Chapter 1 Creating a Nation - Brevard Public Schools

INTERVENTION PLANNER netw rks

Copyright © The McGraw-Hill Companies, Inc.

Chapter 1 Creating a Nation

Reading and Vocabulary Intervention

If students are struggling with the chapter vocabulary or are having difficulties reading the chapter, assign an activity from the following intervention options. Worksheets are available online at Teacher Center Resources under Activities and Worksheets. They can be assigned digitally to students with access to a computer or printed out for classroom use.

Activities and Worksheets• Vocabulary Activity worksheet

• Guided ReadingLesson 1 Guided Reading Activity worksheetLesson 2 Guided Reading Activity worksheetLesson 3 Guided Reading Activity worksheetLesson 4 Guided Reading Activity worksheetLesson 5 Guided Reading Activity worksheet

• Reading Essentials and Study GuideLesson 1 Reading Essentials and Study Guide worksheetLesson 2 Reading Essentials and Study Guide worksheetLesson 3 Reading Essentials and Study Guide worksheetLesson 4 Reading Essentials and Study Guide worksheetLesson 5 Reading Essentials and Study Guide worksheet

Online Options• Approaching Level Reader

Go to Manage and Assign at the Teacher Center, and set the reading level for student profiles to Approaching Level Reader. Students will be able to view the Approaching Level Reader in the Online Student Edition.

• ELL ReaderGo to Manage and Assign at the Teacher Center, and set the reading level for student profiles to English Language Learner. Students will be able to view the ELL Reader in the Online Student Edition.

• Guided Note-TakingGuided Note-Taking activities are available for each lesson at the Student Center. Direct students to open My Notebook at the Student Center, and select the tab for Guided Note-Taking.

Intervention to Improve Comprehension

For students having difficulty understanding specific aspects of the chapter’s content, select from the following activities. Worksheets are available online at Teacher Center Resources under Activities and Worksheets. They can be assigned digitally to students with access to a computer or printed out for classroom use.

Activities and Worksheets• Assessing Background Knowledge, “Creating a Nation”• Chapter Summary, “Creating a Nation”• Hands-on Chapter Project, “The Rise of a Nation”• Chapter Simulation, “Writing a Fair Constitution”• Economics of History Activity, “Confederation Currency”• Economics of History Activity, “The Embargo of 1807”• Geography and History Activity, “Vicksburg and Gettysburg”• Analyzing Political Cartoons, “Federalists and Republicans”• Analyzing Primary Sources Activity, “The Declaration of Independence”• Analyzing Primary Sources Activity, “Common Sense, by Thomas Paine, 1776”• Analyzing Supreme Court Cases, “McCulloch v. Maryland, 1819”• Visual Literacy Activity, “The Civil War”• Biography Activity, “Thomas Jefferson”• Biography Activity, “Robert E. Lee”

Chapter Intervention Activity

Student ability to identify causes and consequences of the Civil War is critical to their understanding of United States history. If students need help in mastering the content, assign the following intervention activity:

Intervention Activity: Create a StoryboardWhat Were the Causes and Consequences of the Civil War?

Divide students into five groups. Assign each group one of the lessons in the chapter. Have each group create storyboard entries for their assigned lesson describing causes and consequences of the Civil War that are discussed. When groups have finished their storyboard entries, have each group present its work to the class. When all groups have finished, combine the entries and post the storyboard in the classroom for all to see.

(Answer: Storyboards should include causes and/or consequences from each lesson such as: agriculture in Southern colonies, slavery and the U.S. Constitution, Missouri Compromise, rise of cotton, abolition movement, Compromise of 1850, Dred Scott v. Sandford, Reconstruction, and Compromise of 1877.)



Chapter 2 Settling the West




• Guided ReadingLesson 1 Guided Reading Activity worksheetLesson 2 Guided Reading Activity worksheetLesson 3 Guided Reading Activity worksheet

• Reading Essentials and Study GuideLesson 1 Reading Essentials and Study Guide worksheetLesson 2 Reading Essentials and Study Guide worksheetLesson 3 Reading Essentials and Study Guide worksheet







Activities and Worksheets• Assessing Background Knowledge, “Settling the West”• Chapter Summary, “Settling the West”• Economics of History Activity, “The Homestead Act”• Geography and History Activity, “Resources/Population, 1850–1900”• Hands-On Chapter Project, “Making the Move West”• Analyzing Primary Sources Activity, “Chief Joseph, 1879”• Analyzing Primary Sources Activity, “Native Americans”• Analyzing Primary Sources Activity, “Two Accounts of Life on the Open Range”• Analyzing Primary Sources Activity, “The Homestead Movement”• Visual Literacy Activity, “Life on the Plains”• Biography Activity, “Helen Hunt Jackson”• Biography Activity, “Sitting Bull”


Student understanding of westward expansion should enable them to show the relationship among the discovery of silver and gold, the development of ranching, and the Native American wars. If students need help in mastering the content, assign the following intervention activity:

Intervention Activity: Create a Westward Expansion FlowchartWhat Events Led to the Settlement of the West?

