 754–755 determining what is produced and distributed in a competitive market system. C. Consider the costs and benefits to society of allocating goods and services 16–21, 90–93, 158–169, 182–207, 292–313, 328–335, 400–405, 422–439, 500–507, through private and public sectors. 610–615, 754–755, 794–797

T29 Theme and Performance Expectations Student Pages D. Describe the relationships among the various economic institutions that 147–149, 194–199, 200–207, 320–322, 400–405, 566–571, 746–753, 774–777 comprise economic systems such as households, business firms, banks, government agencies, labor unions, and corporations. E. Analyze the role of specialization and exchange in economic processes. 147–149, 194–199

F. Compare how values and beliefs influence economic decisions in different societies. 4–6, 158–165, 186–187, 202, 362–367, 566–571, 740–745, 762–767, 774–777, 780–787 G. Compare basic economic systems according to how rules and procedures deal 201–207, 242–247, 298–302, 306–307, 310–312, 746–753 with demand, supply, prices, the role of government, banks, labor and labor unions, savings and investments, and capital. H. Apply economic concepts and reasoning when evaluating historical and 342 contemporary social developments and issues. I. Distinguish between the domestic and global economic systems, and explain 158–165, 242–247, 262–267 how the two interact. J. Apply knowledge of production, distribution, and consumption in the analysis 610–615, 730–733, 780–787, 794–797 of a public issue such as the allocation of health care or the consumption of energy, and devise an economic plan for accomplishing a socially desirable outcome related to that issue. K. Distinguish between economics as a field of inquiry and the economy. 362–367, 440–445, 746–753

VIII. Science, Technology, and Society The study of science, technology, and society is ever changing. It raises questions about who will benefit from it and how fundamental values and beliefs can be preserved in a technology-driven society. In high school, students will confront issues that balance the benefits of science and technology against the accompanying social consequences. The American Vision: Modern Times Related Theme: Science and Technology A. Identify and describe both current and historical examples of the interaction 6–8, 90–93, 104–105, 161, 168–169, 222–227, 276–283, 368–375, 422–431, and interdependence of science, technology, and society in a variety of 602–607, 630–639, 654–661, 754–759, 774–777 cultural settings. B. Make judgments about how science and technology have transformed the 6–8, 14–15, 90–93, 104–105, 128, 168, 190, 222–227, 284–285, 338, 368–375, physical world and human society and our understanding of time, space, place, 422–431, 463, 554–559, 602–607, 754–759, 774–777 and human-environment interactions. C. Analyze how science and technology influence the core values, beliefs, and 6–8, 90–93, 368–375, 546–553, 602–607, 754–759, 774–777 attitudes of society, and how core values, beliefs, and attitudes of society shape scientific and technological change. D. Evaluate various policies that have been proposed as ways of dealing with 284–285, 730–733, 774–777 social changes resulting from new technologies, such as genetically engineered plants and animals. E. Recognize and interpret varied perspectives about human societies and the 6–8, 14–15, 794–797 physical world using scientific knowledge, ethical standards, and technologies from diverse world cultures. F. Formulate strategies and develop policies for influencing public discussions 730–733, 796–797 associated with technology-society issues, such as the greenhouse effect. IX. Global Connections As countries grow more interdependent, understanding global connections among world societies becomes important. Students will analyze emerging global issues in many different fields. They will also investigate relationships among the different cultures of the world. High school students will address critical issues such as peace, human rights, trade, and global ecology. The American Vision: Modern TImes Related Theme: Global Connections A. Explain how language, art, music, belief systems, and other cultural elements 6–8, 9–13, 16–21, 376–393, 554–559, 804–827 can facilitate global understanding or cause misunderstanding.

T30 Theme and Performance Expectations Student Pages B. Explain conditions and motivations that contribute to conflict, cooperation, 22–26, 83, 86–88, 94–96, 105–108, 122–145, 268–283, 318–353, 450–559, 652– and interdependence among groups, societies, and nations. 697, 762–767, 808–819 C. Analyze and evaluate the effects of changing technologies on the global 91, 92–93, 100, 114–115, 182–193, 382–387, 572–581, 730–736, 774–778 community. D. Analyze the causes, consequences, and possible solutions to persistent, 420–445, 610–615, 620–647, 680–697, 724–733, 740–745, 802–827 contemporary, and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality. E. Analyze the relationships and tensions between national sovereignty and 22–29, 83, 262–283, 320–327, 454–459, 518–525, 530–559, 602–609, 652–663, global interests, in such matters as territory, economic development, nuclear 706–711, 730–733, 762–768, 808–819 and other weapons, use of natural resources, and human rights concerns. F. Analyze or formulate policy statements demonstrating an understanding of 6–8, 16–21, 454–459, 466–471, 622–647, 682–697 concerns, standards, issues, and conflicts related to universal human rights. G. Describe and evaluate the role of international and multinational 532–537, 538–545, 780–787, 794–797 organizations in the global arena. H. Illustrate how individual behaviors and decisions connect with global systems. 780–787, 794–797, 804–827 X. Civic Ideals and Practices Understanding civic ideals and practices is crucial to complete participation in society and is the main purpose of social studies. Students will learn about civic participation and the role of the citizen within his or her community, country, and world. High school students learn, through experience, to identify social needs, setting directions for public policy, and working to support both individual dignity and the common good. The American Vision: Modern Times Related Theme: Civic Rights and Responsibilities A. Explain the origins and interpret the continuing influence of key ideals of the 22–24, 30–33, 46–75, 107–11, 596–601, 642–647, 682–697, 724–727, 788–791 democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law. B. Identify, analyze, interpret, and evaluate sources and examples of citizens’ 22–24, 30–33, 46–75, 107–11, 466–471, 546–553 rights and responsibilities. C. Locate, access, analyze, organize, synthesize, evaluate, and apply information 80–81, 107–11, 122–126, 140–144, 546–553, 596–601, 642–647, 664–669 about selected public issues—identifying, describing, and evaluating multiple points of view. D. Practice forms of civic discussion and participation consistent with the ideals of 103, 601, 629, 661, 669, 691, 711, 723, 745, 754, 791, 797, 807, 813 citizens in a democratic republic. E. Analyze and evaluate the influence of various forms of citizen action and 102–103, 200–207, 242–247 public policy. F. Analyze a variety of public policies and issues from the perspective of formal 102–103, 200–207, 242–247 and informal political actors. G. Evaluate the effectiveness of public opinion in influencing and shaping public 102–103, 200–207, 242–247 policy developments and decision-making. H. Evaluate the degree to which public policies and citizen behaviors reflect or 80–81, 94–96, 96–103, 104–107, 107–126, 140–149, 200–207, 212–253, 262–267, foster the stated ideals of a democratic republican form of government. 276–283, 290–313, 360–393, 398–417, 420–445, 564–587, 594–615, 620–647, 680–697, 704–733, 738–767, 780–787, 802–827 I. Construct a policy statement and an action plan to achieve one or more goals 103, 659, 661, 669, 691, 745, 754, 791, 797 related to an issue of public concern. J. Participate in activities to strengthen the “common good,” based upon careful 629, 759, 813 evaluation of possible options for citizen action.

T31 Using the Teacher Wraparound Edition

To Teachers: Welcome to the Teacher Wraparound Edition of The American Vision: Modern Times. We have created this teacher edition based on input from experienced teachers and educational consultants. Our goal is to provide you with teaching strategies and activities that are labeled for you at point-of-use. The following pages will show the structure of the Teacher Wraparound Edition.

Student-Based Instruction

Point-of-Use Differentiated Review and Assessment and ● Strategies and activ- Instruction Reinforcement Intervention ities apply directly ● Leveled activities ● Reading and critical ● Chapter Assessments to student content. and options for dif- thinking skills are provide standard- ferentiated instruc- reinforced through- ized test practice. tion help meet the out the lesson. ● Assessments gauge needs of all your student mastery of students, including content. English language ● Additional resources learners. provide intervention options.

T32 Using the Teacher Wraparound Edition

Planning and Teaching the Unit Planning pages appear at the beginning of each unit. Pacing Chart Author Note Provides time management suggestions for Highlights author’s ideas for teaching teaching the unit the unit

Unit Planning Guide Introducing Unit

UNIT PACING CHART Unit 3 Chapter 7 Chapter 8 Chapter 9 Unit 3 Author Note Day 1 Unit Opener Chapter 7 Opener, Chapter 8 Opener, Chapter 9 Opener, Wrap-Up/Project, Section 1 Section 1 Section 1 Unit Assessment Dear American History Teacher: Day 2 Section 2 Section 2 Section 2 The great industrial development of the United States in the second half of the nineteenth century trans- Day 3 Section 3 Section 3 Section 3 formed the character of the nation. It also produced new pressures and new problems that shaped the era that began with the depression of 1893 and led ulti- Day 4 Chapter Chapter Section 4 mately to America’s entry into World War I. Assessment Assessment The rapidly expanding economic growth of the industrial era led Day 5 Chapter America to look for new sources of raw materials and new markets for Assessment the nation’s goods. The United States began its search for international influence not through traditional imperialism, but through aggressive engagement in international trade (accompanied by a strong missionary movement that attempted to spread both Christianity and western knowledge and values into distant lands). American imperialism was in many ways different from the imperialism practiced by European nations, but it U.S. Entrance into World War I Place the Ask students to individually rank the causes had similar goals—economic growth—and encountered similar prob- from most important to least important. Then following “Causes of American Entrance into lems—resistance, sometimes violent, from native peoples. World War I” on an overhead transparency: randomly group students and have them try Teacher to Industrial growth changed not only America’s role in the world but • Loss of innocent lives to reach consensus. The interrelated nature of the six causes makes the task extremely diffi- the character of life and politics within the United States. The factory sys- • Loss of trade cult. If time permits repeat the process and tem gave birth to a new kind of working class; it led to the growth of cit- • Historical/cultural ties to British/French make a hypothetical change in the historical ies and industrial towns and to substantial population growth; and it Teacher Lee Weber • Defense of democracy against dictatorship facts. For instance, suggest that Germany had Price Laboratory produced new conflicts and crises that alarmed many Americans and • Freedom of the seas a large surface navy and Britain developed School unrestricted submarine warfare. How would helped create a series of reform efforts that came to be known, collectively, • The Zimmermann Note Cedar Falls, IA U.S. policy have changed? Or, what if Germany as progressivism. Progressivism took so many different forms and were our major trading partner, not England embraced so many various, and sometimes contradictory values that some Includes activities and its allies? scholars have argued that “progressivism” has little or no meaning. But Americans in the early twentieth century believed that progressivism was filled with meaning, and one of the challenges of teaching this period is from the classrooms explaining what that meaning was. The progressive era helped produce a series of questions and beliefs that shaped the whole of the twentieth cen- of successful teachers tury and continue to evoke both interest and controversy even today.

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Why It Matters Skill Practice Provides an activity to help students discover why Point-of-use skill-based activities help students the events they will study are important practice historical analysis and geography skills

Introducing Introducing Unit Unit Unit Focus Imperialism and Teach

Why It Matters S1 Skill Practice Tell students that today many Progressivism Visual Literacy Have students people consider the United States study the unit painting. the world’s only superpower. Ask Ask: What impression or feeling students if they agree with that 1890–1920 is the artist trying to convey in assessment and why or why this painting? (The United States not. OL CHAPTER 7 is militarily strong; the Spanish fleet Becoming a World Power is weak.) BL Connecting to Past 1872–1917 Learning CHAPTER 8 S2 Skill Practice The Progressive Movement Have students identify nations Concluding Have students 1890–1920 that they think are powerful. again review the unit painting. S S Ask: What makes a nation CHAPTER 9 1 2 Ask: What is the topic of the powerful? (Answers might include World War I and Its Aftermath painting? (America’s military Team Teaching a strong military, a robust economy, 1914–1920 power) Discuss with the class why industry, and political influence.) reformers might be opposed to Tell students that in this unit they the nation’s growing military will learn about how the United power at the beginning of the States became a world power and twentieth century. OL Activity became increasingly involved in world events. OL Unit Launch Introduce the unit Activity Making Connections Have Why It Matters students brainstorm a list of Between 1890 and 1920 two very important developments by relating history weapons used in warfare today. took place in American history. First, the United States List students’ answers on the began its rise to the global superpower it is today. Second, board. Ask: Which of these reformers began changing the government to solve weapons existed at the begin- problems caused by industrialism. Government became U.S. warships battle the Spanish off the coast of Cuba, 1898. ning of the twentieth century? more involved in society than ever before. to other social (Answers will vary.) Discuss with the class how new weaponry has 258 259 changed warfare since the early 1900s. OL studies disciplines Team Teaching Activity More About the Photo Teaching Tip The NCLB Act emphasizes reading. Sociology Read to the students the following explain the evolution of child labor laws and The U.S. fleet set out for Havana Harbor during Have students make a time lines written by poet Sarah Cleghorn in the early their impact on the business world. OL the Spanish-American War. The quick American line that begins with 1872 1900s: “The golf links lie so near the mill/That victory in that war made the nation an imperi- and ends with 1919. Have almost every day/The laboring children can look alist power. them keep the time line with out/And see the men at play.” Ask: What do them and add key events as you think this quote tells you about the eco- they read the unit. Students nomic and social conditions in the United can use the time line while States in 1900? (There were no child labor laws; studying to help understand children worked in factories; wealthy men played the sequence of events. golf.) Have the economics teacher come and 258 259 T33 Using the Teacher Wraparound Edition

Planning the Chapter Chapter Planning Guides provide a snapshot of the scope of resources available to enhance and extend learning in each chapter.

Incorporating Resources Chapter Planning Guide Planning Guide Chapter

Key to Ability Levels Key to Teaching Resources Utilizes a structured lesson BL Below Level AL Above Level Print Material Transparency OL ELL Plus On Level English CD-ROM or DVD • Interactive Lesson Planner • Differentiated Lesson Plans Language Learners • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments plan to incorporate addi- • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 Assess Levels Resources Chapter Section Section Section Section Chapter FOCUS BL OL AL ELL Opener 1 2 3 4 Assess tional resources TEACH (continued) BL OL AL ELL Daily Focus Transparencies 9-1 9-2 9-3 9-4 BL OL AL Supreme Court Case Studies p. 37 TEACH BL OL AL ELL The Living Constitution ✓ ✓ ✓✓✓✓ BL OL ELL Reading Skills Activity, URB p. 83 BL OL AL ELL American Issues ✓ ✓ ✓✓✓✓ OL Historical Analysis Skills Activity, URB p. 84 American Art and Architecture Transparencies, OL AL ELL ✓ ✓ ✓✓✓✓ BL OL AL ELL Differentiated Instruction Activity, URB p. 85 Strategies, and Activities High School American History Literature BL OL ELL English Learner Activity, URB p. 87 BL OL AL ✓ ✓ ✓✓✓✓ Library BL OL AL ELL Content Vocabulary Activity, URB* p. 89 American History Primary Source Documents OL AL ✓ ✓ ✓✓✓✓ BL OL AL ELL Academic Vocabulary Activity, URB p. 91 Library OL AL Reinforcing Skills Activity, URB p. 93 BL OL AL ELL American Music: Hits Through History CD ✓ ✓ ✓✓✓✓ OL AL Critical Thinking Skills Activity, URB p. 94 BL OL AL ELL StudentWorks™ Plus ✓ ✓ ✓✓✓✓ Leveled Activities The American Vision: Modern Times Video BL OL ELL Time Line Activity, URB p. 95 BL OL AL ELL ✓ ✓ ✓✓✓✓ Program OL Linking Past and Present Activity, URB p. 96 Reading Strategies and Activities for the ✓ ✓ ✓✓✓✓ BL OL AL ELL Primary Source Reading, URB p. 97 p. 99 Social Studies Classroom Organizes resources by BL OL AL ELL American Art and Music Activity, URB p. 101 Teacher Strategies for Success ✓ ✓ ✓✓✓✓ BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 103 Resources Presentation Plus! with MindJogger ✓ ✓ ✓✓✓✓ CheckPoint AL Enrichment Activity, URB p. 106 Success With English Learners ✓ ✓ ✓✓✓✓ BL OL ELL Guided Reading Activity, URB* p. 108 p. 109 p. 110 p. 111 appropriate ability levels ASSESS BL OL AL ELL Reading Essentials and Note-Taking Guide* p. 88 p. 91 p. 94 p. 97 BL OL AL ELL Section Quizzes and Chapter Tests* p. 119 p. 120 p. 121 p. 122 p. 123 Differentiated Instruction for the American BL OL AL ELL ✓ ✓ ✓✓✓✓ History Classroom BL OL AL ELL Authentic Assessment With Rubrics p. 23

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓ ✓✓✓✓ BL OL AL ELL Standardized Test Practice Workbook p. 20

Unit Time Line Transparencies, Strategies, and BL OL AL ELL ExamView® Assessment Suite 9-1 9-2 9-3 9-4 Ch. 9 BL OL AL ELL ✓ ✓ ✓✓✓✓ Activities CLOSE Cause and Effect Transparencies, Strategies, BL OL AL ELL ✓ ✓ ✓✓✓✓ *Spanish Resources and Activities BL ELL Reteaching Activity, URB p. 105 Why It Matters Chapter Transparencies, BL OL ELL Reading and Study Skills Foldables™ p. 67 BL OL AL ELL ✓ ✓ ✓✓✓✓ Strategies, and Activities BL OL AL ELL American History in Graphic Novel p. 45 BL OL AL ELL American Biographies ✓✓✓ ✓ Chapter- or unit-based activities applicable to all sections in this chapter. Indicates resources for Note: Please refer to the Unit 3 Resource Book for this chapter’s URB materials. * Also available in Spanish English language learners

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Chapter Integrating Technology Additional Chapter Resources Chapter

