differentiated instruction for the american history classroom

Differentiated Instruction forthe American History

Classroom

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Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with The American Vision program. Any other reproduction, for sale or other use, is expressly prohibited.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027

ISBN: 978-0-07-878444-6MHID: 0-07-878444-1

Printed in the United States of America

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TO THE TEACHER iv

ACTIVITIESChapter 1 Colonizing America: Prehistory to 1754 1

Chapter 2 The American Revolution, 1754–1783 5

Chapter 3 Creating A Constitution, 1781–1789 9

Chapter 4 Federalists and Republicans, 1789–1816 13

Chapter 5 Growth and Division, 1816–1832 17

Chapter 6 The Spirit of Reform, 1828–1845 21

Chapter 7 Manifest Destiny, 1840–1848 25

Chapter 8 Sectional Conflict Intensifies, 1848–1877 29

Chapter 9 The Civil War, 1861–1865 33

Chapter 10 Reconstruction, 1865–1877 37

Chapter 11 Settling the West, 1865–1890 41

Chapter 12 Industrialization, 1865-1901 45

Chapter 13 Urban America, 1865–1896 49

Chapter 14 Becoming A World Power, 1872–1912 53

Chapter 15 The Progressive Movement, 1890–1917 57

Chapter 16 World War I and It’s Aftermath, 1919–1920 61

Chapter 17 The Jazz Age, 1921–1929 65

Chapter 18 The Great Depression Begins, 1929–1932 69

Chapter 19 Roosevelt and the New Deal, 1933–1939 73

Chapter 20 A World in Flames, 1931–1941 77

Chapter 21 America and World War II, 1941–1945 81

Chapter 22 The Cold War, 1945–1960 85

Chapter 23 Post-War America, 1945–1960 89

Chapter 24 The New Frontier and The Great Society, 1961–1968 93

Chapter 25 The Civil Rights Movement, 1954–1968 97

Chapter 26 The Vietnam War, 1954–1968 101

Chapter 27 The Politics of Protest, 1960–1980 105

Chapter 28 Politics and Economics, 1968–1980 109

Chapter 29 Resurgence of Conservatism, 1980–1992 113

Chapter 30 A Time of Change, 1980–2000 117

Chapter 31 A New Century Begins, 2001–Present 121

Table of Contents

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This Differentiated Instruction for the American History Classroom booklet accompanies The AmericanVision student textbook. These Strategies and Activities are designed to give you additional resources to dif-ferentiate your instruction, addressing the different types of learners in your classroom. For each Strategy andActivity, the following information is provided to you in the outer margin:

General PurposeEach Strategy and Activity is labeled as to its general type—Interdisciplinary Activity, Cooperative

Learning, Enrichment, and Classroom Discussion, for example.

SkillThe skill being learned and/or exhibited in the activity is highlighted. For example, students may be iden-

tifying central issues, creating a chart, conducting research, making connections, writing a dramatic scene,analyzing literature, or making a map.

Recommended UseA recommended use for each Strategy and Activity is suggested—for example, Team-Teaching Activity,

Reinforcement, Independent Practice, Chapter Review, and so on. The recommendations may help you planthe point at which you want to have students complete the activity.

LevelTo help you plan for the varying levels of your students, each Strategy and Activity is also leveled. These

levels include Below Grade Level, On Grade Level, and Advanced Learners. An additional level is noted forthose activities that would be helpful for English Learners.

Additional FeaturesThis booklet also includes short, high-interest items interspersed with Strategies and Activities. These

include Learn More About . . . —activities that provide skill practice in researching the history or explanationof an event or person(s). Launching questions or activities may be included, which help students connectinformation already learned to the new information to be researched.

People and Places and Internet Learning are activities that provide background information and/or Websites to help students clarify main ideas, apply comprehension through visuals, and practice kinesthetic skillsto learn more about historical events.

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To the Teacher

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Key Terms ReinforcementStrategy and ActivityCompile a list of content vocabulary and key terms for this chapter. Include wordssuch as:

agricultural revolution headrighttribute proprietary colonykiva hereticpueblo indentured servantastrolabe town meetingcaravel triangular tradecircumnavigate mercantilismconquistador slave codeencomienda rationalismjoint-stock company pietismprivateer revival

Ask students to complete a word web. Demonstrate for students the structureof a word web that includes the following components:

• word history• related words• synonym• antonym• parts of speech• dictionary definition• original sentence using the word• how it relates to the chapter

As students encounter the word in the text, they should add to their word websthe sentence from the text that uses the word. Supply college-level dictionaries, the-sauri, and word origin dictionaries. Provide a model of the word web using the over-head projector.

Mesoamerican Time LineStrategy and Activity

Divide the class into small groups and ask students to read the text concerningearly civilizations of Mesoamerica. Have each group construct a time line showingwhen the different civilizations of Mesoamerica existed. Remind students that someof these civilizations existed at the same time and may overlap. Have groups add briefsummary paragraphs about each civilization and appropriate visuals to their timelines. Display the time lines on a bulletin board or along a classroom wall. Have stu-dents use the time lines for reference during this chapter.

Native American GroupsStrategy and Activity

List on the board some of the early Native American groups from each regionof North America. Ask students to read the information in the textbook about oneof these groups and to assume the point of view of one role within the NativeAmerican society. For example, a student might take on the role of a NativeAmerican chief, woman, child, or warrior. Using the first-person point of view, stu-dents should speak from their assumed role as they construct a free verse poemdescribing aspects of the Native American group’s culture. Encourage students towrite about leadership, government, clothing, food, challenges, relationships, andreligion. If possible, provide some examples of poetry written by Native Americans.

Differentiated Instruction for the American History Classroom 1

Colonizing America: Prehistory to 1754CHAPTER

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Key Terms ReinforcementIndependent PracticeSkill: Use Word Webs to AnalyzeImportant TermsRecommended Use: ReinforcementLevel: On Grade Level

Mesoamerican Time LineCooperative Learning ActivitySkill: Create a Time LineRecommended Use: ReadingOrganizerLevel: Below Grade Level

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Native American GroupsPoetry Writing ActivitySkill: Analyzing a Point of ViewRecommended Use: EnrichmentLevel: Above Grade Level

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Provide students with an audience for their work through a classroom display, classbook, or poetry reading.

Early ExplorersStrategy and Activity

After introducing the lesson about European explorers, instruct students to cre-ate a graphic organizer similar to the one below:

Students should complete the chart as they read the relevant parts of their text-book and should include such explorers as:

Christopher Columbus Amerigo VespucciHernán Cortés Juan Ponce de LeónJohn Cabot Jacques CartierFerdinand Magellan Francisco Vásquez de CoranadoVasco da Gama Vasco de BalboaFrancisco Pizarro Henry Hudson

After students complete their individual charts, conduct a class discussion aboutthe goals and accomplishments of these European explorers. If any inconsistenciesarise, have students refer to the text to verify information recorded on their charts.Finally, create a master chart that can be displayed in the classroom for reference purposes.

The Thirteen ColoniesStrategy and Activity

Organize students into three groups and assign each group one geographic area:New England Colonies, Middle Colonies, and Southern Colonies. Have each groupcreate a chart with the following information:

2 Differentiated Instruction for the American History Classroom

The Thirteen ColoniesCooperative Learning ActivitySkill: Create a ChartRecommended Use: ReinforcementLevel: On Grade Level

Early ExplorersGuided PracticeSkill: Create a ChartRecommended Use: ReadingOrganizerLevel: Below Grade Level

Learn More About. . . The Columbian Exchange

Bring to class an assortment of food items that were part of the Columbian Exchange, eitherintroduced to Europe from the Americas or vice versa. Invite interested students to visit theMuseum of Natural History Seeds of Change Garden project at www.mnh.si.edu/archives/garden/emeritus.html. The Web site contains a history of plants and foods that were part ofthe Columbian Exchange, recipes, and other activities.

Learn More About . . .African Empires

Have students create a chart comparing the African Empires of Ghana, Mali, Benin, andSonghai, with headings for civilization, time frame, location, religion, economy, and social andcultural features. Have them complete the chart with information gathered from the text, aswell as library and Internet resources.

Colonizing America: Prehistory to 1754, continued

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Date Host Country Explorer Goal Achievement

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• name of the colony• date established• purpose for which it was founded• founders or leaders• major challenges• economics• government

Have groups make their charts on large poster board or butcher paper and dis-play in the classroom. Encourage groups to add a map of their assigned colonies andother visual features.

Tools of the TradeStrategy and Activity

Have students reread the text describing colonial ways of life, focusing in par-ticular on the types of occupations in the colonies. Then have each student select anoccupation. Examples could include: farmer (tobacco, rice, indigo, cotton), black-smith, carpenter, weaver, cooper, leather worker, fisher, whaler, shipbuilder, merchant, mason, iron or silversmith, glassmaker, baker, seamstress, shoemaker, andinnkeeper.

Ask students to write an advertisement for their occupation, including whatskills were needed, what tools were required, and colonial prices for specific finishedgoods or services. If possible have students format their advertisements using a colo-nial-looking font and borders. Post the advertisements on a bulletin board or displayaround the room.

Elements of Culture in the ColoniesStrategy and Activity

Organize students into three groups: New England Colonies, Middle Colonies,and Southern Colonies. Ask each group to first identify which colonies are part oftheir group. Then ask them to analyze these colonies in terms of language, govern-ment, social groups, economic system, and religion. Tell them to note their answersin chart form.

When they are finished, ask them to select a representative character of theirgeographic region and write a letter describing the person’s life to family membersleft behind in Europe or living in another colony. Have a representative of eachgroup read his or her letter to the class. Discuss how the points made in the letterrepresent the realities of life in the geographic area. Students from other groupsshould compare and contrast the details contained in the letter with details of life inthe other colonies.

The Pilgrims Land at PlymouthBackground

On September 16, 1620, 101 Puritans set sail from England on the journeyacross the Atlantic on the Mayflower. The trip took 65 days. Most of the food ranout, many passengers became ill, and one died. A severe storm blew the small shipoff course. Finally, on November 11, the Pilgrims sighted Cape Cod and, facingrough and stormy seas, landed. The Pilgrims were not completely lost. In 1614, theVirginia Company had hired Captain John Smith to explore the region. ThePilgrims had a copy of Smith’s “Map of New England,” and they decided to moveacross the Massachusetts Bay to the area Smith had labeled “Plymouth” on his map.

Tools of the TradeWriting ActivitySkill: Create AdvertisementsRecommended Use: ReinforcementLevel: On Grade Level


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Elements of Culture in theColoniesWriting ActivitySkill: Write a LetterRecommended Use: ChapterReviewLevel: On Grade Level

The Pilgrims Land at PlymouthInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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Have students read Of Plymouth Plantation on page 62 of Glencoe Literature’sThe Reader’s Choice: American Literature. Point out that William Bradford was one ofthe Separatists who voyaged to Plymouth Rock in 1620. During the long and life-threatening voyage, Bradford helped write the Mayflower Compact to establish thecolony’s rules of government. Another of his historical documents, Of PlymouthPlantation, gives a detailed account of the Pilgrims’ experiences aboard the Mayflowerand in the Plymouth colony. Chapter 9 describes scenes from the harrowing voyage:

[T]he winds were so fierce and the seas so high, as the could not bear aknot of sail, but were forced to hull for [several] days together. And inone of them, as they thus lay at hull in a mighty storm, a lusty youngman called John Howland . . . was, with a seele of the ship, thrown intosea; but it pleased God that he caught hold of the topsail halyards whichhung overboard and ran out at length.

In Chapter 11, Bradford writes:

But that which was most sad and lamentable was, that in two or threemonths’ time half of her company died, especially in January and Febru-ary, being the depth of winter, and wanting houses and other comforts;being infected with the scurvy and other diseases which this long voyageand their inaccommodate condition had brought upon them.

Further writings continue to describe the conditions surrounding the coloniza-tion of America, with Bradford writing specifically of Squanto’s instruction to thePilgrims in basic survival techniques in the new land.

[B]ut Squanto continued with them and was their interpreter and was aspecial instrument sent of God for their good. . . . He directed them how toset their corn, where to take fish, and to procure other commodities, andwas also their pilot to bring them to unknown places for their profit. . . .

Activities1. Describe the conditions the Pilgrims faced on board the Mayflower and discuss

the level of preparedness for such conditions. (Life on the Mayflower was perilous.Besides surviving stormy and rough seas, the Pilgrims also faced malnutrition andeven starvation. Additionally, the Pilgrims had to endure extreme shifts in tempera-ture and confusion of location and direction while at sea. The Pilgrims were ill-pre-pared for such a voyage and for life in America because both situations were differentfrom the lives they had led in Europe.)

2. Predict the impact on the Pilgrims if Squanto had not befriended them. (Most likely,they would have perished. His instruction equipped the Pilgrims to survive the harshconditions of New England.)

3. Writing Prompt: Have students assume the point of view of William Bradfordas they write advertisements for an English newspaper in the early 1600s. Theads should seek settlers to join the Pilgrims in the colonies and should focus onthe type of colonists that William Bradford would have wanted to settle in hiscolony. Include in your ad the characteristics necessary for survival.


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customs duty guerrilla warfareinflation letter of marquenonimportation agreement republicwrit of assistance emancipationcommittee of correspondance manumissionminuteman


• word history• related words• synonym• antonym• part of speech• dictionary definition• original sentence using the word• how it relates to the chapter


The Discontented ColoniesStrategy and Activity

Organize volunteers from the class into two groups: members of the BritishParliament and the colonists. Ask each group to reread the portion of the text deal-ing with the Proclamation Act of 1763, the changes in customs duties, the Sugar Act,the Currency Act of 1764, the Stamp Act, and the Quartering Act. The students whoare acting as members of the British Parliament should introduce and explain eachact to the colonists. The students who are acting as colonists should react with his-torical accuracy to the pronouncements from the members of Parliament. Studentsnot involved in the role play should write first-hand accounts of the events they arewitnessing.

Learn More About . . .The Battle of Fort Necessity

A small circular palisaded fort in western Pennsylvania was the site of George Washington’sfirst defeat and only surrender, in the Battle of Fort Necessity, the opening battle of the Frenchand Indian War. The National Park Service site examines Fort Necessity and its context atwww.nps.gov/fone/fonehist.htm.


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The Discontented ColoniesCooperative Learning ActivitySkill: Analyze Point of ViewRecommended Use: EnrichmentLevel: On Grade Level

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The Boston Tea PartyStrategy and Activity

Have students complete a chart similar to the one shown to analyze the impe-tus for and outcome of the Boston Tea Party.

Use the chart to answer the following questions: What was the atmosphere inthe colonies prior to the Tea Act? What were Lord North’s reasons for helping theBritish East India Company? What fears prompted the colonists to respond as theydid? What role did Thomas Jefferson’s committees of correspondence play in theBoston Tea Party? Did the colonists have expectations as to what the Boston TeaParty might accomplish? What happened as a result of the Boston Tea Party? Overall,how important was the Boston Tea Party to the American Revolution?

The Continental CongressStrategy and Activity

Ask students to assume the role of the aides to the leaders of the ContinentalCongress. For the First Continental Congress held in May 1774, they have beenassigned to create a multimedia presentation to outline the intended outcomes of theCongress. Ask students to use their textbook and other resources to investigate theSuffolk Resolves and the Continental Association, and to include specific informa-tion about each in the multimedia presentation.

For the Second Continental Congress held in June 1775, the students shouldcreate a PowerPoint presentation that is representative of the defensive and govern-mental actions of the Congress. Ask students to include information about the fol-lowing topics:

• the formation of the Continental Army, Navy, and Marine Corps• the election of George Washington• the offering of the Olive Branch Petition• the formation of the postal system

The American RevolutionStrategy and Activity

As students read about the American Revolution, ask them to create a verticaltime line. At the top of the time line, students should identify the debt that Britainincurred as a result of the French and Indian War, and at the end of the time line,students should write “The Treaty of Paris.” Students should use the lines in betweento chronologically record the events that occurred from the onset to the end of theAmerican Revolution. Students should include the year the event occurred and a textpage number for quick reference.

Parliamentary Actions Colonists’ Responses Impact on Colonists


The American Revolution, 1754–1783, continued

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The Continental CongressIndependent PracticeSkill: Organize a PresentationRecommended Use: EnrichmentLevel: Above Grade Level

The American RevolutionIndependent PracticeSkill: Create a Time LineRecommended Use: ReadingStrategyLevel: Below Grade Level

The Boston Tea PartyIndependent PracticeSkill: Create a ChartRecommended Use: ReinforcementLevel: On Grade Level

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The Treaty of ParisStrategy and Activity

Provide students with a blank map of North America and a copy of the Treatyof Paris, signed on September 3, 1783. Review the provisions of the Treaty of Parisand list on the board the provisions dealing with land boundaries and expansion.Students should use the map to show which parts of North America belonged toBritain, France, Spain, Russia, and the United States according to the conditions ofthe Treaty of Paris. Have them make a map legend to show the symbols and colorsthey use. How did the provisions change the boundaries of the United States? Whatwas the impact of the treaty on the expansion of the United States? How are theboundaries different today?

Was It a Revolution?Strategy and Activity

Discuss with students the definitions of the term revolution. Ask students toorganize and write an essay in which the first paragraph identifies the causes for theAmerican Revolution, the second paragraph defines revolution, and the final para-graph explains the impact of the Revolution on American government and politics.

The Townshend ActsBackground

The Townshend Acts of 1767 were imposed on colonists as the Britishattempted to raise funds to pay war costs. One of the Townshend Acts was theRevenue Act of 1767, which put new customs duties on goods imported into thecolonies. To assist customs officers in arresting smugglers, the Revenue Act legalizedthe use of “writs of assistance,” or general search warrants. They enabled customsofficers to enter any location during the day to look for evidence of smuggling.

Not surprisingly, the Townshend Acts infuriated many colonists. In May 1767,Virginia’s House of Burgesses passed the Virginia Resolves, stating that only theHouse had the right to tax Virginians. Under orders from Britain, Virginia’s gover-nor dissolved the House of Burgesses. In response, the leaders of the House ofBurgesses—including George Washington, Patrick Henry, and Thomas Jefferson—immediately called the members to a “convention.” This convention then passed anonimportation law, blocking the sale of British goods in Virginia.

StrategyHave students read “Speech to the Second Virginia Convention” on page 108

of Glencoe Literature’s The Reader’s Choice: American Literature. Lead students tounderstand why oration ingrained itself as a powerful tool during the years preced-ing the American Revolution. A famous orator, Patrick Henry is perhaps most widelyknown for the phrase, “Give me liberty or give me death,” which closed his famousand stirring “Speech to the Second Virginia Convention.” Powerfully structured toask and answer a series of forthright questions concerning British treatment of thecolonists, Henry admits the magnitude of the actions of the House leaders:

The question before the house is one of awful moment to this country.For my own part, I consider it as nothing less than a question of freedomor slavery.



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Was It a Revolution?Writing ActivitySkill: Analyze InformationRecommended Use: EnrichmentLevel: Above Grade Level

The Townshend ActsInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

The Treaty of ParisIndependent PracticeSkill: Create a MapRecommended Use: GuidedPracticeLevel: Below Grade Level

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Numerous exclamations mark the final paragraphs of the speech as Henry calls theVirginia Convention to join with the colonists in Massachusetts, who were alreadyengaged in open opposition to the British:

Gentlemen may cry peace, peace—but there is no peace. The war is actu-ally begun! The next gale that sweeps from the North will bring to ourears the clash of resounding arms! Our brethren are already in the field!Why stand we here idle? . . . Is life so dear, or peace so sweet, as to bepurchased at the price of chains and slavery? Forbid it, Almighty God! Iknow not what course others may take; but as for me, give me liberty, orgive me death!

Soon the battles of the American Revolution would rage around the people ofVirginia. Henry was elected in 1776 to be the first governor of the commonwealthunder its new constitution, and his ability to stir up and unite people servedVirginians well during this most turbulent and necessary period.

ActivitiesAsk students the following questions, and then have them complete the activitybelow.1. In the closing line, Henry states two choices he sees for himself. What are they?

(freedom from British rule or death)

2. Do you agree or disagree with Henry’s statement that revolution was “nothingless than a question of freedom or slavery”? Explain your answer. (Answers mayvary, but most students will agree. Reasons may include that the British had sent sol-diers to monitor daily actions of the colonists; through the writs of assistance, thecolonists could be searched and sent to England for trial; and the colonists were notpermitted to govern themselves.)

3. Writing Prompt: Write an expanded definition of “liberty.” Include in your def-inition what liberty meant to the colonists as well as what it means to you.



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duty checks and balancesrecession vetopopular sovereignity amendmentfederalism bill of rightsseparation of powers



As students encounter the word in the text, they should add to their word websthe sentence from the text that uses the word. Supply college-level dictionaries, thesauri, and word origin dictionaries. Provide a model of the word web using theoverhead projector.

The Northwest OrdinanceStrategy and Activity

Find a copy of the Northwest Ordinance at www.historycentral.com/documents/Northwest.html. Distribute copies to the students and ask them to sim-plify the document by creating a web diagram identifying the provisions of the ordi-nance that apply to statehood, taxation, political office, education, slavery, andNative Americans.

Ask students to create a chart of positive and negative aspects of the NorthwestOrdinance. Positive aspects might include the attempts of the document to bringabout civil order through the election of representatives, encouragement of publiceducation, the treatment of Native Americans, or the banning of slavery in the ter-ritory. Negatives might include the difficulty of enforcing its provisions with regardto criminal activities.


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The Northwest OrdinanceGuided PracticeSkill: Create a Graphic OrganizerRecommended Use: ReadingOrganizerLevel: Below Grade Level

People & PlacesHeading Out to the Northwest Territory

Tell students that they will take on the role of a citizen leaving to settle in the newly formedNorthwest Territory. In this role the student is to write a letter to family or friends telling themthat he or she is leaving and why. The student is to cite the specific opportunities, rights, andfreedoms that their character expects to find in a new home in the Northwest Territory.

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The Confederation CongressStrategy and Activity

As students read the relevant portion of the textbook, ask them to list thestrengths and weaknesses of the Confederation Congress. Discus the achievements ofthe Congress, such as the Northwest Ordinance, and then focus on the problems fac-ing the Congress: trade, diplomacy, and economics. Explain to students the steps inthe decision-making process:

• identifying the problem• brainstorming possible solutions• determining the best possible solutionOrganize students into three subcommittees of the Confederation Congress.

Assign each group one of the problem areas the Congress faced. Ask students to usethe decision-making process to identify a solution to the problem. Each groupshould share their proposed solution. The class, acting as Congress, should offer his-torically accurate input to the subcommittee.

Shays’s RebellionStrategy and Activity

Divide the class into small groups. Ask students to reread the section of the textthat describes Shays’s Rebellion. Have each group write a brief skit dramatizing theevents surrounding this rebellion. For example, students might take on the role of agroup of farmers discussing the effect of the heavy tax burden with their leaderDaniel Shays, or a confrontation between the farmers and members of the state leg-islature. Another group might dramatize a discussion between General Washingtonhis aide, and members of Congress about what the lawlessness demonstrates aboutthe failure of the Articles of Confederation. Allow time for students to prepare andthen have groups present their skits. Then conduct a class discussion. Ask studentssuch questions as: What were the major complaints the farmers had? Do you thinkit was significant that Daniel Shays was a revolutionary war veteran? Would therebellion have had the same impact if it had been a peaceful protest?

The Federalists and AntifederalistsStrategy and Activity

Ask students to use a Venn diagram to compare and contrast the beliefs of theFederalists and the Antifederalists.


Creating a Constitution, 1781–1789, continued

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Shays’s RebellionCooperative Learning ActivitySkill: Create a Skit Recommended Use: EnrichmentLevel: On Grade Level

Federalist

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The Confederation CongressCooperative Learning StrategySkill: Use the Decision-MakingProcessRecommended Use: ReinforcementLevel: Above Grade Level

The Federalists andAntifederalistsWriting ActivitySkill: Compare and ContrastRecommended Use: ReinforcementLevel: Below Grade Level

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Ask students to use the information contained in the Venn diagram to writesummary paragraphs describing each group. Ask students to close the essay byexplaining the importance of The Federalist and other factors that worked against theAntifederalists in the ratification process.

Ask students to think about which group they would have joined. Allow themto voice this opinion to a peer and then ask volunteers to share their opinions withthe class.

The Bill of RightsStrategy and Activity

Provide students with a copy of the Bill of Rights. Ask students to write a state-ment demonstrating how each bill has affected his or her life in the past, is affectingit in the present, and might possibly affect it in the future.

Ask students to consider the viewpoints incorporated by the constitutional del-egates into the Bill of Rights. Organize the students into small groups and ask themto limit their perspective to the rights of teenagers and to create a Teenager’s Bill ofRights. Ask each group to compare and contrast the Bill of Rights to their newlypenned Teenager’s Bill of Rights. Discuss the outcomes as a class.

George Washington—Leader of the Continental ArmyBackground

In 1783 General George Washington arrived in Newburgh, New York to meetwith and convince officers of the Continental Army not to rebel against the govern-ment. Deeply in debt and angry with Congress, the officers had petitioned Congressfor back pay and pensions. Congress could not pay the interest on its loans, meet thearmy payroll, or raise the money it needed because the states refused to grantCongress the power to tax. The members of Congress then drew the officers into ascheme to threaten the states with a military takeover unless they agreed to giveCongress the power to tax. Several top officers became involved and sent an angryletter to other officers arguing that the time had come to take action.

When Washington read a copy of the letter, he called a meeting of all high-ranking officers at Newburgh. When he arrived at the meeting, he was met with hos-tility. In his speech, he criticized the “insidious purposes” of the letter, whichthreatened the separation between “military and civil” affairs. Congress, he said,might move slowly, but it would address their concerns. Reminded through thewords of Washington of the battles they had fought together and the ideals theyshared, the officers quickly pledged their loyalty to Congress. Washington’s integrityhad preserved a basic principle—that the army should not interfere in politics.

—Quotes from The Forging of the Union



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Learn More About . . .The Bill of Rights

Organize students into ten groups and randomly assign an amendment of the Bill of Rights toeach group. Distribute poster board and art supplies to the groups. Have each group design aposter that illustrates the amendment solely through images. Display the posters around theclassroom. Challenge students to identify the civil rights illustrated by each poster.

The Bill of RightsCooperative Learning ActivitySkill: Analyze InformationRecommended Use: EnrichmentLevel: On Grade Level

George Washington—Leader ofthe Continental ArmyInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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StrategyHave students read “To His Excellency, General Washington” on page 131 of

Glencoe Literature’s The Reader’s Choice: American Literature. Explain that whenGeneral George Washington took command of the Continental Army in 1775,Phyllis Wheatley, an enslaved woman, wrote and forwarded to him this poem of trib-ute. Rich with allusions to Greek mythology, Wheatley personifies America as“Columbia,” a goddess of liberty:

Columbia’s scenes of glorious toils I write.While freedom’s cause her anxious breast alarms,She flashes dreadful in refulgent arms.

Building a picture of America’s ensuing fight with Britain, Wheatley’s hope for theoutcome is clear:

Fix’d are the eyes of nations on the scales,For in their hopes Columbia’s arm prevails.

Wheatley not only supports the colonies, but also extols the virtues and leadershipof George Washington:

Fam’d for thy valour, for thy virtues more, Hear every tongue thy guardian aid implore!

Wheatley uses a series of heroic couplets to pay homage to Washington and America,underscoring her admiration for the colonies and one of its great leaders. Commonlyused in epic poems to describe heroes and their great deeds, the heroic couplet con-sists of two rhyming lines built with iambic pentameter (10 syllables; unstressed fol-lowed by stressed) to create rhythm.

Activities1. Consider your readings about George Washington. List his personality traits that

stirred great respect among early Americans for this army general. (integrity, per-sistence, honesty, patriotism, bravery, cunning)

2. Wheatley’s poem gives the reader insight to her feelings about America andGeneral Washington. Summarize the major opinions expressed in her poem. (She reveres Washington’s bravery and ability to lead, she believes the quest for free-dom is heroic and worthy, and she believes America is capable of success.)

3. Writing Prompt: Use Wheatley’s poem as a model to create a tribute to a per-sonal hero. Attempt to effectively use one of the literary techniques employed byWheatley.



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Exploring the Bill of RightsStrategy and Activity

Divide students into small groups with three or four students in each group.Have them reread the portion of the chapter dealing with the creation of the Bill ofRights. Provide each group with a copy of the Bill of Rights. Have one group plan ashort skit about the creation of the Bill of Rights. Each student should take on therole of a historic character such as James Madison and Thomas Jefferson. Assign eachof the other groups to research one of first eight amendments to the Constitution.Have the groups plan a skit about the freedoms guaranteed by the amendment basedon their research. Have groups present their skits for the rest of the class. Invite otherclasses to attend the presentations.

The Rise of Political PartiesStrategy and Activity

Remind students that the Founders viewed the rise of political parties with dis-trust. Point out that Washington included people from many different viewpoints inhis cabinet. The first political parties developed around issues such as AlexanderHamilton’s financial policies. Encourage students to use their text, library resources,and the Internet to research the first political parties. Have students assume the roleof newspaper reporters at the time of the rise of the Federalist and the Democratic-Republican parties. Have them write a newspaper editorial stating an opinion onwhether they think political parties are beneficial to the new nation. Students shouldtake into account the positions of the two parties on issues such as the recent deci-sion by Washington to put down the Whiskey Rebellion in western Pennsylvania.Students should also consider whether the development of the new parties causeddivision between different parts of the country or simply reflected tensions thatalready existed.

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Exploring the Bill of RightsCooperative Group ActivitySkill: Create a SkitRecommended Use: ReinforcementLevel: On Grade Level


The Rise of Political PartiesHistorical ResearchSkill: Write an EditorialRecommended Use: EnrichmentLevel: On Grade Level

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Treaty TermsStrategy and Activity

Have students construct a two-column chart, with one column labeled “Jay’sTreaty” and the other labeled “Pinckney’s Treaty.” Ask students to reread the portionof the text that describes the treaty negations. Then have students work with a part-ner to summarize the terms of these treaties and the public’s reaction to them. Havestudents use this information to fill in their charts. After students have completedtheir charts, encourage them to write brief journal entries from the point of view ofsomeone living on the American frontier reacting to the provisions of one of thesetreaties.

Judicial IndependenceStrategy and Activity

Have students review the portion of their text dealing with the Judiciary Actof 1801 and subsequent events surrounding the Marshall Court. Discuss the con-cept of judicial review. Have students research the ways in which the actions of keyhistorical figures such as Thomas Jefferson, James Madison, and John Marshallhelped shape the role of the federal judiciary. Have them read the court opinion andprepare a detailed summary of the arguments for both sides. Then have students con-duct a mock trial based on their research to review the issues.


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panies, Inc.Treaty TermsGuided PracticeSkill: Create a ChartRecommended Use: ReinforcementLevel: Below Grade Level

People & PlacesConflicts in the Northwest Territory

In the late 1700s, conflicts arose between settlers and Native Americans in the NorthwestTerritory. The tribes in the Ohio Valley claimed the land belonged to them. The English whoremained in forts around the Great Lakes encouraged the tribes to form a confederacy todrive out the American settlers. The Shawnee, Delaware, and Miami nations joined the confed-eracy. Their leader was Little Turtle. In 1790, Little Turtle’s forces attacked an army led by thegovernor of the Northwest Territory, Arthur St. Clair. Washington sent General Anthony Wayne tostop the attacks by the Native Americans. The Native American force was crushed in the Battleof Fallen Timbers. Their resistance to American settlement in the region ended with the Treatyof Greenville. Encourage students to read the terms of this treaty athttp://www.law.ou.edu/ushistory/greenvil.shtml.

Learn More About . . . The Corps of Discovery

Have interested students read and report on a book about Lewis and Clark and the Corps ofDiscovery. These could include Undaunted Courage by Stephen Ambrose or any of the jour-nals of Lewis and Clark or their men. Students may also wish to view Ken Burns’s documen-tary on the journey of Lewis and Clark and its accompanying Web site atwww.pbs.org/lewisandclark.

Judicial IndependenceCooperative Learning ActivitySkill: Conduct a Mock TrialRecommended Use: EnrichmentLevel: Above Grade Level

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Causes of the War of 1812Strategy and Activity

Have students create a cause and effects organizer similar to the one shownbelow. Students should fill in the organizer with causes of the War of 1812.

Conduct a class discussion of student responses to the organizer. Ask questionssuch as: Why do you think the War of 1812 is sometimes called the SecondRevolutionary War? What are the similarities and differences between the two con-flicts? What were the disputes between the United States and Great Britain? Whatdid the United States accuse the English of doing along the western frontier?

War of 1812Background

James Madison assumed the office of president from Thomas Jefferson in themidst of an international crisis. Tensions that had been created as Britain forcedimpressments on American ships were rising. Madison asked Congress to pass theNon-Intercourse Act. This act reopened trade with all nations except France andBritain, but authorized the president to reopen trade with either France or Britain,whichever one removed its restrictions on trade first. The idea was to play France andBritain against each other and avoid war; however, the plan failed. In May 1810,Congress tried again to open trade with both Britain and France with Macon’s BillNumber Two. The bill stated that if either nation agreed to drop its restrictions ontrade, the United States would stop importing goods from the other nation. America

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War of 1812Interdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

Cause Cause

Cause Cause

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War of 1812

Causes of the War of 1812Class DiscussionSkill: Organize InformationRecommended Use: ReinforcementLevel: Below Grade Level

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panies, Inc.Congress tried again to open trade with both Britain and France with Macon’s BillNumber Two. The bill stated that if either nation agreed to drop its restrictions ontrade, the United States would stop importing goods from the other nation. Americastruck an agreement with France, and Madison’s strategy eventually worked. By early1812, the refusal of the United States to buy British goods had begun to hurt theBritish economy. British merchants and manufacturers began to pressure their gov-ernment to repeal its restrictions on trade. Finally, in June 1812, Britain ended allrestrictions on American trade. The British decision, however, came too late. Twodays later, the British learned that the U. S. Congress had declared war on GreatBritain.