Draw a large flowchart on the board. In the first box, write, “silver discovered, Virginia City, Nevada.” Have students copy the chart on their own papers. Then assign students to complete their charts, showing how one event led to the next in the settlement of the West. Students should end their charts with the 1924 Indian Citizenship Act. When students have completed their charts, ask volunteers to complete the class chart. Have students correct their own work and retain their charts as a study tool.

(Answer: Flowcharts should show the relationship among the discovery of silver, gold, and other metals in the West; statehood; the growth of ranching; clashes over land rights; the importance of farming in the Plains; continuing clashes with Native Americans over land rights; the establishment of reservations; the failed policy of assimilation.)



Chapter 3 Industrialization




• Guided ReadingLesson 1 Guided Reading Activity worksheetLesson 2 Guided Reading Activity worksheetLesson 3 Guided Reading Activity worksheetLesson 4 Guided Reading Activity worksheet

• Reading Essentials and Study GuideLesson 1 Reading Essentials and Study Guide worksheetLesson 2 Reading Essentials and Study Guide worksheetLesson 3 Reading Essentials and Study Guide worksheetLesson 4 Reading Essentials and Study Guide worksheet







Activities and Worksheets• Assessing Background Knowledge, “Industrialization”• Chapter Summary, “Industrialization”• Chapter Simulation, “The Age of Advertising”• Geography and History Activity, “Natural Resources and Immigration”• Hands-On Chapter Project, “Starting a Business”• Analyzing Political Cartoons, “Protectionism and the Consumer”• Biography Activity, “Andrew Carnegie”• Biography Activity, “Eugene V. Debs”• Biography Activity, “John D. Rockefeller”• Biography Activity, “Mother Jones”• Biography Activity, “Samuel Gompers”• Biography Activity, “The Wright Brothers”


Student understanding of industrialization should enable them to identify the leaders of the Industrial Revolution and their contributions to technology, society, and the economy. If students need help in mastering the content, assign the following intervention activity:

Intervention Activity: Create a Portrait GalleryWho Were the Leaders of the Industrial Revolution?

Have students review the chapter and identify the leaders of the Industrial Revolution, including labor leaders. Then have students create a portrait gallery of these people. Students should draw a picture of each and write a caption explaining their contributions to the Industrial Revolution.

(Answer: Students should include Edison [phonograph, electric generator, light bulb], Bell [telephone], Westinghouse [air brake, alternating current system], Lowe [ice machine], Swift [refrigerated meats], Cochrane [automatic dishwasher], Dodge, Judah, Stanford, Crocker, Hopkins, Huntington, Hill [railroads], Carnegie [steel], Rockefeller [Standard Oil], Morgan [banking], Powderly, Jones [Knights of Labor], Gompers [AFL], O’Sullivan, O’Reilly [WTUL].)



Chapter 4 Urban America












Activities and Worksheets• Assessing Background Knowledge, “Urban America”• Chapter Summary, “Urban America”• Chapter Simulation, “African American Leaders, Washington and Du Bois”• Economics of History Activity, “The Populist Party”• Geography and History Activity, “Push/Pull Factors”• Hands-On Chapter Project, “Researching Immigration and Political Ads”• Interpreting Political Cartoons, “Machine Politics”• Analyzing Primary Sources Activity, “Ellis Island Questionnaire”• Analyzing Supreme Court Cases, “Plessy v. Ferguson, 1896”• Visual Literacy Activity, “Cuban Cigar Industry in the United States”• Biography Activity, “Booker T. Washington”• Biography Activity, “Ida B. Wells”• Biography Activity, “Jacob Riis”• Biography Activity, “Jane Addams”


Student understanding of immigration will help them understand the diversity in population groups and cultures that exist within the United States. If students need help in mastering the content, assign the following intervention activity:

Intervention Activity: Create an Immigration MapWhere Did Immigrants Settle?

Have students draw an outline map of the United States. On their maps, students should locate and identify the cities and regions where immigrants settled during the late nineteenth century. Students should also add captions explaining how immigration changed these cities and describing the steps that were taken to help the immigrant population adapt to their new homes.

(Answer: San Francisco, New York, Chicago, Milwaukee, Detroit, Boston, St. Louis, Kissimmee, Gulfport, St. Petersburg, Florida, Richmond, Virginia; the states of Wisconsin and Pennsylvania; cities grew, tenements were built, mass transit was developed, labor pools grew in each city; ethnic neighborhoods were created; party bosses and political machines developed to help new immigrants and to gain votes, settlement houses were started)



Chapter 5 Becoming a World Power












Activities and Worksheets• Assessing Background Knowledge, “Becoming a World Power”• Chapter Summary, “Becoming a World Power”• Chapter Simulation, “Who Sank the Maine?”• Economics of History Activity, “Overseas Markets and Pan-Americanism”• Economics of History Activity, “Panama Money”• Geography and History Activity, “Tropical Diseases and the Spanish-American War”• Geography and History Activity, “The Panama Canal”• Hands-On Chapter Project, “Preparing a Multimedia Presentation”• Analyzing Primary Sources Activity, “Philippine Annexation Debate”• Biography Activity, “Emilio Aguinaldo”• Biography Activity, “Joseph Pulitzer”• Biography Activity, “Queen Liliuokalani”• Biography Activity, “Sanford B. Dole”• Biography Activity, “William Randolph Hearst”


Student understanding of imperialism is critical to understanding modern U.S. history and current world events. If students need help mastering the content, assign them the following intervention activity:

Intervention Activity: Create a Time Line of U.S. ExpansionHow Did the United States Become a World Power?