Using Study Central™ Teach With Technology

® What is Study Central™? • Timed Readings Plus in Social Studies helps Additional The following videotape programs are available from students increase their reading rate and fluency while Study Central™ is an interactive, online tool that helps students understand and remember Glencoe as supplements to this Modern Times chapter: content section-by-section. It can be used alongside lessons or before a test. maintaining comprehension. The 400-word passages are similar to those found on state and national • Secrets of the Romanovs (ISBN 0-76-700231-8) How can Study Central™ help my students? assessments. • The Red Baron: Master of the Air (ISBN 1-56-501582-7) Resources Study Central™ contains fun activities that students can use to review important content and • Reading in the Content Area: Social Studies To order, call Glencoe at 1-800-334-7344. To find classroom reinforce effective study habits. Using the format of the Guide to Reading that opens each section concentrates on six essential reading skills that help resources to accompany many of these videos, check the in the textbook, Study Central™ has students write main idea statements as questions, review students better comprehend what they read. The following home pages: academic and content vocabulary, and take notes using online graphic organizers. Students can book includes 75 high-interest nonfiction passages A&E Television: www.aetv.com also read section summaries, take multiple-choice quizzes, and find Web links for more information. written at increasing levels of difficulty. Identifies resources The History Channel: www.historychannel.com Visit glencoe.com and enter a ™ code to go to Study Central™. • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English. for supplementing the www.jamestowneducation.com Reading You can easily launch a wide range of digital products List Generator CD-ROM Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAVMT5154c9T for Chapter 9 resources. Social Studies widget. chapter Student Teacher Parent Use this database to search more than 30,000 titles to create a customized reading list for your students. Media Library • Reading lists can be organized by students’ reading • Section Audio ●● level, author, genre, theme, or area of interest. • Spanish Audio Summaries ●● • The database provides Degrees of Reading Power™ ●●● • Section Spotlight Videos (DRP) and Lexile™ readability scores for all selections. The American Vision: Modern Times Online Learning Center (Web Site) • A brief summary of each selection is included. • StudentWorks™ Plus Online ●●● Index to National Geographic Magazine: • Multilingual Glossary ●●● Leveled reading suggestions for this chapter: The following articles relate to this chapter: • Study-to-Go ●●● For students at a Grade 8 reading level: • “Riddle of the Lusitania,” by Robert D. Ballard, April 1994. • Chapter Overviews ●●● • First Woman in Congress: Jeannette Rankin, by Florence • “The American Red Cross: A Century of Service,” by Meiman White • Self-Check Quizzes ●●● Louise Levathes and Annie Griffiths, June 1981. For students at a Grade 9 reading level: • Student Web Activities ●●● National Geographic Society Products To order the • Anastasia’s Album, by Hugh Brewster • ePuzzles and Games ●●● following, call National Geographic at 1-800-368-2728: For students at a Grade 10 reading level: ●●● • Vocabulary eFlashcards • World War I Era ( PicturePack Transparencies) • World War I, by Gail B. Stewart ●●● • In Motion Animations Access National Geographic’s new dynamic MapMachine For students at a Grade 11 reading level: • Study Central™ ●●● Web site and other geography resources at: • Remember the Lusitania!, by Diana Preston • Web Activity Lesson Plans ● www.nationalgeographic.com For students at a Grade 12 reading level: www.nationalgeographic.com/maps • Vocabulary PuzzleMaker ●●● • World War I, by Virginia Schomp • Historical Thinking Activities ● • Beyond the Textbook ●●●

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Teaching with Technology Online Learning and Explains how to incorporate Easily access engaging online content using a different Glencoe technology code that takes you directly to resources for the chapter resources in the classroom you are teaching

T34 Using the Teacher Wraparound Edition

Teaching the Chapter The Big Ideas and Essential Question at the beginning of the chapter help you teach the most important chapter contents. Making Connections The Big Ideas Introductory questions lead to an explora- Big Ideas are themes, issues, concepts, questions, or tion of big ideas. These questions activate ideas tied to the main concepts of the chapter and students’ prior knowledge and lead stu- of each section. The Essential Question leads to an dents to see not only the “big picture,” but understanding of Big Ideas. These questions are also the relevancy of what they are learn- broad and have no right or wrong answers. ing. These lesson launcher activities compel Essential Questions are thought-provoking, chal- students to consider the big idea of the lenge old assumptions, and stimulate discussion. chapter. Student activities throughout the chapter will refer back to the Essential Question, leading to a greater comprehension of chapter themes.

Introducing Chapter Introducing Chapter Chapter Chapter Audio MAKING CONNECTIONS Focus WWorldorld WWarar I aandnd Why Do Nations Go to War? More About the World War I was the fi rst time in American history that the United States sent troops to fi ght in Europe. This Photo MAKING CONNECTIONS decision ended the long-standing policy of remaining Why Do Nations Go to War? Its Aftermath neutral in Europe’s wars. Visual Literacy The 23rd • Why do you think the United States changed its Infantry participated in six Have students brainstorm the rea- 1914 –1920 policy and sent troops to Europe? sons nations go to war and list campaigns during World War I: • Do you think it was a diffi cult decision? Aisne, Lorraine, Île de France, their answers on the chalkboard. SECTION 1 The United States Discuss with students if they think Enters World War I Aisne-Marne, St. Mihiel, and Meuse-Argonne. any of the reasons listed are valid SECTION 2 The Home Front and have them consider if the rea- SECTION 3 A Bloody Conflict sons might be different today SECTION 4 The War’s Impact Dinah Zike’s OL than they were in 1914. Foldables Dinah Zike’s Foldables are Teach three-dimensional, interactive graphic organizers that The Big Ideas help students practice basic writing skills, review vocabu- As students study the chapter, lary terms, and identify main remind them to consider the ideas. Instructions for creat- section-based Big Ideas included ing and using Foldables can in each section’s Guide to Reading. be found in the Appendix at The Essential Questions in the the end of this book and in activities below tie in to the Big the Dinah Zike’s Reading and Ideas and help students think Study Skills Foldables booklet. about and understand important American soldiers fire on German positions during the Battle of the Argonne Forest, 1918 chapter concepts. In addition, the Organizing Information As you read the Hands-on Chapter Projects with chapter, write information under each tab, listing their culminating activities relate Wilson 1918 which country is in the alliance, why it joined the content from each section to 1913–1921 1915 1917 • Congress passes Sedition Act 1919 1920 the alliance, or what • German submarine • U.S. enters the war • Armistice ends fighting on • Race riots and strikes take • Red Scare and reasons it had for the Big Ideas. These activities sinks the Lusitania • Selective Service Act passed November 11 place in Northern cities Palmer Raids disagreeing with Visit glencoe.com and build on each other as students U.S. PRESIDENTS the countries in the enter code U.S. EVENTS opposing alliance. TAVMT5154c9T for Chapter 9 progress through the chapter. 1914 1916 1918 1920 Section activities culminate in the WORLD EVENTS resources, including a Chapter Overview, Study Central™, wrap-up activity on the Visual 1914 1916 1917 1918 1919 • Franz Ferdinand • Battle of Verdun begins • Bolshevik Revolution • Treaty of Brest-Litovsk ends • Versailles Peace Visit glencoe.com Study-to-Go, Student Web Summary page. assassinated; war in February begins in October Russian-German war Conference begins and enter code TAVMT5147c9 for Activity, Self-Check Quiz, and begins in Europe • Battle of the Somme Chapter 9 resources. begins in July other materials. 318 Chapter 9 World War I and Its Aftermath Chapter 9 World War I and Its Aftermath 319

Section 1 Section 2 Section 3 Section 4 The United States Enters World War I The Home Front A Bloody Conflict The War’s Impact Essential Question: What is neutrality? Essential Question: If the United States were Essential Question: What are some syn- Essential Question: How does a strike affect (supporting neither side in a quarrel or war) currently preparing for war, what needs onyms for reparations? (compensation, consumers? (services become unavailable, costs When would you remain neutral in a conflict would be different from its needs in prepar- restitution, amends) In what situations are rise) Have students discuss reasons that workers with friends, and what would cause you to ing for World War I? What needs would be the people required to make reparations? go on strike. (poor working conditions, lack of intervene? Tell students that in this section same? (Answers will vary, but students should (replacing a damaged item, paying for repairs benefits, low wages) Tell students that this sec- they will learn how the United States support their answers with examples.) Have stu- when causing a car accident, court cases) Tell tion will cover some of the strikes that resulted attempted to remain neutral in World War I and dents discuss what a country would need in students that in Section 3 they will learn about from the economic upheaval following World the events that finally led to U.S. involvement. order to be prepared for war. Tell them that this the reparations Germany was forced to make War I. OL OL section will focus on how the United States after World War I. OL mobilized for World War I. OL 318 319

T35 Using the Teacher Wraparound Edition

Lesson Structure Each lesson in The American Vision: Modern Times is presented in a structured lesson plan: Focus, Teach, Assess, and Close. Chapter 9 • Section 1 Section 1 Section Audio Spotlight Video Focus The United States Enters World War I FOCUS Bellringer ilitarism, alliances, imperialism, and nationalism Guide to Reading led to World War I in Europe. Attacks on U.S. Daily Focus Transparency 9-1 M Big Ideas Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: B ships and American support for the Allies eventually Teacher Tip: Have students compare the lists of Allies and UNIT Central Powers with the current map to determine which 3 DAILY FOCUS SKILLS countries no longer exist politically. Chapter 9 TRANSPARENCY 9-1 Trade, War, and Migration Although Reading a Map caused the United States to enter the war.

Directions: Answer the following WORLD WAR I – THE WORLD CHOOSES SIDES question based on the map. the United States tried to stay neutral, The two groups of a e ALLIES S countries that fought in n a ICELAND i g • Russia e Y World War I were known w D events pushed the nation into war. r A o • France N N as the Allies and the N W A

United Kingdom E ia • L n Central Powers. Two of R h D t o Italy ATLANTIC OCEAN B N • E f Includes a Bellringer activity to help O o I lf the countries no longer u W F G N N S RUSSIA exist politically. Which CENTRAL POWERS W E ESTONIA S a ones are they? e LATVIA Germany North S • UNITED DENMARK ic IRELAND lt Irish Sea a • Austria-Hungary Sea B LITHUANIA KINGDOM RUSSIA A Russia and Bulgaria Celtic • Ottoman Empire NETH. Content Vocabulary World War I Begins Sea POLAND BELARUS • Bulgaria National capital B Austria-Hungary and GERMANY BELG. LUX. Ottoman Empire CZECH REP. SLOVAKIA UKRAINE Bay of FRANCE LIECH. MOLDOVA (p. 321) Biscay AUSTRIA Sea of C Ottoman Empire and SWITZ. HUNGARY SLOV. Azov • militarism ROMANIA CROATIA Bulgaria SAN A d BOSN. & L MARINO r Black Sea MAIN i HERZG. Idea a Old alliances and nationalist sentiments among European YUG. A ANDORRA t G ic U MONACO ITALY BULGARIA T S D Italy and Germany R e O a P SPAIN MACED. TURKEY ALBANIA E C (p. 322) Strait of E Gibraltar Ionian E Aegean M e d i R • t Sea nationalism e Sea r G r nations set the stage for World War I. a n e MALTA a n CYPRUS S • propaganda (p. 324) your students think about the lesson HISTORY AND YOU Does your school have a long-standing rivalry with (p. 326) • contraband another school? Read how European nations formed political alliances that brought most of the continent into war. Guide to Reading Academic Vocabulary • emphasis (p. 322) Answers may include: Balkan • erode (p. 326) Despite more than 40 years of general peace, tensions among topic crisis, alliance system, naval race, European nations were building in 1914. Throughout the late 1800s People and Events to Identify and early 1900s, a number of factors created problems among the assassination of Franz Ferdinand • Balkans (p. 322) powers of Europe and set the stage for a monumental war. • Franz Ferdinand (p. 322) • Sussex pledge (p. 327) Militarism and Alliances • Zimmermann telegram (p. 327) The roots of World War I date back to the 1860s. In 1864, while Reading Strategy Americans fought the Civil War, the German kingdom of Prussia To generate student interest and Organizing Complete the graphic launched the first of a series of wars to unite the various German Guide to Reading provide a springboard for class organizer shown below by identifying the states into one nation. By 1871 Prussia had united Germany and factors that contributed to the conflict. proclaimed the birth of the German Empire. The new German discussion, access the Chapter 9, nation rapidly industrialized and quickly became one of the most Section 1 video at glencoe.com or powerful nations in the world. Factors Contributing on the video DVD. to World War I The creation of Germany transformed European politics. In 1870, Provides pre-reading strategies as part of their plan to unify Germany, the Prussians had attacked and defeated France. They then forced the French to give up territory along the German border. From that point forward, France and Germany were enemies. To protect itself, Germany signed alliances with Italy and with Austria-Hungary, a huge empire that controlled to improve comprehension much of southeastern Europe. This became known as the Triple Alliance. The new alliance alarmed Russian leaders, who feared that Germany intended to expand eastward into Russia. Russia and Austria-Hungary were also competing for influence in southeastern Europe. Many of the people of southeastern Europe were Slavs— the same ethnic group as the Russians—and the Russians wanted to support them against Austria-Hungary. As a result, Russia and France had a common interest in opposing Germany and Austria- Spotlight Video Hungary. In 1894 they signed the Franco-Russian Alliance, promis- Resource Manager ing to come to each other’s aid in a war with the Triple Alliance. Engages students with the 320 Chapter 9 World War I and Its Aftermath R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice content using a short BBC video Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Predicting, p. 324 • Drawing Con., p. 322 • Visual/Spatial, p. 326 • Persuasive Writing, • Analyzing Visuals, p. 321 • Setting a Purpose, p. 324 pp. 321, 324, 325 • Using Geo. Skills, p. 323 • Act. Prior Know., p. 326 Additional Resources Additional Resources • Narrative Writing, • Using Word Parts, p. 326 • Crit. Think. Skills Act., • Eng. Learner Act., URB p. 322 Additional Resources • Sequencing Info., p. 327 URB p. 94 p. 87 • Read. Essen., p. 88 • Quizzes and Tests, p. 119 • Foldables, p. 67 Additional Resources Additional Resources • Content Vocab. Act., URB • Guid. Read. Act, URB p. 89 p. 108 • Academic Vocab. Act., Chapter 9 • Section 1 URB p. 91 Militarism and Alliances in Europe, 1914

20°E Teach 60°N St. Petersburg The Growth of Armies, 1870–1914 In 1839, Britain gave Belgium (Petrograd) a guarantee that it would 1870 1914 protect Belgium’s neutrality. Triple Entente 1400 Triple Alliance S Skill Practice 0° UNITED North DENMARK Other European 1200 KINGDOM Sea states Analyzing Visuals Ask: Why 1000 N might Balkan nationalism have London NETH. 800 Berlin W E been a factor in causing World S BELG. GERMANY 600 RUSSIA War I? (Nationalism instilled pride Paris LUX. 400 Thousands Thousands of Troops in people and led them to want Alsace- Lorraine AUSTRIA- 200 OL HUNGARY self-government.) FRANCE SWITZ. Vienna Budapest 0 Russia France Germany Austria- Britain Bosnia to issue one last warning. He demanded that the German gov- Chapter 9 • SectionHungary 1 Writing Support ernment abandon its methods of submarine warfare or risk war ROMANIA W Sarajevo S Resource Manager Section 1 REVIEWSERBIA with the United States. Russia and Serbia were both Slavic countries. Invite stu- Germany took Alsace-Lorraine ITALY MONT. Persuasive Writing Germany did not want to strengthen the Allies by drawingfrom France in 1870. The BULGARIA Russia did not have an alliance with Serbia Rome but was determined to help Serbia against dents to write a letter to the the United States into the war. It promised with certain Frenchcondi- were determined to ALBANIA Reading Strategy recover the territory. Constantinople RAustria-Hungary. German emperor advising him tions to sink no more merchant ships without warning. The Vocabulary40°N GREECE OTTOMAN Sequencing Information Sussex Pledge, as it was called, met the foreign-policy goals of 1. Explain the significance of: militarism, of the risks of alliances and the 0 400 kilometers EMPIRE Have students create a time line Provides a list of teacher edition and both Germany and President Wilson by keeping the United nationalism,0 Balkans,400 Franzmiles Ferdinand, Balkan Nationalism growth of militarism in Europe. States out of the war a little longer. propaganda,Lambert Azimuthal contraband, Equal-Area projection Sussex Pledge, thatSoutheastern highlights Europe isthe known events as the Balkans. that led Students should use library or Wilson’s efforts to keep American soldiers at home played an In the 1800s, two empires controlled this Zimmermann telegram. theregion—Austria-Hungary United States andto theenter Turkish World Internet resources to find out more important part in his reelection bid in 1916. CampaigningAnalyzing as the VISUALS Ottoman Empire. As the ideas of nationalism “peace” candidate, his campaign slogan, “He kept us out of the Main Ideas Warspread I. Display across Europe, the the timepeople in lines the region in the OL fought a series of wars to gain their indepen- about the European alliances. supplemental resources that support lesson 1. Interpreting Study the map and chart above. Why might Britain OL war,” helped Wilson win a narrow victory over the Republican 2. Identifying Name the two alliances in classroom.dence. By 1914, most of the Balkans were think it had to have the strongest navy in Europe? free, except for the Slavs living in Bosnia. nominee, Charles Evans Hughes. Europe at the start of World War I, and list 2. Analyzing Germany feared France might go to war with them. the members of each alliance. Based on the map and chart, why would German leaders have Analyzing VISUALS The United States Declares War reached this conclusion? Assess 3. Explaining Why did many Americans content and reinforce skills Following Wilson’s reelection, events quickly brought the supportSee StudentWorks the British inTM the Plus war or even glencoe.com though . Answers: country to the brink of war. In January 1917, a German official the United States was officially neutral? named Arthur Zimmermann sent a telegram to the German 1. Britain is an island nation and a navy would be essential to ambassador in Mexico asking him to make an offer to the Critical Thinking Study Central™ provides summa- Mexican government: If Mexico agreed to become an ally of its defense. The system of 4.alliances Big Ideas in Europe How did encour- trade and econom-naval strength to ries,protect interactive their island games, from and online Germany in a war with the United States, Germany promisedaged militarism —theics contributeaggressive to build-up America’s ofentry intoinvasion. By the early 1900s, an arms race had 2. Germany feared that France Mexico would regain its “lost territory in Texas, New Mexico, graphic organizers to help stu- armed forces to intimidateWorld War and I? threaten other begun between Great Britain and Germany, would attempt to regain and Arizona” after the war. British intelligence interceptednations. the German militarism eventually forced as both nations raceddents to build review warships. content. Zimmermann telegram. 5. Organizing Use a graphic organizer Shortly afterward, it was leakedBritain to to become involved in the alliance sys- The naval race greatly increased tensions Alsace-Lorraine; France and TEACH similar to the one below to identify the American newspapers. Furious, many Americans now concludedtem. Britain’s policy was to support weaker between Germany and Britain and convinced Germany appear to be in events that led the United States to enter R war with Germany was necessary. countries against stronger ones so as to make the British to establishClose closer relations with competition building up Then, on February 1, 1917, Germany resumed unrestricted World War I. sure no country conquered all of Europe. By France and Russia. The British still refused to submarine warfare. German military leaders believed that they Events their armies. the late 1800s, it was clear that Germany had sign a formal alliance,Summarizing so their new relation- Ask: What were could starve Britain into submission in four to six months if their become the strongest nation in Europe. U.S. Enters ship with the French and Russians became Stimulate learning and interest using U-boats began sinking all ships on sight. Although they knew the main causes of World War I? In 1898 Germany began building a largeWorld War I known as an entente cordiale—a friendly this decision might draw the United States into the war, they did modern navy as well. A strong German navy understanding. Britain,(militarism, France, alliances,and Russia imperialism, not believe the Americans could raise an army and transport it threatened the British, who depended on their became known as theand Triple nationalism) Entente. OL to Europe in time. Between February 3 and March 21, German 6. Analyzing Visuals Examine the images Hands-On U-boats sank six American ships. Finally roused to action, on page 326. How did images like these leveled activities President Wilson appeared before a special session of Congress contribute to America’s eventual entry Chapter 9 World War I and Its Aftermath 321 Chapter Project on April 2, 1917. Declaring that “the world must be made safe for into the war? Step 1 democracy,” Wilson asked Congress to declare war on Germany. PresentingWriting World About War History I how and whyAnswer: it changed. (In both groups, PRIMARY SOURCE 7. Expository Writing Imagine you are further divisionWith themight resumption be made of betweenunre- “It is a fearful thing to lead this great peaceful people into war.. . . But an American survivor of the sinking of the stricted submarine warfare, the right is more precious than peace, and we shall fight for the thingsStep 1: PresentingLusitania. the Write United a letter to States’sPresident Wilson those responsible for boiling down the lit- which we have always carried nearest to our hearts—for democracy,Entry into theabout War what Ask:you think Why he should did do. the eral explanationGerman and U-boats those finding sank six graphic/ for the right of those who submit to authority to have a voice in theirUnited States enter World War I? visual elements.)American ships between ASSESS own governments, for the rights and liberties of small nations. . . .” February 3 and March 21. Wilson —quoted in the Congressional Record,Directions 1917 Explain to students that they Putting It askedTogether Congress When to the declare two teamswar. will create one to three multimedia slides or meet to finalize the choices for the slides After a debate, the Senate passed the resolution on April 4 by a vote of 82 to 6. The House concurred 373 to screens50 on to explain why the United States or screens, they will have to think critically Identifies assessment resources April 6, and Wilson signed the resolution. America was enteredat war. World War I. Divide students into to summarize these topics into a few two teams. TheStudy first Central™ team should To review focus this section, on go slides. OL (Chapter Project continued on Summarizing How did Germany’s use of unre- to glencoe.com and click on Study Central. stricted submarine warfare bring America into World War I? the root causes of the war. The second team page 329) should focus on American neutrality and Section 1 REVIEW 327 321