StrategyLead students in a discussion of means one could employ to preserve important

artifacts of American culture slated for destruction. Discuss peaceful protests, peti-tions, speeches, mass mailings, television commercials, and letters to the editor aspossible means to publicize and gain support for a cause. Explain that in 1830,Oliver Wendell Holmes wrote a persuasive poem, published it in the Boston DailyAdvertiser, and, through the interest and support he gained, saved an importantAmerican artifact, the USS Constitution from destruction. Nicknamed Old Ironsidesby sailors who had witnessed the frigate’s weathering of British battering during theWar of 1812, the USS Constitution held importance as one of the earliest Americansymbols of patriotism and power. Have students read the selection “Old Ironsides”by Oliver Wendell Holmes on page 201 of Glencoe Literature’s The Reader’s Choice:American Literature, and consider Holmes’s imagery:

Ay, tear her tattered ensign down!Long has it waved on high,And many an eye has danced to seeThat banner in the sky. . . .

In the second stanza, the imagery becomes nationally symbolic and personal as itreminds Americans of the contributions of sailors and their ship to American causes:

Her deck, once red with heroes’ blood,Where knelt the vanquished foe. . . .

Holmes’s poem effectively advertised the ship’s impending destruction and triggeredan outpouring of support that preserved the ship, which is currently docked at theCharleston Navy Yard in Massachusetts.

Activities1. Explain Holmes’s purpose in writing and publishing “Old Ironsides.” (Holmes

wanted to publicize the ship’s impending destruction and stimulate the support of oth-ers to preserve an artifact of American history.)

2. State and explain at least two reasons that Holmes’s case was realized. (Students’answers may vary. Holmes appealed to the emotions of Americans, reminding them ofthe protection the ship offered during past wars. He appealed to the American con-science by referring to those who wanted to destroy the ship as “harpies” who wereplucking something beautiful and important from the ocean.)

3. Writing Prompt: Choose a symbol or aspect of American culture that is beingthreatened. Write persuasively about the subject, appealing to the emotions andconsciences of Americans to support your cause

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revenue tariff cottonprotective tariff yeoman farmerfree enterprise system task systeminterchangeable parts favorite sonlabor union corrupt bargainstrike mudslinging




Monroe’s Domestic PoliciesStrategy and Activity

The period after the end of the War of 1812 has often been called the “Era ofGood Feelings.” Have students review the section of their text that describes the endof James Monroe’s second term. Then divide them into smaller groups to work on anewspaper focusing on this period. Have them write headlines describing events suchas the creation of the Second Bank of the United States, protective tariffs, and theimprovements in the nation’s transportation system. Once groups are satisfied withtheir headlines, have individual students write the news articles summarizing theevents relating to these domestic policies of the Monroe administration. If possible,allow students access to desktop publishing software so they can publish their effortsor display their articles on a bulletin board.


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Monroe’s Domestic PoliciesWriting ActivitySkill: Summarizing EventsRecommended Use: ReinforcementLevel: On Grade Level

People & PlacesThe Seminole of Florida

The original Seminole actually belonged to the Creek nation. They fled to Spanish-held Floridafrom Georgia, Mississippi, and Alabama. Many African Americans escaping from slavery builtsettlements near the Seminole settlements. During President Monroe’s administration, AndrewJackson crossed into Florida with troops to stop Seminole raids in Georgia. Encourage inter-ested students to learn more about the origins of this Native American group at www.seminoletribe.com.

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Early Inventions of the Industrial RevolutionStrategy and Activity

During the Industrial Revolution, inventors created complex machines to solveproblems of the time. Sometimes these solutions created other problems. In manycases, both the solutions and their problems are still with us today. Organize studentsinto small groups and assign an invention created during the Industrial Revolutionfor them to investigate. Ask them to research how the invention was developed, howit made life better both then and now, any problems it may have created both thenand now, and what solutions were found to those subsequent problems. The groupsshould produce a poster illustrating their research.

Inventions to be researched could include:Invention: Invented or Improved by:Cotton gin Eli WhitneyTextile mill Frances Cabot LowellSewing machine Elias HoweSteamboat Robert S. FultonLocomotive engine Peter CooperTelegraph Samuel Morse

The Erie CanalStrategy and Activity

Divide the class into small groups to create collaborative projects about the ErieCanal. Have students conduct research about the canal system. Good sources includewww.canals.state.ny.us/cculture/history/finch/index.html and www.eriecanal.org/.Groups might build a model lock, make an illustrated guidebook to the canal sys-tem, compile related canal songs and music, create an art exhibit, or write a journalabout travel along the waterway system. Have groups prepare presentations to sharewhat they learned with the rest of the class.


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The Erie CanalCooperative Learning ActivitySkill: Organize a PresentationRecommended Use: EnrichmentLevel: On Grade Level

Internet LearningThe National Road

The National Road was the first east-west route used by the nation’s western pioneers. It wasbuilt with federal funds and helped to unify the country. Encourage interested students tolearn more about the building of the nation’s first highway system at www.history-maga-zine.com/natroad.html or www.connerprairie.org/historyonline/ntlroad.html.

Learn More About . . .Slave Uprisings and Revolts

Some enslaved persons refused to meekly accept their status and slaveholders lived in fear ofslave revolts. There were hundreds of uprisings in the United States from colonial times untilthe Civil War. Have interested students investigate slave revolts, such as the Amistad Incident,Gabriel Prosser’s Rebellion, Nat Turner’s Revolt, and Denmark Vesy’s Revolt using their text-books, library resources, and the Internet. Have them share their information in a presentationfor their classmates.

Early Inventions of the IndustrialRevolutionCooperative Learning ActivitySkill: Determine Cause and EffectRecommended Use: ChapterIntroductionLevel: Below Grade Level

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North and SouthStrategy and Activity

Ask students to create a Venn diagram similar to the one shown below.

Life in the North and South

Have students write an essay comparing and contrasting societies of the Northand South during the early 1800s.

The Missouri CompromiseStrategy and Activity

Conduct a class discussion about the terms of the Missouri Compromise and itseffect on the Union. Point out that this compromise shows how slavery had begunto divide the country. Divide the class into two groups; one group will argue for theMissouri Compromise, and the other will argue against it. Have students researchthe arguments for and against the Missouri Compromise. Have students assume theroles of members of Congress and conduct a debate about whether they should passthe resolution allowing Missouri to enter the union as a slave state and Maine as afree state. After the debate, allow students to vote on the resolution.

The Elections of 1824 and 1828Strategy and Activity

Have students select one of the following historical figures to research: HenryClay, John Quincy Adams, Andrew Jackson, or William Crawford. Have them useart supplies to create a campaign poster that includes a slogan representing the prin-ciples their candidate supported. Display the finished posters around the classroom.

Growth in the NorthBackground

Francis C. Lowell, a leader in the expansion of industry in the North, opened aseries of mills in northeastern Massachusetts beginning in 1814 and introduced massproduction of cotton cloth to the United States. His Boston ManufacturingCompany built residences for workers in the Massachusetts town named after Lowelland employed thousands of workers. By 1840, scores of textile factories sprang upthroughout the Northeast. Industrialists soon applied factory techniques to the pro-duction of lumber, shoes, leather, wagons and carts, and other products. A wave ofinventions and technological innovations continued to spur the nation’s industrialgrowth. Industrial expansion churned in the Northeast with such innovations as themachination of interchangeable parts, the sewing machine, tin can preservation of



North and SouthWriting ActivitySkill: Comparing and ContrastingRecommended Use: ChapterReviewLevel: On Grade Level

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The Missouri CompromiseCooperative Learning ActivitySkill: Conduct a DebateRecommended Use: EnrichmentLevel: Above Grade Level

The Elections of 1824 and 1828Independent PracticeSkill: Create a Campaign PosterRecommended Use: ReinforcementLevel: Below Grade Level

Growth in the NorthInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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food, and the telegraph. Thousands of people from farms and villages were drawn totowns in search of factory jobs with higher wages, and many city populations dou-bled or tripled. In 1820 only two American cities boasted more than 100,000 resi-dents. By 1860, eight cities had reached that size.

StrategyExplain to students that the people of New England contributed not only to the

industrialization of our country, but also to the development of a body of AmericanLiterature. Washington Irving, a New Englander, was one of the first American writ-ers to gain international fame when he published A History of New York (1809) underthe pseudonym Diedrich Knickerbocker. Most students will be more familiar withIrving’s “The Legend of Sleepy Hollow” and “Rip Van Winkle.” Have students read“The Devil and Tom Walker” on page 230 of Glencoe Literature’s The Reader’sChoice: American Literature. Prepare them for reading by establishing the historicalbackground of the story, which is set in New England in the early 1700s. As thedecline of Puritanism became more widespread, increasing numbers of peoplebecame concerned with the acquisition of wealth. Instruct students that allusions arereferences in literature to people, places, and events from history, religion, or otherpieces of literature. This selection alludes to treasure supposedly buried by CaptainWilliam Kidd (1645–1701) and the Faustian legend, which deals with selling one’ssoul to the Devil. This selection presents a fictional husband and wife, both miserlyand greedy:

Whatever the woman could lay her hands on she hid away. . . . Herhusband was continually prying about to detect her secret hoards.

When Tom, the husband, unsuspectingly converses with the Devil, he returns to tellhis wife the terms of the agreement the “wild huntsman” offered: his soul and serv-ice in return for the treasure of Captain Kidd. When Tom refuses to strike the dealwith the Devil, the wife carries the family treasures into the woods in search of the“black miner,” never to be seen again. Eventually, Tom strikes a deal with the Devil.After he accumulates wealth and grows old, he regrets his decision. He turns to reli-gion for protection; however, during a moment of weakness, his promise is kept andTom is taken by the Devil.

Activities1. Discuss the Faustian theme and the possible reasons it appears in many literary

selections. (The Faustian legend stems from the German literature and is credited toJohann Wolfgang von Goethe. Stated simply, the Faustian legend means one sacrificesspiritual goals for material gain. It is a popular legend because it exemplifies theweakness of human character—one of the universal literary themes.)

2. Define the term allusion and explain its contribution to this literary selection.(Allusion is an implied or stated reference to a person, place, or event from history, lit-erature, or religion. The allusions to Captain Kidd and Faust deepen the story andprovide motive for the actions of the characters.)

3. Writing Prompt: Determine the message, or theme, Irving creates in this selec-tion and write a literary analysis, stating the theme in the first paragraph andtracking its development in subsequent paragraphs. Incorporate quotes from thestory to support your statements.



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suffrage transcendentalismspoils system benevolent societycaucus system temperancesecede penitentiarynativism gradualismutopia abolitionromanticism emancipation




A Time Line of the Jackson AdministrationStrategy and Activity

As students read the first section of the chapter, have them create a time line ofimportant events in the presidency of Andrew Jackson. Students should note impor-tant events during Jackson’s presidency and place them in correct chronologicalorder. Students may illustrate their time lines if they wish. Tell students that they canuse their time lines as a guide as they study the events of the chapter.

The Indian Removal ActStrategy and Activity

Andrew Jackson’s policy concerning Native Americans was one o f the de f in ing a spec t s o f h i s p re s idency. Have s tudent s v i s i twww.pbs.org/wgbh/aia/part4/4h3437t.html to read an excerpt from the text ofAndrew Jackson’s Second Annual Message to Congress, delivered on December 6,1830. In it, Jackson explains why he believes his policies to be beneficial.

After students have read the excerpts, have them write a response to Jackson’sarguments. In their writing, they should address the following questions: What viewsdid Andrew Jackson hold about Native Americans? How did Jackson believe thatwhite Americans would benefit from the Indian Removal Act? How did he thinkthat Native Americans would benefit? How did Jackson answer charges that it iscruel to make people leave the land of their ancestors? What do you think of hisarguments? When students are finished writing, have volunteers share their workwith the class.


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A Time Line of the JacksonAdministrationIndependent PracticeSkill: Create a Time LineRecommended Use: ReadingStrategyLevel: Below Grade Level

The Indian Removal ActWriting ActivitySkill: Analyze Point of ViewRecommended Use: EnrichmentLevel: Above Grade Level

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Reform MovementsCooperative Learning ActivitySkill: Create a PosterRecommended Use: ReinforcementLevel: Below Grade Level

Political Cartoons About Jacksonian DemocracyStrategy and Activity

Point out to students that Andrew Jackson was often the target of political car-toons, especially regarding his treatment of the National Bank. Have students lookat some of the political cartoons featuring Andrew Jackson, either in their textbooksor at a Web site such as www.loc.harpweek.com. Then have students choose a topicfrom the chapter and draw a political cartoon about it. Remind students that polit-ical cartoons usually take a specific point of view about their subject and oftenexpress strong opinions. Encourage students to use elements like caricature and sym-bolism to make their cartoons more vivid. When students have completed their car-toons, pair students and have them exchange their work with their partner. Pairsshould then attempt to interpret each other’s cartoons. Have students consider thefollowing questions: What is the topic of the cartoon? Who is pictured in it? Whatactions are taking place? What labels or symbols can you see in the cartoon? What isthe cartoon’s point of view on its subject?

Diary of a New ImmigrantStrategy and Activity

Have students research German and Irish immigration to the United States dur-ing the early- to mid-1800s. Students should look for information that answers thefollowing questions: What were immigrants’ lives in their home countries like? Whatcaused them to leave? What did they hope to find in the United States? What wasthe journey to the United States like? Where in the United States did the immigrantssettle? What was their new life like? Students should then write a journal entry fromthe point of view of a new immigrant to the United States during this period. Tellstudents to include as many historical details as possible. Students should also try toimagine thoughts and feelings that new immigrants to the United States in the 1800swould have had and express those thoughts and feelings in their writing.

Reform MovementsStrategy and Activity

Divide students into small groups. Assign each group a reform movement of the1830s: the temperance movement, prison reform, educational reform, the women’smovement, and abolitionism. Have students research and create posters based uponthe issues addressed by their reform movement. Have students present their postersto the rest of class and be prepared to discuss the reform movement. Display thecompleted posters around the classroom.

Reformers Debate the IssuesStrategy and Activity

Ask students to research a selected historical figure active in the reform move-ments of the period. Have the students explore the person’s background and posi-tions of issues of the day. Remind students that activists in one area did not alwayssupport other reforms. Ask the students to write a newspaper editorial from the per-

The Spirit of Reform, 1828–1845, continued

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Political Cartoons AboutJacksonian DemocracyIndependent PracticeSkill: Analyze InformationRecommended Use: ChapterReviewLevel: On Grade Level

Diary of a New ImmigrantWriting ActivitySkill: Write a Journal EntryRecommended Use: EnrichmentLevel: On Grade Level

Learn More About . . .The Trail of Tears

In 1838, up to 15,000 Cherokee were uprooted from their homes and forced to march thousands of miles from Georgia to Indian Territory, in what is now Oklahoma. Many died ininternment camps before the journey, along the way, or after they reached their destination.Ask students to consider what they would take with them if they were forced to suddenly leave their homes forever and could take only what they could carry.

Reformers Debate the IssuesWriting ActivitySkill: Independent ResearchRecommended Use: ChapterReviewLevel: On Grade Level


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spective of their historical characters. Students must include at least five facts uncov-ered in their research. Examples include:

Angelina Grimké Weld Frances WillardWilliam Lloyd Garrison Horace MannHarriet Beecher Stowe Lucy StoneDorothea Dix Elizabeth Cady StantonFrederick Douglass Lucretia MottSojourner Truth Carrie Chapman CattMary Lyon Susan B. Anthony

Antislavery Convention of American Women, 1838Strategy and Activity

Tell students that women, both white and African American, were extremelyactive in the abolitionist movement. However, some white male leaders of the aboli-tionist movement placed some restrictions on them. The Second AntislaveryConvention of American Women was attended largely by Northern white women,but also included many African American women. Two elected officers of the con-vention were African American. During the convention, a riot occurred and the hallin which the convention was meeting was burned in protest of women of differentraces mixing.

Provide students with the text of resolutions from the Second AntislaveryConvention of American Women of 1838, available at the Library of Congress Website (memory.loc.gov) in the collection titled “Votes for Women: Selections from theNational American Woman Suffrage Association.” Ask them to summarize each res-olution in their own words. Which resolutions were passed unanimously? Why?Which resolutions had some dissent? Why? After the discussion, have students writea letter as if they had attended the conference, recounting the events to a friend at home.

American Writers EmergeBackground

In the mid to late 1800s, the nation’s artists and writers set out to createuniquely American works that celebrated the people, history, and natural beauty ofthe United States. Some of the most notable include James Fenimore Cooper, whowrote The Last of the Mohicans (1826). Nathaniel Hawthorne, a New England cus-toms official wrote over 100 tales and novels, with The Scarlet Letter (1850) being onof his most famous. Herman Melville, another New Englander, wrote the great MobyDick (1851). Edgar Allen Poe, a poet and short story writer, achieved fame as aGothic writer of terror and mystery.



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Internet LearningThe Abolitionist Movement

From the earliest days of the American republic there was opposition to slavery and an effortto abolish this institution. Like other reform movements of the period, the abolitionist move-ment grew out of the religious revival called the Second Great Awakening. Encourage studentsto learn more about the abolitionist movement by visiting the Library of Congress’s AfricanAmerican Mosaic exhibit at www.loc.gov/exhibits/african/afam005.html or another web sitesuch as http://americanabolitionist.liberalarts.iupui.edu/brief.htm. Have students imaginethey are living during the time period and write a poem, a narrative, or a persuasive editorialfocusing on some aspect of the abolitionist movement.

American Writers EmergeInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

Antislavery Convention ofAmerican Women, 1838Classroom DiscussionSkill: SummarizeRecommended Use: GuidedPracticeLevel: On Grade Level

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StrategyBuild on the information above by pointing out to students that as industrial-

ization and its by-product, population growth, were sweeping New England, thispart of the country was also home to an emerging literary and religious movementknown as Transcendentalism. Ralph Waldo Emerson and Henry David Thoreau—philosophers, writers, lecturers, and political activists—are both recognized as thefirst agents of a genuine “literary movement” in America. Have students read pages180–184 and 204–208 in Glencoe Literature’s The Reader’s Choice: AmericanLiterature. Help students define Transcendentalism as a literary movement that rec-ognized the unity of God, man, and nature. Emerson outlines the basic tenets ofTranscendentalism in his long essay entitled “Nature”:

In the woods, we return to reason and faith.There I feel that nothing can befall me in life,—no disgrace, no calamity(leaving me my eyes), which nature cannot repair. Standing on the bareground . . . all mean egotism vanishes. I become a transparent eyeball; Iam nothing; I see all; the currents of the Universal Being circulatethrough me; I am part or parcel of God.

Of course, such free thinkers as the transcendentalists held political beliefs,many that were quite unpopular among mainstream America. Explain to studentsthat transcendentalists believed strongly in nonconformity. Emerson writes in “Self-Reliance”:

Society everywhere is in conspiracy against the manhood of every one ofits members. Society is a joint-stock company in which the membersagree for the better securing of his bread to each shareholder, to surren-der the liberty and culture of the eater. . . . Whoso would be a man mustbe a nonconformist.

Henry David Thoreau embraced and furthered the transcendentalist notionsinstigated by Emerson. A committed abolitionist and philosopher, Thoreau wroteabout his observations of nature in “Walden.” This long essay shares the name ofEmerson’s Massachusetts pond, which is where Thoreau lived for more than twoyears to distance himself from civilization. Thoreau writes about his purpose atWalden:

I went to the woods because I wished to live deliberately, to front onlythe essential facts of life, and see if I could not learn what it had toteach, and not, when I came to die, discover that I had not lived.

Encourage students to examine both the merits and pitfalls of the transcenden-talist movement.

Activities1. Define Transcendentalism. (Transcendentalism was a literary movement stating that

God, man, and nature were one, each one reflected and unified by the other.)2. Why were transcendentalists operating outside of mainstream America? (At this

point in history, most Americans were busy industrializing the nation and supportingAmerican’s young government. The transcendentalists were focused instead on self-reliance, nature, and civil disobedience.)

3. Writing Prompt: Read the excerpt from Thoreau’s “Civil Disobedience” on pages212–216. Write an opinion essay stating your perspective of historic or moderncivil disobedience. Quote Thoreau to prove or disprove your points.



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Key Terms ReinforcementStrategy and Activity

Compile a list of content vocabulary and key terms for this chapter. Includewords such as:

squatter empresariooverlander annexationsecularize envoymestizo cedevaqueros




Westward HoStrategy and Activity

Organize students into small groups. Provide each group with a blank outlinemap of the states through which the Oregon Trail passed (From St. Louis throughthe present day states of Kansas, Nebraska, Wyoming, Idaho, and Oregon). Anoverview map of the route is found at www.endoftheoregontrail.org/maplibrary/oregontrail.html.

Tell students that an average of one in every seventeen people who started onthe trail died along the way. Dangers along the trail included accidents, insufficientfood or water, poor sanitation, disease, and attacks by animals or by NativeAmericans. Have each group role play traveling west on the trail in the early 1800s.They must plan every aspect of their trip from the food they will eat to the posses-sions they will take. Have students plot the trail’s route on the map. After theyembark, they should keep a daily journal indicating the amount of food they andtheir animals consumed, hardships encountered, and surprises for which they wereunprepared.

After the activity is complete have students summarize what they learned aboutthe people who traveled on the Oregon Trail and its hazards.

“I Can’t Take Another Step”Strategy and Activity

Organize students into groups, each focusing on a different westward trail.Provide groups with sample trail lengths from jumping off point to end destination:Oregon (2,170 miles), Mormon (1,300 miles), California (2,100 miles), and SantaFe (900 miles). Ask them to find out how many steps it would take to traverse theroute. They will have to measure their average stride in feet, and then convert thetrail length to feet and divide by the length of their stride. As a class, prepare a bargraph on the board comparing the number of strides for each trail.


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Westward HoCooperative Learning ActivitySkill: Role PlayingRecommended Use: ChapterIntroductionLevel: On Grade Level

“I Can’t Take Another Step”Cooperative Learning ActivitySkill: Create a Bar GraphRecommended Use: ReinforcementLevel: Above Grade Level

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Manifest Destiny and GeographyStrategy and Activity

Conduct a class discussion about how the United States expanded its bordersduring the 1800s. Remind them that the term “Manifest Destiny,” popularized byjournalist John Louis Sullivan, meant that it was God’s will that the United Statesexpand across the continent from the Atlantic to the Pacific in order to spreaddemocracy. Find a copy of Sullivan’s article on the Internet and have students readand discuss this document.

Brainstorm a list of territories added to the new nation: Louisiana, Florida,Alaska, Texas, the disputed Oregon territory, California and the Hispanic Southwest,and the Gadsden Purchase. Give students an outline map of the United States. Havethem research the dates, circumstances, and borders of each of these territorial acqui-sitions and add them to the outline map using different shadings. Have them createa map key. Encourage students to use their maps as a study tool.

Time Line of Western ExpansionStrategy and Activity

Have students create a class time line of important events in western expansionfrom 1803 to 1848. As a class, brainstorm a list of events that students can include,such as the Louisiana Purchase (1803), the Lewis and Clark Expedition (1804), theAlamo (1836), the opening of the Santa Fe Trail (1821), the opening of the OregonTrail (1843), the discovery of gold at Sutter’s Mill (1848), the Donner Expedition(1846), War with Mexico (1846), the Mormon Migration (1847), and so on. Dividestudents into small groups. Each group will research events that fall within one of thefollowing categories: Political Events, Exploration/Manifest Destiny, Migrations/Settlement, and Wars/Battles. Have each group prepare entries for the time linebased on their research. Encourage students to add appropriate visual elements to thetime line. Display the time line in the classroom for reference during the study ofthis chapter.

Internet LearningThe Vaqueros

Encourage students to learn more about the first cowboys of the western plains athttp://memory.loc.gov/ammem/ncrhtml/crview03.html or www.tsha.utexas.edu/handbook/online/articles/VV/pfv1.html. Have students write a report about the Spanish vaqueros’ contri-butions to the development of the United States.

People & PlacesThe Donner Party

In 1846, a group of pioneers became stranded in the Sierra Nevada Mountains during thewinter. Nearly half of the group starved, and some resorted to eating the dead to survive. Haveinterested students read Patty Reed’s Doll by Rachel K. Laurgaard, an account of the DonnerParty through the eyes of a young girl’s doll. Have students write a short book report.


Manifest Destiny, 1840–1848, continued

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Manifest Destiny and GeographyClass DiscussionSkill: Create a Special Purpose MapRecommended Use: Guided PracticeLevel: On Grade Level

Time Line of Western ExpansionCooperative Learning ActivitySkill: Create a Time LineRecommended Use: ReinforcementLevel: Below Grade Level

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Class System in the SouthwestStrategy and Activity

Ask students to create a three-column chart with the following heads:Rancheros, Mestizos, and Native Americans. Have students review the portion oftheir text that describes the class system in California, and do further research usinglibrary resources and the Internet. Then have them fill in the chart with informationabout each group, such as their position in society, occupations, political participa-tion, and social attitudes.

Commemorating the Texas RepublicStrategy and Activity

Divide the class into small groups. Have groups reread the section of their textdescribing the early battles in Texas’s war for independence or do further researchusing library and Internet sources. Ask them to design a commemorative flag orstamp incorporating symbols of the struggle. Display the flag and stamp designsaround the classroom or on a bulletin board. Have students explain the elements oftheir designs.

Texas and Oregon Enter the UnionStrategy and Activity

Conduct a class discussion about the political cartoons in the text illustratingthe issues around the annexation of Texas. Ask your students questions such as: Whatsymbols are used? What exaggerations or distortions do you observe? What politicalmessage is the cartoonist presenting? Encourage students to discuss their reactions tothe editorial cartoons.

Have students read the section of the text discussing the Oregon question. Askthem what issues were in dispute regarding that territory. Then have students createtheir own political cartoon taking a stand and illustrating those issues. Display thecompleted cartoons around the room and have volunteers present their cartoons tothe class.

Populating CaliforniaBackground

In the 1840s, Americans headed west to the frontier states of the Midwest andthe rich lands of California and Oregon. Hoping to attract more settlers, JuanBautista Alvarado, governor of California, granted 50,000 acres in the SacramentoValley to John Sutter, a German immigrant. There Sutter built a trading post andcattle ranch. Sutter’s Fort—as it was called—was often the first stopping point forAmericans reaching California. After James Marshall discovered gold in California in1848, the transformation in the West was immediate and spectacular. Mining townssprang up overnight and small towns rapidly grew into cities. By the end of 1849,nearly 80,000 people had entered California to seek their fortunes.

Internet LearningRemember the Alamo

Encourage interested students to learn more about the Battle of the Alamo using the Internet.Possible Web sites to explore include the visitor information site www.thealamo.org/main.htmland www.tsha.utexas.edu/handbook/online/articles/AA/qea2.html which provides manydetails on the Alamo. Ask students to write a short essay explaining what the Alamo missionand the battle that took place there represents as a cultural symbol to present-day Americans.



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.Class System in the SouthwestIndependent PracticeSkill: Create a ChartRecommended Use: ReinforcementLevel: On Grade Level

Commemorating the TexasRepublicCooperative Learning ActivitySkill: Design a Flag or StampRecommended Use: EnrichmentLevel: Below Grade Level

Texas and Oregon Enter the UnionClass DiscussionSkill: Analyze Point of ViewRecommended Use: EnrichmentLevel: On Grade Level

Populating CaliforniaInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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StrategyPoint out to students that American literature was constantly expanding to mir-

ror the changes occurring in the American landscape. Regionalism is writing thatattempts to capture the local color of a group of people. Bret Harte was one of thefirst American writers to capture the local color of the “wild, wild West” by incor-porating vernacular, or dialect, into his writing. Have students read the selection“The Outcasts of Poker Flat” on page 506 of Glencoe Literature’s The Reader’sChoice: American Literature. This selection will allow them to recognize local colorand to better understand the mercurial atmosphere that often permeated miningtowns, where people of all walks of life mixed in rough, lawless, and often violent cir-cumstances:

In point of fact, Poker Flat was “after somebody.” It had lately sufferedthe loss of several thousand dollars, two valuable horses, and a promi-nent citizen. It was experiencing a spasm of virtuous reaction quite aslawless and ungovernable as any of the acts that had provoked it. A secretcommittee had determined to rid the town of all improper persons.

Thus, Poker Flat banishes four of its most notorious characters, one of whom isthe gambler John Oakhurst. Instead of striking out on his own, he chooses tobecome the leader of this motley crew as they head through the Sierras to a neigh-boring camp called Sandy Bar. After meeting up with a pair of runaway lovers, TomSimson (a gambling foe of Oakhurst’s) and Piney, the entire group becomes impris-oned in a hut by a relentless snowstorm. When one member of the party dies andprovisions dwindle, Oakhurst and Simson forge into the storm to bring help fromPoker Flat. Only one character returns to the hut, however, and it is not Oakhurst:

And pulseless and cold, with a derringer by his side and a bullet in hisheart, though still calm as in life, beneath the snow lay he who was atonce the strongest and yet the weakest of the outcasts of Poker Flat.

Activities1. Who often governed the mining towns? Discuss the risk of such self-governing.

(Mining towns were often governed by citizens who “took the law into their ownhands.” The major risk was that the “bad guys” sometimes undid the “good guys.”Additionally, justice fluctuated with the whims of the most powerful people.)

2. What is the “moral” of this story? (John Oakhurst acted selflessly by choosing to staywith the people who needed him as opposed to saving himself by striking out on hisown. Sometimes, especially when associating with “lawless” people, self-preservationis warranted.)

3. Writing Prompt: Write an alternative ending to this story.



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.Key Terms ReinforcementStrategy and ActivityCompile a list of content vocabulary and key terms for this chapter. Include wordssuch as:

popular sovereignty referendumsecession insurrectiontranscontinental railroad martial law


• word history• related words• synonyms• antonyms• parts of speech• dictionary definition• original sentence using the word• how it relates to the chapter


The Search for CompromiseStrategy and Activity

Have students review the primary source documents in their text by HenryClay, John C. Calhoun, and Daniel Webster regarding the debate over theCompromise of 1850 and the extension of slavery into the remaining western terri-tories. Then divide the class into groups and have them research the history of oneof the key figures in this debate. Have the groups summarize the position their his-torical figure took on the compromise, the final provisions of the compromise, andwhat each historical figure gave up to reach the compromise. Have interested stu-dents plan and stage a reenactment of the historical events. After the reenactment,conduct a class discussion about the question of whether the compromise theyreached was likely to provide the final solution to the problem.

The Fugitive Slave ActStrategy and Activity

Have students read the text of the Fugitive Slave Act, part of the Compromiseof 1850, at www.yale.edu/lawweb/avalon/fugitive.htm. Ask students to considerwhether they would have disobeyed the law to help enslaved people escape to free-dom if they had been free individuals living at this time. Ask them whether the pro-visions of the Fugitive Slave Act would have influenced their decision to help or not.


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The Search for CompromiseCooperative Learning ActivitySkill: Historical ResearchRecommended Use: ReinforcementLevel: On Grade Level

The Fugitive Slave ActClass DiscussionSkill: Decision MakingRecommended Use: ReinforcementLevel: On Grade Level

Internet LearningUncle Tom’s Cabin

Encourage students to learn more about the history of Harriet Beecher Stowe’s antislaverybook in American culture. An excellent place to start is the University of Virginia Web site,which includes reviews, articles, pro-slavery and African American responses, songs, poems,illustrations, as well as stage and film versions of the story. It can be found at www.iath.virginia.edu/utc/sitemap.html. Suggest that interested students find a copy of a stage versionof the novel and act out one of the dramatic scenes for their classmates. Discuss why thestory had such a powerful impact on public opinion in the debate about slavery.

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Bleeding KansasStrategy and Activity

Interested students can read Jane Smiley’s The All-True Travels and Adventures ofLidie Newton, a first-person fictional account of a young woman moving to KansasTerritory to homestead with her abolitionist husband in order to keep the territoryfree from slavery. Ask students to write an essay considering the question of how wellthe novel confirms or challenges traditional ideas about the North and South in theperiod before the Civil War. Invite volunteers to share their conclusions with theclass.

Political Parties in the 1850sStrategy and Activity

Have students make a chart similar to the one shown below. Ask them to takenotes about the major parties of the period. Students should note the parties’ lead-ers, positions on enslavement and other issues, and supporters. They should also takenote of what happened to each party.

After students complete their charts, conduct a discussion identifying whichparties survived the 1854 election. Ask students to research these candidates whotook part in the 1856 presidential election: James Buchanan (Democrat), John C.Frémont (Republican), and Millard Fillmore (American Party) and summarize theirpositions. Provide art supplies, and have them create a campaign poster for the can-didate of their choice.


Sectional Conflict Intensifies, 1848–1877, continued

Bleeding KansasWriting ActivitySkill: Analyzing LiteratureRecommended Use: EnrichmentLevel: Above Grade Level

Political Parties in the 1850sGuided PracticeSkill: Create a Campaign Poster Recommended Use: ReinforcementLevel: Below Grade Level

Learn More About . . .The Underground Railroad

Have students do further research about the Underground Railroad and its “conductors” usinglibrary or Internet resources. Good Web sites to try are the National Underground RailroadFreedom Center at www.freedomcenter.org or Aboard the Underground Railway atwww.cr.nps.gov/nr/travel/underground/. Ask students to use their research to write a journaldescribing the journey to freedom on the Underground Railroad from the point of view of anenslaved person or one of the conductors.

Political Party Leaders Position on Issues Supporters What Happened

Internet LearningThe Dred Scott Decision

Encourage students to learn more about the Dred Scott case. They can find a chronology ofevents as well as related case files at the Washington University (St. Louis) Library Web site atwww.library.wustl.edu/vlib/dredscott/. The Missouri State Archives contain background aboutthe case at www.sos.mo.gov/archives/resources/africanamerican/scott/scott.asp.Have students trace Scott’s travels through free and slave territories on an outline map of theUnited States.

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Lincoln-Douglas DebatesStrategy and Activity

Have students read the portion of their text describing the debates betweenLincoln and Douglas. Divide the class into smaller groups. Have students take on therole of newspaper reporters covering the debates. Encourage them to do additionalresearch using library or Internet resources. Some students can write news articlesdescribing the positions and arguments the candidates presented and interviews withpeople reacting to the debate. Other students can write editorials taking a positionabout the campaign issues. Provide students with access to a computer program topublish their work or display the news accounts on a bulletin board.