Have students review the chapter, paying particular attention to the maps and the map keys. Use a world map to show students where the territories discussed in the chapter are located. Then have students work in pairs to develop an illustrated time line that shows the dates each territory was acquired and to show regions or countries in which the United States exerted its influence over the affairs of other nations.

(Answer: 1878: U.S. opens base in Samoa; 1888: U.S. prevents German takeover of Samoa; 1889: Commercial Bureau of the American Republics; 1898: Hawaii, Guam, Puerto Rico, Philippines, some rights in Cuba; 1899: Samoa, Open Door policy; 1902: Roosevelt Corollary to the Monroe Doctrine; 1903: Panama Canal Zone; 1912: U.S. troops enter Nicaragua; 1915: U.S. troops sent to Haiti; 1916: U.S. troops sent to U.S./Mexico border and to Dominican Republic.)



Chapter 6 The Progressive Movement












Activities and Worksheets• Assessing Background Knowledge, “The Progressive Movement”• Chapter Summary, “The Progressive Movement”• Chapter Simulation, “Achievements During the Progressive Era”• Chapter Simulation, “Failures of the Progressive Era”• Geography and History Activity, “Environmentalism”• Hands-On Chapter Project, “Learning how Government Affects People’s Lives”• Analyzing Primary Sources Activity, “The Crisis”• Analyzing Primary Sources Activity, “Ida Tarbell Exposes the Standard Oil Company”• Analyzing Primary Sources Activity, “The Jungle, by Upton Sinclair”• Analyzing Supreme Court Cases, “Northern Securities v. United States, 1904”• Biography Activity, “Elizabeth Cady Stanton”• Biography Activity, “Robert La Follette”• Biography Activity, “Susan B. Anthony”• Biography Activity, “Upton Sinclair”


Student understanding of the Progressive movement will help them understand current laws that now protect American consumers, the environment, and citizenship rights. If students need help mastering the content, assign the following intervention activity:

Intervention Activity: Create a Problem-Solution PosterHow Did Progressives Help Reform Society?

Organize students into small groups. Assign or have each group choose one of the issues discussed in the chapter, such as women’s suffrage, child labor, unfair trade practices, etc. Have each group create an illustrated poster that shows the issue on one half of the poster and solutions proposed or actions taken by progressives to resolve the issue on the other half. Have a volunteer from each group present and explain the poster to the class.

(Answer: Posters should clearly show one of the problems discussed in the chapter and the people and actions taken to change or correct the situation. For example: child labor: The Bitter Cry of the Children led states to set a minimum age for employment and the maximum hours a child could work. Florence Kelley played an active role in banning child labor.)



Chapter 7 World War I and Its Aftermath




• Guided ReadingLesson 1 Guided Reading Activity worksheetLesson 2 Guided Reading Activity worksheetLesson 3 Guided Reading Activity worksheet Lesson 4 Guided Reading Activity worksheet








Activities and Worksheets• Assessing Background Knowledge, “World War I and Its Aftermath”• Chapter Summary, “World War I and Its Aftermath”• Chapter Simulation, “World War I Alliances”• Analyzing Supreme Court Cases, “Schenck v. United States, 1919”• Economics of History Activity, “Wartime Government”• Geography and History Activity, “The Great Migration”• Geography and History Activity, “Military Technology and Trench Warfare”• Hands-On Chapter Project, “Presenting World War I”• Interpreting Political Cartoons, “Debate over the Treaty of Versailles”• Interpreting Political Cartoons, “The Red Scare, Unrest, and Civil Rights”• Analyzing Primary Sources Activity, “News of World War I”• Visual Literacy Activity, “World War I Posters and Advertisements”• Biography Activity, “Eddie Rickenbacker”• Biography Activity, “General John Pershing”• Biography Activity, “J. Edgar Hoover”


Student understanding of the events surrounding World War I should enable them to explain the turmoil that engulfed the nation following the war. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a Cause-and-Effect ChartWhy Did the United States Enter Into World War I?

Remind students that the decision to enter into World War I on the side of the Allies was a major step for the United States, one that was not universally supported. Have students create a cause-and-effect chart showing the reasons the United States entered the war and the effects of that decision.

(Answer: Causes should include fear of militarism, economic ties to the Allies, sinking of the Lusitania; effects should include establishment of new government agencies, mobilization of the workforce, the Great Migration, women in the military, restrictions on civil liberties.)