Answers CLOSE

1. All definitions can be found in the section 4. The economy of the United States was and the Glossary. deeply intertwined with the economies of 2. Triple Alliance: Germany, Austria-Hungary, the Allies. Gauges comprehension of section Italy; Triple Entente: France, Great Britain, 5. unrestricted submarine warfare; the Russia Zimmermann telegram 3. They believed that Allied victory was the 6. images turned public opinion against only way to preserve the international bal- Germany content ance of power, had greater financial and 7. Letters will vary, but students should use business ties to the Alliance countries, and information from the textbook in their they cited the close historical ties with Great letters. Britain and France. 327 Answers Lists the answers to Student Edition questions T36 Using the Teacher Wraparound Edition

Understanding the Brackets and Letters Brackets Letters* Brackets on the reduced Student Edition page The letters on the reduced Student Edition page correspond to teaching strategies and activities in identify the type of strategy or activity. See the key the Teacher Wraparound Edition. As you teach the below to learn about the different types of section, the brackets show you exactly where to strategies and activities. teach these strategies and activities.

Chapter 9 • Section 2 Chapter 9 • Section 2 Section 2 Section Audio Spotlight Video Raising Money for World War I Focus The Home Front Teach

Bellringer o fight World War I, the American government used S Skill Practice Guide to Reading progressive ideas and new government agencies to Daily Focus Transparency 9-2 T Making Connections Have Big Ideas Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: G mobilize the population and organize the economy. Teacher Tip: Tell students to divide 400,000 by the total UNIT number of draftees to determine the percentage of African 3 DAILY FOCUS SKILLS American draftees. students review the photograph, Chapter 9 TRANSPARENCY 9-2 Government and Society To suc- Interpreting Circle Graphs

Directions: Answer the following posters, and chart on this page. AMERICANS SERVING IN THE MILITARY question based on the circle graph. cessfully fight the war, the United States DURING WORLD WAR I Almost five million Americans served in the military during World War I. government had to mobilize the entire Ask: In what way are they Nearly 400,000 African Americans were drafted to S serve during the war. What percentage of the total nation. Organizing the Economy number of draftees were

▲ connected? (The photograph and African Americans? 2,000,000 2,800,000 F 10 percent The actor Douglas G 14 percent H 18 percent Content Vocabulary MAIN Idea The government used progressive ideas to manage the econ- Fairbanks urges the posters are appeals for money J 22 percent (p. 328) omy and pay for the war. Americans to buy Liberty Draftees • victory garden Volunteers to support the war; the chart illus- Bonds at a rally held in • espionage (p. 330) HISTORY AND YOU How do you help conserve food or fuel resources? Read New York City in 1918. trates the results of those appeals.) how Americans made sacrifices to aid the war effort. Academic Vocabulary Ask: How does national unity Paying for World War I Analyzing VISUALS Guide to Reading • migrate (p. 330) When the United States entered the war in April 1917, progres- help a nation win a war? • draft (p. 332) 8.0 To pay for World War I, the U.S. government increased taxes and issued sives controlled the federal government. Rather than abandon their (National unity helps direct all the Answers: 7.0 bonds. Progressives liked bonds because they were voluntary and People and Events to Identify ideas during wartime, they applied progressive ideas to fighting the 6.0 Americans could buy them based on their ﬁ nancial situation. Ofﬁ cials nation’s resources to the common (p. 328) • War Industries Board war. Their ideas about planning and scientific management shaped 5.0 worried, however, that the war had so divided Americans that few OL (p. 329) goal of winning the war.) The Home Front • National War Labor Board how the American government organized the war effort. 4.0 would buy them. To get people to buy bonds, the government printed I. Organizing the Economy • Committee on Public Information 3.0 posters, organized parades, and asked movie stars to promote them. A. Wartime Agencies (p. 330) 2.0 1. Analyzing What was the total revenue raised by loans? What Billions of dollars B. Mobilizing the Workforce • selective service (p. 332) Wartime Agencies 1.0 percentage of the cost of the war was paid by taxes? Analyzing VISUALS C. Shaping Public Opinion To efficiently manage the relationship between the federal govern- 0 2. Interpreting What point is the poster for the 2nd Liberty Loan Reading Strategy First Second Third Fourth Victory Other Taxation ment and private companies, Congress created new agencies to coor- making? What group of people does the poster for the 3rd Liberty II. Building the Military Taking Notes Use the major headings Liberty Liberty Liberty Liberty Loan Loans Answers: dinate mobilization and ensure the efficient use of national resources. Loan Loan Loan Loan Loan address? of this section to create an outline simi- These agencies emphasized cooperation between big business and 1. about $25 billion; about 23% lar to the one below. Students should complete the government, not direct government control. Business executives, came from taxes managers, and government officials staffed the new agencies. outline by using all the heads in The Home Front 2. The poster for 2nd Liberty I. Organizing the Economy To conserve energy, Garfield introduced day- Mobilizing the Workforce this section. A. Managing the Economy Perhaps the most important of the light savings time and shortened workweeks Loan appeals to Americans to B. The success of the war effort also required new agencies was the War Industries Board (WIB), established for factories that did not make war materials. C. the cooperation of workers. To prevent strikes make sure there are enough II. in July 1917 to coordinate the production of war materials. At first, He also encouraged Americans to observe A. from disrupting the war effort, the government funds to equip and support B. the WIB’s authority was limited, but problems with production con- Heatless Mondays. established the National War Labor Board vinced Wilson to expand its powers and appoint Bernard Baruch, Student Web soldiers properly. The poster (NWLB) in March 1918. Chaired by William a Wall Street stockbroker, to run it. The WIB told manufacturers Paying for the War By the end of the war, Activity Visit for 3rd Liberty Loan appeals the United States had spent about $32 billion. Howard Taft and Frank Walsh, a prominent To generate student interest and what they could produce, allocated raw materials, ordered the glencoe.com to immigrants who recently construction of new factories, and, in a few instances, set prices. To fund the war effort, Congress raised income labor attorney, the NWLB attempted to medi- and complete the provide a springboard for class tax rates, placed new taxes on corporate prof- ate labor disputes that might otherwise lead to activity on wartime came to the United States. Perhaps the most successful agency was the Food Administration, propaganda. discussion, access the Chapter 9, run by Herbert Hoover. This agency was responsible for increasing its, and imposed an extra tax on the profits of strikes. Section 2 video at glencoe.com or food production while reducing civilian consumption. Using the slo- arms factories. The NWLB often pressured industry to Taxes, however, did not cover the entire cost improve wages, adopt an eight-hour workday, on the video DVD. gan “Food Will Win the War—Don’t Waste It,” it encouraged families to conserve food and grow their own vegetables in victory gardens. of the war. The government also borrowed and allow unions the right to organize and By having Wheatless Mondays, Meatless Tuesdays, and Porkless over $20 billion through the sale of Liberty bargain collectively. In exchange, labor leaders Thursdays, families would leave more food for the troops. Bonds and Victory Bonds. Americans who agreed not to disrupt war production with While Hoover managed food production, the Fuel Administration, bought bonds were lending money to the gov- strikes or other disturbances. As a result, mem- run by Harry Garfield, tried to manage the nation’s use of coal and oil. ernment that would be repaid with interest in bership in unions increased by just over one Resource Manager a specified number of years. million between 1917 and 1919. Hands-On

328 Chapter 9 World War I and Its Aftermath Chapter 9 World War I and Its Aftermath 329 Chapter Project Step 2 Presenting World War I lization of industry and the workforce. (In R Reading C Critical D Differentiated W Writing S Skill both groups, further division might be Strategies Thinking Instruction Support Practice Step 2: Presenting the Home Front made between those responsible for boil- Teacher Edition Additional Resources Teacher Edition Teacher Edition Teacher Edition at the Start of the War Ask: What ing down the literal explanation and those • Understanding Vocab., • Enrichment Act., URB • Special Ed., p. 330 • Narrative Writing, p. 333 • Making Conn., p. 329 actions did the United States take to mobi- finding graphic/visual elements.) p. 332 p. 106 • Verbal/Ling., p. 332 • Using Geo. Skills, p. 330 lize for the war? • Linking Past and Additional Resources Putting It Together When the two teams Additional Resources Present, URB p. 96 Additional Resources • Enrichment Act., URB Additional Resources Directions Explain to students that they meet to finalize the choices for the slides, • Prim. Source Read., URB • Supreme Court Case • Diff. Instr. Act., URB p. 106 • Hist. Analysis Skills Act., will create one to three multimedia slides or they will determine how the selected slides p. 97 Studies, p. 37 p. 85 URB p. 84 screens to explain the actions the United demonstrate the preparations of the United • Guid. Read. Act., URB • Quizzes and Tests, • Am. Art and Music Act., • Read. Essen., p. 91 States took to mobilize for war. Divide stu- States for war. OL p. 109 p. 120 URB p. 101 • Am. History in Graphic dents into two teams. The first team should (Chapter Project continued on page 337) Novel, p. 45 focus on the mobilization of the military. • Reading Skills Act., The second team should focus on the mobi- 329 URB p. 83

KEY for Using the Teacher Wraparound Edition

Reading Strategies activities help you teach Skill Practice strategies help students R reading skills and vocabulary. S practice historical analysis and geography skills. Critical Thinking strategies help students C apply and extend what they have learned. Writing Support activities provide writing W opportunities to help students comprehend Differentiated Instruction activities provide the text. D differentiated instruction for students learning to speak English, along with suggestions for teach- * Letters are followed by a number when there is more than ing various types of learners. one of the same type of strategy or activity on the page.

T37 Using the Teacher Wraparound Edition

Hands-On Chapter Projects Extend student learning with unique and interactive Hands-On Chapter Projects. These activities allow students to take principles and put them to practical use. Projects progress through each section and culminate in a wrap-up discussion. Students conceptualize, plan, and execute their vision in a hands-on approach that makes people and history come alive.

Chapter 9 • Section 1 Steps Militarism and Alliances in Europe, 1914

See StudentWorksTM Plus or glencoe.com. Answers: 1. Britain is an island nation and Battles of Ypres a navy would be essential to usitania sunk 3 Oct.–Nov. 1914 The system of alliances in Europe encour- naval strength to protect their island from its defense. May. 7, 1915 4 Apr.–May 1915 Chapter 9 • Section aged3 militarism—the aggressive build-up of invasion. By the early 1900s, an arms race had 2. Germany feared that France 1 Tannenberg The War in the Trenches, 1914–1916 armed forces to intimidate and threaten other begun between Great Britain and Germany, would attempt to regain Aug. 1914 nations. German militarism eventually forced as both nations raced to build warships. Britain to become involved in the alliance sys- The naval race greatly increased tensions Alsace-Lorraine; France and UNITED Major Battles KINGDOM 3 5 tem. Britain’s policy was to support weaker between Germany and Britain and convinced Germany appear to be in 1 Eastern 1 Tannenberg, Aug. 1914. Germans stop Russian invasion. Teach London Front countries against stronger ones so as to make the British to establish closer relations with competition building up NETH. Berlin 2 tle of the Somme Marne, Sept. 1914. French stop German advance on sure no country conquered all of Europe. By France and Russia. The British still refused to GERMANY RUSSIA their armies. –Nov. 1916 7 BELG. N Paris; trench warfare begins. the late 1800s, it was clear that Germany had sign a formal alliance, so their new relation- 7 Battle of Verdun 3 1st Ypres, Oct.–Nov. 1914. British stop German advance R Reading Strategy E Paris Western W become the strongest nation in Europe. ship with the French and Russians became 2 8 Feb.–Dec. 1916 on French ports. Front S Analyzing Tell students to readIn 1898 Germany began building a large known as an entente cordiale—a friendly 2 First Battle 4 Vienna Gallipoli, Feb.–Dec. 1915. Turks block British and French modern navy as well. A strong German navy understanding. Britain, France, and Russia of the Marne FRANCE SWITZ. Budapest effort to secure a supply route to Russia. the description of trench warfare. 6 threatened the British, who depended on their became known as the Triple Entente. Sept. 1914 AUSTRIA-HUNGARY 5 2nd Ypres, April–May 1915. Germans use poison gas for Ask: Why were casualty rates so Hands-On Italian Trieste Front the fi rst time, but British lines hold. high in World War I? (Troops ROMANIA 6 Chapter 9 World War I and Its Aftermath 321 Chapter Project Sarajevo Isonzo, June–Dec. 1915. Austrians block Italian efforts SERBIA crossing the open spaces between Allied Powers to take Trieste. 9 Caporetto ITALY MONTENEGRO BULGARIA Step 1 Central Powers 7 trenches known as “no-man’s land” Oct.–Dec. 1917 Rome Constantinople Somme, July–Nov. 1916. British and French push back Neutral Powers ALBANIA German lines. British use tanks for the fi rst time. were easily gunned down by enemyPresenting World War I how and why it changed. (In both groups, Line of trench 40°N 4 8 0° warfare, 1915–1917 Verdun, Feb.–Dec. 1916. Massive German attack, but BL GREECE fire.) further division might be made between Allied victory OTTOMAN French lines hold. Central Powers EMPIRE5 Gallipoli Step 1: Presenting the United States’s those responsible for boiling down the lit- victory Apr. 1915–Jan. 1916 Entry into the War Ask: Why did the eral explanation and those finding graphic/ 0 400 kilometers Trench Warfare 0 400 miles Machine gun nests United States enter World War I? visual elements.) Lambert Azimuthal Equal-Area projection Reserve trench Corpses left in trenches, as Directions Explain to students that they Putting It Together When the two teams well as food scraps, will create one to three multimedia slides or meet to finalize the choices for the slides Analyzing GEOGRAPHY attracted many rats. Since screens to explain why the United States or screens, they will have to think critically Support trench 1. Location Along what nations’ rats propagate rapidly (one entered World War I. Divide students into to summarize these topics into a few boundaries did the Western Front lie? pair of rats can produce 880 OL 2. Human-Environment Front-line trench two teams. The first team should focus on slides. (Chapter Project continued on Barbed wire Artillery guns offspring in a year), the Interaction In addition to weap- several miles the root causes of the war. The second team page 329) ons, what other dangers did troops trenches soon became No-man’s-land behind the lines should focus on American neutrality and in the trenches face? infested. The rats became 321 large and bold and would Chapter 9 • Visual Summary even eat a wounded man if Chapter ISUAL UMMARY To break through enemy lines, the attacker New Technology V S You can study anywhere, anytime by would begin with a massive artillery barrage. he could not defend himself. downloading quizzes and flashcards New technologies were needed to break to your PDA from glencoe.com. Soldiers would then scramble out of their through enemy lines. In April 1915, the Determining Cause and trenches, race across no-man’s-land while Germans fi rst used poison gas near Ypres. The Effect The Visual Summary lists enemy machine guns fi red at them, and try to fumes caused vomiting, blindness, and suffo- Causes of America’s Entry capture the enemy’s trenches. causes of America’s entry into cation. Soon afterward the Allies also began Analyzing GEOGRAPHY World War I and its social and cul- Into World War I Before charging enemy trenches, troops using poison gas. To counter gas attacks, both fi xed bayonets—long knives—to their rifl es. sides developed gas masks. tural effects. Ask students to use • Americans hear stories of German atrocities and many become anti-German. R For those troops that made it across no-man’s- In late 1915, the British introduced the Answers: the information on the page to land, fighting in the trenches was brutal. • Many of President Wilson’s advisors support the Allies. armored tank into battle. These tanks were 1. France, Germany, and create a time line of the era’s Troops threw grenades—small bombs—at • American banks lend the Allies large amounts of money slow and mechanically unreliable, but they Belgium each other, and used bayonets, rifl e butts, could crush barbed wire and cross trenches. events. Display the time lines in and American companies sell the Allies food, weapons, and knives, axes, pistols and even rocks and fi sts Unfortunately, there were not enough of them. 2. disease; poor sanitary condi- the classroom. OL military supplies. to kill the enemy. The tanks could support the troops, but they tions; weather exposure • Germany angers the United States by ordering submarines to The results of this kind of warfare were hor- did not revolutionize warfare in World War I. Descriptive Writing Have stu- attack neutral ships carrying goods to the Allies. Lusitania Sussex, rifi c. In major battles, both sides often lost By the time World War II broke out, however, dents select the one effect or • Germany sinks the passenger ships and hundreds of thousands of men, yet neither side tanks had replaced cavalry in most modern enraging Americans. To keep America out of the war, Germany was able to break through the other’s lines. armies and made trench warfare obsolete. Hands-On event that they believe has had stops sinking ships without warning in 1916. the most impact on the United • Germany tries to make an alliance with Mexico, further Chapter 9 World War I and Its Aftermath 337 Chapter Project States today. Have students write angering Americans. Step 3 • In a last attempt to win the war, Germany orders submarines a letter describing their chosen to attack ships without warning in 1917; six American ships effect or event to a friend, describ- are sunk. military victories. The second team should Presenting World War I ing its impact on today’s America. • The United States declares war, April 1917. focus on the victory and the peace that fol- Remind students to use descrip- Step 3: Presenting the Battles lowed. (In both groups, further division tive words and terms in their let- ▲ and Victories of World War I might be made between those responsible German U-boats helped ters. Have volunteers share their cause the United States Ask: What were the crucial factors that for boiling down the literal explanation and to enter the war. letters with the class. OL led to a victory in the war? those finding graphic/visual elements.) Directions Explain to students that they Putting It Together When the two teams will create one to three multimedia slides or meet to finalize the choices for the slides, Social and Cultural Effects screens to describe the factors that led to an they will determine how to illustrate the of World War I Allied victory in the war. Divide students battles of the war and the peace that • Northern factories recruit African Americans from the rural into two teams. The first team should focus followed. OL (Chapter Project continued on South; African Americans migrate to northern cities in large on the battles and the factors that led to page 349) numbers, improving their standard of living and changing politics in northern cities. 337 • In search of workers, companies also hire large numbers of women for jobs traditionally reserved for men. • Labor shortages cause many Mexicans to migrate north to take work in the United States. Many Hispanic Americans leave farmwork for factory work. • Laws limiting civil rights in wartime are upheld by the Supreme Court in the cases of Schenck v. U.S. and Abrams v. U.S. • During the war, anti-German feelings are widespread. • The end of the war leads to economic and social tensions; ▲ World War I enabled women to take jobs many workers go on strike; race riots erupt in many cities. traditionally reserved for men. • After the war, many Americans become anti-immigrant, Hands-On anti-communist, and anti-union.