A Conflicted NationStrategy and Activity

On the board, draw a two-column chart with the labels “North” and “South.”Tell students that they will form generalizations about Northern and Southern atti-tudes toward controversial topics of the time period. For example, ask students togeneralize about the reaction of the North and the South to Harriet Beecher Stowe’sUncle Tom’s Cabin. Students might suggest that Southerners felt Stowe’s work was fullof falsehoods and resented her for writing the novel. In contrast, students might saythat Northerners felt enlightened by the work and horrified by her realistic depictionof the lives of enslaved African Americans in the South. Encourage students to usetheir textbooks to help them form generalizations. Record student responses in thechart. Include the following topics:

The Underground RailroadBackground

Under the Fugitive Slave Act of 1850, a person claiming that an AfricanAmerican had escaped from slavery had only to point out that person as a runawayto take him or her into custody. Although the Fugitive Slave Act included heavy finesand prison terms for helping a runaway, whites and free African Americans contin-ued their work with the Underground Railroad. This informal but well-organizedsystem, begun in the early 1830s, helped thousands of enslaved persons escape.Members, called “conductors,” transported runaways north in secret, gave them shel-ter and food along the way, and saw them to freedom in the Northern states orCanada with some money for a fresh start. Dedicated people, many of them AfricanAmericans, made dangerous trips into the South to guide enslaved persons along theUnderground Railroad to freedom. The most famous of these conductors wasHarriet Tubman, herself a runaway. Over and over again, she risked journeys into theslave states to bring out men, women, and children.


Lincoln-Douglas DebatesCooperative Learning ActivitySkill: Write a News AccountRecommended Use: EnrichmentLevel: On Grade Level

A Conflicted NationGuided PracticeSkill: Identify Point of ViewRecommended Use: ChapterReviewLevel: Below Grade Level

The Underground RailroadInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-Teaching ActivityLevel: Above Grade Level

Manifest DestinyUnderground RailroadKansas-Nebraska ActLincoln-Douglas Debates

Fugitive Slave ActThe Caning of Charles SumnerDred Scott DecisionJohn Brown’s Raid at Harpers Ferry

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StrategyHave students read “Swing Low, Sweet Chariot,” “Go Down, Moses,” and

“Keep Your Hand on the Plow” on pages 332–334 of Glencoe Literature’s TheReader’s Choice: American Literature. Explain that spirituals served many purposes forthe enslaved people of the South. Rooted in oral tradition and passed down fromgeneration to generation, the spirituals first served to preserve their history of ances-try. Later, spirituals were common in worship services as well as in the fields, express-ing both religious faith and the desire to live freely. Eventually, prior to the outbreakof the Civil War, spirituals began to be a form of secret code that was sung in thefields to give directions to those wishing to escape. In “Go Down, Moses,” buildingan allusion to the Jews enslaved by the Egyptians in biblical times, “Egypt” refers tothe South or slavery:

Go down, Moses,’Way down in Egypt’s land;Tell ole PharaohLet my people go.

In “Swing Low, Sweet Chariot,” the words “heavenly bound” refer to the Northor freedom:

But still my soul feels heavenly bound;Coming for to carry me home.

Spirituals frequently recounted Bible stories about people liberated from oppres-sion. “Keep Your Hand on the Plow” tells the story of Paul and Silas who werereleased after God sent an earthquake to free them:

Paul and Silas bound in jail,Had nobody for to go their bail,Keep your hand on that plow,Hold on.Paul and Silas began to shout,Jail doors opened and they walked out . . .

Overall, the spirituals proved to be important to the strength, courage, and free-dom of the enslaved people.

Activities1. Identify three purposes of spirituals. (religious worship, communication, preserva-

tion of history)

2. Describe the mood or emotion often created by spirituals. (Spirituals were hope-ful and deeply expressive. They helped maintain the focus and strength of a deprivedgroup of people. Spirituals also helped create a mood of courage and trust in oneanother and the Underground Railroad.)

3. Writing Prompt: The spirituals were inspiring to the enslaved people. Thinkabout a song that inspires and motivates you. Write a paragraph about the songand the impact it has had on you.

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The Civil War, 1861–1865Key Terms ReinforcementStrategy and ActivityCompile a list of content vocabulary and key terms for this chapter. Include wordssuch as:

greenback hardtackconscription prisoner of warhabeas corpus forageattrition siegebounty pillageblockade runner mandate




The North and SouthStrategy and Activity

Provide students with a blank map of the United States and have them color theConfederate states in gray and the Union states in blue. List these states on the boardfor quick reference during the chapter. As students study the appropriate sections ofthe text, have them enter the year that each Confederate state seceded and the yearthat it was readmitted to the Union.

Strengths and WeaknessesStrategy and Activity

Have students read the section of their text headed “The Opposing Sides,” andcreate an outline of the military, economic, industrial, and political positions of theNorth and South at the outset of the Civil War. When the outline is completed, havestudents analyze the strengths and weakness of the two sides in the Civil War.


CHAPTER9


People & PlacesThe Mason-Dixon Line

The Mason-Dixon Line has come to symbolize the division between the Northern and Southernstates during the Civil War, but the boundary actually dates back to a territorial disputebetween Pennsylvania and Maryland. Surveyor Jeremiah Dixon and astronomer Charles Masonwere brought from England in 1763 to settle the issue. The pair started 15 miles south ofPhiladelphia and continued west for 4 years and 233 miles before they completed the proj-ect. In 1820 the line was referenced in the Missouri Compromise as the line between freeand slave states. Students can trace the original Mason-Dixon line on a map.

The North and SouthIndependent PracticeSkill: Making a Special PurposeMapRecommended Use: ReinforcementLevel: Below Grade Level

Strengths and WeaknessesIndependent PracticeSkill: Create an OutlineRecommended Use: ReadingStrategyLevel: On Grade Level

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panies, Inc.Ask students to use the information in their outlines to write summary state-

ments about the advantages and disadvantages held by the North and South in theconflict ahead.

Military Technology of the Civil WarStrategy and Activity

The Civil War has been described as the first “modern war.” It was the first timein which a number of new types of military equipment were used by huge armies.Divide the class into small groups. Assign each group a type of military technology:firearms and ammunition, ironclads and naval technology, communications and thetelegraph, railroads, balloons and military intelligence (spying), and medicine. Havegroups research the assigned technology. Students should attempt to discover howthe technology developed, was used, and how it impacted the Civil War. Ask groupsto create posters based on their research. Display posters around the classroom. Havegroups present their posters to the rest of the class.

Time Line of Civil War EventsStrategy and Activity

Have students construct a time line of Civil War events from the outbreak ofthe war through the South’s surrender. Remind them to include political events aswell as battles. Display time lines on a wall or bulletin board. As students read thechapter, they can continue to add events to the time line. Suggest that students addappropriate visual elements and drawings to the time line. They can use the time linefor quick reference or as a study aid for this chapter.

The Emancipation ProclamationStrategy and Activity

Ask students to read the Emancipation Proclamation in their text. Remind stu-dents that Lincoln originally stated that the war was intended to preserve theUnion—not to end slavery. Discuss the fact that Lincoln waited until the Union vic-tory at Antietam to announce emancipation. Encourage students to think about howthis document changed the nature of the conflict. Assign students to smaller groups.Have students use print or Internet resources to research the reaction of one of thefollowing groups to the Emancipation Proclamation: Union soldiers, enslavedAfricans, Southern planters, free African Americans in the North, Confederate sol-diers, white citizens in the border states, and Northern workers. Have students usetheir research notes to write a letter to the editor responding to the Emancipation Proclamation.

Daily Life During the WarStrategy and Activity

Have students reread the portions of the text that discuss what it was like to bea soldier in the field, an African American soldier, a battlefield doctor or nurse, or amilitary prisoner. Ask students to select a perspective and write a narrative or a seriesof five journal entries describing their lives. Invite volunteers to share their writing aloud.


The Civil War, 1861–1865, continued

Military Technology of the Civil WarCooperative Learning ActivitySkill: Create a PosterRecommended Use: EnrichmentLevel: Below Grade Level

Time Line of Civil War EventsGuided PracticeSkill: Construct a Time LineRecommended Use: ReinforcementLevel: Below Grade Level

The Emancipation ProclamationCooperative Learning ActivitySkill: Analyze Point of ViewRecommended Use: EnrichmentLevel: On Grade Level

Daily Life During the WarWriting ActivitySkill: Write First AccountsRecommended Use: ReinforcementLevel: On Grade Level

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Interpreting the Gettysburg AddressStrategy and Activity

One of the most beloved documents of democracy is the short speech thatAbraham Lincoln delivered honoring the war dead at the cemetery near theGettysburg battlefield. Have students read the Gettysburg Address in their textbook.In small groups, have them discuss the meaning of Lincoln’s words. Then ask stu-dents to rewrite the speech in their own words without using Lincoln’s phrasing.They can write their versions in the form of a speech, a song, or a poem. Invite vol-unteers to share their writing with the class by reading them aloud with appropriatebackground music.

Civil War GeneralsStrategy and Activity

Ask students to research one of the following generals and admirals to learnmore about his role in the Civil War. A good source of biographical information iswww.historycentral.com/bio/. Have students write either a journal entry or a letterfrom the perspective of the general, incorporating at least five facts from theirresearch. Tell them to describe key events in which the general took part, or discussconditions and hardships of everyday life on the battlefield. Examples include:

Robert E. Lee Winfield ScottP. G. T. Beauregard Irvin McDowellBenjamin Butler Ulysses S. GrantDavid G. Farragut Braxton BraggWilliam Rosecrans George B. McClellanJohn C. Frémont Joseph HookerGeorge Meade George E. PickettWilliam Tecumseh Sherman John B. Hood


Civil War GeneralsWriting ActivitySkill: Historical ResearchRecommended Use: ReinforcementLevel: On Grade Leve

People and PlacesLincoln’s Assassination

As Lincoln attended a play at Ford’s Theatre in April 1865, John Wilkes Booth shot and killedthe president just days after Lee’s surrender. Lincoln’s death shocked the nation. Students canlearn more about the assassination of the Union’s beloved leader at the Ford’s TheatreNational Historic Site Web site at www.nps.gov/archive/foth/index2.htm or at the Library ofCongress site at memory.loc.gov/ammem/alhtml/alrintr.html. Encourage students to research,write, and perform a one-act play dramatizing the events.


Interpreting the GettysburgAddressWriting ActivitySkill: Interpreting Primary SourcesRecommended Use: EnrichmentLevel: Above Grade Level

Internet LearningAfrican Americans in the Civil War

Students can learn more about the experiences of African American soldiers during the CivilWar at memory.loc.gov/learn/features/timeline/civilwar/aasoldrs/soldiers.html or at theAmerican Experience Web site atwww.pbs.org/wgbh/amex/lincolns/atwar/es_aaregiments.html.

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panies, Inc.The Battle of ShilohBackground

Early on April 6, 1862, Confederate forces launched a surprise attack onGeneral Grant’s troops camped near Pittsburgh Landing, Tennessee, about 20 miles(32 km) north of Corinth, near a small church named Shiloh. Although the Uniontroops were forced back, Grant managed to assemble a defensive line that held offrepeated Southern attacks.

When the battle ended, several of Grant’s commanders advised him to retreat.Grant replied, “Retreat? No, I propose to attack at daylight and whip them.” Grantwent on the offensive the next morning, surprising the Confederates and forcingGeneral Beauregard, their commander, to order a retreat. The Battle of Shilohstunned people in both the North and the South. Twenty thousand troops had beenkilled or wounded, more than in any other battle up to that point.

StrategyRead with students “An Occurrence at Owl Creek Bridge” on page 375 of

Glencoe Literature’s The Reader’s Choice: American Literature. Explain that theauthor, Ambrose Bierce, was a soldier who fought in several Civil War battles. Hejoined the army to escape an unhappy childhood and a less than promising future.After the war, Bierce became a journalist and author, often drawing on his experi-ences as a soldier to provide the ideas for his stories. “An Occurrence at Owl CreekBridge,” the fictional account of a Southern gentleman’s death, is set at Shiloh anduses third-person narration to describe a 35-year-old man who faces death by hang-ing. His crime was to aid the Southern cause by sabotaging a bridge to delay theadvance of Northern troops:

He was a civilian, if one might judge from his habit, which was that of aplanter. His features were good . . . and had a kindly expression whichone would hardly have expected in one whose neck was in the hemp.

Acutely aware of all that is happening around him, the noosed man, PeytonFarquhar, fantasizes of saving himself and returning home to his wife and children:

“If I could free my hands,” he thought, “I might throw off the noose andspring into the stream. By diving, I could evade the bullets and, swim-ming vigorously, reach the bank, take to the woods and get away home.”

Farquhar then lives his dream. Struggling to escape both the strangling nooseand the soldiers’ bullets, he imagines himself walking 30 miles to his farm and,finally, being taken into the arms of his wife. Suddenly, however, just as the fictionalFarquhar is jolted from his revelry by a fall, so, too, the reader is jolted with theannouncement in the last paragraph:

Peyton Farquhar was dead; his body, with a broken neck swung gentlyfrom side to side beneath the timbers of the Owl Creek bridge.

Activities1. Describe Farquhar’s fantasy as he waits to die by hanging. (Farquhar fantasizes

about escaping the noose, swimming to shore, walking 30 miles to reach his home,and embracing his wife.)

2. Explain the events that brought Farquhar to his death. (A Union scout who wasdressed as a Confederate tricked Farquhar. The scout revealed information aboutrepairs being made at Owl Creek Bridge to allow the advance of Northern troops.Farquhar sabotaged the bridge, was caught, and was sentenced to death.)

3. Writing Prompt: Bierce uses a series of similes—comparisons between twounlike things using like, as, or than—to describe Farquhar’s heightened sense ofawareness during the moments before his death. Use similes to describe a com-mon event in slow motion, such as the sloshing of the washing machine.



The Battle of ShilohInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-Teaching ActivityLevel: Above Grade Level

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Reconstruction, 1865–1877Key Terms ReinforcementStrategy and ActivityCompile a list of content vocabulary and key terms for this chapter. Include wordssuch as:

amnesty graftpocket veto “sin tax”black codes tenant farmerimpeach sharecroppercarpetbagger crop lienscalawag debt peonage




Reconstruction: Success or Failure?Strategy and Activity

Have students read about and outline the Reconstruction plans of Lincoln,Johnson, and the Radical Republicans’ Congressional Reconstruction plan. Oncecompleted, have students analyze each of the plans to determine its benefits anddrawbacks.

Ask students to use the outline to write summary statements evaluating the suc-cess or failure of Reconstruction from the following points of view: Lincoln,Johnson, white Northerners, white Southerners, freedmen, carpetbaggers andscalawags.

Black CodesStrategy and Activity

After the Civil War, many Southern states enacted black codes that severelyrestricted the rights of the newly freed African Americans. Students can read aboutthe black codes of South Carolina at www.crf-usa.org/brown50th/black_codes.htmor Texas at www.tsha.utexas.edu/handbook/online/articles/BB/jsb1.html.

Divide the class into 5–6 small groups. Give each group a copy of the U.S. Billof Rights and a section of one of the Southern black codes dealing with (1) civilrights, (2) labor contracts, (3) vagrancy, (4) apprenticeships, (5) crimes, courts, andpunishment, or (6) other provisions. Have each group examine their section of theblack code and compare it to the Bill of Rights to see in what ways it violates therights guaranteed to all U.S. citizens. Have each group report back to the class withits findings. Conclude with a discussion about why the black codes infuriated theNorth. Point out the similarities between the black codes and the Jim Crow laws thatwere enacted after Reconstruction ended.

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Reconstruction: Success orFailure?Guided PracticeSkill: Analyze Point of ViewRecommended Use: ReadingStrategyLevel: On Grade Level

Black CodesClass DiscussionSkill: Compare and ContrastRecommended Use: EnrichmentLevel: Above Grade Level

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The Civil War AmendmentsStrategy and Activity

Ask students to outline the provisions of the Thirteenth, Fourteenth, andFifteenth Amendments following this format: I. (Amendment) A. (Date) B.(Summary of Provision). Continue the exercise by asking students to outline therights or restrictions associated with the following:

Freedman’s Bureau sharecroppingblack codes voting restrictions enacted in the Southtenant farming

Discuss with students the attempts of powerful Southerners to oppress thenewly freed African Americans. Ask them to explain why the EmancipationProclamation did not end the struggles of African Americans in the South

Republican Rule in the SouthStrategy and Activity

Military Reconstruction ended when the former Confederate states rejoined theUnion. However, the Republican Party, supported by African American voters andpoor white farmers, dominated the new governments throughout the South. Whilethe new governments instituted needed reforms, the programs were expensive, andsome of their leaders were corrupt. Have students write an essay in which they con-sider the question of whether the Civil War did not truly end until 1877. Tell themto include military, political, and social points to support their arguments.

Carpetbaggers, Scalawags, and RedeemersStrategy and Activity

Newcomers who moved to the South from the North after the Civil War wereknown as carpetbaggers because of the fabric-covered bags that many carried.Southerners resented them and claimed they came to the South to exploit the suf-fering of the region. White Southerners who worked with the Republicans werecalled scalawags. Southern Democrats who attempted to save the South fromRepublican rule were called Redeemers. Have students do further research aboutthese groups using library and Internet sources. Then have them visit the ThomasNast Web site at www.accd.edu/sac/history/keller/Nast.html. Ask students to createtheir own political cartoon about the role of one of these groups in the post–CivilWar South. Have volunteers present their cartoons to the class. Display the studentwork around the classroom.

Reconstruction, 1865–1877, continued

The Civil War AmendmentsGuided PracticeSkill: Outline InformationRecommended Use: ReadingOrganizerLevel: Below Grade Level

Republican Rule in the SouthWriting ActivitySkill: Evaluate InformationRecommended Use: ReinforcementLevel: Above Grade Level


Internet LearningImpeachment Trial of Andrew Johnson

Students can learn more about the impeachment of President Johnson atwww.law.umkc.edu/faculty/projects/ftrials/impeach/impeachmt.htm. This Web site includes achronology of events, the provisions of the Tenure of Office Act, the articles of impeachment,opinions of senators, contemporary photos, political cartoons, and accounts of the trial.Students may also visit www.impeachandrewjohnson.com. Have students take on the role ofeyewitnesses observing the trial. Have them write a journal entry, news article, or editorial dis-cussing the events surrounding the impeachment trial.

Carpetbaggers, Scalawags, andRedeemersIndependent PracticeSkill: Create a Political CartoonRecommended Use: EnrichmentLevel: On Grade Level

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A New South RisesStrategy and Activity

Conduct a class discussion of the sharecropping system that developed in theSouth after the collapse of Reconstruction. Encourage students to explain how thesharecropping system initially appealed to both the plantation owners and the ten-ant farmers who came to be exploited by abuses of the system. Explain the meaningof the term “debt peonage.”

Have students review the corresponding section of the text for ideas and write ashort narrative from the point of view of a tenant farmer and his family coping withthe abuses and injustices of the sharecropping system.

The Results of Reconstruction in the North and SouthStrategy and Activity

Have students create two web diagrams—one for the North and one for theSouth—that identify the positive and negative effects of Reconstruction on eachregion. Ask students to consider all aspects of the culture, from politics to religion,as they identify the effects of Reconstruction.

America During ReconstructionStrategy and Activity

Organize students into three groups. Assign each group one section of the chap-ter in the text about the Reconstruction period. Ask each group to create a multi-media presentation. As students share their presentations with the class, point outeconomic, political, and social/cultural themes that developed during this era ofAmerican history.

The Postwar SouthBackground

The South of 1865 bore little resemblance to the South of 1861. Large areas ofthe former Confederacy lay in ruins. A traveler on a railroad journey through theSouth described the region as a “desolated land,” adding, “Every village and stationwe stopped at presented an array of ruined walls and chimneys standing useless andsolitary.”

People and PlacesAfrican American Communities

Students can learn more about African American communities during the Reconstructionperiod by visiting the Library of Congress Web site “African American Odyssey: Reconstructionand Its Aftermath” at memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html. Tell them to payparticular attention to political action, education, and the role of the African American church.Have students write a letter or journal entry from the point of view of a freed person describ-ing one of these aspects of community life during the Reconstruction period.

Learn More About . . .Origin of the Ku Klux Klan

Some Southerners organized secret societies such the Ku Klux Klan to strike back at theRepublican governments. Former Confederate soldiers in Pulaski, Tennessee, founded thegroup as early as 1865–1866. Students can find reliable historical information about the Klanat www.pbs.org/wnet/jimcrow/stories_org_kkk.html.

A New South RisesWriting ActivitySkill: Write a NarrativeRecommended Use: EnrichmentLevel: On Grade Level

The Results of Reconstruction inthe North and SouthIndependent PracticeSkill: Create a Web DiagramRecommended Use: ReinforcementLevel: Below Grade Level

The Postwar SouthInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-Teaching ActivityLevel: Above Grade Level

America During ReconstructionCooperative Learning ActivitySkill: Create a MultimediaPresentationRecommended Use: ChapterReviewLevel: On Grade Level

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panies, Inc.Union troops and cannons had left few Southern cities untouched. Describing

Columbia, the capital of South Carolina, a Northern reporter noted, “Two-thirds ofthe buildings in the place were burned, including . . . everything in the business por-tion. Not a store, office, or shop escaped.”

The devastation had left the South’s economy in a state of collapse. The value ofland had fallen significantly. Confederate money was worthless. Roughly two-thirdsof the transportation system lay in ruins, with dozens of bridges destroyed and milesof railroad twisted and rendered useless. Most dramatically of all, the emancipationof African Americans had deprived planters of an estimated $4 billion they hadinvested in slaveholding. It had also thrown the agricultural economy into chaos.Until the South developed a new system to replace enslaved labor, it could not main-tain its agricultural output.

StrategiesInstruct students to read the selections of poetry by Walt Whitman on pages

396–412 in Glencoe Literature’s The Reader’s Choice: American Literature. Explainthat Whitman is often called America’s poet. During the Civil War, Whitman’sbrother suffered wounds, and Whitman traveled to Virginia to care for him. Whilethere, he offered care and sympathy to Confederate and Union soldiers alike. In “ASight in Camp in the Daybreak Gray and Dim,” Whitman captured the “everyman”of the war:

Who are you elderly man so gaunt and grim . . . ?Who are you sweet boy with cheeks yet blooming?Then to the third . . . I think this is the face of Christ himself,Dead and divine and brother of all, and here again he lies.

Later, following the Civil War, the United States experienced economic growthand social change, and Whitman imagined Americans, as opposed to Europeans,breaking free from conventional ways of life and following their own visions. Askstudents to pay special attention to “I Hear America Singing” and consider how thispoem mirrors the activities of the United States in the aftermath of the Civil War:

I hear America singing, the varied carols I hear,. . . . . . . . . . . . . . . . . Each singing what belongs to him or her and to none else,The day what belongs to the day—at night the party of young

fellows, robust, friendly,Singing with open mouths their strong melodious songs.

From the carpenter to the mechanic to the mother, Whitman celebrates thediverse unification of Americans in this poem.

Activities

1. Consider the term “diverse unification” as an oxymoron, or seemingly contra-dictory term. Explain America’s diverse unification. (Answers will vary. Americaaccepts people of all races, cultures, religions, and professions. Yet when necessary, suchas after September 11, 2001, diversity gives way to unification, and Americans standstrongly as one.)

2. Discuss diverse unification following the Civil War. (The country had to berebuilt. Americans contributed as they could to unite the country and rebuild it to bestronger than ever before.)

3. Writing Prompt: Select one of Whitman’s poems and use it as a model for cre-ating an original poem celebrating America’s diversity.



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vigilance committee dry farminghydraulic mining sodbusteropen range bonanza farmlong drive nomadhacienda annuitybarrios assimilatehomestead allotment




Life in the WestStrategy and Activity

As students read about the growth that occurred in the West after the Civil War,ask them to create two web diagrams—one about mining and one about ranching.The web diagram about mining should include details about Pikes Peak, theComstock Lode, and vigilance committees, as well as details about the raucous lifein mining towns. The web diagram about ranching should include details about cat-tle drives, the Chisholm Trail, the invention of barbed wire, and the open range.

Ask students to use information in their web diagrams to write a first-personmonologue describing life in the West as a rancher, miner, cowhand, or a familymember of any of these characters. Emphasize to students that the most effectivemonologues make a personal statement that provides insight into the character’sthoughts. Allow students to form small groups if they desire. Two students mightpose as cowhands describing their lives to each other, or three to four students maypose as a group of cowhands sitting around a fire telling stories. If students chooseto form small groups, emphasize that a monologue is one character speaking severallines as opposed to dialogue. Structuring a monologue forces students to considerand express their character’s personality and perspective. Encourage use of appropri-ate humor. Allow students to deliver their monologues in front of the class.

Internet LearningTime Line of the West

Intended as a companion to the documentary film The West, this Web site presents an inter-active time line of western development from 1500 to 1917, as well as short biographies ofmajor figures of the time. http://www.pbs.org/weta/thewest.


Settling the West, 1865–1890CHAPTER

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Life in the WestWriting ActivitySkill: Analyze Point of ViewRecommended Use: EnrichmentLevel: On Grade Level

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Boomtowns of the WestStrategy and Activity

Have students read the portion of the text that discusses the growth of the min-ing industry and boomtowns. Divide the class into groups of three and ask studentsto use the Internet and library resources to research a boomtown of the West. Theyshould try to find out as much information as possible about the town. When was itsettled? What minerals were found there? How many people lived there? What busi-nesses did it have? Did it become a ghost town? If so, when? Or is the town still inexistence today? Have each group compile the information about their town on aposter and present it to the rest of the class. Students should include a map showingwhere the town is located and any other visuals they can find. When all students havecompleted their presentations, lead the class in a discussion of the role mining hadin developing the West. Display the posters in the classroom.

Settling the Great PlainsStrategy and Activity

Ask students to form small groups and choose a state west of the MississippiRiver. Ask the groups to research the settling of that state, including the impact ofthe Homestead Act of 1862. Ask the students to plot the settling of their state on astate map. They should include Native American reservations in the area, any majorevents that took place there, and where railroads passed through the land. Studentsmay discuss the impact farming technology had on the settlement, and any bonanzafarms that existed. Each group can then present the information to the rest of theclass.

Farming the PlainsStrategy and Activity

Have students read the portion of the text that discusses farming in the GreatPlains. Explain that this land was originally considered unsuitable for farming. Earlyvisitors to the area referred to it as the “Great American Desert.” During the late1800s, however, perceptions of the region began to change.

As a class, create a web diagram to illustrate the factors that changed Americanperceptions of the Great Plains. Have students suggest factors as you write them onthe board. Suggestions should include the construction of railroads that brought sup-plies to settlers, the Homestead Act, and the unusual amount of rainfall that thePlains experienced in the 1870s and 1880s.

When the diagram is complete, engage students in a discussion about whetherthese changes were enough to enable farmers to survive by working the land of theGreat Plains. Ask students the following questions: What happened when the periodof exceptional rainfall in the Great Plains ended? Were settlers who got their landbecause of the Homestead Act able to make a living farming the land? What kind ofresources did it take to succeed on the Plains? What kind of farming operations weremost likely to be successful?

Native American LeadersStrategy and Activity

Organize students into groups to research some of the more famous NativeAmerican leaders of the late 1800s. Each group should focus on one NativeAmerican leader and prepare a short multimedia presentation to present to the class.Students may answer questions such as: Where was the leader from? What tribe didhe belong to? What were his accomplishments? What is he most famous for? Tell stu-dents to divide the work among themselves, with some students researching, others

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Settling the West, 1865–1890, continued

Boomtowns of the WestCooperative Learning ActivitySkill: Create a PosterRecommended Use: EnrichmentLevel: Below Grade Level

Settling the Great PlainsResearch and Presentation ActivitySkill: Organize a PresentationRecommended Use: EnrichmentLevel: Above Grade Level

Farming the PlainsClassroom DiscussionSkill: Create a Web DiagramRecommended Use: ReinforcementLevel: On Grade Level

Native American LeadersCooperative Learning ActivitySkill: Create a MultimediaPresentationRecommended Use: IndependentPracticeLevel: On Grade Level

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.writing, and others making or obtaining illustrations for the presentation. Subjectscould include:

Chief Little Crow Chief Crazy HorseChief Red Cloud Chief Ten BearsChief Sitting Bull Chief Black Kettle

The Demise of the BuffaloStrategy and Activity

For centuries, Native Americans of the Great Plains relied on the buffalo as asource of food, shelter, and clothing. All this changed when white settlers, railroadcompanies, and the U.S. government hunted the animal to near extinction. “TheBuffalo Harvest,” by Frank H. Mayer, with Charles B. Roth, gives a firsthandaccount of what it was like to be a “buffalo runner” who participated in the decima-tion of the North American buffalo herds. Have students read the first two sectionsof the text at http://www.pbs.org/weta/thewest/resources/archives/five/buffalo.htm. Lead the class in a discussion, asking them the following questions:From reading this account, do you find Mayer likeable? Why or why not? In the firstsection, Mayer states that he became a buffalo runner because he was young, enjoyedhunting, and wanted the money and adventure that the occupation would bring. Hesuggests that anyone in his place would have done the same. Do you think this istrue? What would you have done?

Have students reread the paragraphs from the second section, in which thewriter reflects upon his feelings about what he has done. He claims to be neitherproud nor ashamed. Then he states that the slaughter was inevitable, a historicalnecessity, because the buffalo could not be controlled or domesticated, and thereforedid not fit in with the white man’s civilization.

Have students write a two-page response to the paragraphs. In their response,they should state an opinion about Mayer’s reasoning that the extinction of the buf-falo was unavoidable. Is Mayer using “historical necessity” to excuse his actions, or ishe simply being realistic?

RelocationBackground

In 1867 Congress formed an Indian Peace Commission in an attempt to endthe growing conflict with Native Americans on the Great Plains. The commissionproposed creating two large reservations on the Plains, one for the Sioux and another

People and PlacesRamona

When Century of Dishonor failed to significantly motivate the government, Helen Hunt Jacksondecided to write a novel that would reach American hearts much the same way her friendHarriet Beecher Stowe did with Uncle Tom’s Cabin. Set in Southern California among theMission Indians, Ramona was an immediate popular success and is still in print. Interestedstudents can read and write a short book report on the novel.

Internet LearningBattle of Little Bighorn

Kicking Bear, an Oglala chief and leader of the Ghost Dance movement, distinguished himselfin several battles, including Little Bighorn. Twenty years later he painted the battle scene. Itcan be viewed online at http://www.nmcn.org/heritage/kicking_bear/img/kick_xl.jpg.



The Demise of the BuffaloWriting ActivitySkill: Form and Support anOpinionRecommended Use: EnrichmentLevel: On Grade Level

RelocationInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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for southern Plains Indians. The army would deal with any groups that refused toreport or remain there. Those who did move to reservations faced much the sameconditions that drove the Dakota Sioux to violence—poverty, despair, and the cor-rupt practices of white traders. Another obstacle to peace on the reservations was thegovernment’s failure to fulfill its promises. Treaties signed in this period pledged thatthe land set aside for Native Americans would remain theirs, but within a fewdecades, most of the land was in the hands of the white settlers.

In 1877 members of the Nez Percé, led by Chief Joseph, refused to be movedfrom their ancestral lands to a smaller reservation in Idaho. When the army came torelocate them, they fled their homes and embarked on a flight of more than 1,300miles that took them eastward through Yellowstone National Park, established in1872 as the nation’s first national park. General William Tecumseh Sherman, whowas vacationing there at the time, summoned the U.S. Cavalry to pursue the NezPercé into Montana. Finally, in October 1877, after losing much of his band in aseries of battles, Chief Joseph surrendered and his followers were exiled toOklahoma.

StrategyHave students read “I Will Fight No More Forever” by Chief Joseph on page

529 in Glencoe Literature’s The Reader’s Choice: American Literature. Explain to stu-dents that Chief Joseph’s group had maintained peace with Anglo settlers for 70years—until the U.S. government began reclaiming all of the land it had ceded tothe Nez Percé in an 1855 treaty. Chief Joseph attempted to take his people to Canadain 1877 to avoid the forced relocation of his tribe. He did not want his people to beimprisoned on a reservation:

I have asked some of the great white chiefs where they get their authorityto say to the Indian that he shall stay in one place, while he sees whitemen going where they please. They can not tell me.

For more than three months, he led approximately 200 warriors and their fam-ilies toward Canada. The warriors fought off federal troops repeatedly, but when thegroup was only 40 miles from Canada, they found themselves surrounded. ChiefJoseph chose to surrender:

It is cold and we have no blankets. The little children are freezing todeath. My people, some of them, have run away to the hills and have noblankets, no food; no one knows where they are—perhaps freezing todeath. I want to have time to look for my children and see how many Ican find. . . . Hear me my chiefs. I am tired; my heart is sick and sad.From where the sun now stands I will fight no more forever.

As reflected in his words, Chief Joseph’s primary concern was for the lives of hispeople. Eventually, Chief Joseph was taken to a reservation in Washington, where itis said he died of a broken heart.

Activities1. Evaluate Chief Joseph’s decision to flee and fight. State and support your opin-

ion of his actions. (Students’ answers will vary. Some students will say he made theright decision—his people wanted their freedom and the United States acted againstthe treaty that offered protection to the Nez Percé. Others will say he made the wrongdecision—he should have agreed to the demands of the U.S. government and soughtto negotiate a peaceful settlement to the treaty issues.)

2. Why did Chief Joseph surrender? (Chief Joseph surrendered because his people werecold, hungry, and dying; members of his group were scattered; and he was tired anddeeply disturbed by the condition of his people.)

3. Writing Prompt: Using Chief Joseph’s speech as a model, write about a timewhen you had to defend yourself, either physically or verbally.

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gross national product monopolylaissez-faire trustentrepreneur holding companytime zone deflationland grant trade unioncorporation industrial unionstock blacklisteconomies of scale lockoutpool arbitrationvertical integration injunctionhorizontal integration closed shop




Laissez-FaireStrategy and Activity

In the late 1800s, the idea of laissez-faire became popular in American business.The phrase described the notion that the government should have little or no say inhow corporations choose to conduct business. While some benefited from laissez-faire, others wanted the government to exert more control over things like wages andprices. Ask students to reread and take notes from the portions of text in their booksthat describe laissez-faire. Then ask students to gather more information on laissez-faire in the late 1800s using the Internet and library resources. Expanding on theinformation given in the text in their books, students should write a 2-page essaystating whether or not they think that laissez-faire was good for the United Statesduring this time period. Students should support their argument with reasons andexamples. Ask volunteers to share their work with the class, and engage the class ina discussion of the opinions expressed.