Chapter 8 The Jazz Age




• Guided ReadingLesson 1 Guided Reading Activity worksheetLesson 2 Guided Reading Activity worksheetLesson 3 Guided Reading Activity worksheet Lesson 4 Guided Reading Activity worksheetLesson 5 Guided Reading Activity worksheet








Activities and Worksheets• Assessing Background Knowledge, “The Jazz Age”• Chapter Summary, “The Jazz Age”• Economics of History Activity, “Consumer Credit”• Geography and History Activity, “The Impact of the Automobile on U.S. Life”• Hands-On Chapter Project, “Creating a Memory Book”• Interpreting Political Cartoons, “Plagued by Scandal”• Analyzing Primary Sources Activity, “The Sentencing of Sacco and Vanzetti”• Analyzing Primary Sources Activity, “The Poetry of Langston Hughes”• Visual Literacy Activity, “Analyzing Advertisements”• Biography Activity, “Charles Lindbergh”• Biography Activity, “John Scopes”• Biography Activity, “Marcus Garvey”• Biography Activity, “Zora Neale Hurston”


Student understanding of the cultural and economic changes that occurred during the 1920s will help them explain the cultural clashes that occurred during this time period. If students need help mastering this content, assign the following activity:

Intervention Activity: Create a Visual SummaryWhat Cultural and Economic Changes Took Place During the 1920s?

Organize students into small groups, preferably five students each. Within groups, assign each student a lesson. Have students then create a visual summary of the information presented in the assigned lesson. Examples of visual summaries include charts, graphic organizers, and time lines. When individual students have finished, have groups put their summaries together and discuss the information presented. When groups have finished, have each group answer this question: Why has this decade been called both “The Roaring Twenties” and “The Jazz Age”?

(Answer: Summaries should focus on the key points of each lesson. Students should recognize the booming economy and the cultural contributions made by artists who flourished during this time period.)



Chapter 9 The Great Depression Begins












Activities and Worksheets• Assessing Background Knowledge, “The Great Depression”• Chapter Summary, “The Great Depression”• Economics of History Activity, “Speculation and the 1929 Stock Market Crash”• Hands-On Chapter Project, “Making a Depression Era Protest Sign (Sandwich Board)”• Visual Literacy Activity, “Interpreting Art”• Biography Activity, “Alfred E. Smith”• Biography Activity, “Herbert Hoover”• Biography Activity, “John Steinbeck”• Biography Activity, “Margaret Bourke White”• Biography Activity, “William Faulkner”


Student understanding of the stock market crash that occurred in 1929 should enable them to explain the causes of the Great Depression and the crises that most Americans faced during this time. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Great Depression GroupsWhat Caused the Great Depression and Who Was Affected by It?

Organize students into four groups with the following assignments:

Group 1: Use the words stock market, bull market, speculation, margin, and margin call to write a one or two paragraph explanation of the stock market crash.Group 2: Use the words bank run, installment, and Hoovervilles to write a one or two paragraph explanation of what happened on an individual level as people began to experience the effects of the stock market crash.Group 3: Use the words public works, relief, tariffs, and Federal Reserve to write one or two paragraphs explaining the government response to the Depression.Group 4: Use the words credit, foreclose, and Dust Bowl to write one or two paragraphs explaining the farming scene during the 1920s and 1930s.Have each group share its paragraph with the class.

(Answer: Successful paragraphs will provide key connections to help students see the relationship between events and their results.)



Chapter 10 Roosevelt and the New Deal












Activities and Worksheets• Assessing Background Knowledge, “Roosevelt and the New Deal”• Chapter Summary, “Roosevelt and the New Deal”• Economics of History Activity, “Keynesian Economics”• Economics of History Activity, “The First New Deal”• Geography and History Activity, “The Tennessee Valley Authority”• Hands-On Chapter Project, “Publishing a Newspaper”• Analyzing Primary Sources Activity, “Excerpts from Two Speeches by Alfred E. Smith and Norman Thomas”• Analyzing Primary Sources Activity, “Voices from the Great Depression: The Social Security Debate”• Analyzing Supreme Court Cases, “A.L.A Schechter Poultry Corporation v. United States, 1935”• Analyzing Supreme Court Cases, “West Coast Hotel v. Parrish, 1937”• Visual Literacy Activity, “New Deal Agency Posters”• Biography Activity, “Eleanor Roosevelt”• Biography Activity, “Francis C. Townsend”• Biography Activity, “Mary McLeod Bethune”


Student understanding of the Great Depression during the Roosevelt Administration should enable them to identify and explain key New Deal legislation. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Roosevelt and the New Deal Group Game What Were the Key New Deal Programs and Whom Did They Benefit?

Organize students into six groups and assign the following programs, three to a group: FDIC, SEC, FCA, AAA, TVA, NIRA, NRA, CCCC, FERA, PWA, CWA, WPA, Wagner Act, NLRB, Social Security, National Housing Act, Farm Security Administration, and Fair Labor Standards Act. Give each group three note cards, and instruct them to record the program name, what it did, and what group of Americans most benefited from it. After ten minutes, have groups take turns asking the other groups to identify the important information from the name or initials of the program.

(Answer: Students should provide the link between the program name, its function, and its method of helping individual Americans and groups of Americans.)