Chapter Project 354 Chapter 9 World War I and Its Aftermath Hands-On Step 5: Wrap Up Presenting World War I Putting It Together Set aside class time for each team to give their presentations. Step 5: Wrap Up Students will divide Allow time for a discussion after all presen- Students utilize diverse learning styles and into teams to complete their presentations. tations have been given. Ask students the following questions: Directions Divide the class into two teams. • What were the main points of the Each team will complete the presentation presentation? by placing all the slides created in Sections • Did the presentation present World War I creativity and work cooperatively to create 1, 2, 3, and 4 into a unified presentation. clearly? Students will need to provide logical transi- • Were the transitions clear? tions between topics, as well as edit the • What were the good (and bad) parts slides prior to presentation day. of the presentation? How could it be their projects. improved? OL 354

Results The Hands-On project culminates in an interactive discussion where students synthesize what they have learned and draw conclusions. T38 Using the Teacher Wraparound Edition

Differentiated Instruction Each section of the Teacher Wraparound Edition of The American Vision: Modern Times provides differentiated instruction activities to meet the diverse needs of every student.

Chapter 9 • Section 1 Differentiated Activities Causes of World War I

Use the acronym MAIN to remember the four main R Reading Strategy causes of World War I: Militarism, Alliances, ALLIANCES IMPERIALISM Imperialism, Nationalism. Innovative ideas meet each student’s Making Connections Write the terms nationalism and imperi- MILITARISM France alism on the board. Then have stu- interests and learning styles through dents list the ways in which the ideas of nationalism and imperialism were opposed to each other. point-of-use activities Discuss with students the roles that these opposing ideas played Austria-Hungary in World War I. AL Germany Italy

W Writing Support ▲ Warships of the German Imperial fleet are ▲ An 1883 British cartoon illustrates ▲ Franz Joseph, Emperor of Austria- shown anchored near Kiel, Germany in 1911. the Triple Alliance. Hungary, and Wilhelm II, Emperor of Narrative Writing Have stu- The naval race between Britain and Germany Germany, salute during a parade in dents write a newspaper article caused tension in Europe prior to World War I. Berlin in 1889. from the point of view of a reporter who witnessed the assassination Imperialism and Nationalism national groups within Europe’s empires began to press for independence. of Archduke Franz Ferdinand. By the late 1800s, nationalism, or a feeling Among the groups pushing for indepen- Instruct students to use narrative of intense pride in one’s homeland, had dence were the Serbs, Bosnians, Croats, and and descriptive techniques in become a powerful idea in Europe. Nationalists Slovenes. These people all spoke similar lan- place primary emphasis on promoting their their articles. Encourage students guages and had come to see themselves as homeland’s culture and interests above those one people. They called themselves South to share their articles with the of other countries. Nationalism was one of the Slavs, or Yugoslavs. The first of these people to C class. BL reasons for the tensions among the European obtain independence were the Serbs, who powers. Each nation viewed the others as formed a nation called Serbia between the Additional Resources competitors, and many people were willing to Ottoman and Austro-Hungarian Empires. C Critical Thinking go to war to expand their nation at the expense Serbs believed their nation’s mission was to of others. unite the South Slavs. Drawing Conclusions Have One of the basic ideas of nationalism is the Russia supported the Serbs, while Austria- right to self-determination—the idea that Provides suggestions for incorporating students list the peoples who R Hungary did what it could to limit Serbia’s were pushing for independence people who share a national identity should growth. In 1908 Austria-Hungary annexed have their own country and government. In before World War I. Have students Bosnia, which had belonged to the Ottoman the 1800s nationalism led to a crisis in south- Empire. The Serbs were furious. They wanted additional resources based on stu- choose one of these groups and, eastern Europe in the region known as the Bosnia to be part of their nation. The annexa- using library or Internet resources, Balkans. Historically, the Ottoman Empire tion demonstrated to the Serbs that Austria- write a history of that group from and the Austro-Hungarian Empire had ruled Hungary had no intention of letting the Slavic the Balkans. Both of these empires were made people in its empire become independent. dents’ different learning abilities World War I to the present. Have up of many different nations. volunteers share their findings Imperialism—the idea that a country can A Terrorist Attack Brings War with the class. increase its power and wealth by controlling other peoples—had convinced the major In late June 1914 the heir to the Austro- European powers to build empires in the Hungarian throne, the Archduke Franz 1700s and 1800s. Nationalism ran counter to Ferdinand, visited the Bosnian capital of W imperialism. As the idea of nationalism spread Sarajevo. As he and his wife rode through the Chapter 9 • Section 2 For an Women Support Industry With large Shaping PublicDifferentiated Opinion in the late 1800s and early 1900s, the different city, a Bosnian revolutionary named Gavrilo example numbers of men in the military, employers of government Progressives did not think that organizing were willing to hire women for jobs that had Instruction 322 Chapter 9 World War I and Its Aftermath efforts to promote the economy was enough to ensure the suc- traditionally been limited to men. Some one patriotism, read cess of the war effort. They also believed the S Skill Practice “The American’s million women joined the workforce for the Name Date Class Presen government neededst and tot A cshapeti public opinion. Creed” on page R51 first time during the war, and another 8 million Linking Pa vity 9 Using Geography Skills in Documents in Dogfights and Eyes in the Skies Writing a Narrative Essay switched to higher paying industrial jobs. At the outset of World War I, The military today uses many Selling theT H EWarN both sides used aircraftEleven mainly N O W dayskinds of aircraft, customized after for asking to locate enemy forces and specific purposes. Bombers are American History. observe. Opposing pilots waved designed to attack ground tar- Provide students with a map of Women worked in factories, shipyards, and at each other as they passed in the air. gets. Dogfights in modern warfare, however, occur Congress to declareThe militaries soon recognized the advantagewar, of betweenPresident fighters. These jet planes are specially Wilson cre- using aircraft to attack as well as to observe. Pilots in designed for close-range air-to-air combat, but they can

CHAPTER unarmed observation planes began to carry pistols also drop bombs and shoot missiles at ground targets. and shoot at each other. Soon both sides bolted Today’s most advanced fighter is the stealth fighter. railroad yards and served as police officers, Committeemachine guns to their planes. The problem wason that Its surfacesPublic deflect radar beams, and materialsInformation in the the United States and have them ated the pilots risked shooting themselves if a bullet bounced plane absorb radar energy. As a result, the stealth is Make decisions on budget priorities. off the propeller. nearly invisible to radar. Stealth fighters saw their first Objective: Differentiated Instruction Strategies 9 In 1915 Germany developed a machine gun timed combat in the Persian Gulf War (1991). They dropped mail carriers, and train engineers. to shoot between the revolving propeller blades. Now hundreds of laser-guided “smart” bombs on Iraqi (CPI) to “sell”pilots could the stalk enemy planes war and try to destroy topositions the without being American hit, leading to a quick end to people. locate the major cities affected by them in one-on-one air battles called dogfights. Pilots the war. who shot down at least five enemy planes earned the The military still uses aircraft for observation. BL The wartime changes in female employ- title ace and became national heroes at home. Today’s reconnaissance aircraft carry cameras and Focus: Discuss how budgets require decision-makers With a partner, make a time line that Headed by GeorgeGermany’s Baron Manfred von RichthofenCreel, shot down electronic a sensing journalist, equipment to collect information the CPI D 80 planes, the most of any ace, before he was shot about possible threats. The Airborne Warning and Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. down in 1918. He was called the “Red Control System (AWACS) aircraft the Great Migration. Ask: Why ment were not permanent. When the war Baron” because he painted his planes serves as a command center in the recruited advertisingred to intimidate opponents who executives,air. With its advanced artists, radar, it can authors, to prioritize needs and wants. shows the progression of the ways air- knew his reputation. The leading track enemy aircraft and missiles and American ace, Eddie Rickenbacker, quickly call up forces to deal with the shot down 22 enemy planes. threat. Orbiting satellites constantly do you think these cities attracted ended, most women returned to their previous As the war progressed, planes scan the earth for signs of hostile songwriters,improved. entertainers, The military began to use publicactivity. speakers, and craft were used in World War I. them to bomb. At first, pilots carried a bag of bombs in the cockpit and simply dropped Teach: List rounded prices for each type of aircraft jobs or stopped working. Although the changes them over the side. Later, planes had mechanical so many African Americans? motion picturedevices to release companies bombs from underneath. to help sway public were temporary, they demonstrated that CRITICAL THINKING mentioned in the reading. Give a set amount AL Choose one part of the most recent opinion in favorDirections: Answer of the questions the below on awar. separate sheet of paper. 1. Drawing Conclusions Why is the ability to observe a key advantage of airplanes in (the cities offered job opportunities war? women were capable of holding jobs that many 2. Synthesizing Information How has the ability of aircraft to observe changed since U.S. budget and explain the priorities The CPI distributedWorld War I? pamphlets and arranged to spend on aircraft. 3. Evaluating Information Do you think the United States should increase the use of space and less discrimination) OL had believed only men could do. for military purposes? Explain your position. for thousands96 of short patriotic talks, calledAssess: List how many of each kind of aircraft to pur- of that particular department. “four-minute speeches,” to be delivered at The Great Migration Begins Women ELL movie theatersLinking and otherPast andpublic places. Some chase. Make sure to stay within the budget. Write the definition of each of the were not the only group in American society to 75,000 speakers,Present known Activity as Four-Minute 9, Men, italicized words in the reading using D Differentiated benefit economically. Desperate for workers, Close: Write a paragraph explaining the decisions urged audiencesURB p. to 96support the war in various Instruction Henry Ford sent company agents to the South made in spending the budget. context clues and other resources. ways, from buying war bonds to reporting draft to recruit African Americans. Other companies 322 Listening in dodgers to the authorities. Special Education quickly followed Ford’s example. Their prom- class to several World War I songs, ises of high wages and plentiful work con- Civil Liberties Curtailed Besides using such as “Over There,” “Pack Up Your vinced between 300,000 and 500,000 African propaganda, the government also passed leg- Troubles in Your Old Kit Bag,” and Americans to leave the South and move to islation to limit opposition to the war and fight northern cities. “Keep the Home Fires Burning,” espionage, or spying to acquire government This massive population movement became information. The Espionage Act of 1917 made may provide an opportunity to known as the “Great Migration.” It greatly it illegal to aid the enemy, give false reports, or engage students who have diffi- altered the racial makeup of such cities as interfere with the war effort. The Sedition Act culty relating to the content in Chicago, New York, Cleveland, and Detroit. It of 1918 made it illegal to speak against the war S would also, eventually, change American poli- publicly. In practice, it allowed officials to pros- more traditional ways. Have stu- tics. In the South, African Americans were ecute anyone who criticized the government. dents listen to the songs and generally denied the right to vote, but in the These two laws led to over 1,000 convictions. prompt them to discuss their northern cities they were able to vote and Wartime fears also led to attacks on German affect the policies of northern politicians. understanding of the lyrics. BL Americans, labor activists, socialists, and paci- fists. Ads urged Americans to monitor their Mexican Americans Head North The fellow citizens. Americans even formed private war also encouraged other groups to migrate. groups, such as the American Protective Continuing political turmoil in Mexico and the League and the Boy Spies of America, to spy wartime labor shortage in the United States on neighbors and coworkers. convinced many Mexicans to head north. Answer: Despite protests, the Espionage and Sedition Between 1917 and 1920, over 100,000 Mexicans to make it illegal to interfere Acts were upheld in court. Although the First migrated into the Southwest, providing labor Leveled Activities Amendment specifically states that “Congress with the war effort for farmers and ranchers. shall make no law . . . abridging the freedom of Meanwhile, Mexican Americans found new speech, or of the press,” the Supreme Court opportunities in factory jobs in Chicago, St. departed from a strict literal interpretation of Louis, Omaha, and other cities. Many faced the Constitution. The Court ruled that the gov- Extends instruction beyond the hostility and discrimination when they arrived ernment could restrict speech when the words in American cities. Like other immigrant constitute a “clear and present danger.” groups before them, they tended to settle in their own separate neighborhoods, called Explaining Why did Congress text by suggesting activities Differentiated barrios, where they could support each other. pass the Espionage Act in 1917? Instruction 330 Chapter 9 World War I and Its Aftermath related to content on the page Leveled Activities

BL Time Line Activity, OL Reinforcing Skills Activity, AL Historical Analysis Skills ELL Content Vocabulary URB p. 95 URB p. 93 Activity, URB p. 84 Activity, URB p. 89

Name Date Class Name Date Class Name Date Class Name Date Class

★ Time Line Activity 9 ★ Reinforcing Skills Activity 9 ★ Historical Analysis Skills Activity 169 ★ Content Vocabulary Activity 9