Industrialization, 1865–1901CHAPTER

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Laissez-FaireWriting ActivitySkill: Form and Support anOpinionRecommended Use: EnrichmentLevel: On Grade Level

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InventionsStrategy and Activity

Provide each student with five 3” x 5” index cards. Organize the class into sevengroups and assign each group one of the following inventions:

Bell’s telephone Field’s electric streetcarEdison’s lightbulb Pullman’s sleeping carDuryea’s gasoline-powered car Edison’s phonographNorthrup’s automated loom

Ask students to create a storyboard about their assigned invention. Each cardshould depict one of the following scenes: life before the invention, the advent of theinvention, an immediate positive change to life due to the invention, a long-termpositive change to life due to the invention, and a negative impact of the invention.Encourage students to incorporate into their storyboards thought or dialogue bal-loons that use words or phrases related to the invention. For example, “give me aring” might be included in the storyboard about the telephone. Allow students tomount their cards sequentially on poster board for display.

Railroads Unite the NationStrategy and Activity

Have students work in small groups and use their textbooks to find importantdates in the growth of railroads. Then have students use the dates to make a timeline. Time lines should include important events like the signing of the PacificRailway Act, the division of the country into time zones, and the Crédit Mobilierscandal. Groups can illustrate their time lines by drawing pictures or by using imagesfrom books or the Internet. Remind students to give their time line a title and notethe start and end dates at the top of the time line. Display completed time lines, anduse them as a reference while studying the growth of railroads in the United States.

Entrepreneurs in the Late 1800sStrategy and Activity

The late 1800s saw a growth of entrepreneurship in the United States. However,entrepreneurs often had vastly different styles of conducting business. Have studentsread the portions of the text on railroad entrepreneurs Jay Gould and James J. Hill.Ask them to make a Venn diagram showing how these two men were similar andhow they were different. Students should note that while both men made a name forthemselves as railroad entrepreneurs, Jay Gould was considered an infamous robberbaron of his time, while James J. Hill had a reputation as an honest businessman.When students have finished their diagrams, engage the class in a discussion aboutthe two different styles of entrepreneurship that emerged in the late 1800s. Ask stu-dents the following questions: Which type of entrepreneur would you rather workfor? Which would you prefer if you were a shareholder? Have students use evidencefrom their reading to support their answers.

Internet LearningInventions

The Smithsonian Museum’s Lemelson Center for the Study of Invention and Innovation works todocument the history of invention and to encourage young people to become inventors andinnovators. The center’s Web site, http://invention.smithsonian.org/centerpieces/iap/index.html,offers information and virtual exhibits for those interested in learning more about inventorsand inventions.

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InventionsCooperative Learning ActivitySkill: Make ConnectionsRecommended Use: EnrichmentLevel: On Grade Level

Railroads Unite the NationCooperative Learning ActivitySkill: Create a Time LineRecommended Use: ReadingStrategyLevel: Below Grade Level

Entrepreneurs in the Late 1800sClassroom DiscussionSkill: Compare and ContrastRecommended Use: Guided PracticeLevel: On Grade Level

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Big Business and Unions in the Late 1800sStrategy and Activity

Visit http://elections.harpweek.com and select a variety of appropriate politicalcartoons to teach students to analyze the art of political cartooning. Explain thatmany of the political cartoons you are about to share were published in Harper’sWeekly and were created by Thomas Nast. Point out to students that political cartoonsare, by design, prejudiced, selective, and controversial. Also point out that often car-toons lack justification and are ambiguous. Just as often, they present general ideasthat are taboo to public discussion. Examine with students the cartoons you selectedand lead students to identify the historical setting as they analyze the caricatures andcaptions. Discuss with them the placement and size of symbolic aspects of the cartoon.

Ask students to revisit the portions of the text dealing with big business andunions during the late 1800s. Have them select an idea or person to become theobject of a political cartoon. Allow students to refer to the examples you provided ortextbook examples as they attempt to create a satirical cartoon. Ask for volunteers toshare their work.

Clashes Between Industry and LaborStrategy and Activity

During the late 1800s, labor unions began to appear as a response to poor work-ing conditions and the negative effects of industrialization. Explain to students thatindustry generally opposed the development of unions, and that this sometimes ledto confrontations between industry and labor. Organize students into groups andassign each group one of the following topics: the Pullman Strike, the HaymarketRiot, and the Great Railroad Strike of 1877. Have students use their textbooks,library resources, and the Internet to research their assigned topic, taking notes aboutimportant people and events. Then have groups prepare a historical dramatization oftheir topic. Each student should have a role in the dramatization. For example, inthe Pullman Strike, one student might play Eugene V. Debs, another might beGeorge Pullman, and other students would play President Cleveland, the SupremeCourt, and so on. The historical events depicted in the students’ dramatizationshould be accurate; instruct students to write dialogue that corresponds with thoseevents. Have groups perform their dramatizations for the entire class. Challenge stu-dents to remain in character while performing their reenactment. After each presen-tation, engage students in a discussion of what they saw, and how various parts of thetopic were represented in the reenactment.

Learn More About . . .“Story of a Great Monopoly”

Muckraking journalist Henry Demarest Lloyd’s investigation of Standard Oil, published in theAtlantic Monthly in 1881, was one of the earliest pieces of progressive journalism to be pub-lished in a well-known national magazine, and the first critique of Standard Oil to be takenseriously. Read the original article at http://www.theatlantic.com/ideastour/markets-morals/lloyd-full.mhtml.



Big Business and Unions in theLate 1800sIndependent ResearchSkill: Analyze InformationRecommended Use: Reinforcementor EnrichmentLevel: Above Grade Level

Clashes Between Industryand LaborCooperative Learning ActivitySkill: Research and Dramatize aHistorical EventRecommended Use: EnrichmentLevel: Above Grade Level

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Women’s RightsBackground

Although the period following the Civil War saw tremendous industrial growthin America, it also was a period of social unrest. Freed African Americans and womenboth sought a place for themselves in the country. Women were joining the massesworking in factories, but most women could not join the AFL because they wereclassified as unskilled workers. New unions arose to represent these women. MaryJones, who became the famous labor organizer “Mother Jones,” and Polish immi-grant Rose Schneiderman both worked to improve conditions for women.

StrategyWomen’s rights became a major social and political concern in the United States

following the Civil War, but it had been a concern of some women long before theCivil War. Have students read “And Ain’t I a Woman?” by Sojourner Truth on page356 in Glencoe Literature’s The Reader’s Choice: American Literature. An escapedslave, Sojourner Truth (who eventually took the name Isabella Van Wagener) beganher career as a minister. She began to weave the antislavery message into her sermonsand eventually adopted the cause of women’s rights. She focused heavily on the rightof women to vote and delivered perhaps her most famous speech to the OhioWomen’s Rights Convention in 1851. Direct and forceful, Truth opens her persua-sive speech by stating:

Well, children, where there is so much racket there must be somethingout of kilter. I think that ‘twixt the Negroes of the South and the womenat the North, all talking about rights, the white men will be in a fixpretty soon.

Point out to students that Truth effectively asks and answers a repetitive ques-tion to emphasize her point:

Nobody ever helps me into carriages, or over mud-puddles, or gives meany best place! And ain’t I a woman? Look at me. Look at my arm. I haveploughed and planted, and gathered into barns, and no man could headme! And ain’t I a woman?

She closes her short but powerful speech by emphasizing that a woman gave birth tothe first man, setting the world in motion, and that the men who dominate thecountry should allow women to “get it right side up again!” The rights of minoritiesbecame a social concern before, and grew even stronger after, the Civil War.Outspoken women and African Americans like Sojourner Truth helped to changethe face of the country by bringing attention and supporters to the cause ofwomen’s rights.

Activities1. What was the purpose of Sojourner Truth’s speech to the Women’s Rights

Convention in 1851? What methods does she use in her speech to achieve thispurpose? (The purpose of Sojourner Truth’s speech was to call attention to the sheernumber of enslaved people and women who lived in the country. She used questionsto emphasize the contributions women and enslaved African Americans made to thecountry and drove her point home by alluding to the birth of Christ. She closed herspeech with a simple and direct statement—women want to make things right in theworld and men better let them.)

2. Who was Truth trying to persuade in her speech and how does she want themto act? (She was trying to persuade white men. She wanted them to treat women andAfrican Americans equally.)

3. Writing Prompt: Select the point of view of a woman, enslaved AfricanAmerican, or white man hearing Truth’s speech and write a response. Be certainto respond directly to the major points in her speech.

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Women’s RightsInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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steerage Americanizationnativism populismskyscraper greenbacktenement inflationpolitical machine deflationparty boss cooperativegraft graduated income taxindividualism poll taxSocial Darwinism segregationphilanthropy Jim Crow lawssettlement house lynching




ImmigrationStrategy and Activity

After students read about Ellis Island and the influx of immigrants to the EastCoast of the United States in the late 1800s, have them visit the New York City Website at http://www.ci.nyc.ny.us/html/dcp/html/neighbor/neigh.shtml.

Organize students into groups and assign each group one of the New York Cityneighborhoods famous for its ethnic settlement and population. Have students reada modern description of the neighborhood and then research its history. Ask eachgroup to compare and contrast the neighborhood of the 1890s to the modern neigh-borhood. Have students share the results of their research with the rest of the classand identify the advantages and disadvantages faced by the immigrants who settledin these neighborhoods. How did and how do these neighborhoods contribute to theidea of America as a “melting pot”? How did and how do they detract from that idea?How have these neighborhoods affected aspects of America’s culture, from food toreligion?


Urban America, 1865–1896CHAPTER

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ImmigrationResearchSkill: Compare and ContrastRecommended Use: EnrichmentLevel: On Grade Level

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Corruption in PoliticsStrategy and Activity

Ask students to read the portion of text that describes the political machine,graft, and fraud. Review the quotation in the text from George Plunkitt. Ask stu-dents the following questions: What did party bosses like Plunkitt offer to immi-grants and working class people in cities? What does Plunkitt mean by the phrase“honest graft”? Challenge the students to think of how this kind of corruption hurtsthe community. Lead students in a discussion of corruption in politics in general.Ask students to research a recent incident of political corruption and describe theoutcome. What was the offense? Was the person removed from office? Studentsshould compare the incident with the kind of corruption prevalent in the late 1800s.They should discuss the impact the incident has had upon the community. Studentsmay offer suggestions on what can be done to prevent and fight corruption in poli-tics.

Ideas of the Gilded AgeStrategy and Activity

Divide the class into six groups and assign each group one of the following top-ics: Social Darwinism, individualism, the Gospel of Wealth, realism, ReformDarwinism, and naturalism. Ask the groups to research these topics using their text-books, library resources, and/or the Internet, and create a multimedia presentationabout their research. Students should include key figures and events, and discuss theimpact of their topic on the society of the Gilded Age. The groups should presenttheir work to the class.

Unrest in Rural AmericaStrategy and Activity

Tell students to pretend they are journalists reporting about the economic prob-lems of rural America during the 1890s. Have them write an editorial supporting oropposing the efforts of cooperatives, such as the Grange and the Farmers Alliance, todeal with the economic issues that farmers faced during this period. Tell them toinclude information about the effect of money supply and railroad rates on farmingcommunities. Have volunteers share their editorials. Discuss how this led to supportfor the Populist Party.

PopulismStrategy and Activity

As students read about populism and the Populist Party in their textbooks, havethem create a web diagram about the Populist platform. They should use informa-tion in their web diagrams and their knowledge of modern history to answer thesequestions: What happened to the Populist Party after its second presidential loss toMcKinley? What platforms of the party have been adopted? How did the PopulistParty impact the presidential elections of 1896 and 1900? What possible impacts cana third party have on the platforms of the major political parties?


Urban America, 1865–1896 continued

Corruption in PoliticsWriting ActivitySkill: Make ConnectionsRecommended Use: EnrichmentLevel: Above Grade Level

Ideas of the Gilded AgeGroup Research ProjectSkill: Create a MultimediaPresentationRecommended Use: EnrichmentLevel: On Grade Level

Unrest in Rural AmericaWriting ActivitySkill: Writing an EditorialRecommended Use: ReinforcementLevel: On Grade Level

PopulismIndependent PracticeSkill: Create a Web DiagramRecommended Use: ReadingStrategyLevel: Below Grade Level

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Learn More About . . .Tenements

View an online encyclopedia of immigration, housing, and labor issues or take a virtual tour ofthe Lower East Side Tenement Museum at http://www.tenement.org/Virtual_Tour/index_virtual.html.

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ExodustersStrategy and Activity

Tell students to conduct research on the “Exodusters” using library and Internetresources. Have them write a three-page paper on their findings. In their papers, stu-dents should answer the following questions: Why did African Americans decide toleave Southern towns and head west in the late 1800s? What difficulties did they facein the South, and what new difficulties did they face in the West? What differencesdo you see between life in the South and life in the West for African Americans dur-ing that time? Encourage students to share their papers with the class.

Segregation Time LineStrategy and Activity

After students have read the portion of text discussing the rise of segregation,have the class work together to construct a time line relating to segregation and JimCrow laws. Have each student identify and research at least three events to includeon the time line. Possible events to include are the passage of the Fourteenth andFifteenth amendments, the origin of the Ku Klux Klan, the Civil Rights Act of 1875,the founding of the Tuskegee Institute, Plessy v. Ferguson, the Exodus Migration, pas-sage of various Jim Crow laws, the Civil Rights Cases, Ida B. Wells’s crusade againstlynching, the founding of the NAACP, publication of The Souls of Black Folk byW.E.B. Du Bois, and the Atlanta Compromise. Encourage students to illustrate theevents they add to the time line. Display the completed time line and use it as a reference throughout the study of this chapter.

Racial DiscriminationBackground

Beginning around 1890, federal and congressional support for reform in theSouth had weakened. White Southerners, however, continued to fear that AfricanAmericans might join politically with poor whites and weaken the power of theDemocratic Party. Southern legislators began to pass discriminatory laws aimed atforcing African Americans into a permanent condition of social, political, and economic inferiority. The new discriminatory measures harmed African Americansin two ways—by depriving them of their right to vote and by enforcing segregation,or separation of the races.



Internet LearningAfter Reconstruction

The Library of Congress has designed a lesson using their primary source collection of pam-phlets written by African American authors examining problems faced during and after theReconstruction period. These pamphlets reflect topics raised at the 1898 meeting of theNational Afro-American Council in Washington, D.C. Students can read pamphlets from thecollection, listen to related audio recordings, and read materials on the historical context ofthe Council’s meeting at http://memory.loc.gov/ammem/aap/aapexhp.html.

ExodustersIndependent PracticeSkill: Conduct Historical ResearchRecommended Use: ReinforcementLevel: On Grade Level

Segregation Time LineCooperative Learning ActivitySkill: Create a Time LineRecommended Use: GuidedPracticeLevel: Below Grade Level

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What Do Historians Do?Archivist

An archivist is someone who organizes a collection of historical records, documents, or artifacts. Archivists are responsible for identifying historical items and their significance andverifying their authenticity. Archivists work for libraries, historical museums, and historical sites.Ask interested students to learn more about this career.

Racial DiscriminationInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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StrategyHave students read “We Wear the Mask” by Paul Laurence Dunbar on page 565

in Glencoe Literature’s The Reader’s Choice: American Literature. Dunbar is creditedwith saying “I know why the caged bird sings!” This later became the title of a best-selling novel by author Maya Angelou. Dunbar’s understanding of his words is cer-tainly reflected in his writing. Dunbar was one of the first African American writersto attain national recognition. As the son of formerly enslaved parents, he grew upin a world that was a mixture of newfound freedom and remembrance of slaverydays, both of which were confused by laws that were creating racial discriminationand segregation. The complexities of the lives of African Americans at this time inAmerican history is clearly evident in the words of one of Dunbar’s most powerfulpoems, “We Wear the Mask”:

We wear the mask that grins and lies,It hides our cheeks and shades our eyes,—This debt we pay to human guile;With torn and bleeding hearts we smile,And mouth with myriad subtleties.

Oppressed by lawful discriminatory measures, African Americans hid their real-ities behind masks of obedience and subservience, while their souls were tortured:

We smile, but, O great Christ, our criesTo thee from tortured souls arise.We sing, but oh the clay is vileBeneath our feet, and long the mile;But let the world dream otherwise,We wear the mask!

Dunbar is known for writing pastoral poems describing life before the Civil War, aswell as poems expressing pride in African Americans, often lamenting their thwartedefforts to live and create freely.

Activities

1. Reread “We Wear the Mask.” State the reason African Americans felt the need tohide their true feelings and opinions. (Legislators created many unfair laws thatresulted in both legal and illegal punishments that affected the family and friends ofthe “offender.” In order to protect themselves, family members, and friends, AfricanAmericans abided by the unjust laws and hid their true opinions.)

2. Describe the feelings African Americans had to hide. (African Americans had tohide their anger about unjust laws passed by Southern legislators. African Americansfelt violated by these laws, which were designed to devalue them.)

3. Writing Prompt: Mimic Dunbar’s style as you write a poem expressing youropinion of Jim Crow laws.



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imperialism sphere of influenceprotectorate Open Door policyyellow journalism dollar diplomacyautonomy guerrillajingoism




Panama CanalStrategy and Activity

Organize students into groups. Assign each group an aspect of the PanamaCanal to research. Possible topics include the Hay-Pauncefote Treaty, the revolt inPanama, the construction of the canal, the way the canal affected trade, and the canaltoday. Students should use library or Internet resources for the information. Eachgroup should create a multimedia presentation on their findings and present it to theclass. Encourage students to use maps and photographs in their presentations.Display the presentations in the classroom or in your school library.

Big Stick DiplomacyStrategy and Activity

Ask students to pretend they are journalists in 1905, when the RooseveltCorollary was first applied in the Dominican Republic. Have them write an articlefor a local newspaper on the Corollary and include background information on tradebetween the United States and Latin America. Encourage students to think about the


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Becoming a World Power, 1872–1912CHAPTER

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Panama CanalCooperative Learning ActivitySkill: Create a MultimediaPresentationRecommended Use: EnrichmentLevel: On Grade Level

People & PlacesAnnexing Hawaii

In 1993 Congress passed U.S. Law 103-105, a joint resolution offering an apology for theUnited States’s overthrow of the Kingdom of Hawaii 100 years earlier, reproduced athttp://www.hawaii-nation.org/congrec-house.html. Ask students what other events inAmerican history have prompted calls for an apology or reparations. How have these claimsbeen handled or settled?

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Big Stick DiplomacyWriting ActivitySkill: Analyze Point of ViewRecommended Use: ReinforcementLevel: On Grade Level

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positive and negative effects the Corollary might have on American citizens and cit-izens in Latin American countries. Students should use the library to find moreinformation on the Roosevelt Corollary for their article. Remind students that theyshould write their articles from the viewpoint of a journalist at the time.

The Open Door PolicyStrategy and Activity

Tell students to write a three-page report on President McKinley’s Open Doorpolicy. Students should use the information found in their textbooks as a startingpoint for their research, but should be encouraged to use library and Internetresources as well. Students’ reports should focus on how and why other countriesreacted to the Open Door policy, and how this policy affected foreign affairs into themid-1900s.

Cuba, Puerto Rico, the Philippines, and GuamStrategy and Activity

Divide students into four groups, and assign each group one of the followingareas to research: Cuba, Puerto Rico, the Philippines, and Guam. Ask each group tocreate a poster-sized chart detailing the geographical size, population, political sys-tem, and other historical data about the area from the late 1800s, such as its maincrops and products. Students should include a map and other visuals on theirposters.

Ask each group of students to make a brief presentation of their poster to theclass. Display the posters in the classroom. Invite students to discuss the four areasand what the people who lived there might have thought about possible annexationby the United States. Ask students to consider how annexation might have affectedthe lives of each area’s people politically, culturally, and economically.

Colonies and ProtectoratesStrategy and Activity

Ask students to create a Venn diagram similar to the one shown below that com-pares and contrasts colonies and protectorates. Have students use their textbooks asa starting point for gathering information, but invite them to use library books, theInternet, and other resources to find information for their diagrams. Tell students toconsider the following questions as they fill in their diagrams: What do colonies andprotectorates have in common? What are the major differences between colonies andprotectorates? Which state has more autonomy, a colony or a protectorate? Whatpolitical, economic, and military benefits does a colony or protectorate bring to animperial state? What are some historical examples of colonies and protectorates?


The Open Door PolicyWriting ActivitySkill: Conduct Historical ResearchRecommended Use: ReinforcementLevel: On Grade Level

Cuba, Puerto Rico, thePhilippines, and GuamGroup Research ProjectSkill: Create a PosterRecommended Use: EnrichmentLevel: Above Grade Level

Colonies and ProtectoratesCooperative Learning ActivitySkill: Compare and ContrastRecommended Use: IntroductionLevel: Below Grade Level

Becoming a World Power, 1872–1912, continued

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Yellow JournalismStrategy and Activity

Remind students that the sensationalistic style of news reporting known as “yel-low journalism” affected Americans’ attitudes toward the Cuban rebellion of the late1800s. Then divide students into groups of three. Have each group choose one sig-nificant event from their textbooks as an article topic. Possible topics includeMatthew C. Perry’s expedition to Japan, Queen Liliuokalani’s removal from Hawaii’sthrone, and José Martí’s launch of the rebellion in Cuba. Students should use theirtextbooks as a starting point for gathering information but should perform researchto find additional details about the event.

Tell each group to produce three articles reporting on the event. Each studentin the group should write a brief, three-paragraph article. Students should write onearticle that reports the facts objectively. The other two articles will reproduce the sen-sationalistic “yellow journalism” style. These two articles must reveal opposing biasesand may include fictional quotations and eyewitness accounts. Have groups taketurns presenting their articles to the class. Invite students to discuss how theirresponses to the event were affected by the reporting.

McKinley’s PresidencyStrategy and Activity

Organize students into small groups. As students read about PresidentMcKinley’s time in office, ask them to create a vertical time line showing significantevents from his presidency. At the top of the time line, students should identify theyear in which McKinley took office. At the bottom of the time line, students shouldidentify the year of McKinley’s assassination. Between these dates, students shouldchronologically record significant events that took place during McKinley’s presi-dency, including page references from their textbooks. Students may add visuals totheir time lines where appropriate.

Ask students to look at their time lines and decide which event they think wasthe most significant event of McKinley’s presidency. Each student should write twoparagraphs on the event he or she chose: one to summarize the event and another toexplain why it was significant.

The Spanish-American WarBackground

Until Spain abolished slavery in 1886, about one-third of the Cuban populationwas enslaved and forced to work for wealthy landowners on plantations. In 1868Cuban rebels declared independence and launched a guerrilla war against Spanishauthorities. Lacking internal support, the rebellion collapsed in 1878. Many Cubanrebels then fled to the United States, where they began planning a new revolution.The exiles raised funds from sympathetic Americans, purchased weapons, andtrained their troops in preparation for an invasion of Cuba. The rebels launched anew rebellion in February 1895. The revolutionaries seized control of eastern Cuba,



Yellow JournalismWriting ActivitySkill: Analyze Point of ViewRecommended Use: EnrichmentLevel: Above Grade Level

McKinley’s PresidencyCooperative Learning ActivitySkill: Create a Time LineRecommended Use: ReadingStrategyLevel: Below Grade Level

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What Do Historians Do?Educational Researcher

Public and private schools and educational publishers need historians to research existingteaching methods and materials and create new ways to teach history effectively. Testingorganizations use historians to evaluate materials used to test students and to create newtests to assess skills and knowledge that students should acquire. Ask interested students toresearch more about this career.

The Spanish-American WarInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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declared independence, and formally established the Republic of Cuba in September1895. Rebels fought to keep control, and they hoped that the news of the destruc-tion of American property in Cuba and Spanish atrocities against Cuban citizenswould lead to American intervention between Cuba and Spain.

StrategyHave students read “The Open Boat” by Stephen Crane on page 574 in

Glencoe Literature’s The Reader’s Choice: American Literature. Explain that in 1897,Stephen Crane was aboard an American ship, the Commodore, which was transport-ing arms to the Cuban rebels who were fighting for independence from Spain. Whenthe Commodore sank, Crane and three others survived aboard a ten-foot dinghy.Crane wrote about this event journalistically for a newspaper and a magazine, andeventually fictionalized the account and entitled it “The Open Boat.” Crane’s tale isof four crewmen who lose their ship and must spend the night on the open ocean ina dinghy. Crane uses Naturalism, a pessimistic literary movement characterized by abelief that people have little or no control over their lives. The movement focuses onthe role of nature in one’s life and how the elements of nature—not one’s actions—often determine one’s fate.

“If I am to be drowned—if I am going to be drowned—if I am going tobe drowned, why, in the name of the seven mad gods who rule the sea,was I allowed to come thus far and contemplate sand and trees?”

As the four men waiver between hope and despair, the correspondent contemplateshis life experiences and discovers new meaning in past experiences:

He had never considered it his affair that a soldier of the Legion laydying. . . . It was less to him than the breaking of a pencil’s point. . . .Now, however, it quaintly came to him as a human, living thing. . . . Hewas sorry for the soldier of the Legion who lay dying. . . .

After a night on the ocean, the men finally determine that they must save themselves.They break through the surf and attempt to swim to shore. The captain, the cook,and the correspondent survive; the oiler perishes, emphasizing the idea that Naturecontrols man:

[T]he wind brought the sound of the great sea’s voice to the men onshore, and they felt that they could then be interpreters.

ActivitiesAsk students the following questions, and then have them complete the activity below.1. Define Naturalism. (Naturalism is a literary movement that focuses on the role of

nature in one’s life, often stating that one’s fate is determined not by one’s actions, butby the elements of nature.)

2. Identify evidence of Naturalism in “The Open Boat.” (The men were kept fromthe shore by crashing waves. Without the waves, they would have been ashore shortlyafter their ship sank and spared a cold and life-threatening night at sea. Also, threeof the four men survived their swim to shore while the fourth, who was a strong swim-mer, drowned.)

3. Writing Prompt: Write an opinion essay stating and supporting your belief thatthe outcome of this story is fair or unfair. Compare and contrast your opinion tothe opinion of a Naturalist.



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Key Terms ReinforcementStrategy and Activity

Compile a list of content vocabulary and key terms for this chapter. Includewords such as:

muckraker prohibitiondirect primary Social Darwinisminitiative arbitrationreferendum insubordinationrecall income taxsuffrage unfair trade practices

Ask students to complete a word web. Demonstrate for students the structure of aword web that includes the following components:



ProgressivesStrategy and Activity

Explain to students that the impacts of progressive reforms still affect Americanlife today. Ask students to write an essay based on the following question: “Whichprogressive reform has had the biggest impact on American citizens over the lastyear?” Have students choose one of the major progressive reforms and describe theeffect of this reform in the United States today. Students should present a clear, well-formed argument based on information found in their textbook, the library, orInternet resources.

Progressive SolutionsStrategy and Activity

Remind students that the Progressive movement sought to solve problems thatit saw in American society. Have students use their books to review some of thecauses championed by the Progressive movement, including improving the efficiencyof government, woman suffrage, the campaign against child labor, conservation ofnatural resources, and prohibition. Divide the class into groups of three or four stu-dents. Have groups create a chart like the one below showing at least three problemsthat the Progressives wanted to solve, and the solutions to these problems.


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The Progressive Movement, 1890–1917CHAPTER

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ProgressivesWriting ActivitySkill: Write an Opinion EssayRecommended Use: IndependentPracticeLevel: On Grade Level

Problems Solutions

Progressive SolutionsCooperative Learning ActivitySkill: Create a ChartRecommended Use: ReinforcementLevel: Below Grade Level

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When groups have completed their charts, ask each group to present their workto the class. Students should be able to explain the problems and solutions shown ontheir charts. Display the completed charts in the classroom.

The JungleStrategy and Activity

Encourage students to read Upton Sinclair’s The Jungle. After they have finishedreading, have students research reviews and reactions to the novel at the time it waspublished. How did the public respond to the book? What steps did the governmenttake to calm people’s fears? Can you think of any instances today of unsafe food mak-ing its way into the marketplace? What laws are in place now to protect consumers?Ask interested students to present their findings in a presentation that could includephotographs, sketches, and writings.

Roosevelt and TaftStrategy and Activity

For a long time, Theodore Roosevelt and William Howard Taft were politicalallies. However, the two had some important differences in personality, political phi-losophy, and style of governing. Eventually, these differences became so great thatRoosevelt decided to run against Taft in the presidential election of 1912.

Have students use their textbook, other books, or the Internet to find similari-ties and differences between Roosevelt and Taft. Then ask students to make a Venndiagram like the one on the next page to display what they have learned.


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The JungleConduct ResearchSkill: Create a PresentationRecommended Use: ReinforcementLevel: Above Grade Level

People & PlacesWhat Did They Read?

Students can find out what people read during this period by researching the newspapers,magazines, and books published during this period. Which newspapers, magazines, and bookswere most popular? Ask students to research how many copies of each type of publicationwere sold and create a “Best Sellers” list of each type of publication.

What Do Historians Do?Historical Researcher

Historical researchers can work for universities, public research agencies, or “think tanks,”helping them discover what was said or thought in the past about an issue or idea in order todevelop future policies. The researcher studies a policy issue and prepares analytical reports.Depending on the issue or idea, other areas of study are involved, such as economics, sci-ence, or political science. Ask interested students to research more about this career.

Roosevelt and TaftIndependent PracticeSkill: Create a Venn DiagramRecommended Use: EnrichmentLevel: On Grade Level

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After students have completed their Venn diagrams, ask the following questions:In terms of their political beliefs, what did Roosevelt and Taft agree on? What didthey disagree on? How were their personalities different? Did their personalitiesaffect how they governed? How important do you think a president’s personality is?

The United States at the Turn of the CenturyStrategy and Activity

Organize students into groups of four. Explain that each group is to create atwenty-six-page alphabet book reviewing the key concepts covered in this chapterabout the Progressive Era. Each student should play a role in the group, and rolesshould include a researcher, writer, illustrator, and editor. Each page of the bookshould present an important term from the chapter that begins with one of thetwenty-six letters of the alphabet. A concise statement explaining its relevance to thisera should follow each term. For example, an entry for the letter R might resemblethe following:

Ask students to create visually appealing books and to share their books with therest of the class as a chapter review. You may also want to make the books availableto younger students interested in American history.

Woman SuffrageBackground

As the nineteenth century ended, progressives began grassroots movements tochange American society. One aspect of social reform was women’s rights, with theright to vote being central to the cause. This movement, known as the suffrage move-ment, got off to a slow start. Women suffragists were accused of being unfeminineand immoral, which supported the ideas of the time that women belonged in thehome. The movement also remained weak because many supporters of woman suf-frage were also strong abolitionists. In the years before the Civil War, they preferredto concentrate on abolishing slavery.

After the Civil War, the Republicans in Congress introduced two constitutionalamendments to protect the voting rights of African Americans. The FourteenthAmendment included a section designed to protect the voting rights of all male cit-izens, while the Fifteenth Amendment protected the right of all male citizens to voteregardless of their race. Several leaders of the woman suffrage movement, including



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Roosevelt Taft

The United States at the Turn ofthe CenturyCooperative Learning ActivitySkill: Create an Alphabetic Reviewof the ChapterRecommended Use: ChapterReviewLevel: On Grade Level

Woman SuffrageInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

Roosevelt—The twenty-sixth president of the United States whose idea that gov-ernment should balance the needs of the varied groups in America became knownas the “Square Deal.”

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panies, Inc.Susan B. Anthony and Elizabeth Cady Stanton, had wanted these amendmentsworded to give women, as well as African Americans, the right to vote. They werebitterly disappointed when Republicans and their abolitionist allies refused.

StrategyHave students read “The Story of an Hour” by Kate Chopin on page 548 in

Glencoe Literature’s The Reader’s Choice: American Literature. Explain that KateChopin lived from 1851 to 1904, thereby witnessing firsthand much of the socialunrest of the 1890s. She focused on and wrote about the repression that manywomen, especially those of the South, experienced. In this selection, Chopin usesdramatic irony to reveal to readers the attitudes held by many women concerning therole that society forced upon them. When Mrs. Mallard, the protagonist of the story,learned of her husband’s death, she:

. . . did not hear the story as many women have heard the same, with aparalyzed inability to accept its significance. She wept at once, with sud-den, wild abandonment. . . . [S]he went to her room alone. She wouldhave no one follow her.

Following Mrs. Mallard to her room, the reader is privy to her full realization ofwhat her husband’s death means to her:

There would be no one to live for her during those coming years; shewould live for herself. There would be no powerful will bending hers inthat blind persistence with which men and women believe they have aright to impose a private will upon a fellow-creature.

While fully recognizing that she loved her husband, the more overwhelming recog-nition is that she is “Free! Body and soul free!” As Mrs. Mallard responds to thecalls of her sister to leave her room, she “breathed a quick prayer that life might belong.” However, as she descends the stairs, the misinformation delivered to herbecomes clear when her husband enters the front door. Mrs. Mallard screams andfalls to the floor dead, and Chopin closes her masterful tale:

When the doctors came they said she had died of heart disease—of joythat kills.

Activities1. Explain the insight the reader gains through Chopin’s use of dramatic irony. (The

reader fully understands Mrs. Mallard’s feelings of repression. The reader understandsthat while Mrs. Mallard loved her husband, she felt terribly repressed by his will overher. She was excited that she would no longer have to bend to his will. When thisexcitement was taken from her, she died.)

2. Identify the factions of the population at the turn of the nineteenth century thatwould have been outraged by Chopin’s feminist writings. (Those who would nothave approved of Chopin’s writings were white men of power and women who agreedwith the male elite.)

3. Writing Prompt: In the story, Mrs. Mallard experiences relief about an unex-pected event. Write about a time when you, too, experienced a great sense ofrelief about an unexpected event.