Chapter 11 A World in Flames












Activities and Worksheets• Assessing Background Knowledge, “A World in Flames”• Chapter Summary, “A World in Flames”• Chapter Simulation, “Focus on the Holocaust: Could It Happen Here?”• Economics of History Activity, “U.S. Embargo on Japan”• Hands-On Chapter Project, “Creating a World War II Memory Book”• Analyzing Primary Sources Activity, “The 1927 Nuremberg Rally”• Analyzing Primary Sources Activity, “The Rise of Fascism”• Analyzing Primary Sources Activity, “—from The Four Freedoms, Franklin Delano Roosevelt, State of the Union address, 1941”• Biography Activity, “Adolf Hitler”• Biography Activity, “Benito Mussolini”• Biography Activity, “Dorie Miller”• Biography Activity, “Hideki Tojo”• Biography Activity, “Neville Chamberlain”


Student understanding of militarism and the rise of dictatorships should enable them to explain factors that led to World War II and what happened in the Holocaust. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Group Summary PracticeWhat Led the World Into a Second War and What Was the Holocaust?

Organize the class into five groups. Assign each group one of the following topics: rise of dictatorships, appeasement, U.S. foreign policy in the 1930s and early 1940s, Japan and Pearl Harbor, and the Holocaust. Have each group organize the material on their topic and create a bulleted list summarizing the information. Have groups write their information on the board and share their points with the class.

(Answer: Group 1 should cover the world situation that led to the rise of dictators. Group 2 should cover how the aftermath of World War I led to appeasement. Group 3 should discuss the Neutrality Acts and FDR’s use of loopholes to aid the Allies. Group 4 should cover the worsening situation with Japan. Group 5 should highlight the events leading up to and including the Holocaust.)














Activities and Worksheets• Assessing Background Knowledge, “America and World War II”• Chapter Summary, “America and World War II”• Chapter Simulation, “Blue Team Key Text”• Economics of History Activity, “Gearing Up for War”• Geography and History Activity, “Island Hopping”• Geography and History Activity, “Omaha Beach”• Hands-On Chapter Project, “An Interview with a Veteran”• Analyzing Primary Sources Activity, “Allied Invasion of Italy”• Visual Literacy Activity, “V-E and V-J Celebrations”• Biography Activity, “A. Philip Randolph”• Biography Activity, “Oveta Culp Hobby”• Biography Activity, “George C. Marshall”


Student understanding of the events of World War II should enable them to explain why the United States was able to win the war. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a Victory Time LineHow Did the United States Achieve Victory in World War II?

Divide students into groups. Ask each group to create a time line that lists the events and developments that helped make American victory in World War II possible. Point out that each time line entry should list an event or development and also include a sentence telling why or how it helped bring about victory. Remind students that victory in the war was not just about winning battles, it was also about making the materials and weapons necessary, recruiting and training the troops, and developing new technology and strategies.

(Answer: A successful time line will include information about the mobilization effort, key battles and why they mattered, strategies such as island hopping, convoys, and strategic bombing, and new technologies such as amphtracs, atomic bombs, and adapting the assembly line to the building of ships.)

Chapter 12 America and World War II



Chapter 13 The Cold War Begins












Activities and Worksheets• Assessing Background Knowledge, “The Cold War Begins”• Chapter Summary, “The Cold War Begins”• Chapter Simulation, “Joseph McCarthy: Guilty or Not Guilty”• Economics of History Activity, “The Marshall Plan”• Geography and History Activity, “Berlin After World War II”• Hands-On Chapter Project, “Writing a Script to Demonstrate McCarthyism in Action”• Interpreting Political Cartoons, “Truman vs. MacArthur”• Analyzing Primary Sources Activity, “The Declaration of Human Rights”• Analyzing Primary Sources Activity, “from President Harry S Truman’s Address Before a Joint Session of Congress, March 12, 1947”• Analyzing Primary Sources Activity, “from ‘The Sources of Soviet Conduct,’ by X (George Kennan, 1947)”• Analyzing Supreme Court Cases, “Watkins v. United States, 1957”• Biography Activity, “Douglas MacArthur”• Biography Activity, “Joseph McCarthy”• Biography Activity, “Joseph Stalin”


Student understanding of the Cold War should enable them to explain causes of the tension between the U.S. and the Soviet Union as well as the effects of the Cold War on American society. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Identify Key Cold War FiguresWho Were the Major Personalities of the Cold War Era, and What Role Did They Play in the Events of the Cold War?

Write the following names on the board: Harry Truman, Joseph Stalin, George C. Marshall, General Douglas MacArthur, Joseph McCarthy, J. Edgar Hoover, Dwight Eisenhower, and Nikita Khrushchev. Have students write one or two sentences about each person, highlighting that person’s importance to the events of the Cold War.

(Answers: Truman: Truman Doctrine, Berlin airlift, Korean War, loyalty review program; Stalin: Poland, Yalta, Iron Curtain and satellite nations, Berlin blockade; Marshall: European Recovery Program [Marshall Plan]; MacArthur: Korean War; McCarthy: Red Scare, Senate subcommittee on investigations; Hoover: FBI, Red Scare, wiretaps, infiltration of groups suspected of subversion; Eisenhower: brinkmanship, Taiwan/China crisis; Suez Canal crisis, CIA covert operations, Eisenhower Doctrine; Khrushchev: arms race, sputnik, U-2 incident/cancellation of Paris conference .)