Weapons of World War I Analyzing Secondary Sources Analyzing Primary Sources World War I and Its Aftermath, 1914–1920 DIRECTIONS: World War I was the first war in which many technical weapons of warfare, such ★ LEARNING THE SKILL ★ LEARNING THE SKILL Choose the term that best completes each sentence. Write the correct term in the space provided. Then answer the questions that follow on a separate sheet of paper. as airplanes and tanks, were used. Historians need to evaluate their sources of information for reliability. The Internet Primary sources are the original records of events made by people of the time period. is a wonderful research tool, but all the information you find there is not necessarily They include visual records as well as historical documents. Posters are a special kind DIRECTIONS: Use the information on the time line to answer the questions below. armistice cost of living deported victory gardens accurate or reliable. To evaluate a Web site, consider how well the facts presented are of primary source that are designed to deliver a simple message in a limited amount documented and the sources used for background information. Ask yourself of space. They generally play upon the emotions of their intended audience with the espionage nationalism reparations national self-determination 1912 An armored British car called the Napier is 1916 The Royal Flying Corps of Britain first uses purpose of uniting people behind a common cause. When evaluating posters, use the produced. Different carriages can be attached to 1914 The Big tracer ammunition; every seventh bullet is a whether the links are up-to-date and look for the credentials of the site author. Make general strike contraband convoys propaganda the frame to create several types of vehicles. Bertha, a mobile tracer so the pilot can see his stream of fire sure the site is associated with a reputable institution or organization. Also consider following criteria to guide your analysis: howitzer gun that and adjust his aim accordingly. the site design and the ease of accessing information. CHAPTER • Identify the symbols used in the poster such as a flag or a soldier. What do they 9 9 9 1914 A Zeppelin airship is developed can fire a 2,200-lb. represent? 1. Nationalist groups in the Balkans in the late 1800s believed they had the right to that can travel 136 kilometers per shell over 9 miles, July 1915 Soldiers are given the first • Look at the use of color and other design elements. What values are they associ- ★ PRACTICING THE SKILL , or the ability to choose their own government. hour and carry 4,400 lbs. of bombs. is first produced. efficient gas masks for protection. ated with? DIRECTIONS: Visit the following two Web sites. Search both sites for information related to • Identify any stereotypes or use of propaganda. What beliefs or prejudices do they 2. During World War I, the British redefined what was , or illegal Presidents Wilson and Harding. Then answer the questions below in the space provided. 9 draw from? CHAPTER CHAPTER 1912 1914 1916 1918 CHAPTER goods, to prevent food from being shipped to Germany by neutral countries. http://www.whitehouse.gov/history/presidents/ • Look at how men and women are portrayed. What do they tell about the 3. Germany was made to pay war damages, or , to the Allies. April 1915 The Germans first use chlo- July 1915 The Germans first 1916 Gas shells 1917 The U.S. Army http://www.americanpresident.org rine gas in battle; this gas caused a are produced purchases the roles of men and women in the society use a flamethrower, a weapon 1. Who is the author or sponsor of these sites? What does this tell you about the reliability or the time period? 4. During the late 1800s, strong feelings of , or loyalty and pride in slow, painful death by destroying the that releases a directed stream for use with Browning machine respiratory system. of burning liquid. heavy artillery. gun; over 57,000 guns of the sites? one’s homeland, created tensions among the European powers. are produced over the ★ PRACTICING THE SKILL next 18 months for 5. To help conserve food for the war effort, President Hoover encouraged citizens to plant May 1915 The Germans Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. September 1915 The first landship, or tank, is demonstrated. It is DIRECTIONS: Examine the poster below and execute the first Zeppelin soldiers on the 2. What links do the sites contain? Are they appropriate or related to the topic? to raise their own vegetables. raid on London. named Little Willie and can carry a crew of three at 3 miles per hour. Western Front. answer the following questions on a separate sheet of paper. 6. To gain American support during World War I, the British used 1. Who is the intended audience of this poster? 3. Is the design of the sites appealing and useful? Which site design is more appealing and to influence the public’s opinion concerning the war. 1. Describe the two types of land vehicles that are mentioned, and tell when they were 2. What message is the artist trying to express? why? 7. The United States , or expelled, nearly 600 people during the 3. Do you believe that the artist is trying to produced. Palmer raids. frighten the viewer? Why? What could be his 2. Name three weapons that were first used by the Germans and when they were utilized. 4. If you were researching President Wilson or Harding for a project, which site would you motive to do so? 8. During World War I, the government passed laws intended to fight antiwar activities prefer to use and why? 4. Is this poster an example of propaganda or such as , or spying to gain government secrets. factual information meant to inform? 5. 9. To protect American ships during the war, merchant ships and troop transports were 3. When was chlorine gas first used as a weapon, and what protection was provided? How does the image and artist's style under- ★ APPLYING THE SKILL score the message in this poster? gathered into and were escorted across the Atlantic by warships. DIRECTIONS: Search the Internet for a Web site that provides information about your local 10. In November 1918, Germany signed a cease-fire agreement, called an . 330 area. The site might address entertainment, weather, news, local attractions, etc. Write an 4. Describe the two types of guns that are mentioned, and tell when they were produced. evaluation of the Web site based on the criteria outlined above. 11. A work stoppage or involving all workers in a community rather Bettman/CORBIS than a single industry was a tactic used by radical groups. ★ APPLYING THE SKILL 12. After the war, rapid inflation caused prices, or food, clothing, DIRECTIONS: Use the Internet to find another war propaganda poster to analyze. Good

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, and shelter prices, to increase rapidly. 5. What improvement in air warfare did the British implement in 1916? sources are www.docsouth.unc.edu/wwi/posters.html and www.archives.gov/ exhibits/pow- ers_of_persuasion/powers_of_persuasion_home.html. On a separate sheet of paper analyze 13. Use the term militarism to explain the causes of World War I. the symbols and use of form and design elements in the poster using the above guidelines. Describe how the poster affects you and why. 14. Explain how the general strike in Seattle in 1919 related to the rise in the cost of living. 95 93 84 89

T39 Using the Teacher Wraparound Edition

Dynamic Features Use these creative features to dig deep into the different eras of history covered in the text.

ANALYZING ANALYZING PRIMARYSOURCES ANALYZING 1 4 5 PRIMARYSOURCES PRIMARY Movie Poster, 1918 Newspaper Column, New York Times, May 1915 U.S. Government Pamphlet, 1918

SOURCES ▲ Great Britain established the Bryce Committee to investi- “Fear, perhaps, is rather an important element to be bred Focus gate German atrocities in Belgium. Its findings, released in the civilian population. It is difficult to unite a people by Assess/Close just five days after the sinking of the Lusitania, increased talking only on the highest ethical plane. To fight for an Propaganda is defined as material Propaganda in ideal, perhaps, must be coupled with thoughts of self- anti-German sentiment in the United States. Investigations C disseminated by the advocates or World War I after the war, however, found that many of the stories were preservation. So a truthful appeal to the fear of men, the recognition of the terrible things that would happen if the C Critical Thinking opponents of a doctrine or cause, All of the warring nations in false or gross exaggerations. German Government were permitted to retain its prestige, Drawing Conclusions Have such as wartime propaganda. World War I used propaganda may be necessary in order that all people unite in the sup- to boost support for their side. port of the needed sacrifices.” students read Primary Source 5. During World War I, both sides Many Americans believed the —Pamphlet for speakers from the Committee on Public Ask: What message is being used propaganda to increase sup- propaganda coming from Information, quoted in the New York Times, February 4, 1918 given by this pamphlet port for the war. Europe, particularly from the British government and press. excerpt? (that fear is to be used to When the United States C 6 turn public opinion against the entered the war, the American American Red Cross Poster Germans and keep the public united Teach government also began using propaganda in an attempt to in supporting the war) OL unite Americans behind the war effort. R C Critical Thinking Read the passages and R Reading Strategy Analyzing Primary Sources study the posters. Then answer Summarizing Have students the questions that follow. Have students study Primary review Primary Sources 4 and 6. Source 1. Ask: What connection Ask: What is the common mes- is the poster attempting to sage of these primary sources? make? (It compares Pershing’s (That the Germans are willing to R army to the Crusaders of the Middle 2 ruin the lives of civilians to achieve Ages.) OL Government War Bond their military goals.) OL Advertisement, 1918 3 R Reading Strategy American Soldier’s Diary, 1918 Inferring Have students read “Germans, and a German—so different. Fishing Primary Source 3. Ask: What through the poor torn pockets of shabby German body, drooped over wreck of machine gun, to clear distinction is the author ﬁ nd well-thumbed photograph of woman and making between “Germans, and little boy and little girl—so like one’s own . . . impossible to hate what had been that body. R a German”? (The Germans, as a Nothing so revolting as bitter, pitiless cruelty nation, are the enemy, but individ- of those who know nothing of reality of it all. ual Germans are human beings Those . . . Germano-baiters at home, so much more cruel than those who have the right— with feelings and families, not much 1. Explaining Examine Primary Source 1. What is the under- 4. Making Connections Read Primary Sources 3 and 5. and are not.” lying message behind the poster for “Pershing’s Crusaders”? Why do you think the government used propaganda? Do OL different from Americans.) —Diary of Lieutenant Howard V. O’Brien, 2. Identifying What images of the Germans do Primary you think propaganda is a good idea in wartime? October 6, 1918 Sources 2 and 6 promote? 5. Evaluating According to Primary Sources 2, 5, and 6, Analyzing Primary 3. Analyzing Study Primary Source 4. How do you think what is at stake in the war? What should citizens do to stories of German atrocities affected American neutrality? help the war effort? Differentiated Document Based

Instruction 334 Chapter 9 World War I and Its Aftermath Chapter 9 World War I and Its Aftermath 335 Questions UNC University Library Sources

Name Date Class

★ Differentiated Instruction Activity 9

World War I Propaganda The job of the Committee on Public Information was to create support for the war effort on the home front. This is just one of hundreds of posters it produced to influ- Analyzing Propaganda: Support for World War I Answers ence public opinion.

Lest Liberty Perish From The Face Of The Earth

9 Primary Source readings Objective: To analyze propaganda. Differentiated Instruction Strategies 5. German barbarism would dominate the CHAPTER Focus: Discuss how propaganda is used to sway BL Explain the purpose of each piece of world; citizens should support the war, public opinion. propaganda on pages 334–335 and in 1. The fight against the Germans is buy war bonds, and give blood. Teach: Explain the propaganda techniques used on the activity. CORBIS righteous. Directions: Answer the following questions on a separate sheet of paper. 1. Analyzing Information This poster shows New York City in flames—as if it had been AL blown up by the enemy. At the time, however, no aircraft could yet cross the Atlantic. this page and in the activity. Research Axis propaganda used in How does this information help you recognize this poster as propaganda? provide opportunities for 2. The Germans are barbarians. 2. Analyzing Information Explain what gives this poster the kind of emotional power that might cause someone on the home front to buy bonds to support the war. Assess: Ask students whether they think propaganda World War I. How is it different from

(continued) is an appropriate way to influence opinion. Allied propaganda? Focus on symbol- 85 difficult, if not impossible, to remain Close: Discuss how propaganda is still used today ism and ideology. Differentiated neutral. ELL Instruction Activity 9, and give recent examples. Describe the pictures used in the post- 4. to sway public opinion in favor of the historical analysis and URB pp. 85–86 ers. What effect do they produce? war; answers will vary 334 335 discussion

Chapter 9 • Section 1 Government Officials Back Britain One To control the flow of news to the United neutral: we did not know how to be. From the Chapter 9 • Section 1 America Declares War select group of Americans was decidedly pro- States, the British cut the transatlantic tele- very start we did everything that we could to MAIN Idea British propaganda and business British: President Wilson’s cabinet. Only graph cable from Europe to the United States. contribute to the cause of the Allies.” interests led most Americans to a pro-British stance Secretary of State William Jennings Bryan This meant that most war news would be Many American banks began to invest R1 Reading Strategy on the war. favored neutrality. The other cabinet mem- based on British reports. The American heavily in an Allied victory. American loans to W Writing Support ambassador to Britain, Walter Hines Page, the cash-hungry Allies skyrocketed. By 1917 Predicting While war envel- HISTORY AND YOU Do you recall a time when bers, as well as Bryan’s chief adviser, Robert Persuasive Writing Organize you tried to remain neutral in a fight between Lansing, and Walter Hines Page, the American himself strongly pro-British, gave the reports such loans would total over $2 billion. Other oped Europe, American politicians friends? Read how the United States tried to stay ambassador to London, argued forcefully on legitimacy by endorsing many of them. When American banks, particularly in the Midwest, students into pairs and ask them attempted to remain uninvolved out of World War I. behalf of Britain. Many American military stories arrived describing German atrocities, where pro-German feelings were strongest, to write a letter to Secretary of the in the global conflict. Ask: As for- leaders also backed the British. They believed enough Americans believed them to help also lent some $27 million to Germany. Treasury William McAdoo either sway American support in favor of the More money might have been lent to that an Allied victory was the only way to pre- supporting or opposing his pro- eign tensions escalate, do you When the fighting began, President Wilson serve the international balance of power. Allies. Germany, but most foreign loans required the think it will be possible for was determined to keep the country out of a British officials worked diligently to win approval of William McAdoo, the secretary of British stance concerning foreign President Wilson to maintain his European war. He immediately declared the American support. One method they used Business Supports Britain American the Treasury. McAdoo was strongly pro-British loans. Encourage students to use R United States to be neutral in the conflict. “We and did what he could to limit loans to neutral stance? Why or why not? 1 was propaganda, or information designed to business interests also leaned toward the W library or Internet resources to must be impartial in thought as well as in influence opinion. Both sides used propa- R Allies. Companies in the United States, par- Germany. As a result, the country’s prosperity (Students may state that it will not action,” Wilson stated. For many Americans ganda, but German propaganda was mostly 2 ticularly on the East Coast, had strong ties was intertwined with the military fortunes of find out more about McAdoo and be possible as the United States that proved difficult to do. anti-Russian and did not appeal to most with businesses in the Allied countries. As Britain, France, and Russia. If the Allies won, the nation’s loans to the Allies becomes more directly affected by Americans. British propaganda, on the other business leader Thomas W. Lamont stated, the money would be paid back; if not, the during World War I. Have pairs hand, was extremely skillful. “Our firm had never for one moment been money might be lost forever. events overseas.) OL Americans Take Sides take turns presenting their letters to the class. AL Despite the president’s plea, many Americans W Writing Support supported one side or the other. Many of the country’s 8 million German Americans, for YES NO Persuasive Writing Have inter- example, supported their homeland. Many of ested students find out more infor- the nation’s 4.5 million Irish Americans, whose John Works Robert Lansing mation about the preparedness homeland endured centuries of British rule, also sympathized with the Central Powers. Civil War Veteran and Secretary of State debate before the nation’s entry In general, however, American public opin- U.S. Senator PRIMARY SOURCE into World War I. Have them use ion favored the Allied cause. Many Americans PRIMARY SOURCE their findings to decide whether valued the heritage, language, and political Should America “I have come to the conclu- they favor preparedness or not. ideals they shared with Britain. Others trea- Stay Neutral in “Germany is not moving sion that the German sured America’s links with France, a great friend against this country. She has Government is utterly hostile Then have them write a letter to to America during the Revolutionary War. World War I? not been guilty of any to all nations with demo- Answers: President Wilson persuading him For more than two years, the United States aggression against us. She cratic institutions because Americans were deeply divided about 1. when a nation makes aggres- officially remained neutral. During this time a has taken the lives of a few those who compose it see in to support their point of view. OL whether the United States should sive warfare against the great debate began over whether the United of our citizens, because they got in the way when she was democracy a menace to absolutism and the defeat of the remain neutral in World War I. Despite States should prepare for war. Supporters of prosecuting a war against another nation and fighting to German ambition for world domination. . . . United States President Wilson’s pronouncement that the “preparedness” movement believed that preserve her existence. If the German Government should . . . Germany must not be permitted to win this war and 2. because Germany is hostile to R2 Reading Strategy W Americans should remain neutral in preparing for war was the best way to stay out make aggressive warfare against the United States you to break even, though to prevent it this country is forced to Debates in History thought as well as action, many all nations with democratic Setting a Purpose Have stu- of the conflict. They also argued that if the would not need any exhortation in the Senate of the take an active part. This ultimate necessity must be con- Americans, including those working for United States was pulled into the war, it was United States to arouse the patriotism of the American stantly in our minds in all our controversies with the bellig- institutions dents discuss how news reporting, the government, had very definite opin- better to be prepared. people. You would not be holding open your enlisting erents. American public opinion must be prepared for the 3. whether Germany poses a propaganda, and advertising dif- ions as to whether or not the United Other Americans disagreed. In 1915 Carrie stations without getting any soldiers.” time, which may come, when we will have to cast aside threat to the United States; fered. Ask students to identify the States should enter the war. Chapman Catt and Jane Addams—leaders of —from The Congressional Record, March 4, 1917 our neutrality and become one of the champions of not being debated is the Teaches students to ana- purpose and value of each. AL the woman suffrage movement—founded the democracy.” preparedness issue Women’s Peace Party (later known as the —from War Memoirs of Robert Lansing International League for Peace and Freedom). 4. Answers will vary, but stu- This organization, along with others such as dents should support their 1. Summarizing When does Senator Works believe war is 3. Comparing Based on these sources, what is the focus of the League to Limit Armament, worked to opinions with facts. keep America out of the war by urging the justified? the neutrality debate? What is not being discussed? lyze different points-of- 2. Explaining Why does Secretary of State Lansing believe 4. Evaluating Which position do you agree with? Write an president not to build up the military. Additional Germany is a threat to the United States? essay explaining why the other side is wrong. Support view on historical issues 324 Chapter 9 World War I and Its Aftermath Chapter 9 World War I and Its Aftermath 325 Activity: Collaborative Learning Activity: Collaborative Learning

Making Inferences Remind students that to list the various reasons these citizens had for not American Neutrality Have students brain- immigrants who had close ties to their native infer means to draw a conclusion based on facts entering World War I. Ask students to write a storm to analyze the United States’s dilemma countries. Ask students to write a personal essay and on what is known about the usual outcome paragraph giving their opinions about whether over whether to enter the war. They should con- in response to the following question: Is it pos- of similar situations. Then ask students to make or not a nation should require citizens to fight in sider the principles that guided the foreign pol- sible for a nation to become involved in war an inference about the Americans who wanted a war even if they do not understand its causes icy of the time, moral and idealistic beliefs, and because it desires a peaceful world? OL the United States to remain neutral. Discuss and or they disagree with its causes. OL emotional and economic interests. Remind students that the war occurred at a time when the United States had a large population of European

324 325

T40 Using the Teacher Wraparound Edition

Chapter Summary and Assessment

Chapter 9 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Determining Cause and Effect The Visual Summary lists causes of America’s entry into Causes of America’s Entry World War I and its social and cul- Into World War I tural effects. Ask students to use • Americans hear stories of German atrocities and many Visual Summary become anti-German. the information on the page to • Many of President Wilson’s advisors support the Allies. create a time line of the era’s • American banks lend the Allies large amounts of money events. Display the time lines in and American companies sell the Allies food, weapons, and Summary activities help students to the classroom. OL military supplies. • Germany angers the United States by ordering submarines to Descriptive Writing Have stu- attack neutral ships carrying goods to the Allies. Lusitania Sussex, dents select the one effect or • Germany sinks the passenger ships and synthesize major chapter themes enraging Americans. To keep America out of the war, Germany event that they believe has had stops sinking ships without warning in 1916. the most impact on the United • Germany tries to make an alliance with Mexico, further States today. Have students write angering Americans. • In a last attempt to win the war, Germany orders submarines a letter describing their chosen to attack ships without warning in 1917; six American ships effect or event to a friend, describ- are sunk. ing its impact on today’s America. • The United States declares war, April 1917. Remind students to use descrip- ▲ tive words and terms in their let- German U-boats helped ters. Have volunteers share their cause the United States to enter the war. letters with the class. OL

Social and Cultural Effects of World War I • Northern factories recruit African Americans from the rural South; African Americans migrate to northern cities in large numbers, improving their standard of living and changing politics in northern cities. • In search of workers, companies also hire large numbers of women for jobs traditionally reserved for men. Standardized Test Practice • Labor shortages cause many Mexicans to migrate north to take work in the United States. Many Hispanic Americans leave farmwork for factory work. • Laws limiting civil rights in wartime are upheld by the Supreme Answers incorporate analysis and identify Court in the cases of Schenck v. U.S. and Abrams v. U.S. • During the war, anti-German feelings are widespread. • The end of the war leads to economic and social tensions; ▲ World War I enabled women to take jobs many workers go on strike; race riots erupt in many cities. potential student pitfalls, challenges, dis- traditionally reserved for men. • After the war, many Americans become anti-immigrant, Hands-On anti-communist, and anti-union.