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militarism armisticenationalism national self-determinationpropaganda reparationscontraband cost of livingvictory garden general strikeespionage deportconvoy




Powers of World War IStrategy and Activity

Draw a three-column chart on the board and label it as shown below:

Ask students to use their textbook to locate the countries that comprised eachgroup. Allow volunteers to come to the board to list the countries in the appropriatecolumn. After reviewing the list, provide students with color-coded strips of con-struction paper. Have them assign a color to each group of nations and re-create thechart on a wall. Encourage students to refer to the chart throughout their study ofWorld War I and to move countries that vacillated accordingly.


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World War I and Its Aftermath,1914–1920

CHAPTER16


Powers of World War ICooperative Learning ActivitySkill: Create a Wall Chart of theAllied Powers, Central Powers, and NeutralNationsRecommended Use: Pre-readingLevel: Below Grade Level

Central Allied NeutralPowers Powers Nations

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Causes of World War IStrategy and Activity

Organize students into four groups and assign each group one of the causes ofWorld War I: militarism (naval expansion), nationalism, imperialism, and thealliance system. Ask each group to read and discuss the relevant portion of the text.Ask them to write a summary explanation of their assigned cause on a transparencyto share with the class. Students should take notes from the transparencies.

The United States Enters the WarStrategy and Activity

Work as a class to brainstorm a list of reasons the United States had to remainneutral during World War I. List the reasons on the board in one column. In a sec-ond column, list the reasons the United States had to enter World War I. Use this asan opportunity to identify and review the actions and missteps of the Germans,including terrorism using U-boats, the Sussex Pledge, and the Zimmermanntelegram. Help students to identify the sinking of American ships by German U-boatsas the event that spurred President Wilson into action. Ask students if they wouldhave supported entry of the United States into World War I. Why or why not? Didthe majority of Americans support the government’s decision to enter the war? Why?

The Home FrontStrategy and Activity

Explain to students that the U.S. government used many different methods tomotivate public enthusiasm for U.S. involvement in World War I. Tell students thatthey will be working in groups to design a poster encouraging the public to con-tribute to the war effort. Divide students into small groups. Tell them that to fightthe war, the U. S. government needed to mobilize the entire nation. The governmentneeded to recruit workers for defense industries, raise funds for the war effort, shapepublic opinion, and draft soldiers to fight in combat. Students may focus on any orall of these areas in their posters. Discuss with students how posters are used to moti-vate people to take action. Display the completed posters in the classroom.


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panies, Inc.Causes of World War ICooperative Learning ActivitySkill: Analyze the Factors thatContributed to World War IRecommended Use: GuidedPracticeLevel: On Grade Level

The United States Enters the WarClassroom DiscussionSkill: Brainstorm a ListRecommended Use: GuidedPracticeLevel: On Grade Level

The Home FrontCooperative Learning ActivitySkill: Create a World War I PosterRecommended Use: EnrichmentLevel: On Grade Level

Internet LearningTrench Warfare

The online Encyclopedia of the First World War contains many entries detailing life in thetrenches, from mustard gas to cold food to “trench foot,” athttp://www.spartacus.schoolnet.co.uk/FWWtrench.htm. After reading through some of theentries, ask students to write a poem, a letter, or a diary entry from the perspective of a youngsoldier in the trenches.

People and PlacesThe Lost Battalion

In October 1918, the 77th Division, 308th Battalion successfully advanced against theGermans in an offensive in the Argonne Forest. Unfortunately, allied troops were unable toadvance along with them, and the battalion was cut off for several days, under fire from theGermans and under “friendly fire” from the Allies. Refusing to surrender, they were finally res-cued by troops breaking through the German lines. Read a history of the event athttp://www.worldwar1.com/dbc/whitt.htm.

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Peace TreatiesStrategy and Activity

Ask students to identify which countries were represented in Paris at the peaceconference of 1919 and to summarize the purpose of the conference. Provide stu-dents with a copy of Wilson’s Fourteen Points and ask them to use the document todetermine Wilson’s opinions about German reparations. Ask students to read the rel-evant portion of the text to determine the reparations the Treaty of Versaillesdemanded of Germany.

Then organize the class into two groups. Ask each student in the first group tocreate a symbol or political cartoon representing Wilson’s ideas about German repa-rations. The students in the second group should create a symbol representingGermany’s actual punishment doled out by the Treaty of Versailles. Allow volunteersto share their work.

How did President Wilson’s perspective differ from the perspectives of the otherAllied Nations? What do you suppose accounts for the differing perspectives? Whatdid Wilson’s proposed League of Nations say about his way of thinking? Did Wilsonachieve his primary objective despite the criticism of the other world leaders?

The Impact of the WarStrategy and Activity

Organize the class into groups. Assign each group a topic relating to how thechange from wartime to peacetime affected American society. Possible topics includethe economy and general strikes, immigration and racial unrest, and the Red Scare.Each group should research their topic and develop a brief skit dramatizing theevents. Have groups present their dramatization of the situation and invite otherclasses to attend. Each group member should assume the role of a character. Remindstudents to make sure their skit is a historically accurate depiction of the situation.After the program, students should be prepared to respond to questions about theimpact of the events their group researched.

Advances in WarfareBackground

World War I devastated Europe and claimed millions of lives. Terrible destruc-tion resulted from a combination of old-fashioned strategies, new technologies, andbattles fought on two fronts—one in Eastern Europe and one in the west. Along theWestern Front, the Allies and Germans engaged in trench warfare, which consistedmainly of quick rushes against enemy positions. Bayonet-wielding soldiers scrambledto hurl hand grenades into the enemy trenches. Defenders employing machine gunscould cut down enemy attackers and easily repel assaults. In addition to the machinegun, newer weapons also added to the carnage. In April 1915, the Germans first usedpoison gas, and the fumes caused vomiting, blindness, and suffocation. In 1916 theBritish introduced the tank into battle. These first tanks were slow and cumbersome,but they could roll over barbed wire and trenches and helped troops to move moreeasily through “no man’s land.” World War I also saw the first use of airplanes incombat. Eventually planes were used to drop small bombs. As technology advanced,they also attached machine guns to aircraft to engage in deadly air battles known asdogfights.

StrategyHave students read Ernest Hemingway’s short story “In Another Country” on

page 734 in Glencoe Literature’s The Reader’s Choice: American Literature. Point outthat Hemingway’s style is journalistic in nature, much like Stephen Crane’s in “TheOpen Boat.” Explain to students that such a style requires that the reader interpret



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.Peace TreatiesCooperative Learning ActivitySkill: Create a Symbol for the BigFourRecommended Use: ReinforcementLevel: On Grade Level

The Impact of the WarCooperative Learning ActivitySkill: Present a DramatizationRecommended Use: EnrichmentLevel: Above Grade Level

Advances in WarfareInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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meaning from the writing. The setting of this selection is Milan, Italy, during WorldWar I. Hemingway uses first-person narration to bring a wounded American soldierin need of rehabilitation into the proximity of wounded Europeans with the sameneed:

We were all at the hospital every afternoon . . . and were all very politeand interested in what was the matter, and sat in the machines that wereto make so much difference.

As is often the case in life, the most unlikely friendships are born from a commonailment, and the group begins comparing war stories and medals. Subsequently, theAmerican detects a change, whether real or perceived, in the attitude of his friendsdue to the citations around his medal. Thus, the American begins to minimize hiswounds and question his ability to effectively soldier:

[B]ut we all knew that being wounded, after all, was really an accident. .. . The three with the medals were like hunting-hawks; and I was not ahawk. . . . [T]he three, knew better and so we drifted apart.

The American’s attention then turns to the major whose hand wound is also beingrehabilitated through machines at the hospital. Surrounding the machines are pic-tures of healthy limbs, and the doctor insists that the treatment of the machine guar-antees a return to normalcy. The major loses his wife to pneumonia and is devastated.Thus, the end of the story:

In front of the machine the major used were three photographs of handslike his that were completely restored. . . . The photographs did notmake much difference to the major because he only looked out of thewindow.

Activities1. Explain the symbolism of the resolution of Hemingway’s story. (Students may

infer that the photographs were symbolic of hope, and that the major had lost all hopebecause his wife died.)

2. Explain the change that occurs in the American’s relationship with the threeyoung men. (The American believes the other soldiers view him as unworthy of themedals, and his relationship with the other soldiers declines.)

3. Writing Prompt: Write an expanded definition of hope. What is it? Where doesit come from? How is it lost? Can it be regained?



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supply-side economics anarchistcooperative individualism evolutionisolationism creationismmass production speakeasyassembly line bohemianModel T mass mediawelfare capitalism jazzopen shop bluesnativism




Presidential PoliticsStrategy and Activity

Ask students to note facts about the personalities and actions of PresidentsHarding and Coolidge on a Venn diagram as they read the relevant portions of thetext. Ask students to use the details listed on the diagram to write a descriptive para-graph about each president. Which president impacted the United States most pos-itively? Share student responses in small or large groups.

Economic ProsperityStrategy and Activity

Ask students to take notes from the portions of the text that describe the goals andactions of the Secretary of Treasury Andrew Mellon and Secretary of CommerceHerbert Hoover. Ask students to use their notes to write professional memorandumsfrom Mellon and Hoover to President Harding. Each memorandum should explain theactions that each man proposes and the logic that supports taking such actions. Thememo from Mellon should explain supply-side economics, and the memo from Hoovershould describe cooperative individualism. Discuss with students which plan wasgeared more toward individual consumers and which toward business and industry.


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The Jazz Age, 1921–1929CHAPTER

17


Presidential PoliticsIndependent PracticeSkill: Compare and ContrastRecommended Use: ReadingOrganizerLevel: Below Grade Level

Economic ProsperityWriting ActivitySkill: Synthesize InformationRecommended Use: Reinforcement Level: Above Grade Level

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panies, Inc.The Assembly LineStrategy and Activity

Organize students into small groups to prepare presentations on products thatare mass-produced using an assembly line. Each group should select a product andgive a multimedia presentation on their product, including a step-by-step explana-tion of how the product is assembled. Students also should include details on howmuch of the process has become automated. Possible products could include toys,cellular phones, or other forms of technology, candy, and so on. Students can bringto class an example of the finished product if appropriate for school. Tell each groupto include the history of their product, examining how the product has changed andwhat could make it better. They should include photos, diagrams, and other infor-mation in their presentations.

Changing Roles of WomenStrategy and Activity

Ask interested students to research women of the 1920s who defied traditionalroles. Examples would include women athletes, musicians, writers, pilots, and so on.Students should pick one woman and write a short biography on her life. Have themdiscuss why the woman they chose was important in helping change the way women’sroles were viewed. Tell students to use library and Internet resources for their biogra-phies and to include photographs.

Scopes TrialStrategy and Activity

After reading the portion of the text that describes the Scopes Trial, review withstudents the terms “creationism” and “evolution.” Ask students to discuss argumentsfor and against each theory. Ask students to discuss their views on which should betaught in schools in a letter to the editor of the school newspaper. Tell students thattheir letters must include an explanation of the event in history that is the impetusfor the assignment as well as a logical argument to support their opinions. Spin theassignment by asking students to consider an either/or situation: either both theoriesare taught or neither theory is taught.

The Assembly LineCooperative Learning ActivitySkill: Create a MultimediaPresentationRecommended Use: EnrichmentLevel: On Grade Level

Changing Roles of WomenWriting ActivitySkill: Conduct Historical ResearchRecommended Use: Reinforcement Level: On Grade Level

Scopes TrialWriting ActivitySkill: Form and Support OpinionsRecommended Use: EnrichmentLevel: On Grade Level

Learn More About . . . Sacco and Vanzetti

Aldino Felicani, friend of Sacco and Vanzetti, was the one to break the news of their deathsentence to the two men. Hear his account of the event recorded in 1954, at http://historymatters.gmu.edu/d/108. Students can also read the Defense Committees Plea in thiscase on the same Web site at http://historymatters.gmu.edu/d/4983.

People & PlacesAimee Semple McPherson

An evangelical preacher, “Sister Aimee” was a charismatic fundamentalist who incorporatedtheatrical elements in her “illustrated sermons” at the Angelus Temple in Los Angeles. Read asermon preached by Aimee Semple McPherson at http://www.libertyharbor.org/sermon.htm. Ashort biography of her can be found at http://www.libertyharbor.org/aimee.htm and there isalso a profile of this preacher at http://www.britannica.com/women/article-9049840.

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.ProhibitionStrategy and Activity

Provide students with copies of the Eighteenth and the Twenty-firstAmendments. Review with students the definition, purposes, and results ofProhibition. Discuss the methods that the government used to enforce Prohibition,and describe the “speakeasies” that arose in response to Prohibition. Ask students toconsider both sides of the public response to Prohibition and to choose a side. Theyare to create a poster for each amendment that depicts how they believe they wouldhave responded to the amendment. Ask the class to categorize posters as they are pre-sented, according to whether they are for or against Prohibition. Display the postersin the classroom.

Popular Culture in the Jazz AgeStrategy and Activity

Discuss with students what elements make up contemporary popular culture.Ask students to research a specific individual from popular culture during the 1920s,such as an artist, poet, playwright, novelist, movie or radio star, or popular sports fig-ure. Possible subjects include Georgia O’Keeffe, Edward Hopper, Eugene O’Neill,Ernest Hemingway, F. Scott Fitzgerald, Sinclair Lewis, Charlie Chaplin, and BabeRuth. Have students use library and Internet resources to identify photos or otherimages that relate to these popular figures in entertainment and leisure activities ofthe period. Have students prepare a five-minute multimedia presentation about theperson they studied.

The Roaring TwentiesStrategy and Activity

Discuss with students the explanation of the Roaring Twenties given by theDictionary of Cultural Literacy: “So called because of the exuberant, free-wheelingpopular culture of the decade . . . Many people defied Prohibition, indulged in newstyles of dancing, and rejected traditional moral standards.” Given that definition,ask students to write a statement summarizing how each of the following aspects ofAmerican culture “roared”:

retail industry politicsradio industry artautomobile industry spectator sportsadvertising theaterthe consuming public musiceconomics womenstock market African Americans

Allow volunteers to share their statements aloud. Based on the statements, stu-dents should decide what they would have liked and disliked about living in this era.

ProhibitionCooperative Learning ActivitySkill: Create a PosterRecommended Use: EnrichmentLevel: Below Grade Level

Popular Culture in the Jazz AgeConduct ResearchSkill: Create a MultimediaPresentationRecommended Use: EnrichmentLevel: Above Grade Level

Internet LearningJazz in the Jazz Age

For a history of jazz before 1930, with photos, essays, and sound files of original recordings,visit http://www.redhotjazz.com.

The Roaring TwentiesClassroom DiscussionSkill: Organizing InformationRecommended Use: ChapterReviewLevel: On Grade Level

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panies, Inc.The Harlem RenaissanceBackground

As African Americans from the South built new lives in the North, they gath-ered together and shared their experiences. In doing so, they created an environmentthat stimulated artistic development, racial pride, a sense of community, and politi-cal organization—an intoxicating atmosphere for artistic expression, which led to amassive creative outpouring. This flowering of African American arts became knownas the Harlem Renaissance. Harlem, the largest urban African American communityin the country, became a beacon for talented African American writers, musicians,and entertainers. The poet Langston Hughes, one of the most important writers ofthe Harlem Renaissance, described Harlem’s vitality and spirit: “Art took heart fromHarlem creativity. Jazz filled the night air . . . and people came from all around afterdark to look upon our city within a city, Black Harlem.”

StrategyHave students turn to page 812 in Glencoe Literature’s The Reader’s Choice:

American Literature to read the poetry of Langston Hughes. Explain that Hughes wasone of the most prolific, original, and versatile writers of the Harlem Renaissance.Born in Joplin, Missouri, Hughes became a leading voice of the African Americanexperience in the United States. In poems such as “The Negro Speaks of Rivers,” herevealed a profound love of his heritage through deeply moving lyrics:

I’ve known rivers:I’ve known rivers ancient as the world and older than the

flow of human blood in human veins.My soul has grown deep like the rivers.

In the second stanza, Hughes alludes to rivers closely associated with the expe-riences of African Americans:

I bathed in the Euphrates . . . I built my hut near the Congo . . . Ilooked upon the Nile . . . I heard the singing of the Mississippi whenAbe Lincoln went down to New Orleans. . . .

Hughes wrote this poem in the summer after graduating from high school. Itspublication in The Crisis, the magazine of the National Association for theAdvancement of Colored People (NAACP), brought early attention to Hughes andhis writing. Hughes published his first collection of poetry, The Weary Blues, in 1926.In the title poem, he combined the musical rhythm of “low-down” blues with thespirit of the African American migrant in formal poetry. The innovation fused theblues to the African American experience.

Activities1. What do the rivers mentioned by Hughes symbolize? (The rivers symbolize the

path the lives of African Americans have followed—beginning with their pre-slaveryancestry to the freedom that flowed to them via Abe Lincoln.)

2. Why do you suppose Hughes uses the pronoun “I” to narrate this poem? (Hughesuses “I” to create a collective voice for African Americans.)

3. Writing Prompt: Write a research paper about one of the following authors whocontributed to the Harlem Renaissance and report your discoveries to the class:James Weldon Johnson, Constance Johnson, Zora Neale Hurston, ClaudeMcKay, Jean Toomer, Countee Cullen.

The Harlem RenaissanceInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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stock market bailiffbull market hobomargin soap operamargin call public worksspeculation reliefbank run forecloseinstallment




Stock Market of the 1920sStrategy and Activity

Organize students into pairs. List the following terms on the board:

stock market bull marketmargin margin callspeculation Black ThursdayBlack Tuesday

For each term, allow students to think about how it is related to the stock mar-ket of the 1920s and discuss with their partner the relationship, using the text to ver-ify information if necessary. Finally, review each term as a class. Ask students thefollowing questions: What percentage of the population held stocks in the 1920s?How did the run on the market weaken American banks?


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The Great Depression Begins,1929–1932

CHAPTER18


Stock Market of the 1920sCooperative LearningSkill: Organize InformationRecommended Use: ReviewLevel: Below Grade Level

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Learn More About . . . Black Tuesday

On Tuesday, October 29th, 1929, the stock market lost somewhere between $10 and $15 bil-lion, earning it the name “Black Tuesday.” Ask students to research Black Tuesday using libraryand Internet resources. Students should then write a summary answering the following ques-tions: Who lost the most on Black Tuesday? How long did the free fall in stock prices last?How long did the decline of the market continue? Ask students to print out or photocopyinformation and pictures they find, and compile them into a Black Tuesday scrapbook for theclass.

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Causes of the Great DepressionStrategy and Activity

Ask students to assume that they are fifth-grade teachers who are preparing a les-son for their students about the causes of the Great Depression. Organize studentsinto three groups and assign each group one of the following concepts: overproduc-tion, export sales, and interest rates. Allow each group to prepare a presentation thatincludes a visual representation of their assigned concept. Allow groups to presenttheir lectures to the class.

Expression Through ArtStrategy and Activity

Ask students to choose a writer, painter, photographer, or musician who com-mented on the Depression through art. Tell students to write a short biography oftheir artist and also present to the class a poem, story, photograph, song, or paintingof their chosen artist. Students should take notes on each other’s presentations andanswer the following questions: How did this artist feel about the Depression? Howare these feelings expressed through their art?

Everyday StrugglesStrategy and Activity

Organize students into small groups of four to five. Have each group use theInternet or the library to research the photographs taken by Dorothea Lange duringthe Great Depression. Students should select one photograph and write a five-minute skit about the lives of those pictured. In their skits, students should portraythe everyday challenges and hardships faced by regular people during the GreatDepression. Students should dramatize the events that led up to the photographbeing taken as well as what happens to the people afterward. Students’ dramatiza-tions should be based on historical facts and reflect knowledge of Dorothea Lange’ssubjects. Have groups take turns presenting their dramatizations to the class.

Afterward, lead students in a discussion of the similarities and differences in thecharacters they created for their skits. Ask the following questions: What types ofchallenges did your characters face? How were their lives similarly affected by theGreat Depression? How were their lives differently affected? How did you go aboutcreating characters based on the photographs?


Causes of the Great DepressionCooperative Learning ActivitySkill: Organize a PresentationRecommended Use: ReviewLevel: On Grade Level

Expression Through ArtConduct ResearchSkill: Create a PresentationRecommended Use: EnrichmentLevel: On Grade Level

Everyday StrugglesGroup Research ProjectSkill: Create a SkitRecommended Use: EnrichmentLevel: Above Grade Level

The Great Depression Begins, 1929–1932, continued

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People & PlacesVoices from the Dustbowl

A Library of Congress American Memory Collection, Voices from the Dustbowl records everydaylife in Farm Security Administration migrant work camps in California, 1940—1941, andincludes photographs and audio recordings collected during ethnographic field trips for whatis now the Library of Congress’s American Folklife Center. http://lcweb2.loc.gov/ammem/afctshtml/tshome.html

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Attempts at RecoveryStrategy and Activity

Have students create a three-column chart like the one below. As students readabout Hoover’s attempts at promoting economic recovery during the GreatDepression, have them populate the chart. Students should fill in the first columnwith the various strategies Hoover promoted, such as increasing public works. In thesecond column, students should note the intended result of the strategy, such as cre-ating more jobs for the unemployed. In the third column, students should evaluatethe effectiveness of the strategy. In the case of public works, some jobs were created,but not nearly enough.

Hunger MarchStrategy and Activity

Ask students to reread the portion of the text that describes the hunger marchin Washington, D.C. in December of 1932. Ask them to imagine that they are jour-nalists reporting on the rally. Have students write articles reporting on the events ofthe day. Tell them to answer the following questions in their articles: Who are thehunger marchers? What happened before, during, and after the rally? Where did ittake place? When did it happen? Why did the hunger marchers rally? Tell studentsto be sure to note the causes and effects of the rally and encourage them to includequotations from fictional hunger marchers. Have volunteers read their articles aloudfor the class.

The Bonus ArmyStrategy and Activity

Discuss with students the reason why the Bonus Marchers were protesting. Askstudents to respond to the following questions: Were the Bonus Marchers justifiedin their actions? Do you agree or disagree with President Hoover’s decision not tomeet with the Bonus Army? Why or why not? Who do you think is most to blamefor the chaos that ensued after Hoover ordered the downtown buildings cleared?

The Great DepressionBackground

During the Great Depression, families who could not pay their rent or mort-gage lost their homes. In search of work or a slim chance at a better life, an army ofhomeless and jobless Americans began to wander around the country, walking,hitchhiking, or, most often, “riding the rails.” Throughout the country, newly home-less people put up shacks on unused or public lands. Some Midwestern and GreatPlains farmers managed to hold on to their land, but many had no chance. If theirwithered fields were mortgaged, they had to turn them over to the banks. Then,nearly penniless, many families packed their belongings into old cars or trucks and



Attempts at RecoveryIndependent PracticeSkill: Organize InformationRecommended Use: ReadingOrganizer

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Strategy Intent Result

Hunger MarchWriting ActivitySkill: Determine Cause and EffectRecommended Use: ReinforcementLevel: On Grade Level

The Bonus ArmyClassroom DiscussionSkill: Analyze InformationRecommended Use: ReinforcementLevel: Below Grade Level

The Great DepressionInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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headed west, hoping for a better life in California. They usually found no betteropportunities in California than spending a few days picking produce at rock-bottom wages. They lived in makeshift roadside camps and remained homeless andimpoverished.

StrategyHave students read “Breakfast” by John Steinbeck on page 870 in Glencoe

Literature’s The Reader’s Choice: American Literature. “Breakfast” was first written asa short story, but later became part of a chapter in The Grapes of Wrath, one of JohnSteinbeck’s four novels. The Grapes of Wrath won a Pulitzer Prize for its depiction ofhuman dignity in the face of injustice and depravity during the Depression years.The novel traces one family’s journey from the Dust Bowl of Oklahoma to the rich,fertile farmland of the Salinas Valley in search of work and a new life. Upon arrivingin California, the Joads expect the supple land to yield its bounty to them. Instead,they join makeshift communities as the Joad men seek work, and they learn firsthandof the difficulties that humans sometimes face at the hands of those who are morepowerful. While students may tend to think of life in such camps as unfavorable,Steinbeck creates for the reader a picture of hard-working people who survive theroughest of circumstances with humble pride. “Breakfast” is the story of an unnamednarrator who warmly recalls an early morning moment spent with an encamped fam-ily of farm laborers:

Then the tent flap jerked up and a young man came out and an olderman followed him. . . . Together they stood looking quietly at the light-ening east; they yawned together and looked at the light on the hill rims.

Through the narrator’s eyes, the reader views the situation of this family as beau-tiful, plentiful, and hopeful. Invited to share breakfast prepared by the younger man’snursing wife, the narrator describes the event:

We filled our plates, poured bacon gravy over our biscuits and sugaredour coffee. . . . The young man said, “We’ve been eating good for twelvedays.” We all ate quickly, frantically, and refilled our plates and atequickly again until we were full and warm. . . . The two men faced theeast and their faces were lighted by the dawn, and I looked up for amoment and saw the image of the mountain and the light coming over itreflected in the older man’s eyes.

As the two men leave the camp for the fields, the narrator reflects upon the abil-ity of hard-working people to create a content and peaceful life for themselves:

That’s all. I know, of course, some of the reasons why it was pleasant.But there was some element of great beauty there that makes the rush ofwarmth when I think of it.

Activities1. Describe the mood created in this selection. (The mood is one of peace and har-

mony.)

2. Explain how this mood is created. (The vivid description of the sun rising andreflecting in the older and younger man contributes to the peaceful mood. Theimagery of the young woman preparing a delicious breakfast over a camp stove, feed-ing her newborn baby, and eating with her men and a stranger they have welcomedcreates a sense of harmony.)

3. Writing Prompt: Write a personal narrative about a time you overcame anobstacle with dignity.



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polio binding arbitrationgold standard sit-down strikebank holiday court-packingfireside chats broker statedeficit spending safety net




Roosevelt’s First Hundred DaysStrategy and Activity

Have students create the following chart.

Ask students to read the full text of Franklin D. Roosevelt’s first inauguralspeech. The text of the speech can be found at http://www.bartleby.com/124/pres49.html. Ask students to use the chart as they read to note the problems identified by FDR and the solutions he proposed. What issue did FDR identify asthe “greatest task”?

As students read the portion of the text dealing with Roosevelt’s Hundred Days,ask them to identify every action the president took to “put people to work.” Whatwas the impetus for his Second New Deal? What new programs were implemented?What finally ended the Great Depression?


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Roosevelt and the New Deal, 1933–1939

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Roosevelt’s First Hundred DaysIndividual Research ProjectSkill: Analyze InformationRecommended Use: ReinforcementLevel: On Grade Level

Problems Solutions

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Ending the Banking CrisisStrategy and Activity

Explain to students that one of Roosevelt’s first acts as president was to shore upthe nation’s banking system. After declaring a national bank holiday, Rooseveltpushed the Emergency Banking Relief Act through Congress. On March 12, 1933,Roosevelt gave the first of many fireside chats to explain what he was doing to alle-viate the banking crisis. Have students read the text of this speech at http://www.fdr-library.marist.edu/031233.html. Then ask students the following questions: Whomdid Roosevelt hope to reach with his fireside chats? According to the text, what hap-pens to money that is deposited in a bank? How does Roosevelt explain what causedthe banking crisis in the first place? What does he think Americans should do to helpend the crisis?

Explain to students that in this text “fiat currency” refers to money that is worthsomething only because the government says it is. Why does Roosevelt wantAmericans to understand that the money the government is using to help banks isnot fiat currency? What might happen if people did not believe that the money wasbacked up by “good assets”?

The First New DealStrategy and Activity

Organize the class into six small groups to perform a skit. Each group shouldrepresent one of the agencies created by the First New Deal, including the CivilianConservation Corps (CCC), the Tennessee Valley Authority (TVA), the FederalEmergency Relief Administration (FERA), the Public Works Administration (PWA),the Civil Works Administration (CWA), and the Securities and ExchangeCommission (SEC). Students should create a skit to show how people benefitedfrom these agencies. Encourage students to bring props and dress for their roles.

A Time Line of the New DealStrategy and Activity

Have students read the portions of the text that describe the New Deal and theSecond New Deal. Students should take notes on important events and the dates onwhich they took place. Then have students work in small groups to create a time lineto show the order of events. Display the time lines, and refer back to them as stu-dents learn about the programs and agencies created under the New Deal.

Criticism of the New DealStrategy and Activity

Explain to students that by the time Roosevelt launched the Second New Deal,his approach to ending the Depression was being criticized from all sides. On thepolitical right, Southern Democrats felt that the New Deal gave the federal govern-ment too much power, and many business leaders did not like that it allowed thegovernment to interfere with business. Many of those on the political left believedthat the New Deal did not help enough people. They wanted Roosevelt to take theprograms that had been created even further.

Divide the class into pairs of students. One student from each pair should rep-resent the right wing point of view, and the other should represent the left. Havepairs research their positions using their textbooks and/or the Internet. Then havepairs hold a discussion in which they give the opinions that their side would haveheld in reference to the New Deal. After pairs have finished their discussions, comeback together as a class. Ask students: Do you agree with the position that you rep-resented, or do you think that your partner had a better argument? Why?


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panies, Inc.Ending the Banking CrisisClass DiscussionSkill: Analyze InformationRecommended Use: EnrichmentLevel: Above Grade Level

The First New DealCooperative Learning ActivitySkill: Create a SkitRecommended Use: EnrichmentLevel: Below Grade Level

A Time Line of the New DealCooperative Learning ActivitySkill: Create a Time LineRecommended Use: ReadingStrategyLevel: Below Grade Level

Criticism of the New DealCooperative Learning ActivitySkill: Analyze Point of ViewRecommended Use: EnrichmentLevel: Above Grade Level

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The WPAStrategy and Activity

Tell students that the Works Progress Administration was a work relief programinvolving unemployed citizens in projects such as building schools and libraries,highways and airports, parks and landscaping, and public art, such as murals, sculp-ture, plays, acting companies, and municipal symphonies. Many WPA projectsinvolved service programs, such as nursery schools, public health, and recreationalactivities.

Ask students to research the kinds of WPA projects that were undertaken inyour geographic area. Then have them create a WPA-style photo documentary oflocal projects.

Eleanor RooseveltStrategy and Activity

Tell students that Eleanor Roosevelt influenced history both in her role as FirstLady and as a speaker, writer, and humanitarian in her own right. Have studentsresearch her life and her positions on various issues. Students can usetheir textbooks, other history books, or Web sites such as http://www.fdrlibrary.marist.edu/erbio.html, http://www.whitehouse.gov/history/firstladies/ar32.html, and http://www.pbs.org/wgbh/amex/eleanor/. Then have students choosea current issue that they find interesting and consider what Eleanor Roosevelt wouldhave thought about it. Have students write two paragraphs about their chosen topicfrom her point of view. Students should be able to point to facts in their research tosupport the opinions in their writing.

Franklin Roosevelt’s New Way of ThinkingBackground

On March 4, 1933, President Franklin D. Roosevelt and his advisers came intooffice bursting with ideas for recovery from the Great Depression. In Roosevelt’s first100 days in office, Congress passed 15 majors acts to meet the economic crisis.Together, these programs made up what would later be called the First New Deal.

Although the New Deal programs pumped money and jobs into the economy,they did not restore prosperity. Thus, in 1935 President Roosevelt launched theSecond New Deal—another series of programs and reforms that he hoped wouldspeed up the nation’s recovery. One of the programs was the Works ProgressAdministration (WPA), which hired workers to construct highways, public build-ings, parks, bridges, and airports. One section of the WPA was “Federal NumberOne,” an agency that offered work to artists, musicians, actors, and writers.

StrategyJames Baldwin grew up in Harlem during the economic hard times of the Great

Depression. His own grandparents had been enslaved. Baldwin achieved fame as awriter, primarily for his 1953 novel Go Tell It on the Mountain. A Realist, in his writ-ing Baldwin exposed truths about the society in which African Americans were



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.The WPAIndividual Research ProjectSkill: Organize a PresentationRecommended Use: EnrichmentLevel: On Grade Level

Eleanor RooseveltWriting ActivitySkill: Conduct Historical ResearchRecommended Use: EnrichmentLevel: On Grade Level

What Do Historians Do?Park Ranger

Park Rangers work at federal, state, and local parks and historic sites, interpreting the exhibitsfor visitors to help them understand the location’s historical significance. There are many sum-mer park jobs available to students who might be interested in pursuing park management.Ask interested students to research more about this career.

Franklin Roosevelt’s New Way ofThinkingInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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expected to live. Have students read “The Rockpile” by James Baldwin on page 959in Glencoe Literature’s The Reader’s Choice: American Literature. “The Rockpile” isset in the New York neighborhood of Harlem in the 1930s, the time and place ofBaldwin’s own youth. The third-person narration focuses first on John, the halfbrother of Roy. The father figure in the selection is Gabriel, a stern minister whoreflects characteristics of Baldwin’s own stepfather. Gabriel has dictated that thebrothers must not leave the family apartment. When Roy sneaks from the fire escape,he is superficially wounded on a nearby rockpile. John and his mother, Elizabeth,both know there will be penance to pay when Gabriel arrives home. As expected,Gabriel first holds Elizabeth responsible for Roy’s irresponsibility:

“You got a lot to say now,” he said, “but I’ll have me something to say ina minute. I’ll be wanting to know when all this happened, what you wasdoing with your eyes then.”

Initially, Gabriel is angry toward Elizabeth for Roy’s slight injury, and Elizabethinfers Gabriel’s thoughts:

His eyes were struck alive, unmoving, blind with malevolence—she felt,like the pull of the earth at her feet, his longing to witness her perdition.

Again, as though it might be propitiation, she moved the child in herarms. And at this his eyes changed, he looked at Elizabeth, the mother ofhis children, the helpmeet given by the Lord.

As Gabriel becomes aware of the role Elizabeth plays in his life, his eyes change,and the future release of his anger is foreshadowed in the final passage of the storywhen Elizabeth directs John to pick Gabriel’s lunchbox from the floor:

She heard, behind her, his [John] scrambling movement as he left theeasy chair, the scrape and jangle of the lunchbox as he picked it up,bending his dark head near the toe of his father’s heavy shoe.

Activities1. What do you think the rockpile symbolizes? (Answers will vary. Given the religious

nature of the family and Gabriel’s mandate that the boys are not to play there, therockpile could symbolize “forbidden fruit” or something that is harmful or sinful.)

