Protecting the EnvironmentThe nation has made great strides over the past several decades intaking better care of the environment. However, much work remainsto be done. As the United States embarks on a new century, thecountry continues to face such controversial issues as global warmingand the problems of water pollution and a growing amount of waste.

COOPERATIVE LEARNING You have recently joined a local organiza-tion whose goal is to find solutions to the environmental challengesthat affect your community. On these pages are three challenges youface as a member of the organization. Working with a small group,decide how to deal with each challenge. Choose an option, assign atask to each group member, and do the activity. You will find usefulinformation in the Data File. Present your solutions to the class.

ART CHALLENGE

“very troubled waters”In the decades after the Clean Water Actof 1972, many U.S. rivers became cleaner.Recently, however, the government hashad to name more waterways as unsuit-able for fishing or swimming.

The main pollutants include pesticide andsewage runoff from large farms, runofffrom city and suburban sewer systems,and chemical waste from mining. Howcan you alert people in your communityto these problems? Use the Data File forhelp. Present your information using oneof these options:

• Design a poster showing one or moretypes of pollutants reaching a river.

• Create a graphic for town officials thatdepicts the Data File information aboutcontaminated rivers.

ECONOMICS CHALLENGE

“from a feel-good issue to a bottom-line issue”A growing number of businesses have beguntaking steps to curb the amount of trash theyproduce. These companies have found thatscaling back on waste helps to save money.How can you convince businesses in yourcommunity to follow this trend? Use the Data File for help. Use one of these options:

• Create an economic report showingcompanies ways they can cut back on waste while saving money.

• Write a proposal outlining further wayscompanies can reduce waste.

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CALIFORNIA STANDARDS

HI6 Students interpret basicindicators of economic per-formance and conduct cost-benefit analyses of economicand political issues.

Reading 2.6 Use informationfrom a variety of consumer,workplace, and public docu-ments to explain a situationor decision and to solve aproblem.

Listening and Speaking 2.3Deliver research presenta-tions

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Global WarmingAverage U.S. Household’s YearlyOutput of Carbon Dioxide (in pounds):

Human respiration (2-6 persons)—1,950Television—510Range—933Dishwasher—1,038Lighting—1,045Refrigerator—1,136Dryer—1,177Washer—1,199Oil-fired water heater—4,476Oil-fired space heater—12,958Car—20,956

What’s in Our Dirty RiversFrom a 1998 study: 36 percent of U.S. rivers are contaminated.Percentage of contaminatedrivers affected by the following pollutants:

• Toxic chemicals—9%

• Waste and chemicals from mining—13%

• City/suburban run-off (trash,chemical fertilizers)—13%

• Treated sewage (nitrogen andphosphorus)—14%

• Silt and sediment (from con-struction projects)—37%

• Agriculture runoff (dirt, manure,chemical fertilizers)—70%

Corporate Conservation• Colonial Pacific Leasing Corp. in

Oregon cut $5,200 from itsyearly electrical bill by usingenergy-efficient light bulbs.

• Stonyfield Farm Inc. in NewHampshire saved $60,000 oneyear by reducing the amount ofplastic packaging on products.

• Mercer Color Corp. in Ohiomade $8,000 one year by sell-ing its waste for recycling.

• Xerox saves more than $200million a year by reusing printand toner cartridges.

MATH CHALLENGE

“the seas would rise . . . and wholeforest types could disappear”

Global warming remains a pressing environmental problem. Manyscientists believe that air pollutants create a ceiling that trapsheat near the earth’s surface. Foremost among the pollutants iscarbon dioxide—which is generated by factories, automobiles,and common household appliances. Encourage families to cutback on their carbon dioxide output. Use the Data File for help.Present your information using one of these options:

• Make a graph showing the yearly carbon dioxide output ofvarious household items.

• Write a report detailing ways in which a family could reduce its carbon dioxide output by 25 percent.

ACTIVITY WRAP-UP

Present to the Class Meet as a group to review your responses tovarious environmental challenges. Pick the most creative solutionfor each challenge and present these solutions to the class. For more about conservation . . .

RESEARCH LINKSCLASSZONE .COM

730 CHAPTER 25 EPILOGUE

TERMS & NAMESBriefly explain the significance ofeach of the following.