Chapter Project 354 Chapter 9 World War I and Its Aftermath tracters, and test-taking strategies Step 5: Wrap Up Presenting World War I Putting It Together Set aside class time for each team to give their presentations. Step 5: Wrap Up Students will divide Allow time for a discussion after all presen- Chapter 9 • Assessment Chapter 9 • Assessment into teams to complete their presentations. tations have been given. Ask students the Chapter ASSESSMENT following questions: Chapter ASSESSMENT Directions Divide the class into two teams. • What were the main points of the 10. A The use of cannons far pre- Each team will complete the presentation (pp. 336–345) presentation? Document-Based dates the use of tanks. Remind Section 3 Critical Thinking by placing all the slides created 16.in PresidentSections Wilson’s Fourteen Points plan called for Document-Based Questions A Germany to pay• warDid reparations the presentation to the Allies. present World War I Questions students that cannons were used 10. Which of the following technologies was first used during Directions: Choose the best answers to the following questions.1, 2, 3, and 4 into a unified presentation. Directions: Analyze the document and answer the short-answer World War I? questions that follow the document. during the Revolutionary War. B Germany to acknowledgeclearly? guilt for the outbreak of World A tanks 14. How did Congress ensure that the United States wouldStudents have will need to provide logical Wartransi- I. 18. Debs said the problems in Aircraft carriers were developed in enough troops to serve in World War I? • Were the transitions clear? On September 12, 1918, Socialist leader Eugene V. Debs was B cannons tions between topics, as well as Cedit the creationthe of the United Nations. American society were the espio- the early 1900s, but were not used A Congress allowed women to serve in the armed forces. • What were the good (andconvicted bad) of violatingparts the Espionage Act. Debs later spoke to the C aircraft carriers D the creation of the League of Nations. court at his sentencing. The document below is an excerpt from nage acts, unfair working condi- B The Selective Service Act of 1917 required all menslides ages prior to presentation day. in combat until after WWI. Hot air of the presentation? Howthat could speech: it be tions, and the importance of profit D hot air balloons 21 to 30 to register for the draft. balloons were developed in eigh- Analyze the cartoon and answerimproved? the question that OL follows. Base your over peoples’ lives. teenth century. C Congress allowed African Americans to354 serve in the answers on the cartoon and on your knowledge of Chapter 9. “I look upon the Espionage laws as a despotic enact- 11. Why did the Senate reject the Treaty of Versailles? armed forces. ment in flagrant conflict with democratic principles and A to keep the United States free from foreign with the spirit of free institutions. . . . I am opposed to the 19. Debs felt the espionage laws 11. A Remind students of the D Congress offered a free education and cheap land to entanglements anyone willing to serve. social system in which we live. . . . I believe in fundamental went against the democratic prin- desire to return to isolationist B to express opposition to the harsh sanctions imposed on change, but if possible by peaceful and orderly means. . . . ciples upon which the nation was I am thinking this morning of the men in the mills and ways and retreat from world Germany Base your answer to question 15 on the map below and your founded. Answers to the second knowledge of Chapter 9. factories, . . . of the women who for a paltry wage are com- affairs expressed by many at the C to avoid the dues for membership in the League of pelled to work out their barren lives; of the little children question will vary. Accept all well- Nations close of WWI. The Treaty of who in this system are robbed of their childhood and . . . reasoned and relevant answers. Versailles was rejected because of D to reduce United States military forces in Europe forced into industrial dungeons. . . . In this high noon of our Former Austria- N twentieth century Christian civilization, money is still so the inclusion of the League of Hungary boundary much more important than the flesh and blood of child- Section 4 (pp. 348–353) Former German W Nations. Members of Congress boundary E hood. In very truth gold is god. . . . “ Extended Response 12. The Red Scare was a fear that thought the agreement would Former Russian S —from Eugene Debs in Echoes of Distant Thunder boundary A nuclear power would result in widespread destruction in FINLAND 20. Students’ essays will vary, but entangle the U.S. in world affairs. Current country AY the United States. boundary SWEDEN 18. According to Debs, what were some problems in American must demonstrate an understand- NORW society at this time? How did he believe change should be 12. B Communists were called B Communists would seize power in the United States. EST. ing of the purpose of the League IRELAND brought about? C fire would spread quickly through overcrowded American North LATVIA “reds.” The Red Scare was a fear of Indep. 1922 DEN. of Nations and of the motivations cities. UNITED Sea LITH. 19. How did Debs seem to feel about the Espionage Act? Do KINGDOM communism that swept through RUSSIA you agree with him? Why or why not? behind those who opposed it. D the Soviet Union would develop an atomic bomb. ATLANTIC NETH. the nation in the years following GERMANY POLAND Essays should take a position for OCEAN BELG. LUX. Extended Response WWI. Nuclear power was not CZECH. or against the rejection of the 13. The organization that eventually became the Federal Bureau FRANCE 20. After World War I, the United States Senate refused to ratify Treaty of Versailles and present a invented until the WWII era, so A of Investigation was originally formed to SWITZ. AUST. HUNG. the Treaty of Versailles despite the intense efforts of and D can be eliminated. C is not A uncover German spies during World War I. YUGOSLA ROMANIA Woodrow Wilson to convince Americans that ratification balanced argument using infor- PORTUGAL would help ensure that the peace would be an enduring likely. B spread propaganda within the United States in support VIA mation from the chapter as sup- SPAIN ITALY BULGARIA one. Choose to either support or oppose the United States’s of World War I. 17. The cartoonist is expressing the opinion that 0 500 kilometers ratification of the Treaty of Versailles. Write a persuasive port. Essays should follow proper A England’s blockade of Germany was beneficial for 13. D The General Intelligence C infiltrate unions to head off strikes. ALBANIA essay that includes an introduction and at least three guidelines for writing a persuasive 0 500 miles GREECE neutral shipping. Division was formed during the D raid the headquarters of radical organizations in order to Lambert Azimuthal Equal-Area projection paragraphs that support your position. essay. Red Scare in response to a series look for evidence of a Communist conspiracy. B England’s blockade of the United States hurt neutral shipping. of bombings that many believed 15. Which countries lost territory as a result of World War I? C England’s blockade of the United States hurt American A Germany, Russia, France to be the acts of subversives, shipping. B Germany, France, England Communists in particular. Damage D England’s blockade of Germany hurt American shipping. C Germany, Italy, Austria-Hungary to the home of the Attorney For additional test practice, use Self-Check Quizzes— General prompted him to form D Germany, Austria-Hungary, Russia Chapter 9 at glencoe.com. the Division, which later became the FBI. The organization was Need Extra Help? Need Extra Help? If You Missed Questions . . . 10 11 12 13 14 15 If You Missed Questions . . . 16 17 18 19 20 formed after WWI, so A and B can Go to Page . . . 337–339 343–345 351 352 332–333 342–343 Go to Page . . . 342–343 324–327 357 R19 342–345 be eliminated. Although many believed that unions were 356 Chapter 9 World War I and Its Aftermath Chapter 9 World War I and Its Aftermath 357 involved with communism, the organization was not intended to head off strikes. Critical Thinking 15. D Examine the map with students. Explain 16. D Direct students who have trouble with ping, represented by crying children. England that there were three empires broken up at the this question to review the chart on page 342 is trying to “hit” Germany with the blockade Have students visit the Web site 14. B Women did not serve in combat posi- end of the war: the German Empire, the that lists the Fourteen Points. Students should (see writing on the stick/bat). England block- at glencoe.com to review tions, so A can be eliminated. African Russian Empire, and the Austro-Hungarian relate President Wilson with the creation of the aded Germany, not the United States, so B and Chapter 9 and take the Self- Americans did serve in the armed forces; but Empire. France, Italy, and England were part of League of Nations, even if the U.S. eventually C can be eliminated. The children are unhappy Check Quiz. only a small number served in combat. The the “Big Four” present at the Peace Conference. failed to join. The United Nations was created about England’s actions toward Germany, elim- Selective Service Act required men to sign up Any answer containing these countries can be at the end of WWII. inating choice A. for the draft, and the draft ensured that the U.S. eliminated as they were unlikely to lose any Need Extra Help? would have a large pool of possible troops. territory in the war. 17. D Study the cartoon with students. Uncle Have students refer to the Sam is chastising England for interfering with pages listed if they miss any of those who have the right to trade on the seas, the questions. namely, neutral commerce and American ship- 356 357

Critical Thinking and History Online Document-Based Questions Provides additional Extends answers and analysis through assessment opportunities document and graphic assessment T41 Academic Vocabulary How Can I Help My Students Learn Academic Vocabulary?

What Is Academic English? What Is Academic Vocabulary? as many as 123,000 low-frequency words in academic texts. Academic English is the language Academic vocabulary is based used in academics, business, and on academic English. By the Why Should Students Learn courts of law. It is the type of Eng- time children have completed lish used in textbooks, and contains elementary school, they must Academic Vocabulary? linguistic features associated with have acquired the knowledge English learners who have a basic academic disciplines like social needed to understand academic 2,000-word vocabulary are ready to studies. Proficiency in reading and vocabulary. How many words acquire most general words found using academic English is especially should they acquire to be able to in their texts. related to long-term success in all access their textbooks? A basic Knowledge of academic words parts of life. 2,000-word vocabulary of high- and general words can significantly By reinforcing academic English, frequency words makes up 87% of boost a student’s comprehension teachers can help learners to access the vocabulary of academic texts. level of academic texts. Students authentic, academic texts—not Eight hundred other academic who learn and practice these words simplified texts that dummy down words comprise an additional 8% before they graduate from high the content. In this way, they can of the words. Three percent of the school are likely to master academic provide information that will help remaining words are technical material with more confidence build their students’ background words. The remaining 2% are low- and speed. They waste less time knowledge rapidly. frequency words. There may be and effort in guessing words or

T42 Superstudio/Getty Images con sulting dictionaries than ✔ Help Students Decode the Words basic academic vocabulary those who only know the basic Themselves Once they learn the are ready to continue acquir- 2,000 words that characterize alphabet, they should be able to ing words from the rest of the general conversation. decode words. Decoding each groups. To help determine which word they don’t recognize will words are in the 2,000-word basic How Do I Include Academic help them more than trying to group, refer to West’s General Vocabulary and Academic focus on sentence structure. Once Service List of English Words, 1953. they can recognize the words, The list is designed to serve as a English in My Teaching? they can read “authentic” texts. guide for teachers and as a check- ✔ Teachers can provide students with Do Not Ignore the English Learner in list and goal list for students. For academic vocabulary and help This Process They can learn aca- additional information about the students understand the academic demic vocabulary before they are list, visit: English of their text. completely fluent in oral English. http://www.vuw.ac.nz/lals/ ✔ Helping Students Build Academic research/awl To develop academic English, Vocabulary Leads to Broader Learning learners must have already acquired Students who have mastered the basic proficiency in the grammar of everyday English. Academic English should be Guidelines for Teaching Academic Vocabulary taught within contexts that make sense. In terms of instruction, 1. Direct and planned instruction 4. Practice teaching academic English includes 2. Models—that have increasingly 5. Motivation providing students with access to difficult language 6. Instructional feedback core curriculum—in this case 3. Attention to form—pointing out 7. Assessment—on a regular basis Social Studies. linguistic features of words Academic English arises in part from social practices in which academic English is used. The acquisition of academic Classroom Activity vocabulary and grammar is necessary to advance the Writing About Modern America development of academic Give students a brief writing assignment. Ask them to write a short essay about English. one of the topics listed below in the left column. Have students use as many of the academic vocabulary words in the right column as they can in their essay. When Tips for Teaching Academic completed, ask student volunteers to share their writing. Note what academic Vocabulary: vocabulary words they use. ✔ Expose Students to Academic Vocabulary Topic Academic Vocabulary You do not need to call The challenges of reducing poverty in America sufficient attention to words students minimum are learning because medical they will acquire them income subconsciously. ✔ Do Not Correct Students’ Mistakes Recent technological advances innovate When Using the Vocabulary Words technology All vocabulary understand- media ing and spelling errors will potential disappear once the student data reads more. transmit

T43 Meeting the Diverse Needs of Our Students by Douglas Fisher, Ph.D.

oday’s classroom contains when business people, engineers, with the partnership of the Center students from a variety of and architects began making for Applied Special Technology Tbackgrounds with a variety considerations for physical access (CAST), proposed an expanded of learning styles, strengths, and to buildings. The idea was to plan definition of universal design challenges. As teachers we are the environment in advance to focused on education: facing the challenge of helping ensure that everyone had access. In terms of learning, universal design students reach their educational As a result, the environment would means the design of instructional mate- potential. With careful planning, not have to be changed later for rials and activities that allows the learn- you can address the needs of all people with physical disabilities, ing goals to be achievable by individuals students in the social studies class- people pushing strollers, work- with wide differences in their abilities room. The basis for this planning is ers who had injuries, or others for to see, hear, speak, move, read, write, universal access. When classrooms whom the environment would be understand English, attend, organize, are planned with universal access difficult to negotiate. The Center for engage, and remember. in mind, fewer students require Universal Design at www.design. specific accommodations. ncsu.edu/cud defines Universal How Does Universal Design Design as: Work in Education? What Is a Universal Access The design of products and environments to be usable by all people, to the Universal design and access, as they Design for Learning? greatest extent possible, without the need apply to education and schooling, Universal design was first con- for adaptation or specialized design. suggest the following: ceived in architectural studies ✔ Inclusive Classroom Participation Universal Design and Access Curriculum should be designed with all students and their needs in Education in mind. The Glencoe/McGraw- Researchers, teachers, and Hill social studies texts and parents in education have materials were designed with a expanded the develop- wide range of students in mind. ment of built-in For example, understanding that adaptations and English learners and students inclusive accom- who struggle with reading would modations from be using this textbook, vocabu- architectural space lary is specifically taught and to the educational reinforced. Similarly, the teacher- experience, espe- support materials provide mul- cially in the area tiple instructional points to be of curriculum. used depending on the needs of In 1998, the the students in the class. Further, National Center the text is written such that main to Improve the ideas are identified for all learn- Tools of Educa- ers. Activating prior knowledge tors (NCITE), is also taken into consideration

T44 Ian Shaw/Getty Images by the text. Connections between instruction in the classroom to reach materials, or equipment, the what students know and think all students, including: overall focus on critical and cre- about are made within the text. ✔ Link Assessment With Instruction ative thinking allows for all stu- ✔ Maximum Text Readability In univer- Assessments should occur before, dents to participate in the lesson. sally designed classrooms that during, and after instruction to ✔ Include Teacher- and Student-Selected provide access for all students, ensure that the curriculum is Tasks A differentiated classroom texts use direct language, clear aligned with what students do includes both teacher- and stu- noun-verb agreements, and and do not know. Using assess- dent-selected activities and tasks. clear construct-based wording. ments in this way allows you At some points in the lesson or In addition to these factors, the to plan instruction for whole day, the teacher must provide Glencoe Social Studies text uses groups, small groups, and indi- instruction and assign learning embedded definitions for dif- vidual students. Backward plan- activities. In other parts of the ficult terms, provides for specific ning, where you establish the lesson, students should be pro- instruction in reading skills, uses assessment before you begin vided choices in how they engage a number of visual representa- instruction, is also important. with the content. This balance tions, and includes note-taking ✔ Clarify Key Concepts and Generalizations increases motivation, engage- guides. Students need to know what is ment, and learning. ✔ Adaptable and Accommodating essential and how this informa- The content in this textbook can tion can be used in their future How Do I Support Individual be easily translated, read aloud, learning. In addition, students Students? or otherwise changed to meet need to develop a sense of the the needs of students in the Big Ideas—ideas that transcend The vast majority of students will classroom. The section and end- time and place. thrive in a classroom based on of-chapter assessments provide ✔ Emphasize Critical and Creative Thinking universal access and differentiated students with multiple ways The content, process, and prod- instruction. However, wise teachers of demonstrating their content ucts used or assigned in the recognize that no single option will knowledge while also ensur- classroom should require that work for all students and that there ing that they have practice with students think about what they may be students who require unique thinking in terms of multiple- are learning. While some stu- systems of support to be successful. choice questions. Critical think- dents may require support, addi- ing and analysis skills are also tional motivation, varied tasks, practiced. How Is Differentiated Instruction the Key to Classroom Activity Universal Access? Display a map of westward United States expansion between 1840 and 1860. Discuss To differentiate instruction, with students the general causes of westward expansion during this time period and teachers must acknowledge have them list the different areas of the country settled during this time period. student differences in back- To differentiate this activity: ground knowledge and cur- • Have students imagine they are living during this period of westward expansion rent reading, writing, and from 1840 to 1860. Have them write a letter to a family member back home about English language skills. They their journey west. must also consider student • Have students record the different areas settled during this time period. Have learning styles and prefer- students create a chart of the various destinations of the expansionists. ences, interests, and needs, • Have students compose a song or poem about the hardships of the trail. and react accordingly. There • Have students write a three-page paper discussing the risks and rewards these are a number of general emigrants faced on their journey west. guidelines for differentiating

T45 Tips For Instruction to contribute to solving a prob- ✔ Cue distracted students back to lem or creating a product. the task through verbal signals The following tips for instruction and teacher proximity. can support your efforts to help How Do I Reach Students With ✔ Set goals that can be achieved in all students reach their maximum the short term. Work for long-term potential. Learning Disabilities? improvement in the big areas. ✔ Survey students to discover their ✔ Provide support and structure. individual differences. Use inter- Clearly specify rules, assign- How Do I Reach Students With est inventories of their unique ments, and responsibilities. talents so you can encourage ✔ Practice skills frequently. Use games Physical Challenges? contributions in the classroom. and drills to help maintain student ✔ Openly discuss with the student ✔ Be a model for respecting others. interest. any uncertainties you have about Adolescents crave social accep- ✔ Incorporate many modalities into when to offer aid. tance. The student with learning the learning process. Provide ✔ Ask parents or therapists and differences is especially sensitive opportunities to say, hear, write, students what special devices to correction and criticism, particu- read, and act out important or procedures are needed and larly when it comes from a teacher. concepts and information. whether any special safety Your behavior will set the tone for ✔ Link new skills and concepts to precautions need to be taken. how students treat one another. those already mastered. ✔ Welcome students with physical ✔ Expand opportunities for ✔ If possible, allow students to challenges into all activities, success. Provide a variety of record answers on audiotape. including field trips, special instructional activities that ✔ Allow extra time to complete events, and projects. reinforce skills and concepts. assessments and assignments. ✔ Provide information to assist ✔ Establish measurable objectives ✔ Let students demonstrate profi- class members and adults in their and decide how you can best ciency with alternative presenta- understanding of support needed. help students meet them. tions, including oral reports, role ✔ Celebrate successes and make note plays, art projects, and musical How Do I Reach Students with of and praise “work in progress.” presentations. ✔ Keep it simple. Point out prob- ✔ Provide outlines, notes, or tape Visual Impairments? lem areas if doing so can help recordings of lecture material. ✔ Facilitate independence. Modify a student effect change. Avoid ✔ Pair students with peer helpers, assignments as needed. overwhelming students with and provide class time for pair ✔ Teach classmates how and when too many goals at one time. interaction. to serve as visual guides. ✔ Assign cooperative group proj- ✔ Limit unnecessary noise in the ects that challenge all students How Do I Reach Students classroom if it distracts the stu- With Behavioral dent with visual impairments. ✔ Provide tactile models whenever Challenges? possible. ✔ Provide a struc- ✔ Foster a spirit of inclusion. tured environ- Describe people and events as they ment with occur in the classroom. Remind clear-cut sched- classmates that the student with ules, rules, seat visual impairments cannot inter- assignments, and pret gestures and other forms of safety procedures. nonverbal communication. ✔ Reinforce appro- ✔ Provide taped lectures and read- priate behavior ing assignments for use outside and model it for the classroom. students. ✔ Team the student with a sighted peer for written work.