2. In your opinion, what events do the final lines of the selection foreshadow? (Thelines suggest that violence is to come. The earlier references to Gabriel’s hatred as wellas the fear Elizabeth and John experience while waiting for Gabriel contribute to thisidea.)

3. Writing Prompt: Locate three Web sites that present a picture of Harlem dur-ing the Depression. Write a summary of the information that can be found ateach site.



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fascism concentration campcollective extermination campinternationalism hemispheric defense zoneappeasement strategic materialsblitzkrieg




Pre-War AtmospheresStrategy and Activity

As students read about the United States, Germany, the Soviet Union, and Japanimmediately before the onset of World War II, ask them to take notes about themajor political changes occurring in each of these countries. Organize students intogroups of four and ask them to use their notes to create a slogan that describes theprimary political stance of each country. Ask each group to present and explain theirslogans to the rest of the class.

Dictators of World War II Strategy and Activity

Have the students imagine that they are interviewers for the TV show Biographyon the Arts and Entertainment channel. As a class, brainstorm a list of questions aninterviewer would ask Joseph Stalin, Adolph Hitler, or other dictators, such asVladimir Lenin or Benito Mussolini. Questions may include:

• What was your early life like?• What can you tell us about your early political career?• What were your major objectives when you took office in your country?Assign each student one of the dictators and ask them to research answers to the

list of questions. Ask each student to assume the first-person point of view to writethe answers. In pairs, students should role-play a reporter interviewing the dictator.The interviews should continue until all the students in the class have interviewedall four “student dictators.” After the interviews are complete, students should usethe information they gathered during their research and interviews to write one-paragraph summaries for each of the dictators. The summaries should reflectAmerican biases toward the ideals represented by these dictators.


A World in Flames, 1931–1941CHAPTER

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Pre-War AtmospheresCooperative Learning ActivitySkill: Analyze Point of ViewRecommended Use: ReinforcementLevel: Below Grade Level

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Dictators of World War IIWriting ActivitySkill: SummarizeRecommended Use: ReinforcementLevel: On Grade Level

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World War II BeginsStrategy and Activity

As students read the portion of the text that describes Hitler’s demands onEurope, beginning with Anschluss in 1937 and ending with the Nazi-Soviet Non-Aggression Pact of 1939, ask them to create a series of statements that follow the “if,then, or” pattern. For example,

“If Austria had denied Germany government posts, then Hitler would haveseized Austria sooner or his movement into Czechoslovakia would have beendelayed.”

Have students share their statements aloud and discuss the logic of the “if, then,or” relationships expressed in each.

America and Wartime RefugeesStrategy and Activity

Discuss with students the terms persecution and refugees. Provide students witha stark primary account of political persecution by asking them to read Night by ElieWiesel. Ask students to maintain a reaction journal to record their thoughts regard-ing this account of Wiesel’s experiences in the Nazi persecution and exterminationcamps. Have students record their thoughts and feelings as they read, and to quotepassages or phrases that underscore or prompted their reactions. Create discussiongroups and ask students to share from their journals and respond to the reactions oftheir peers.

If a class set of novels is not available, read aloud to students the first three chap-ters of Wiesel’s book, which provide an account of how quickly and drasticallyWiesel’s life changed. Ask students to write a paragraph of personal response toWiesel’s experiences and to share these personal responses in pairs or small groups.

Then have students research the action or inaction of the American governmentin response to reports of German extermination and persecution camps. Have students visit the United Nations refugee Web site at www.unhcr.org/cgi-bin/texis/vtx/home to investigate the involvement of the United States in providing assis-tance and protection to international refugees.

The United States Enters the WarStrategy and Activity

Ask students to read the portion of the text that traces the attempts of theUnited States to maintain neutrality to America’s entrance into World War II. As stu-dents read, ask them to maintain notes in the following two-column chart.


A World in Flames, 1931–1941 continued

World War II BeginsClassroom DiscussionSkill: Determine Cause and EffectRecommended Use: ReadingOrganizerLevel: On Grade Level

America and Wartime RefugeesWriting ActivitySkill: Analyze LiteratureRecommended Use: ReinforcementLevel: On Grade Level

The United States Enters the WarIndependent PracticeSkill: Analyze InformationRecommended Use: GuidedPracticeLevel: Above Grade Level

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Internet LearningTeaching About the Holocaust

The United States Holocaust Memorial Museum offers an online workshop on teaching aboutthe Holocaust at http://www.ushmm.org/education/foreducators

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Under Reasons for/Measures of Neutrality, students should include notes on theNye Committee and the Neutrality Acts of 1935, 1937, and 1939. Acts and actionsthat pulled America into World War II should include Roosevelt’s application of theExpert Control Act, lend-lease aid to China, and the Japanese attack on PearlHarbor.

Ask students to use the information from the chart to write a three-paragraphessay. The first paragraph should summarize the reasons for remaining neutral andthe measures the United States took to remain neutral. The second paragraph shouldexplain how the acts and actions listed in the second column of the chart led theUnited States to enter the war. The third paragraph should state the student’s opin-ion as to whether the entrance of the United States into World War II was unavoid-able. The opinion should be supported by specific reasons. Students may notewhether, at any point in their study of World War II, they identified governmentalmissteps that hastened American involvement.

Jewish Persecution and Immigration AttemptsBackground

Anti-Jewish violence erupted throughout Germany and Austria on November 9,1938. That night came to be called Kristallnacht, or the “night of broken glass,”because broken glass littered the streets afterward. When daylight came, more than90 Jews lay dead, hundreds were badly injured, and thousands more were terrorized.The Nazis had forbidden police to interfere while roving bands of thugs destroyed7,500 Jewish businesses and wrecked nearly 180 synagogues.



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Reasons for/ Acts and Actions That Pulled Measures of Neutrality America Into World War II

Learn More About . . .A Date Which Will Live in Infamy

Hear a recording of Roosevelt’s request to Congress for a Declaration of War in response tothe bombing of Pearl Harbor at http://www.hpol.org/fdr/war.

People & PlacesBulletin Board Displays

Organize students into small groups of three or four to handle bulletin board displays. Assigneach group a bulletin board display about one aspect of World War II. The titles of the text-book sections may be used to suggest the topics.

Jewish Persecution andImmigration AttemptsInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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Kristallnacht and its aftermath marked a significant escalation in the Nazi pol-icy of persecution against the Jews. Many Jews decided that it was time to leave andfled to the United States. Between 1933, when Hitler took power, and the start ofWorld War II in 1939, some 350,000 Jews escaped Nazi-controlled Germany.

StrategyPoint out that in the early 1900s, more than 2 million Jews from Eastern Europe

immigrated to America. A large concentration of Jewish immigrants settled on theLower East Side of Manhattan, creating a vibrant Jewish subculture in New YorkCity. During the years preceding World War II, many European Jews attempted toflee and reach their relatives in America. Ask students to read “The Magic Barrel” byBernard Malamud on page 942 in Glencoe Literature’s The Reader’s Choice: AmericanLiterature. Explain that Malamud was the son of Russian Jewish immigrants who set-tled in New York’s East Side. Malamud was the author of The Natural, the story ofthe rise and fall of a great baseball player, and also won acclaim as a writer of shortstories. Explain that “The Magic Barrel” is the story of Leo Finkle, an impoverishedrabbinical student who has been studying at Yeshivah University in New York Cityand is about to graduate. Leo is told that marriage would improve his chances of win-ning a congregation, but he has no wifely prospects. He turns to a Jewish marriagebroker, Pinye Salzman, who offers him several photographs of seemingly viablechoices for matrimony. All are pulled from Salzman’s “magic barrel” of photographsof women who are looking for husbands. Finkle agrees to meet one candidate. Whenthe young woman asks him about his profession, Finkle realizes that Salzman hadcreated false expectations in both of them:

He stared at her. Then it came to him that she was talking not about LeoFinkle, but of a total stranger, some mystical figure, perhaps even pas-sionate prophet that Salzman had dreamed up for her—no relation tothe living or dead. Leo trembled with rage and weakness.

Finkle decides to seek love for himself and dismisses the marriage broker, wholeaves Finkle an envelope of photographs of eligible women desiring marriage—justin case. When March arrives, Finkle is no closer to marriage. He opens the envelopeleft by Salzman and falls in love with a woman in a snapshot. He desperately huntsdown Salzman, who states that the picture is of his own ungodly daughter andshould not have been included with the other photographs. Finkle tries to forgetStella, but eventually concludes that to convert Stella to goodness would be to con-vert himself to God. Encouraged by this idea, he demands to meet Stella. Salzmanarranges it, and Finkle rushes to meet Stella, who is smoking and wearing red shoes,as Salzman stands off chanting “prayers for the dead.”

Activities1. Who or what might be symbolically referenced in Salzman’s prayers? (Answers

will vary. Some possibilities include Stella’s old life, Finkle’s Jewish life, or Finkle’s lifewithout love.)

2. What does Finkle learn from his interaction with Salzman? (that his love formankind—and, thereby, his love for God—is remote)

3. Writing Prompt: Some critics argue that Salzman tricked Finkle into falling inlove with Stella. Argue for or against this idea and support your points withdetails from the selection.



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cost-plus rationingdisenfranchised victory gardenperiphery amphtracconvoy system kamikazesunbelt hedgerowzoot suit napalmvictory suit charter




Events of World War IIStrategy and Activity

As students read about World War II, ask them to create a class time line, begin-ning with the entry of the United States into the war in 1941. Identify a verticalspace on the board or along one classroom wall for the display. At the top of the linestudents should place America’s entry into the war. At the bottom of the line studentsshould write “Japan surrenders.” Students should use the lines in between to chrono-logically record the significant events of the war. Students should include the date theevent occurred and a text page number for quick reference. Encourage students toadd appropriate drawings and other visual elements. Display the time line for refer-ence throughout the study of this chapter.

Have students select three events from the time line that they feel were particu-larly significant. Then have them write two paragraphs for each event: one thatsummarizes the event and one that explains its importance to World War II.

War WeaponryStrategy and Activity

Organize students into three groups and assign each group an aspect of warfare:on land, in the air, and on the sea. Ask students to research the advancements thatwere made in each area’s warfare capabilities between World War I and World WarII and to create a multimedia presentation about their research. Allow students toshow their multimedia presentations to the class. Ask students how these advance-ments aided the Allied Powers in driving back the Axis forces. Then ask them to pre-dict how the outcome of World War II would have been different without theseadvancements.


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Events of World War IICooperative Learning ActivitySkill: Create a Time LineRecommended Use: ReadingStrategyLevel: On Grade Level

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War WeaponryResearch ProjectSkill: Create a MultimediaPresentationRecommended Use: EnrichmentLevel: Above Grade Level

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American Minorities During World War IIStrategy and Activity

As students read about American society during World War II, ask them tocomplete a web diagram similar to the following:

On each line stemming from the second tier of circles, students should write adetail about the changes that occurred within that group due to the United States’sinvolvement in World War II. For example, one detail from the circle labeled“Japanese Americans” might read: “All people of Japanese ancestry living on the WestCoast were relocated to internment camps.” Allow volunteers to create a large webdiagram on the board for class discussion.

Relocation of Japanese AmericansStrategy and Activity

Ask students to reread the portions of the text that describe the attitudes andfears that led President Roosevelt to sign the order permitting the relocation ofAmericans of Japanese ancestry to internment camps. Have students take notes asthey read. With their input, create a cause-and-effect chart on the board that reflectsboth the reasons for the internment camps as well as the restitution offered in 1988to Japanese Americans who had been interned.


America and World War II, 1941–1945, continued

American Minorities During WorldWar IIClassroom DiscussionSkill: Create a Web DiagramRecommended Use: ReinforcementLevel: Below Grade Level

Relocation of Japanese AmericansClassroom DiscussionSkill: Determine Cause and EffectRecommended Use: ReadingOrganizerLevel: On Grade Level

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Learn More About . . .Japanese American Internment Camps

Interested students can read a book about the internment camps from the point of view of theinternees. Choices could include A Fence Away From Freedom; Only What We Could Carry;Born Free and Equal; Executive Order 9066; Children of Topaz; I Am an American: A True Storyof Japanese Internment; and Farewell to Manzanar.

AfricanAmericans

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AmericanMinorities

DuringWorld War II

People and PlacesThe Bracero Program

In 1942 the Bracero Program was introduced. The federal government arranged for Mexicanfarm workers to receive temporary admittance to the United States as “guest workers.” Thisprogram continued until the 1960s. In 2002, the idea was revived by Mexican PresidentVicente Fox as a way to deal with illegal immigrants. Ask students to research how his pro-posal was received by the United States and by the Mexican public when it was suggested,and what steps have been taken to implement or deter the program.

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The Big ThreeStrategy and Activity

Organize students into three groups and assign each group one of the Big Three:Franklin Roosevelt, Joseph Stalin, or Winston Churchill. Ask students to pair withintheir groups to research their leader’s background, leadership style, or objectives con-cerning World War II. Ask groups to use their research to prepare five-minute pre-sentations about their topic.

After the presentations, have students use a Venn diagram similar to the oneshown below to compare and contrast the three leaders.

Ask students to summarize the agreements and disagreements that resulted fromthe conference held at Tehran. Have students write a general statement summarizinghow cooperation among the three leaders led to the end of World War II.

Pacific OffensivesStrategy and Activity

Provide students with a map of the Pacific Ocean region and ask them toresearch and plot major offensives of the region on the map. Each notation shouldinclude the date of the offensive and the victor. Students should include offensivesthat occurred at the following locations:

the Coral Sea the Marshall IslandsMidway Guadalcanalthe Philippines Leyte GulfGilbert Islands Iwo Jimathe Mariana Islands Okinawa

Aircraft and World War IIBackground

World War II spurred the rise of the wartime aircraft known as the bomber.Henry Ford, the tycoon of the automobile industry, launched an ambitious projectwhen he offered to create an assembly line for the enormous B-24 bomber known as“the Liberator” at Willow Run Airport near Detroit. By the end of the war, the fac-tory had built over 8,600 aircraft, an average of 1 plane every 103 minutes. As thewar progressed, President Roosevelt wanted to bomb Tokyo, but American planescould reach Tokyo only if an aircraft carrier brought them close enough to Japan. Inearly 1942, a military planner suggested replacing the usual carrier-based short-range



The Big ThreeCooperative Learning ActivitySkill: Organize a PresentationRecommended Use: GuidedReadingLevel: Above Grade Level

Pacific OffensivesPlot the Sites of Major OffensivesSkill: Examine a MapRecommended Use: ReinforcementLevel: On Grade Level

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bombers with long-range B-25 bombers that could attack from farther away.Although B-25s could take off from a carrier, they could not land on its short deck.After attacking Japan, they would have to land in China. President Roosevelt putLieutenant Colonel James Doolittle in command of the mission. At the end ofMarch, a crane loaded sixteen B-25s onto the aircraft carrier Hornet. On April 18,1942, American bombs fell on Japan for the first time.

StrategyHave students turn to the poem “The Death of the Ball Turret Gunner” by

Randall Jarrell on page 976 in Glencoe Literature’s The Reader’s Choice: AmericanLiterature. Before reading the poem, ask students to list the evolution of warweaponry, from the muskets used by the earliest American soldiers to the stealthfighters employed in the modern age. Instruct students to refer to their lists as theyread the poem. Notice the “NOTE FROM THE AUTHOR” below the poem; askstudents to cover this notice before reading the poem. Pair students and ask them toread the poem again, noting any changes in their impressions and discussing theirideas concerning the narrator with one another. Read the poem a third time, thistime aloud as a class. Discuss as a class the students’ shared and individual impres-sions of the narrator. Finally, read the author’s note, calling special attention to thedescription of the job of the ball turret gunner:

A ball turret was a plexiglas sphere set into the belly of a B-17 or B-24,and inhabited by two .50 caliber machine guns and one man, a shortsmall man. When this gunner tracked with his machine guns a fighterattacking his bomber from below, he revolved with the turret. . . .

Lead students to recognize their reaction to the role this man played in WorldWar II. While some students may be aware of the role of the ball turret gunner, oth-ers will be surprised and perhaps even appalled by the soldier’s function, especiallywhen they consider the apathy revealed in the last line:

When I died they washed me out of the turret with a hose.

Instruct students to use a Venn diagram to compare and contrast their interpre-tations of the poem before and after reading the author’s note.

Activities1. Did the author’s note contribute to or detract from your interpretation of the

poem? (Answers will vary. Some students will say that the comparison to a mother’swomb allowed them to visualize the ball turret gunner. Others may say that the com-parison was stark and frightening, perhaps making the wartime contributions of sometoo realistic.)

2. Randall Jarrell is noted as being a brutal literary critic as well as a forthright,impassioned poet. He was a member of the United States Air Force and witnessedfirsthand the destructive impact war has on human lives. Explain the messagethat the last line of Jarrell’s poem sends about war. (The insinuation is that peoplecan just be washed away. Perhaps the message is that human life is dispensable.)

3. Writing Prompt: Write a poem in response to “The Death of the Ball TurretGunner.” Using first-person point of view, pretend to be the wife, mother, child,father, or sibling of the soldier. Include the emotions of the character you choose.



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satellite nations censureIron Curtain falloutcontainment massive retaliationlimited war brinkmanshipsubversion covertloyalty review program developing nationperjury military-industrial complex




Postwar ConferencesStrategy and Activity

As students read the portion of the text about the origins of the Cold War, askthem to create a three-column chart summarizing the results of the postwar confer-ences. Have students list the “Conference Name” in the left column, the “Issues” fac-ing the world leaders in the middle column, and the “Results” (or decisions reached)in the right hand column. For example, point out that the first issue facing the lead-ers at Yalta was the future of Poland. A compromise was reached in which free elec-tions were promised and the Declaration of Liberated Europe was issued. Havestudents complete the chart for both the Yalta and the Potsdam conferences. Remindstudents that these decisions did not necessarily resolve the issues, and led toincreased tensions between the world powers. Encourage them to use the chart as astudy guide.

Causes of the Cold WarStrategy and Activity

Conduct a class discussion in which students identify some of the causes of theCold War. The causes may include Soviet expansion into Eastern Europe and itsneed for a secure western border, the economic and ideological differences betweencapitalist and communist societies, mutual distrust by the world leaders, nuclearsecrets and the fears they generated, fear of subversion, and the tensions and clashesover international agreements. Divide the class into smaller groups and have themresearch these causes in greater detail. Then have students conduct a debate aroundthe question of why the former allies of World War II became such bitter enemiesduring the postwar period.


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Postwar ConferencesGuided PracticeSkill: Create a ChartRecommended Use: Reading GuideLevel: Below Grade Level

Causes of the Cold WarCooperative Learning ActivitySkill: Conduct a DebateRecommended Use: ReinforcementLevel: On Grade Level

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Containing CommunismStrategy and Activity

Discuss the contents of George Kennan’s Long Telegram and his views of theSoviets at the outset of the Cold War. Divide the class into five small groups. Haveseparate groups research Poland after World War II, the crisis in Iran, Soviet actionsin the eastern Mediterranean, U.S. policy toward occupied Japan, and the BerlinAirlift. Ask each group to consider how the handling of the events in their region ofthe world supported the American policy of containment. Did it reduce or increaseworld tensions? After completing their research, have the groups create poster dis-plays containing maps of the region, photos of the events, information about thestrategic importance of the region, and U.S. policy and its consequences. Havegroups present brief oral reports based on their poster projects. Exhibit the posterdisplays around the classroom.

NATO, SEATO, and the Warsaw PactStrategy and Activity

Organize the class into three groups, one investigating NATO, another investi-gating SEATO, and the third investigating the Warsaw Pact. Give students from eachgroup a few days to research their assigned organizations, including the history andcurrent status of each. Have students pick representatives to conduct a debate aboutthe three organizations. Each representative should be prepared to answer the fol-lowing questions: Whom does your organization include? Why was your organiza-tion formed? What is your organization’s goal? Representatives should point out thenegative aspects of the other organizations and be able to defend their organizationas well. Students from the rest of the class can help their representatives.


Containing CommunismCooperative Learning ActivitySkill: Make PostersRecommended Use: ConductResearchLevel: Above Grade Level

NATO, SEATO, and the WarsawPactCooperative Learning ActivitySkill: Lead a DebateRecommended Use: EnrichmentLevel: Above Grade Level

The Cold War, 1945–1960, continued

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Learn More About . . .The Marshall Plan

The Library of Congress created a display featuring documents, photographs, and cartoonsfrom the papers of presidential advisor Averell Harriman to mark the fiftieth anniversary of thisforeign policy program of the Truman Administration. Its major aims were to prevent the spreadof communism, to rebuild Western Europe, and to help stabilize its economy in a way favor-able to the development of democratic institutions. Suggest that interested students visit theWeb site and look at the time line and map at www.loc.gov/exhibits/marshall/marsintr.html tolearn more. Have them analyze one of the political cartoons that are part of the exhibit.

Internet LearningSpies, Codes, and Ciphers

While the American public debated the guilt or innocence of the Alger Hiss and theRosenbergs, the American cryptographers uncovered evidence of Russian espionage. Invitestudents to learn more about code breaking and ciphers atwww.cryptoclub.math.uic.edu/indexmain.html or www.nationalarchives.gov.uk/spies/ciphers/.Have interested students create a cipher puzzle to share with their classmates.

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Nuclear WarStrategy and Activity

Ask students to find a person who remembers the Cold War and the threat ofnuclear war and interview this person. This could include parents, grandparents,aunts, uncles, and so on. Students should ask questions about how they felt aboutthe threat of nuclear war, if they remember the “duck-and-cover” drills in school, andif their family had a fallout shelter. Students should prepare a list of questions to ask.After their interviews, students should write a one-page summary. Have interestedstudents share their results with the class.

Popular CultureStrategy and Activity

Ask students to use library and Internet resources to find out what types of tel-evision and radio programs were popular during the Red Scare that followed WorldWar II. They should also research what novels and types of magazine articles werepopular during this time. Are there any themes that are consistent between all theseforms of entertainment? What are they? Ask students to write a two-page paper, andmake sure they include examples. Interested students can present their findings tothe class.

Eisenhower’s Cold War PoliciesStrategy and Activity

Divide the class into four smaller groups. Have each group research a differentaspect of Eisenhower’s foreign policy program: (1) replacement of conventionalarmed forces with a massive nuclear weapons arsenal, (2) brinkmanship or the use ofthe nuclear threat in the Korean War and the Taiwan crisis. (3) the use of covert CIAoperations in Iran, Guatemala, Hungary, and the U-2 Spy incident, and (4) the SuezCrisis and the Eisenhower doctrine in the Middle East. Have groups conduct furtherresearch using the Internet and library resources. Then have each student write atwo-page essay about the events as well as their opinion about the policy’s effective-ness.

McCarthyismBackground

Born in 1908 near Appleton, Wisconsin, Joseph R. McCarthy studied law andserved in World War II before his first run for the Senate. McCarthy’s 1946 politicalcampaign sounded the keynote of his career. Without making any specific charges oroffering any proof, McCarthy accused his opponent, Robert M. La Follette, Jr., ofbeing “communistically inclined.” Fear of communism, plus McCarthy’s intensespeeches, won him the election. After the 1952 election gave the Republicans con-trol of Congress, McCarthy became chairman of the Senate subcommittee on inves-tigations. Using the power of his committee to force government officials to testify



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Popular CultureWriting ActivitySkill: Conduct Historical ResearchRecommended Use: EnrichmentLevel: On Grade Level

Eisenhower’s Cold War PoliciesWriting ActivitySkill: Analyze InformationRecommended Use: ReinforcementLevel: On Grade Level

McCarthyismInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

People and PlacesThe Right Stuff

The Russian launch of Sputnik in 1957 shocked many Americans. Then in 1961 the Russianssent up Yuri Gagarin, the first person in space. Have interested students read Tom Wolfe’s TheRight Stuff or view the film. Have them write a one-page review contrasting Chuck Yeager andthe test pilots who preceded them with the Mercury astronauts. Have them identify anddescribe the political reasons behind the American space program.

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panies, Inc.about alleged Communist influences, McCarthy turned the investigation into awitch hunt. His tactic of blackening reputations with vague and unfounded chargesbecame known as McCarthyism.

In 1954 McCarthy began to look for Soviet spies in the United States Army.During weeks of televised Army-McCarthy hearings in the spring of 1954, millionsof Americans watched McCarthy bully witnesses. Finally, army lawyer Joseph Welchconfronted McCarthy and asked him, “Have you left no sense of decency?”Spectators cheered. Welch had said aloud what many Americans had been thinking.McCarthy lost the power to arouse fear.

StrategyAsk students to turn to page 1024 in Glencoe Literature’s The Reader’s Choice:

American Literature in preparation to read The Crucible by Arthur Miller. Ask stu-dents to recall information they learned during their earlier studies of the Puritans.Have students brainstorm a list of as many characteristics of the Puritan culture thatthey can recall. Then explain that this selection is set in 1692 near Salem, a smalltown in the Massachusetts Bay Colony that the Puritans founded in the early 1600s.Explain that in the late 1600s, English merchants settled in the town, many of whomdid not share similar religious beliefs with the Puritans. As a result, Salem wasdivided into a farming village and a prosperous town. Eventually, the villagersformed their own church that was headed by the strict Reverend Samuel Parris,whose severity contributed to dissension among the villagers. During the winter of1691–1692, several teenage girls in the community began behaving strangely. Theirbehavior ultimately led to mass hysteria, social and political repression, and accusa-tions of untoward behavior in innocent people.

Before writing his play, Miller immersed himself in the history of the SalemWitch Trials and based all of the characters in his play on real people. Ironically, theatmosphere in Salem in the 1690s was a predecessor to the atmosphere in Americaduring McCarthyism and the Red Scare. When The Crucible hit Broadway in 1953,its relevance to the current American political situation was clear, and the House Un-American Activities Committee investigated Arthur Miller, going so far as to denyhis passport to travel abroad. As you read The Crucible, create a Venn diagram tocompare and contrast the political climate of Salem in the 1690s to the political cli-mate of America in the 1950s.

Activities1. Discuss the universal notions presented in the play that allow people worldwideto identify with the story. (Humans understand hysteria created by unjust governmen-tal decrees, fears heightened by biased media coverage, and lives destroyed by false accusa-tions.)2. Identify the mood of The Crucible, and then explain the impact of the setting onthe mood. (The mood is tense, frightening, and at times leaves the reader in a state ofdisbelief. The setting in the play is crucial to the mood because the Puritans were deeplyreligious and believed that the sins of one could wreak havoc on an entire community.Additionally, the Puritans believed in a physical manifestation of Satan as well as con-version to the dark side. Without these elements, the witch hunts never would haveoccurred.)3. Writing Prompt: Use the Venn diagram you created while reading the play towrite an essay comparing and contrasting the witch hunts in Salem to the Red Scarein America.



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closed shop franchiseright-to-work laws rock ‘n’ rollunion shop generation gapdynamic conservatism poverty linebaby boom urban renewalwhite-collar job termination policyblue-collar worker juvenile delinquencymultinational corporation




The Taft-Hartley ActStrategy and Activity

Review with the students the series of strikes and labor unrest that led up to theTaft-Hartley Act, also called the Labor-Management Relations Act. Ask students tolist the labor union practices that were curbed by the Taft-Hartley Act. Then askthem to consider Congress’s reasoning behind its support of the bill, and Truman’sreasoning behind his veto of the bill. Have students conduct further research on thelabor policies involved. Then have students write a two-page essay, outlining thelabor practices affected by the Act, the events leading up to the Act, as well as theiropinion of the Act.

Truman and EisenhowerStrategy and Activity

Ask students to read biographies of Presidents Truman and Eisenhower on theWhite House Web site at www.whitehouse.gov/history/presidents. Then have themconduct further research on one of the presidents and create a collage with photos,time lines, and other information.

The American DreamStrategy and Activity

Have students read portions of the text that describe the “economy of abun-dance,” the rise in income of American families, and the growth of the suburbs. Havestudents create a web diagram of “The American Dream” in the 1950s. Lead the stu-dents in a classroom discussion. Ask students to consider the following issues: How


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The Taft-Hartley ActWriting ActivitySkill: Analyze InformationRecommended Use: EnrichmentLevel: Above Grade Level

Truman and EisenhowerIndependent PracticeSkill: Conduct Historical ResearchRecommended Use: EnrichmentLevel: Below Grade Level

The American DreamClassroom DiscussionSkill Analyze InformationRecommended Use: Enrichment Level: On Grade Level

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closely is the concept of “The American Dream” tied to life in the suburbs and finan-cial wealth? Do you think the idea of “The American Dream” has changed since the1950s? If so, how? “The American Dream” tries to describe the goals of Americans.What values are reflected in these goals?

Scientific AdvancesStrategy and Activity

The 1950s saw several significant advances in the fields of electronics and med-icine. Ask the students to reread the portions of the test describing the scientificadvances made during this period. Ask them to choose one scientific advance fromthis period and conduct research. Who made the advance? What organization werethey with? How did it affect American society?

A New Generation of MusicStrategy and Activity

Ask students to research a musician of the 1950s and write a one-page biogra-phy of his or her life to present in class. Students may choose musicians such as ElvisPresley, Buddy Holly, Chuck Berry, Bill Haley, Nat King Cole, Little Richard, FatsDomino, and Ray Charles. Encourage students to find a recording of their chosenmusician to play after their presentation of the biography. Have students present anddiscuss their biographies and recordings in class.

Post-War PovertyStrategy and Activity

Have students read the portions of text describing the poverty that affectedabout twenty percent of the American population, particularly people of color andthose living in the inner cities and the Appalachian region. Organize the class intofour groups, and assign each group one of the following topics: African Americans,Hispanics, Native Americans, and the population of Appalachia. Ask each group touse library resources and the Internet to research the level of poverty of their groupin the 1950s, and today. Each group should then prepare a presentation of their find-ings, comparing and contrasting the poverty level and standard of life of these twoperiods of time. Ask students to include a poster with their presentation, which theyshould make using pictures, photos, and charts of statistical data that they find orcreate.

Juvenile DelinquencyStrategy and Activity

Ask students to read the portion of text describing the rise of juvenile delin-quency in the 1950s. Ask students to identify the causes of the increase in juveniledelinquency. Draw a three-level cause-and-effect chart like the one below on theboard. Explain to the class that the first level should indicate a factor or problem thatmay lead to juvenile delinquency. Write in “poverty” as an example. Explain that thesecond level should indicate how the factor or problem may be a cause of juvenile


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A New Generation of MusicWriting ActivitySkill: Conduct Historical ResearchRecommended Use: ReinforcementLevel: Below Grade Level

Post-War PovertyCooperative Learning ActivitySkill: Compare and ContrastRecommended Use: EnrichmentLevel: Above Grade Level

Scientific AdvancesWriting ActivitySkill: Conduct ResearchRecommended Use: ReinforcementLevel: On Grade Level

Learn More About...Poverty in the United States

Ask students to learn more about poverty in the United States today and who is most affectedby it. Referring students to the following websites: www.npc.umich.edu/poverty/ and www.census.gov/hhes/www/poverty/poverty.html.

Juvenile DelinquencyWriting ActivitySkill: Cause and EffectRecommended Use: Reading GuideLevel: On Grade Level

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delinquency. As an example, write in “more likely to steal,” and explain that youngpeople living in poverty are likely to be unable to buy things they need or want. Asyou elicit suggestions of more causes and reasoning from the students, draw and fillin additional charts.

Then ask each student to choose one of the causes of juvenile delinquency andresearch it using library resources and the Internet. Students should write a one-pagereport of their findings. They should include whether the cause is directly related,significant, and continues to be a cause of juvenile delinquency today.

The Other Side of American LifeBackground

During the 1950s, the United States experienced unprecedented prosperity.Between 1940 and 1955, the average American family’s income roughly tripled.Americans spent their newfound disposable income on consumer goods like vacuumcleaners and refrigerators. Perhaps the most influential consumer goods of this periodwas the automobile. More and more families relied on cars as a form of transporta-tion. Owning two cars became a status symbol. As car ownership increased, so didthe need for reliable roads. In 1956, Congress passed the Federal Highway Act. Thislaw provided $25 billion over 10 years to build 40,000 miles of new highway, creat-ing the interstate highway system we know today.

Although some poor Americans saw an increase in income during the 1950s,many still struggled to survive. Some lived in inner cities that had been abandonedby more affluent residents in favor of newly built suburbs. Others inhabited theAppalachian region, where many people suffered from unemployment, poor educa-tion, and lack of basic medical care. Some of the groups hardest hit by poverty dur-ing the 1950s included African Americans, Hispanics, and Native Americans. About1 in 5 Americans, or 30 million people, lived below the poverty line. However,poverty remained beneath the radar of many Americans, who assumed that theirprosperity was shared by the rest of the nation.

StrategyHave students turn to page 1212 in Glencoe Literature’s The Reader’s Choice:

American Literature to read Elizabeth Bishop’s poem “Filling Station.” Explain thatBishop was famous for her ability to vividly describe experiences in her poems. In“Filling Station,” a speaker gives an impression of a small gas station and the familythat operates it. In the first stanza, the speaker describes the station:

Oh, but it is dirty!—this little filling station,oil-soaked, oil-permeatedto a disturbing, over-allblack transparency.

The speaker moves on to describe the family that operates the filling station:

Father wears a dirty,oil-soaked monkey suitthat cuts him under the arms,and several quick and saucyand greasy sons assist him . . .

➮ ➮poverty more likely

to stealJuvenile

Delinquency



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The speaker then observes that the station has a cement porch with furniture.She wonders if the family lives at the station. She observes that there are some comicbooks on top of a doily draped over a taboret, and beside them is a begonia plant.The narrator finds these decorative items incompatible with the dirty atmospherethat she observed earlier in the poem:

Why the extraneous plant?Why the taboret?Why, oh why, the doily?

In the end, the speaker tries to explain the presence of the doily and the plantby concluding that “somebody” is responsible for placing them there, though shedoes not specify who:

Somebody embroidered the doily.Somebody waters the plant,or oils it, maybe. Somebodyarranges the rows of cansso that they softly say:esso—so—so—soto high-strung automobiles.Somebody loves us all.