Chapter 14 Postwar America












Activities and Worksheets• Assessing Background Knowledge, “Postwar America”• Chapter Summary, “Postwar America”• Economics of History Activity, “Postwar Boom and Inflation”• Economics of History Activity, “Decades of Prosperity”• Economics of History Activity, “Income, Poverty, and Race”• Hands-On Chapter Project, “A New Peacetime America”• Analyzing Primary Sources Activity, “Allen Ginsberg, Howl”• Biography Activity, “Jack Kerouac”• Biography Activity, “Jonas Salk”


Student understanding of America in the postwar years should enable them to describe American politics and society during those years, and to identify those who did not share in the prosperity. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Truman and Eisenhower Era Flash CardsWhat Was American Life Like During the 1950s?

Give students the following 10 terms and have them write each word on a separate note card. Then have them turn over each card and write a one-sentence description of how this term reflects American life in the 1950s. When the flash cards are completed, have students work in pairs to review. Terms: closed shop, union shop, baby boom, white-collar job, blue-collar worker, rock ‘n’ roll, generation gap, poverty line, urban renewal, and termination policy.

(Answer: Students should highlight the key information on American life during the 1950s. For example, closed and union shop reflect the labor movement and efforts to limit the power of organized labor. White-collar and blue-collar reflect the differences between those who worked in offices and those who held factory jobs.)



Chapter 15 The New Frontier and the Great Society












Activities and Worksheets• Assessing Background Knowledge, “The New Frontier and the Great Society”• Chapter Summary, “The New Frontier and the Great Society”• Economics of History Activity, “Medicare and Medicaid”• Economics of History Activity, “Alliance for Progress and the Peace Corps”• Geography and History Activity, “The Cuban Missile Crisis”• Hands-On Chapter Project, “What Is a Great Society”• Analyzing Primary Sources Activity, “from Televised Speech to the American People, John F. Kennedy, October 22, 1962”• Biography Activity, “Barry Goldwater”• Biography Activity, “Buzz Aldrin”• Biography Activity, “Earl Warren”• Biography Activity, “Esther Peterson”• Biography Activity, “Michael Harrington”


Student understanding of the Kennedy and Johnson years should enable them to describe international incidents under Kennedy, his New Frontier, and Johnson’s Great Society. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Develop Parallel Time LinesWhat Key Events Changed the United States Both Internationally and Domestically in the Early 1960s?

Divide students into groups. Ask each group to create two time lines that will run parallel to one another. On the top time line, they should list key events and political programs of the Kennedy and Johnson era. Beneath each, have them write a description of the event’s importance in five words or fewer. On the second time line, they should list the Warren Court reforms covered in the chapter. Under each reform, have them describe its importance in five words or fewer.

(Answer: First time line should include the election of 1960, the Bay of Pigs, Cuban Missile Crisis, New Frontier programs, and Great Society programs. Warren Court time lines should include Reynolds v. Sims, Mapp v. Ohio, Gideon v. Wainwright, Escobedo v. Illinois, Miranda v. Arizona, Engel v. Vitale, Abington School District v. Schempp, and Griswold v. Connecticut.)



Chapter 16 The Civil Rights Movement












Activities and Worksheets• Assessing Background Knowledge, “The Civil Rights Movement”• Chapter Summary, “The Civil Rights Movement”• Chapter Simulation, “Telling the Civil Rights Story”• Economics of History Activity, “Economics and Civil Rights”• Hands-On Chapter Project, “A Freedom Drama”• Analyzing Primary Sources Activity, “from Address in Washington, Martin Luther King, Jr., 1963”• Analyzing Primary Sources Activity, “Malcolm X and Dr. Martin Luther King, Jr.”• Biography Activity, “James Meredith”• Biography Activity, “Linda Brown Thompson”• Biography Activity, “Malcolm X”• Biography Activity, “Martin Luther King, Jr.”• Biography Activity, “Thurgood Marshall”


Student ability to understand the civil rights movement is important to understanding changes that occurred in American society in the 1950s and 1960s. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a StoryboardWhat Were the Causes, Events, and People That Shaped the Civil Rights Movement?

Divide the class into five groups. Assign each group one of the following topics: Supreme Court decisions and events prior to December 1, 1955; Dr. Martin Luther King, Jr., and non-violent protests; youth in the movement; legislation; later issues. Have each group create storyboard entries for their topic, describing the key issues, events, and people that shaped that part of the civil rights movement. When groups have finished their storyboard entries, have each group present its work to the class. When all groups have finished, combine the entries and post the storyboard in the classroom for all to see.

(Answer: Storyboards should include causes and people and events from each lesson such as: Plessy v. Ferguson, Brown v. Board of Education, CORE, Rosa Parks, Montgomery Bus Boycott, Dr. Martin Luther King, Jr., sit-ins, Freedom Riders, Freedom Summer, violence, Civil Rights Act of 1964, voting rights, and black power.)