T46 Comstock/CORBIS How Do I Reach Students With knowledge and understanding. An example of this would be Hearing Impairments? coins in a foreign currency or a ✔ Seat students where they can see raw cotton ball to reinforce its your lip movements easily and importance in history. where they can avoid any visual distractions. How Do I Reach Gifted ✔ Avoid standing with your back to Students? the window or light source. ✔ Use an overhead projector so you ✔ Make arrangements for students can maintain eye contact while to take selected subjects early and writing information for students. to work on independent projects. ✔ Seat students where they can see ✔ Ask “what if” questions to speakers. develop high-level thinking skills. ✔ Write all assignments on the board, Establish an environment safe for or hand out written instructions. risk taking in your classroom. ✔ If the student has a manual ✔ Emphasize concepts, theories, interpreter, allow both student ideas, relationships, and general- and interpreter to select the most izations about the content. favorable seating arrangements. ✔ Promote interest in the past by ✔ Teach students to look directly at inviting students to make connec- each other when they speak. tions to the present. ✔ Let students express themselves and programs, and community How Do I Reach English in alternate ways such as creative experts who might be called writing, acting, debates, simula- upon to speak to your students. ✔ Learners? tions, drawing, or music. Assign extension projects that ✔ Remember, students’ ability to ✔ Provide students with a catalog allow students to solve real- speak English does not reflect of helpful resources, listing such life problems related to their their academic abilities. things as agencies that provide communities. ✔ Try to incorporate the students’ free and inexpensive materials, cultural experience into your appropriate community services Douglas Fisher is a professor at San instruction. The help of a bilin- Diego State University, San Diego, CA. gual aide may be effective. ✔ Avoid any references in your instruction that could be construed as cultural Classroom Activity stereotypes. Students respond eagerly to a subject when they can relate it to their own experi- ✔ Preteach important vocabu- ences. With the growing number of students who come from other world regions, lary and concepts. explaining history through a global theme can give them a worldwide as well as a ✔ Encourage students to pre- regional perspective. Have students use the library or the Internet to research the view text before they begin effect revolution has had around the world and the influence of the American reading, noting headings. Revolution on revolutions in other countries, such as France and Latin America. ✔ Remind students not to Ask students the following questions: ignore graphic organizers, • What influence has the American Revolution had upon revolutions throughout photographs, and maps the world? since there is much infor- • Where have some of these other revolutions occurred? mation in these visuals. • How successful have these revolutions and their resulting new governments been as compared to the United States? ✔ Use memorabilia and Encourage students to do additional research and share what they find with the class. photographs whenever possible to build background

T47 image100/CORBIS Backward Mapping How Can My Instruction Help Students Succeed in a Standards-Based System? by Emily M. Schell, Ed.D.

ontent standards articulate the standards and identify con- concepts. It is at this stage that what students should know cerns and questions for follow-up backward planning is introduced and be able to do in every while mapping. for the development of instruc- C ✔ social studies classroom. Effective Analyze the Organization of the tional units, which will support instructional planning based in the Standards-Based Content Most the grade-level curriculum map. standards and maximizing available social studies teachers agree with The instruction must support the resources is essential for meaning- researchers that history is best planned assessment. ful teaching and learning of social taught in chronological order. ✔ Map Curriculum at Each Grade Level studies. Planning instruction with However, some grade-level Curriculum planning should be educational goals in mind makes standards either do not or cannot shared among grade levels. Teach- for the most effective teaching. present the content in chrono- ers will have a better understand- logical order. Rich discussions ing of what knowledge and skills How Do I Map My Curriculum? about themes and concepts tend students bring to their coursework to emerge, and teachers identify if they take into consideration Mapping the curriculum from meaningful methods for present- what has been learned previously. beginning to end, and from the ing complex and overlapping end to the beginning—backward information. In this way students How Do I Use Backward mapping—makes for solid instruc- will see the connections that tion. Mapping out the curriculum transcend chronology. Mapping? allows teachers to achieve several ✔ Identify the Content and Order of Teach- After a year-long course of study is goals. These goals include a better ing A plan is developed to present mapped out, each unit must be fur- understanding of the standards and certain content first, then second, ther developed through backward content-specific objectives, organiza- then third and so on. Folding in mapping. You will start with the tion and pacing of the curriculum, content that is either missing from end in mind—knowing your cur- and focused assessment related to the standards or essential in build- ricular goals and objectives at the specific goals and objectives. ing background ✔ Begin the Process of Curriculum Mapping knowledge with To begin, teachers analyze the students enters body of content standards for one the curriculum grade level. They then compare map as well. Out- and contrast these standards to side resources additional sources of information brought into the that support effective teaching classroom are and learning at that grade level good supple- and in that subject area. This pro- ments. cess works best with same-grade ✔ Separate Overlap- colleagues who bring varying ping Units Iden- perspectives and expertise to tify areas of teaching this subject. As a result instruction of this collaboration, strengths for the top- and weaknesses of the standards ics, themes, become apparent. Teachers will big ideas, or have a better understanding of

T48 Ariel Skelley/CORBIS outset, which are often found in the instructional unit, while others ✔ How will I differentiate my content standards and articulated come at the end of the unit. Some instruction to meet the diverse in the curriculum maps. Once goals assessments are performance- needs of my students? have been determined, teachers based, while others are not. ✔ How will I scaffold or provide develop assessments that will show Some are authentic applications access to the curriculum for my progress toward those goals and of information and skills, while English learners? objectives. In the final step of this others require the formal recall of ✔ What vocabulary requires atten- backward mapping process, teach- information. Ask yourself: tion in this unit? ers determine meaningful teaching ✔ What do I want to know and see ✔ How much time will I have to and learning strategies and identify from each student? effectively teach this unit? useful resources that support the ✔ What are the best methods for ✔ How will I use the textbook and assessment. students to demonstrate what other resources to support the To use backward mapping in they know and can do based on goals and objectives for this unit? developing your units of instruc- the goals and objectives? ✔ What lessons will I develop? tion, consider the following steps: ✔ How many assessments do I ✔ In what sequence will I teach Step One: Know Your Targets need to determine what students these lessons during this unit? ✔ First, identify exactly what students know and can do? How will these lessons support ✔ must know and do in this unit. How will I balance informal and the assessments from Step Two? Analyze content standards and any formal assessments? Step Four: Locate and Manage ✔ other resources that support cur- How will I assess students with Resources ricular goals and objectives for this diverse learning styles, skills, Effective teaching and learning of unit. As you plan, ask yourself: and abilities? social studies requires the use of ✔ ✔ What do I want my students to How can I prepare and support multiple forms of text and varied know as a result of this unit? students? resources. Consider what you have ✔ ✔ What skills will students develop How will these assessments available in your classroom, including during the course of this unit? promote student progress in your textbook, and identify resources ✔ How do I describe these goals social studies? you will add in order to teach this ✔ clearly and concisely to my At what time(s) during the unit successfully. Ask yourself: students so they understand unit will I administer these ✔ What parts of the textbook are where we should be at the end assessments? required for the lessons deter- of this unit? Step Three: Develop Meaningful mined in Step Three? ✔ What essential knowledge will Instruction ✔ What ancillary materials are students need to access to make After the assessments for the unit needed for the lessons in this unit? sense of this information? have been determined, consider ✔ What Web sites will I recommend ✔ Do my instructional goals align the meaningful and effective to students to support these with strategies identified in the teaching strategies that will lessons? curriculum map? support learning and student ✔ Do I need to contact guest speak- ✔ Have I introduced any Big Ideas achievement on assessments. ers or obtain outside resources? that are pertinent to this content? While developing lesson plans ✔ What literature resources are Step Two: Identify and Develop for instruction, ask yourself: available to support this unit? Assessments ✔ How will students learn what ✔ Second, consider the multiple they are expected to know? Emily Schell is Visiting Professor, ✔ forms of formal and informal How will I engage students in the San Diego State University; and Social assessments that will help you studies of this unit? Studies Education Director, SDSU City ✔ determine to what degree each In what ways might students relate Heights Educational Collaborative, student has achieved the stated or connect to this information? San Diego, CA ✔ goals and objectives seen in What research-based strategies Step One. Some assessments will be most effective with my are embedded throughout the students and in these studies?

T49 Teaching Maps, Graphs, and Charts How Can I Use Visuals to Improve Students’ Reading Comprehension?

aps, graphs, and charts ✔ Finding Answers Next, students Maps are visual tools. By using should use the graphic’s features, Maps show the relative size and images rather than words, such as the title, labels, colors, M location of specific geographic areas. these tools present complex infor- and symbols, to help them find Two of the most common general mation in an easy-to-understand answers to their questions. If the purpose maps are political maps format. Teach students the following source of the graphic is available, and physical maps. generalized viewing strategies, and students should also determine encourage them to apply these strat- its reliability. Parts of Maps egies as they study each chapter. ✔ Drawing Conclusions After studying All maps contain parts that assist in the visual, students should sum- interpreting the information. Help ✔ Asking Questions Students should marize its main points and draw students learn to identify the following start by looking over the graphic conclusions. map parts. and asking themselves questions, ✔ Connecting Students also should ✔ Title The map title identifies the such as “What is my purpose for relate what they learned from area shown on the visual. The looking at this image?” Then stu- the visual with what they gained title can also identify a map’s dents can identify questions they from reading the text selection. special focus. hope to answer, such as “What is Students can examine how the ✔ Map Key The map key, or legend, being compared?” or “What are visual supports or extends the explains the symbols presented the most important features?” meaning of the text. on the map, thus unlocking the map’s information. ✔ Compass Rose A compass rose is a Europe: Vegetation direction marker. It is a symbol 60°N 0° 20°E Temperate A RC grassland that points out where the cardinal TIC CIR Reykjavík CLE Mediterranean scrub directions—north, south, east, 20°W Deciduous forest

PRIME MERIDIANNorwegian Coniferous forest and west—are positioned. Faeroe Sea Islands Mixed forest ✔ Shetland (deciduous and Scale A measuring line, often Islands coniferous) Tundra called a scale bar, indicates the Orkney Helsinki Highland Islands Oslo (vegetation varies Stockholm with elevation) relationship between the dis- North Ice cap Sea tances on the map and the actual a Riga National capital Copenhagen Se c 40°E lti Ba distances on Earth. London Berlin ✔ Latitude and Longitude Mapmakers Warsaw N Kyiv use lines of latitude and longitude W Paris (Kiev) 40°N to pinpoint exact locations on E Bay of Vienna S Biscay Budapest maps and globes. The imaginary

Belgrade Sea horizontal lines that circle the Adriatic Sea Black ATLANTIC Madrid Corsica globe from east to west are lines of OCEAN Rome Sardinia Aegean Sea latitude, also called parallels. The Strait of M ASIA Gibraltar editer ranean Sea Athens 0 500 kilometers Sicily imaginary vertical lines are lines

0 500 miles Lambert Azimuthal Equal-Area projection Crete of longitude, also called meridians. Both parallels and meridians are measured in degrees.

T50 Graphs ✔ Pictograph A pictograph World Population, 2005 Graphs are a way of showing num- uses rows of bers or statistics in a clear, easy-to- Asia and Pacific 61% small sym- read way. Because graphs summarize bols or pic- and present information visually, Africa 14% tures, each readers have an easier time under- representing standing the data and drawing con- a particular clusions. The most common types of amount. Like graphs are bar graphs, line graphs, a bar graph, circle graphs, and pictographs. a pictograph ✔ Bar Graphs A bar graph shows how is useful two or more subjects or statistics for making Europe 11% compare. It provides information comparisons. along two sides or axes. The hori- South America 6% North America 8% zontal axis is the line across the Charts bottom of the graph. The vertical Source: World Population Data Sheet, 2005. axis is the line along the side. The While all charts bars may be either vertical or hori- present infor- zontal. In most cases the labels on mation or data one axis show quantity, while the in a visual way, the type of chart ✔ Diagrams Diagrams are special- labels on the opposite axis show is often dictated by the nature of ized drawings. They can show the categories of data being the information and by the chart- steps in a process; point out parts compared. maker’s purposes. of an object, organization, or idea; ✔ Line Graphs A line graph shows ✔ Tables Tables show information, or explain how something works. change over time. Like a bar graph, including numerical data, in col- Arrows or lines may join parts of it organizes information along the umns and rows. This organized a figure and can show relation- horizontal and vertical axes. The arrangement facilitates compari- ships between parts or the flow horizontal axis usually shows pass- sons between categories of infor- of steps. ing time, such as months, years, mation. Labels are usually located or decades. The vertical axis usu- at the top of each column and on ally shows quantity or amount. the left-hand side of the table. Sometimes more than one set of data is shown in a line Classroom Activity graph. A double-line graph, for instance, plots data for Create a Graph two related quantities, which Graphs can be difficult to interpret and understand. Help students by having them create may be represented in differ- their own graphs. First, separate students into small groups. Then have each group take a ent colors or patterns. survey of classmates and make a graph to show their results. Suggest that students select ✔ Circle Graphs A circle graph, a bar graph, line graph, circle graph, or pictograph to show their data. To prompt students’ also called a pie graph, thinking, ask the following questions. shows how each part or • Do you play on a sports team? Which sport(s)? percentage relates to the • What do you plan to do after high school? whole. A circle graph • About how much time do you spend watching TV each day? About how much time did you enables a viewer to make spend on TV when you were 10 years old? When you were five years old? comparisons between After students have these graphs completed, invite each group to share its work. Dis- parts and to analyze the cuss the types of graphs students made and their reasons for choosing them. Each relationship of each part group should then take the graph done by another group and transfer the information to another type of graph. to the whole.

T51 Primary Source Strategies How Do I Use Primary Sources in My Classroom?

primary source is an oral a passive process to an active Choosing Primary Sources or written account obtained one. Students become investiga- from actual participants tors—finding clues, formulating Expose students to a variety of A sources, including historic pho- in an event. Examples of primary hypotheses and drawing inferences, sources include the following: making judgments, and reaching tographs, folk or popular music, ✔ official documents (records, conclusions. Using primary sources, financial records as well as letters, statistics) students can think critically about journals, and historic documents. ✔ political declarations, laws, and events, issues, and concepts rather When choosing print sources, rules for governance than just memorizing dates, names, consider the interests and reading ✔ speeches and interviews and generalizations. Thinking criti- levels of your students. Many texts ✔ diaries, memoirs, and oral cally then becomes a habit that can contain challenging vocabulary and histories help students become good citizens. unfamiliar sentence structure. You ✔ autobiographies may need to create a reader’s guide ✔ recipes and cookbooks How Do I Introduce Students that defines key vocabulary and ✔ advertisements and posters paraphrases the main points of ✔ letters to Primary Sources? the reading. ✔ physical objects, such as tools, Carefully explain the nature of Some documents may be too dishes, fine art, photographs, primary sources to students. Alert long. Decide whether using an maps, films, and videotapes students to the fact that primary excerpt will provide enough infor- ✔ songs and audio recordings sources contain biases and preju- mation for students to draw conclu- dices and must be approached sions. You also may need to provide Why Use Primary Sources in with caution. Every primary source different primary sources to expose reflects the creator’s point of view. students to a variety of perspectives. Your Classroom? Students must consider the author- Decide how students will access Using primary sources transforms ship and why the primary source the primary sources: through the the study of social studies from was written. Internet, the library, a museum, or other print resources. Consider the possibility of an Internet virtual field trip for students. Students can visit museum sites and other Web pages to view artifacts, interpret data, and read journals, letters, and official documents. Interpreting a Primary Source Before students interpret a primary source, they need to know the source’s context. Then they can use guidelines, such as those on the next page, to help them analyze and interpret the primary source.