Activities1. Judging by the poem’s tone, what is the speaker’s attitude toward the filling sta-

tion and the people who operate it? Does the speaker’s attitude change over thecourse of the poem? Why or why not? (The speaker’s tone is originally disdainful.As to whether it changes, answers may vary. The final three stanzas could be read asmore compassionate in tone, as the speaker notices things like the plant and the doilythat arouse her curiosity and make her think differently about the family. However,lines like “Why, oh why, the doily?” and the speaker’s wry suggestion that the familyoils their plant could be taken to suggest that the speaker retains an attitude of supe-riority toward the station and its inhabitants.)

2. Who is the “somebody” referred to in the last stanza of the poem? (Answers mayvary. The somebody could be a wife and mother who is not present in the poem. Inthe last line, it could also be a divine presence or force who the speaker who believesis watching over us all.)

3. Writing Prompt: Consider how the father and sons in the filling station wouldhave felt about the speaker’s characterization of them. Write a poem from theperspective of the father or one of the sons in response to “Filling Station.” Usedescriptive words to show how the father or sons feel about their work and wayof life.



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missile gap flexible responsereapportionment space racedue process consensus




A Time Line of the Kennedy AdministrationStrategy and Activity

Have students create a time line of the important events of Kennedy’s time inoffice. Events should include Kennedy’s victory over Nixon in the presidential electionof 1960, his creation of the President’s Commission on the Status of Women, JohnGlenn’s orbit of Earth, the Bay of Pigs invasion, the building of the Berlin Wall, theCuban missile crisis, the signing of the test ban treaty, and Kennedy’s assassination.Have students refer back to their time lines as they study the events of the chapter.

Legislative DistrictsStrategy and Activity

Remind students that the Warren Court’s decision in Reynolds v. Sims (1964)changed the criteria for how legislative districts in states should be drawn. Before thedecision was handed down, states were free to draw districts without taking intoaccount the difference in population between cities and rural areas. Therefore, ruralareas often had proportionally more power in state legislatures than urban areas. TheCourt’s decision declared this practice unconstitutional.

Have students work in pairs and use the Internet or books to find a current mapof legislative districts in their state. Have pairs discuss the answers to the followingquestions: Are the sizes of districts in the state similar, or do they vary greatly? Whereare some of the geographically larger districts? Where are some of the geographicallysmaller ones? Which parts of the state might have been affected by Reynolds v. Sims?How would they have been affected? Find your legislative district on the map. Howwould you describe your district?


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A Time Line of the KennedyAdministrationIndependent PracticeSkill: Create a Time LineRecommended Use: GuidedPracticeLevel: Below Grade Level

Legislative DistrictsCooperative Learning ActivitySkill: Analyze a MapRecommended Use: EnrichmentLevel: On Grade Level

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Kennedy’s International IssuesStrategy and Activity

Provide students with an outline of a world map. Ask them to plot on the mapthe location of the Bay of Pigs, Berlin, and Cuba. Ask students to identify thecause(s) of, American response to, and outcome of the Bay of Pigs incident, thebuilding of the Berlin Wall, and the Cuban missile crisis.

The Race to SpaceStrategy and Activity

Organize students into four groups. Ask them to research the U.S. space pro-gram from the National Aeronautics and Space Act of 1958 to the present. Onegroup should analyze national spending on the space program and present their datain a graph. One group should analyze the major accomplishments of the space pro-gram and present their findings in a multimedia presentation. One group shouldresearch the major setbacks and present their findings in a multimedia presentation.One group should research both the famous and obscure American astronauts andrepresent their findings in biography cards that, if possible, include a picture of theastronaut along with the astronaut’s name, background, education, contribution tothe space program, and current status. Each group should credit their sources andpresent their research to the class. Students can visit NASA’s Web site atwww.nasa.gov.


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What Do Historians Do?Legislative Aide

State and federal legislators have many support staff members who help formulate opinionsand actions that shape government policies. An aide researches and writes position papersand acts as a liaison to other representatives and their staffs. Ask interested students to learnmore about this career.

Learn More About . . .Freedom Corps

In 1961 President Kennedy established the Peace Corps to work in foreign countries in edu-cation, business development, agriculture, and the environment. In 1993 President Clintonestablished the Corporation for National Service, which established AmeriCorps and Learn andServe America, and several other national service programs. AmeriCorps is sometimes calledthe “domestic Peace Corps” and is active in projects involving education, the environment,and health and safety. In 2002 President Bush created Freedom Corps, which coordinates allthese programs as well as the newly established Citizen Corps. Check the Freedom Corps Website to learn more about service opportunities in your area at www.usafreedomcorps.gov.

Kennedy’s International IssuesIndependent PracticeSkill: Examine a MapRecommended Use: GuidedPracticeLevel: Below Grade Level

The Race to SpaceCooperative Learning ActivitySkill: Organize a PresentationRecommended Use: EnrichmentLevel: Above Grade Level

Internet Learning“The Real Thirteen Days” from the National Security Archives

Presenting declassified memoranda, security documents, and translations of letters fromKennedy, Khrushchev, and Castro, the National Security Archive’s Web site offers the storybehind the Cuban missile crisis. To find out more, visitwww.gwu.edu/~nsarchiv/nsa/cuba_mis_cri.

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The War on PovertyStrategy and Activity

Have students work in small groups and use the Internet or the school libraryto research poverty rates in the United States from the launch of the War on Povertyin 1964 through the present. Have groups find statistics that show poverty ratesthroughout this time period and make a line graph to display the statistics.

After groups have completed their graphs, have the class come back together anddiscuss the results of their research. Have students debate the following questions: Isthe United States winning the War on Poverty? How is it possible to judge whetherthe War on Poverty is being won or lost? Can the War on Poverty be won or lost inthe same sense as a conventional military war?

Johnson’s Great SocietyStrategy and Activity

Ask students to identify the major programs that emerged from Johnson’s GreatSociety plan (Water Quality Act, Clean Air Acts, Highway Safety Act, Fair Packagingand Labeling Act, Medicare, Medicaid, Child Nutrition Act, Elementary andSecondary Education Act, Higher Education Act, Project Head Start, Office ofEconomic Opportunity, Housing and Urban Development Act, DemonstrationCities and Metropolitan Development Act). Organize students into 13 groups andassign each group one of the major acts that were passed as part of the Great Societyplan. Ask them to locate a copy of the act and research its history and implementa-tion, including how the program is administered today. Ask each group to present ashort oral presentation about their assigned act. Then have students assume theyhave been directed by Congress to determine which program to cut due to a fund-ing shortage. The class must debate which programs are most and least importantand vote on which program to cut.

Johnson’s Speech on the Great SocietyStrategy and Activity

Explain to students that Johnson laid out his plans for the Great Society in aspeech at the University of Michigan on May 22, 1964. Have students read thespeech, available at www.lbjlib.utexas.edu/johnson/archives.hom/speeches.hom/640522.asp. After they have read the speech, have students write answers to the fol-lowing questions: What were the three places in which the Great Society was to bebuilt? What problems did Johnson identify in each of the three places? How did hepropose to solve these problems? Who was the president’s audience for this speech?What did Johnson want his audience to do in response to his speech?

After students have finished writing, invite volunteers to share their answerswith the class.

The Cuban Missile CrisisBackground

In 1962 a Cuban crisis developed. Over the summer, American intelligenceagencies learned that Soviet technicians and equipment had arrived in Cuba and thatmilitary construction was in progress. Then, on October 22, President Kennedyannounced on television that American spy planes had taken aerial photographsshowing that the Soviet Union had placed long-range missiles in Cuba. Enemy mis-siles stationed so close to the United States posed a dangerous threat. Kennedyordered a naval blockade to stop the Soviets from delivering more missiles,demanded that they dismantle existing missile sites, and warned that if any weaponswere launched against the United States, he would respond against the Soviet Union.



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.The War on PovertyClassroom DiscussionSkill: Make a Line GraphRecommended Use: EnrichmentLevel: Above Grade Level

Johnson’s Great SocietyCooperative Learning ActivitySkill: Analyze InformationRecommended Use: ReinforcementLevel: On Grade Level

Johnson’s Speech on the GreatSocietyWriting ActivitySkill: Analyze a SpeechRecommended Use: EnrichmentLevel: On Grade Level

The Cuban Missile CrisisInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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Then, after a flurry of secret negotiations, the Soviet Union offered a deal. Itwould remove the missiles if the United States promised not to invade Cuba and toremove its missiles from Turkey near the Soviet border. As American officials con-sidered the offer, letters and cables flew between the two leaders and their chief advis-ers. The reality was that neither Kennedy nor Khrushchev wanted World War III.On October 28, the leaders reached an agreement. Kennedy publicly agreed not toinvade Cuba and privately agreed to remove the Turkish missiles; the Soviets agreedto remove their missiles from Cuba.

StrategyExplain that during the Cuban missile crisis, schoolchildren across America

engaged in air raid drills in an attempt to prepare for a nuclear attack. Describe thedrills that required students to file into hallways, away from doors and windows, andto crouch with their heads between their knees, often covered by a schoolbook.Other drills required students to crawl under their desks in an attempt to protectthem from harm. Encourage your students to recognize the futility of such drills andto imagine being a new immigrant to America and attempting to understand thesimplest of American terms that are complicated by the vernacular that permeates acountry’s language during a crisis. Explain to students that this is the situation inwhich we find the first-person narrator of Julia Alvarez’s short story entitled “Snow”on page 1249 of Glencoe Literature’s The Reader’s Choice: American Literature. Thisis the story of Yolanda during her first year as an immigrant in an American schoolin New York City. Her attempts to learn the American language are complicated bythe war terminology floating around her: “nuclear bomb, radioactive fallout, bombshelter.” Fortunately, her teacher, Sister Zoe, patiently works with her, even whenYolanda throws the class into panic as she mistakes the snow falling outside the class-room window for nuclear fallout:

One morning as I sat at my desk daydreaming out the window, I saw dotsin the air like the ones Sister Zoe had drawn—random at first, then lotsand lots. I shrieked, “Bomb! Bomb!” Sister Zoe jerked around, her fullblack skirt ballooning as she hurried to my side. A few girls began to cry.

But then Sister Zoe’s shocked look faded. “Why, Yolanda dear, that’ssnow!” She laughed.

Activities1. Explain the literary effect of Alvarez’s use of first-person narration. (The reader

has insight to the fears and confusion experienced by the narrator, as well as her trustof her teacher.)

2. How does this selection depict the atmosphere of the country during the Cubanmissile crisis? (This selection emphasizes how the crisis permeated American society.Immigrants who were just learning the language were also exposed to new terms suchas nuclear bomb and radioactive fallout. Schoolchildren became accustomed to airraid drills and fantasized about the effects of nuclear fallout.)

3. Writing Prompt: Work with a team to create a dictionary of at least 20 currentterms that new immigrants to the United States may find confusing.



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Leaders of the Civil Rights MovementStrategy and Activity

Ask students what characteristics are important for leaders to have. Then haveeach student list the qualities they believe are invaluable to leaders. Organize the classinto groups of three or four students. Have each group discuss the individual lists ofcharacteristics and create a master list.

Remind students that Dr. Martin Luther King, Jr., was a gifted orator and leaderof the civil rights movement until his death. Have each group research leaders of thecivil rights movement such as Rosa Parks, Bobby Seale, Linda Brown, ThurgoodMarshall, and Malcolm X. Have them consult the master list they created earlier. Didthese leaders display any of the characteristics they identified? How were they simi-lar and how were they different from Dr. King? Have each student write a two-pagereport comparing the civil rights leader of his or her choice to Dr. King.

Civil Rights and the Supreme CourtStrategy and Activity

Supreme Court cases, including Plessy v. Ferguson (1896) and Brown v. Board ofEducation (1954), impacted the lives of many African Americans. Have studentsidentify other Supreme Court cases that resulted in challenges to segregation andunfair voting laws. Have students create a table, similar to the one shown below,clearly identifying the case name, the time period, and the outcome. Then have stu-dents choose one court case and write a detailed one-page report about its signifi-cance to American society.


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Leaders of the Civil RightsMovement Cooperative Learning ActivitySkill: Compare and ContrastRecommended Use: ReinforcementLevel: On Grade Level

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Civil Rights and the SupremeCourtIndependent PracticeSkill: Form and Support anOpinionRecommended Use: ReinforcementLevel: Below Grade Level

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The Long Walk HomeStrategy and Activity

The Montgomery bus boycott was one of the first organized protests of the civilrights movement. The movie The Long Walk Home explores the events and effects ofthe boycott on the white and African American communities in 1955 Montgomery.Have students watch and then discuss the movie and the impact it had on them.

The Civil Rights MovementStrategy and Activity

Create and distribute to students a graphic organizer similar to the following:


The Long Walk HomeClass DiscussionSkill: Making a ConnectionRecommended Use: ReinforcementLevel: On Grade Level

The Civil Rights MovementWriting ActivitySkill: Analyze InformationRecommended Use: EnrichmentLevel: Above Grade Level

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Case Name Time Period Outcome

Plessy v. Ferguson

Brown v. Board ofEducation

People and PlacesVoices of Civil Rights

The History Channel filmed a historic bus tour in 2004, which visited 39 cities across theUnited States, to collect and preserve the personal stories of America’s struggle to fulfill thepromise of equality for all citizens. Encourage your students to visit the Web site to view thephoto gallery, read the journal, or watch related videos atwww.voicesofcivilrights.org/bustour/index.html. In addition, the History channel has a com-panion educational Web site where students can listen to excerpts from the documentary, lookat primary sources, and view a civil rights time line at www.history.com/classroom/voices.

Actions

OutcomesGoals

Locations

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Secure a copy of the two-hour version of the documentary Eyes on the Prize, pro-duced by the American Public Broadcasting Service. Ask students to complete thegraphic organizers as they view the film.

After discussing the video and the information on the graphic organizers, pro-vide students with copies of the Civil Rights Act of 1964 and the Voting Rights Actof 1965. Ask students to write a three-paragraph essay. Explain that the first para-graph should summarize the civil rights movement. The second paragraph shouldsummarize the legislation drafted in response to the civil rights movement. The lastparagraph should describe how the movement and the subsequent legislationchanged American society and express an opinion about where the United States cur-rently stands in the fight for civil rights. Students should use and credit quotationsfrom the documentary to support their opinions and ideas.

Dr. Martin Luther King, Jr.Background

In the 1960s, Martin Luther King, Jr., who had earned a Ph.D. in theologyfrom Boston University, became a leader of the civil rights movement. He believedthat the only moral way to end segregation and racism was through nonviolent pas-sive resistance. King drew upon the philosophy and techniques of the Indian leaderMohandas Gandhi, who had used nonviolent resistance effectively in his struggleagainst the British in India. King encouraged his followers to disobey unjust laws.“An unjust law is no law at all,” wrote St. Augustine, whom King cited often. Kingbelieved that public opinion would eventually force government officials to end seg-regation.

On the evening of April 4, 1968, as he stood on his hotel balcony in Memphis,Dr. King was assassinated by a sniper. Ironically, he had told a gathering at a localAfrican American church just the previous night, “I’ve been to the mountaintop. . . .I’ve looked over and I’ve seen the Promised Land. I may not get there with you, butI want you to know tonight that we as a people will get to the Promised Land.” Dr.King’s assassination touched off both national mourning and riots in more than 100cities. In the wake of Dr. King’s death, Congress passed the Civil Rights Act of 1968.The act contained a fair housing provision, which outlawed discrimination in thesale and rental of housing, and gave the Justice Department authority to bring suitsagainst such discrimination.



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Internet LearningThe Civil Rights Act of 1964

CongressLink offers information about how Congress works, its members and leaders, and thelegislation it produces. Using the Civil Rights Act of 1964 as its case study, the Web site offersa narrative of what the Act contains and how it became law, with many accompanying activi-ties at www.congresslink.org/print_lp_civilrights.htm.

What Do Historians Do?Urban Planning Researcher

Urban planning researchers generally work for city or regional planners to help develop strate-gies to manage growth and development of rural, suburban, or urban areas. They examine theenvironmental, social, and economic effects of development in order to support short-termgoals and long-term strategies. Ask students to learn more about this career.

Dr. Martin Luther King, Jr.Interdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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StrategyInstruct students to read the selection from Stride Toward Freedom by Dr.

Martin Luther King, Jr., on page 1149 in Glencoe Literature’s The Reader’s Choice:American Literature. Students should read to identify and explain what Dr. King callsthe “three characteristic ways” oppressed people deal with their oppression.According to Dr. King, this is the first way people deal with oppression:

. . . acquiescence: the oppressed resign themselves to their doom. . . .[A]nd thereby become conditioned to it.

Dr. King alludes to Moses attempting to lead the Israelites from Egypt, only to dis-cover “that slaves do not always welcome their deliverers.” Dr. King states:

A second way that oppressed people sometimes deal with oppression is toresort to physical violence and corroding hatred.

King stresses the impractical and immoral nature of hatred, stating that “the old lawof an eye for an eye leaves everybody blind.” Finally, Dr. King states:

The third way open to oppressed people in their quest for freedom is theway of nonviolent resistance.

Dr. King presents a balanced argument for choosing the third path, emphasizing “theprinciple of nonviolent resistance seeks to reconcile the truths of two opposites—acquiescence and violence—while avoiding the extremes and immoralities of both.”Dr. King stresses that nonviolent resistance to injustice is “imperative in order tobring about ultimate community.”

Activities1. Analyze the structure of King’s persuasive essay. (King presented the purpose of his

argument in the opening lines. He presented the two negative methods of dealing withoppression and then the third, preferred method for dealing with oppression. He thenadmonished African Americans through a series of logical reasons to employ nonvio-lent resistance when dealing with oppression.)

2. How would the essay have been affected if the structure were altered? (The cur-rent structure allowed King to end on a positive point. He dealt with the negativepoints early in the speech, using them to build toward and then prove his third majorpoint. Altering the structure would have affected, perhaps negatively, the impact onhis audience.)

3. Writing Prompt: Write a response to King’s argument, agreeing or disagreeingwith his major points.



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Geneva AccordsStrategy and Activity

The Geneva Accords were negotiated to end the conflict between Vietnam andFrance. Provisions include the division of Vietnam along the 17th parallel and hold-ing free elections in 1956. Ho Chi Minh and the Vietminh controlled the North.And a pro-Western regime controlled the South. Elections were to be held to reunitethe country under one government. Ask students if they agree with the decision ofNgo Dinh Diem, the leader in the South, to refuse the countrywide elections. Whydid Diem take this course? Was another solution possible in reuniting the country?Why did the United States become involved in issues dealing with Vietnam?

Geography of VietnamStrategy and Activity

Divide the class into four groups. Have one group of students create a largeposter-sized map of Southeast Asia. Have them draw in the political borders ofVietnam, Cambodia, Thailand, China, and Laos. Have them label the location ofthe Gulf of Tonkin, the Gulf of Thailand, the South China Sea, Saigon, Hanoi, andthe zone (at the 17th parallel), which separated North and South Vietnam. Ask theother groups to compile information about different geographical regions of thecountry and make large poster board displays with information about the geography(climate, rivers, mountains, etc.) of the region, photos, and data about its strategicimportance during the war. Have students present their findings in brief oral reports.Display the map and posters around the classroom. Encourage students to use themap to locate major military actions as they read their textbook.


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Geneva AccordsClassroom DiscussionSkill: Form and Support anOpinionRecommended Use: ReinforcementLevel: Above Grade Level

Geography of VietnamCooperative Learning ActivitySkill: Create a Map and PostersRecommended Use: EnrichmentLevel: On Grade Level

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Vietnam Era Time LineStrategy and Activity

Have the class create a time line of events in Vietnam from 1946–1975. Dividethe class into four groups, with each focusing on a different aspect of the Vietnamera: battles and military events (Tet offensive, My Lai), political and diplomaticevents (Geneva Accords, Gulf of Tonkin Resolution), the antiwar movement (teach-ins, Kent State), and the legacy (Pentagon Papers, Vietnam Veterans Memorial).Have groups work together to select events for inclusion on the time line of theVietnam War. Display the time line on the wall or board for reference during thestudy of this chapter. Encourage students to add appropriate drawings or other visualelements.

Hawks and DovesStrategy and Activity

As students read about the reaction of Americans to U.S. involvement in theVietnam War, ask them to consider the wide gap that developed between people whosupported America’s role and those who did not. On a large wall chart, create a Venndiagram similar to the one shown on the next page comparing and contrasting thepositions and tactics used by the hawks and the doves.

After completing the class discussion of the Venn diagram, ask students to con-sider whether they would have joined the hawks or the doves. When students havestudied the causes and outcomes of U.S. involvement, have them write a letter to theeditor of a school newspaper from the perspective of an American high school stu-dent in the 1960s. Ask them to express their opinion as a hawk or a dove about theUnited States and Vietnam War. Invite volunteers to read their letters to the class.

Johnson Leaves the Presidential RaceStrategy and Activity

President Johnson announced he would not be seeking reelection during the1968 presidential campaign. Assign students the role of a newspaper reporter. Tellthe reporters to write an article identifying the reasons Johnson chose not to run forreelection. Articles should also discuss the issues involved with selecting a democraticcandidate for the presidential elections in 1968.


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Hawks and DovesWriting ActivitySkill: Analyze Point of ViewRecommended Use: ReinforcementLevel: On Grade Level

Johnson Leaves the PresidentialRaceWriting ActivitySkill: EvaluateRecommended Use: ReinforcementLevel: On Grade Level

Hawks Doves

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Vietnam MemoriesStrategy and Activity

Encourage students to tape record interviews with parents, neighbors, or othercommunity members who are able to remember the Vietnam conflict. Suggest thatthey include a broad range of viewpoints, such as Vietnam veterans, ordinaryAmericans, people who protested the war, and Vietnamese Americans who experi-enced the war first-hand. Possible questions to ask include: When did you firstbecome aware of the war? What did you think about the Vietnam War at the time?Has your perspective changed? What personal stories or experiences can you shareabout that time in history? How do you think the Vietnam War affected your life?How did it change America? Have students find appropriate photos on the Internetand put together an audiovisual presentation using the interviews, or transcribe theVietnam memories into book form.

The Vietnam War MemorialStrategy and Activity

The Vietnam Memorial is one of the most visited sites in Washington D.C. Itsdesign was very controversial when it was unveiled. A long black granite “V” hasmore than 58,000 names of the dead etched on its polished surface. Some felt it wasnot heroic and that it reflected shame and death—not the usual motifs for a warmemorial. Present students with the pictures of several memorials such as thePyramids, Oklahoma City, and perhaps the Staten Island September 11 Memorial.Engage students in a discussion of what is memorialized in each structure. Invitethem to compare and contrast the different designs.

The Vietnam WarBackground

When American troops entered the Vietnam War in the spring of 1965, manyAmericans supported the military effort. As the war dragged on, however, publicsupport began to dwindle. Suspicion of the government’s truthfulness about the warwas a significant reason. Throughout the early years of the war, the American com-mander in South Vietnam, General William Westmoreland, reported that the enemywas on the brink of defeat. In 1967 he confidently declared that the “enemy’s hopesare bankrupt” and added, “we have reached an important point where the end beginsto come into view.”

Contradicting such reports were less optimistic media accounts, especially ontelevision. Vietnam was the first “television war,” with footage of combat appearingnightly on the evening news. Day after day, millions of families saw images ofwounded and dead Americans and began to doubt government reports.



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Vietnam MemoriesOral History ProjectSkill: Conduct ResearchRecommended Use: EnrichmentLevel: Above Grade Level

People and PlacesDaniel Ellsberg and the Pentagon Papers

In 1967 Defense Secretary Robert McNamara commissioned a study of U.S. involvement inSoutheast Asia, known as the Pentagon Papers. Daniel Ellsberg was the former governmentemployee who made the classified papers available to the New York Times, which published aseries of articles based on the study in 1971. The documents revealed that the U.S. govern-ment had deliberately deceived the American public about the extent of its involvement. Askgroups of students to research the events and debate whether Ellsberg was right to releasethe documents. Should the New York Times have published them? Do the rights of a freepress to information outweigh national security considerations?

The Vietnam War MemorialClassroom DiscussionSkill: Make ConnectionsRecommended Use: EnrichmentLevel: Below Grade Level

The Vietnam WarInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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StrategyThis activity will look at the war from two points of view—a soldier’s mother

and a soldier. Ask students to read the selection from “The Woman Warrior” byMaxine Hong Kingston on page 1260 in Glencoe Literature’s The Reader’s Choice:American Literature. Explain that this story is set in San Francisco in 1969 andfocuses on Brave Orchid, the matriarch of a family of Chinese immigrants. BraveOrchid is sitting in the San Francisco International Airport awaiting her sister’sarrival from China. As she sits, the reader is privy to some of her thoughts, includ-ing those about the soldiers in the airport awaiting their flight to Vietnam:

They should have been crying hysterically on their way to Vietnam. “If Isee one that looks Chinese,” she thought, “I’ll go over and give himsome advice.”

The sight of these soldiers leads Brave Orchid to ruminate about her own son’s situ-ation in Vietnam, and she reveals that “I told him to flee to Canada, but he would-n’t go.” She sends positive thoughts toward her son, whom she believes to be in DaNang.

Then have students read “Ambush” by Tim O’Brien on page 1174 to see the warfrom a soldier’s perspective. O’Brien was drafted into the army in 1968. In Vietnamhe became a sergeant who earned a Purple Heart. “Ambush” tells the fictionalizedstory of an American soldier who is charged with final watch while the second mem-ber of his two-man team sleeps. Surrounded by fog and mosquitoes, the soldier linesup and straightens the pins of his three grenades, preparing for the Vietcong he even-tually spies walking up the trail. As the American lobs the grenade, he is “terrified.There were no thoughts about killing. The grenade was to make him go away.” Afterthe grenade detonates, killing the young Vietnamese operative, the soldier reveals hisinternal turmoil:

It was not a matter of live or die. There was no real peril. Almost certainlythe young man would have passed by. And it will always be that way.

The story emphasizes the struggle of the American soldier to come to terms with hisactions as he plays his thoughts for the reader:

I’ll watch him walk toward me, . . . his head cocked to the side, and he’llpass within few yards of me and suddenly smile at some secret thoughtand then continue up the trail. . . .

Activities1. Attempt to explain the dreamlike tone of “Ambush.” (Answers will vary. Perhaps

the soldier wished that his killing of another human being had been a dream, empha-sizing his personal struggle with the realities of the war.)

2. Build a connection between the two selections. (The soldier in “Ambush” wasliving the nightmare Brave Orchid was cognizant of in “The Woman Warrior.”)

3. Writing Prompt: Write a letter to the American soldier rationalizing his actionsconcerning the Vietnamese soldier.



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Social Protest Time LineStrategy and Activity

As students read about the politics of protest of the 1960–1980s Era, have themcreate a time line of important events. Divide the class into three groups and haveeach group focus on a different aspect of the period (the youth movement, the fem-inist movement, and Latino Civil Rights). Students should identify the start date andthe end date of the time line. Have them chronologically record the events in thesocial history of this time period. Ask students to pick three events from the time lineand write a paragraph summarizing each event and its importance. Display the timeline on the board for reference throughout the study of this chapter.

Social ActivismStrategy and Activity

Ask students if they would protest against any current issues. Lead a class dis-cussion on this topic, and ask students if they are involved in any social activism.Have any students been involved in a protest? What did they protest? Why? Whatwas the outcome? Tell students to imagine that they were students during the 1960s.Ask them if they would have been part of the youth movement. Encourage all stu-dents to participate by telling them that not all students were involved in the youthmovement. Why might the youth of the 1960s not want to participate in the move-ment?

The CountercultureStrategy and Activity

Ask students if they see any indication of the counterculture today. Tell studentsto write a three-page paper on as aspect of the counterculture that has impacted lifetoday: fashion, music, or art. Students should conduct library or Internet researchand include evidence on why and how the aspect has impacted life today. Encourage


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Social Protest Time LineCooperative Learning ActivitySkill: Create a Time LineRecommended Use: ReadingStrategyLevel: Below Grade Level

The CountercultureIndependent PracticeSkill: Make ConnectionsRecommended Use: EnrichmentLevel: On Grade Level

Social ActivismClass DiscussionSkill: Make ConnectionsRecommended Use: EnrichmentLevel: On Grade Level

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students to share their papers with the class, and tell them to bring in an example ofwhat they choose to write about (a song, photograph, etc).

FeminismStrategy and Activity

Tell students to conduct a survey of the changing role of women in the work-force from the past through today. They should develop a list of questions to gatherinformation on such varied topics as how many women have or are currently work-ing outside the home versus those who are homemakers, why women chose to workoutside the home, what types of jobs or career fields they chose and why. Other ques-tions could focus on whether women were able to accomplish what they had hopedfor, and what helped or hindered them in reaching their goals. Students should theninterview friends, relatives, or other adults of all ages and gather answers to thesequestions. Collect the information students have gathered. Based on the informa-tion, lead a class discussion on the changing role of women in the workforce.

Dramatizing the Protest EraStrategy and Activity

Organize the class into three groups. Assign each group one of these protestmovements: the youth movement, the women’s rights movement, and the Latinocivil rights movement. Have each group do additional research about the leaders ofthe movement such as Tom Hayden, Betty Friedan, or César Chávez. Have themwork together to develop a brief skit dramatizing the events in which these leaderswere involved. Each student should take on the role of an historical figure from theperiod. Encourage students to make sure their skit is historically accurate. Havegroups present their dramatization of the situation and invite other classes to attend.After the presentation, lead a discussion about the movement. Ask students be pre-pared to respond to questions about the impact of the events they researched anddramatized.


The Politics of Protest, 1960–1980, continued

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What Do Historians Do?Political Campaign Worker

Individual candidates and special interest groups hire political campaign workers to plan andraise funds to put an issue or a person before the public to vote on. Campaign workers canhelp in raising funds, canvassing voters, to gauge the effectiveness of the campaign message,and researching and writing position papers or the campaign strategists. A successful candi-date or organization sometimes employs campaign workers. Ask students to learn more aboutthis career.

Dramatizing the Protest EraCooperative Learning ActivitySkill: Present a DramatizationRecommended Use: EnrichmentLevel: Above Grade Level

FeminismClassroom DiscussionSkill: Analyze InformationRecommended Use: ReinforcementLevel: On Grade Level

People and Places“The Fight in the Fields”

The award-winning PBS documentary film “The Fight in the Fields” tells the story of CésarChávez and the United Farm Workers. It traces his life and the history of this movementthrough newsreel footage and present-day interviews with participants. It focuses on thisleader and the stories the ordinary people who were a part of the movement. Obtain a copy ofthis remarkable film and share it with your students.

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Organizing the Migrant WorkersBackground

The protest movements of the 1960s had a major impact on American society.Labor leader César Chávez understood the migrant laborer experience because hehad been a migrant farm worker himself. His family lost their farm during theDepression. Agriculture is big business in California. As far back as the 1940s, thevast majority of the migrant worker population came from Latino roots either ofMexican or Filipino origin. Many growers took advantage of the farm workers.Discriminatory attitudes toward these workers were common. In 1962, Chávezbegan organizing the United Farm Workers Union using the nonviolent tactics of theCivil Rights Movement. In 1965, his union began a grape boycott campaign thatgained international attention for the harsh living conditions of those workers. Thefarm workers movement helped change working conditions for the many agricul-tural workers who travel with the seasons.

StrategyAsk students to read the interview with Roberto Acuna, a farm worker from

“Working” by Studs Terkel, on page 1161 in Glencoe Literature’s The Reader’sChoice: American Literature. Point out that Studs Terkel was a prize-winning radioand television personality, who got his start with the WPA Writers project. Explainto students that this excerpt is known as oral history, which presents social historythrough the voices of ordinary people. These interviews represent the same kinds ofquestions Terkel used to ask guests on his talk show. “Working” is a collection of con-versations with workers from all walks of life. Acuna is an organizer for the FarmWorkers Union. This is how he describes his role:

“I walked out of the fields two years ago. I saw the need to changethe California feudal system, to change the lives of farm workers, tomake these huge corporations feel they’re not above anybody.”

He grew up working in the fields:

“When I was a child, we used to migrate from California to Arizonaand back and forth. The things I saw shaped my life. . . We tried toscratch a livin’ out of the ground. I saw my parents cry out indespair, even though we had the whole family working.”

Roberto started working in the fields when he was eight. Life was hard for thechildren:

“We used to work early, about four o’clock in the morning. We’d pickthe harvest until about six. Then we’d run home and get into oursupposedly clean clothes and run all the way to school because we’dbe late. By the time we got to school, we’d be all tuckered out. . . .School would end maybe four o’clock. We’d rush home again, changeclothes, go back to work until seven, seven thirty at night. That’s notcounting the weekends. On Saturday and Sunday, we’d be there fromfour thirty in the morning until about seven thirty in the evening.”

Teachers never understood why Roberto was inattentive or failed to turn in home-work, so he was punished. He got into fights because he spoke Spanish and the otherstudents did not understand. He was even kept after school for not speaking English.Roberto Acuna just wanted to be accepted. He tells how he tried out for a part in aclass play:

“I wanted to do Abe Lincoln, so I learned the Gettysburg Addressinside and out. I’d be out in the fields pickin’ the crops and I’d bememorizin’. . . . The part was given to a girl who was a grower’s daughter. She had to read it out of a book, but they said she had better diction.”


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Organizing the Migrant WorkersInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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Acuna describes his early experiences as a foreman and company man working forthe growers:

“Handling braceros, aliens, that came from Mexico to work. They’dbring these people to work over here and then send them back to Mexicoafter the season was over. My job was to make sure they did a good joband pushin’ ‘em even harder.”

Roberto explains how he began to see what was wrong with the system. The grow-ers had an irrigation system for their crops, but didn’t provide workers with runningwater. There were veterinarians for the animals but no medical care for the workers.There were subsidies for landowners but no unemployment compensation. Theyheated and insulated the barns, but workers lived in unheated shacks. He describeshow pesticides and chemicals to treat the crops affected the farm workers. ThenAcuna tells how he heard César Chávez speak at a rally and how he got caught up inthe feeling of solidarity:

“These were my own people and they wanted change. I knew this is whatI was looking for. . . . My mom had always wanted me to better myself. Iwanted to better myself because of her. Now when the strikes started, Itold her I was going to join the union and the whole movement. I toldher I was going to work without pay. She said she was proud of me.”