Chapter 17 The Vietnam War












Activities and Worksheets• Assessing Background Knowledge, “The Vietnam War”• Chapter Summary, “The Vietnam War”• Hands-On Chapter Project, “Create a Documentary of the Vietnam War”• Analyzing Primary Sources Activity, “—from the ‘Silent Majority’ Speech, President Richard Nixon, 1969”• Analyzing Primary Sources Activity, “The Pentagon Papers”• Analyzing Political Cartoons, “The Vietnam War”• Visual Literacy Activity, “Interpreting Architecture”• Biography Activity, “Henry Kissinger”• Biography Activity, “Ho Chi Minh”• Biography Activity, “Maya Lin”• Biography Activity, “Ngo Dinh Diem”


Student understanding of the events surrounding U.S. involvement in Vietnam is important to understanding American society in the 1960s, particularly the activism that developed. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a Vietnam Era FlowchartWhat Steps Took the United States Into, Through, and Out of Involvement in Vietnam, and How Did These Steps Impact American Confidence in the Government?

Divide the class into three groups. Assign each group one of the three lessons. Have each group create a flowchart of the events in their lesson. When groups have finished, have them present their work to the class. Discuss ways in which each step led to the next and how the initial fears of a domino effect eventually produced that very result.

(Answer: Flowcharts should include reasons for U.S. involvement, the initial commitment by Eisenhower followed by the buildup under Kennedy and Johnson, protests in Vietnam, Gulf of Tonkin incident, antiwar protests in the U.S., the events leading to U.S. withdrawal under Nixon, and the fall of various Southeast Asian nations to communism in 1975.)



Chapter 18 The Politics of Protest












Activities and Worksheets• Assessing Background Knowledge, “The Politics of Protest”• Chapter Summary, “The Politics of Protest”• Chapter Simulation, “César Chávez, Dolores Huerta, and the Grape Boycott”• Economics of History Activity, “The UFW Grape Boycott”• Geography and History Activity, “The Equal Rights Amendment”• Geography and History Activity, “Growth of the Latino Population”• Hands-On Chapter Project, “Presenting a Historical Drama”• Analyzing Primary Sources Activity, “The Equal Rights Amendment”• Analyzing Supreme Court Cases, “Hernández v. Texas, 1953• Biography Activity, “Betty Friedan”• Biography Activity, “Bob Dylan”• Biography Activity, “César Chávez”• Biography Activity, “Dolores Huerta”


Student ability to recognize the issues and people involved in the protests of the 1960s and 1970s is important to understanding American society during that time period. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a Protest PosterWho Organized and Protested for Change and What Causes Did They Support?

Divide the class into three groups. Assign one lesson to each group. Have each group create a protest poster for its lesson. The poster should highlight the group involved in protest, why it organized, its major advocates, and its goals. Have students indicate on their posters if those goals were reached. When finished, have each group present its work to the class. When all groups have completed their presentations, display the posters in the classroom for all to see.

(Answer: The three groups will research the youth movement, the women’s movement, and the Latino movement. Posters should include causes, people, and events from each lesson such as: SDS, Free Speech Movement, NOW, Betty Friedan, Gloria Steinem, ERA, LULAC, César Chávez, Dolores Huerta, UFW, and MAYO.)



Chapter 19 Politics and Economics












Activities and Worksheets • Assessing Background Knowledge, “Politics and Economics”• Chapter Summary, “Politics and Economics”• Economics of History Activity, “Stagflation”• Geography and History Activity, “The Southern Strategy”• Geography and History Activity, “Environmentalism”• Hands-On Chapter Project, “Oral History of the 1970s”• Analyzing Primary Sources Activity, “from Enforcing the ADA: Looking Back on a Decade of Progress, U.S. Department of Justice, Civil Rights Division, July, 2000”• Analyzing Primary Sources Activity, “from Silent Spring, Rachel Carson, 1962”• Analyzing Supreme Court Cases, “United States v. Nixon, 1974”• Biography Activity, “Ben Nighthorse Campbell”• Biography Activity, “Bob Woodward and Carl Bernstein”• Biography Activity, “Rachel Carson”


Student understanding of the Nixon era should enable them to explain the changes that occurred in American society both during this period and the decade that followed. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a Cause-and-Effect ChartWhat Were the Key Events of the Nixon Years, and How Did They Impact the Ford and Carter Years?

Divide the class into four groups. Assign each group one of the following topics: domestic issues, foreign policy, Watergate, and environmentalism. Have each group list the key events of the Nixon presidency that fall within their topic. Have them then look at the effect Nixon’s decisions had on the Ford and Carter years. When the groups have completed their charts, have them present their work to the class. When all groups have finished, combine the entries and post the chart in the classroom for all to see.

(Answer: Charts should include revenue sharing, Supreme Court appointments, laws enforced and not enforced, détente, Nixon Doctrine, China, SALT I, emotional and political impact of Watergate, stagflation, human rights, deregulation, affirmative action, and environmental policy.)