T52 Comstock/PunchStock Interpreting a Primary Source

Print Sources Visual Sources Audio Sources • Who created the source, and what • Who created the source, and • Who created the source? was the purpose for doing so? what was the purpose for What was the purpose for • Did the writer personally experi- doing so? creating this source? ence or witness the event(s)? • What does the image show? • What is the main idea of the • Who was the intended audience? • Who or what dominates the audio? • Was the writer trying to record image or catches your eye? • What bias does the audio text facts, express an opinion, or • How does the view impact the reflect? persuade others to take action? message? • What information about the • What bias does it reflect? • What is excluded from view? topic can you gather from this • What information about the • What bias does the visual audio source? topic can you gather from this reflect? • Compare the information document? • What information about the in this source with what • Compare this document with topic can you gather from this you already know about the what you know about the topic. visual? topic. Does it confirm those Does it confirm those ideas or • How might other visuals ideas or introduce a new introduce a new perspective? about this topic support or perspective? • How might other accounts about modify the message this one • How might other sources this topic support or modify the delivers? about this topic support or message this source delivers? modify the message that this one delivers?

Exploring Information Evaluation Activities a primary source document that provides one perspective on a topic Provide a variety of primary sources Have students evaluate a primary and have students write their own related to a topic or time period. source and tell how it supports or account, presenting another per- Have students compare and contrast refutes what they learned in the spective or opinion. the items, analyzing the information, textbook, or have students read making inferences, and drawing conclusions about the period. Prereading Activities Classroom Activity Present a primary source for Use this activity to explore the use of primary sources. This activity is especially students to study at the begin- beneficial when a less-proficient reader is paired with a more-proficient reader. ning of a new chapter or topic. 1. Before class make a list of student reading partners. Make sure one of the two is a Have students analyze the good reader. source, using the questions 2. Have students read a primary source document, taking turns as they go. They should and guidelines presented “mark” any words that they do not understand. 3. After each paragraph, the student pair should stop and restate what it says in their above. Then have students own words. make predictions about 4. Students should look up unfamiliar words they’ve marked and create an illustrated what they might learn in the dictionary entry for each term. upcoming lessons. 5. Ask student pairs to present their paraphrased primary source to the rest of the class.

T53 Test-Taking Strategies How Can I Help My Students Succeed on Tests?

t’s not enough for students to ✔ Analyze To analyze means to sys- ✔ Explain To explain means to clar- learn social studies facts and tematically and critically examine ify or make plain. Iconcepts—they must be able to all parts of an issue or event. ✔ Illustrate To illustrate means to show what they know in a variety ✔ Classify or Categorize To classify or provide examples or to show of test-taking situations. categorize means to put people, with a picture or other graphic. things, or ideas into groups, based ✔ Infer To infer means to read How Can I Help My Students on a common set of characteristics. between the lines or to use Do Well on Objective Tests? ✔ Compare and Contrast To compare knowledge and experience to is to show how things are similar, draw conclusions. Objective tests may include multiple or alike. To contrast is to show ✔ Justify To justify means to prove choice, true/false, and matching how things are different. or to support a position with spe- questions. Applying the strategies ✔ Describe To describe means to cific facts and reasons. below can help students do their present a sketch or impression. ✔ Predict To predict means to tell best on objective tests. Rich details, especially details what will happen in the future, that appeal to the senses, flesh based on an understanding of How Can I Help My Students out a description. prior events and behaviors. Do Well on Essay Tests? ✔ Discuss To discuss means to sys- ✔ State To state means to briefly and tematically write about all sides concisely present information. Essay tests require students to of an issue or event. ✔ Summarize To summarize means provide well-organized written ✔ Evaluate To evaluate means to to give a brief overview of the responses, in addition to telling what make a judgment and support it main points of an issue or event. they know. Help students use the with evidence. ✔ Trace To trace means to present following strategies on essay tests. the steps in sequential order. Objective Tests

Multiple-Choice Questions True/False Questions Matching Questions • Students should read the directions carefully • It is important that • Students should read to learn what answer the test requires—the students read the through both lists before best answer or the right answer. This is espe- entire question before they mark any answers. cially important when answer choices include answering. For an • Unless an answer can be “all of the above” or “none of the above.” answer to be true, the used more than once, stu- • Advise students to watch for negative entire statement must dents should cross out each words in the questions, such as not, except, be true. If one part of choice as they use it. unless, never, and so forth. If the question a statement is false, • Using what they know contains a negative, the correct answer the answer should be about grammar can help stu- choice is the one that does not fit. marked False. dents find the right answer. • Students should try to mentally answer the • Remind students to For instance, when matching question before reading the answer choices. watch for words like a word with its definition, • Students should read all the answer choices all, never, every, and the definition is often the and cross out those that are obviously always. Statements same part of speech (noun, wrong. Then they should choose an answer containing these verb, adjective, and so forth) from those that remain. words are often false. as the word.

T54 Read the Question How Can I Help My The key to writing successful essay responses lies in reading and inter- Students Prepare for preting questions correctly. Teach Standardized Tests? students to identify and underline Students can follow the steps key words in the questions, and to below to prepare for stan- use these words to guide them in dardized assessments they understanding what the question are required to take. asks. Help students understand ✔ Read About the Test Students the meaning of some of the most can familiarize themselves common key words, listed on the with the format of the previous page. test, the types of questions Plan and Write the Essay that will be asked, and the ✔ Pace Students should pace them- After students understand the ques- amount of time they will have to selves differently depending on tion, they should follow the writ- complete the test. Emphasize that how the test is administered. If ing process to develop their answer. it is very important for students the test is timed, students should Encourage students to follow the steps to budget their time during test- not allow themselves to become below to plan and write their essays. taking. stuck on any one question. ✔ Review the Content Consistent If the test is untimed, students 1. Map out an answer. Make lists, study throughout the school year should work slowly and care- webs, or an outline to plan the will help students build social fully. If students have trouble response. studies knowledge and under- with an item, they should mark standing. If there are specific it and come back to it later. objectives or standards that are ✔ Analyze Practice Results Help 2. Decide on an order in which to present the main points. tested on the exam, help students students improve test-taking per- review these facts or skills to be formance by analyzing their test- sure they are proficient. taking strengths and weaknesses. ✔ Practice Provide practice, ideally Spend time discussing students’ 3. Write an opening statement that directly responds to the essay with real released tests, to build completed practice tests. Help stu- question. students’ familiarity with the dents identify what kinds of ques- content, format, and timing of tions they had the most difficulty the real exam. Students should with. Look for patterns in errors 4. Write the essay. Expand on the practice all the types of questions and then tailor instruction to review opening statement. Support key they will encounter on the test. appropriate skills or content. points with specific facts, details, and reasons. Classroom Activity 5. Write a closing statement that brings the main points together. Below is an example of an assessment review activity. Reviewing graded tests is a great way for students to assess their test-taking skills. It also helps teachers teach test-taking strategies and review content. As the class rereads each test question, guide students to think logically about their answer choices. Show students how to: 6. Proofread to check for spelling, 1. Read each question carefully to determine its meaning. grammar, and punctuation. 2. Look for key words in the question to support their answers. 3. Recognize synonyms in the answer choices that may match phrases in the question. 4. Narrow down answer choices by eliminating ones that don’t make sense. 5. Anticipate the answer before looking at the answer choices. 6. Circle questions of which they are unsure and go back to them later. Sometimes a clue will be found in another question on the test.

T55 Charles Gupton/CORBIS Project CRISS How Can I Teach My Students How to Learn Social Studies? by Carol M. Santa, Ph.D.

e all know that teaching oral reports and how she helped ments. My reading assignments social studies involves far me become comfortable speaking are becoming a waste of time!” Wmore than teaching just before a group. In fact, I remem- His words struck a chord. “My course content. We understand that ber more from her class than any students don’t have a clue about students need to become engaged, other I took during high school. how to study, and they don’t confident learners. Achieving that ✔ Teach How to Learn More impor- write very well either,” another goal means helping them to under- tant, I now understand that she teacher lamented. stand, organize, and retain taught me how to learn to learn. ✔ Evolving Strategies Supported by a information. She showed me how to under- state grant, we started working line, how to organize informa- together to find practical ways Teaching Both tion using different note-taking to help students read, write, and Content and Skills formats, and how to write coher- learn content. We met in teams, ent answers on essay tests. She read professional literature, and In other words, we want our stu- taught me the need to test myself designed studies to test class- dents to have the skills and confi- on what I knew. And during that room strategies. From these dence to be lifelong learners. With vulnerable, adolescent year, I efforts, we evolved a project to its rich content, social studies offer went from being a mediocre stu- help students become better read- an ideal arena for teaching both dent to being an excellent one. ers, writers, and learners. Once content and skills. This inspirational teacher did some- the project took shape, we shared ✔ A Dual Responsibility Let’s take a thing else for me. At some point our discoveries with other teach- moment to consider why the dual during that eighth-grade year, I ers by offering a two- or three- responsibility of teaching both decided to become a teacher. Later day CRISS workshop to schools content and skills is so important. I realized that she had launched and districts in the state. me on my professional mission—to Think back to your own middle ✔ Constant Growth Over the last spread her wisdom to others. Even- and high school years. What do two decades, Project CRISS has tually this led to Project CRISS. you remember about the con- spread from teacher to teacher tent you learned? If I recall my across this country, into Canada, experiences, I find I remember What Is CRISS? and to several European coun- remarkably little content. What CRISS stands for CReating Inde- tries. The project seems to sell did I learn in biology or history? pendence through Student-owned itself. Teachers who use CRISS What did my textbooks look like? Strategies. It is a staff development principles and strategies find that As the years go by, I don’t even program that I created in collabora- their students attain a deeper remember the names of most of tion with middle and high school understanding of course content my teachers. teachers in Kalispell, Montana. and become better readers, writ- ✔ An Inspiring Teacher Yet I have ✔ Origin of CRISS CRISS had its start ers, and learners at the same vivid memories of my eighth- 20 years ago in a lunchtime con- time. In fact, data from numerous grade social studies teacher, who versation in a teachers’ lounge. quantitative studies shows that came out of retirement to fill in One of the social studies teach- using CRISS strategies improves for a history teacher who left ers said, “My students aren’t student learning. (For the most on maternity leave. I remember doing a good job of answering recent data and for information how fascinated I became with chapter questions. In fact, I don’t on CRISS workshops, see www. ancient history; I recall giving think they even read my assign- projectcriss.com)

T56 CRISS Strategies in In any case, for those of you reading. We ask them, “What unfamiliar with Project CRISS, might you already know about the Teacher Edition let’s begin with a little background the topic? What questions do When the editors of Glencoe/ knowledge. In this way you will you have about the topic?” We McGraw-Hill asked me and my have some context for the various also remind them to preview the colleagues to help them integrate activities suggested throughout the assignment and think about their CRISS strategies into their social teacher wraparound edition. goals for reading. We often have studies texts, we welcomed the to be very explicit about the goals. opportunity. In this teacher wrap- The CRISS Philosophy For example, we might tell stu- around edition, we offer many refer- dents, “After reading this selec- The first thing to know is that Proj- ences to CRISS strategies. We have tion, you should be able to . . . ,” ect CRISS is more than a collection packed the pages with strategies or, “After viewing the video, you of learning strategies. Its underlying that help students gain a deeper should be able to identify . . .” power rests not on the individual understanding of specific content. ✔ KWLH In the teaching strategies strategies but on the teaching phi- included for each chapter in this losophy behind them. This philoso- book, we offer ideas for helping phy integrates work from cognitive CRISS Training students tap into their background psychology, social learning theory, knowledge. For example, we sug- We have one word of caution, how- and neurological research about gest that students preview their ever: the integration of CRISS strate- how the brain learns. It includes reading assignment and consider gies within this teacher wraparound these overlapping principles: what they already know about edition does not take the place of ✔ background knowledge and a topic. Or, we might develop a a Project CRISS workshop, which purposeful reading whole-class KWLH chart (Know, provides an in-depth knowledge of ✔ author’s craft Want to learn, Learned, How to CRISS. So, if you haven’t yet par- ✔ active involvement learn more), where students work ticipated in a CRISS workshop, we ✔ discussion on this task together. They can encourage you to do so. During a ✔ organization generate questions about what workshop, CRISS trainers take you ✔ writing they want to learn, and then, after step-by-step through the philosophy ✔ teacher modeling completing the assignment, they and instructional strategies. Partici- Let’s look at each of these principles can list the new information they pants are actively involved in all in more detail, along with examples have learned and how they can aspects of the program—practicing, of instructional strategies that illus- learn more. adapting, and applying strategies to trate them. meet teaching needs. Long-lasting change occurs when Background knowledge KWL H teachers and administrators work together to share, extend ideas, and purposeful reading are What I What What I How and problem solve. The most effec- powerful determinants of Know I Want Learned I Can tive implementations occur when to Find Learn the initial workshop is supported reading comprehension. Out More by follow-up sessions, including a Teachers involved in Project specific follow-up day. At this ses- CRISS often talk about the impor- ✔ Reading Goals We also suggest sion, teachers bring examples of tance of background knowledge. ways to make sure your students strategies they have used since the Readers are far more likely to learn have clear goals for their reading. initial training. Part of this time may new information when they have Each section opener lists reading be spent in review and in learning some previous knowledge and have strategies and main ideas that new strategies. The rest of the time a purpose in mind before they read outline reading goals. Most stu- is for sharing applications. Addi- or listen. dents will skip over this material tional ongoing support can occur in ✔ More Than Simply Reading We warn and simply start reading. Teach- teacher planning periods. students not to simply begin ers need to help students under-

T57 stand that the reading goals ✔ Pay Attention Good readers and dents develop concept maps or are important tools for under- writers know that paying atten- write summaries. standing. We tell students, tion to how text is organized—its “Don’t ignore your purposes for headings and paragraphs, for reading. Take time to think about example—makes it easier to Students need many them before delving into your read- comprehend its content. Good opportunities to talk with ing.” Project CRISS also provides readers will analyze the author’s one another about what they hints about how to get students style of presentation as they to use these purpose statements read. They might ask themselves, are learning. to evaluate whether they have “What is this author doing to Discussion is critical to learning. understood their reading. help me learn key concepts? How The discussions we advocate are Reading social studies materials does the writer lead me from one different from those in which the has its own special considerations. idea to the next?” When students teacher remains the authority fig- CRISS specialist Malla S. Kolhoff become aware of what the author ure, with students simply reciting shares this advice: is doing to impart content, they answers to questions. If discussion “As educators, it is our responsi- have a clearer idea of what the becomes mere recitation and there bility to set a purpose for histori- author is saying. is little interaction among students, cal reading. Students often must ✔ The Walk Through Walk students little learning occurs. Thus we focus struggle to connect history with through the first lesson of the on how to get students to lead their their own lives. To compare and text. Point out the parts of the own discussions about a topic. We contrast, establish cause and effect, lesson to help students discover want them to understand that it is and sequence events in chronologi- the author’s style of presentation. their discussing, their oral grappling cal order presents a challenge for Point out the surface structure with meaning—not ours—that leads even the best reader. CRISS strate- (headings, bold print, color cod- to deeper understanding. gies allow students to move beyond ing of topical headings, italicized words to the real significance for words), but also point out main their society. With CRISS, my stu- ideas in sample paragraphs to Competent readers know dents are able to become engaged in analyze how the author elabo- several ways to organize the learning process through: rates on key topics. a. background knowledge information for learning. b. active reading, listening, and Learning depends on organization. learning We show students different ways to c. discussion Effective learners are actively organize information. They can take d. metacognition involved when they listen and notes, underline selectively, develop e. writing read. concept maps, and summarize ideas f. organization in charts. Once we have taught g. understanding We learn best when we act on the students these techniques, we tell I have found that these strategies information presented. We can do them, “You have to do more than help my students attain a higher this by using a variety of organizing just read this assignment. How are level of historical thinking and activities that require us to write, you going to organize the informa- understanding.” talk, and transform the information tion from this assignment? You have we are absorbing. None of us learns to change it, to transform it so that it Good readers have an much from reading alone—it’s far becomes your own.” intuitive understanding of too passive. For each chapter of this text, we CRISS strategies encourage offer ideas for assisting students the author’s craft. active engagement in learning. We in organizing information. Once When students know how authors might ask students to read a sec- students have learned a variety of craft their writing, they can more tion and describe what they are organizing systems, we suggest readily understand and remember learning to a partner, or we might ways to help them apply these what they read. be more elaborate and have stu- structures independently.

T58 Students deserve egy is and why students should ✔ A Systematic Approach Project CRISS use it. If students do not know is a valuable basis for instruction. opportunities to write about why they are performing an It provides a systematic approach what they are learning. activity, they will rarely use the for using what we now know activity on their own. Next, we Writing is an integral part of the about teaching and learning. demonstrate and talk about pro- CRISS project. Writing lets us figure The following chart lists ques- cedures for carrying out the strat- out what we know and what we tions we need to continually ask egy. We discuss, demonstrate, still need to know. We cannot write ourselves while we are teaching. and think aloud while modeling. about something we do not under- Use this chart to monitor your Then, students practice under our stand. While we teach students efforts to incorporate CRISS prin- guidance and feedback. how to write expository papers and ciples into your teaching. essay exams, we also encourage stu- CRISS dents to write more informally by The CRISS Philosophy Yes No Somewhat questioning, speculating, and writ- Principles ing explanations in learning logs. We make sure that students are Background Did I assist students in think- writing continually about what they Knowledge: ing about what they already are learning. knew about the topic before For each chapter of this text, we beginning the unit? Did I offer ideas for assisting students develop necessary concepts in organizing information. Once before students read? students have learned a variety of organizing systems, we suggest Purpose/ Did my students have a clear ways to help them apply these Setting: purpose about what they structures independently. were going to learn before beginning the lesson? Author’s Can my students use Teaching involves explanation Craft: the author’s style of and modeling. presentation to facilitate Our final principle has to do with their understanding? our own teaching. Students learn Active Were my students engaged in to think strategically when we Involve- the topic? Did I help students use these processes as part of our ment: become actively involved in instruction. Our demonstrations their learning? are especially critical for struggling readers. Most have never been Discussion: Did my students have oppor- taught how to learn. We have to tunities to talk about what show them how. they were learning? ✔ Take Center Stage When you intro- Organiza- Did my students organize duce a new strategy, you should tion: information in a variety of take the center stage: showing, ways? telling, modeling, demonstrating, and explaining not only Writing: Did my students write about the content but the process of what they were learning? active reading. As students learn, gradually release responsibil- Teacher Did I do enough teacher mod- ity to them. Strategy instruction Modeling: eling of learning strategies involves two overlapping steps. so that students could begin First, we explain what the strat- doing them on their own?

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