ActivitiesAsk students the following questions, and then have them complete the activitybelow.1. How does hearing about Roberto’s life in his own voice help you understand the

challenges he faced? (Hearing about Roberto’s struggles to be accepted in the first per-son makes it easy to identify with him. He was up working in the fields before dawnand couldn’t get his homework done. He was punished for falling asleep in class orbecause it was a struggle for him just to speak English. He studied for the play and itwent to the grower’s daughter.)

2. Why do you think Roberto did not get involved in the farm workers union ear-lier? (Roberto was very naïve. He thought that by being a company man he was morelikely to be respected in Anglo society. He says that his world was very small. Hebought into the grower’s attempts to discredit the union. When he hears Chávez speakat the rally, he realizes that that is his cause too and where he really belongs.)

3. Writing Prompt: Using this conversation with Roberto Acuna as a model, con-duct an interview with someone about their hopes and frustrations about thework they do. Have a general list of topics in mind rather than specific questions.If you want to record the interview, ask permission first. Write the oral historynarrative that they share.



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revenue sharing embargoimpound stagflationdétente busingsummit affirmative actionexecutive privilege smogspecial prosecutor fossil fuelinflation




DétenteStrategy and Activity

Ask students how the current role of the United States in foreign affairs com-pares to its role during the Nixon administration. What countries currently havevolatile relationships with the United States?

Assign students the role of a newspaper reporter covering President Nixon’s visitto China in February 1972. Have each reporter write an article explaining the sig-nificance of the event and describe how the trip changed diplomatic relations withthe Soviet Union.

WatergateStrategy and Activity

As students read about Watergate, ask them to create a time line of events,beginning with the break-in at the Democratic National Convention headquartersin 1972 and ending with Nixon’s resignation in 1974. Ask students to include on thetime line a brief summary of each event. Review with students the events on the time


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Politics and Economics, 1968–1980CHAPTER

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DétenteWriting ActivitySkill: Write an ArticleRecommended Use: ReinforcementLevel: Above Grade Level

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WatergateWriting ActivitySkill: Form and Support anOpinionRecommended Use:Reinforcement/EnrichmentLevel: Below Grade Level

Learn More About . . .The Watergate Story

Have students visit the Washington Post’s Watergate Archive at www.washingtonpost.com/wp-srv/onpolitics/watergate/splash.html to learn more about one of the most significantpolitical scandals in American history. The archive includes the Post’s original coverage of thescandal, primary source documents, political cartoons, and an interactive guide.

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line, focusing on the impact each event had on the American public. Discuss howWatergate created mistrust in the American public for its political leaders. Comparethis to the opinion of the majority of Americans prior to the Watergate scandal.

Have students write an essay in which they take and defend a position to answerthe question: “Should Americans trust their government?” In the essays, students cangeneralize and speculate on the overall impact of Watergate on American politics andvoters. Encourage students to include other examples of cover-ups and dishonestyevidenced in presidents before and after Richard Nixon. Allow students to share,defend, and debate their positions.

Federal Campaign Act AmendmentsStrategy and Activity

Students need to be informed citizens. Becoming familiar with the process offunding political elections is vital in the age of modern elections.

The Federal Campaign Act Amendments were established to create a greaterbalance of power in the government. The amendments limited campaign contribu-tions and established the Federal Election Commission (FEC) to administer electionlaws. Ask students if there have been any additional changes to campaign finance andhow presidential elections are funded and administered today. Have students uselibrary and Internet resources to research the FEC and its role in managing elections.Students should write a one-page paper on their findings.

Economic Crisis of the 1970sStrategy and Activity

Have students think about the gas shortages of the 1970s. Ask them how theshortages compare with the economic conditions in the United States today. Do wehave the ability, as a nation, to change our view of energy policies?

Organize students into groups of three or four. Have each group research analternative power source to fossil fuels, such as hydrogen, nuclear, electric, water,wind, or solar energy. In a two- to three-page report, each group should identify theenvironmental benefits and problems associated with its power source. Remind stu-dents that each power source needs to be readily available to consumers and must becost-efficient to be effective. Each group should present its findings to the class.

The American Indian MovementStrategy and Activity

Tell students to research the history of the American Indian Movement andwrite a three-page paper on their findings. Papers should include issues AIM focusedon in the 1960s and 1970s and what it focuses on today. What are AIM’s goals? Canthe movement be considered successful? Why or why not? Students may begin theirresearch at www.aimovement.org. Tell students to use library resources as well.


Federal Campaign ActAmendmentsWriting ActivitySkill: Conduct ResearchRecommended Use: ReinforcementLevel: On Grade Level

Economic Crisis of the 1970sCooperative Learning ActivitySkill: Create a PresentationRecommended Use: EnrichmentLevel: On Grade Level

The American Indian MovementIndependent PracticeSkill: Conduct Historical ResearchRecommended Use: ReinforcementLevel: Above Grade Level

Politics and Economics, 1968–1980, continued

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Internet LearningThe Iran Hostage Crisis

Have students research the hostage crisis that erupted at the U.S. Embassy in Iran inNovember of 1979. An overview of the crisis, including the diary of one of the hostages, isavailable at the Web site of the Jimmy Carter Library and Museum atwww.jimmycarterlibrary.org/documents/hostages.phtml.

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New Ideas About the EnvironmentStrategy and Activity

Remind students that environmentalism, as they are familiar with it, began inthe 1960s and 1970s as a movement to rethink the way people treated the Earth.Create and distribute a graphic organizer similar to the one below. As they read por-tions of the text on environmentalism, have them note important details about thebirth of this movement. Ask students to fill in the web as they read.

Ask students to share with the class some details that they wrote in their dia-grams. Students should explain why the details they wrote are important. Have stu-dents choose one person, place, or event from their diagrams and write a short paperdescribing why that person, place, or event is still important to environmentalismtoday.

EnvironmentalismStrategy and Activity

Organize students into groups of three or four. Ask them to put together a pres-entation persuading people to live an environmentally friendly lifestyle, and describethe benefits of doing so. For example, groups could focus on recycling or drivinghybrid cars. Students can be creative in the type of presentation they want to give.For example, they could use posters, flyers, pamphlets, etc.

Native Americans in the Twentieth CenturyBackground

Native Americans in 1970 were one of the smallest minority groups, constitut-ing less than 1 percent of the nation’s population. The average annual family incomeof Native Americans was $1,000 less than that of African Americans. The NativeAmerican unemployment rate was 10 times the national rate. Joblessness was partic-ularly high on reservation lands, where nearly half of all Native Americans lived.Most urban Native Americans suffered from discrimination and from limited edu-cation and training. The bleakest statistics of all showed life expectancy amongNative Americans was almost seven years below the national average. To improveconditions, many Native Americans began organizing in the late 1960s and 1970s.The Declaration of Indian Purpose of 1961, the Indian Civil Rights Act of 1968,and the Indian Self-Determination and Educational Assistance Act of 1975 havecontributed to the improvement of conditions for Native Americans.



New Ideas About the EnvironmentIndependent PracticeSkill: Organize InformationRecommended Use: ReadingOrganizerLevel: On Grade Level

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Actions

OutcomesGoals

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People The Birth ofEnvironmentalism

Native Americans in the TwentiethCenturyInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

EnvironmentalismCooperative Learning ActivitySkill: Create a PresentationRecommended Use: EnrichmentLevel: Below Grade Level

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StrategyPoint out to students that Native Americans work diligently to maintain aspects

of their traditions and customs. Literature is one mode through which the NativeAmerican culture is preserved, and a rich and growing collection of literature embod-ies the values and tragic history of the Native American peoples. Ask students to turnto page 42 and read Leslie Marmon Silko’s poem entitled “Prayer to the Pacific” inGlencoe Literature’s The Reader’s Choice: American Literature. Home for Silko is theLaguna Pueblo Reservation near Albuquerque, New Mexico, where she grew up inan environment rich with oral tradition. “Storytelling lies at the heart of the Pueblopeople,” she states, and Silko explores traditional themes in her writing. Rich withnaturalistic imagery, “Prayer to the Pacific” relates a creation myth:

Thirty thousand years ago Indians came riding across the ocean carried by giant sea turtles.

Turtles play an important role in the origin myths of the Pueblo Indians, justas other creatures or objects are crucial to the origin myths of other groups. Whilespecific myths and customs may vary, respect for nature is a constant in NativeAmerican literature.

Then ask students to turn to page 27 to read an excerpt from N. ScottMomaday’s novel The Way to Rainy Mountain. Momaday is of Kiowa descent andis a noted novelist, poet, and teacher. He writes:

I returned to Rainy Mountain in July. My grandmother had died in thespring, and I wanted to be at her grave . . . . I was told that in death herface was that of a child.

The excerpt then shifts from modern-day Oklahoma to the time of his grand-mother’s childhood and the more distant past, blending autobiographical accountswith history and culture:

I like to think of her as a child. When she was born, the Kiowas were living the last great moment of their history.

He continues to summarize aspects of Kiowa history: “Along the way theKiowas were befriended by the Crows, who gave them culture and religion of thePlains.” Momaday also embeds aspects of traditional myths: “According to their ori-gin myth, they entered the world through a hollow log.” Momaday’s primary empha-sis, however, is the importance of man’s commune with nature and with one another.

Activity1. Based on “Prayer to the Pacific, what conclusions can you draw about the rela-

tionship of the Pueblo to nature”? (The Pueblo communed with nature andrespected all aspects of nature.)

2. Why do you think Momaday describes Kiowa history using experiences from hisgrandmother’s life? (For Momaday, his grandmother is a living embodiment ofKiowa history. His description of her experiences gives the reader a deeper under-standing of the Kiowa philosophy and way of life.)

3. Writing Prompt: Momaday writes about the historical events his grandmotherwitnessed. Pretend that you are one of the many historical figures you have studiedin this course and write a first-person account of an event this figure witnessed.



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liberal discount retailingconservative perestroika“televangelist” glasnostsupply-side economics downsizingbudget deficit capital gains tax“mutual assured destruction” grassroots movementyuppie




The Religious RightStrategy and Activity

As students read the portion of the text that describes the religious right, askthem to create a web diagram. Ask students to label the center of the web diagram“Religious Right.” Then ask students to identify the people, ideas, and beliefs thatfuel this conservative movement. Have students evaluate the aspects of the move-ment as positive or detrimental to the overall social structure of the United States.Encourage students to support and explain their opinions.

Ronald ReaganStrategy and Activity

As students read the portion of the text that describes the foreign and domesticpolicies of President Reagan, ask them to note details about each policy on a two-column chart. Pair students and assign one the role of interviewer and the other therole of presidential aide. Have students role-play an interview using the informationon the chart as a basis for their questions and answers.

ReaganomicsStrategy and Activity

After students have read the portions of text that describe Reagan’s economicpolicies, begin a class discussion on Reaganomics. Review the different approaches tofixing the economy held by monetarists and supply-side economists.

Ask students to consider the reasoning behind these economic strategies.Students may use the Internet and library resources to gain a better understanding


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Resurgence of Conservatism, 1980–1992CHAPTER

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Ronald ReaganCooperative Learning ActivitySkill: Organize InformationRecommended Use: ReadingStrategyLevel: On Grade Level

The Religious RightIndependent PracticeSkill: Create a Web DiagramRecommended Use: ReadingStrategyLevel: On Grade Level

ReaganomicsIndependent PracticeSkill: Analyze Cause and EffectRecommended Use: EnrichmentLevel: Above Grade Level

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of the strategies. Ask students to draw a cause and effect chart, similar to the onebelow, and fill it in with one explanation of the stagflation of the economy in the1980s.

Then ask students to write a one-page paper describing the strategy proposed tofix the problem they described in their chart. Students should state whether or notthey think the policy was effective and cite reasons for their opinions.

Life in the EightiesStrategy and Activity

As students read the portion of the text that describes life in the 1980s, havethem create a web diagram similar to the one below. In the second tier of circles, stu-dents should write the bold headings listed in the text that relate to life in the 1980s.For example, the headings could include Technology and the Media, A SocietyUnder Stress, Social Activism, and A New Era in Space. On the lines surroundingthe circles, students should list major ideas related to that topic.

Then organize students into groups and assign each group one aspect of 1980ssociety and one section of an eighties mural to complete. Have students visitwww.andrew.cmu.edu/~dcooper/ to view panoramic civic murals created by DouglasCooper. Examine these murals with students and determine the characteristics theclass would like their eighties mural to have, such as medium, lettering style, arrange-ment, color, types of figures (cartoonish, realistic), and so on. Ask them to sketchtheir contribution to the mural and then to reconstruct the sketch on their assignedsection of the mural. Display the mural on a wall in the hallway.


Life in the EightiesCooperative Learning ActivitySkill: Create a MuralRecommended Use: EnrichmentLevel: On Grade Level

Resurgence of Conservatism, 1980–1992, continued

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Cause Effect

Life in theEighties

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The Cold War EndsStrategy and Activity

Divide students into small groups. Assign each group one of the followingevents surrounding the end of the Cold War: the fall of the Berlin Wall, the collapseof the Soviet Union, the Tiananmen Square Massacre, the invasion of Panama, andthe Persian Gulf War. Have each group make a poster that portrays important people, places, and ideas associated with its event. Have the groups share theirposters with the class.

Materialism in the 1980sBackground

The inauguration of Ronald Reagan introduced a decade that celebrated wealth.By late 1983, real estate and stock values soared. The new moneymakers were young,ambitious, and hardworking. They rewarded themselves with expensive stereo sys-tems and luxury cars. The strong economic growth of the 1980s mostly benefitedmiddle- and upper-class Americans, however. Some poorer Americans made littleeconomic progress during this time. Many people criticized the values of the 1980sas overly materialistic and unconcerned with other aspects of life. Social issues likeAIDS and drug addiction gave rise to a new generation of activists. Meanwhile,Christian conservatives urged a return to traditional values. Throughout the decade,many people questioned American culture’s increasing focus on wealth and status.

StrategyHave students read “The Man with the Saxophone” by Ai on page 1326 in

Glencoe Literature’s The Reader’s Choice: American Literature. Point out thatalthough the 1980s were a time of prosperity for the United States, not everyonebenefited from the economic boom. Also, some people believed that making a profitand spending money were less important than other values.



The Cold War EndsCooperative Learning ActivitySkill: Make a PosterRecommended Use: ReinforcementLevel: Below Grade Level

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Internet LearningThe AIDS Memorial Quilt

The making of quilts has long been a community activity in the United States, from frontierquilting bees to freedom quilts to the AIDS quilt. Many of the AIDS quilt blocks are archivedonline at www.aidsquilt.org.

People and PlacesTiananmen Square

On April 15, 1989, Chinese students took to the streets to protest Communist repression andto call for democratic reforms. Student leaders carried a petition to the premier at the GreatHall of the People. The government did not respond, but the Chinese people expressed theirsupport by massing at Tiananmen Square. As news of the demonstration spread throughChina, mass demonstrations took place across the country. In early May, Soviet PresidentMikhail Gorbachev visited the premier, bringing international news media to China. The imagesand commentary of the demonstrations were carried all over the world. Eventually, thePeople’s Liberation Army, or PLA, moved in to break up the demonstrations, resulting in the“Beijing Massacre” on June 4, 1989. The PBS Frontline program, “Gate of Heavenly Peace,”explores the demonstrations and the aftermath. The accompanying Web site offers additionalessays, original source documents, video and audio clips, and analyses atwww.pbs.org/wgbh/pages/frontline/gate.

Materialism in the 1980sInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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New York City was in many ways the epicenter of the boom of the 1980s, asstockbrokers and other financial workers made Wall Street the symbol of the newAmerican prosperity. In “The Man with the Saxophone,” Ai offers a picture of thecity that differs from the hectic pace of a world financial center. The poem openswith the speaker walking on the empty sidewalks of Manhattan at 5:00 A.M. Thespeaker is walking on Fifth Avenue, a street that cuts through the heart of midtownManhattan and is renowned for its expensive retail shops. As the speaker walks, heor she casually looks into some of the shop windows, while ignoring others, demon-strating an indifference to the world of wealth and status. The speaker muses:

I head farther down Fifth Avenuetoward the thirties,my mind emptylike the Buddhists tell you is possibleif only you don’t try.

Walking farther from the heart of the city’s prosperity, the speaker longs toescape the earthly world. The speaker seems to feel that he or she was meant for alife of freedom and magic, but instead remains “earthbound,” or stuck in the every-day world:

If only I could turn myself into a birdlike the shaman I was meant to be,but I can’t,I’m earthboundand solitude is my companion . . .

Then, on a street corner, the speaker encounters a man with a saxophone. Theman appears to be poor, and his clothes are ragged and dirty. Also a musician, thespeaker plays the saxophone alongside the man and describes a fleeting, liberatingsensation:

. . . for that one moment,I’m the unencumbered bird of my imagination,rising only to fall backtoward concrete,each note a black flower,opening, mercifully openinginto the unforgiving new day.

Activities1. What conclusions can you draw about the speaker’s attitude toward music in the

poem? (Answers may vary. Students may suggest that the speaker believes that musiccan overcome the unhappiness associated with the “unforgiving new day” and allowthe speaker to use his or her imagination. Students may also note that in the poem,music allows people who have few possessions, like the saxophone player, to experiencefreedom and beauty in an otherwise harsh world.)

2. What do you think the speaker means when he or she says “I’ve had it all andlost it / and I never want it back . . .”? (Answers may vary. Students may surmisethat the speaker has experienced material wealth or other success, and now wishes fora deeper, more meaningful experience in life.)

3. Writing Prompt: Write an essay comparing and contrasting the speaker’s valuesin “The Man with the Saxophone” with the materialism that became commonin the 1980s.



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The Contract with AmericaStrategy and Activity

After students have read the section of the chapter that deals with the 1994midterm elections and the Republicans’ Contract with America, have students readthe contract, available at www.house.gov/house/Contract/CONTRACT.html. Have studentsidentify the goals stated in the contract. Then have students perform further researchto determine which of these goals were achieved.

Hold a class discussion in which students state opinions about the valuesexpressed in the contract. Ask students whether or not the Republican majority inCongress was successful in achieving its goals. Encourage students to consider thecircumstances from which the contract originated and why it appealed to voters. Askstudents whether they think a similar contract is necessary today, and if so, whatpledges it should make to the American people.

A Time of Change, 1980–2000CHAPTER

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Key Terms ReinforcementtIndependent PracticeSkill: Use Word Webs to AnalyzeImportant TermsRecommended Use: ReinforcementLevel: On Grade Level

The Contract with AmericaGroup DiscussionSkill: Synthesize InformationRecommended Use: EnrichmentLevel: On Grade Level

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A Time of Change, 1980–2000, continued

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Mapping ImmigrationCooperative Learning ActivitySkill: Create a MapRecommended Use: EnrichmentLevel: On Grade Level

ImpeachmentStrategy and Activity

Tell students that the Constitution states that “the President, Vice President,and all civil officers of the United States shall be removed from office on impeach-ment for, and conviction of, treason, bribery, or other high crimes and misde-meanors.” Remind students that only two presidents have ever been impeached:Andrew Johnson and Bill Clinton. Have students create a Venn diagram like the onebelow.

As students read about President Clinton’s impeachment, have them use theirtextbooks and library or Internet resources to review Johnson’s impeachment and fillin their Venn diagrams comparing and contrasting the two. Ask students to considerthe following questions: For what crime was each president impeached? Who pushedfor the presidents’ impeachments, and what were their motives? What were the finaloutcomes of the impeachment proceedings?

Debate Issues of the 1990sStrategy and Activity

Divide students into five groups, and assign each group one of the followingtopics: NAFTA, illegal immigration, intervention in Bosnia, the balanced budgetamendment, and health care reform. Encourage groups to use their textbooks andother resources to research their topics. Ask students to gather information support-ing opinions from all sides of the issue. Then have each group split into two teams,with each team representing an opposing viewpoint on the group’s issue. Each groupshould then hold a debate in front of the class in which they argue the pros and consof their issue. Once a group has finished debating, have the class vote to see whichside was more convincing in presenting its viewpoint.

Mapping ImmigrationStrategy and Activity

Have students work in small groups using the Internet and/or library resourcesto research patterns of immigration to the United States in the 1990s. Ask groups tomake a list of the five most common countries of origin for immigrants and recordhow many immigrants are estimated to have come to the United States from eachcountry between 1990 and 2000. Have students calculate what percentage of totalimmigration each number represents.

Then have each group use a blank world map to illustrate immigration by draw-ing an arrow from each of the five countries they identified to the United States.

Debate Issues of the 1990sCooperative Learning ActivitySkill: Hold a DebateRecommended Use: ReinforcementLevel: Above Grade Level

ImpeachmentIndependent PracticeSkill: Compare and ContrastRecommended Use: GuidedPracticeLevel: On Grade Level

Johnson Clinton

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.Students should vary the thickness of their arrows proportionately to the percentageof immigrants originating in each nation. Have students use a different color for eacharrow and make a key for their map listing the data they discovered in their research.Interested students may further research which U.S. cities are the most popular des-tinations for each group of immigrants.

GlobalizationStrategy and Activity

Have students use information from their textbooks or library resources to findout who benefits from the increasingly global economy and who does not. For exam-ple, companies and individuals in a country such as India may see an increase in well-paying jobs, while some parts of the United States may lose jobs in manufacturing.Have students list the information in a chart like the one below:

When students have completed their charts, have them illustrate the informa-tion in a poster. On one side of the poster, students should create illustrations show-ing the benefits of globalization. On the other side, they should depict the negativeeffects of globalization. Ask volunteers to share their posters with the class, explain-ing what each illustration represents.

New Immigrants to the United StatesBackground

The Immigration Act of 1965 ended the quota system that had given preferenceto Northern and Western European immigrants. It also gave preference to skilledworkers and those with close relatives who were already U.S. citizens. This system ledto the creation of migration chains in which new citizens were able to send for theirrelatives, allowing entire families to immigrate over a period of time. The act waspassed in an attempt to end discriminatory practices at a time when civil rights hadbecome a major issue. In the end, the new law caused enormous changes in themakeup of immigrant populations in the United States.

At the same time, illegal immigration was emerging as a major issue in theUnited States. Laws like the Immigration Reform and Control Act of 1986 and theIllegal Immigration Reform and Immigrant Responsibility Act of 1996 attempted to

GlobalizationIndependent PracticeSkill: Analyze InformationRecommended Use: ReinforcementLevel: Below Grade Level

Internet LearningClimate Change

RealClimate is a site that offers commentary by climate scientists on news about climate sci-ence. The site strives to offer a scientific perspective without becoming involved in the politicalor economic ramifications of climate issues. Students can read and comment on posts aboutglobal warming and other topics at www.realclimate.org.

Advantages Disadvantages

New Immigrants to the UnitedStatesInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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panies, Inc.deal with what many Americans viewed as an unchecked tide of illegal immigration.Throughout the 1980s and 1990s, immigration remained a hotly contested issue.Meanwhile, new immigrants to the United States attempted to find a niche in theirnew surroundings while still retaining traditions from their homelands.

StrategiesHave students first read “El Olvido (Según las Madres)” by Judith Ortiz Cofer

on page 1278 in The Reader’s Choice: American Literature. The poem describes thepoint of view of a mother toward her Americanized child. The mother sees El Olvido,or forgetting, as a danger:

It is a dangerous thingto forget the climate ofyour birthplace; to choke outthe voices of the dead relatives whenin dreams they call you byyour secret name . . .

The speaker continues, contrasting the mother’s clinging to tradition with herchild’s rejection of the family heritage:

. . . [It is] dangerousto disdain the plaster saints beforewhich your mother kneels praying for you withembarrassing fervor that you survive inthe place you have chosen to live; a costly,bare and elegant room with no pictureson the walls . . .

Next, have students read “My Father and the Figtree” by Naomi Shihab Nye onpage 1282. Encourage students to note the father’s attitude toward the fig tree, andwhat the tree represents to him:

In the evenings he sat by my bedweaving folktales like vivid little scarvesThey always involved a figtree.Even when it didn’t fit, he’d stick it in.

The father spends years half-heartedly tending gardens that produce no figs.When he finally acquires a fig tree, he rejoices:

“It’s a figtree song!” he said,plucking his fruits like ripe tokens,emblems, assuranceof a world that was always his own.

Activities

1. In “El Olvido,” why is it significant that there are no pictures on the walls of the“bare and elegant room”? (Answers may vary; pictures on the wall are often of familymembers; the bare walls could symbolize the fact that the child in the poem is forgettingher ancestors and her heritage.)

2. What evidence from “My Father and the Figtree” shows that the father associ-ates fig trees with his cultural heritage? (He includes fig trees in old folktales, he callsthem the “gift of Allah,” he sings a song in Arabic when he acquires a fig tree.)

3. Writing Prompt: Write an essay describing some of the values and traditionsthat you think your family members would want to pass on to you. Why are thesevalues and traditions important to your family? Do you think you will carry themon? Why or why not?.

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chad anthraxstrategic defense weapons of mass destruction (WMD)terrorism “earmark”state-sponsored terrorism




Bush vs. GoreStrategy and Activity

Remind students that the 2000 presidential election came down to a battle overwhich candidate won the state of Florida. Tell students that part of what made theFlorida recount so complex was the fact that different standards for counting votesyielded different results. Have students use library or Internet resources to researchthe different methods of vote-counting that were used in Florida in 2000, and thewinner of the election according to each method. Then, ask students to write anessay answering the following question: Was the American electoral system effectiveat determining the winner of the 2000 presidential election? Students should con-sider the role of voting systems, the courts, and the electoral college in deciding thewinner.

A Time Line of the Bush AdministrationStrategy and Activity

As students read about the Bush administration, ask them to create a verticaltime line of important events that took place while George W. Bush was in office.Draw a blank time line on a large sheet of butcher paper with each year of his pres-idency indicated, beginning with Bush’s inauguration in 2000.

Invite students to come up one at a time and draw a picture that represents animportant event that took place during Bush’s presidency. Students should includemajor events such as the 9/11 attacks, events surrounding the invasion of Iraq, andHurricane Katrina. They should be sure to draw their event in the correct place onthe time line. Encourage the class to guess the event based on the drawing and itsposition on the time line. Use the completed time line as a resource in discussing theimportant events of the Bush administration. Display the time line on the wall orboard for quick reference while studying the chapter.


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A New Century Begins, 2001–PresentCHAPTER

31


Bush vs. GoreWriting ActivitySkill: Form and Support anOpinionRecommended Use: EnrichmentLevel: On Grade Level

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A Time Line of the BushAdministrationCooperative Learning ActivitySkill: Create a Time LineRecommended Use: ReadingStrategyLevel: Below Grade Level

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American PatriotismStrategy and Activity

After discussing the terrorist attacks of September 11, 2001, discuss the termpatriotism and emphasize to students the resurgence of patriotism that the UnitedStates experienced following this event. Ask students to provide examples of patriot-ism they witnessed in the media coverage of the terrorist attacks as well as withintheir communities.

Brainstorm a list of patriotic symbols, songs, and activities that Americans haveembraced throughout our country’s history. Assign each student to research the his-tory of one of the symbols, songs, or activities, and to create an original replicationor representation connected to their research. Allow students to present theirresearch to the class and to display their artwork either in the classroom or in a show-case within the school.

Then discuss with students the importance of symbolic items for a united coun-try and ask them to create a symbol that could gain national significance in light ofthe terrorist attacks. Allow students to use a variety of mediums—from poetry topledges to drawings—to express their ideas about how America did or should unitein the face of terrorism. Allow students to present their creations to the class.

The Iraq WarStrategy and Activity

As students read about the Iraq War, have them create a web diagram, similar tothe one shown below, by listing the causes of the war, important leaders, the impactof the war on both Iraq and the United States, and the other nations involved.


American PatriotismCooperative Learning ActivitySkill: Create a MultimediaPresentationRecommended Use: EnrichmentLevel: Above Grade Level

The Iraq WarIndependent PracticeSkill: Create a Web DiagramRecommended Use: ReadingStrategyLevel: On Grade Level

A New Century Begins, 2001–Present, continued

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People and PlacesThe Taliban

The Taliban are a group of Afghans educated in Pakistani religious schools who rose to powerin Afghanistan in the mid-1990s. They initially became popular with the Afghan people by put-ting an end to corruption and lawlessness caused by feuding warlords. The Taliban attemptedto establish an Islamic theocracy according to a strict interpretation of the Koran. Theybecame notorious in the United States after September 11, 2001, because they allowed theleader of al-Qaeda, Osama bin Laden, to take refuge in Afghanistan. However, the Taliban hadalready developed an international reputation for violating human rights, especially the rightsof women. Have interested students learn more about the Taliban by reading the BBC’s seriesof articles about the group, “Who Are the Taleban?” (news.bbc.co.uk/1/hi/world/south_asia/144382.stm), “Inside Afghanistan: Behind the Veil” (news.bbc.co.uk/2/hi/south_asia/1410061.stm), “On the Road with the Taleban” (news.bbc.co.uk/2/hi/programmes/from_our_own_correspondent/6069842.stm), and “Welcome to Taleban Country”(news.bbc.co.uk/2/hi/south_asia/6291737.stm).

Actions

CountriesInvolvedImpact

on Iraq

Leaders

CausesIraq War

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Ask students to use the information they wrote in the diagram to answer eachof the following questions:

• What were the causes of the war?

• Who was the leader of Iraq when the war began?

• When did the Iraqi people hold their first free elections?

• What were some countries that refused to join the coalition against Iraq?

• What caused support for the war to decline in the United States?

• How did the war affect relations between religious and ethnic groups inIraq?

• What improvements did coalition forces attempt to make to Iraq’s infra-structure?

Pair students and ask them to compare answers, using the textbook to correctany inconsistencies. Complete the activity with a group discussion of the goals of theUnited States in Iraq and the various outcomes of the war.

Hurricane KatrinaStrategy and Activity

Have students read the portion of text dealing with Hurricane Katrina and itsaftermath. Then have students take on the role of a journalist reporting from NewOrleans in the wake of the storm. Students should write an article giving an eyewit-ness perspective of the damage from the storm and local residents’ reactions to it.

Changes to the Supreme CourtStrategy and Activity

Remind students that early in his second term, President Bush nominated twonew justices to the Supreme Court—John G. Roberts, Jr. and Samuel Alito, Jr.Americans speculated as to how these new justices would influence the direction ofthe Supreme Court.

Have students research Chief Justice Roberts and Justice Alito and the issuessurrounding their nominations to the Court. Students should then look at informa-tion about recent Court decisions and write an essay describing how the new justiceshave affected the outcomes of various cases.

The Future of the United StatesBackground

After a century that saw stunning breakthroughs in science and technology, butalso devastating wars and unimaginable human cruelty, the world faced a new cen-tury and millennium. During the twentieth century, colonialism had been replacedwith self-determination of nations. Democracy triumphed over Nazism and com-munism. Racial segregation—but not racism—ended in the United States. By 2001,



Hurricane KatrinaWriting ActivitySkill: SummarizeRecommended Use: ReinforcementLevel: Below Grade Level

Changes to the Supreme CourtWriting ActivitySkill: Conduct ResearchRecommended Use: EnrichmentLevel: On Grade Level

The Future of the United StatesInterdisciplinary Connection:Language ArtsSkill: Analyze LiteratureRecommended Use: Team-TeachingActivityLevel: Above Grade Level

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What Do Historians Do?Intelligence Officer

The United States has several governmental agencies that gather information—the CentralIntelligence Agency and the National Security Agency are two examples. Some intelligence offi-cers work in the field collecting information. Most intelligence officers work in an office,researching and analyzing the information gathered, and examining political issues and eventsaround the world to help shape the policies of the United States. Ask interested students tolearn more about this career.

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the population of the United States exceeded 281 million. Almost 10 percent of thepopulation was foreign-born. About 82 percent of Americans were white, 13 percentAfrican American, 12 percent Hispanic, 4 percent Asian or Pacific Islanders, and 1percent Native American.

The great prosperity that boosted middle- and upper-income families in the1990s had not helped everyone. As the new century dawned, about 11 percent ofAmerican families still fell below the official poverty line. In 2005, the devastationcaused by Hurricane Katrina and the slow government response that followedreminded Americans that their country still had many challenges to overcome.

StrategyAs students study the final chapter, share with them the following selections.

Explain that as they consider each work, they should contemplate the reflection ofthe United States—past, present, and future—that each selection presents. Havestudents first read “Frederick Douglass” by Robert Hayden on page 345 in TheReader’s Choice: American Literature. The opening lines address the quest for equal-ity that permeates American history:

When it is finally ours, this freedom, this liberty, this beautiful and terrible thing, needful to man as air, usable as earth; . . .

The author continues by imploring the reader to remember Douglass as onewho paved the way for the struggle for freedom and equality:

. . . [Remember] not with statues’ rhetoric, not with legends and poemsand wreaths of bronze alone, but with the lives grown out of his life, thelives fleshing his dream of the beautiful, needful thing.

Next, have students read “Salvador Late or Early” by Sandra Cisneros on page1300. The story describes a young boy who must take responsibility for his youngersiblings:

. . . Salvador whose name the teacher cannot remember, is a boy who isno one’s friend, runs along somewhere in that vague direction wherehomes are the color of bad weather, lives behind a raw wood doorway,shakes the sleepy brothers awake, ties their shoes, combs their hair withwater, feeds them milk and corn flakes from a tin cup in the dim dark ofthe morning.

The story observes Salvador as he goes about his day, imagining what his innerlife might be like:

Salvador inside that wrinkled shirt, inside the throat that must clearitself and apologize each time it speaks, inside that forty-pound body ofboy with its geography of scars, its history of hurt, limbs stuffed withfeathers and rags, in what part of the eyes, in what part of the heart, inthat cage of the chest where something throbs with both fists and knowsonly what Salvador knows . . .

Activities1. State the relevance of each passage to American culture. (“Frederick Douglass”

reminds Americans to continue to fight for equality and to remember those who insti-gated and continued the quest for equality. “Salvador Late or Early” describes a youngboy who is experiencing difficulties caused by poverty that some Americans still face.)

2. Which selection do you think is more hopeful about American society? Explainyour answer. (Answers will vary. Students may say that “Frederick Douglass” seemsmore hopeful because it emphasizes the need to keep striving for justice.)

3. Writing Prompt: Write an original poem or story addressed to youngAmericans. In your work, offer advice concerning an aspect of American historyor culture.



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differentiated instruction for the american history classroom

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