Chapter 20 The Resurgence of Conservatism












Activities and Worksheets • Assessing Background Knowledge, “The Resurgence of Conservatism”• Chapter Summary, “The Resurgence of Conservatism”• Economics of History Activity, “Conservatism and Government Involvement in the Economy”• Economics of History Activity, “Prosperity and Income Distribution”• Hands-On Chapter Project, “Conducting an Opinion Poll”• Analyzing Primary Sources Activity, “Ronald Reagan’s Inauguration”• Analyzing Primary Sources Activity, “Who Won the Cold War?”• Visual Literacy Activity, “Reflecting an Era”• Biography Activity, “Colin Powell”• Biography Activity, “Mikhail Gorbachev”• Biography Activity, “Sandra Day O’Connor”


Student ability to analyze Reagan era foreign and domestic policy is critical to understanding current world events. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a Group Graphic OrganizerWhat Were the Key Domestic and Foreign Events of the Reagan Era?

Divide the class into four groups. Assign each group one of the lessons. Have each group build a two-column chart. The group assigned Lesson 1 should title the first column “conservatives” and the second column “liberals”. The groups assigned Lessons 2 and 4 will title column one “foreign” and column two “domestic.” The chart for Lesson 3 should be headed “economic” and “social.” Have each group work through its assigned lesson, placing key information in the appropriate columns of their charts. When completed, have each group write a summary paragraph explaining the importance of the information to both the Reagan era and the present day. Have each group present its work to the class.

(Answer: Charts should include conservative and liberal views of the role of government, Reaganomics, Supreme Court shift, Reagan doctrine, arms control, reasons for economic growth, social changes, the fall of the Soviet Union, the Persian Gulf War, the slowing economy, and government gridlock.)



Chapter 21 A Time of Change












Activities and Worksheets • Assessing Background Knowledge, “A Time of Change”• Chapter Summary, “A Time of Change”• Chapter Simulation, “President Clinton and Health Care”• Economics of History Activity, “Paying Down the Debt”• Economics of History Activity, “The New Economy”• Geography and History Activity, “Border Wall Proposal”• Hands-On Chapter Project, “Art Show”• Analyzing Political Cartoons, “Politics, Health Care, and a Government Shutdown”• Analyzing Primary Sources Activity, “The Debate Over Illegal Immigration”• Biography Activity, “Bill Gates”• Biography Activity, “Hillary Clinton”• Biography Activity, “Newt Gingrich”• Biography Activity, “Steve Jobs”


Student recognition of the vast changes in technology that occurred during the Clinton era is important to understanding the complex global issues faced today. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a Clinton-Era PosterHow Did Events and Advances in Technology That Occurred During the Clinton Era Help Shape Our World Today?

Divide the class into small groups. Assign one of the three lessons to each group. Have groups list the key events or issues in their assigned lesson and then determine which three they believe to be the most crucial to the world today. Have them make a poster highlighting these events or issues, using symbols, pictures, and brief descriptions to describe their importance. When the groups have completed their work, have each group present its poster to the class.

(Answer: Posters should highlight economic, domestic, or foreign events of the Clinton era, key immigration legislation, technological advances, and globalization.)




Student ability to comprehend the impact of foreign and domestic problems that faced both the Bush and Obama administrations is important to understanding the complex global issues the nation faces today. If students need help in mastering this content, assign the following intervention activity:

Intervention Activity: Create a FlowchartHow Have Key Events That Occurred at the Beginning of This Century Shaped Where We Are Today as a Nation?

Divide the class into four groups. Assign the four lessons, one to each group. Have the groups draw the following flowchart across the top of the page:

In the column underneath the first word, “Event,” have them list the key events of the lesson. Have the group fill in the other columns across each row. In the final column, the group will assign a letter grade (A through F) for the effectiveness of the government’s solution. When the groups have completed the flowcharts, have each group present its work to the class and explain the grade given for each government solution.

(Answer: Flowcharts should include the election of 2000, September 11, 2001, War on Terrorism, Homeland Security and Patriot Act, war in Afghanistan, war in Iraq, Hurricane Katrina, economic recession, economic decisions under Obama, healthcare, energy, and environmental reform.)












Activities and Worksheets • Assessing Background Knowledge, “America’s Challenges for a New Century”• Chapter Summary, “America’s Challenges for a New Century”• Chapter Simulation, “USA Patriot Act Town Meeting”• Economics of History Activity, “The Great Recession”• Geography and History Activity, “Afghanistan”• Geography and History Activity, “Hurricane Katrina”• Hands-On Chapter Project, “Exploring the ‘Blogosphere’”• Analyzing Primary Sources Activity, “Assessing the Patriot Act”• Analyzing Primary Sources Activity, “—from State of the Union Address to Congress, President George W. Bush, 2002”• Biography Activity, “Al Gore”• Biography Activity, “Condoleezza Rice”• Biography Activity, “George W. Bush”• Biography Activity, “Nancy Pelosi”

Chapter 22 America’s Challenges for a New Century

Effect Government Solution GradeEvent

Documents

Chapter 1 Creating a Nation - Brevard Public Schools