1. Great Depression

2. New Deal

3. fascism

4. World War II

5. Holocaust

6. Harry S. Truman

7. Cold War

8. containment

9. baby boom

10. Great Society

REVIEW QUESTIONSProsperity and the GreatDepression (pages 707–711)

1. What role did the market crashplay in the Great Depression?(HI2)

2. What was the purpose ofRoosevelt’s bank holiday? (HI1)

3. What problems did FDR’s NewDeal address? (HI1)

The Rise of Dictators and WorldWar II (pages 712–716)

4. How did Hitler and the NaziParty gain the support ofGermans in the 1930s? (HI2)

5. How did the role of the UnitedStates in World War II changebetween 1939 and 1945? (HI1)

The Cold War (pages 717–721)

6. What differences between theSoviet Union and the UnitedStates fueled the Cold War? (HI2)

7. What strategies did the UnitedStates use to carry out itscontainment policy? (HI1)

8. How did the end of the ColdWar change the United States’role in world affairs? (HI3)

Life in America Since 1945(pages 722–729)

9. What methods did civil rightsactivists use? (HI1)

10. How did the views of presidentsJohnson and Reagan differ onthe role of government? (HI1)

CRITICAL THINKING1. USING YOUR NOTES: CATEGORIZING INFORMATION

Using your completed chart,answer the questions below. (CST1)

a. What was an important politicalevent in the period 1940–1950?

b. What was an important socialevent in the period 1960–1970?

c. What was an importanteconomic event in the period1980–1990?

2. APPLYING CITIZENSHIP SKILLS

How has the African-Americanstruggle for civil rights changedsince the 1960s? (HI1)

3. THEME: AMERICA IN THE WORLD

As the world’s most powerfulnation, does the United States havea special responsibility to intervenein conflicts around the world? Whyor why not? (HI1)

4. ANALYZING LEADERSHIP

How do the leadership skills of apresident differ in times of war andin times of peace and prosperity?Explain your answer. (HI1)

5. FORMING AND SUPPORTINGOPINIONS

Should the government’s focustoday be on domestic issues or onforeign affairs? Explain your answer.(HI1)

Now that you’ve read the chapter,what are some ways the 21st cen-tury may be the same as and differ-ent from the 20th century? Explainyour ideas.

VISUAL

SUMMARY

Chapter 25 Epilogue ASSESSMENT

The United StatesSince 1919 (CST2)

Political EventsThe 20th Century

1920–1930

1940–1950

1960–1970

1980–1990

Economic Events Social Events

1920s:Prosperity; increasedincome and leisure

1930s:Great Depression;New Deal; rise ofdictators

1940s:World War II; begin-ning of Cold War

1950s:Prosperity; growth of suburbs;baby boom

1960s:Civil rights move-ment; Vietnam War

1970s:Détente; VietnamWar ends; Nixonresigns

1980s:Soaring federaldeficit; U.S.-Sovietrelations improved

1990s:Collapse of SovietUnion; prosperity

Interact with History

Use the map and your knowledge of U.S. history toanswer questions 1 and 2.

Additional Test Practice, pp. S1–S33.

1. Which Cold War hot spot was located in Europe?(HI1)

A. Cuba

B. Germany

C. Korea

D. Iraq

STANDARDS-BASED ASSESSMENT

A

C

D

BE

FG

Cold War Hot Spots, 1945–1990

The United States Since 1919 731

A. Korea

B. Soviet Union

C. Vietnam

D. China

E. Germany

F. Iraq

G. Cuba

TEST PRACTICECLASSZONE .COM

CLASSZONE .COMINTERNET ACTIVITY

ALTERNATIVE ASSESSMENT1. WRITING ABOUT HISTORY

It is sometimes said that the 20th century will be remem-bered as the century of war. In other words, the thingthat will be remembered most about the 20th century isthe wars that were fought. Write a persuasive essay sup-porting or opposing this position. (REP5)

• Editorials in newspapers and magazines from 1999and 2000 discussing the past century might be helpful.

• Remember to use specific examples to support yourcase and persuade your reader of your position.

2. COOPERATIVE LEARNING

Working in groups, make a list of social issues that con-cern Americans today, such as education, pollution, crime,or terrorism. Have each person research one issue anddebate which is most important in front of the class.(REP4)

INTEGRATED TECHNOLOGY DOING INTERNET RESEARCH

During the 1920s, there was a dramatic rise in popularentertainment. Using library resources and the Internet,find information about important celebrities of the time,such as Babe Ruth, Bessie Smith, or Charlie Chaplin.(REP4)

• Find images of the celebrities and perhaps film clipsor recordings of the celebrities.

• Include short biographies of the celebrities.

• Present your research to the class.

For more about celebrities of the 1920s . . .

2. What is the subject of this map? (HI1)

A. volcanic activity during the Cold War

B. popular travel spots during the Cold War

C. points of conflict during the Cold War

D. places occupied by foreign armies during theCold War

This quotation is from President Franklin D. Roosevelt’sfirst inaugural address. It was delivered in 1933, duringthe Great Depression. Use the quotation and yourknowledge of U.S. History to answer question 3.

PRIMARY SOURCE

This great nation will endure as it has endured, willrevive and will prosper. So, first of all, let me assertmy firm belief that the only thing we have to fear isfear itself.

Franklin D. Roosevelt, First Inaugural Address, March4, 1933

3. What was Roosevelt trying to convey to Americanswith this speech? (REP4)

A. a sense of reassurance

B. a growing feeling of fear

C. the worsening situation

D. the humor of the situation